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  • 151.
    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

  • 152.
    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)
  • 153.
    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.

  • 154.
    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.

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  • 155.
    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.

  • 156.
    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.

  • 157.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Wahlström, Ninni
    Örebro University, School of Humanities, Education and Social Sciences.
    Education as a Human and a Citizenship Right - Parents' Rights, Children's Rights, or...?: The Necessity of Historical Cotextualization2009In: Journal of Human Rights, ISSN 1475-4835, E-ISSN 1475-4843, Vol. 8, no 2, p. 133-138Article in journal (Refereed)
    Abstract [en]

    This paper serves as an introduction to three following papers, analyzing the contextual background to the different treaties - the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights , and the United Nation's Convention on the Rights of the Child - and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped during the various drafting stages. The paper forms part of a project that intends to study the meaning and consequences of the increased tendency to view education from a perspective of rights. More specifically, the project aims to focus on the implications of parental rights and to analyze potential contradictions between parents' and children's rights in education.

  • 158.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke Dyrdal, Tone
    University of Oslo, Oslo, Norway.
    de Lange, Thomas
    University of Oslo, Oslo, Norway.
    Sugrue, Ciaran
    University College Dublin O'Brien Centre for Science, Dublin, Ireland.
    Sutphen, Molly
    University of Chapel Hill, NC, USA .
    Formation in five universities: A critical analysis of their portraits, plans and re-presentations2013Conference paper (Refereed)
    Abstract [en]

    This paper focuses on ’formation’ in higher education.   In the international context of competitiveness, internationalization, ‘entrepreneurialism’ in ‘research intensive’ environments, how do universities conceptualise ‘formation’ and how are such images communicated on institutional websites and in strategic plans? This paper is an exploratory analysis of such re-presentations in five highly ranked universities.  

    Governments and stakeholders increasingly measure institutions’ capacity to stimulate economic growth and meet the needs of knowledge societies in a climate of financial crisis (Stensaker & Harvey 2011). Institutions must be  ‘marketed’   to students and  external stakeholders to  secure financing, increasingly from the private sector whose purses respond to  ‘ranking’ criteria (see www.timeshighereducation.co.uk/world-university-rankings/). An international market has been generated for students, funding academic staff, overlaid with performance indicators, quality reviews and performance-based funding (Tremblay, K., Lalancette, D. & Roseveareet, D. (2013). Does such international competitiveness further civic engagement or contribute to the formation of  a new ‘creative class’ that lives in   ‘neighbourless neighbourhoods’, preoccupied with themselves where they ‘bowl alone’!? (Florida, 2002, 2005; Putnam, 2000). How do selected institutions re-present or ‘market’ and  ‘brand’ themselves in such climates and contexts and is it possible to predict the impact of such formulations on programmes and their content as well as staff and student experiences?

    This paper will provide a critical analysis of how this is done in a purposive sample of five Universities, four European, and one US. The theoretical framework deployed is summarised in table 1 where the logic of responsibility regards a moral dimension as essential to formation, while the logic of accountability marches to the beat of NPM. However, we see these logics (and languages) as creating tensions, sometimes incompatible, while part of the purpose of the analysis is to establish how institutions respond to, reject or otherwise deal with these competing world views as a framing of formation

  • 159.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Formation in higher education: Towards professional responsibility as deliberative praxis2014Conference paper (Other academic)
    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.

  • 160.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    PFI Oslo universitet.
    How to analyse professional responsibility in a climate of accountability?: Towards a conceptual framework2009In: ECER network 2 Vetnet, 2009Conference paper (Refereed)
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  • 161.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Universitetet i Oslo, Oslo, Norway.
    Om innebörder i lärarprofessionalism2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 3/4, p. 168-194Article in journal (Refereed)
    Abstract [sv]

    Vad innebär det att som lärare vara professionell och vad innebär det att agera professionellt? I denna artikel anknyts inledningsvis till en alltmer betydelsefull distinktion mellan lärares professionalisering och lärares professionalism. Vi karakteriserar därvid professionalisering som relaterad till ett externt perspektiv där autonomi, auktoritet och professionens status och legitimitet står centralt. Lärares professionalism, å andra sidan, är ett perspektiv som är baserat på den interna, i bred mening pedagogiska kvaliteten på lärares utövande, den professionella praktiken. På denna bas utvecklar vi två olika aktuella motsatta logiker för professionellt utfört arbete: professionellt ansvar (professional responsibility) respektive redovisningsskyldighet (accountability). Vi analyserar spänningen mellan dessa båda logikers konsekvenser och applicerar dem på den under senare tid genomförda lärarlegitimationsreformen. Avslutningsvis ställs frågor om svenska lärare har utrymme att agera med professionellt ansvar samt hur utbildning av professionella bör utformas med hänsyn till nämnda logiker.

