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  • 1.
    Adolfsson, Carl-Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Vad räknas som kunskap i den svenska gymnasieskolan?: En kritisk diskursanalys av förändrade policyformeringar mellan 1990-talet och 2010-talet i svensk gymnasieskola2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 15-38Article in journal (Refereed)
    Abstract [en]

    With the question – what problems is the current reform of the Swedish upper secondary school considered being the solution of – this article analyzes the political dimension of knowledge in the way it is discursively visualized in policy texts. With methodological inspiration from the Critical discourse analysis (CDA) two education policy reforms, published for the 1990s- and the 2010’s reformation of the upper secondary school, have been compared with an aim to study discursive shifts over time concerning changing politics of knowledge. To understand and explain these shifts the relation between declared knowledge discourses and the social practice, that these discourses are embedded in, is discussed. The results in the article point to some discursive shifts. The 1990’s policy texts were dominated by a hybridization of a deregulated objective-rational- and a socio-cultural oriented knowledge discourse. These discourses have now been challenge by a form of hybridization of a regulated working lifeoriented and a content- and result oriented knowledge discourse. These discursive movements are finally discussed in relation to what different societal problems these reforms are considered to be a solution to.

  • 2.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Folkvilja, etikett eller jordbruksteknik?: En historiedidaktisk analys av synen på demokrati i historieläroböcker 1960-20032005In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 3, p. 31-50Article in journal (Refereed)
    Abstract [en]

    The concept of “democracy” is highly emphasized in society as wellas in Swedish school curricula. This article analyses the “supply-side” of education – the textbooks. What various conceptions ofdemocracy do lower secondary pupils meet in history textbooksand how is democracy presented in these books? Have there beenany changes in how the concept of democracy has been introducedbetween the 1960’s and the 2000’s? The first purpose of this articleis to analyse the concept of democracy in lower secondary historytextbooks and confront these representations and interpretationswith political and philosophical theories about democracy. Sec-ondly, I intend to find out whether the textbooks describe andexplain democracy in a historical context that can be useful forlearning and understanding. A contested concept like democracymay also open a way for pupils to understand the historical proc-ess and stimulate their history consciousness.

  • 3.
    Ekstrand, Britten
    et al.
    Kristianstad University.
    Nordin, Andreas
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Bilder av bildning: och dess frånvaro i det politiska talet om ett livslångt lärande2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 109-122Article in journal (Refereed)
  • 4.
    Fonseca, Lars
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    "Det är nästan som lite ansvar att fuska": En kritisk analys av hur normer kring skolfuskpraktik i gymnasieskolan villkoras av en tilltagande marknadisering av utbildning2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 61-80Article in journal (Refereed)
    Abstract [en]

    As a consequence of an emerging marketisation, the Swedish upper secondary school is increasingly governed through standard-based reforms along with a view on students as customers. This development also changes the conditions for everyday school activities. With fixed minima standards for approved performances of individual students, as well as for single school units, negotiation arises on how the expected results are allowed to be reached. Students in difficulties of passing the fixed limits for acceptable grades become hard currency in the struggle for schools to fulfill the set standards. Framed by this context, norm-negotiations among school actors in the form of students and teachers, shows notable tolerance for test-cheating by students in difficulties of performing. The cheating is legitimized within interacting discourses of mercy and norms of performance. Explicit prohibitions of cheating are thereby outcompeted by negotiated social norms that implicitly encourages cheating if it is considered necessary for fulfilling minimum standards.

  • 5.
    Gerrevall, Per
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Educating towards civic and professional responsibility - comments on the future of higher education2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 2, p. 115-122Article in journal (Other academic)
    Abstract [en]

    Four articles are discussed critically, all dealing with the role of Higher Education for civic and professional responsibility – each with a specific focus, but all based on similar theoretical foundations. First the articles are presented, and then some aspects concerning professional responsibility and autonomy are discussed.

  • 6.
    Krantz, Joakim
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Skolverksutvärderingar av demokratisk kompetens - en kritisk granskning2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 12, no 3, p. 89-112Article in journal (Refereed)
  • 7.
    Lund, Stefan
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Kunskaper för en ny tid: Pedagogisk kritik av samtidens kunskapspraktiker2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 5-14Article in journal (Refereed)
  • 8.
    Nilsson, Henrik
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Tallskolan: En mångkulturell skolas tillblivelse och pedagogik2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 81-102Article in journal (Refereed)
    Abstract [en]

    Based on an ongoing ethnographic fieldwork on social incorporationvia education, this article explores the conflict and circumstances ofthe pedagogical management of a multicultural school. The articleargues that the story of the multicultural “Tallskolan” serves as arich geographical and historical, localized empirical lens throughwhich it is possible to examine the complex roles of ethnicity andclass in relation to incorporation. The story of the school rangesfrom the 1970s to 2011. By examining the story’s genesis, the textparticularly engages the relationship between discursive and socialchanges that shape different types of incorporation in terms of assimilation,hyphenation and multiculturalism. The results indicatethat the knowledge and forms of education into which migrant studentsare to be incorporated and involved in the civic community areshaped in part by the local actors’ interpretations of social change.

