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  • 1.
    Amnå, Erik
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Ekman, Joakim
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolornas institutionella karaktär och elevernas medborgarkompetens: en jämförelse av olika kommunala och fristående skolor över tid och rum2010In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 112, no 1, p. 23-32Article in journal (Other academic)
    Abstract [en]

    Institutional Settings and Civic Education: A Comparative Study of Different Types of Publicand Private Schools.

    Since the 1990s, the Swedish school systemhas become increasingly more diversified. Decentralization, the introduction ofprivate schools, the challenge of globalization and increased ethnic diversity amongpupils have contributed to an increasingheterogeneity.

    This project analyses the prospects for civiceducation in different institutional settings and contexts, in both public and private schools. Using unique survey data1999 and 2009 we ask which effects differentinstitutional settings have on ”citizen competences”, i.e. civic engagement, political efficacy, knowledge about democracy and political issues, and democratic values and tolerance.

    The project breaks down into three distinct but interrelated parts. The first deals with changes over time in young Swedes' civic competences. The second subproject focuses on the way and consequences when controversial issues are taught in different schools and institutional settings. The third sub-project adds acomparative perspective by analyzing similarities and differences among young people and schools in Sweden, Norway, Denmark, Finland and England.

    Download full text (pdf)
    FULLTEXT01
  • 2.
    Amnå, Erik
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, TomasÖrebro University, School of Humanities, Education and Social Sciences.Arensmeier, CeciliaEkman, JoakimÖrebro University, School of Humanities, Education and Social Sciences.Ljunggren, CarstenÖrebro University, School of Humanities, Education and Social Sciences.Unemar Öst, IngridÖrebro University, School of Humanities, Education and Social Sciences.Zetterberg, PärStatsvetenskapliga institutionen, Uppsala universitet, Uppsala, Sweden.
    Skolor som politiska arenor: medborgarkompetens och kontrovershantering : internationella studier2010Collection (editor) (Other academic)
    Abstract [sv]

    Villkoren för skolans demokratiuppdrag har förändrats. Det offentliga huvudmannaskapet har utsatts konkurrens från privata initiativ och en ökad kulturell mångfald har konfronterat skolan med nya utmaningar.

    Vad betyder detta för skolans möjligheter att bidra med demokratisk utveckling hos skoleleverna?

    I den här forskarantologin presenteras en fördjupad analys av svenska elev-, lärar- och skoldata från den internationella utvärderingen ICCS 2009. Rapporten innehåller beskrivande analyser av förutsättningarna för skolor och lärare att hantera kontroverser och av vad eleverna har för medborgarkompetens.

    Avslutningsvis görs även preliminära försök att förklara de mönster som präglar svenska elever, lärare och skolor när det gäller medborgarkompetens.

    Download full text (pdf)
    Fulltext
  • 3.
    Amnå, Erik
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolor som politiska arenor2010In: Skolor som politiska arenor, Stockholm: Skolverket , 2010, p. 8-16Chapter in book (Other academic)
  • 4.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Diskurserna - talet om studenters skrivande i lärarutbildningen2017In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 211-226Chapter in book (Other academic)
  • 5.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism2018Conference 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.

  • 6.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Teachers’ deliberation on communicative potentials in classrooms when students express racism2020In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 21, no 1, p. 28-40Article in journal (Refereed)
    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.

  • 7.
    Arneback, Emma
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences. Department of Education, Uppsala University, Uppsala, Sweden.
    Lerwall, Lotta
    Uppsala University, Uppsala, Sweden.
    Enacting the Convention on the Rights of the Child - in times of juridification2023Conference paper (Refereed)
  • 8.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Dyrdal Solbrekke, Tone
    Oslo University, Oslo, Norway.
    Formation as Communication?: an outline of analyzing student teachers’ development as writers2013Conference paper (Refereed)
    Abstract [en]

    At core will be the responsive interaction with teachers and peer students and what role different forms of responses play; university teachers’ formative feedback and peer assessment play, and how they influence the development of teacher students’ writing and their sense of what matters in writing. By using two different learning and writing environments in teacher education, preschool teacher education and teacher education, we distinguish between different forms of ideals, demands and feedbacks on their writings as they are articulated and practiced in different disciplines. Thereby we analyze ‘academic literacies” and discuss what kind of ‘formation scripts’ that seems to emerge in the interactions in different social practices within teacher education.

