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Beach, Dennis
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Publikationer (10 of 216) Visa alla publikationer
Angervall, P., Abraham, G. Y., Beach, D., Cronqvist, M., Dovemark, M., Karlsson, M. R., . . . Wedin, Å. (2025). 16 forskare: Utredningen underminerar lärare [Letter to the editor]. Vi lärare
Öppna denna publikation i ny flik eller fönster >>16 forskare: Utredningen underminerar lärare
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2025 (Svenska)Ingår i: Vi lärare, ISSN 2004-5999Artikel i tidskrift, Letter (Övrig (populärvetenskap, debatt, mm)) Published
Ort, förlag, år, upplaga, sidor
Stockholm: , 2025
Nationell ämneskategori
Samhällsvetenskap Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-33217 (URN)
Tillgänglig från: 2025-01-30 Skapad: 2025-01-30 Senast uppdaterad: 2025-02-21Bibliografiskt granskad
Angervall, P., Beach, D., Nerad, M. & Turk, M. (2024). Celebrating JPHE: Past, present, and future. Borås: Högskolan i Borås
Öppna denna publikation i ny flik eller fönster >>Celebrating JPHE: Past, present, and future
2024 (Engelska)Övrigt (Övrigt vetenskapligt)
Abstract [en]

For this new issue, JPHE, Vol. 6 No. 5 (2024), we have selected seven papers that we think illustrate the core of the journal. We have also asked three of JPHE’s distinguished Editorial Board members to summarise and comment on three of the 13 issues we have produced since we started. They were invited to select one issue each. The intention is to show readers, reviewers, and authors the high quality we represent, but also the variety and creativity of the papers we produce.

Ort, förlag, år, sidor
Borås: Högskolan i Borås, 2024
Serie
Journal of praxis in higher education, ISSN 2003-3605
Nyckelord
Anniversary Issue, Editorial
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-32960 (URN)10.47989/kpdc658 (DOI)
Tillgänglig från: 2024-12-18 Skapad: 2024-12-18 Senast uppdaterad: 2025-01-10Bibliografiskt granskad
Beach, D. (2024). Engineering comments in doctoral student appointments: biased fabrications and revolving door governance practices in STEM subjects seen from gender equity and academic justice perspectives. Ethnography and Education, 19(1), 73-95
Öppna denna publikation i ny flik eller fönster >>Engineering comments in doctoral student appointments: biased fabrications and revolving door governance practices in STEM subjects seen from gender equity and academic justice perspectives
2024 (Engelska)Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 19, nr 1, s. 73-95Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article derives from ongoing higher education governance research in Sweden using a mix of ethnographic methodologies and data to explore and analyse patterns of gender and class inequality and injustice. The article has very specific data comprising two STEM doctoral appointment procedures together and uses a particular methodology called Qualitative Content Analysis (QCA). It raises questions relating to potential discrimination and injustice in the appointment procedure, including pure fabrication related to applicants’ competences and symbolic violence. Such violations are not uncommon in STEM, particularly toward women according to previous research, both within the ongoing project and by other researchers. Internal governance structures and procedures should anticipate and combat these tendencies. The article indicates that this did not happen in relation to the investigated appointment processes. 

Nyckelord
ethnography, doctoral education, qualitative content analysis, gender discrimination, academic injustice, fabrication
Nationell ämneskategori
Utbildningsvetenskap Sociologi
Identifikatorer
urn:nbn:se:hb:diva-31656 (URN)10.1080/17457823.2024.2318293 (DOI)001169679400001 ()2-s2.0-85186408902 (Scopus ID)
Tillgänglig från: 2024-03-05 Skapad: 2024-03-05 Senast uppdaterad: 2024-10-01Bibliografiskt granskad
Langelotz, L. & Beach, D. (2024). Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology. Professional Development in Education, 1-15
Öppna denna publikation i ny flik eller fönster >>Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology
2024 (Engelska)Ingår i: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, s. 1-15Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Against the backdrop of global convergences in education reforms, a growing focus on teacher competences has emerged in European policy discourses about teacher professionalism and professional learning and development that has driven an expanding international and national CPD market involving both state and private operators. Developments in Sweden are an example, and the aim of this article is to identify and explore the discourses on teacher professional learning that seem to proliferate on this newly emerged and expanding market and their connections with and consequences for teacher professionalism. Two sets of data have fed the analysis. These are (a) CPD invoices and (b) interviews with school principals. The analysis indicates that the dominant discourses discursively shape teacher professionalism in relation to ideas about teachers as learners as collegial consumers of knowledge. Policy recommendations about peer learning become a subordinated element of a dominant discourse that prioritises and privileges the agency of knowledge producers, such as consultancies, compared to other actors as intermediaries. Commodification is a new key intermediary process in professional learning for teacher professional development. 

