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Publications (10 of 104) Show all publications
Trumberg, A., Arneback, E., Bergh, A. & Jämte, J. (2024). Struggling to counter school segregation- a typology of local initiatives in Sweden. Scandinavian Journal of Educational Research, 68(2), 246-259
Open this publication in new window or tab >>Struggling to counter school segregation- a typology of local initiatives in Sweden
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 68, no 2, p. 246-259Article in journal (Refereed) Published
Abstract [en]

Swedish compulsory schools are committed to work for equality and social cohesion. Increasing school segregation, however, challenges this commitment. Based on survey data from Swedish municipalities, this article maps and analyses local initiatives that counteract school segregation. We identify three main types of initiatives-reinforcement, dispersal, and merging-and the exogenous (school external) and endogenous (school internal) drivers involved in each of them. The analysis reveals several gaps between the national level, the municipal level and local schools that hamper local efforts to counter school segregation. This article contributes to increased knowledge on how local initiatives of counteracting segregation are constrained by national policies about school choice and independent versus municipal schools, but also how local initiatives tend to focus on organizational dynamics rather than on social and pedagogical processes.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Segregation, school segregation, socioeconomic and ethnic segregation, counteract, typology, Sweden, municipalities
National Category
Human Geography Political Science Pedagogy
Research subject
Social and Economic Geography; Political Science; Education
Identifiers
urn:nbn:se:oru:diva-101778 (URN)10.1080/00313831.2022.2127877 (DOI)000863862900001 ()2-s2.0-85139422222 (Scopus ID)
Projects
Att bryta segregation genom utbildning - en jämförande studie av lokala initiativ för att bryta skolsegregation.
Available from: 2022-10-17 Created: 2022-10-17 Last updated: 2024-02-06Bibliographically approved
Bergh, A. & Forsberg, E. (2023). Differentiation of education through juridification. Journal of Curriculum Studies, 1-14
Open this publication in new window or tab >>Differentiation of education through juridification
2023 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