     

  • 9.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Oslo University, Department of Education, Oslo, Norway.
    Achieving a professional identity through writing2017Conference paper (Refereed)
  • 10.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Oslo University, Department of Education, Oslo, Norway.
    Achieving a professional identity through writing2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 4, p. 284-298Article in journal (Refereed)
    Abstract [en]

    In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

  • 11.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Institutet för pedagogik, Oslo universitet, Oslo, Norway.
    Att skriva sig till professionell identitet - tre förskollärarstudenter2017In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 55-79Chapter in book (Other academic)
  • 12.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    On student teachers' experiences of writing in teacher education2017Conference paper (Refereed)
  • 13.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Student teachers’ experiences of academic writing in teacher education - on moving between different diciplines2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 4, p. 268-283Article in journal (Refereed)
    Abstract [en]

    This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.

  • 14.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Writing in and out of control: A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education2016In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 3, p. 211-228Article in journal (Refereed)
    Abstract [en]

    This article presents a longitudinal study of three students’ experiences with learning to write academic texts in preschool teacher education.  Through in-depth interviews and drawing on an academic literacy approach combined with a “before, within and after education” perspective, their different struggles with learning academic writing are identified. A significant finding is that students experience different ways of being in and out of control. Another finding is that the institutionalized framing represents a control from above that helps two but not the third. The result indicates preschool teacher educators should pay close attention to the variation in students’ resources in writing.

  • 15.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jämte, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Wiklund, Matilda
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Tryggvason, Ásgeir
    Örebro University, School of Humanities, Education and Social Sciences.
    Session: Att motverka rasism inom utbildningsväsendet 2017Conference paper (Other academic)
    Abstract [sv]

    Sessionen fokuserar frågor som berör rasism och antirasism i skolan. Här presenteras fyra papers som fokuserar hur lärare agerar när de upplever olika former av rasism, både bland kollegor och elever som i skolans organisering. Sessionen presenterar preliminära resultat från det pågående forskningsprojektet "How to counteract racism in education" (Vetenskapsrådet), men tar också avstamp i boken "Att motverka rasism i förskolan och skolan" (Arneback & Jämte, 2017). Sessionen är öppen för alla som är intresserade av frågor som berör rasism och antirasism i skolan. Det kommer också lämnas utrymme för gemensamma samtal och frågor kring forskningsfältet i stort.

    Paper 1:

    Att motverka rasism i skolan (Arneback & Jämte)

    Presentationen fokuserar lärares antirasistiska handlingar och visar en palett av didaktiska arbetssätt lärare använder för att möta olika uttryck för rasism i skolan. Vidare fokuseras hur lärares egna erfarenheter av rasism påverkar deras agerande och förståelse av problemet.

    Paper 2:

    Mediediskurser om rasism och antirasism i skolan (Wiklund)

    Lärares antirasistiska arbete är beroende av hur de förstår begreppet rasism och mediers sätt att använda begreppet är viktiga källor för denna förståelse. Dessa antaganden ligger till grund för denna presentation av hur rasism definieras i medietexter om händelser där rasism aktualiseras i skolsammanhang.

    Paper 3:

    Om kommunikationens möjligheter och begräsningar i arbetet mot rasism (Arneback & Englund)

    Bidraget behandlar villkor för lärares agerande i bemötandet av elevers rasistiska uttalanden. Vår teoretiska referens är primärt John Deweys (1922) bok Human Nature and Conduct. Bidraget analyserar den deliberativa kommunikationens möjligheter och gränser i förhållande till elevers potential, klassrumsklimat samt lärares egna kunskaper och upplevda kapacitet.

    Paper 4:

    Har lärare ett ansvar att agera när kollegor ger uttryck för rasism? (Bergh & Tryggvason)

    Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.

