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  • 101.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    The general school system as a universal or a particular institution and its role in the formation of social capital2009In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 1, p. 17-33Article in journal (Refereed)
    Abstract [en]

    In recent decades, the concept of social capital has had an enormous impact on the social scientific debate, primarily through the works of Robert Putnam (1993, 2000). My view is that, despite its vagueness and the difficulties involved in operationalizing it, the concept expresses a distinction that is of significance for the maintenance and depth of democracy in different societies. At the same time, I am not convinced by the overarching thesis which Putnam puts forward concerning the fundamental role of associations and social networks in the creation of social capital. In this article I apply and develop further the views and the critique of Putnam put forward by, among others, Bo Rothstein (2005), relating to the role of what are termed universal institutions, and primarily of one such institution, the general school system, in creating social capital. My discussion gradually homes in on Swedish society and the changes it has undergone in recent decades. I also examine Rothstein’s term “universal institution” with reference to the Swedish compulsory school system.

  • 102.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    The linguistic turn within curriculum theory2011In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 19, no 2, p. 193-206Article in journal (Refereed)
    Abstract [en]

    If, as the linguistic turn has taught us, there is no representational knowledge, but more agreements and/or struggles over how to talk and learn about what we call reality, we need to address and analyse the consequences of different vocabularies of educational phenomena and schooling, in order to better understand and make use of both the performativity of language and the force of communicative action for normative rationalisation. Three examples are given. One shows how the concept of equivalence has had an apparent performative function within educational policy, another illustrates the gradual displacement of the concept of professional responsibility in favour of greater use of the concept of accountability, and the third concerns the pragmatisation of the linguistic turn into a communicative and deliberative turn. Proceeding from a dialogue between Rorty and Habermas, an outline of a research programme seeking to analyse the vocabularies and rhetorical force of different communicative practices is sketched.

  • 103.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    The potential of education for creating mutual trust: Schools as sites for deliberation2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, p. 236-248Article in journal (Refereed)
    Abstract [en]

    Is it possible to look at schools as spaces for encounters? Could schools contribute to a deliberative mode of communication in a manner better suited to our own time and to areas where different cultures meet? Inspired primarily by classical (Dewey) and modern (Habermas) pragmatists, I turn to Seyla Benhabib, posing the question whether she supports the proposition that schools can be sites for deliberative communication. I argue that a school that engages in deliberative communication, with its stress on mutual communication between different moral perspectives, gives universalism a procedurally oriented meaning, serving as an arena for encounters that represents a weak public sphere.An interactive universalism of this kind attaches importance to developing an ability and willingness to reason on the basis of the views of others and to change perspectives. In that respect, the institutional arrangements of schools are potential parts of the political dimension of cosmopolitanism, as well as its moral dimension, in terms of the obligations and responsibilities we develop through our institutions and in our actions as human beings towards one another.

  • 104.
    Englund, Tomas
    Örebro University, Department of Education.
    The right to deliberate2007In: NERA 2007  Philosophy of education network, 2007, p. 11-Conference paper (Refereed)
    Abstract [en]

    Is it possible to say that everyone, every pupil or student in school, should have the right to be able to, or perhaps to have the right to develop his or her ability to deliberate? On what grounds, if any, could this be maintained? What kind of (citizenship) right should this be referred to?

     

    I will try to develop an answer to these three, closely related, questions by referring to, first, the discussion on citizenship rights that can be led back to Thomas Marshall (1949) and his development on civil, political and social citizenship rights and to some of the critique to his theory put forward by Bryan Turner, Anthony Giddens and others seeing the development of these rights within a theory of modernization. In a second stage I will supplement this critique by launching Dewey’s Democracy and Education (1916) as a starting point for a communicative rationale within this perspective of modernization. In a further development and critique of the Marshall-scheme I am presenting the ideas put forward by Jürgen Habermas and his argumentation for communicative rights as basic for political rights seeing every human being as a potential author of law. This also means coming back considering what Marshall call education as a social right and what Habermas calls welfare rights – rights creating equal opportunities for each citizen to participate in political processes.

