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Lundahl, Christian, ProfessorORCID iD iconorcid.org/0000-0001-8173-7474
Biography [eng]

Christian Lundahl (b. 1972) is Professor of education at Örebro University. Lundahl is specialized in the history of assessments, evaluation and of Swedish educational research. Lundahl is presently involved in research projects concerning the production and internationalization of data in education systems. He leads an international research project about the history of comparative education financed by the Swedish Science council (Vetenskapsrådet).

Biography [swe]

Christian Lundahl (f. 1972) är professor i pedagogik vid Örebro universitet sedan september 2014. Han disputerade vid Uppsala universitet 2006 och blev docent där 2010. Fick ett lektorat vid Stockholms universitet 2011 och en professur vid Karlstad universitet 2012. Lundahl har studerat vid Örebro universitet 1991–1993 och var extern ledamot vid Lärarutbildningsnämnde vid Örebro universitet 2013–2014. Lundahl forskar om utbildningshistoria, internationella jämförelser och kunskapsbedömning. Lundahl ingår i flera internationella nätverk kring bedömning, utvärdering och utbildningspolitik och samverkar med Humboldt universitetet i Berlin, Universitetet i Edinburgh samt Oslo universitet.

Publications (10 of 116) Show all publications
Lundahl, C. & Serder, M. (2023). Figures fighting figures – unpacking state authority's mis/trust in PISA statistics. Discourse. Studies in the Cultural Politics of Education, 44(6), 829-843
Open this publication in new window or tab >>Figures fighting figures – unpacking state authority's mis/trust in PISA statistics
2023 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 44, no 6, p. 829-843Article in journal (Refereed) Published
Abstract [en]

How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and afight over statistics between two national agencies: National Agency for Education and the National Audit Office. The aim of this paper is to unpack processes of interpretations and claims that are often black-boxed in PISA debates: How can we understand the process that led up to the fight and what followed? Our data consist of media articles, broadcasts from the national television and radio (2018–2021), reports and memos from the two-state authorities involved in this debate, and email conversations between the two. Our results stress the need for further transparency in how PISA data are collected and calculated.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
PISA, Statistics, State authorities, Science and technology studies (STS), Controversies, Black-boxing
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105184 (URN)10.1080/01596306.2023.2186374 (DOI)000949501800001 ()2-s2.0-85150636959 (Scopus ID)
Available from: 2023-03-25 Created: 2023-03-25 Last updated: 2024-02-05Bibliographically approved
Lundahl, C. & Sundström Sjödin, E. (2022). Choreographies of Emergency Examinations in Pandemic Times. In: : . Paper presented at AERA Annual Meeting, San Diego, CA, USA, April 21-26, 2022.
Open this publication in new window or tab >>Choreographies of Emergency Examinations in Pandemic Times
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Covid, Examinations
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-96276 (URN)
Conference
AERA Annual Meeting, San Diego, CA, USA, April 21-26, 2022
Available from: 2022-01-06 Created: 2022-01-06 Last updated: 2022-06-01Bibliographically approved
Lundahl, C. & Landahl, J. (2022). Creating Curriculum Facilitators: American Experts and Students from Developing Countries at a Six‐Week Seminar on Curriculum Development in Sweden 1971. In: : . Paper presented at International Standing Conference for the History of Education (ISCHE 43), Milan, Italy, August 31 - September 6, 2022.
Open this publication in new window or tab >>Creating Curriculum Facilitators: American Experts and Students from Developing Countries at a Six‐Week Seminar on Curriculum Development in Sweden 1971
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105187 (URN)
Conference
International Standing Conference for the History of Education (ISCHE 43), Milan, Italy, August 31 - September 6, 2022
Available from: 2023-03-25 Created: 2023-03-25 Last updated: 2023-03-27Bibliographically approved
Lundahl, C. (2022). Ethnography of historical texts as a way of understanding scientific knowledge production. In: : . Paper presented at The 8th Nordic Education History Conference (NEHC2022), Aalborg, Denmark, May 25-27, 2022.
Open this publication in new window or tab >>Ethnography of historical texts as a way of understanding scientific knowledge production
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Ethnography of historical texts as a way of understanding scientific knowledge production.  How does a fact become a fact? This question puzzled the Polish-Jewish microbiologist Ludwik Fleck (1896–1961) who in the 1930s developed the first system of the historical philosophy and sociology of science. In Fleck’s footprint followed Kuhn, Knorr Cetina, Latour, Woolgar and others who from different angles contributed to what todays is acknowledge as Science and technology studies (STS), where questions concerning knowledge production and disseminations are discussed (see further Serder & Lundahl 2021). Even if the forerunners such as Fleck and Kuhn made use of history it is not that common today within the tradition of STS to have a historical perspective. In this paper ethnography of historical texts (Nimmo 2011) is used to make an observable laboratory for knowledge production out of the rich archive of the educational scholar Torsten Husén (1916-2009), and then in particular the part of the archive concerning the editing of the International Encyclopaedia of Education (1984, 1995). Encyclopedias often claim to be collections of facts. Facts are usually perceived as naturally given or 'unconstructed by anyone' (Latour & Woolgar 1979). The International Encyclopaedia of Education in particular claimed to be geographically and culturally non-biased – i.e. not ethnocentric. But producing an encyclopaedia is not an independent and objective editorial process. Describing how an encyclopaedia comes into being can clearly be seen as an investigation of a very specific social knowledge practice, that is biased and circumstantial while at the same time claiming to be objective and permanent (Primus & Lundahl 2020). The chapter builds on an analysis of over 4000 pages of correspondence concerning the management and editorial process for the two editions of IEE. It will be described how this data illuminates different processes of editing and publishing knowledge: e.g. administrative and management matters, social aspects (friendship, trusts/distrust in authors, resolving conflicts), content and dissemination matters. 