  • 16.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Universitetet i Oslo, Oslo, Norway.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Writing in and out of control: a semi-longitudinal study of three students writing experience in preschool teacher education2015Conference paper (Refereed)
    Abstract [en]

    In this semi-longitudinal study we follow three student teachers (Sara,Eva and Helen) in preschool teacher education (PTE) during two years. They can be described as non-traditional students with working class background (cf Bertilsson 2014), but at the same time representing groups of students with different attitudes to academic writing. A core research interest is to capture the students’ individual struggles with academic writing. The data stems from the students’ written self-presentation, focus group and individual interviews, text samples and observations of group workand examination seminars. The paper is part of the ongoing project “The struggle for the text” financed by the Swedish research Council. Three research questions are in focus: a) how student teachers’ experiences from the past influence their approaches to writing in higher education, b) how the student teachers struggle with different academic discourses over time, c) how they relate to their future identity as preschool teachers in their writing. By combining a before, within and after perspective we relate their struggle with the text in higher education to the question of present and future processes of life (Ivanic 1998, 2004, Lillis 2001). The result shows that students experience different kinds of struggles in academic writing, depending on earlier and current experiences within and outside of PTE. We can also see how the same norms and rules of academic writing are supportive to some of the students, but obstacles for others. In a time when recruitment to teacher training has changed in Sweden, there is a risk that the talk about student teachers becomes the talk of the unprepared student who needs clarity. Based on the study's outcome there is a need to problematize such notions.

  • 17.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    A changed education language with new actors and solutions: the use of prevention and promotion programs in Swedish schools2013Conference paper (Refereed)
  • 18.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Från gemenskap till självkontroll: om den skiftande synen på jämnårigsocialisation i skolan2015In: Sociala relationer, värdegrund och lärarprofessionalitet / [ed] Åsa Bartholdsson & Eva Hultin, Malmö: Gleerups Utbildning AB, 2015, p. 17-33Chapter in book (Refereed)
  • 19.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Engström, Karin
    Stockholms universitet, Stockholm, Sweden.
    Prevention and promotion programs in Swedish schools as an answer to what?: An analysis of national policy texts2013Conference paper (Refereed)
  • 20.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Engström, Karin
    Stockholms universitet, Stockholm, Sweden.
    Värdepremisser i främjande och förebyggande program i skolan: rapport från forskningsprojektet En värdefull skola2013Report (Refereed)
    Download (pdf)
    Bergh, Englund, Englund, Engström & Engström
  • 21.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    A changed language of education with new actors and solutions: the authorization of promotion and prevention programmes in Swedish schools2014In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 46, no 6, p. 778-797Article in journal (Refereed)
    Abstract [en]

    This article demonstrates how changes in the language of Swedish education policy have opened up a new social perception of education, in which space has been created for new actors, models and solutions in terms of managing activities in schools. Specifically, it seeks to illustrate how various promotion and prevention programmes have been authorized and disseminated without critical inquiry or resistance in the education sector. To this end, we analyse how the specific, essentially contested concepts of health, value base and communication have been employed in authoritative national documents over the two last decades. For our analysis, we draw on speech act theory, with a focus on linguistic performativity, as we have been interested in analysing how concrete authoritative actors have ‘performed’ various arguments. The analysis helps us to understand how the linguistic force originating from authoritative agencies can be used by different actors as a way to legitimize their arguments and actions. The results demonstrate how different national authorities, as a consequence of their use of the three concepts analysed, have contributed to the establishment of promotion and prevention programmes in education.

    Download full text (pdf)
    A changed language of education with new actors and solutions: the authorization of promotion and prevention programmes in Swedish schools
  • 22.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    A comparative approach to how universities interpret and enact democracy and the public good2017Conference paper (Refereed)
  • 23.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Higher Education Between Public and Private Good2018Conference paper (Refereed)
  • 24.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    How to Theoretically Understand the Relation between Curriculum Theory and Enactment Studies?2018Conference paper (Refereed)
  • 25.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    On collegial deliberation as a tool to counteract racism2020Conference paper (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.

  • 26.
    Bergh, Andreas
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    On collegial deliberation as a tool to counteract racism in education2022In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    This paper analyses and discusses the possibilities and challenges of collegial mutual deliberation among teachers as a way of counteracting racism. It takes its starting point in research on teacher collaboration that emphasises the importance of creating conditions locally for critical discussions, building on knowledge from different perspectives and going beyond simple solutions. With a focus on the practical, the idea of deliberative communication serves as a theoretical lens to analyse discussions among eight teachers on their responses to racism. The study provides theoretical and empirical knowledge about the potential contribution of collegial deliberation to developing a communicative teacher community that counteracts racism.

