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  • 1.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Håkansson, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Karlsdotter, Anna
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lärande skolor och förskolor i Kalmar kommun: Forskning och lokalt skolutvecklingsarbete i samspel - En delrapport2014Report (Other academic)
  • 2.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att forskningsbasera den svenska skolan: Policyinitiativ under 25 år2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 1-2, p. 39-63Article in journal (Refereed)
    Abstract [sv]

    Även om ”en skola på vetenskaplig grund” idag är ett högaktuellt ämne är det ingalunda något nytt fenomen. I artikeln studeras tendenser i policyinitiativ som de senaste 25 åren haft till syfte att forskningsbasera den svenska skolan. Utgångspunkt tas i de problembilder som framkommer i policy samt vilka modeller för forskningsbasering som samtidigt lyfts fram som lösningen på dessa problem. Resultatet pekar mot att det de senaste 25 år har skett en succesiv förskjutning från indirekta till mer direkta initiativ. Under 1990-talet och det tidiga 2000-talet var många policyinitiativ ordnade utifrån att främst vilja skapa de rätta förutsättningarna för en forskningsbasering av skolan. Under 2000-talet blir initiativen alltmer fokuserade och ambitiös med syfte att åstadkomma direkta förändringar i lärares undervisning. När det kommer till modeller för forskningsbasering blir det samtidigt alltmer tydligt hur policy vänder sig till och söker legitimitet hos delvis nya aktörer och institutioner, som exempelvis hälso-sjukvården. Med detta går det också att urskilja en insnävning vad gäller att definiera och innehållsligt välja ut vilken forskning som bör sprids till skolans aktörer. Konsekvensen med en sådan modell för forskningsbasering menar vi kan bli att läraren främst får inta rollen som passiva mottagare av forskning.

  • 3.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Evidently, the Broker Appear as the New Whiz-kid in the Educational Agora2018In: In: The language of quantity: Educational knowledge, activities andlegitimacy, Oslo, 2018, Kalmar, 2018Conference paper (Refereed)
  • 4.
    Adolfsson, Carl-Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Forsberg, Eva
    När evidensrörelsen kom till den svenska skolan2018In: Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik / [ed] Daniel Alvunger och Ninni Wahlström, Stockholm: Natur och kultur, 2018, p. 72-99Chapter in book (Refereed)
  • 5.
    Alvunger, Daniel
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Teachers Matter - But How?: Introduction2017In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 1, p. 1-6Article in journal (Refereed)
    Abstract [en]

    In this special issue, we start from a general policy assumption about teachers and teachingparticularly clearly summarized in the 2005 report Teachers Matter: Attracting, Developingand Retaining Effective Teachers by the Organisation for Economic Co-Operation andDevelopment (OECD). The report states that teacher policy is high on national agendas andthat teachers are ‘the most significant resource in schools’ for improving efficiency and equityin school. Thus, the policy report states school improvement largely depends on ‘ensuringthat competent people want to work as teachers, that their teaching is of high quality, andthat all students have access to high quality teaching’ (OECD, 2005, p. 7). Against a backgroundof an increasingly centralized transnational and national governance of school,emphasizing international comparisons (Dale & Robertson, 2009; Lawn & Grek, 2012; Meyer& Benavot, 2013; Nordin & Sundberg, 2014; Rizvi & Lingard, 2010) and a curriculum characterizedby performativity and educational effectiveness (Ball, 2003; Kelly, 2009), we are interestedin teachers’ significance and conditions for teacher agency. However, we regard thepolicy field mainly as the background, from which we retain the fundamental claim that‘teachers matter’. In contrast to policy documents, the intention in this special issue is toexplore in what different ways, at what different times and in what different spaces teacherstruly matter, without having any answers in advance – that is, outside the area of policyhighroads but still against a backdrop of a policy of accountability and standards.

