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Nordin, Andreas, DocentORCID iD iconorcid.org/0000-0002-8503-2655
Publications (10 of 71) Show all publications
Nordin, A. & Wahlström, N. (2019). Transnational policy discourses on ‘teacher quality’: An educationa lconnoisseurship and criticism approach. Policy Futures in Education
Open this publication in new window or tab >>Transnational policy discourses on ‘teacher quality’: An educationa lconnoisseurship and criticism approach
2019 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, we analyse key policy documents on teacher quality produced by the OECD andthe EU during the period 2005 to 2017 using an educational connoisseurship and criticismapproach. The purpose of this article is to explore how Eisner’s concepts of educational connoisseurshipand educational criticism can be understood and used to analyse educational policy,especially how teacher quality is discursively constructed in transnational authoritative texts oneducation policy. Eisner’s three aspects of criticism, description, interpretation and evaluation canbe utilised in a differentiated critical approach to the analysis of transnational policy documentson education. While the critical descriptive discourse can be viewed as ‘identifying a simplerelationship’ between social development and educational needs, the interpretative critical discoursecan be regarded as ‘recognising the complexity’ of teachers’ tasks in changing societies andthe critical evaluative discourse as ‘recognising and problematising contradictory interests’ thataffect teachers’ work. We argue that the philosophical concepts of connoisseurship and criticismcontribute to policy research by demonstrating that a multifaceted concept of teacher quality isneeded to capture the complex nature of education.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Education policy, Teacher quality, Elliot Eisner
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79719 (URN)10.1177/1478210318819200 (DOI)
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-24
Nordin, A., Uljens, M., Hardy, I., Sivesind, K., Wahlström, N., Smeds-Nylund, A.-S., . . . Alexiadou, N. (2018). Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism. In: : . Paper presented at EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September,Bolzano, Italy.
Open this publication in new window or tab >>Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77613 (URN)
Conference
EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September,Bolzano, Italy
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2019-02-12Bibliographically approved
Nordin, A. & Sundberg, D. (2018). Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework. Journal of Curriculum Studies, 50(6), 820-835
Open this publication in new window or tab >>Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework
2018 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 50, no 6, p. 820-835Article in journal (Refereed) Published
Abstract [en]

The article aims to explore to what extent and in what ways discourseinstitutionalism can contribute to the understanding and analysis ofcurriculum change in a globalized context. By focusing specifically oncurriculum change, this article proposes how discourse institutionalismcan contribute to the so-called ‘crisis of curriculum theory’ by addressing(i) the non-linearity of change, (ii) the process of the translation of ideasand (iii) actor agency. The text is structured in three sections. In the firstsection, we elaborate on the notion of curriculum change as a vitalconcept for the field of curriculum theory in a globalized context, focusingon processes of recontextualization and the translation of curriculumcontent. In the second, we elaborate on discourse institutionalism as acontributing approach to the analysis of such processes of curriculumchange, constructing a conceptual framework. In the third and finalsection, we give some examples of how the conceptual framework canbe used in analysing curriculum change, using the 2011 Swedish curriculumreform (Lgr 11) as an empirical reference, and the result showsthat the conceptual framework offers a wide repertoire of possibleapproaches to analysing curriculum change, both vertically andhorizontally.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Curriculum theory, educational policy, change, discourse institutionalism
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-76184 (URN)10.1080/00220272.2018.1482961 (DOI)000452858200012 ()
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2019-01-22Bibliographically approved
Wahlström, N., Nordin, A. & Hallbäck, M. (2018). Externalisation as standardisation?: Examining the use of references in the Swedish school commission. In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts. Paper presented at NERA 2018 - 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. 8-10 March 2018, University of Oslo, Norway (pp. 101-102).
Open this publication in new window or tab >>Externalisation as standardisation?: Examining the use of references in the Swedish school commission
2018 (English)In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 101-102Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71721 (URN)
Conference
NERA 2018 - 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. 8-10 March 2018, University of Oslo, Norway
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-12-18Bibliographically approved
Sellbjer, S. & Nordin, A. (2018). I laughed aloud when I read that knowledge requirements come from middle school-Knowledge Progression in the Swedish Educational System. In: : . Paper presented at EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September, Bolzano, Italy.
Open this publication in new window or tab >>I laughed aloud when I read that knowledge requirements come from middle school-Knowledge Progression in the Swedish Educational System
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77626 (URN)
Conference
EERA / ECER 2018 “Inclusion and Exclusion, Resources for Educational Research?”, 3 – 7 September, Bolzano, Italy
Available from: 2018-09-09 Created: 2018-09-09 Last updated: 2019-02-21Bibliographically approved
Prøitz, T. & Nordin, A. (2018). Learning outcomes in Scandinavian education through the lens of Elliot Eisner. In: : . Paper presented at American Educational Research Association, April 13-17, 2018, New York.
Open this publication in new window or tab >>Learning outcomes in Scandinavian education through the lens of Elliot Eisner
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Discursively learning outcomes has been embedded within a wider education policy context characterised by a shift from teaching to learning. In the dominant education policy discourse learning outcomes have come to play an important role in education governing by a strengthened emphasis on product more than process. This development has been criticised as scientific management that places too much emphasis on learning’s measurable outcomes. In education research calls have been made for reconsideration of alternative interpretations and widened understandings of learning outcomes. This can be regarded as a renewal of older perspectives on learning outcomes brought forward by the works of  Eisner. The aim of this study is to renounce the concept of learning outcomes as they have come to be interpreted in contemporary education policy and instead explore them within the framing of teaching and learning presented by Eisner. By an analysis of policy developments and the introduction of learing outcomes in two Scandinavian countries we ask - what is taken for granted in the interpretation of learning outcomes? Further, the analysis contribute to a widened narrative on what education is or could be about by illuminating alternative ways of interpreting and reconceptualizing learning outcomes in education

National Category
Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72894 (URN)
Conference
American Educational Research Association, April 13-17, 2018, New York
Note

Ej belagd 20190211

Available from: 2018-04-17 Created: 2018-04-17 Last updated: 2019-02-12Bibliographically approved
Sundberg, D. & Nordin, A. (2018). Reframing Curriculum Change: The Potentials of Discursive Institutionalism in Globalised Education. In: Symposium: Comparative curriculum studies: discursive institutionalism, curriculum and educational leadership: . Paper presented at NERA 2018, 46th Congress, Educational Research: Boundaries, Breaches and Bridges. Oslo, Norway,8-10 March, 2018.
Open this publication in new window or tab >>Reframing Curriculum Change: The Potentials of Discursive Institutionalism in Globalised Education
2018 (English)In: Symposium: Comparative curriculum studies: discursive institutionalism, curriculum and educational leadership, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-71468 (URN)
Conference
NERA 2018, 46th Congress, Educational Research: Boundaries, Breaches and Bridges. Oslo, Norway,8-10 March, 2018
Available from: 2018-03-10 Created: 2018-03-10 Last updated: 2018-10-30Bibliographically approved
Nordin, A. & Wahlström, N. (2018). Teacher Quality Beyond Measurability: a Connoisseurship and Criticism Approach. In: : . Paper presented at Educational Research Conference, ECER, Bolzano, September 4-7, 2018..
Open this publication in new window or tab >>Teacher Quality Beyond Measurability: a Connoisseurship and Criticism Approach
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

For quite some time now the premises set up for teachers and teaching within the neo-liberal project, have been heavily criticized (e. g. Apple, 2008; Ball, 2003; Hopmann, 2008; Kliebard, 1995; Nordin, 2016; Wahlström, 2015). Following Tesar (2016) we argue that thinking policy and philosophy together can open up for new imaginaries, new futures for thinking quality in education. We argue that the American curriculum theorist Elliot Eisner (1979, 2002, 2005) and his concepts of connoisseurship and educational criticism is a constructive starting point for rethinking both teacher quality and policy.

 

The purpose of this paper is twofold. The first purpose involves a critical examination of the way ‘teacher quality’ is discursively constructed in transnational authoritative texts. The second purpose is to explore the possibilities of rethinking teacher quality as it is set out in a mainly neo-liberal setting, using the concepts of connoisseurship and educational criticism as productive means to explore alternative meanings, both regarding teacher quality and the character and potential of policy texts. The two research questions are: How can Eisner’s concepts of connoisseurship and educational criticism contribute to going beyond an agenda of teacher quality based on “evidence” and a dominating scientific efficiency approach? Drawing on Eisner (1979), how can a linking between philosophy and policy contribute to critically examining contemporary education policy texts by taking seriously the meaning of the term criticism as "reeducation of perception"? (Eisner 1976/2005; Dewey 1934).