Nyckelord
Teacher learning, continuing professional development, critical discourse analyses, theory of practice architectures •principal interviews, CPD invoices
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31504 (URN)10.1080/19415257.2024.2306997 (DOI)001150735800001 ()2-s2.0-85183929690 (Scopus ID)
Projekt
Fakturan, fortbildningen och forskningen
Forskningsfinansiär
VetenskapsrådetVetenskapsrådet
Tillgänglig från: 2024-01-31 Skapad: 2024-01-31 Senast uppdaterad: 2024-10-01Bibliografiskt granskad
Levinsson, M., Norlund, A. & Beach, D. (2024). National-Authority-Endorsed Privatisation of Teachers’ Continuing Professional Development in Sweden. In: : . Paper presented at NERA 2024, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024.. Borås
Öppna denna publikation i ny flik eller fönster >>National-Authority-Endorsed Privatisation of Teachers’ Continuing Professional Development in Sweden
2024 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.

Ort, förlag, år, upplaga, sidor
Borås: , 2024
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31669 (URN)
Konferens
NERA 2024, Adventures of Education: Desires, Encounters and Differences, Malmö, Sweden, 6-8 March, 2024.
Forskningsfinansiär
Vetenskapsrådet, 2019-03828
Anmärkning

Paper presenterat vi NERA-konferensen i Malmö.

Tillgänglig från: 2024-03-07 Skapad: 2024-03-07 Senast uppdaterad: 2024-05-22Bibliografiskt granskad
Levinsson, M., Beach, D. & Norlund, A. (2024). National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden. Professional Development in Education, 1-18
Öppna denna publikation i ny flik eller fönster >>National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden
2024 (Engelska)Ingår i: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, s. 1-18Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.

Nyckelord
Teacher development, privatisation, meta-governance, Collaboration for Best School initiative, Sweden
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31810 (URN)10.1080/19415257.2024.2351943 (DOI)001219557400001 ()2-s2.0-85192736332 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2019-03828
Tillgänglig från: 2024-05-12 Skapad: 2024-05-12 Senast uppdaterad: 2024-10-01Bibliografiskt granskad
Beach, D. & Vigo-Arrazola, M. B. (2024). Researching in solidarity with marginalised groups: A meta-ethnography about research for educational justice and social transformation. QSE. International journal of qualitative studies in education, 1-16
Öppna denna publikation i ny flik eller fönster >>Researching in solidarity with marginalised groups: A meta-ethnography about research for educational justice and social transformation
2024 (Engelska)Ingår i: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, s. 1-16Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

This article uses meta-ethnography to identify the challenges of working in solidarity with the experiences and interests of marginalised and exploited social groups. It focuses on what the main challenges seem to be, and on how to overcome them in struggles to change education in just directions by means of educational research. It is therefore a paper of interest from a methodological and a research political perspective relating to how critical researchers challenge the status quo and undermine the dominant hegemony in education and education policy in their research. A clear message from the analysis concerns the importance of understanding of the ontological class position of research for change and what to do in research in the interests of justice based on this understanding. Another message relates to the subjective and objective sides of transformative action, and a third a two directional threat towards it. 

