oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Likvärdighet – från svensk till europeisk diskurs: skilda utbilningshistorier, men samma sociala angelägenhet
Örebro University, Department of Education.
2008 (Swedish)In: Vadå likvärdighet?: Studier i utbildningspolitisk språkanvänning / [ed] Tomas Englund, Ann Quennerstedt, Göteborg: Daidalos , 2008, p. 190-213Chapter in book (Other academic)
Abstract [sv]

The analysis presented in this chapter is grounded in the notion, central to this anthology, that the present interpretation of the concept “likvardiget” result from a “performative displacement” associated to a shift in educational politics in the last half century of Swedish educational history (Englund, 2004). The performative displacement in question is related to the fact that the “substantial meaning” and the “contextual criteria” of the use of the concept has evolved over time. Drawing on Skinner´s view of the performative character of language Englund (2004, pp. 128-129) concludes that “the expression and use of certain concepts are considered to be social actions with social implications and consequences”; this, he argues, could serve to confirm the concept’s placement within educational policy in Sweden.

With the above as a background this chapter seeks, first, to draw attention to, and to some extent ‘review’, different discourses on equity and the various challenges involved in the effort to analyze equity in education beyond national boundaries . In doing so the chapter might also provide essentials for a further discussion on whether the present discourse on equity in other contexts, in particular specific European national educational systems, could be related or not to the tenet of “performativity” suggested by Englund (2004). In order to fulfil the mentioned aims the problem of conceptualization for cross-national studies is first highlighted. The discourse on equity as a dimension of social justice is also analysed. This is followed by an analysis of central aspects of the discourses on equity in different contexts, namely Belgium, Finland, France and the UK.

Place, publisher, year, edition, pages
Göteborg: Daidalos , 2008. p. 190-213
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-3251ISBN: 978-91-7173-270-5 (print)OAI: oai:DiVA.org:oru-3251DiVA, id: diva2:137548
Note
Available also in English!Available from: 2008-11-28 Created: 2008-11-28 Last updated: 2017-10-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Moreno Herrera, Lázaro

Search in DiVA

By author/editor
Moreno Herrera, Lázaro
By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 32 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf