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Title [sv]
Förskoleklassen i en brytningstid - konsekvenser av positionsförskjutningar i ett reformerat utbildningslandskap
Title [en]
The preschool class in transition - consequences of positional shifts in a reformed educational landscape
Abstract [en]
The preschool class in transition. Consequences of positional shifts in a reformed educational landscape. The political intentions with the preschool class are changing. According to a government decision, the preschool class has been provided with a new section in the current curriculum. Meanwhile it is also investigated how and when the preschool class could be made mandatory.These changes will provide new conditions for children, teachers and teaching in the preschool class. The overall aim of this project is to create knowledge about the consequences of these positional shifts and policy processes in the preschool class. We now face a unique opportunity to analyze policy processes at a classroom level during a time of political reforms and thereby create knowledge about the meeting of practice and new policy.We will use a policy ethnographic methodology to follow all preschool classes in six schools in six municipalities. In the ethnographic fieldwork we will make interviews, observations and document analyzes. By working flexible and pliable, both possibilities, dilemmas, variations and changes will be detected in the educational practices. Different kinds of schools are selected for participating in the project (small and large schools, country schools and city schools in addition to schools with a high percentage of newly arrived children), which together can contribute to a varied picture of these policy processes and its consequences.
Publications (2 of 2) Show all publications
Ackesjö, H. & Persson, S. (2019). The schoolarization of the preschool class – policy discourses and educational restructuring in Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 127-136
Open this publication in new window or tab >>The schoolarization of the preschool class – policy discourses and educational restructuring in Sweden
2019 (English)In: Nordic Journal of Studies in Educational Policy, E-ISSN 2002-0317, Vol. 5, no 2, p. 127-136Article in journal (Refereed) Published
Abstract [en]

Our aim in this article is to examine policy discourses that promote positional changes for the preschool class in the Swedish educational system. The preschool class is currently going through a watershed period, which is characterized by uncertainty regarding its position in the education system. In this article, we explore changes in the Swedish education system by analysing policy documents from 1997 to 2017 with a specific focus on the positional shift of the preschool class. The departure point for our study is that policy relates to the concepts of subjectification, qualification and socialization. In addition, we examine how these goals in education are to be achieved and the educational restructuring required to do this. The findings show that policy discourses about the preschool class have shifted from pedagogical arguments about the benefits of pedagogical integration, consensus and the move of preschool pedagogy into school education, to more school- oriented, knowledge-economy arguments about increased goal achievement. Schoolarization describes a positional shift in the education system that contains two collaborative processes: an approach towards school content, goals and forms for teaching and a distancing to the content and goals formulated for Early Education and Care.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Schoolarization; policy change; travelling policies; preschool class; restructuring processes
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-87499 (URN)10.1080/20020317.2019.1642082 (DOI)
Funder
Swedish Research Council, 2017-03592
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-10-18Bibliographically approved
Lago, L., Ackesjö, H. & Persson, S. (2018). Erkännandets dynamik - förskoleklasslärarestolkningar av ny läroplanstext. Educare - Vetenskapliga skrifter (1), 7-25
Open this publication in new window or tab >>Erkännandets dynamik - förskoleklasslärarestolkningar av ny läroplanstext
2018 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-25Article in journal (Refereed) Published
Abstract [en]

Swedish preschool class got its first specific curriculum in 2016. Because of this,

the preschool class can be said to face change where existing practice meets

new policy. This study aims to analyse how teachers in preschool classes do

policy during this time of change by studying how teachers in preschool class

relate the new curriculum to existing practice. New institutionalism, theory of

professionalism and policy enactment theory are used to understand this. The

data used are conversations with teachers at three different schools. The re

sults show that parallel processes of recontextualisation are initiated when

new curriculum is confronted with the teachers interpretations of their as

signment, i.e. a simultaneous process of adaptation and change of existing

pedagogical practice take place. Teachers interpret the new curriculum and

relate to it as a whole. They express a recognition in terms of a societal trust in

the teaching they conduct. Even though the teachers express that the new

curriculum gives them trust, professional exclusivity and legitimacy, they also

interpret it as a recognition of things they want to change in the educational

practice. It is through this recognition that the teachers interpret and do policy.

The article discusses a shift of the position of the preschool class in the educa

tional system.

Place, publisher, year, edition, pages
Malmö: Malmö university, 2018
Keywords
Förskoleklass; Läroplansförändring; Lärarperspektiv; Policy enactment-­teori
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72329 (URN)10.24834/educare.2018.1.1 (DOI)
Projects
Förskoleklassen i en brytningstid
Funder
Swedish Research Council, 2017-03592
Available from: 2018-04-06 Created: 2018-04-06 Last updated: 2019-07-08Bibliographically approved
Principal InvestigatorAckesjö, Helena
Coordinating organisation
Linnaeus University
Funder
Period
2018-01-01 - 2021-12-31
National Category
Pedagogical Work
Identifiers
DiVA, id: project:102Project, id: 2017-03592_VR

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