Nyckelord
Public intellectualism, Social transformation, Meta-ethnography, Justice, Hegemony
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31807 (URN)10.1080/09518398.2024.2348783 (DOI)001216428400001 ()2-s2.0-85192549515 (Scopus ID)
Tillgänglig från: 2024-05-08 Skapad: 2024-05-08 Senast uppdaterad: 2024-05-28Bibliografiskt granskad
Rönnlund, M., Öhrn, E., Beach, D., Johansson, M. & Rosvall, P.-Å. (2024). Schooling for integration? Reception of refugees in discourse and practice in Swedish rural municipalities 2015–2022. European Educational Research Journal
Öppna denna publikation i ny flik eller fönster >>Schooling for integration? Reception of refugees in discourse and practice in Swedish rural municipalities 2015–2022
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2024 (Engelska)Ingår i: European Educational Research Journal, E-ISSN 1474-9041Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study explores the integration of migrants in education and the labour market from the perspectives of professionals working with young migrants in Swedish rural municipalities. It compares interview data referring to the situation during the refugee crisis in 2015 with data referring to the period 2019–2022. It addresses the organisation of teaching, how professionals talked about integration in relation to the local labour market and how integration-related practices and discourses developed from 2015 to 2022. The findings indicate a major change over time in the educational integration strategies and practices. Migrant children were mainly taught in separate preparatory classes in 2015, but by 2019–2022 there was a general aim to integrate them rapidly in regular classes. In terms of labour market integration there was also a discursive change. In 2015 the main hope was that the migrants’ reception would create short- and long-term jobs for the local population and contribute to the survival of local services and life. In contrast, in 2019–2022 the main expressed hope was that migrants would stay permanently and contribute productively to their new societies’ labour forces.

Nyckelord
Integration, schooling, young refugees, migration, rural
Nationell ämneskategori
Annan samhällsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-32705 (URN)10.1177/14749041241278941 (DOI)001324061300001 ()
Forskningsfinansiär
Vetenskapsrådet, 2019–2022, VR 2018-03970
Tillgänglig från: 2024-10-24 Skapad: 2024-10-24 Senast uppdaterad: 2024-11-12Bibliografiskt granskad
Norlund, A., Levinsson, M. & Beach, D. (2024). The SEN industry and teachers’ CPD: ideal elements of teaching and enabling arrangements. Education Inquiry, 1-20
Öppna denna publikation i ny flik eller fönster >>The SEN industry and teachers’ CPD: ideal elements of teaching and enabling arrangements
2024 (Engelska)Ingår i: Education Inquiry, E-ISSN 2000-4508, s. 1-20Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In this study, we explored the special educational needs (SEN) industry in relation to teachers’ continuing professional development (CPD) by analysing invoices generated by CPD providers in Sweden. Guided by the theory of practice architectures (TPA), we examined the characteristics of the offered SEN content, focusing on the implied elements of ideal teaching practices and the arrangements that have led to SEN becoming a key component of the teacher CPD market in Sweden. The results provided evidence of a SEN industry operating in the interests of private economic growth rather than the needs of teachers or the teaching profession.

Nyckelord
SEN industry; teachers’ CPD; theory of practice architectures; invoices; Sweden
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31941 (URN)10.1080/20004508.2024.2360244 (DOI)001234425600001 ()2-s2.0-85194877417 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2019-03828
Tillgänglig från: 2024-05-31 Skapad: 2024-05-31 Senast uppdaterad: 2024-10-01Bibliografiskt granskad
Bagley, C., Beach, D., Fargas-Malet, M. & Vigo-Arrazola, B. (2024). Troubling rurality and rural schooling: a qualitative meta-synthesis of research in rural schools in three European national school systems. Critical Studies in Education, 1-17
Öppna denna publikation i ny flik eller fönster >>Troubling rurality and rural schooling: a qualitative meta-synthesis of research in rural schools in three European national school systems
2024 (Engelska)Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, s. 1-17Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This qualitative meta-synthesis collects and analyses the multiple and many-faceted understandings, experiences, practices, and school to community or individual relationships described in qualitative research on rural education and schooling in three European national contexts (Sweden, Northern Ireland, and Spain). Our aim was to generate and present a simplifying analytic synthesising narrative about the politics, practices and outcomes for and in schools in rural areas. In all three countries, the lack of specific relevance of the school to its community through the curriculum is palpable. Instead, the curriculum tends to be performative and to transmit primarily ‘official metro-centric knowledge’, rather than a more local culturally sensitive knowledge with intrinsic value to local communities. That said, the relationship between rural schools and the communities they serve, and the space and place they occupy, still has the potential to be important, meaningful, powerful and disruptive toward dominant power relations and official knowledge. 

Nationell ämneskategori
Pedagogik
Forskningsämne
Biblioteks- och informationsvetenskap; Biblioteks- och informationsvetenskap
Identifikatorer
urn:nbn:se:hb:diva-33195 (URN)10.1080/17508487.2024.2433025 (DOI)1367378800001 ()2-s2.0-85210748683 (Scopus ID)
Tillgänglig från: 2025-01-21 Skapad: 2025-01-21 Senast uppdaterad: 2025-01-29Bibliografiskt granskad
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