lnu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Nordin, Andreas, Docent
Publications (10 of 63) Show all publications
Nordin, A. & Sundberg, D. (2018). Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework. Journal of Curriculum Studies
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 1366-5839Article in journal (Refereed) Epub ahead of print
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)
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-07-20Bibliographically approved
Wahlström, N., Nordin, A. & Hallbäck, M. (2018). Externalisation as standardisation?: Examining the use of references in the Swedish school commission. In: : . Paper presented at Nordic Educational Research Association.
Open this publication in new window or tab >>Externalisation as standardisation?: Examining the use of references in the Swedish school commission
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-71721 (URN)
Conference
Nordic Educational Research Association
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-21
Prøitz, T. & Nordin, A. (2018). Learning outcomes in Scandinavian education through the lens of Elliot Eisner. In: : . Paper presented at American Educational Research Association.
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
Available from: 2018-04-17 Created: 2018-04-17 Last updated: 2018-04-17
Nordin, A. (2018). United in fear: Governing knowledge in a state of crisis. In: : . Paper presented at Nordic educational research association.
Open this publication in new window or tab >>United in fear: Governing knowledge in a state of crisis
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-71477 (URN)
Conference
Nordic educational research association
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2018-03-12
Román, H., Hallsén, S., Ringarp, J. & Nordin, A. (2017). Building a new school: Municipal school planning during the Swedish comprehensive school reform 1950-1970. In: : . Paper presented at ECER 2017, Copenhagen.
Open this publication in new window or tab >>Building a new school: Municipal school planning during the Swedish comprehensive school reform 1950-1970
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In times of increased globalization, the national level has been challenged as the prime unit of education policy analysis, generating an increased interest not only for international policy, but also for regional and local policy making. This paper explores how municipal variations – in terms of educational and socio-economic resources, local initiatives and decisiveness – have affected municipal responses to national school reforms in the case of Sweden. The Swedish school system generally has relied on a complex balance between national, regional and local governing and responsibilities, but though municipalities always have been important school policy actors, municipality agency has been quite neglected in historical school policy research in Sweden (Roman et al., 2015).   

This study is part of the comparative project ‘Who has governed the Swedish school?’ which started in 2014 and will finish 2017. The overall project aim is to compare over-time variations in balance between municipal and national school governing in different Swedish municipalities. We trace local school policy events 1950 – 2010 in three distinctly diverse municipalities  (a big city, a mid-range city and a rural community). Our main research questions are: To what extent has the Swedish school been homogeneously organized and acted out? What actions have been taken to claim municipal interests, while dealing with national directives and guidelines? Which international influences are visible in the context of municipal school policy? 

This paper concentrates on the materialization of the Swedish comprehensive school reform of the 1960s, focusing the planning, construction and furnishing of school buildings and school-supporting facilities ( such as audio-visual support centers, libraries etc) as a fundamental means for enabling the comprehensive school reform ideals: to introduce a highly standardized and modern school throughout the country. Design and location of school facilities was a key education policy issue during the reform period, and appears as a good case for comparing municipal variation. The national standards associated with the introduction of the comprehensive school met with a very fragmented educational landscape, affecting pace and strength of the standardization process at the municipal level. The Swedish comprehensive school reform was strongly promoted as a main road to modernity, democracy, rationality, prosperity and internationalization.  Our contribution lies in the interest for these reform changes from a local point of view, taking both national and transnational education policy into account.

Theoretically our project draws on the curriculum theory tradition developed by Dahllöf (1967, 1971), Lundgren (1977, 1979, 1984) and Englund (1986/2005), focusing societal and political prerequisites for education and educational change. This structural approach though has generally emphasized the national level of schooling, with regards to policy formulation and to actual school activities and outcomes, while partly ignoring local variations. We stress the importance of historical studies of local school making, in order to produce sophisticated reform analyses. To support this theoretical claim, we relate to international research on decentralization, marketization and globalization (cf. Ball et al 2007; Hopmann 2008; Schriewer 2009; Lawn & Grek 2012). These theoretical strands constitutes an analytical framework where the historical comparison of local school policy relate to intertwined local, national and transnational policy arenas, which together constitute a complex socio-political context for local policy navigation(Nóvoa & Yariv-Mashal, 2003).

In this mainly descriptive study, we make use of the concepts of geographical asymmetry and geographical justice (partly linked to the concept of spatial justice, Soja 2010, Clement & Kanai 2015) within and between different local policy-arenas. These concepts cover fundamental infrastructural disparities between different types of geographical areas,  in this case specifically referring to school buildings and educational resources.

Method

We use a comparative approach in search for similarities and differences in terms of functional equivalence (Schriewer, 2011), This includes thick descriptions of how local policies relate to and handle educational problems, for instance their supply of school buildings and facilities. Education policy in three Swedish municipalities are being described and compared. Our three chosen municipalities are in many respects distinctively different. Stockholm is a major city and the national capital, Växjö is a mid-size city and a regional capital while Tierp is a rural community. This means they differ in general conditions (geography, demography, socio-economic and political conditions, level of education) and educational infrastructure (types and numbers of schools and other educational institutions) before and during the reform periods studied, yet allowing for irregular initiatives and changes enabled by local actors. In our project, two empirical descriptive themes are displayed: 1) Political actions, including national policy exchange and local administrative development; 2) Educational efforts, including communication technology investments and transnational exchange. In this paper we elaborate on these descriptive themes through the lens of school building policy. The main empirical material in our project is municipal school policy documents from our three case municipalities during the period of 1950-2010, giving empirical weight to the first half of this period. We regard this period as constitutive for how municipalities established the Swedish comprehensive school. The municipality archives include varied and detailed materials and are rich on content. This material provides substantial information on the different local educational situations and initiatives as well as municipal relations to national school policy. Archive material of this kind has not previously been used that often in similar historical studies, as municipal school policy has, as mentioned, been rather neglected. In addition to the municipal archive material, we also use data from official and semi-official sources at the national arena, such as National School Agency (and its predecessor) and Swedish Municipal Association (SKL), and media articles (newspaper and agency journal articles).

Expected Outcomes

Municipal school policy changes following the 1960s school reforms in Sweden implied increased conformity, both at the municipal and the school level. The reforms increased the amount of national regulations, limiting the municipal scope of action and leading to a more homogeneous school, as 9-year comprehensive schools and upper secondary schools were established nation-wide. But municipal school-administrative conditions and traditions kept being highly relevant for school-making, and the national standardization agenda met with more or less resistant local conditions and aspirations. We define this interplay as a matter of geographical justice, suggesting that each municipality has had its unique way of materializing political visions. The comprehensive school reform of Sweden took more than two decades to complete. Comprehensive school buildings and supporting facilities thus were constructed and furnished during quite different conditions, depending on demographic varieties and changes in building standard ideals. Cities mainly faced the challenge of combining population growth and school system exchange, which meant handling a lot of construction work and teacher recruitment while expanding its administration. Rural municipalities partly faced similar challenges but rural population decline interfered with the reform ambitions, causing inter-municipal competition and animosity about qualifying for secondary schooling. School always has varied due to geographical asymmetries leading to different municipal conditions and actions. The interplay between municipal conditions-actions and nationally run reform agendas, and the municipal consequences of that interplay, must be understood as key components in the establishment of new schools as part of school reforming. Relating historical comparisons to different policy arenas enables a more complex analysis of school governing in the tension-field between centralization and decentralization, exceeding a simplified logic of implementation. In addition, it enables historical school policy analyses which emphasize the local importance of education in its own right, as part of a local infrastructure and local traditions.