  • 27.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Professionella förstelärare?: Om den svenska förstelärarreformen2016In: Att ta utbildningens komplexitet på allvar: En vänbok till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Roman & Wieland Wermke, Uppsala: Acta Universitatis Upsaliensis, 2016, p. 364-377Chapter in book (Other academic)
  • 28. Bergh, Andreas
    et al.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    What might the 'first-teacher-reform' lead to in terms of professionalism and professionalization?2014Conference paper (Refereed)
    Abstract [en]

    General description of the research theme

    During recent years many educational reforms have been carried through. The overall explicit ambition outspoken is to reach a higher quality. One crucial component of the complex situation is the role of the teacher. Teachers have to act as professionals it is said, but what does that imply? Is the central aspect that the teachers have to reach what in sociological terms usually is called professionalization, a more autonomous role and higher status, free from directives from other instances than themselves or is the central aspect that the teachers should reach a kind of moral professionalism, being pedagogically knowledgeable and able of encountering students from different social groups?

    Purpose and/or research questions In the case of the Swedish educational development during the last decades the question of teachers as professionals have become more and more central, but, as exemplified, the meaning of that concept has been in flux. What might the ’first-teacher-reform’ lead to in terms of teacher professionalism and professionalization? In our paper we will try to show how there are many contradictory aspects of professionalization and professionalism woven into the recent reforms and we will exemplify this by analyzing the ‘first-teacher-reform’ specifically.                   

    Theoretical and methodology framework

    We will relate our analysis to the theoretical debate on how to use the concepts of (teacher) professionalism and professionalization and try to show the implications of different meanings of these concepts in a field of force between accountability and professional responsibility.

     (Expected) conclusions/findings

    We mean that the above mentioned contradictions (1) partly are built into the terms of professionalism and professionalization, but also that (2) the concept of teachers as professionals is used as a rhetorical term with many different meanings. We will also show (3) how the concept of teachers as professionals, using professionalization and professionalism and linked to the recent educational situation in Sweden, interplays and is combined with different views of the role of the teachers and the meanings with schooling and that these different views also are connected to different political visions of schooling.

  • 29.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Hjalmarsson, Maria
    Karlstad University, Karlstad, Sweden.
    Löfdahl Hultman, Annica
    Karlstad University, Karlstad, Sweden.
    A study of local enactment of the 'Advanced teacher reform' in Sweden2016In: ECER 2016, European Educational Research Association , 2016Conference paper (Refereed)
  • 30.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Hjalmarsson, Maria
    Karlstad University, Karlstad, Sweden.
    Löfdahl Hultman, Annica
    Karlstad University, Karlstad, Sweden.
    A study of local enactment of the 'Advanced teacher reform' in Sweden2016In: NERA2016, University of Helsinki Institute of Behavioural Sciences , 2016Conference paper (Refereed)
  • 31.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Hjalmarsson, Maria
    Löfdahl Hultman, Annika
    Advanced teachers enacting 'excellence of any kind' - a study of local interpretations of a national reform2015Conference paper (Refereed)
  • 32.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Lundahl, Christian
    Örebro University, School of Humanities, Education and Social Sciences.
    Nordin, Andreas
    Sundberg, Daniel
    Wahlström, Ninni
    Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering2018Report (Other academic)
  • 33.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Löfdahl Hultman, Annica
    Karlstad University, Karlstad, Sweden.
    Local enactment of the Swedish national "advanced teacher reform"2017Conference paper (Refereed)
    Abstract [en]

    In the last decades great efforts have been made in many countries to build education systems that are hoped to enable raised quality, expressed in terms of better learning outcomes and higher goal achievement. One of the most highlighted keys for this development is the crucial role of the teacher expressed in international educational policy documents like ‘Teachers matter’ and ‘Nothing beats a good teacher’ (OECD 2005, 2009, 2011; National Agency for Education 2010). To analyze how those intentions are interpreted and enacted by different local, public and private educational actors, this paper will investigate how one country, Sweden, has decided on a career reform for teachers and specifically how this is enacted at a local level.

  • 34.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Sutphen, Molly
    University of North Carolina, Chapel Hill, USA.
    A conceptual framework for understanding the formation of academic developers and their contribution to the public good2016Conference paper (Refereed)
  • 35.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Löfdahl Hultman, Annica
    Faculty of Art and Social Sciences, Karlstad University, Karlstad, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Local enactment of the Swedish ‘advanced teacher reform’2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed)
    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.

