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  • 1.
    Lund, Stefan
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik. Avdelningen för idrottsvetenskap.
    Choice paths in the Swedish upper secondary education: a critical discourse analysis of recent reforms2008Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 23, nr 6, s. 633-648Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Decentralisation policy in Sweden emphasises school capitation allowance, the local upper secondary schools’ decision-making and pupils’ choices in contrast to previous bureaucratic governing. The aim of this article is to discuss how pupils’ educational choice paths are a part of the different kinds of integration and differentiation processes within upper secondary education. By doing so, the intention is to make a theoretical contribution to the ongoing discussion in this research field. In the light of Habermas’s theory of communicative action combined with Fairclough’s critical discourse analysis, educational choice paths have been studied as a process within three educational practices in a local quasi-market in Sweden: (1) choice of upper secondary school, (2) choice of upper secondary programme, and (3) choice of courses and subjects within a programme. Some

    of the results demonstrate that pupils’ choice paths can be vocation-oriented, careeroriented and consumption-oriented. It is argued that these different types of choice paths

    are related to a market discourse. Other results demonstrate that pupils’ group-oriented, interest-oriented and tradition-oriented choice paths are built upon an active citizenship

    discourse, which is about creating meaning in terms of seeking knowledge and establishing social relations in upper secondary education. The analysis of these two paramount discourses indicates that pupils’ integration and differentiation processes are ambiguous.

  • 2.
    Wahlström, Ninni
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Sundberg, Daniel
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).
    Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum2018Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 33, nr 1, s. 163-183Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Using background and foreground ideas and coordinative and communicative discourses on three analytically distinct levels, this article proposes and discusses a framework for empirically analysing, explaining and understanding education reforms on the transnational and local levels. The introduced conceptual framework represents an integration of discursive institutionalism (DI) and curriculum theory (CT) to provide a more multifaceted set of concepts to explore the lending and borrowing of transnational education policies and their application at both national and local levels. These concepts have been applied as analytical tools in a research study on the most recent curriculum reform in Sweden, and they may serve as an example of how different ideas, discourses and levels can be distinguished in research studies to maintain the complexity of education reforms.

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