National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-67443 (URN)
Conference
ECER 2017, Copenhagen
Projects
Who has governed the Swedish school? Municipality, school and state during 60 years of Swedish school reforms in a world of change
Funder
Swedish Research Council
Available from: 2017-08-26 Created: 2017-08-26 Last updated: 2018-02-28Bibliographically approved
Nordin, A. & Sundberg, D. (2017). Exploring Curriculum Change using Discursive Institutionalism: Methodological Considerations. In: : . Paper presented at ECER-conference,Copenhagen, 2017-08-25, Symposium: Comparative Research on Educational Leadership for Curriculum Change – Theoretical and Methodological Perspectives.
Open this publication in new window or tab >>Exploring Curriculum Change using Discursive Institutionalism: Methodological Considerations
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-67656 (URN)
Conference
ECER-conference,Copenhagen, 2017-08-25, Symposium: Comparative Research on Educational Leadership for Curriculum Change – Theoretical and Methodological Perspectives
Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2018-02-26Bibliographically approved
Nordin, A. & Sundberg, D. (2017). Exploring curriculum change using discursive institutionalism: methodological considerations. In: : . Paper presented at ECER 2017, Copenhagen.
Open this publication in new window or tab >>Exploring curriculum change using discursive institutionalism: methodological considerations
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The question of what drives curriculum change has for decades been an issue among educational scholars working in the field of curriculum theory (CT). Due to the globalisation of the curriculum field (cf. Andersson-Levitt, 2008), issues of how to address, understand and explain the role of transnational forces and actors as drivers of change have become central to the field (Nordin & Sundberg, 2014). As a result of this ’transnational turn’ it is necessary for scholars in the field of curriculum studies to reinvent their analytical tools (cf. Young, 2013; Deng, 2015) in order to be able to analyse curriculum-making as a complex and multi-layered practise taking place in a complex interplay between transnational, national as well as local arenas and a diversity of endogenous and exogenous forces and determinants. In response to this expressed need for scholars working in the field of CT to reinvent their analytical tools (cf. Deng, 2015) the aim of this article is to turn to discourse-institutionalism (DI) developed by Vivien Schmidt (2008, 2010, 2011, 2016) in order to examine its methodological potential and to develop an analytical framework for analysing curriculum change in the light of the ‘transnational turn’ within CT. We make use of Schmidt´s distinction between a coordinative and a communicative policy discourse. Somewhat simplified the coordinative discourse refers to the interaction among different kinds of policy elites while the communicative discourse refers to the interaction between these elites and the public. Furthermore, we make use of Schmidt’s stratified understanding of ideas at different policy levels, from philosophical ideas that are very stable over time, to programmatic ideas that changes somewhat easier to policy ideas who can change rapidly in order to capture the transformation of ideas travelling between different arenas and used by different actors. The different kinds of ideas we relate to the five different categories arenas (where?), actors (who?), content (what?), language (how?) and legitimation (why?). Combining these different categories facilitates a coherent analysis of curriculum change as simultaneously content and discursive interaction between different policy actors at different policy levels. Ongoing research on the most recent Swedish curriculum reform, Lgr 11 is used to provide empirical illustrations of how the framework and its concepts can be used for theoretical analyses and methodological designs especially focusing travelling curriculum policies on ‘competencies’.

National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-67442 (URN)
Conference
ECER 2017, Copenhagen
Available from: 2017-08-26 Created: 2017-08-26 Last updated: 2018-02-26Bibliographically approved
Nordin, A. & Prøitz, T. (2017). From individual accountability to shared responsibility: Reconceptualising learning outcomes. In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017: . Paper presented at NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017 (pp. 140-140).
Open this publication in new window or tab >>From individual accountability to shared responsibility: Reconceptualising learning outcomes
2017 (English)In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017, 2017, p. 140-140Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the last decades learning outcomes has become a key concept in education policy (Aasen, 2012; Hopmann, 2008; Lawn, 2011). Discursively, it has been embedded within a wider education policy context characterised by a shift from teaching to learning emphasising individual accountability and employability (Biesta, 2005; Prøitz, 2015). In addition international assessments have come to play an increasingly important role in governing education policy and policy-makers strengthening the reductionist discourse emphasising product rather than process even further (Hopmann, 2008; Pettersson, 2008). TRightly this development has been criticised as a resurgence of Taylorism and scientific management placing too much emphasis on the measurable outcomes of learning (Au, 2011). As a response to this development Darling-Hammond et al. (2014) have asked for alternative narratives and new interpretations of what education is or could be about, a vision of a new accountability, which also calls for new and widened understandings of learning outcomes. In order to contribute to such a widened narrative the aim of this paper is to renounce the concept of reconceptualise learning outcomes as they have come to be interpreted in contemporary education policy and instead explore learning outcomes as interpreted within the framing of teaching and learning with an ambition toilluminate potential ways of reconceptualising learning outcomes in education of today. We take our theoretical point of departure in the writings of Elliot Eisner (1979, 2005). Eisner is concerned with the role of curriculum in learning and has defined a trichotomy of outcomes. Emphasising the interplay between the student, the teacher and the subject in question facilitates a more dynamic analysis of learning outcomes where not all learning can be easily identified and measured. Learning outcomes are understood as intersubjective constructions and the result of intended as well as unintended processes. As such, it is not something that is easily pre-defined, instead Eisner argues that the variable teacher, student and class group requires artful blending for the educationally valuable to result.

       The paper is structured in two parts. In the first part we sketch a general picture of the policy shift from process to product in education with empirical references to recent educational reforms in Norway and Sweden. The analysis is based on a close reading of kKey policy documents. In the second part we introduce Eisner’s theoretical contribution as a way to reconceptualise learning outcomes as they are communicated in Norwegian and Swedish key policy documents. The result shows how Eisner’s theory might facilitate a multidimensional approach to learning outcomes, exceeding the limited gaze of contemporary policy discourses focusing solely on the measurable products of learning. Eisner´s artistic approach offers a useful language for reconceptualising learning outcomes in a complex globalised society where unintended aspect increasingly determines the outcomes of people’s educational efforts.