  • 9.
    Nordin, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Centralisering i en tid av decentralisering: Om den motsägelsefulla styrningen av skolan2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 27-44Article in journal (Refereed)
    Abstract [en]

    Centralisation in an era of decentralisation – on the contradictory governing of school. The movement towards greater decentralisation is not seldom the obvious starting point for the study of school governance. In this article this assumption is analysed and problematised based on a reading of central education policy texts related to the last two curriculum reforms for the Swedish compulsory school ( Lpo 94, Lgr 11) and the EU’s overall growth policy from 2000 onwards. The result shows that although the school’s governance rightly can be described in terms of decentralisation, there are several parallel movements that point in the opposite direction. An increased influence from the EU over Swedish education policy, an increased central interest for school content issues, concentration of free schools to a few large corporations, and that teachers’ professional judgments are replaced by standardised and centrally-designed material are discussed as four such processes. The assumption of school decentralisation thus requires qualification and clarification in order to serve as a basis for the study of school governance.

  • 10.
    Nordin, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Olika världar av internationalisering: En jämförande studie av internationella influenser och utbyten i svenska skola 1950-20002015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 1, p. 95-115Article in journal (Refereed)
    Abstract [en]

    Different worlds of internationalisation – a comparative study of international influences and exchanges in swedish school 1950-2000. The aim of this article is to contribute to a deeper understanding of the internationalisation of the Swedish school, seen from a municipal level. The paper draws on an examination of local school policy in two Swedish municipalities between 1950-2000 from a historical curriculum theory perspective, taking into account the socio-historical context of schooling, including school politics, school administration and school practice. The international influences and exchange within the two municipality cases has been traced by searching for educational efforts that include international elements such as introducing new subjects, programmes, immigrant education, study trips abroad and/or conferences. The result shows that the Swedish school has been subject to transnational exchange long before entering the ‘era of globalisation’. It also shows that the extent and the forms of transnational exchange differ radically between municipalities, which in this paper are discussed in terms of ‘different worlds of internationalisation’.

  • 11.
    Norman, Ann-Charlott
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Fritzén, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    'Money talks': En kritisk diskursanalys av samtal om förbättringar i hälso- och sjukvård2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 103-124Article in journal (Refereed)
    Abstract [en]

    Based on learning as taken for granted in health care quality improvement, the aim was to identify discursive patterns in practice, and to discuss how these patterns create conditions for learning. Observations of quality improvement conversations were made at a clinic and analyzed through critical discourse analysis. Four different discursive patterns were found; a market pattern, a care-for-all pattern, a medical pattern and a value pattern. The order of discourse shows that the market pattern dominates the others while money is linked to quality control. The findings also showed a balance between discourse patterns when economical incentives were absent. In other words, the professionals can handle all complex, and sometimes contradicting, quality aspects when they don’t compete about money. We discuss that market principles impact on learning in terms of displacement effects which discourages long-term sustainable improvements.

  • 12.
    Trondman, Mats
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Att förstå barndom: Till frågan om barndom som tillblivelse (becoming) eller vara (being)2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, p. 7-35Article in journal (Refereed)
    Abstract [en]

    The article provides a critical interrogation into two categories that to a great extent seems to permeate the field of childhood studies, namely becoming and being. It starts out by an analytic description of the meaning of the two thought categories. This is done in terms of an ideal type-like construction. The actual categories are then being critically deconstructed through the lens of five different but interrelated forms of critic. The category of becoming is being defended while the category of being to a great extent is being denounced. However, the article also argues that there is a specific core meaning within the category of being that undoubtedly needs to be fully accepted. The contribution, then, ends with a bringing together of the defended aspects of becoming and the gratified core meaning of being. Accordingly, the theoretical practices of construction and deconstruction end with an integrative reconstruction: a being in becoming and a becoming in being. 

