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Lilliedahl, JonathanORCID iD iconorcid.org/0000-0001-7030-9925
Publications (10 of 26) Show all publications
Lilliedahl, J. (2019). Att analysera intranationella policyflöden: Modell för att begripa etableringen av musikklasser i Sverige. In: : . Paper presented at Åttonde nordiska läroplansteoretiska konferensen, Åbo Akademi, Vasa, Finland, November 7-8, 2019.
Open this publication in new window or tab >>Att analysera intranationella policyflöden: Modell för att begripa etableringen av musikklasser i Sverige
2019 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Det hör till det läroplansteoretiska forskningsfältet att i såväl samtida som historiska kontexter analysera förhållanden mellan samhälls- och aktörsnivåer i formering och implementering av olika slags policytexter. Under det senaste decenniet har intresset för internationella relationer och transnationella policyflöden blivit ett alltmer framträdande drag inom fältet. Bland nordiskt relaterade forskare har ambitionen i flera fall varit att visa på hur utbildningspolitiska strömningar formerats och koordinerats transnationellt såväl som i förhållande till den nationella policynivån (exv. Sivesind& Wahlström, 2016; Wahlström, 2016; Wahlström & Sundberg, 2017). Samtidigt har läroplansteorin också vidareutvecklats gällande angreppssätt för att förstå nationellt knutna policyrelationer i både historiska och samtida kontexter (exv. Roman, Hallsén, Nordin & Ringarp, 2015; Baek, Hörmann, Karseth, Pizmony-Levy, Sivesind& Steiner-Khamsi, 2018).

Föreliggande konferenspaper syftar till att bidra till det läroplansteoretiska fältet genom utifrån fallstudiens ram skissera intranationella policyflöden i relationer och konfliktytor mellan skilda praktiker.  Idag finns en utbredning av olika slags profilerade skolor och specialiserade klasser i det svenska utbildningslandskapet. Möjligheten till lokala utformningar av sådana slag förenklades i och med avreglerings- och decentraliseringsreformerna i början på 1990-talet, och kan begripas som symptom på ett mer individorienterat och marknadsanpassat skolsystem. Det finns utifrån svensk kontext rimliga argument för att betrakta det successiva inrättandet av så kallade musikklasser under 1900-talet som föregångare till den mer allmänna utbredningen av profil-/specialiserade klasser (Lilliedahl, under review; Roman et al., 2015).

I ett pågående projekt av undertecknad studeras därför musikklassernas historiska framväxt och etablering i Sverige i syfte att bringa klarhet i den politiska förskjutningen. Musikklassen initierades visserligen utifrån internationella förebilder, men den politiska legitimeringen och geografiska spridningen i Sverige kallar på en intranationell förklaringsmodell som lyckas fånga både vertikala påtryckningar ”underifrån” (från kommun till stat såväl som genom mer personrelaterad lobbying) och horisontella policyflöden (interkommunala policyflöden och förhållanden mellan olika sakpolitiska intressen). Studien handlar således om att belysa skeenden när normer och värden kolliderat, förhandlats och förenats i möten mellan viljor att inrätta/bevara musikklasser å ena sidan, och strävan att upprätta/upprätthålla enhetsskolan å den andra. I detta paper riktas fokus på händelser under 1980-talet.  I den politiska förhandlingen har relationen mellan kommun och stat varit given. Den lokala skolstyrelsens hemställan om att få inrätta musikklasser genom jämkning av timplan och regeringens beslut om att medge försöksverksamhet hör dock till de minst konfliktfyllda. Mer spänningsfyllt har det varit i ideologiska skiljelinjer på kommunal nivå såväl som mellan olika sakpolitiska områden (utbildnings-/kulturpolitik). Vidare har sådana slags konflikter förekommit mellan politik och förvaltning, mellan nivåer inom enskilda politiska partier samt inte minst knutna till enskilda personer i maktposition. Av materialet framstår även ”dolda relationer” som betydelsefulla, närmare bestämt den policyorienterad lobbying som ägt rum genom informella möten, telefonsamtal och korrespondens mellan förespråkare och politiska makthavare. Sammantaget har den formella och informella förhandlingen varit ideologiskt grundad samtidigt som ekonomiska och juridiska förutsättningar också spelat en central roll för intranationella policyflöden och därigenom etableringen av musikprofilerade klasser.  Vid presentationen kommer jag att visa på en modell för att begripa ett slags intranationellt nätverk i vilket jag placerar historiska policyflöden från min fallstudie. Min förhoppning är att på detta sätt ge förslag på hur relationerna kan begripas, med önskemål om inspel från konferensdeltagare till en diskussion om alternativa sätt att betrakta och orientera sig i det utbildningspolitiska landskapet under den aktuella perioden.