    Download full text (pdf)
    Local enactment of the Swedish ‘advanced teacher reform’
  • 36.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Löfdahl Hultman, Annica
    Faculty of Arts and Education, Karlstad University, Karlstad, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Local enactment of the Swedish national 'advanced teacher reform'2017Conference paper (Refereed)
    Abstract [en]

    The overriding aim with this paper is to study how the Swedish advanced teacher reform is enacted at a local level. More specifically, we have chosen to study the local process of application over the period of a few years in a middle-sized Swedish municipality. By regarding the linguistic dimension of the reform, analyses of the language used will contribute to illuminate tensions and power relations between different levels and actors in the local enactment processes. Thus, language plays an important role in shaping our understanding of policy changes and instead of just studying individual texts and actors, different speech acts must be related to a wider social context (Skinner, 2002). Our interest in the local enactment of the reform is to view and analyze language as a tool with which politicians, local administration and private agencies can shape their demands and desires with the reform. Simultaneously, language is also a tool that both enables and hinders teachers’ descriptions of professional competencies in their applications.

    Perspectives / Theoretical framework: The advanced teacher reform is part of international trends and movements. In text analyses of national expectations of the reform, many researchers show how not only national policy actors have had an influence on shaping the reform but also strong international actors like the EU and the OECD. Today, networks of policy actors, whether they are commercial, ‘grey zone’ (Lindblad, Popkewitz & Pettersson 2015) or politically appointed, are interrelated in a variety of ways in transnational and intra-national spaces of policy (Ball 2016). Altogether this means that various restructuring processes have led to circumstances whereby today’s national and local performance of school reforms are in a completely new political situation (Hopmann 2008). Thus, the local enactment of reforms needs to be understood in relation to a broader policy context, which is complex and occasionally holds paradoxical expectations, which also change over time.

    Data sources and methods: The aim is operationalized through analysis of how the language is used by local actors, as expressed in written form in authoritative local documents and complemented by interviews, in application templates and in applications from teachers who apply for a position as advanced teacher. The local case represents a Swedish middle-sized municipality with approximately 650 teachers employed in the compulsory school. Since the start of the reform there have been several application rounds from which we have studied the first and the second round. Our sample consists of 40 applications from the rounds 2013 and 2014. We have strived to represent both male and female applicants who work with pupils in diverse age and with different subjects. Each application consists of approximately 75–100 pages.

    Results: Our results are based on interpretations on how the language and formulations made by the applicants respond to the requested abilities in the application templates. The temporal aspect is important as we notice differences in what criteria the applicants pay attention to from one year to another. These differences are found to be related to both changes in the application templates as well as an increasing awareness among the applicants on what criteria the municipal school administration consider to be valuable. Taken together, in our analyses we found two major expressed abilities to be of interest. First and foremost it is about abilities to work with assessment and secondly it is about abilities to work with pupils influence. Assessment is especially interesting as we found obvious changes related to the concept between the two rounds. Formative assessment appears more frequently in the second round where we also notice how for example words like legally secure, fair, equitable and summative assessments appear as reinforcements in the applications. Furthermore words like evidence based, proven experience, collegial learning appears in the second round, but mostly without descriptions of its meaning.

    Relevance: Our results demonstrate how international trends and a national reform for improving teacher and teaching quality is being transformed on the local level. By showing this we believe that the local enactment of the Swedish advanced teacher reform is an interesting case for other countries.

  • 37. Dyrdal Solbrekke, Tone
    et al.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Bringing professional responsibility back in2011In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 36, no 7, p. 847-861Article in journal (Refereed)
    Abstract [en]

    Research on how higher education institutions work with professional formation indicates that insufficient attention is currently paid to issues of professional responsibility and ethics. In the light of such findings, there is increasing concern about issues related to learning professional responsibility. This article concentrates on different meanings given to professional responsibility. Drawing on the idea of ‘social trustee professionalism’ and the recent rhetoric and practices of new public management, the concept of professional responsibility is deconstructed and discussed in light of the types of logic and implications generated by the use of the concepts of professional ‘responsibility’ and ‘accountability’. The analysis indicates that mechanisms of accountability seem to be ‘triumphing’ over responsibility in today’s governance systems. It is argued that we need to ‘bring professional responsibility back in’, to ensure that moral and societal responsibilities become the driving force for professionals while accounting systems support the overall purpose of professional work.