  • 6.
    Håkansson, Jan
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Adolfsson, Carl-Henrik
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Building School Improvement Capacity and Learning Capital: A Swedish Case Study2015In: Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, September 7-11, 2015Conference paper (Refereed)
    Abstract [en]

    In school systems around the world there is an increasing focus on students' academic achievement and school result. Sweden is no exception in that respect. Parallel to an intensified control of pupils' level of achievement (cf. PISA), there are increasing demands for school decision makers to gradually improve students' academic performance. The question of how schools are changing and improving thus becomes an important issue for all levels, from policy makers to professionals in schools, but also for researchers. Several decades of research on how school’s improvement efforts ultimately affect student learning highlights the importance of paying attention to the balance between "... individual initiative and school/system change, between internal and external resources and ideas, between pressure for accountability and support for change, and between independence and collaboration "(Hopkins et al., 2014). In this context, the coordination of top-down and bottom-up strategies in schools' improvement work seems to be crucial (Fullan, 1994). At the same time, research shows that the building of schools' development capacity is primarily focused on professional learning and development for principals and teachers, which in turn is expected to improve teaching and student learning (cf. Day, 2012; Stoll 2009). From previous studies of local school improvement work, the results show changes in aspects of principals’ and teachers’ learning, which can be connected to certain improvement strategies (Adolfsson & Håkansson, 2014). This paper will investigate these indications further.

    The focus of this paper is to explore schools' capacity building for improvement in terms of professional learning as strategies over time change character from top-down to bottom-up, a perspective seemingly little illuminated in past research. Within the framework of an ongoing three-year research project in six Swedish compulsory schools, the intention here is to elucidate the way in which top-down and bottom up strategies affect schools' improvement in general and the schools' capacity for development of different forms of learning capital in particular. The following research questions are addressed in the paper:

    •In what ways are principals' leadership and learning but also teachers' understanding of their teaching and the improvement work in terms of learning capital, related to changes in school improvement strategies?

    •What changes in schools overall learning capital and capacity building can be found in relation to changed strategies to initiate and manage local school improvement work?

    The theoretical foundation of this study is based on curriculum theory (cf. Lundgren, 1989). From school improvement research there are also certain concepts to acknowledge. One crucial concept is the “nested school system”. It consists of a number of nested sub-systems, e.g. the classroom, teachers working teams, school leadership teams, the local authority et cetera (Resnick, 2010). Although these systems are related internally, school improvement work in each system rests on specific rationalities and incentives (i.e. loosely coupled). Another important concept is “capital”, which refers to different learning qualities in the capacity building of school improvement. Shulman and Shulman (2004) distinguish four forms of capital defining different qualities of schools' capacity building in terms of learning: i) moral or cultural capital, ii) curriculum capital, iii) instructional capital, iv) change capital. The moral or cultural capital means ability to engage in school and teacher team collaborative work and learning about teaching, while curriculum capital involves significant dimensions of teachers' assignments, such as knowledge of school subjects, curriculum, syllabuses, teaching strategies, et cetera. Instructional capital is about the ability to translate theoretical knowledge into practical teaching, while change capital contains the step from participation and training in different school improvement activities to the incorporation of (more or less) changed and more effective ways of teaching (ibid.).

    Methodology, Methods, Research Instruments or Sources Used

    The paper draws on a “classical” theoretical and methodological framework of curriculum theory (i.e. the frame-factor theory), with its different levels of analysis – the societal/ideological level, the curriculum level; and the teaching and classroom level (cf. Lundgren 1989). In order to study and analyse ongoing school development processes and changes in schools’ capital building, different kinds of sources have been used. Throughout the ongoing evaluation project data from the schools’ improvement work have been collected (e.g. local documents, interviews and survey studies with students, teachers, principals, and officials from the local authority), to support analyses of learning capital on different levels.

    The main type of source used in this study is focus group interviews with principals (n=8) and teachers (n=80). Another is recordings and field notes from planning meetings that continually were held during the project with principals. In the beginning of the project two group interviews with all participating principals where carried out. After two years a second round of interviews followed up these interviews, with the same principals. A semi-structured interview-guide was used and the interviewer was a research assistant who had not met the group before. In addition approximately 20 group interviews with teachers were carried out. The main focus in these principal and teacher interviews was experiences and views on the schools’ improvement work in general and change in schools’ capacity building, principals’ and teachers’ learning in particular.

    Keeping with the theoretical points of departure, the analysis follows a two-step procedure. In the first step the newly collected empirical data was compared to data from previous interviews and planning meetings. With the capital concept (Shulman & Shulman, 2004), the focus in this step of the analysis was to elucidate patterns of change over time in the school’s capacity building. In connection to the frame-factor theory and in accordance with Fullan (2001), meaning that educational processes must be studied in relation to both their external and their internal conditions, these results were in a second step analysed in relation to a continous shift from top down strategies to bottom up strategies for initiation and implementation of local school improvement work.

