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Bergh, A. & Englund, T. (2020). On collegial deliberation as a tool to counteract racism. In: : . Paper presented at AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020.
Open this publication in new window or tab >>On collegial deliberation as a tool to counteract racism
2020 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This paper analyzes and discusses possibilities and challenges for teachers to use collegial mutual deliberation as a way to counteract racism. A starting point is taken from research on teacher collaboration that has emphasized the importance to locally create conditions for critical discussions that exceed coherence and simple solutions. To do this, we turn to the idea on deliberative communication, which in the paper fills two purposes: First, as a means for a teacher who, supported by us as researchers, leads a discussion about racism with colleagues, and secondly, as a theoretical lens to analyze that same discussion. The study provides theoretical and empirical knowledge about how collegial deliberation potentially can contribute to the development of a communicative teacher community.

Keywords
teacher collaboration, deliberative communication, racism, education, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78478 (URN)
Conference
AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020
Funder
Swedish Research Council
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06
Bergh, A., Arneback, E. & Tryggvason, Á. (2020). On teachers professional ambivalence´when colleagues express racism. In: : . Paper presented at AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020.
Open this publication in new window or tab >>On teachers professional ambivalence´when colleagues express racism
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper sheds light on how teachers act and reflect on their actions in response to expressions of racism among colleagues. The empirical data consists of qualitative interviews with 27 high school teachers in Sweden, but, in order to dig deeper into the experiences of teachers, this paper focuses on three teachers (Tove, Fatima and Hannah). The result points at a professional ambivalence on how to act, since there is no common ground among teachers for how to act when colleagues express racism. To act against racism comes at high costs and very much depends on each teacher’s previous experiences of life and work. Consequently, each teacher is provided a unique space and resource base for reflection and action.

Keywords
professionalism, teacher, anti-racist action, colleagues, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78476 (URN)
Conference
AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020
Funder
Swedish Research Council
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06
Bergh, A. & Rosén, M. (2019). De villkorade utbildningskvaliteterna. In: Carl Cederberg (Ed.), Yrkesmänniskan i den kapitaliserade välfärden: (pp. 157-178). Huddinge: Södertörns högskola
Open this publication in new window or tab >>De villkorade utbildningskvaliteterna
2019 (Swedish)In: Yrkesmänniskan i den kapitaliserade välfärden / [ed] Carl Cederberg, Huddinge: Södertörns högskola, 2019, p. 157-178Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2019
Series
Södertörn Studies in Practical Knowledge ; 9
Keywords
kvalitet, juridifiering, utbildning, profession
National Category
Philosophy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78481 (URN)978-91-88663-73-3 (ISBN)
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06Bibliographically approved
Fremstad, E., Bergh, A., Solbrekke, T. D. & Fossland, T. (2019). Deliberative academic development: The potential and challenge of agency. International journal for academic development
Open this publication in new window or tab >>Deliberative academic development: The potential and challenge of agency
2019 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Agency, deliberative academic development, epistemic living spaces
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74762 (URN)10.1080/1360144X.2019.1631169 (DOI)
Projects
Formation and Competence Building of University Academic Developers
Funder
The Research Council of Norway, 971 035 854
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2020-01-08Bibliographically approved
Bergh, A., Pettersson, D. & Solbrekke, T. D. (2019). Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education. In: Erik Amnå (Ed.), Nordic Education in a Democratically Troublesome time: Threats and Opportunities: A conference report (pp. 61-64). Örebro, Sweden: Örebro University
Open this publication in new window or tab >>Governing and professionalism: Challenges and opportunities for policy makers, researchers and practitioners in education
2019 (English)In: Nordic Education in a Democratically Troublesome time: Threats and Opportunities: A conference report / [ed] Erik Amnå, Örebro, Sweden: Örebro University , 2019, p. 61-64Chapter in book (Other academic)
Abstract [en]

In recent years, there has been an increased societal and political debate about how the governing of welfare institutions can be best organized in order to serve the public and uphold democracy. In education, positively loaded key concepts such as equivalence, quality and legal security have dominated the debate. Simultaneously, governance ideas implied in NPM-policies, in particular the increased development of quality assurance systems and accountability regimes, have been criticized for its unintended consequences and possible narrowing of the societal mandate for education. Concerns have been raised about a need for revitalizing trust in professionals, at the same time as ensuring a certain amount of control. But how can such a balance be found?

By introducing and raising critical questions on dominant governance discourses in education, including issues about professionalism and quality, this seminar invites deliberations among policy makers, researchers and practitioners on how we may seek new ways of making welfare institutions sustainable in democratic societies. A core issue is how education constructively can contribute to the promotion and upholding of democracy.

The four presenters will provide brief introductions with different, yet related, perspectives on the theme “Governing and Professionalism”. Thereafter all participants are invited to a shared discussion on the opportunities and challenges for collaboration among policy makers, researchers and practitioners to ensure education that serve the public good in a democratically troublesome time.

