Ändra sökning
Länk till posten
Permanent länk

Direktlänk
Beach, Dennis
Alternativa namn
Publikationer (10 of 208) Visa alla publikationer
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, 1-23
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, s. 1-23Artikel 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 ()
Tillgänglig från: 2024-03-05 Skapad: 2024-03-05 Senast uppdaterad: 2024-03-05
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)
Projekt
Fakturan, fortbildningen och forskningen
Forskningsfinansiär
VetenskapsrådetVetenskapsrådet
Tillgänglig från: 2024-01-31 Skapad: 2024-01-31 Senast uppdaterad: 2024-04-09Bibliografiskt granskad
Beach, D. (2023). Researching for justice: using meta-ethnographic synthesis to develop knowledge for research for social transformation. Ethnography and Education, 1-17
Öppna denna publikation i ny flik eller fönster >>Researching for justice: using meta-ethnographic synthesis to develop knowledge for research for social transformation
2023 (Engelska)Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, s. 1-17Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

In a special issue article on ethnographic synthesis from 2017, Karen Borgnakke addressed some of the challenging methodological questions and dilemmas associated with meta-ethnography by ethnographic researchers. The article compared meta-ethnography with evidence-based models for measuring learning effects in education, but highlighted that the founders of meta-ethnography, Noblit and Hare, described the methodology and its aims quite differently to this. Rather than the aggregation of findings, the aim was to, in the interests of social justice and social transformation, generalise findings from individual research based on critical interpretations of several ethnographic products. Using a qualitative synthesis of meta-ethnographic research from ethnographies on Sweden’s school system, the present article examines this aim further. It tries to generate and communicate knowledge about how ethnographers of education can engage in research to fulfil commitments connected to social justice and transformation. In short, it attempts to describe what this research can look like.

Nyckelord
education justice; Meta-ethnography, organic intellectual, qualitative meta-synthesis, social-transformation
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hb:diva-30454 (URN)10.1080/17457823.2023.2252545 (DOI)001062452100001 ()2-s2.0-85169301435 (Scopus ID)
Tillgänglig från: 2023-09-08 Skapad: 2023-09-08 Senast uppdaterad: 2024-02-01Bibliografiskt granskad
Beach, D. & Öhrn, E. (2023). The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge. Pedagogy, Culture & Society
Öppna denna publikation i ny flik eller fönster >>The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge
2023 (Engelska)Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
Rurality, structural domination, hegemony, ideology, normalisation, exploitation, abandonment
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hb:diva-31143 (URN)10.1080/14681366.2023.2298466 (DOI)001133045500001 ()2-s2.0-85180839278 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2024-01-08 Skapad: 2024-01-08 Senast uppdaterad: 2024-01-15Bibliografiskt granskad
Beach, D. & Öhrn, E. (2023). The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge. Pedagogy, Culture & Society, 1-18
Öppna denna publikation i ny flik eller fönster >>The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge
2023 (Engelska)Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, s. 1-18Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests. 

Nyckelord
Rurality, structural domination, hegemony, ideology, normalisation, exploitation and abandonment
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31505 (URN)10.1080/14681366.2023.2298466 (DOI)001133045500001 ()2-s2.0-85180839278 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2024-01-31 Skapad: 2024-01-31 Senast uppdaterad: 2024-02-21Bibliografiskt granskad
Beach, D. (2023). Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history. In: Jane Martin, Marion Bowl, Gemma Banks (Ed.), Mapping the Field 75 Years of Educational Review, Volume II: (pp. 224-241). London: Routledge
Öppna denna publikation i ny flik eller fönster >>Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history
2023 (Engelska)Ingår i: Mapping the Field 75 Years of Educational Review, Volume II / [ed] Jane Martin, Marion Bowl, Gemma Banks, London: Routledge, 2023, s. 224-241Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

From its origins in the University of Birmingham’s then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of key articles published in the journal over this timespan.