    Conclusions, Expected Outcomes or Findings

    The results of the empirical analysis will be presented in terms of changes in schools learning capital and capacity building in relation to changed strategies to initiate and manage local school improvement works. In light of the thesis that different strategies will support different qualities (capital) of the schools’ capacity building in their local improvement work, the results indicate that changes from an emphasis on top-down strategies to an emphasis on bottom-up strategies seems to create conditions for other forms of capital within the scope of the local school improvement work. For example, bottom up (horizontal) strategies seem to in greater extent support the schools’ moral and venture capital building, compared to top down (vertical) strategies. These changes will be discussed in terms of how shifts in school strategies appear in: i) principals' leadership and learning, and ii) teachers' understanding of their teaching and the improvement work.

    In light of the concept of the “nested school system” it will finally be argued that different aspects of learning capital are necessary for successful and solid school improvement work. Moreover the results indicates that the organization of local school improvement work has to actively engage all the sub-systems of the school system (i.e. re-couple the nested systems). In other words, successful school improvement strategies, where different aspects of the capital building are included, seem to comprise a balance between top down and bottom up strategies (c.f. Hopkins et al, 2014),

    References

    Adolfsson, Carl-Henrik & Håkansson, Jan (2014). Learning schools in Sweden – principals understanding of ongoing school improvement in an era of accountability. Contribution to the ECER-konference in Porto, September 2014.

    Day, C. (Ed) (2012). The Routledge international handbook of teacher and school development. London: Routledge.

    Fullan, M. (1994). Coordinating Top-Down and Bottom-Up strategies for Educational Reform. In Anson, R.J. Systemic reform. Perspectives on Personalizing Education. Washington: US Department of Education.

    Hopkins, D., Stringfield, S., Harris, A., Stoll, L, & Mackay, T. (2014). School and system improvement: a narrative state-of-the-art review. School Effectiveness and School Improvement, vol. 25, No 2, 257-281.

    Lundgren, U.P., (1989). Att organisera omvärlden: en introduktion till läroplansteori. (Organizing the Surrounding World: Introduction to Curriculum Theory; in Swedish). Stockholm: Utbildningsförlaget på uppdrag av Gymnasieutredningen.

    Resnick, Lauren B. (2010). Nested System for the Thinking Curriculum. Educational Researcher, vol. 39 No. 3  183-197.

    Shulman, L. S. & Shulman, J. H. (2004). How and what teachers learn: a shifting perspective. Journal of curriculum studies, vol. 36, No. 2, 257-271.

    Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change. 10, 115-127.

  • 7.
    Håkansson, Jan
    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.
    Research reviews and knowledge politics:: The representation and construction of the international research field on teaching and learning 1990-20092010In: ECER 2010: Education and Cultural Change: Network: 23. Policy Studies and Politics of Education, 2010Conference paper (Refereed)
    Abstract [en]

    There is a salient international and national interest in research based educational policy and reform. The main drivers in this development have been the increasing volume on knowledge and statistics on education in different parts of the world available for comparison and learning. Research and knowledge reviews have been assumed to improve educational policy making as well as making better use of available educational knowledge. The transnational export/import of research/knowledge reviews is however also systems part of the new governance of education as responses to the demands of audit and performance. They are means for not only representing but also constructing and codifying educational knowledge. A selection of constitutive international research reviews in the field of teaching and learning s provide with the empirical data analysed (for example the McKinsey report, OECD-reports on the performances of educational systems, John Hatties meta analysis “Visible learning”, Cambridge Primary Review). The results will be discussed in terms of what role transnational research and knowledge reviews play in representing/constructing the knowledge field of teaching/learning and carry out boundary-work between educational research, policy and practice.

  • 8.
    Håkansson, Jan
    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.
    Skolförbättringsarbete: förutsättningar, strategier och resultat i pilotprojekt 2010-2012, Linnéregionen2012Report (Other academic)
  • 9.
    Håkansson, Jan
    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.
    Utmärkt undervisning: Framgångsfaktorer i svensk och internationell belysning2012 (ed. 1)Book (Other academic)
    Abstract [sv]

    Undervisning ska bygga på vetenskaplig grund, men vad innebär det i så fall? Vad finns det för forskningsstöd och evidens för de olika idéer, strategier och metoder som förekommer i skolan? Finns det till exempel några generellt hållbara principer och strategier för undervisning som är oberoende av ämne, elevernas ålder och de nationella och kulturella sammanhangen? Vilken betydelse har informations- och kommunikationsteknik (IKT), specialpedagogik och mångkulturalism?

