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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: 2018-12-17Bibliographically approved
Englund, T. (2018). Två artskilda perioder för svensk pedagogisk forskning: Det utbildningspolitiska systemskiftets juridiska dimension och dess djupgående konsekvenser för samhälle, skola pch pedagogik. Pedagogisk forskning i Sverige, 23(5), 20-42
Open this publication in new window or tab >>Två artskilda perioder för svensk pedagogisk forskning: Det utbildningspolitiska systemskiftets juridiska dimension och dess djupgående konsekvenser för samhälle, skola pch pedagogik
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 20-42Article in journal (Refereed) Published
Abstract [en]

How might we explain and understand Swedish educational policy and the development of the Swedish school system, from the comprehensive, equality-oriented direction introduced in the early 1960s to the fragmented and divided system of today? In the following I will claim that two fundamentally different educational policy periods can be discerned. The first coincides with the first three decades of the comprehensive school system, from 1962 to 1989, the second with the three decades from 1989/1990 to the present. These two periods have created quite different conditions for the work of schools, and also for educational research. The crucial reforms laying the foundations for the shift in educational policy between the two periods were heavily influenced and inspired by the transnational emphasis in the late 1980s on the individual rights set out in international conventions, implying a parental right to educational authority. In recent decades, the consequences of this shift have manifested themselves in a partly privatised and marketized school system, characterised and driven by a logic clearly distinguished from the ideals and aspirations underpinning the struggles of the earlier period for a democratic and equality-oriented school system.

Place, publisher, year, edition, pages
Växjö: Institutionen för pedagogik och lärande, Linnéuniversitetet, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71450 (URN)
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-01-14Bibliographically approved
Englund, T. (2018). Är demokratin hotad?: Om privata intressen och skolans omvandling. Utbildning & Demokrati - tidskrift för didaktik och utbildningspolitik, 27(1), 115-135
Open this publication in new window or tab >>Är demokratin hotad?: Om privata intressen och skolans omvandling
2018 (Swedish)In: Utbildning & Demokrati - tidskrift för didaktik och utbildningspolitik, ISSN 1102-6472, Vol. 27, no 1, p. 115-135Article in journal (Refereed) Published
Abstract [en]

Is (Swedish) democracy threatened when public institutions like the public education system are characterized by growing marketization and privatization? Is it probable and possible that the educational system as a whole will be able to concretize the democratic value base and the struggle for equivalence in that situation? In recent years, a number of committees have looked into the principles of the public education system and parts of the privatized system, the three large commercial groups operating schools in Sweden. What answers do these committees provide regarding current developments in this area?

Place, publisher, year, edition, pages
Örebro: Pedagogiska institutionen, Örebro universitet, 2018
Keywords
Democracy, private interests, free choice, segregation
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71448 (URN)
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-01-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9735-3440

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