     

  • 105.
    Englund, Tomas
    Örebro University, Department of Education.
    The university as an encounter for deliberative communication creating cultural citizenship and professional responsibility2008Conference 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 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. 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?

  • 106.
    Englund, Tomas
    Örebro University, Department of Education.
    The university as an encounter for deliberative communication: creating cultural citizenship and professional responsibility2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 2, p. 97-114Article in journal (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 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. 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?

  • 107.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    To learn to live educationally: on the future prospects and possibilities of cosmopolitanism in teacher education2014Conference paper (Other academic)
  • 108.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    To live educationally - to develop curriculum in line with cosmopolitan inheritance2012Conference paper (Refereed)
    Abstract [en]

    Is it possible to develop a next step in research juxtaposing "curriculum as cosmopolitan inheritance with recent curriculum inquiry on educating the human capacity for critical dialogue and deliberation", David Hansen (2008) asks and clarifies: "Can the willingness and the skills to deliberate critically across difference be conceived as an ongoing world inheritance?" (Hansen 2008 p. 307). If we interpret deliberation / deliberative communication "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" (cf. Englund 2006), we can make an attempt to elaborate and analyse the preconditions for what we could call a cosmopolitan deliberation.

  • 109.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    To live educationally - to develop curriculum in line with cosmopolitan inheritance2012Conference paper (Refereed)
    Abstract [en]

    Is it possible to develop a next step in research juxtaposing “curriculum as cosmopolitan inheritance with recent curriculum inquiry on educating the human capacity for critical dialogue and deliberation”, David Hansen (2008) asks and clarifies: “Can the willingness and the skills to deliberate critically across difference be conceived as an ongoing world inheritance?” (Hansen 2008 p. 307). If we interpret deliberation / deliberative communication “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” (cf. Englund 2006), we can make an attempt to elaborate and analyse the preconditions for what we could call a cosmopolitan deliberation.

  • 110.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Toward a deliberative curriculum2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, no 1Article in journal (Refereed)
    Abstract [en]

    In this paper, I introduce a deliberative understanding of the formation of the curriculum and school subjects, going beyond a view of subjects as distinctive and prescribed purpose-built enterprises. The basic idea of a deliberative curriculum is developed in relation to curriculum theory and didactics (didaktik), and the disposition of the paper is as follows: I begin by presenting a short conceptual overview of curriculum history,based on Pinar’s (1978) threefold categorization. I then present what I term ‘didactic typologies’, implyingdifferent interpretations concerning the formation of curriculum and the content of school subjects. I exemplify the need for a problematization of curriculum by analyzing a recent article by Zongyi Deng (2009) on how to deal with curriculum questions at different levels with reference to ‘liberal studies’, in which he claims ‘that a school subject is a distinctive purpose-built enterprise’. I then make an extended case for what I call, with reference to Null (2011), a ‘deliberative curriculum’, and try to analyze some of the characteristics and consequences of this perspective for curriculum making, teachers’ professionalism, and classroom activities.Finally, I link and exemplify these three areas to the recent Swedish educational and curriculum history.

  • 111.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Towards a citizenship literacy.: Contribution to the symposium Literacies across the school subjects within network 27 Didactics - Learning and Teaching at the ECER-conference in Helsinki, Finland Aug 24-26 20+102010Conference paper (Refereed)
    Abstract [en]

    Is it possible to qualitatively distinguish a citizenship literacy from a mere amalgamation of the different school subject literacies (historical literacy, scientific literacy etc.), and what would such a distinction look like? Is it also possible to distinguish citizenship literacy from the DeSeCo project and its links to three kinds of literacy: reading, mathematical and scientific and how should the proposal made by DeSeCo of competencies be evaluated? I will draw on the distinction made by Douglas Roberts (2007) concerning scientific literacy, between what he calls vision I and vision II, where vision I “looks inward at science itself”, while vision II should “enable students to approach and think about situations as a citizen well informed about science would”. From that starting point I will ask the question whether there is a tension that implies vision I to be more related to narrower, more one-dimensional, test-based school knowledge and vision II to have as its aim a citizenship literacy offering scope for open communication between different perspectives. And, if that is the case, in what way could different literacy intentions be investigated and distinguished from each other?