    Utmärkt undervisning handlar om vad vi kanlära från de viktigaste internationella och svenska forskningsöversikterna från de senaste två decennierna. De viktigaste forskningsresultaten kring lärarens betydelse, sambandet mellan undervisningsstrategier och elevers lärande och bedömningens roll belyses från flera olika perspektiv. Det är första gången en sådan översikt har gjorts i Sverige, och fram tonar en bild av lärarens yrkesidentitet i både ett internationellt och ett nationellt perspektiv.

    Huvudtemat i boken är vad som kan anses vara god och framgångsrik undervisning. Författarnas grundsyn är att kunskapsutveckling inom undervisningsområdet bygger på en ömsesidig och långsiktig dialog mellan erfarenhetsgrundad och teoretiskt grundad kunskap.

    Sammantaget ger boken en översiktskarta som rektorer, lärare, lärarstudenter, utbildningspolitiker och en intresserad allmänhet kan navigera i.

  • 10.
    Höstfält, Gabriella
    et al.
    Stockholm university.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The Recontextualisation of Policy Messages: The Local Authority as a Policy Actor2018In: Transnational curriculum standards and classroom practices: The new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 67-82Chapter in book (Other academic)
    Abstract [en]

    What is significant is that the curriculum is always linked to institutional decision-making. Any such discussion must continually address multiple and interconnected issues: what subject matter is to be taught; what content should be selected; why this subject matter should be taught and this content selected; how it should be taught; for whom it should be useful; and whose knowledge it represents. Today, these questions are crucial as we face social, political and cultural changes that challenge ideas about educating citizens for new futures as well as ideas regarding the very core processes of teaching and learning.

  • 11.
    Lilliedahl, Jonathan
    et al.
    Jönköping University.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Wahlström, Ninni
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Teoribaserad utvärdering som svar på det tidiga 2000-talets frågor om utbildningsreformer2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 9-29Article in journal (Refereed)
    Abstract [sv]

    Det ökande intresset för evidensbasering av verksamheter inom utbildningssektorn har åter aktualiserat frågor om forskning, politik och pedagogisk praktik. Det finns höga förväntningar på att forskning och evidens kan bidra till att utveckla systematiskt underbyggda utbildningspolitiska reformer. Samtidigt har stark kritik väckts mot dominerande utvärderingsmodeller. Frågan är om de verkligen kan svara upp mot ett alltmer komplext styrningslandskap och de varierade villkor och variationer som kännetecknar dagens skolor? I föreliggande artikel undersöks den teoribaserade utvärderingens möjligheter att besvara 2000-talets frågor om utbildningsreformer. Som en väg framåt för att vidareutveckla den teoribaserade utvärderingsansatsen pekar författarna på senare metodologiska utvecklingar inom ”mixed methods research”. Utifrån en empirisk fallstudie av den svenska läroplansreformen Lgr 11 visar artikeln på resultat från en teoribaserad utvärdering som med hjälp av olika metoder som bygger på varandra relaterar transnationella policykontexter till nationella utbildningsreformer och skol- och klassrumskontexter. Författarnas slutsats är att det finns skäl att återuppta och vidareutveckla den teoribaserade utvärderingstraditionens kritiska potential. De lämnar därför teoretiska och metodologiska förslag på en möjlig riktning.

  • 12.
    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)
  • 13.
    Lund, Stefan
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education. Avdelningen för Idrottsvetenskap.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education. Avdelningen för Pedagogik.
    Pedagogik och diskursanalys: Metodologiska orienteringsförsök på ett framväxande forskningsfält2004Report (Other academic)
  • 14.
    Lund, Stefan
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Sundberg, DanielLinnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Utbildning & Demokrati: Kunskaper för en ny tid2012Collection (editor) (Refereed)
  • 15.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework2018In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Article in journal (Refereed)
    Abstract [en]

    The article aims to explore to what extent and in what ways discourseinstitutionalism can contribute to the understanding and analysis ofcurriculum change in a globalized context. By focusing specifically oncurriculum change, this article proposes how discourse institutionalismcan contribute to the so-called ‘crisis of curriculum theory’ by addressing(i) the non-linearity of change, (ii) the process of the translation of ideasand (iii) actor agency. The text is structured in three sections. In the firstsection, we elaborate on the notion of curriculum change as a vitalconcept for the field of curriculum theory in a globalized context, focusingon processes of recontextualization and the translation of curriculumcontent. In the second, we elaborate on discourse institutionalism as acontributing approach to the analysis of such processes of curriculumchange, constructing a conceptual framework. In the third and finalsection, we give some examples of how the conceptual framework canbe used in analysing curriculum change, using the 2011 Swedish curriculumreform (Lgr 11) as an empirical reference, and the result showsthat the conceptual framework offers a wide repertoire of possibleapproaches to analysing curriculum change, both vertically andhorizontally.