  • 38.
    Dyrdal Solbrekke, Tone
    et al.
    Faculty of Educational Sciences (PFI), Oslo universitet, Oslo, Norway.
    Karseth, Berit
    Faculty of Educational Sciences (PFI), Oslo universitet, Oslo, Norway.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Beck, Eevi
    Faculty of Educational Sciences (PFI), Oslo universitet, Oslo, Norway.
    Critical thinking in teacher and nurse education: contribution to the symposium Rethinking professional formation: towards new imaginaries, network 22: Research in Higher Education at ECER2011Conference paper (Refereed)
    Abstract [en]

    Despite the general recognition that critical thinking is one of the most important outcome of higher education (Barnett2003, Englund 2008), what critical thinking entails or should imply is itself contested (Pithers and Soden 2001, Sullivan and Rosin 2008, Turner, 2005). The aim of this paper is to create a map of different ways of defining and contextualizing critical thinking in scholarly discussion in teacher and nurse education. This is approached through an analysis of how the concept of critical thinking is elaborated in international peer-reviewed journals during 2005-2010. The paper examines the different frames of references presented in the different articles by looking at their main theoretical position, key terms used to define the boundaries of critical thinking and the normative stand taken towards the concept. One central question is to differentiate between understandings / interpretations of critical thinking and se how these can be related to different traditions of bildung, liberal education as well as vocational education.

  • 39.
    Englund, Anna-Lena
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur realisera värdegrunden?: historia, olika uttolkningar: vad är värdegrundsstärkande?2012Report (Refereed)
    Abstract [sv]

    Hur realisera värdegrunden? Historia, olika uttolkningar: vad är värdegrundsstärkande? 

    Begreppet värdegrund förekommer sedan två decennier tillbaka som ett centralt honnörsbegrepp i svenska läroplaner och andra auktoritativa utbildningspolitiska dokument. Värdegrundsbegreppets innebörd kan över dessa två decennier ej sägas ha varit entydigt, utan såväl olikartade prioriteringar som innebörder har över åren tagit form.

    Inom ramen för forskningsprojektet En värdefull skola  som fokuserar hur olika s.k. förebyggande ’program’ för psykisk hälsa (exempelvis program som SET, Komet, Lions Quest, Friends etc.) bl.a. betecknats som och gjort anspråk på att vara ’värdegrundsstärkande’ analyseras i föreliggande text bl.a. rimligheten i detta anspråk och sätts in i ett vidare, historiskt och samhälleligt sammanhang där värdegrundsbegreppets olika uttolkningar över tid påvisas. Fyra perioder urskiljs:

    1992-1998 Introduktion av värdegrundsbegreppet och dess etablering

    1999-2002 Från teori till praktik – med samtalet i fokus

    2003-2009 Värdegrundsstärkande program??

    2009-         Begynnande ifrågasättanden och samtalets renässans

  • 40.
    Englund, Anna-Lena
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences.
    Värdegrunden reducerad till metod2009In: Pedagogiska magasinet, ISSN 1401-3320, Vol. 13, no 4, p. 18-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det behövs en etisk vändning i diskussionen om främjande och förebyggande program. Alltför stort intresse riktas mot frågan om evidens och effektivitet och alltför lite intresse riktas mot värdefrågorna. Vad innebäör det för lärarens professionalism om manualstyrda aktiviteter ersätter samtal och samspel?

  • 41.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Aktuella perspektiv på skolans medborgerliga skapande2013In: Medborgerlig bildning: demokrati och inkludering för ett hållbart samhälle / [ed] Nanny Hartsmar, Bodil Liljefors Persson, Lund: Studentlitteratur AB, 2013, 1, p. 35-64Chapter in book (Refereed)
    Abstract [sv]