The objective of this article is to explore differentiation of education through juridification. We examine changes in school governing, including trends towards globalization and marketization, as well as increased regulatory intervention in addressing complex social problems. Drawing on Luhmann’s theory of functional differentiation and Teubner’s problematization of juridification, we scrutinize three sets of distinct legislative regulations in a Swedish context. We uncover a multifaceted juridification alongside a multifunctional school organization nested in a complex web of differentiated and interconnected subsystems. Traditional forms of differentiation persist, albeit with juridification as a lever, thus sparking renewed tensions.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Differentiation, juridification, education, system theory
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-110660 (URN)10.1080/00220272.2023.2261991 (DOI)001070550900001 ()2-s2.0-85172013696 (Scopus ID)
Funder
Riksbankens Jubileumsfond, P21-0148
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-02-05Bibliographically approved
Bergh, A. (2023). ‘Do politicians no longer believe in education?’ – on teachers’ reactions to a political initiative on extra study time. In: : . Paper presented at NERA Conference 2023: Digitalization and Technologies in Education Opportunities and Challenges (NERA 2023), Oslo, Norway, March 15-17, 2023.
Open this publication in new window or tab >>‘Do politicians no longer believe in education?’ – on teachers’ reactions to a political initiative on extra study time
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-110662 (URN)
Conference
NERA Conference 2023: Digitalization and Technologies in Education Opportunities and Challenges (NERA 2023), Oslo, Norway, March 15-17, 2023
Funder
Swedish Research Council, 2020-03144
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-12Bibliographically approved
Arneback, E., Englund, T., Bergh, A. & Lerwall, L. (2023). Enacting the Convention on the Rights of the Child - in times of juridification. In: : . Paper presented at European Conference on Educational Research (ECER 2023), Glasgow, UK, August 21-25, 2023.
Open this publication in new window or tab >>Enacting the Convention on the Rights of the Child - in times of juridification
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-110677 (URN)
Conference
European Conference on Educational Research (ECER 2023), Glasgow, UK, August 21-25, 2023
Funder
Riksbankens Jubileumsfond, P21-0148
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-12Bibliographically approved
Bergh, A., Lerwall, L. & Arneback, E. (2023). From 64 sections to 900 in the Education Act - on juridification of Swedish education. In: : . Paper presented at European Conference on Educational Research (ECER 2023), Glasgow, UK, August 21-25, 2023.
Open this publication in new window or tab >>From 64 sections to 900 in the Education Act - on juridification of Swedish education
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-110678 (URN)
Conference
European Conference on Educational Research (ECER 2023), Glasgow, UK, August 21-25, 2023
Funder
Riksbankens Jubileumsfond, P21-0148
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-12Bibliographically approved
Arneback, E., Bergh, A. & Tryggvason, Á. (2023). On Teachers’ Professionalism When Colleagues Express Racism: Challenges and Choices. Scandinavian Journal of Educational Research, 67(1), 169-180
Open this publication in new window or tab >>On Teachers’ Professionalism When Colleagues Express Racism: Challenges and Choices
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 67, no 1, p. 169-180Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to shed light on teachers’ actions to counter racism expressed by their colleagues. Based on qualitative interviews with teachers in Swedish upper secondary schools, the article presents a narrative analysis of three teachers. The article highlights the complexity of what it means to be a colleague in anti-racist work and argues that this brings different risks and possibilities for White teachers and for teachers of colour. By relating the narratives to research on racism and teacher professionalism, the article contributes to a better understanding of the prevalence and character of racism expressed by colleagues, and points at the need for further research.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Teachers, professionalism, racism, anti-racism, colleagues, narrative
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-95523 (URN)10.1080/00313831.2021.1990123 (DOI)000715563600001 ()2-s2.0-85118668085 (Scopus ID)
Projects
How to Counteract Racism in Education. A qualitative study of teachers' anti-racist actions
Funder
Swedish Research Council, 2015-01046
Available from: 2021-11-18 Created: 2021-11-18 Last updated: 2023-02-03Bibliographically approved
Löfdahl Hultman, A. & Bergh, A. (2023). What happened to the glowing activism in the Swedish School Rebellion on Facebook?. In: : . Paper presented at NERA 2023 ”Digitalization and Technologies in Education – Opportunities and Challenges”, Oslo, Norway, March 15-17, 2023.
Open this publication in new window or tab >>What happened to the glowing activism in the Swedish School Rebellion on Facebook?
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This presentation focus on Swedish teacher’s School rebellion on Facebook, a group whose conversations early in the spring of 2021 were filled with enthusiasm and glowing activism. In about 650 post every month, teachers vividly discussed how to improve the Swedish school and the working conditions for teachers. However, in the following year there was a sharp decrease in the number and type of posts in the group. To understand the changes of the group discussions, the aim of this paper is to study what content is given presence in the posts and to analyse to what extent this is deliberated on between the teachers.

Our theoretical perspective is inspired from research on deliberative communication, where analyses of arguments, stances and concretizations are made (Englund, 2006).  We are particularly interested in how different perspectives in the posts and comments are received and if there is space for tolerance and respect for different viewpoints. 

We have followed the activities (posts, comments and likes) in the rebellion group from March 2021 and intensively for ten weeks, then occasionally until March 2022. As the posts rapidly decreased, we searched among the about 100 posts made by the administrators, from which we selected ten for further analyses. Repeatedly during the year, the administrators tried to initiate and stimulate discussions, by asking for advice on how the group should act, what focus the members wanted the group to have or by challenging the members to react on or think about specific issues. Thereby, we direct a specific focus at the administrators’ roles to create a conversation climate that support the group’s ambitions.

We found that the administrators, besides asking the teachers to present topics of interest, to initiate several different issues to discuss in the group. When we analysed the conversations in the light of the concept of deliberation, we found in some posts no deliberative approach at all, in other posts a pre-deliberative approach and in some posts even a counter-deliberative approach to appear. From these findings, we discuss the administrators’ roles in keeping the spirit and glowing activism alive. The specific Facebook forum for these conversations is discussed in terms of online deliberation and specific limitations and possibilities. 

When it concerns the question of content, it is naturally so that the content is important for the discussion to be liked and commented on by the teachers in the group. However when the conversation does not have a clear agenda, when discussions are not followed up by the administrators, who started the thread - or even when the admin takes over and hijacks the discussion - the interest becomes less among the members and the glowing activism seems to fade out. 