  • 16.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Exploring Curriculum Change using Discursive Institutionalism: Methodological Considerations2017Conference paper (Refereed)
  • 17.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Exploring curriculum change using discursive institutionalism: methodological considerations2017Conference paper (Refereed)
    Abstract [en]

    The question of what drives curriculum change has for decades been an issue among educational scholars working in the field of curriculum theory (CT). Due to the globalisation of the curriculum field (cf. Andersson-Levitt, 2008), issues of how to address, understand and explain the role of transnational forces and actors as drivers of change have become central to the field (Nordin & Sundberg, 2014). As a result of this ’transnational turn’ it is necessary for scholars in the field of curriculum studies to reinvent their analytical tools (cf. Young, 2013; Deng, 2015) in order to be able to analyse curriculum-making as a complex and multi-layered practise taking place in a complex interplay between transnational, national as well as local arenas and a diversity of endogenous and exogenous forces and determinants. In response to this expressed need for scholars working in the field of CT to reinvent their analytical tools (cf. Deng, 2015) the aim of this article is to turn to discourse-institutionalism (DI) developed by Vivien Schmidt (2008, 2010, 2011, 2016) in order to examine its methodological potential and to develop an analytical framework for analysing curriculum change in the light of the ‘transnational turn’ within CT. We make use of Schmidt´s distinction between a coordinative and a communicative policy discourse. Somewhat simplified the coordinative discourse refers to the interaction among different kinds of policy elites while the communicative discourse refers to the interaction between these elites and the public. Furthermore, we make use of Schmidt’s stratified understanding of ideas at different policy levels, from philosophical ideas that are very stable over time, to programmatic ideas that changes somewhat easier to policy ideas who can change rapidly in order to capture the transformation of ideas travelling between different arenas and used by different actors. The different kinds of ideas we relate to the five different categories arenas (where?), actors (who?), content (what?), language (how?) and legitimation (why?). Combining these different categories facilitates a coherent analysis of curriculum change as simultaneously content and discursive interaction between different policy actors at different policy levels. Ongoing research on the most recent Swedish curriculum reform, Lgr 11 is used to provide empirical illustrations of how the framework and its concepts can be used for theoretical analyses and methodological designs especially focusing travelling curriculum policies on ‘competencies’.

  • 18.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Introduction: The making and governing of knowledge in the education policy field2014In: Transnational policy Flows in European Education: the making and governing of knowledge in the education policy field / [ed] Andreas Nordin, Daniel Sundberg, Oxford: Symposium Books, 2014Chapter in book (Refereed)
  • 19.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Rethinking competence: The Conceptual Turn in Swedish Curriculum Policy2013In: The Conceptual Turn in Curriculum Policy: visions and vocabularies, 2013Conference paper (Other academic)
    Abstract [en]

    In this explorative paper we will address the impact of Europeanization (Lawn 2011) on national curriculum reforms with empirical reference to the Swedish elementary school, and based on this case discuss the question of transnational curriculum convergence (Andersson-Levitt 2008) The main interest is directed towards the question of what counts as knowledge in national curricula changing and the research questions of this paper are: (i) what explanatory frameworks are plausible to make sense to processes of curriculum change in the interface between transnational and national arenas? (ii) to what extent and in what ways can the Swedish elementary school reform (Lgr 11) be seen as an expression of a European educational policy discourse when it comes to conceptualising knowledge?

          Theoretically we draw on discursive institutionalism (Schmidt 2008, 2011) using a differentiated concept of curriculum as a way to capture the complex dynamics of contemporary curriculum change. We argue that this discursive institutional contextualisation is necessary in order to explain curriculum changes in the nexus of the transnational and the national, tracing discursive processes of coordination and communication to analyse why some discourses prevail and becomes institutionalised while others don’t. Central policy texts have been analyzed as simultaneously a language written text, discourse practice (that include text production and interpretation) and socio-cultural and political practice (Fairclough, 1995). Taken this methodological point of departure a step further the analysis has also combined a discursive institutionalism approach. Processes of discourse formation in policy-making have been investigated as dialectical to processes of re-contextualisation and institutionalization of specific discourses.