Referenser

Baek, C., Hörmann, B., Karseth, B., Pizmony-Levy, O., Sivesind, K, & Steiner-Khamsi, G. (2018). Policy learning in Norwegian school reform: a social network analysis of the 2020 incremental reform. Nordic Journal of Studies in Educational Policy, 4(1), 24-37.

Roman, H., Hallsén, S., Nordin, A., Ringarp, J. (2015). Who governs the Swedish school? Local school policy research from a historical and transnational curriculum theory perspective. Nordic Journal of Studies in Educational Policy, 2015(1), 81-94.

Sivesind, K., &Wahlström, N. (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Research Journal, 15(3), 271-278.

Wahlström, N. (2016). A third wave of European education policy: Transnational and national conceptions of knowledge in Swedish curricula. European Educational Research Journal, 15(3), 298-313.

Wahlström, N., & Sundberg, D. (2017). Discursive institutionalism towards a framework for analysing the relation between policy and curriculum. Journal ofEducation Policy, 33(1), 163-183.

National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-77458 (URN)
Conference
Åttonde nordiska läroplansteoretiska konferensen, Åbo Akademi, Vasa, Finland, November 7-8, 2019
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2020-02-03Bibliographically approved
Lilliedahl, J. & Rapp, S. (2019). The status of aesthetic education in a revised centralized curriculum: A theory-based and content-oriented evaluation of the Swedish curriculum reform Gy11. Nordic Journal of Studies in Educational Policy, 5(1), 43-53
Open this publication in new window or tab >>The status of aesthetic education in a revised centralized curriculum: A theory-based and content-oriented evaluation of the Swedish curriculum reform Gy11
2019 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 5, no 1, p. 43-53Article in journal (Refereed) Published
Abstract [en]

This paper reports on a study of the recent curriculum reform of the Swedish upper-secondary school, Gy11. Although aesthetics were not made compulsory subjects by this reform, all students have a statutory entitlement to be offered a minimum of one course in an aesthetics subject. We wished to determine whether students are actually being given the opportunity of choosing such subjects.

The study is a theory-based and content-oriented evaluation. Data are based on curriculum studies and a comprehensive survey of upper-secondary school principals.

Our findings indicate that while principals have generally organized aesthetics courses, students seldom choose this kind of educational content. Instead, students’ selection is ruled by indirect methods of manipulation.

Place, publisher, year, edition, pages
Co-Action Publishing, 2019
Keywords
Aesthetic education, curriculum evaluation, educational knowledge, educational reform, theory-based evaluation
National Category
Educational Sciences
Research subject
Musicology esp. Musical Education
Identifiers
urn:nbn:se:oru:diva-68789 (URN)10.1080/20020317.2018.1527609 (DOI)
Funder
Helge Ax:son Johnsons stiftelse
Available from: 2018-09-07 Created: 2018-09-07 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J. (2018). Building knowledge through arts integration. Pedagogies: An International Journal, 13(2), 133-145
Open this publication in new window or tab >>Building knowledge through arts integration
2018 (English)In: Pedagogies: An International Journal, ISSN 1554-480X, E-ISSN 1554-4818, Vol. 13, no 2, p. 133-145Article in journal (Refereed) Published
Abstract [en]

Educational research has shown the importance of adopting a multimodal approach to pedagogy by combining, integrating, and organizing diverse semiotic resources for learning. As aesthetic content and forms are significant aspects of multimodality, arts integration is crucial to achieve multimodal knowledge practices. In this paper, we develop a conceptual framework for analysing, discussing, and designing arts-integrated processes of teaching and learning. The framework integrates a social semiotic theory of multimodality and the Legitimation Code Theory of Semantics as a methodology through which teachers may avoid segmental learning practices in favour of an arts-integrated cumulative pedagogy. In this way, multimodal approaches to text and context relate to a social realist view on knowledge building, where boundaries between knowledge practices are weakened and meaning is condensed through processes of cumulative learning.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Aesthetic education, arts integration, arts-based pedagogy, cumulative learning, multimodal pedagogy
National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-67854 (URN)10.1080/1554480X.2018.1454320 (DOI)000432637700005 ()2-s2.0-85044298432 (Scopus ID)
Note