     

  • 112.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Towards a cosmopolitan orientation in the classroom2012Conference paper (Refereed)
    Abstract [en]

    Is it possible to develop a next step in research juxtaposing "curriculum as cosmopolitan inheritance with recent curriculum inquiry on educating the human capacity for critical dialogue and deliberation", David Hansen (2008) asks and clarifies: "Can the willingness and the skills to deliberate critically across difference be conceived as an ongoing world inheritance?" (Hansen 2008 p. 307). If we interpret deliberation / deliberative communication "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" (cf. Englund 2006 p. 505), we can make an attempt to elaborate and analyse the preconditions for what we could call a cosmopolitan orientation.

  • 113.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Towards a deliberative curriculum.2013In: Fifth Nordic Curriculum Theory Conference on “Curriculum and/or didactics” – a discussion revisited: Towards a transnational curriculum theory? In Uppsala, Sweden October 2013., 2013, p. 16-Conference paper (Other academic)
  • 114.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Towards moral education through deliberative communication2014Conference paper (Other academic)
    Abstract [en]

    John Dewey's masterpiece Democracy and Education from 1916 is not in accordance with tendencies of current education policy implying narrow accountability and New Public Management. Still, however, Democracy and Education challenges these tendencies and represent criteria of education for democracy. In the last chapter "Theories of morals" Dewey articulates how "social perceptions and interests can be developed only in a genuinely social medium – one where there is give and take in the building up of a common experience", and he concludes that "all education which develops power to share effectively in social life is moral" (Dewey 1916/1980 p. 368 and 370). As developed earlier (Englund 2006 p. 507-508) Dewey's mentioned work from 1916 together with his The Public and its Problem from 1927 are, together with Habermas, the basic sources of inspirations for the idea of deliberative communication presented in Englund 2006. The main idea is here to "create pre-conditions for students to engage in moral deliberation and to adopt positions in relation to the world, society, and each other" (Englund 2000ab). But how shall we understand the moral dimension of deliberative communication and what makes it work?

  • 115.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Två artskilda perioder för svensk pedagogisk forskning: Det utbildningspolitiska systemskiftets juridiska dimension och dess djupgående konsekvenser för samhälle, skola pch pedagogik2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 20-42Article in journal (Refereed)
    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.

  • 116.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Uppdrag mångfald: lärarutbildning i omvandling2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 161-162Article, book review (Other academic)
  • 117.
    Englund, Tomas
    Örebro University, Department of Education.
    Utbildning som kommunikation: deliberativa samtal som möjlighet2007Collection (editor) (Other academic)
    Abstract [sv]

    Antologi från projektet Utbildning som deliberativ kommunikation – förutsättningar, möjligheter och konsekvenser. Innehåller tre avdelningar: I) Kommunikationsfilosofiska utgångspunkter, II) Deliberationens institutionella villkor samt III) Didaktiska implikationer och reflektioner

  • 118.
    Englund, Tomas
    Örebro University, Department of Education.
    Utbildning som kommunikation (som levd demokrati)2007In: Utbildning som kommunikation: deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos , 2007, p. 9-19Chapter in book (Other academic)
  • 119.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildning som medborgerlig rättighet: föräldrarätt, barns rätt eller ...2010In: Resultatdialog 2010: Aktuell forskning om utbildning och lärande., Stockholm: Vetenskapsrådet , 2010, p. 34-41Chapter in book (Other academic)
  • 120.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildning som medborgerlig rättighet: föräldrarätt eller barns rätt eller … ?2011Collection (editor) (Other academic)
  • 121.
    Englund, Tomas
    Örebro University, Department of Education.
    Utbildning som medborgerlig rättighet: skilda traditioner och uttolkningsmöjligheter2007In: Utbildning som kommunikation: deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos , 2007, p. 97-108Chapter in book (Other academic)
  • 122.
    Englund, Tomas
    Örebro University, Department of Education.
    Utbildning som universell eller partikulär institution och dess betydelse för formerandet av socialt kapital2006In: Om demokratins villkor: 2 / [ed] Mats Ekström ..., Örebro: Örebro universitet , 2006, p. 35-57Chapter in book (Other academic)
    Abstract [en]

    In recent decades, the concept of social capital has had an enormous impact on the social scientific debate, primarily through the works of Robert Putnam (1993, 2000). My view is that, despite its vagueness and the difficulties involved in operationalizing it, the concept expresses a distinction that is of significance for the maintenance and depth of democracy in different societies. At the same time, I am not convinced by the overarching thesis which Putnam puts forward concerning the fundamental role of associations and social networks in the creation of social capital. In this article I apply and develop further the views and the critique of Putnam put forward by, among others, Bo Rothstein (2005), relating to the role of what are termed universal institutions, and primarily of one such institution, the general school system, in creating social capital. My discussion gradually homes in on Swedish society and the changes it has undergone in recent decades. I also examine Rothstein’s term “universal institution” with reference to the Swedish compulsory school system.

  • 123.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildning som vems rättighet?2011In: Utbildning som medborgerlig rättighet: föräldrarätt eller barns rätt eller … ? / [ed] Tomas Englund, Göteborg: Daidalos , 2011, p. 7-10Chapter in book (Refereed)
  • 124.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildningspolitisk monopolism: nya utmaningar för läroplansteorin2012In: Vad räknas som kunskap?: Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola / [ed] Tomas Englund, Eva Forsberg, Daniel Sundberg, Stockholm: Liber, 2012, p. 20-38Chapter in book (Refereed)
  • 125.
    Englund, Tomas
    Örebro University, Department of Education.
    Utvärdering av vad? Kommentar till Bengt Molanders reflektioner i anslutning till Utbildningsvetenskapliga kommitténs utvärderingsrapport2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 1, p. 71-76Article in journal (Refereed)
    Abstract [sv]

    För det första kan man ifrågasätta om de formella rapporterna och halvtimmesintervjuerna kan bilda underlag för utvärderarnas uttalanden. För det andra tror jag att det är en helt felaktig karakteristik utvärderarna gör då projekten sägs arbeta med en förenklad uppfattning av normativitet då de flesta projekten med demokrati- och värdefrågor i fokus snarast arbetar med en medvetet problematiserande syn på normativitet och på demokratibegreppet och en öppen, mångfaldig demokratisyn. Den förenklade syn på normativitet som tillskrivs projekten tror jag möjligen förekommer undantagsvis, men den dominerande skulle jag snarare vilja beskriva som pedagogiskt och politiskt filosofiskt grundad i termer där argumentationen ställs i centrum. Utvärderarna negligerar dock helt och hållet, menar jag, procedurala ansatser som sätter den kommunikativa rationaliteten som alternativ och värderar samtalets möjligheter. Utvärderarna förefaller tro att det från projektens sida ensidigt handlar om förmedling av de ’rätta demokratiska värdena’ och de tillskriver således (de flesta) projekten synnerligen osofistikerade vetenskapliga hållningar.

  • 126.
    Englund, Tomas
    Örebro University, Department of Education.
    Vadå likvärdighet?: Om likvärdighetsbegreppets olika innebörder i olika sammanhang - på skilda utbildningspolitiska nivåer och i konkret skolverksamhet2006In: Resultatdialog 2006: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2006, p. 51-56Chapter in book (Other academic)
  • 127.
    Englund, Tomas
    Örebro University, Department of Education.
    What about equivalence? (project report to the Committee for Educational Research,  Swedish Research Council)2007Report (Other academic)
    Abstract [en]

    Why this study of the concept of equivalence? We want to show how a concept with positive characteristics – nobody wants to be against equivalence – has come to be used in an educational policy conflict and has been given different interpretations by different social forces, interpretations which have been seen as expressions of the ‘right’ educational policy. By focusing on one specific concept, that of equivalence, we want to show how language, the expression of words and concepts such as equivalence, is communicated and used as a weapon in educational policy.

  • 128.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Är demokratin hotad?: Om privata intressen och skolans omvandling2018In: Utbildning & Demokrati - tidskrift för didaktik och utbildningspolitik, ISSN 1102-6472, Vol. 27, no 1, p. 115-135Article in journal (Refereed)
    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?

  • 129.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Är det skolan och lärarna som skall bryta utanförskapet?: Replik DN:s nätbilaga 2010-07-132010Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Är det skolan och lärarna som skall bryta utanförskapet?

    Den välvilliga integrationsministern Nyamko Sabuni faller in i det vanliga och återkommande ropet på att lärarna skall vara karismatiska hjältar som ”måste hjälpa ungdomar långt innan de hamnar i arbetsmarknadsåtgärder. När skolan inte lyckas riskerar alla andra att misslyckas”.

    Men innebär detta inte samtidigt att det kommer att betraktas som skolans och lärarnas fel om de inte ”lyckas”? Debatten om vilka krafter som skapar samhällets strukturella problem vrids hela tiden åt fel håll om inte helt andra fakta i målet tas som utgångspunkt.

  • 130.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Conquering a professional identity through writing2016Conference paper (Other academic)
  • 131.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Universitetet i Oslo, Oslo, Norway.
    What role might writing within and after preschool teacher education have for the professional practice?2015Conference paper (Refereed)
  • 132.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Writing in and out of control2014Conference paper (Other academic)
    Abstract [en]

    In this study we follow seven students in their writing in preschool teacher education during two and a half years: From their second semester in higher education, to a finished essay in the end of their sixth semester. The study is conducted at a Swedish University with the aim to capture the formative impact of writing over time, with a specific focus on how writing in teacher education influences students' understanding and view on their future profession as preschool teachers. Three research questions are in focus in this paper:  a) how student teachers look at the function of writing during their education, b) how the student teachers develop as writers over time, c) how their future identity as teachers is visualized and gicven character in their writing.

    Theoretically we take our point of departure in academic literacy, in the sense that we understand academic writing as a social and cultural practice in higher education (cf. Ivanic 1998, Lea & Street 1998, Lillis 2001; Blåsjö 2004; Macken-Horaik et al 2006). In contrast to research that consider academic writing as a pre-defined set of rules that student teachers need to adapt to, an academic literacies approach focuses on writing as a social practice where students take part in and develop different literacies, implying its formative impact.

  • 133.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    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.
    Sutphen, Molly
    University of North Carolina at Chapel Hill, Chapel Hill NC, USA.
    A framework for studying formation of academic developers in higher education2016In: ECER 2016, European Educational Research Association , 2016Conference paper (Refereed)
  • 134.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Dyrdal Solbrekke, Tone
    Bringing professional resposibility back in, in a climate of accountability2010Conference paper (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 ideas of ‘social trustee professionalism’ and the recent rhetoric and practices of New Public Management, the concept of professional responsibility is deconstructed and discussed in the light of the logics and implications generated by the use of the concepts of professional ‘responsibility’ and ‘accountability’. The analysis shows 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 professional performance, while accounting systems support the overall purpose of professional practice.

  • 135.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Dyrdal Solbrekke, Tone
    University of Oslo, Oslo, Norway.
    Higher education as formation: Towards professional responsibility as deliberative praxis2013Conference paper (Refereed)
    Abstract [en]

    There is a current trend to see higher education primarily in terms of its utilitarian and economic role and its ability to deliver employable candidates to society.  In this paper we seek to challenge such narrow understanding.  Drawing on a previous analysis on how the current expansion of the New Public Management ‘logic of accountability’ increasingly intruding the governance of higher education,  is threatening the moral dimension of  professional responsibility – we will suggest ways to change and qualify the inner work of higher education in two directions to meet this threat: 1) to make (more) use of deliberative communication giving room for argumentation on issues seen from different perspectives and 2) to apply the use of deliberative communication not only in the theoretical, higher education seminars but also in the in-service practice of how to act in line with professional responsibility.

  • 136.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Dyrdal Solbrekke, Tone
    Faculty of Educational Sciences (PFI), Oslo universitet, Oslo, Norway.
    Professional responsibility under pressure?2011In: Professional responsibility: new horizons of praxis / [ed] Ciaran Sugrue, Tone Dyrdal Solbrekke, London: Routledge, 2011, p. 57-71Chapter in book (Refereed)
    Abstract [en]

    Professional work is characterized by what might be called discretionary specialization, in which “discretion of fresh judgment must often be exercised if they are to be performed successfully” (Freidson 2001 p. 23).  What we focus upon in this chapter is how that kind of professional performance is situated in a field of force between the judgments made by professionals and instances controlling and evaluating this performance. We are also interested in how this discretionary specialization is established in different professional formation processes and we mean that there is an essential aspect of professional responsibility that has been somewhat neglected in previous research, namely the different meanings given to professional responsibility. It is not only a matter of how formation of professional responsibility takes place, but also one of what is given priority in the rhetoric of, education for, and practices of, professional responsibility. Our intention in this chapter is to contribute to a discussion of these questions. By bringing to the fore the concepts of (professional) ‘responsibility’ and ‘accountability’, we identify the tension between the two concepts and more insight is gained into the different logics and implications of ‘responsibility’ and ‘accountability’ regimes. We aim to make the elaboration and discussion as transparent as possible by distinguishing between these two concepts, in which we see certain tendencies and tensions. Consequently, this chapter 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 logics 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.

     

     

  • 137.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Consequences of the ´Program Invasion' in Swedish schools during the first decade of 20002013Conference paper (Refereed)
    Abstract [en]

    A specific driving force for the establishment and expansion of very different, but mostly psychologically based programs for the pupils’ mental health has to do with the interpretation and ‘use’ of the value base concept, launched in the national syllabus 1994 and later on, in authoritative texts in 2000 exhaustively developed in terms of respectful open, mutual communication for democracy and giving teachers as professionals a delicate task to fulfill.  However, in one authoritative document as early as 2003 the question of realizing the value base is shifting towards preventing and providing the problem of mobbing. At the same time it is noticeable that many programs, most of them psychologically based and some working with preconceived manuals for training and communication, are seen as and named as ‘value base strengthening’. We mean that these utterances legitimated an explicitly undifferentiated view of communication.  Referring to that ‘that most methods are using communication as an instrument’ without analyzing that the programs are based in totally different perspectives on communication and not investigating the preconditions, direction and the degree of prediction of the communication proposed, compared to the earlier recommended open communication, is without nuances and obscures totally the qualitative kernel of communication.

     

  • 138.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Anna-Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolans värdegrundsarbete2017In: Skolans arbete med elevers psykiska hälsa / [ed] Ingemar Engström, Malmö: Gleerups Utbildning AB, 2017, p. 91-116Chapter in book (Refereed)
    Abstract [cs]

    Kritisk analys av hur värdegrundsbegreppet uttolkats i svensk skola under de två senaste decennierna med fokus på hur olika främjande och förebyggande program gjort anspråk på att bedriva värdegrundsarbete