          A preliminary conclusion is that the recent Swedish elementary school reform converges to the broader European knowledge discourse on the level of philosophical ideas underpinning curriculum change but that several core concepts used in European policy texts are being rethought and given a different meaning when re-contextualised in the national arena. Exploring new methodological approaches in the analysis of curriculum change is highly relevant as transnational discourses have an increasing impact on Nordic curriculum policy.

  • 20.
    Nordin, Andreas
    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.
    Re-visiting the content oriented curriculum: European policy discourses reconceptualised in Swedish comprehensive school reform2012Other (Other academic)
  • 21.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    The transnational policy quest for competencies: Discursive shifts in recent Swedish curriculum reforms2014In: AERA Online Paper Repository, 2014Conference paper (Refereed)
    Abstract [en]

    In this article we will address the impact of Europeanization (Lawn 2011) on national curriculum reforms with empirical reference to the Swedish compulsory school, and based on the concept of competence discuss the question of transnational curriculum convergence (Andersson-Levitt 2008). The main interest is directed towards how the answers on the question of what counts as knowledge and skills are changing in national curricula. The research questions of this article are: (i) what explanatory frameworks are plausible to make sense to processes of curriculum change in the interface between transnational and national arenas? (ii) to what extent and in what ways can the Swedish compulsory school reform (Lgr 11) be seen as an expression of a European educational policy discourse when it comes to conceptualising knowledge? (iii) how are transnational elements re-interpreted and translated into the Swedish national curriculum policy agenda in conceptualising key competencies?

          Theoretically we draw on discursive institutionalism (Schmidt 2008, 2011) using a differentiated concept of curriculum as a way to capture the complex dynamics of contemporary curriculum change. We argue that this discursive institutional framework is necessary in order to explain curriculum changes in the nexus of the transnational and the national, tracing discursive processes of coordination and communication to analyse why some discourses prevail and becomes institutionalised while others don’t. Central policy texts have been analyzed as simultaneously a written text, discourse practice (that include text production and interpretation) and socio-cultural and political practice (Fairclough, 1995). Taken this methodological point of departure a step further the analysis has also combined a discursive institutionalism approach. Processes of discourse formation in policy-making have been investigated as dialectical to processes of re-contextualisation and institutionalization of specific discourses.

          A conclusion is that the recent Swedish compulsory school reform converges to the broader European knowledge discourse on the level of philosophical ideas underpinning curriculum change but that several core concepts used in European policy texts are being reconceptualised and given a different meaning when re-contextualised in the national arena. Exploring new methodological approaches in the analysis of curriculum change is highly relevant as transnational discourses have an increasing impact on Nordic curriculum policy.

  • 22.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, DanielLinnaeus University, Faculty of Social Sciences, Department of Education.
    Transnational policy flows in European education: The making and governing of knowledge in the education policy field2014Collection (editor) (Refereed)
    Abstract [en]

    International comparisons of educational achievements have come to play a crucial role in understanding the educational field today. This book provides an in-depth analysis of the development of international large-scale assessments. The life and achievements of transnational educational experts who paved the way for these assessments are discussed as well as the rise of institutions specialising in the making and managing of educational statistics such as the International Association for the Evaluation of Educational Achievements (IEA) and the Programme for International Student Assessment (PISA) supported by the Organisation for Economic Co-operation and Development (OECD). Emerging transnational policy spaces and their effect on national education policy are also problematised using the concept of ‘Europeanisation’ as a theoretical reference. By bringing together historical and contemporary comparisons using different methodological approaches the goal of this book is to contribute to a widened understanding of educational policy-making as an open-ended and complex process that cannot be reduced to a rational process of linear implementation, or a deduction of world models of education. Instead the result of this book shows that transnational policy flows in many directions in European education today. It also shows that despite processes of Europeanisation in European education the national context still plays an important role in understanding how transnational policy is being negotiated, translated, interpreted or even contested when re-contextualised in different arenas. Every context has its specific historical, societal and political conditions making legitimation possible and/or impossible. 

  • 23.
    Nordin, Andreas
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Travelling concepts in national curriculum policy-making: The example of competencies2016In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, no 3, p. 314-328Article in journal (Refereed)
    Abstract [en]

    In this article we will address the impact of Europeanisation on national curriculum reforms with empirical reference to the Swedish compulsory school, and based on the concept of competence discuss the question of transnational curriculum convergence. The main interest is directed towards how the answers to the question of what counts as knowledge and skills are changing in national curricula. The analysis shows that the recent Swedish compulsory school reform converges to the broader European knowledge discourse on the underlying level of philosophical ideas but also that several core concepts used in European policy texts are being reconceptualised and given a different meaning when re-contextualised in the national arena.