Special Issue: Arts Integration

Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J., Hansén, S.-E. & Wikman, T. (2018). Contextual Coherence in Teacher Education. In: : . Paper presented at Teacher Education Policy in Europe (TEPE2018), University of Minho, Braga, Portugal, May 17-19, 2018.
Open this publication in new window or tab >>Contextual Coherence in Teacher Education
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Teachers are expected to be able to work professionally in complex and differential circumstances, requiring a multidisciplinary and diversified curriculum that challenges the coherence of teacher education. Fragmentation, isolated courses, and perceived boundaries between campus and school-related studies are likely to counteract coherence and thus thequality of teacher education. On the contrary, connectedness within and between courses as well as relatively to strong relations to professional practices have been regarded as principles for improving quality (Canrinus, Bergem, Klette, and Hammerness, 2017; Hammerness, 2006; Hudson, 2017).Coherence may be conceptual and/or contextual (Muller, 2009). The former can be referred to verticality, principles of cumulative knowledge building, and how theories are combined and abstracted in critical practice. Contextual coherence, on the other hand, can be referred to horizontal connections, embedded in ongoing practices related to daily knowledge structures without any systematically expressed strategy. This paper aims at exploring how conceptual and contextualcoherence are (a) exposed in policy documents at different arenas of teacher education, and (b) perceived by teacher educators and students in practice. The governmental regulations of teacher education in Sweden, together with evaluating studies (Hansén & Wikman, 2016, 2017; Lilliedahl, 2017), constitute the empirical base of the study. In this presentation, we focus on the educational core courses common to diverse programs of teacher education in Sweden.Findings indicate that the administrative organization and universities’ different emphases concerning theoretical focus may affect conceptual coherence and the relative status of curricular content. Regarding contextual coherence, students complained that subject matter studies were weakly linked to educational themes, and the extrinsic relations to classroom practice were experienced as weak. The latter addresses a cracking issue in the design of teacher education nationally as well as in Europe.

National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-67865 (URN)
Conference
Teacher Education Policy in Europe (TEPE2018), University of Minho, Braga, Portugal, May 17-19, 2018
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Wikman, T., Hansén, S.-E. & Lilliedahl, J. (2018). Identifying Coherence in Teacher Education. In: : . Paper presented at European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Open this publication in new window or tab >>Identifying Coherence in Teacher Education
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-67867 (URN)
Conference
European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J. (2018). Semantiska koder som begrepp för integrering av konstnärliga praktiker. In: : . Paper presented at Nätverket för estetiska ämnen i lärarutbildning (NEÄL 2018), Göteborgs universitet, Göteborg, Sweden, November 28-29, 2018.
Open this publication in new window or tab >>Semantiska koder som begrepp för integrering av konstnärliga praktiker
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Musicology esp. Musical Education
Identifiers
urn:nbn:se:oru:diva-69949 (URN)
Conference
Nätverket för estetiska ämnen i lärarutbildning (NEÄL 2018), Göteborgs universitet, Göteborg, Sweden, November 28-29, 2018
Available from: 2018-10-30 Created: 2018-10-30 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J. (2018). The ‘Original’ Legitimization of Music Classes in Sweden. In: : . Paper presented at 23rd Conference of Nordic Network for Research in Music Education, Oslo, Norway, February 12-15, 2018.
Open this publication in new window or tab >>The ‘Original’ Legitimization of Music Classes in Sweden
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-67862 (URN)
Conference
23rd Conference of Nordic Network for Research in Music Education, Oslo, Norway, February 12-15, 2018
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J. (2017). Aesthetic Didaktik: Networking between practices. In: : . Paper presented at 2017 ATEE Annual Conference – Changing Perspectives and Approaches in Contemporary Teaching, Dubrovnik, Croatia, October 23-25, 2017.
Open this publication in new window or tab >>Aesthetic Didaktik: Networking between practices
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-67852 (URN)
Conference
2017 ATEE Annual Conference – Changing Perspectives and Approaches in Contemporary Teaching, Dubrovnik, Croatia, October 23-25, 2017
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J. (2017). Autonomy Codes of Alternative Pedagogies. In: : . Paper presented at 2nd International Legitimation Code Theory Conference, University of Sydney, Sydney, Australia, July 3-7, 2017.
Open this publication in new window or tab >>Autonomy Codes of Alternative Pedagogies
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-67853 (URN)
Conference
2nd International Legitimation Code Theory Conference, University of Sydney, Sydney, Australia, July 3-7, 2017
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Lilliedahl, J. (2017). Estetiska ämnens återkomst?: Policyprocesser kring ett estetiskt ämne i den svenska gymnasieskolan. In: : . Paper presented at E17 - Tyst kunnande eller bara tystnad?, Umeå, Sweden, October 31 - November 2, 2017.
Open this publication in new window or tab >>Estetiska ämnens återkomst?: Policyprocesser kring ett estetiskt ämne i den svenska gymnasieskolan
2017 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-67856 (URN)
Conference
E17 - Tyst kunnande eller bara tystnad?, Umeå, Sweden, October 31 - November 2, 2017
Available from: 2018-07-12 Created: 2018-07-12 Last updated: 2019-12-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7030-9925

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