New Kids on the Block? Notes from a longitudinal research project on "the intergrative turn" in pre-school and school in Sweden
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The purpose of this essay is to analyse changes in the field of education sciences and research in Sweden. In focus are matters of research relevancing in relation to intellectual organization and scientific ethos. Three periods are... more
The purpose of this essay is to analyse changes in the field of education sciences and research in Sweden. In focus are matters of research relevancing in relation to intellectual organization and scientific ethos. Three periods are identified: Academic Establishment 1890-1940; Scientific Expansion 1940-1990; and Academic Fragmentation 1990-onwards). These periods are related to different ways of relevancing educational sciences and to research positions. External pressures are increasing, in turn stressing demands for the research community to analyse and discuss these pressures and their constraints and opportunities in relation to educational research and premises for knowledge organisation and scientific ethos.
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The recruitment of full professors is critical for the formation of academia. The professorship is critical not only for the prosperity of the HEIs, but especially so for the establishment, development and communication of the discipline.... more
The recruitment of full professors is critical for the formation of academia. The professorship is critical not only for the prosperity of the HEIs, but especially so for the establishment, development and communication of the discipline. In this chapter, we analyze the initial step of the typecasting process in the recruitment of full professors. We use a few cases to illustrate how the intellectual and social organization of the field of education science(s) is manifested in publicly posted job advertisements. The analysis shows that the field is characterized by heterogeneity and no longer has a basis in one single discipline. New relations between research, teaching, and society can be observed, as well as a narrowing of authority of the professorship but an increase of responsibilities.
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This chapter is dealing with transitions in the governing of schooling in Sweden. Referring to uses of different dominating governing models, four periods were identified since the WW2, first a centralizing reformation period (1950–1980),... more
This chapter is dealing with transitions in the governing of schooling in Sweden. Referring to uses of different dominating governing models, four periods were identified since the WW2, first a centralizing reformation period (1950–1980), followed by decentralizing realization period (1980–1990), and then a deregulating restructuration period (1990–2000) including marketization, a voucher system, and privatization. This governing model was since the 2000 complemented by governing of school performances of different kinds. The focus is on this last period; what were the reasons for such a performative turn? What are the premises and what are the instruments in such a governing by results? How does this model work? To answer these questions, a combination of analyses of policy documents, an intensive study of a school community, and an analysis of the evolution of school performances were carried out. The results show a governing model whose realization is somewhat problematic in relation to what was expected from it: decreasing performances in combination with a communicative inability to use the achieved results for altering school designs and work procedures. These results are partly considered to be implications of the premises in the governing model, and partly due to preconditions that is given in the current school regime. An overarching conclusion within the current framework is that the irritation with governing by education outcomes presumably will be followed by a strengthened governing and control of educational processes from “within” or from “the outside” of welfare state education.
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Det ar narmast ofattbart att samhallen overlever generation efter generation. Hur ar det mojligt att kulturer och formagor fors vidare och utvecklas? Hur gar det till nar saval kunskaper och varder ...
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Rapporten redovisar en undersokning av forskningskommunikation inom utbildningsvetenskap. Utgangspunkten ar de drygt 2200 forskare som 2001- 2007 medverkat i minst en ansokan om forskningsanslag hos Vetenskapsradets... more
Rapporten redovisar en undersokning av forskningskommunikation inom utbildningsvetenskap. Utgangspunkten ar de drygt 2200 forskare som 2001- 2007 medverkat i minst en ansokan om forskningsanslag hos Vetenskapsradets utbildningsvetenskapliga kommitte eller pa annat satt sokt medel hos Vetenskapsradet, for pedagogisk forskning. Drygt 650 av dessa forskare var knutna till nagot av universiteten i Goteborg, Linkoping eller Umea under perioden. En stor andel av forskarna kommer fran amnen eller institutioner som forknippas med utbildningsvetenskap, d.v.s. pedagogik och didaktik (ca 40%). Signifikanta andelar av de sokande hor emellertid hemma utanfor det traditionella utbildningsvetenskapliga faltet. For de ca 650 forskarna i urvalet har vi inhamtat uppgifter om deras publicering under perioden 2004-2008. Drygt 4000 publikationer har identifierats. Vetenskapliga och fackgranskade artiklar svarar mot 23 procent av publikationerna, medan bocker och bokkapitel utgor narmare 30 procent. Knappt 25 procent utgors av konferensbidrag i nagon form, medan olika typer av rapporter utgor atta procent och doktorsavhandlingar knappt tva procent. Vi finner sma skillnader mellan mans och kvinnors publiceringsmonster. For tva larosaten har vi kartlagt publiceringens internationella orientering. Rapporten redovisar urvalets publicering i vetenskapliga tidskrifter. Det ror sig om nastan 1000 artiklar fordelade pa mer an 500 tidskrifter. Vi har undersokt tidskrifternas amnesinriktning, indexering i Thomson/ISI:s databas Web of Science samt deras nivaklassning enligt den s.k. norska modellen. Det stora antalet tidskrifter kan ses som ett uttryck for att svensk utbildningsvetenskaplig forskning har breda kontaktytor inom forskarsamhallet. Men man kan ocksa misstanka att det finns tendenser till fragmentering inom detta forskarsamhalle. Vi pavisar viktiga brister hos de bibliometriska index som ligger till grund for kvalitetsbedomning av utbildningsvetenskaplig forskning och for fordelning av forskningsresurser, framfor allt Thomson/ISI:s citeringsdatabas Web of Science. For pedagogik/utbildning, humaniora och samhallsvetenskap ar 30-60 procent av de anvanda tidskrifterna indexerade. Rapporten avslutas med en diskussion av villkoren for vetenskaplig kommunikation inom utbildningsvetenskap. Forslag ges till fortsatta analyser av publiceringsmonster och forskningskommunikation inom omradet.