  • 24.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    A new politics of time in school?: Socio-political trajectories of the national timetable in the Swedish compulsory school2004In: Symposia: New times?: Perspectives on the ongoing swedish reform ”Without a national timetable for Compulsory schoo / [ed] Sundberg, D., 2004Conference paper (Refereed)
  • 25.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Curriculum Standardisation: What Does It Mean for Classroom Teaching and Assessment Practices?2018In: Transnational curriculum standards and classroom practices: The new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 116-132Chapter in book (Other academic)
    Abstract [en]

    To understand and explain the new meanings of teaching, with all its varied expressions, the focus needs to be directed towards communication about and between different arenas. Education involves relations in large as well as small contexts. Teachers cannot be expected to create meaningful relations between students and school content alone. Schooling is embedded in larger societal narratives of the benefits and purposes of schooling, both for the individual and for society as a whole, which is the reason it is important to explore the meaning and consequences of educational reforms. All educational reforms carry a specific discourse on education that explains the ways education and its current and future prospects are understood at a certain time and in certain spaces. By studying a specific reform, it is possible to examine the types of expressions the reform content contains for different arenas as well as the affinity involved in relation to other contemporary educational policy movements.

  • 26.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Curriculum Standardization: Exploring Swedish Teachers and Classrooms in an Era of Intense Policy Pressures2017Conference paper (Refereed)
  • 27.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Delrapport  vt-03 från TOP-projektet kring reformen ”Utan timplan – med oförändrat uppdrag2003Report (Other academic)
  • 28.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Den gemensamma skolan : - inkludering i teori och praktik.2000Report (Other academic)
  • 29.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Den svenska högskolereformen:: Läroplansteoretiska perspektiv på nya kunskapsregimer i högre utbildning, särskilt lärarutbildning2008Conference paper (Refereed)
  • 30.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Det svenska skolsystemets omstrukturering: styrningsdiskurser och reformrörelser sedan 1990-talet2008In: Att tolka pedagogikens språk: - diskurser och perspektiv, Växjö University Press , 2008Chapter in book (Other academic)
  • 31.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Det utbildningsvetenskapliga fältets formering: ett diskussionunderlag inför Linnéuniversitetet2009Report (Other academic)
  • 32.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Didaktisk analys och praktiskt läroplansarbete: Ett exempel2015In: Läroplansteori och didaktik / [ed] Ninni Wahlström, Malmö: Gleerups Utbildning AB, 2015, 1, p. 167-174Chapter in book (Other (popular science, discussion, etc.))
  • 33.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Discourse theories in Swedish educational research: a provisional outline and some critical remarks2001Conference paper (Refereed)
  • 34.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Discourses of educational reform: some comparative reflections on processes of restructuring and curriculum change in Sweden, Norway and England2002Conference paper (Refereed)
  • 35.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    En ny tidspolitik i skolan? : Om tidsstyrning och timplaner i den svenska grundskolan.2003Report (Other academic)
  • 36.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    En standardiserande läroplan?: Klassrumsanalyser av undervisningsrepertoarer efter Lgr112017Conference paper (Refereed)
  • 37.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education. Pedagogik.
    Farväl till Humboldt? En probleminventering och några resultat av 1998 års forskarutbildningsreform: exemplet pedagogik/utbildningsvetenskap2006Report (Other academic)
  • 38.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Farväl till Humboldt?: Forskarutbildningens utmaningar i reformtider2007Conference paper (Refereed)
  • 39.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Formeringen av det pedagogiska kunskapsområdet: mot ett forskningsprogram2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 1-16Article in journal (Refereed)
  • 40.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Forskarutbildningar inom det pedagogiska/utbildningsvetenskapliga området: En kort historik och några samtida utvecklingstendenser2008Report (Other academic)
  • 41.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Forskarutbildningsreformernas dilemma2011In: Vänbok, Växjö: Linnaeus University Press , 2011Chapter in book (Other academic)
  • 42.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Forskningssamverkan i policy och praktik: mot en integrativ modell på utbildnings- och skolområdet2006Conference paper (Refereed)
  • 43.
    Sundberg, Daniel
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    From 'Pedagogik' to educational sciences?: Higher education reform, institutional settings and disciplinary formations of educational science in Sweden2007In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 6, no 4, p. 393-410Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to address the question of Pedagogik as an academic discipline in Sweden based on a social study of the science’s point of departure. The philosophical and epistemological issues which constitute the conceptual questions about the nature and content of educational science are, although crucial, peripheral to this article. The article is concerned with the general consequences of the formation of the discipline due to ongoing changes and reforms in Swedish higher education. Text analysis of self-evaluations of education departments in Sweden provide the material for a critical examination of the changing institutional settings for educational sciences. Three general tension fields are highlighted in the ongoing formation of the discipline: Pedagogik as a discipline opposing segmentation and professional specialisation, Pedagogik in relation to other disciplines/subjects in the university system, and the pragmatic specialisation of professional knowledge. The ‘boundary work’ of the education departments in the positions they take in these tension fields is highlighted and analysed. Studying discipline formation processes can serve, in this regard, to deepen the reflexive self-understanding of the producers and users of educational knowledge. The article concludes with some outlines for further empirical research on the formation of the discipline of Swedish Pedagogik.

