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Who governs the Swedish school?: Municipality, school and state during 60 years of Swedish school reforms in a world of change
Uppsala University.
Uppsala University.
Linnaeus University, Faculty of Social Sciences, Department of pedagogy. (Studies in Curriculum, Teaching and Evaluation (SITE))
Uppsala University.
2014 (English)In: Abstracts. NERA 42nd Congress, Education for Sustainable Development, N 21. Politics of Education and Education Policy Studies (B), Parallell sessions 3, 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Swedish school debate, school governing has been a recurrent issue with regards to the balance between municipal and state governing. In this presentation, we draw the outlines for an upcoming comparative project which has its origins in three studies on municipal school policy in Stockholm (1950-2010). The purpose of the project is to analyze, from a historical perspective, how the balance between national and municipal governing has changed in the making of school policy within four different municipalities in Sweden (Stockholm, Malmö, Växjö and Tierp) during the period 1950-2010. The main research questions are: 1) To what extent has the Swedish school been homogeneously organized and acted out? 2) What actions have been taken to claim municipal interests (introducing and defendig local initiatives), while dealing with national directives and guidelines? 3) To what extent are international influences visible in the context of municipal school policy?

The project comprises five empirical studies and a concluding comparative analysis. The empirical material consists of municipal school policy that includes activities performed by the municipal school boards and their administrations. We expect to find different strategies on how to balance transnational, national and local interests within the municipal governing of the school and the project thus will contribute to the understanding of the local conditions of schooling in a world of change. Theoretically, our project is linked to international research on education policy concerned with the tensions between decentralization and globalization, following the economic changes within education and other public welfare sectors, often addressed as New Public Management (Hopmann et al 2007, Hopmann 2008, Ball et al 2007, 2012, Ball & Junemann 2012, Grek et al 2009, Karseth & Sivesind 2010, Lundahl 2007, Nordin 2012) as well as to similar research on urban politics and policy (see Mossberger et al 2012 for a review, or Dannestam 2009 for a Swedish example). Following Hopmann (2008), we will relate our findings to this set of theories rather than using one of them as our starting point. Like Hopmann, we claim the need to recognize that local and national conditions affect the globalization impact.

Place, publisher, year, edition, pages
2014.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-32743OAI: oai:DiVA.org:lnu-32743DiVA, id: diva2:704489
Conference
NERA 2014, NERA 42nd Congress, Education for Sustainable Development, Lillehammer, Norway, March 5-7, 2014
Available from: 2014-03-12 Created: 2014-03-12 Last updated: 2015-12-14Bibliographically approved

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Nordin, Andreas

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • text
  • asciidoc
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