Volume II opens with Part I, a collection of articles examining teachers’ job (dis/) satisfaction and stress, and the gendered composition of the teaching workforce. Articles in Part II trace a shift in academic focus from schools seen as families/communities, to the parent-school relationship. The concepts of inclusion and equality—and strategies for their fulfilment in education—are interrogated in Part III. The volume concludes with Part IV, in which diverse identities in the education field are represented.

Curated and introduced by the editors, the articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world. The presen chapter explores the stubborn inequalities in the Swedish comprehensive educational system.

Ort, förlag, år, upplaga, sidor
London: Routledge, 2023
Nyckelord
Justice Social Class Inclusion Equity
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-31600 (URN)9781032517377 (ISBN)
Tillgänglig från: 2024-02-20 Skapad: 2024-02-20 Senast uppdaterad: 2024-02-21Bibliografiskt granskad
Beach, D. & Larsson, S. (2022). On Developments in Ethnographic Research: The Case of Two Swedish Universities. International Journal of Qualitative Methods, 21
Öppna denna publikation i ny flik eller fönster >>On Developments in Ethnographic Research: The Case of Two Swedish Universities
2022 (Engelska)Ingår i: International Journal of Qualitative Methods, E-ISSN 1609-4069, Vol. 21Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.

Nyckelord
case study, interpretive description, secondary data analysis, historical narrative, ethnography
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-28293 (URN)10.1177/16094069221084432 (DOI)000827526400001 ()2-s2.0-85134346141 (Scopus ID)
Tillgänglig från: 2022-07-26 Skapad: 2022-07-26 Senast uppdaterad: 2024-02-01Bibliografiskt granskad
Vigo-Arrazola, B. & Beach, D. (2022). Rural schools in light of market policies in rural schools: A meta-ethnographic analysis. Education Policy Analysis Archives, 30(173)
Öppna denna publikation i ny flik eller fönster >>Rural schools in light of market policies in rural schools: A meta-ethnographic analysis
2022 (Engelska)Ingår i: Education Policy Analysis Archives, E-ISSN 1068-2341, Vol. 30, nr 173Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The application of competitive market policies in different national contexts has turned the geographical, economic and social characteristics of school location into an object of market value. This has potentially positive or negative effects on rural school-teachers’ discourses and practices on family and community involvement. Using a meta-ethnographic methodological design, the aim of this article has been to explore this dimension of difference based on a sample of twenty publications of ethnographic studies or similar qualitative research in different European countries. The article has revealed the existence of different logics of participation. These logics include discourses and practices closer to democratic models of participation in schools in remote areas, participation models based on customer acquisition in more accessible schools, and models corresponding to a bureaucratic perspective on participation in some other places. The discourses seem to correspond to the interactions that take place inside and outside each of the spaces as an expression of their different logics of survival in the context of the market. 

Nyckelord
rural school, participation, education market, ethnography, meta-ethnography
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hb:diva-30911 (URN)10.14507/epaa.30.6962 (DOI)001083428400155 ()2-s2.0-85146798586 (Scopus ID)
Anmärkning

The article is in Spanish.

Tillgänglig från: 2023-11-22 Skapad: 2023-11-22 Senast uppdaterad: 2024-02-01Bibliografiskt granskad
Beach, D. & Margareta, N. L. (2022). Schooling and the professionalisation of teaching in Sweden: A socio-historical perspective. In: Xavier Dumay, Katharine Byrne (Ed.), The Staus of the Teaching Profession: Interactions between Historical and New Forms of Segmentation (pp. 101-121). Oxford: Routledge
Öppna denna publikation i ny flik eller fönster >>Schooling and the professionalisation of teaching in Sweden: A socio-historical perspective
2022 (Engelska)Ingår i: The Staus of the Teaching Profession: Interactions between Historical and New Forms of Segmentation / [ed] Xavier Dumay, Katharine Byrne, Oxford: Routledge, 2022, s. 101-121Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This chapter presents a socio-historical perspective on the origin and development of the Swedish school field and the teaching professions. With Bourdieu as a source of inspiration, the school field is defined as a system of specialized institutions and agents (church, state, academy, teachers’ unions) who, based on different interests and positions, compete for recognition and power to define the aims and subject content of school education. The historical overview shows how the struggles between established and competing knowledge ideals and interests challenged the existing field structures and resulted in the establishment of new school forms and teacher categories. The history of the school field is presented in five phases. The first three phases cover the emergence, formation and consolidation of a socially segregated school system. The fourth phase begins with the welfare state’s efforts to counteract the segmentation characterizing the traditional schools and teacher categories, by establishing a secularized and integrated school system with a unified teaching profession. Also, referring to Freidson (2001), the development of profession-specific knowledge was an important State initiative. Today the school field is characterized by communalization and deregulation and new logics of segmentation have had far reaching consequences for teaching as profession.

Ort, förlag, år, upplaga, sidor
Oxford: Routledge, 2022
Serie
Oxford Studies in Comparative Education ; 4
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-28879 (URN)10.4324/9781003042563-6 (DOI)2-s2.0-85143938514 (Scopus ID)9780367487300 (ISBN)978-1-003-04256-3 (ISBN)
Tillgänglig från: 2022-11-06 Skapad: 2022-11-06 Senast uppdaterad: 2024-02-01Bibliografiskt granskad
Beach, D. (2022). Schools, inclusion, and life opportunities in rural areas with/in metrocentric policies of education market governance: Keynote presentation: Congreso Internacional en Educación Inclusiva, Entornos Rurales y Reto Demográfico, celebrado los días 17 de noviembre en Soria y Berlanga de Duero. In: : . Paper presented at Congreso Internacional en Educación Inclusiva, Entornos Rurales y Reto Demográfico.
Öppna denna publikation i ny flik eller fönster >>Schools, inclusion, and life opportunities in rural areas with/in metrocentric policies of education market governance: Keynote presentation: Congreso Internacional en Educación Inclusiva, Entornos Rurales y Reto Demográfico, celebrado los días 17 de noviembre en Soria y Berlanga de Duero
2022 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Using a meta-ethnographic analysis this keynote presentation identifies how rural educational ethnographic researchers have depicted school experiences, curriculum content, and teaching in rural schools and the interests in which these things may operate. How capitalist organizations and entrepreneurs seek out and target natural/geo-capital in profit interests in rural areas, and encourage state investment in local agglomeration to allow them to first create public interest and attract a labour force which they then later freely abandon responsibility for is a key point. Other results concern how rural schools follow a standard banking approach to the national curriculum that marginalizes local rural knowledge, obfuscates structural domination in rural areas, and normalizes the exploitation and later abandonment of workers and existential and environmental conditions in rural areas. Rural populations are schooled rather than educated and empowered in this sense through a normative curriculum that reflects and supports the interests of a predominantly urban and often global capitalist elite. However, though few examples have been identified in the research thus far, teachers and students can transcend these conditions and produce a more micro-revolutionary local curriculum, which the narrative also touches upon. Tourism represents a relatively new feature of capitalist agglomeration and exploitation in rural places, which is also normalized by schooling in capitalist interests there. The keynote questions finally whether we can talk about rural schools under these circumstances, or whether we should make it very clear that schools in rural places exist and function primarily in hegemonic metro-centric largely urban capitalist interests.

Nyckelord
Rurality, structural domination, hegemony, ideology, normalization, exploitation, abandonment
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-29142 (URN)
Konferens
Congreso Internacional en Educación Inclusiva, Entornos Rurales y Reto Demográfico
Tillgänglig från: 2022-12-17 Skapad: 2022-12-17 Senast uppdaterad: 2023-01-04Bibliografiskt granskad
Organisationer

Sök vidare i DiVA

Visa alla publikationer