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Focus: This symposium concerns the making of the European Higher Education Area (EHEA). It will deal with initiatives to construct the EHEA and to analyse principles and practices governing the “construct” in context of institutional... more
Focus: This symposium concerns the making of the European Higher Education Area (EHEA). It will deal with initiatives to construct the EHEA and to analyse principles and practices governing the “construct” in context of institutional restructuring and transnational networking. Problem: The EHEA makes visible a new emergent form of governing education through the production as well as reproduction of knowledge. It is a multifaceted on-going construction to shape an European expertise in the “co-production of science and society” (Nowotny mfl, 2001). EHEA is at once the tool and the outcome of new kinds of power-knowledge links, manifested in expressions such as “the knowledge society” or the “knowledge triangle”, as well as in instruments connected to the EHEA, e.g. benchmarking or ranking. Given this, it is vital to identify the dynamics in the EHEA construction, including the working by different agents, networks and tools. Theoretical Framework: The current symposium is based on a dynamic nominalist framework (e.g. Hacking, 2000). The EHEA is by this to be seen as a political construct whose emergent “beings” becomes manifest in and through a manifold of knowledge inscribed practices (e.g. Popkewitz, 2009), with governance embodied in the categorisations and notions of progress as well as the different socio-science networks (Latour, 2005) whose machinery produces evaluations (Foss Lindblad, Lindblad & Popkewitz, 2009), certifications, benchmarking and rankings (e.g. Wedlin, Sahlin, & Hedmo, 2009) and systems of expertise. In current discursive settings and university restructuring, the practices of governance are indeed transnational (e.g Djelic & Sahlin, 2006) with globalizing characteristics such as and international education markets, student flows etc. in on-going fabrication of Europe (Novoa & Lawn, 2000) Methodological comments: The contributions based on analyses of strategic EHEA documents where ways of relating higher education and research to each other is important. This is complemented by analyses of different navigation tools such as rankinglists (e.g. Kehm & Stensaker, 2009) and international networks in order to capture the dynamics at work including issues of standardization, diversification and classification. Expected outcomes: A more clearly identified arena for the EHEA, including agents, networks, tools and systems of expertise. This is important for further studies of the EHEA and in developing research cooperation on the transnational governance of Europeanization of Higher Education. Design of the symposium: Firstly; two papers on Europeanization Initiatives, the Bologna Process will be analysed with specific reference to Spain, followed by an analysis of the making and development of the new EU strategy Europe 2020. Secondly; papers on practises in the making to the EHEA, first comparative analyses of knowledge production and Evidence Based Policy in Higher Education in France, UK and the USA and then on Benchmarking and evaluations of higher education and research and how higher education is constructed in these practices. The last paper is a presentation of research on the space of actors and networks organising and influencing Global Governing of Universities. Thirdly, we discuss symposium contributions in relation to the general problematics and the a research agenda concerning the Europeanization of higher education.
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Imposed Professionalization : On Teacher´s Work and Experiences of Deregulation of Education in Sweden
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The teaching profession has been in focus for a number of studies of quite different genres. Here I will present some research carried out in the European research project ‘Professional knowledge under restructuring in education and... more
The teaching profession has been in focus for a number of studies of quite different genres. Here I will present some research carried out in the European research project ‘Professional knowledge under restructuring in education and health care’ (Profknow).1 This is a seven-nation research consortium that has published a number of reports, articles and other texts. I will start with a presentation and discussion of an extensive review of research dealing with the intersection of studies on the teaching profession and on educational restructuring. The discussion is based on the idea that we need to consider the contexts of research in order to understand research problematics and progress. After a short presentation on the research problematics in focus I will end with a summary of conclusions concerning the teaching profession in different contexts based on a set of empirical studies.