    Ambitionen med den följande texten är att utveckla ett antal teman som ger underlag för att ställa frågor om skolans möjliga roll för medborgerlig bildning. Med det senare avses de erfarenheter, kunskaper, förhållningssätt som skolan kan ge de uppväxande i det snabbt föränderliga, mångkulturella Sverige.  Den medborgerliga bildning som tar form hos var och en formas givetvis bara delvis av skolan, men ofrånkomligen så är vistelsen i förskola och skola och de erfarenheter, kunskaper, förhållningssätt dessa institutioner försöker förmedla och som de studerande faktiskt genomlever där av viss betydelse och de ”can make a difference”. Samtidigt är det viktigt att klarlägga att skolans roll har olika betydelse i olika kontexter genom att skolan samspelar på olika sätt med olika villkor och förutsättningar. Detta samspel är också något som kraftfullt förändrats under senare år och som också är statt i ständig förändring. Inledningsvis kan här hävdas att skillnaderna i barns och ungdomars uppväxtvillkor och däri inbegripet också deras skolgång har ökat i betydande grad under senare tid.

  • 42.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    An attempt to develop curriculum theory and analysis in a historical and societal perspective - a starting point2019Conference paper (Refereed)
  • 43.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Att studera lärande: En senkommen kommentar2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 1, p. 77-79Article in journal (Refereed)
    Abstract [sv]

    Kommentar till "Fenomenografi om språkanvändning" i Pedagogik forskning i Sverige 14(4)

  • 44.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Att växa genom att kontinuerligt rekonstruera sina erfarenheter2014In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Södertörns högskola , 2014, p. 57-78Chapter in book (Refereed)
  • 45.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Att växa genom att kontinuerligt rekonstruera sina erfarenheter – om deliberation, agonism och kosmopolitism: Bidrag till Symposium om John Dewey vid Södertörns högskola 20 april 20122012Conference paper (Other academic)
  • 46.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Brytpunkter och tendenser i svensk pedagogisk forskning2018In: Pedagogik som vetenskap: En inbjudan / [ed] Mattias Nilsson Sjöberg, Malmö: Gleerups Utbildning AB, 2018, p. 27-44Chapter in book (Refereed)
  • 47.
    Englund, Tomas
    Örebro University, Department of Education.
    Creating responsible citizenship and professional responsibility through deliberative communication in higher education2008Conference paper (Refereed)
    Abstract [en]

    How can higher and professional education contribute to the development of responsible citizenship and professional responsibility? In recent discussions on the role of the educational system, the idea of ”deliberative communication” has been brought into focus. The idea of deliberative communication is closely related to the idea of deliberative democracy (mainly developed by political scientists in US and by Jürgen Habermas) and stands for communication in which different opinions and values can be set against each other in educational settings. It implies an endeavour by each individual to develop his or her view by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged. Current advocates of deliberation stress the presence of different views or arguments, which are to be put against each other. Two or more different views on a subject are proposed by persons who confront each other, but with an openness in the argumentation. Deliberative processes especially emphasize socialization to responsible citizenship and that the exercising of a citizenship must be in focus. Within higher education deliberative communication might explicitly be used to develop professional responsibility and analysing consequences of different ways of solving problems. To what extent are and can universities become public spaces for encounters dealing with controversial questions of how to solve different problems and analyse different ways of professional acting? Can universities recreate their selective traditions, “institutionalize dissensus”, and “make the university a site of public debate” through deliberative communication?

  • 48.
    Englund, Tomas
    Örebro University, Department of Education.
    Deliberative communication: a pragmatist proposal2006In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 38, no 5, p. 503-520Article in journal (Refereed)
    Abstract [en]

     

    This paper seeks to make use of later works of Habermas in the field of education. The theme, developed out of the pragmatic tradition, is that of deliberative communication as a central form of activity in schools. This implies a displacement of traditional teaching and learning as the central form of activity to the creation of meaning through deliberative communication. Deliberative communication can be understood as an endeavour to ensure that each individual takes a stand by listening, deliberating, seeking arguments, and evaluating,while at the same time there is a collective effort to find values and norms on which everyone can agree.

     

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  • 49.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Deliberative communication in school - obstacles and potential2010In: Keynote presented at the NERA-congress in Malmö, Sweden March 11-13 2010, 2010Conference paper (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 50.
    Englund, Tomas
    Örebro University, Department of Education.
    Demokratifostran som forskningsobjekt ur statsvetar- och sociologperspektiv2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 3, p. 113-118Article, book review (Other academic)
1234 1 - 50 of 183
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