  • 44.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Knowledge reviews as an emergent key link between the world of educational research and politics?: The Swedish case2009Conference paper (Refereed)
  • 45.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lärande i framtidens skola: ämneskunskaper, kompetenser eller bildning?2018In: Att leda lärande: En vänbok till Per Gerrevall, Växjö/Kalmar: Linnaeus University Press, 2018, 1, p. 82-97Chapter in book (Other academic)
    Abstract [sv]

    Skolans bildningsuppdrag diskuterades intensivt vid 1994 års stora läroplansreform, men sedan dess har det tystnat. I nuvarande läroplaner för grundskola och gymnasium omnämns bildning bara två gånger, dessutom i förbifarten. Betyder det att skolans bildningsuppdrag har spelat ut sin roll, eller finns det kanske anledning att åter aktualisera frågan om bildning? Vilket lärande bör egentligen skolan bidra med för den morgondag som ligger i horisonten?

     

    I kapitlet diskuteras vad skolans mål och innehåll kan betyda i förhållande till skolans läroplaner och i förhållande till samtida genomgripande samhällsförändringar. Tre olika framtidsscenarier skisseras. Det första är en skola för ämneskunskaper. Vi kan tänka oss att de traditionella skolämnena fortfarande i ett 20–30 års perspektiv står sig starka och bidrar med att överföra de nödvändiga grunderna även i framtiden. Det andra scenariot är en skola för kompetenser. Allt större tryck riktas mot skolan att träna de nödvändiga ämnesövergripande kompetenserna som morgondagens arbetsliv kräver. Skolans innehåll och arbetsformer placerar den självreglerande individen och de generiska förmågorna som kommunikationskompetenser, ’literacy’, problemlösning, i centrum. Den tredje framtidsmöjligheten är en skola för bildning. Kanske bidrar bildningsbegreppet med nya uttolk­ningsmöjligheter för att formulera en läroplan som kan navigera i ett komplext och föränderligt samhälle med samhällsutmaningar kring hälsa, miljö, hållbar utveckling, migration, solidaritet och jämställdhet? Kapitlet avslutas med en kritisk diskussion om bildning och läroplaner för framtidens skola.

  • 46.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Läroplansmodeller i den svenska läroplansutvecklingen2015In: Läroplansteori och didaktik / [ed] Ninni Wahlström, Malmö: Gleerups Utbildning AB, 2015, p. 71-96Chapter in book (Other academic)
  • 47.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Läroplansteori – några samtida utvecklingslinjer2011In: Vad räknas som kunskap?: Läroplansteoretiska utblickar och inblickar i lärarutbildning och skola / [ed] Englund, T. Forsberg, E. & Sundberg, D., Stockholm: Liber, 2011, 1Chapter in book (Refereed)
  • 48.
    Sundberg, Daniel
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Läroplansteori efter den språkliga vändningen: Några ansatser inom den samtida pedagogiska och didaktiska teoribildningen2007Conference paper (Refereed)
  • 49.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Mapping and tracing transnational curricula in classrooms: the mixed-methods approach2018In: Transnational Curriculum Standards and Classroom Practices: The New Meaning of Teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, 1, p. 48-66Chapter in book (Other academic)
  • 50.
    Sundberg, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Mapping reviews on teaching: a preliminary inventory2018Conference paper (Refereed)
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