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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
Arneback, E. & Englund, T. (2020). Teachers’ deliberation on communicative potentials in classrooms when students express racism. Reflective Practice
Open this publication in new window or tab >>Teachers’ deliberation on communicative potentials in classrooms when students express racism
2020 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on teachers' deliberation on communicative potentials in classrooms when students express racism. More precisely, we are interested in what aspects are of importance when teachers reflect, deliberate on, and decide how to act. To elaborate on these aspects we turn to John Dewey's work on intra- and interpersonal deliberation, and to interviews with 27 Swedish high school teachers. In the results, we present three aspects of importance in teachers' reflections: (1) individual students' potential for growth, (2) classroom climate and violations, and (3) teachers' knowledge and experiences. Based on the results, we argue that if teachers' experiences of these aspects are positive, they are more open to a deliberative communicative approach. From our perspective, the limits of deliberation in classrooms need more attention, since they expose crucial tensions in teachers' work and dealings with issues related to power, politics, and morality in schools.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
John Dewey, deliberation, education, racism, anti-racism, teachers
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78834 (URN)10.1080/14623943.2019.1708304 (DOI)000504526100001 ()
Funder
Swedish Research Council, 2015-01046
Available from: 2019-12-23 Created: 2019-12-23 Last updated: 2020-01-07Bibliographically 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
Englund, T. (2018). Brytpunkter och tendenser i svensk pedagogisk forskning. In: Mattias Nilsson Sjöberg (Ed.), Pedagogik som vetenskap: En inbjudan (pp. 27-44). Malmö: Gleerups
Open this publication in new window or tab >>Brytpunkter och tendenser i svensk pedagogisk forskning
2018 (Swedish)In: Pedagogik som vetenskap: En inbjudan / [ed] Mattias Nilsson Sjöberg, Malmö: Gleerups , 2018, p. 27-44Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71449 (URN)9789140697202 (ISBN)
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-01-14Bibliographically approved
Bergh, A., Englund, T., Lundahl, C., Nordin, A., Sundberg, D. & Wahlström, N. (2018). Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering. Stockholm
Open this publication in new window or tab >>Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering
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2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2018. p. 79
Keywords
Läroplansteori, läroplansutveckling, läroplansutvärdering
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74791 (URN)
Note

Forskningssammanställning beställd av Skolverket.

Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-07-25Bibliographically approved
Englund, T. (2018). Föräldrarätten och barns rätt till en pluralistisk utbildning. In: Tone Kvernbekk och Moira von Wright (Ed.), Barn og deres voksne: (pp. 236-256). Oslo: Cappelen Damm AS
Open this publication in new window or tab >>Föräldrarätten och barns rätt till en pluralistisk utbildning
2018 (Swedish)In: Barn og deres voksne / [ed] Tone Kvernbekk och Moira von Wright, Oslo: Cappelen Damm AS, 2018, p. 236-256Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oslo: Cappelen Damm AS, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71451 (URN)978-82-02-57254-9 (ISBN)
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-01-14Bibliographically approved
Bergh, A. & Englund, T. (2018). Higher Education Between Public and Private Good. In: : . Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Open this publication in new window or tab >>Higher Education Between Public and Private Good
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Public good, private good, higher education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-68934 (URN)
Conference
The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018
Available from: 2018-09-14 Created: 2018-09-14 Last updated: 2018-09-17Bibliographically approved
Bergh, A. & Englund, T. (2018). How to Theoretically Understand the Relation between Curriculum Theory and Enactment Studies?. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Open this publication in new window or tab >>How to Theoretically Understand the Relation between Curriculum Theory and Enactment Studies?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66250 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Note

Presenterades på symposiet Juridification of Education – Challenges for School Professionals in the Enactment of Curriculum and Policy

 

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Arneback, E. & Englund, T. (2018). On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism. In: : . Paper presented at American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018.
Open this publication in new window or tab >>On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism
2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This contribution is about situations in classrooms when students express racism, leaving teachers feeling uncertain about how to act. The study is mainly a theoretical contribution inspired by John Dewey’s (1908/1978, 1916/1985, 1922/1983) work on, if, and how deliberation can be used in such situations. It also uses recently carried out interviews with teachers on how to respond to racism in education, to illustrate situations related to the theoretical argumentation in the text. In this presentation “expressions of racism” refers to interpersonal racism where racism is expressed between people, based on race-biological and/or cultural divisions. The aspects highlighted are: 1) the student’s (expected) potential for growth, 2) the class composition and classroom climate, 3) the teacher's own knowledge and experiences.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71446 (URN)
Conference
American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018
Funder
Swedish Research Council
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-05-22Bibliographically approved
Sugrue, C., Englund, T., Solbrekke, T. D. & Fossland, T. (2018). Trends in the practices of academic developers: trajectories of higher education?. Studies in Higher Education, 43(12), 2336-2353
Open this publication in new window or tab >>Trends in the practices of academic developers: trajectories of higher education?
2018 (English)In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 43, no 12, p. 2336-2353Article in journal (Refereed) Published
Abstract [en]

Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Academic development, academic developers, roles and responsibilities, brokers, higher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-70771 (URN)10.1080/03075079.2017.1326026 (DOI)000451593300015 ()2-s2.0-85019676368 (Scopus ID)
Funder
The Research Council of Norway, 247645
Available from: 2018-12-17 Created: 2018-12-17 Last updated: 2020-01-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9735-3440

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