  • 162.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    What will student teachers become as writers?2014Conference paper (Other academic)
  • 163.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Öhman, Johan
    Örebro University, Department of Education.
    Östman, Leif
    Örebro University, Department of Education.
    Deliberative communication for sustainability?: A Habermas-inspired pluralistic approach2008In: Sustainability and security within liberal societies: Learning to live with the future, London: Routledge , 2008, p. 29-45Chapter in book (Other academic)
    Abstract [sv]

    The purpose of the chapter is to develop Jürgen Habermas's idea of deliberation into a model of deliberative communication in relation to issues of sustainable development and security education

  • 164.
    Francia, Guadalupe
    et al.
    Uppsala University.
    Moreno Herrera, Lázaro
    Örebro University, Department of Education.
    Englund, Tomas
    Örebro University, Department of Education.
    L' équité dans les pays nordiques: une réflexion sur la notion d'équivalence dans le système éducatif suédois2005In: Vers une école juste et efficace: 26 contributions sur les systemes d’ enseignement et de formation / [ed] Marc Demeuse, Ariane Baye, Marie-Hélène Straeten, Julien Nicaise, Anne Matoul, Bruxelles: De Boeck , 2005, p. 171-189Chapter in book (Other academic)
    Abstract [en]

    This chapter looks at the shift in education politics within the Swedish context and analysis the concept of equivalence in the school practice. The structure and discourses within an educational system has largely been associated to the specific social concerns and cultural particularities of different societies. Today’s discussions within the educational systems in Scandinavia, and in this specific case Sweden, indeed confirm this regularity. For a long period the socio-economic development of Sweden was associated to a “third way” with differences to what was regarded before 1989 as, (a) the patterns of totalitarian society and (b) the capitalist free market model of development. Long periods of social-democratic governance and welfare driven policies shaped specific characteristics of the Swedish educational system which are recognizable even today despite the big changes in the political and social international landscape. Sweden and its educational system could not be, and is not, isolated from the constrains of current international phenomena such as the impacts of globalization, neo-liberal and market driven policies and the discussions about the relationship between collective and general social well-being on the one side, and individuality and freedom of choice on the other side.

    Equivalence is in the Swedish educational context further discussed as (a) the claim of certain equality in results, and (b) a claim of accepting differences and free choice. Finally concluding remarks are derived from the analysis presented where the notion of equivalence in the Swedish educational system is suggested to be a hybrid product. This issue, i.e., equivalence, is currently a subject of research and live debate in the Swedish educational context; there is not intention here to make overall generalizations but rather to present what we perceive as central notions which might underpin present discourses in the Swedish context.

  • 165.
    Ljunggren, Carsten
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Unemar Öst, Ingrid
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Controversial issues education - på svenska2015In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst, Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, p. 11-24Chapter in book (Other academic)
  • 166.
    Ljunggren, Carsten
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Unemar-Öst, IngridEnglund, TomasÖrebro University, School of Humanities, Education and Social Sciences.
    Kontroversiella frågor: om kunskap och politik i samhällsundervisningen2015Collection (editor) (Refereed)
  • 167.
    Solbrekke, Tone Dyrdal
    et al.
    Department of Education, University of Oslo, Oslo, Norway.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Certification of teachers: Tensions in a new signature reform2014In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 4, no 2, p. 1-13Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 168.
    Solbrekke, Tone Dyrdal
    et al.
    Oslo University, Oslo, Sweden.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Karseth, Berit
    Beck, Eevi E.
    Educating for professional responsibility: From critical thinking to deliberative communication, or why critical thinking is not enough2016In: Educating the Deliberate Professional: Preparing for future practices / [ed] Franziska Trede, Celina McEwen, Springer, 2016, p. 29-44Chapter in book (Refereed)
  • 169.
    Sugrue, Ciaran
    et al.
    School of Education, University College Dublin, Dublin, Ireland.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences. Department of Education.
    Solbrekke, Tone Dyrdal
    Department of Education, University of Oslo, Oslo, Norway.
    Fossland, Trine
    Centre for Teaching and Learning, University of Tromsø, Tromsø, Norway.
    Trends in the practices of academic developers: trajectories of higher education?2018In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 43, no 12, p. 2336-2353Article in journal (Refereed)
    Abstract [en]

    Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.

1234 151 - 169 of 169
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