The topic is of high relevance to the Nordic educational research as similar online forum show up in all Nordic countries, discussing issues of relevance for schools’ and teachers’ work. 

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-110663 (URN)
Conference
NERA 2023 ”Digitalization and Technologies in Education – Opportunities and Challenges”, Oslo, Norway, March 15-17, 2023
Funder
Swedish Research Council, 2020-03144
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-12Bibliographically approved
Bergh, A. & Englund, T. (2022). On collegial deliberation as a tool to counteract racism in education. Education Inquiry
Open this publication in new window or tab >>On collegial deliberation as a tool to counteract racism in education
2022 (English)In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper analyses and discusses the possibilities and challenges of collegial mutual deliberation among teachers as a way of counteracting racism. It takes its starting point in research on teacher collaboration that emphasises the importance of creating conditions locally for critical discussions, building on knowledge from different perspectives and going beyond simple solutions. With a focus on the practical, the idea of deliberative communication serves as a theoretical lens to analyse discussions among eight teachers on their responses to racism. The study provides theoretical and empirical knowledge about the potential contribution of collegial deliberation to developing a communicative teacher community that counteracts racism.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Teacher collaboration, collegial deliberation, deliberative communication, racism, Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-102583 (URN)10.1080/20004508.2022.2149088 (DOI)000889099700001 ()2-s2.0-85142606861 (Scopus ID)
Funder
Swedish Research Council, 2015-01046
Available from: 2022-12-07 Created: 2022-12-07 Last updated: 2023-12-08Bibliographically approved
Löfdahl Hultman, A., Bergh, A., Lennartsdotter, M. & Löfgren, H. (2022). Swedish teachers’ and school leaders’ rebellion groups on Facebook: Collective formations and administrators as gatekeepers. Education Inquiry, 1-15
Open this publication in new window or tab >>Swedish teachers’ and school leaders’ rebellion groups on Facebook: Collective formations and administrators as gatekeepers
2022 (English)In: Education Inquiry, E-ISSN 2000-4508, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Teacher agency, Facebook rebellion groups, gatekeepers, teachers, school leaders
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-103702 (URN)10.1080/20004508.2021.2022583 (DOI)000738463300001 ()2-s2.0-85122251096 (Scopus ID)
Funder
Swedish Research Council, 2020-03144
Available from: 2023-01-28 Created: 2023-01-28 Last updated: 2023-12-08Bibliographically approved
Bergh, A. (2022). Systematic quality work without quality? A study of local initiatives to challenge school segregation. In: Education between Hope and Happening – Developing Powerful Curriculum Theorizing in Challenging Times: 9:e Nordiska Läroplansteorikonferensen Linnéuniversitetet, 20-21 oktober 2022: Abstracts. Paper presented at 9:e Nordiska Läroplansteorikonferensen, Linnéuniversitetet, Växjö, 20-21 oktober, 2022 (pp. 29-29).
Open this publication in new window or tab >>Systematic quality work without quality? A study of local initiatives to challenge school segregation
2022 (English)In: Education between Hope and Happening – Developing Powerful Curriculum Theorizing in Challenging Times: 9:e Nordiska Läroplansteorikonferensen Linnéuniversitetet, 20-21 oktober 2022: Abstracts, 2022, p. 29-29Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

For 25 years, quality work has been highlighted as a policy means to improve equivalence and quality. However, rather than bringing questions of educational quality at the center, earlier research has demonstrated that quality assurance and evaluation (QAE) has become the main objective for education policy (Bergh 2015, Kauko et al 2018). The aim of this presentation is to put the light on a complex educational question by analysing how a Swedish municipality has tried to challenge segregation through education. Empirically, it builds on interviews with local politicians and civil servants who try to navigate between local complexity and national policy expectations on systematic quality work. The result demonstrates that the conflicts that are concealed in the maximized and recontextualized policy language erupt in the local setting, with challenging consequences for its different actors and for the education in question.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-110661 (URN)
Conference
9:e Nordiska Läroplansteorikonferensen, Linnéuniversitetet, Växjö, 20-21 oktober, 2022
Funder
Swedish Research Council, 2020-04294
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8409-9196

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