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Nyborjare pa Lararprogrammet. Vilka ar de? Vad vill de? Vad tycker de? : En studie av nyantagna studenter hostterminen 2002 till lararprogrammen i Gavle, Karlstad och Uppsala samt vid de danska folkeskolelaererseminarierna Norre Nissum... more
Nyborjare pa Lararprogrammet. Vilka ar de? Vad vill de? Vad tycker de? : En studie av nyantagna studenter hostterminen 2002 till lararprogrammen i Gavle, Karlstad och Uppsala samt vid de danska folkeskolelaererseminarierna Norre Nissum och Zahle
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... Education in the welfare state has the double task of differentiation and selection as well as that of integration of social classes and ... paper we have situated education in Sweden today within a framework based on the study... more
... Education in the welfare state has the double task of differentiation and selection as well as that of integration of social classes and ... paper we have situated education in Sweden today within a framework based on the study programme on democracy and power in Sweden. ...
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The construction of transnational and national systems for comparing qualities of universities are presented and discussed. In focus are two important university ranking lists — those produced by the Shanghai Jiao Tong University and by... more
The construction of transnational and national systems for comparing qualities of universities are presented and discussed. In focus are two important university ranking lists — those produced by the Shanghai Jiao Tong University and by the Times Higher Education Supplement. A Swedish example concerning the making of a resource distribution system based on performance indicators is presented. The Swedish performance indicator system and the international university ranking lists contain similar technologies for comparing universities and are to a large extent based on services of the same multinational corporations. From this point of view ranking lists and systems of performance based governance can be conceived of as globalisation at work.
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On Relevance and Norms of Science in Times of Restructuring. : Educational Research in Sweden
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On Relevance and Norms of Science in Times of Restructuring. : Educational Research in Sweden
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Syftet med denna uppsats var att gora en fallstudie pa en gymnasieskola och undersoka om det fanns forutsattningar pa skolan for att fostra demokratiska medborgare. Undersokningengjordes i ett elev ...
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A World Wide Panopticon: on Large Scale International Assessments and Progress in Education.
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Teacher´s work and Restructuration of Education in Sweden. Draft to the second comparative seminar: Sweden and the UK. The centre for educational Studies, Kings college. London
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On Adolescents´ Micropolitical Responses to Schooling. Bidrag presenterat vid Nordisk Forening for Pedagogisk Forskning (NFPF) kongress i Vasa, mars 1994.
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In general, research findings on the emergence of international assessments focus on the time period after 1990. Indeed, after the fall of the Iron Curtain in 1989, the internationalization of education policies and particularly the... more
In general, research findings on the emergence of international assessments focus on the time period after 1990. Indeed, after the fall of the Iron Curtain in 1989, the internationalization of education policies and particularly the inclination for assessment by so-called international experts became dominant, symbolized not least by the OECD’s publication of the first issue of Education at a Glance 1992: OECD Indicators (OECD, 1992). This is an indication of a ‘comparative turn’, based on international indicators that allow evaluation of the individual educational systems (Martens, 2007). However, this chapter argues that what becomes visible after the end of the Cold War is less the emergence of something new—brainchild of a neoliberal ideology of globalization, for instance—but more a materialized expression of a Cold War grid of thinking. In support of this thesis, after providing some contextual information, the chapter identifies three stages in the development of international education indicators in the 1960s—namely, first, the idea and vision of forecasting (largely quantitative description), then, under the catchwords of development and growth, the commitment to planning with regard to defined (quantitative) benchmarks, and, last, the idea of management, meaning fundamentally changing the whole school systems on all levels, foremost its quality, leading eventually to a quantification of school quality, and by that contributing to overall attempts at social engineering, based upon defined indicators
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The Comparative-International Orientation/Perspective or Approach of the EGSIE Project: Epistemological and Methodological Reflections. Paper presented at the 1999 AERA meeting in Montreal, Canada.
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Educational Research Evaluation is here dealt with in terms of cultures of research assessment. Different historical phases are presented, including the current performative turn in higher education governing
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Statistical information and systems of reason on education and social inclusion and exclusion in international and national contexts
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Introduction: Educational Restructuring: (Re)thinking The Problematics Of Reform, Sverker Lindblad and Tom Popkewitz. Part I: Internationalization And Globalization Of Education. Changing Patterns Of Power: Rethinking Decentralization In... more
Introduction: Educational Restructuring: (Re)thinking The Problematics Of Reform, Sverker Lindblad and Tom Popkewitz. Part I: Internationalization And Globalization Of Education. Changing Patterns Of Power: Rethinking Decentralization In The Educational Reform In Taiwan, Yang-tien Chen. Educational Restructuring And The Reshaping Of School Governance In Argentina, Ines Dussel. Education Restructuring: Governance In The Narratives Of Progress And Denials, Sverker Lindblad and Tom Popkewitz. Theorizing The Global Convergence Of Educational Restructuring, Fazal Rizvi. Part II: Education Restructuring In Different Contexts. Governance By Spin: The Case Of New Labour And Education Action Zones In England, Sharon Gewirtz, Marny Dickson and Sally Power. The Modern Teacher: A Textual Analysis Of Educational Restructuration, Meg Maguire. Responsiveness And Innovation In Higher Education Restructuring: The South African Case, Johan Muller. Education Restructuring In France: Middle-class Parents And Educational Policy In Metropolitan Contexts, Agnes Van Zanten. Creating A Discourse For Restructuring In Detroit: Achievement, Race, And The Northern High School Walkout, Barry M. Franklin.