  • 139.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences.
    Behaviorismens återkomst i svensk skola: exemplet Skol-Komet2011In: Pedagogiska Magasinet, ISSN 1401-3320, Vol. 15, no 2, p. 14-17Article in journal (Other academic)
  • 140.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Engström, Ingemar
    Örebro University, School of Health and Medical Sciences.
    Skol-Komet står för en instrumentell syn på relationer2011In: Pedagogiska Magasinet, ISSN 1401-3320, Vol. 15, no 4, p. 72-73Article in journal (Other academic)
  • 141.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Forsberg, Eva
    Uppsala universitet, Uppsala, Sweden.
    Sundberg, Daniel
    Linnéuniversitetet, Växjö, Sweden.
    Introduktion: vad räknas som kunskap?2012In: Vad räknas som kunskap?: läroplansteoretiska utsikter och inblickar i lärarutbildning coh skola / [ed] Tomas Englund, Eva Forsberg, Daniel Sundberg, Stockholm: Liber, 2012, p. 5-19Chapter in book (Refereed)
  • 142.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Forsberg, EvaUppsala universitet, Uppsala, Sweden.Sundberg, DanielLinnéuniversitetet, Växjö, Sweden.
    Vad räknas som kunskap?: Läroplansteoretiska insikter och utblickar i lärarutbildning och skola2012Collection (editor) (Refereed)
  • 143.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Francia, Guadalupe
    Örebro University, Department of Education.
    Equity istället för equivalence eller båda?2008In: Vadå likvärdighet?: Studier i utbildningspolitisk språkanvändning / [ed] Tomas Englund, Ann Quennerstedt, Göteborg: Daidalos , 2008, p. 183-189Chapter in book (Other academic)
  • 144.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Education widens democracy widens education... ? [editorial]2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 1, p. 1-7Article in journal (Refereed)
  • 145.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Karseth, Berit
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Solbrekke, Tone Dyrdal
    Unemar Öst, Ingrid
    Örebro University, Department of Education.
    Educating towards civic and professional responsibility: the future of higher education?2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 2, p. 5-12Article in journal (Other academic)
    Abstract [en]

    This special issue of Education & Democracy – Journal of Didactics and Educational Policy (in Swedish: Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitik) is dedicated to the challenges raised by current conditions in higher education when it comes to promoting civic and professional responsibility. The four articles emerged from a collaboration between research centres in Örebro and Oslo, initiated

    at the NERA Conference in Copenhagen in 2003, which has been followedup with seminar meetings and presentations, most recently at the NERA Conference in Copenhagen and the ISA Conference in Oslo, both in 2008. Our shared ambition has been to interrogate and critically discuss central aspects of the recent development of mass higher education, with regard to its role in educating towards engaged citizenship and professional responsibility. The cases are situated in a Scandinavian context, yet discussed in relation to the influence of European higher education policy.

    At a time when the dominant language

  • 146.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Kampen om likvärdighetsbegreppet: en studie i utbildningspolitisk språkanvändning2007Conference paper (Other academic)
  • 147.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Likvärdighetsbegreppet i svensk utbildningspolitik2008In: Vadå likvärdighet?: Studier i utbildningspolitisk språkanvändning, Göteborg: Daidalos , 2008, p. 7-35Chapter in book (Other academic)
    Abstract [sv]

    Begreppet likvärdighet innehar i periodens inledning (1960- och 1970-tal samt tidigt 1980-tal) en relativt omfattande (thick) och successivt allt starkare betydelse i enlighet med en orientering mot jämlikhet, enhetlighet, fostran till gemensam referensram och kompensation och det är likvärdighetsbegreppet som efterhand, under denna tid, kommer att representera just dessa värden. Denna betydelse råder det länge inte någon märkbar strid om, men det är symtomatiskt att likvärdighetsbegreppet successivt ersätter jämlikhetsbegreppet och därvid öppnar för andra möjliga uttolkningar, ty under slutet av 1980- och under 1990-talet, utvecklas en kamp om begreppet och successivt ges likvärdighetsbegreppet olika och delvis direkt motstridande betydelser, där likvärdighet uttolkad som valfrihet och föräldrarätt, profilering etc. ställs mot den tidigare betydelsen (som successivt urvattnas). Dessa olika uttolkningar av likvärdighetsbegreppet samspelar med helt skilda utbildningspolitiska strävanden som dessutom innebär att begreppet appliceras på olika objekt och inom olika kontexter i skolvärlden, för att under senare år, under slutet av 1990-talet och under 2000-talet, kopplas alltmer till måluppnående och betygsättning. I jämförelse med den första perioden, är det emellertid nu således i en avsevärt mer avgränsad betydelse av likvärdighet (thin), preciserad i godkändkravet. Successivt ’ersätts’ också likvärdighetsbegreppet under denna period med kvalitetsbegreppet. Samtidigt lever motsättningen och de skilda uttolkningarna av likvärdighetsbegreppet från den andra perioden (som vi skall visa) kvar i vissa kontexter och legitimerar olika utbildningspolitiska praktiker.