References 

Latour, B., & Woolgar, S. (1979). Laboratory life: The construction of scientific facts. Princeton University Press.

Nimmo, R. (2011). Actor-network theory and methodology: Social research in a more-than-human world. Methodological Innovations Online, 6(3), 108-119.

Primus, F., & Lundahl, C. (2020). The peripherals at the core of androcentric knowledge production: an analysis of the managing editor’s knowledge work in The International Encyclopedia of Education (1985). Paedagogica Historica, 1-17.

Lundahl, C. & Serder, M (2021). Vetenskapsstudier (STS) och aktör-nätverksteori (ANT). Jober, A. & Serder, M. (2021). Vetenskapliga teorier för lärare. Stockholm: Natur och kultur

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105185 (URN)
Conference
The 8th Nordic Education History Conference (NEHC2022), Aalborg, Denmark, May 25-27, 2022
Available from: 2023-03-25 Created: 2023-03-25 Last updated: 2023-03-27Bibliographically approved
Lundahl, C., Mickwitz, L. & Skott, P. (2022). Skolutveckling för hållbart lärande - teoretiska och praktiska perspektiv. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Skolutveckling för hållbart lärande - teoretiska och praktiska perspektiv
2022 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 206
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-104880 (URN)9789144161525 (ISBN)
Available from: 2023-03-11 Created: 2023-03-11 Last updated: 2023-03-14Bibliographically approved
Lundahl, C. & Piepenburg, S. (2022). The pool of ability as a discursive construction in the second wave of mass education. In: : . Paper presented at The 8th Nordic Education History Conference (NEHC2022), Aalborg, Denmark, May 25-27, 2022.
Open this publication in new window or tab >>The pool of ability as a discursive construction in the second wave of mass education
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105186 (URN)
Conference
The 8th Nordic Education History Conference (NEHC2022), Aalborg, Denmark, May 25-27, 2022
Available from: 2023-03-25 Created: 2023-03-25 Last updated: 2023-03-27Bibliographically approved
Tveit, S. & Lundahl, C. (2022). Trajectories of Assessment and Certification in the North: Grading and Testing Policy in Norwegian and Swedish Basic Education. In: Daniel Tröhler; Bernadette Hörmann; Sverre Tveit; Inga Bostad (Ed.), The Nordic Education Model in Context: Historical Developments and Current Renegotiations (pp. 217-235). Routledge
Open this publication in new window or tab >>Trajectories of Assessment and Certification in the North: Grading and Testing Policy in Norwegian and Swedish Basic Education
2022 (English)In: The Nordic Education Model in Context: Historical Developments and Current Renegotiations / [ed] Daniel Tröhler; Bernadette Hörmann; Sverre Tveit; Inga Bostad, Routledge, 2022, p. 217-235Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2022
Series
Studies in curriculum theory
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105188 (URN)10.4324/9781003218180-16 (DOI)9781032110462 (ISBN)9781003218180 (ISBN)9781032110493 (ISBN)
Available from: 2023-03-25 Created: 2023-03-25 Last updated: 2023-03-27Bibliographically approved
Grek, S., Landahl, J., Lawn, M. & Lundahl, C. (2022). Travel, translation, and governing in education: the role of Swedish actors in the shaping of the European education space. Paedagogica historica, 58(1), 32-53
Open this publication in new window or tab >>Travel, translation, and governing in education: the role of Swedish actors in the shaping of the European education space
2022 (English)In: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 58, no 1, p. 32-53Article in journal (Refereed) Published
Abstract [en]

Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the European or the global, in order to focus on those governing spaces and practices that lie in between bounded, predetermined, and preconceived entities and education organisations. Our locus of enquiry is education actors and their practices as they use comparison to make governing happen. The article examines the case of Swedish education (its policy actors, governing elites, and education practitioners) to examine this relation between comparison, governing, and the transnational.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Comparison, Sweden, transnational, governing, space
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-85227 (URN)10.1080/00309230.2020.1769144 (DOI)000555130000001 ()2-s2.0-85088873540 (Scopus ID)
Funder
Swedish Research Council
Available from: 2020-08-28 Created: 2020-08-28 Last updated: 2022-09-08Bibliographically approved
Lundahl, C., Löfgren, H., Jönsson, A., Hultén, M., Alm, F. & Markström, A.-M. (2021). Betyg i årskurs 4: Ett forskningsunderlag om bedömningspraktikerna på skolor som deltagit i försöksverksamhet med tidig betygssättning. Stockholm: Skolverket
Open this publication in new window or tab >>Betyg i årskurs 4: Ett forskningsunderlag om bedömningspraktikerna på skolor som deltagit i försöksverksamhet med tidig betygssättning
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2021 (Swedish)Report (Other academic)
Abstract [sv]

Detta är en slutrapport från en studie av försöksverksamheten med betyg från och med årskurs 4  (Skolverket, dnr 2.7.4-2017:1244). Rapporten är tänkt att utgöra underlag för Skolverkets samlade analys och bedömning av försöksverksamheten med betyg från årskurs 4. Försöksverksamheten genomfördes mellan åren 2017–2021. Syftet med studien är att beskriva hur bedömningspraktiken såg ut på fem av de skolor som deltog i försöksverksamheten mellan år 2017 - 2020 samt på två referensskolor. I rapporten beskrivs förändringar i respektive skolas bedömningspraktik under dessa år. Utöver detta redovisas resultaten av jämförande analyser där olika teman blir belysta såsom de framträtt på de olika skolorna. De data som ligger till grund för analysen baseras i huvudsak på intervjuer med elever, lärare, speciallärare, specialpedagoger och ansvariga skolledare. Dessa data har samlats in i två omgångar, dels under vår-  och höstterminen 2018 dels under läsåret 2019/20. Studiens kunskapsbidrag avseende skolors  betygsättning och bedömningspraktiker kan även vara av intresse för beslutsfattare, huvudmän och skolpersonal. 

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2021. p. 143
Keywords
Betyg, årskurs 4
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-96275 (URN)
Available from: 2022-01-06 Created: 2022-01-06 Last updated: 2022-01-07Bibliographically approved
López, C. A., Decuypere, M., Dey, J., Gorur, R., Hamilton, M., Lundahl, C. & Sjödin, E. S. (2021). Dancing with Covid: Choreographing examinations in pandemic times. European Educational Research Journal, 20(4), 403-422
Open this publication in new window or tab >>Dancing with Covid: Choreographing examinations in pandemic times
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2021 (English)In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 20, no 4, p. 403-422Article in journal (Refereed) Published
Abstract [en]

In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the 'emergency examinations' as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
Examination practices, STS, higher education, Covid-19, ontological choreography
National Category
Educational Sciences
Identifiers
urn:nbn:se:oru:diva-93252 (URN)10.1177/14749041211022130 (DOI)000660905900001 ()2-s2.0-85107507533 (Scopus ID)
Available from: 2021-07-28 Created: 2021-07-28 Last updated: 2023-03-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8173-7474

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