  • 13.
    Wahlström, Ninni
    Örebro universitet.
    Ett nytt språk om skola?: Recensionsessä2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 113-118Article, book review (Other academic)
    Abstract [sv]

    När AERA[1] presenterar sitt konferenstema för 2011 års konferens ställer man forskning kring ”the public good” i centrum, med en ambition att väcka en ny dialog om relationen mellan pedagogisk forskning och det offentliga skolväsendet.  AERA pekar på det till synes motstridiga i att vi å ena sidan lever i en tid av exceptionellt intresse för utbildning och utbildningsfrågor som tar sig uttryck i stor reformiver, en våg av lagstiftning inom utbildningsområdet samt en policyretorik om skolans möjligheter att öppna upp för social och ekonomisk utveckling. Samtidigt har dessa ambitioner lett till att skolans dagliga liv och frågeställningar kanaliserats in i teknokratiska och marknadsinspirerade banor vilket å andra sidan leder till ökad skolsegregation, stor tro på utvärdering och tester samt en förskjutning från ett allmänt till ett privat drivet skolsystem.

    Boken ”Why School?” av Mike Rose. Som en introduktion till 2011 års konferens på temat ”Inciting the Social Imagination: Education Research for the Public Good” relaterar AERA sitt tema till boken Why School? Reclaiming Education for All of Us” av professor Mike Rose, University of California, Los Angeles (UCLA). Boken Why School? är såväl till omfång som till innehåll en behändig och lättillgänglig skrift. Det riktigt intressanta med boken är kanske främst dess roll som en symbol för en ny diskussion om en allmän skola genom att den på detta sätt lyfts fram av AERA, med en uppfordran att gå till botten med våra föreställningar om varför allmän utbildning behövs.

    [1] American Educational Research Association

  • 14.
    Wahlström, Ninni
    Örebro universitet.
    Utbildningens villkor: globalisering och lokal mångfald2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 3, p. 29-49Article in journal (Refereed)
    Abstract [en]

    The conditions of education - globalization and local plurality. Taking some of my previous research as a point of departure, in this inaugural lecture I want to formulate a conception of education that reflects some principles that are specific for the period starting with the Educational Reform 1991. With gradual displacements this reform is still going on. Through an analysis of three different arenas within a framework of curriculum theory; the society arena, the governing- and curricula arena, and the arena of the local school and classroom, it is possible to characterize these arenas in terms of internationalization, management by demand and control, and individual choice. It may be argued that this is a new conception of education; a denationalized – instrumental conception. The national education arena becomes denationalized in two ways: globally there is an increasing influence by transnational organizations (and corporations); and locally, the privatization of schools has been extensive. The conception is instrumental in its basic assumption that there is a fairly simple connection between clearly expressed demands and the productivity of school.  

  • 15.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Utbildningens villkor II - en denationaliserad utbildningskonception2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 3, p. 77-94Article in journal (Refereed)
    Abstract [en]

    In my inaugural lecture at the Linnaeus University in May 2014, I explored the policy discourse of a denationalized-instrumental understanding of school and education as I introduced in a corresponding lecture at Örebro University 2011(Wahlström 2011) and which since then has been the recurring focus of my research interest. The theme concerns the relationship between social change and perceptions of social needs on the one hand and the implications for what counts as knowledge and good education on the other hand. The article discusses globalization and the changing role of the state, with Europeanization as one of the consequences of globalization. In recent years, the EU has broadened its influence by also including the Member States' compulsory schools and their curricula in its policy. In the article, results from analyzes of the Swedish curriculum for compulsory school, Lgr 11, from the perspectives of curriculum typology, citizenship education and equity are presented.  

  • 16.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Vad krävs av en demokratisk skola? John Deweys Demokrati och utbildning i ett läroplansteoretiskt nutidsperspektiv2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 3, p. 51-67Article in journal (Refereed)
    Abstract [en]

    What is required of a democratic school? John Dewey's Democracy and Education in a contemporary curriculum theory perspective

    The purpose of this article is to explore a topical issue raised by John Dewey in his book Democracy and Education: How shall we secure the diversity of interests, without paying the price of isolation? To problematize the tension between individuals’ beliefs, desires and needs and a society’s need for cohesion, I read Dewey’s book through a lens of curriculum theory to elucidate the role of the school as deeply imbedded in the society's interpretation of the concept of democracy. By analyzing the society arena, the programmatic arena and the classroom arena in Democracy and Education, it becomes clear that the fundamental principles for democracy in society also have implications for the curriculum and the teaching in classroom. By recognizing the democratic needs of a lively dialogue between different social groups, and to base the school on such a principle, we can reduce the risk that pluralism is manifested in the form of isolated communities and enclaves.   

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