Place, publisher, year, edition, pages
Örebro, Sweden: Örebro University, 2019
Keywords
governing, professionalism, collaboration, public good
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78484 (URN)978-91-87789-23-6 (ISBN)
Note

Co-arrangement by the Swedish Ministry of Education and Research, the Nordic Ministers of Education and Örebro University 30-31 October 2018

Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2020-01-08Bibliographically approved
Bergh, A. & Arneback, E. (2019). Juridification of Swedish education – changing conditions for teachers’ professional work. In: Johannes Lunneblad (Ed.), Policing Schools: School Violence and the Juridification of Youth (pp. 53-70). London: Springer
Open this publication in new window or tab >>Juridification of Swedish education – changing conditions for teachers’ professional work
2019 (English)In: Policing Schools: School Violence and the Juridification of Youth / [ed] Johannes Lunneblad, London: Springer , 2019, p. 53-70Chapter in book (Refereed)
Abstract [en]

In this chapter, we take interest in a specific part of the extensive changes that have been made in the governance of Swedish education during the last two decades: the increase of legal regulations. This increase is a sign of what in earlier research is called juridification, which may lead to a variety of tensions that we currently know too little about. More specifically, the aim of this chapter is to study how juridification of education conditions teachers’ work on the knowledge and values expressed in national policy documents. The empirical material consists of Swedish national education policy texts produced from the early 1990s and onwards. Methodologically, we make use of two theoretical concepts that position teachers’ assignments and possible actions in different ways: management of placement and management of expectation. The results demonstrate that the increase of a juridical language clearly condition teachers’ professional work. In the worst case, the legal concepts may result in more instrumental relationships where teachers focus on their role as assessors and monitors. At the same time, it depends on how the legal concepts are interpreted and enacted by school staff. Here, there is a need of further studies on how different emphasises and combinations of a juridical vocabulary and a pedagogical vocabulary condition the relationships that are formed in local school practices.

Place, publisher, year, edition, pages
London: Springer, 2019
Series
Young people and learning processes in school and everyday life, ISSN 2522-5650 ; 2
Keywords
juridification, education, knowledge, value, teacher, professional work
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78483 (URN)10.1007/978-3-030-18605-0_4 (DOI)978-3-030-18604-3 (ISBN)978-3-030-18605-0 (ISBN)
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06Bibliographically approved
Bergh, A., Löfdahl Hultman, A. & Englund, T. (2019). Local enactment of the Swedish ‘advanced teacher reform’. Journal of Curriculum Studies, 51(3), 326-341
Open this publication in new window or tab >>Local enactment of the Swedish ‘advanced teacher reform’
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed) Published
Abstract [en]

This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Career reform, teacher, professionalism, governing, enactment, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66247 (URN)10.1080/00220272.2018.1436195 (DOI)000464726000003 ()2-s2.0-85041900370 (Scopus ID)
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2019-06-19Bibliographically approved
Sandvoll, R., Bergh, A. & Solbrekke, T. D. (2019). Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education. In: : . Paper presented at European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019.
Open this publication in new window or tab >>Supporting the development of professional responsibility in higher education: Studying the interface between odontology and education
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
professional responsiblity, academic developers, higher education, deliberative communication
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-75850 (URN)
Conference
European Educational Research Association, (ECER 2019), Hamburg, Germany, September 3-6, 2019
Funder
The Research Council of Norway
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2020-01-08Bibliographically approved
Bergh, A. & Wiklund, M. (2019). Teachers' experiences of conditions for anti-racist action. In: : . Paper presented at 8. Nordiska Läroplansteoretisk konferensen, Vasa, Finland, November 7-8, 2019.
Open this publication in new window or tab >>Teachers' experiences of conditions for anti-racist action
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study takes its departure from two teachers’ descriptions of challenges and possibilities that they have experienced as conditioning their professional anti-racist actions. The two descriptions are excerpts from qualitative interviews, conducted within a larger research project about teachers’ work to counteract racism, of which this study is a part. The aim of this part study is to contribute with insights about what teachers experience as conditioning their anti-racist actions. This knowledge is of importance for teachers’ didactic choices in their anti-racist work, as well as for school leadership facilitating such work. In the study, racism and anti-racism are understood as enacted practices. Agency, as something achieved and situated, constitutes a central theoretical lens. Therefore, ecological teacher agency conceptions are put to work in the analysis. Tentative findings are presented in the form of teachers’ experiences of conditions for anti-racist action in terms of: 1. Personal experiences over time, 2. Professional experiences over time, 3. National contextual issues, and 4. Local context issues.

Keywords
teacher, anti-racist action, agency, education, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78475 (URN)
Conference
8. Nordiska Läroplansteoretisk konferensen, Vasa, Finland, November 7-8, 2019
Funder
Swedish Research Council
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06Bibliographically approved
Bergh, A. & Arneback, E. (2019). The Juridification of Teachers’ Professional Work on Knowledge and Values in School. In: Nera 2019: Education in a Globalized World: Abstract Book. Paper presented at NERA (Nordic Education Research Association), Uppsala, Sweden, March 6-8, 2019 (pp. 821-822).
Open this publication in new window or tab >>The Juridification of Teachers’ Professional Work on Knowledge and Values in School
2019 (English)In: Nera 2019: Education in a Globalized World: Abstract Book, 2019, p. 821-822Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.

Keywords
Juridification, teachers professionalism, knowledge, values, school
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74763 (URN)
Conference
NERA (Nordic Education Research Association), Uppsala, Sweden, March 6-8, 2019
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2020-01-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8409-9196

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