 

We make use of Eisner’s’ idea of an ‘ecology of schooling’ in trying to understand educational reforms and their impact on educational practices. To think comprehensively about school reforms, Eisner (1992/2005) identifies five dimensions which one has to take into account. The first is the intentional aspect that refers to exploring the tension between conventional arguments for what the reform aims to. Secondly, the understanding of a reform needs to observe the consequences of the structural aspects of the reform. A third aspect is the possible changes of curriculum content. The fourth aspect is the pedagogical factor that is indispensable for the transformation from an intended to an operational curriculum. The fifth dimension of a reform, finally, is evaluation. The way assessment of students’ knowledge is defined directs what should count as knowledge in a subject and how teaching takes shape in the classroom.

 

In addition we make use of Eisner’s concept of educational connoisseurship as an alternative to technological approaches; instead of laws, professional judgments are taken as the basis for the quality of schooling (Biesta 2017).  A connoisseur ‘appreciates’ what she encounters; that is, a connoisseur is aware of and understands what is experienced. Appreciation in this context has to do with a genuine curiosity around shared interests (Hansen, 2017; Uhrmacher, et al., 2017). A necessary complement to connoisseurship is educational criticism. Eisner (1976/2005, p. 41) distinguishes between the two by pointing out the following difference. ”If connoisseurship is the art of appreciation, criticism is the art of disclosure”. The language of critics is a language where metaphors, suggestions and implications are important tools in order to help us see. Following Eisner, (1976/2005), educational criticism has to consider three interrelated aspects, a descriptive, an interpretative and an evaluative aspect of educational criticism. The descriptive aspect has to do with describing the qualities of an educational phenomenon, the interpretative aspect signifies the effort to understand the meaning various forms of action have for those involved, and the evaluative aspect, finally, asks the question: ‘What is the educational import or value of what is going on?’ (Eisner, 1976/2005, p. 44). Educational criticism directs attention to the qualitative aspects of schooling rather than the quantitative.

 

Keywords
Education policy, teacher quality, Elliot Eisner, connoisseurship, criticism
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-77943 (URN)
Conference
Educational Research Conference, ECER, Bolzano, September 4-7, 2018.
Available from: 2018-09-22 Created: 2018-09-22 Last updated: 2019-02-12Bibliographically approved
Nordin, A. (2018). The idea of distance in data-driven curriculum policy making: a productive critique. Transnational Curriculum Inquiry, 5(2), 26-37
Open this publication in new window or tab >>The idea of distance in data-driven curriculum policy making: a productive critique
2018 (English)In: Transnational Curriculum Inquiry, ISSN 1449-8855, Vol. 5, no 2, p. 26-37Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to develop a productive critique of the neoliberal idea of distance as it has come to be expressed within the context of data-driven curriculum policy making. The argument is structured around three expressions of distance (spatial, methodological, and relational) related to different levels of policy making. A critical examination shows that the production and use of numerical data have come to influence policy makers at all levels, equating what is of educational value with what can be made measurable and therefore comparable. Furthermore, it shows that standardizing the way education is thought and acted out by policy makers and practitioners according to an evaluative rationale leads to problematic reduction of the educational imagination, distancing educational actors from each other. Non-affirmative educational theory is used to develop a more reflexive position understanding that the answer to what is of educational value emanates from communicative interactions allowing different educational aims to coexist and influence each other. The productivity of the critique developed in this article, therefore, lies in its ability to enrich the educational discourse and to widen the imagination of the alternatives scenarios of educational futures at hand.

Place, publisher, year, edition, pages
International Association for the Advancement of Curriculum Studies (IAACS), 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78921 (URN)000450874700003 ()
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2019-01-17Bibliographically approved
Nordin, A. (2018). United in fear: Governing knowledge in a state of crisis. In: Presented at NERA2018: . Paper presented at NERA 2018- 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. 8-10 March 2018 • University of Oslo, Norway..
Open this publication in new window or tab >>United in fear: Governing knowledge in a state of crisis
2018 (English)In: Presented at NERA2018, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71477 (URN)
Conference
NERA 2018- 46th CONGRESS. Educational Research: Boundaries, Breaches and Bridges. 8-10 March 2018 • University of Oslo, Norway.
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2018-12-18Bibliographically approved
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