Keywords
Learning outcomes, Norway Sweden, Elliot Eisner
National Category
Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61697 (URN)
Conference
NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017
Available from: 2017-03-25 Created: 2017-03-25 Last updated: 2017-03-31Bibliographically approved
Román, H., Hallsén, S., Ringarp, J. & Nordin, A. (2017). School history, municipalities and geographical justice: Comparisons in time and space. In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017: . Paper presented at NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017 (pp. 159-160).
Open this publication in new window or tab >>School history, municipalities and geographical justice: Comparisons in time and space
2017 (English)In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017, 2017, p. 159-160Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim   The project Who governs the Swedish school? compares over-time variations in balance between municipal and national school governing in different Swedish municipalities. In times of increased globalization, the national level has been challenged as the prime unit of educational policy analysis, generating an increased interest for international policy studies. This has by time also led to stronger interests for regional-local policy making, but mainly towards contemporary conditions. Local school history research has been rare. (Roman et al. 2015). This paper contribute to curriculum theory by highlighting and theorizing local school activities and policy in a historical context, addressing the question: What is school-making in a municipal perspective? This focus helps to problematize the idea of school as a national unit.   Theoretical framework A geo-historical perspective (cf. Linné 2012) enables an exploration of local school policy as a national reform component and as an autonomous force. This is a contribution to curriculum theory studies on educational change and stability in relation to societal prerequisites, following a Scandinavian tradition (cf. Dahllöf 1967, Lundgren 1972, Englund 1986). We elaborate on geographical justice, a concept partly linked to spatial justice (Soja 2010, Clement & Kanai 2015). Geographical justice works as a vehicle for historically defining and comparing different approaches to geographical asymmetries in terms of educational resources. Our comparisons illuminate municipal similarities and differences, by focusing local policy enactments on educational problems, located and relocated in different times and spaces (cf. Nóvoa & Yariv-Mashal 2003, Popkewiz et al 2001).   Methodology/research design Our data mainly consist of municipal school policy archive documents from three case municipalities, representing three distinct municipal types. This material provides varied and detailed information on different local educational situations and initiatives, and on municipal-national relations. In addition, we use data from official and semi-official national sources.   Expected conclusions/findings National school reforms always meet asymmetric local conditions. Urban and rural areas have different sets of educational resources and policy options. Big city areas differ substantially from smaller cities. Overall, there are both inter-municipal and intra-municipal differences. In Sweden, national school policy recipes for handling this asymmetry in order to promote geographical justice have varied. In the 1960s, centralization and standardization was expected to make school less dependent on geographical circumstances and socio-economic differences. In the 1990s, decentralization and consumer choice partly implied the opposite: asymmetry was moderately endorsed by allotting more organization responsibility to individuals, schools and municipalities. Our point is that school regardless of national strategies is always carried out in a local context, exceeding the municipality as a school organizer. We also stress the importance of the municipality as a school provider (for all schools within its borders) and as a supply of educational resources. These resources include educational infrastructures (i.e. formal and informal educational institutions, inhabitants educational capital), and specific policy actions taken in response to the local infrastructure. Historical comparative analyses taking all municipal dimensions into account contribute to curriculum theory-based research on school policy ambitions in relation to school practice. Especially, in Nordic countries with their long traditions of municipal self-government.

Keywords
School history, Sweden, governing, municipality, school policy
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-61698 (URN)
Conference
NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017
Available from: 2017-03-25 Created: 2017-03-25 Last updated: 2017-03-31Bibliographically approved
Nordin, A., Román, H., Hallsén, S. & Ringarp, J. (2017). Skolreformer och geografisk rättvisa 1950-2010. In: : . Paper presented at Svenska Historikermötet 2017, 10-12 maj 2017, Mittuniversitetet, Campus Sundsvall.
Open this publication in new window or tab >>Skolreformer och geografisk rättvisa 1950-2010
2017 (Swedish)Conference paper, Oral presentation only (Refereed)
National Category
History Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-65503 (URN)
Conference
Svenska Historikermötet 2017, 10-12 maj 2017, Mittuniversitetet, Campus Sundsvall
Available from: 2017-06-18 Created: 2017-06-18 Last updated: 2017-07-25Bibliographically approved
Organisations

Search in DiVA

Show all publications