  • 148.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Linking curriculum theory and linguistics: The performative use of equivalence as an educational policy concept.2007In: NERA 2007 Curriculum research, 2007, p. 6-Conference paper (Refereed)
    Abstract [en]

    From political science we have learnt the dynamics of ‘essentially contested concepts’ such as democracy, freedom and equality. Within the politics of education, too, we see a similar use of concepts with positive meanings, but given different interpretations by different social forces seeking to achieve distinct policies. In Sweden, the concept of likvärdighet – which literally can be understood as meaning ‘equal worth’, with reference to any phenomena, and which can be translated as both equivalence and equity – has played this specific dynamic role in educational politics during the last 20 years. The results of a three-year research project presented here deal with the performative use of this specific concept.[1]

     

    Why this study of the concept of equivalence? We want to show how a concept with positive characteristics – nobody wants to be against equivalence – has come to be used in an educational policy conflict and has been given different interpretations by different social forces, interpretations which have been seen as expressions of the ‘right’ educational policy. By focusing on one specific concept, that of equivalence, we want to show how language, the expression of words and concepts such as equivalence, is communicated and used as a weapon in educational policy.

     

     

    [1] The project has been financed by the committe for educational sciences within the Swedish research council. The final report from the project is planned to be produced in 2007 and will be published in Swedish. The final report will be edited by Tomas Englund and Ann Quennerstedt. Other contributors in this final report are, the co-workers of the project Guadalupe Francia, Lazaro Moreno Herrera, Maria Olsson and Ninni Wahlström. A list of all publications from the project are to be found on the homepage for Tomas Englund, Örebro university.

  • 149.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Linking curriculum theory and linguistics: the performative use of 'equivalence' as an educational policy concept2008In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 40, no 6, p. 713-724Article in journal (Refereed)
    Abstract [en]

    The linguistic turn has helped to create new methods within social and educational theory. This study draws attention to the constitutive force of political language and the performative dynamics of one essentially contested concept - equivalence - in Swedish educational policy at both the national and the local level. It illustrates the way in which different interpretations of the concept of equivalence produce different truths, the performative concept thereby becoming a way of advocating particular understandings of the purposes of education.

  • 150.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, AnnÖrebro University, Department of Education.
    Vadå likvärdighet?: Studier i utbildningspolitisk språkanvändning2008Collection (editor) (Other academic)
    Abstract [sv]

    Vi vill med denna antologi visa hur ett positivt laddat begrepp – nästan ingen vill vara emot likvärdighet – kommit att användas i en tid av utbildningspolitiska konflikter och därvid getts olika betydelser av olika sociala krafter som betraktat sin uttolkning av likvärdighetsbegreppet som uttryck för den ’rätta’ skolpolitiken.

    Genom att sätta ett begrepp i fokus för analysen - men inte vilket begrepp som helst utan ett begrepp som spelat en specifik roll - vill vi visa hur språket, hur de uttalade orden och begrepp som just likvärdighetsbegreppet kommuniceras och används som vapen i utbildningspolitiken.

    Studien genomförs mot bakgrund av en samtidshistorisk utbildningspolitisk konfliktperiod. Svensk utbildningspolitik och skola har under de senaste decennierna genomgått omvälvande förändringar, benämnt ett utbildningspolitiskt systemskifte (Englund red.1996). Denna omvälvningsperiod, som kan dateras från mitten av 1980-talet fram till dags dato, kan givetvis analyseras på många olika sätt och i föreliggande studie är det senaste decenniets utbildningspolitik som står i fokus och således, framför allt ett begrepp, nämligen likvärdighetsbegreppet. Genom vår analys tror vi oss kunna påvisa att begreppet likvärdighet haft en mycket central plats i utbildningspolitiken och samtidigt såväl getts olika innebörder som genomgått förändringar i innebörd.

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