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Vi kommer nu att fa lasa tvarsakra uttalanden om vad Pisa-resultaten star for och vad som behover goras med svensk skola. Olika aktorer – partipolitiska saval som kommersiella - kommer att se resul ...
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Final report: Education Governance and Social Integration and Exclusion. : Report to the European Commission.
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Our text is focusing on two central knowledge problematics. First, the relation between education and a specific technology, framed by ideologies on modernity and meritocracy, understood as a selection to different and hierarchical... more
Our text is focusing on two central knowledge problematics. First, the relation between education and a specific technology, framed by ideologies on modernity and meritocracy, understood as a selection to different and hierarchical positions in society by means of education performances. Second, the development and expansion of national, regional and international assessments and the increasing use of them within educational practice, policy and bureaucracy is acknowledged. In doing so we note that an historical tradition within education to compare and use data evolved into a specific technology for framing education with a centrality of numbers. Educational numbers came as such to be transformed from representations of education into education per se. This could happen due to societal historical connections to reasoning about modernity and meritocracy, which were considered as central in the development of the state and society. Porter (1995) is making an argument about that the reason that numbers came to be central in the development of society had to do with that numbers are perceived as «objective» and as such «neutral», but in reality this is in many respect false, and even contradictory. Instead, numbers should be perceived as a technology of steering and managing society and the state, a technology based on connotations of «objectivity», but also as a technology of distance and neutrality. What we are making an argument about is connected to Porters statements. We state that comparisons and the use of numbered data for describing education dependent on parallel societal processes, in science, society and state, came to be transformed into that numbered data on education came to be perceived as education per se. This development can be described in several aspects, but we are primarily describing it through emphasizing some historical comparative and data aggregative collaborations within science and governmental organizations and later the growing importance of transnational agencies and international, regional and national assessments. Resumen: Nuestro texto se centra en dos problemáticas centrales de conocimiento. En primer lugar, la relación entre la educación y una tecnología específica, enmarcado por las ideologías de la modernidad y la meritocracia, enten-dida como una selección de diferentes y jerárquicas posiciones en la sociedad por medio de actuaciones de educación. En segundo lugar, se reconoce el desarrollo y expansión de las evaluaciones nacionales, regionales e internacionales y el creciente uso de ellas dentro de la práctica, la política educativa y la burocracia. De este modo observamos que la tradición histórica en la educación de comparar y utilizar datos ha evolucionado hasta convertirse en una tecnología específica para la elaboración de la educación con una centralidad de números. Los números educativos vinieron como tal para ser transformados en representaciones de la educación y en la educación per se. Esto podría suceder debido a las conexiones históricas de la sociedad a razonar sobre la modernidad y la meritocracia, que fueron consideradas como un elemento central en el desarrollo del Estado y la sociedad. Porter (1995) plantea un argumento acerca de que la razón por la cual los números llegaron a ocupar un lugar central en el desarrollo de la sociedad tendría que ver con que los números son percibidos como «objetivo» y como algo «neutral», pero en realidad esto es, en muchos casos, una suposición falsa, e incluso contradictoria. En cambio, los números deben ser percibidos como una tecnología de dirección y gestión de la sociedad y del Estado, una tecnología basada en connotaciones de «objetividad», y también como una tecnología de la distancia y neutralidad. Afirmamos que las comparaciones y el uso de datos numerados para describir la educación depende de los procesos sociales paralelos, en la ciencia, la sociedad y el Estado, llegaron a transformarse en que los datos enumerados en la educación llegó a ser percibido como la educación per se. Este desarrollo puede ser descrito a partir de varios aspectos, pero nosotros estamos describiendo principalmente a través del énfasis sobre algunas comparaciones históricas y colaboraciones de agregación de datos dentro de la ciencia y de las organizaciones no gubernamentales y más tarde la importancia creciente de las agencias transnacionales y las evaluaciones internacionales, regionales y nacionales. Palabras clave: Educación a través de los números; meritocracia; evaluaciones; comparaciones educativas; modernidad.