lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The Swedish preschool class in times of policy change
Malmö university, Sweden.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (Pepp)ORCID iD: 0000-0002-9523-6379
Linköping university, Sweden.
2019 (English)In: 29th EECERA ANNUAL CONFERENCE, Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019: ABSTRACT BOOK, 2019, p. 8-9Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of the research project is to analyse policy changes concerning the Swedish preschool class. The preschool class for six years old children is described as a transition zone between preschool and school (Ackesjö and Persson, 2016. Teachers construct an educational position for the preschool class that is influenced by both the social-pedagogical and the academic school traditions (Lago, 2014). New institutionalism and policy enactment theory are used to understand how teachers adapt, interpret and transform policy to a local educational context (Czarniawska, 2005; Powell & DiMaggio, 1991). Recontextualisation is a key concept in the policy enactment theory to analyse how teachers do policy (Ball et al., 2012). Theories of professionalisation processes are used to understand the importance of professional recognition and jurisdiction. This is a longitudinal policy ethnographic study over four years (2018-2021). The main methods are document analyses and interviews with teachers and principals. All respondents are guaranteed confidentiality and anonymity. They are free to leave the project at any time. On policy level, the term ‘schoolarisation’ describes a positional shift for the preschool class in the education system. Parallel processes of re-contextualisation are initiated when new curriculum is confronted with the teachers interpretations of their assignment. Teachers express a recognition in terms of a societal trust in the teaching they conduct. The study implicates that there is no linear relation between new policy and educational practice, instead policy is re-contextualised in relation to local organisation and teachers´ beliefs.

Place, publisher, year, edition, pages
2019. p. 8-9
Keywords [en]
policy enactment, preschool class, Sweden, ethnography, profession
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-88867OAI: oai:DiVA.org:lnu-88867DiVA, id: diva2:1347139
Conference
29th EECERA conference in Thessaloniki, 20-23 aug 2019.
Projects
Förskoleklassen i en brytningstid
Funder
Swedish Research Council, 2017-03592Available from: 2019-08-30 Created: 2019-08-30 Last updated: 2019-11-11Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Abstract book

Authority records

Ackesjö, Helena

Search in DiVA

By author/editor
Ackesjö, Helena
By organisation
Department of Pedagogy and Learning
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 205 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf