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Beach, Dennis
Alternative names
Publications (10 of 135) Show all publications
Beach, D. (2018). Developments toward a Marxist Critical Ethnography.. In: : . Paper presented at VIII International Conference on Critical Education, London, 25-28 July, 2018.
Open this publication in new window or tab >>Developments toward a Marxist Critical Ethnography.
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In its most characteristic form ethnography is usually described as participant observation that involves objectively; and without any political interests in changing the course of history by either affecting the unfolding of events or influencing peoples understanding and self-understanding; participating in people’s lives, watching what happens, listening to what is said, asking questions and then writing about that which you believe to be most interesting for another specified group. From a critical ethnographic perspective, in today’s presentation I will challenge some of these ideas….

In the presentation I will support the commitment toward participation, interaction and learning from informants in their everyday lives as important. Participant observation and involvement is important as it allows research(ers) to get up close to sites of practice and interaction in order to generate a first-hand experience based account of what is involved in and is understood to shape day to day activities, experiences and understandings. It allows learning from communities of practice on a daily basis in other words, as class cultures with unique, self-valorizing, and expressive (symbolic) properties and it allows exploration of how meaning and action can be understood in association with self-reflection within wider historical structural forces and in terms of their local concrete lived and spoken characteristics. However, whilst admitting to the value of participant observation in ethnography, I want to point out at the same time that the history of ethnography as socio-cultural participant observation is not a wholly innocent one and that ethnographic research also shows a multiplicity of forms of praxis, some of which take serious issue with ideas such as researcher impartiality and neutrality, by making a claim instead for a commitment toward engagement, empathy, critique and feedback in the interests of social and educational transformation.

National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15012 (URN)
Conference
VIII International Conference on Critical Education, London, 25-28 July, 2018
Note

Invited plenary presenation at the VIIIInternational Conference on Critical Education, 25-28 July 2018, University of East London, UK

Available from: 2018-08-23 Created: 2018-08-23 Last updated: 2018-08-24Bibliographically approved
Beach, D. (2018). Die auswirkungen individualisierender tendensen im swedischen bildungssystem: Eine meta-etnographie. Zeitschrift für Pädagogik, 64(2), 198-214, Article ID 267300.
Open this publication in new window or tab >>Die auswirkungen individualisierender tendensen im swedischen bildungssystem: Eine meta-etnographie
2018 (German)In: Zeitschrift für Pädagogik, ISSN 0044-3247, Vol. 64, no 2, p. 198-214, article id 267300Article in journal (Refereed) Published
Abstract [de]

Der Beitrag basiert auf einer Meta-Analyse ethnographischer Studien zu den Auswirkungen von auf Individualisierung ausgerichteten Programmatiken und Politiken auf schwedische Schulen und Hochschulen und fokussiert die Themen Inklusion und Milieu/Klasse im schwedischen Bildungssystem. Nach einer Einführung in die Veränderungen im schwedischen Bildungssystem werden der methodische Zugang und die Ergebnisse der Studie vorgestellt. Insbesondere werden Spannungen zwischen dem Inklusionsanspruch einerseits sowie Individualisierungs- und Privatisierungstendenzen andererseits identifiziert. Vor dem Hintergrund einer fortgesetzten Reproduktion von Ungleichheitsverhältnissen im Zuge von Individualisierungsprozessen wird besondere Aufmerksamkeit auf diesen Aspekt gelegt.

Abstract [en]

Based on a meta-analysis of ethnographic research about the impacts of individualisation policies in Swedish schools and higher education, this paper examines issues of inclusion and social class in the Swedish education system. After an introduction into changes in the Swedish education system and the method of meta-ethnography, we will characterise the meta-ethnographical analysis undertaken and present a discussion of its results. Tensions between claims of educational inclusion and tendencies of individualisation and privatisation are identified. Specific attention is drawn to issues of social class due to a further un-evening in the education system as a result of individualisation.

Keywords
Education System, Privatisation, Class, Inclusion, Meta-Ethnography, Bildungssystem, Privatisierung, Milieu, Inklusion, Meta-Ethnographie
National Category
Social Sciences Educational Sciences Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-14690 (URN)10.3262/ZP1802198 (DOI)
Available from: 2018-07-11 Created: 2018-07-11 Last updated: 2018-07-12Bibliographically approved
Fjellman, A. M., Yang Hansen, K. & Beach, D. (2018). School choice and implications for equity: the new political geography of the Swedish upper secondary school market. Educational review (Birmingham)
Open this publication in new window or tab >>School choice and implications for equity: the new political geography of the Swedish upper secondary school market
2018 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397Article in journal (Refereed) Published
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15372 (URN)10.1080/00131911.2018.1457009 (DOI)
Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2018-12-03Bibliographically approved
Dovemark, M. & Beach, D. (2018). Skolan, marknaden och prekariatet. In: A. Fejes and M. Dahlstedt (Ed.), Skolan, Marknaden och framtiden: . Lund: Studentlitteratur AB
Open this publication in new window or tab >>Skolan, marknaden och prekariatet
2018 (Swedish)In: Skolan, Marknaden och framtiden / [ed] A. Fejes and M. Dahlstedt, Lund: Studentlitteratur AB, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15386 (URN)9789144119960 (ISBN)
Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2018-12-03Bibliographically approved
Angervall, P. & Beach, D. (2018). The Exploitation of Academic Work: Women in Teaching at Swedish Universities. Higher Education Policy, 31(1), 1-17
Open this publication in new window or tab >>The Exploitation of Academic Work: Women in Teaching at Swedish Universities
2018 (English)In: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 31, no 1, p. 1-17Article in journal (Refereed) Published
Abstract [en]

This study concerns some of the implications of the increasing commodification of the higher education sector. It tries to highlight how higher education institutions have developed in the late 2000s through the reform path that was introduced to transform programmes and employees into marketable products. New forms of governance that change institutional contexts and concrete practices accompany this change. Based on interviews with a group of female academic lecturers and teachers, we look in particular at how the work structure is organized and practised at Swedish universities. The results illustrate a greater division of labour and a fragmentation of academic work that can be explained by recent developments. More specifically, it appears as if female academics in teaching-intensive departments do work that serves the interests of others (often men), foremost in areas and practices such as research.

Place, publisher, year, edition, pages
London: Palgrave Macmillan, 2018
Keywords
academic work, governance, division of labour, gender teaching
National Category
Social Sciences Educational Sciences Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-14695 (URN)10.1057/s41307-017-0041-0 (DOI)000429387400001 ()2-s2.0-85014096801 (Scopus ID)
Available from: 2018-07-11 Created: 2018-07-11 Last updated: 2018-07-12Bibliographically approved
Vaahtera, T., Niemi, A.-M., Lappalainen, S. & Beach, D. (2018). Troubling educational cultures in the Nordic Countries: Introduction. In: T. Vaahtera, A-M. Niemi, S. Lappalainen, and D. Beach (Ed.), Troubling educational cultures in the Nordic Countries: . London: Tufnell Press
Open this publication in new window or tab >>Troubling educational cultures in the Nordic Countries: Introduction
2018 (English)In: Troubling educational cultures in the Nordic Countries / [ed] T. Vaahtera, A-M. Niemi, S. Lappalainen, and D. Beach, London: Tufnell Press, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Tufnell Press, 2018
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15387 (URN)978-1-872767-59-8 (ISBN)
Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2018-12-03Bibliographically approved
Eriksson, A., Svensson, A.-K. & Beach, D. (2017). An ethnographic analysis in four Swedish preschools of recent education reform implementations in practice.. In: : . Paper presented at Oxford Ethnography and Education conference, Oxford, September 11-13, 2017.
Open this publication in new window or tab >>An ethnographic analysis in four Swedish preschools of recent education reform implementations in practice.
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13456 (URN)
Conference
Oxford Ethnography and Education conference, Oxford, September 11-13, 2017
Funder
Swedish Research Council, 2012-5615
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-15Bibliographically approved
Maisuria, A. & Beach, D. (2017). Ethnography and Education. In: George W. Noblit (Ed.), Oxford Research Encyclopedia of Education: . Oxford University Press
Open this publication in new window or tab >>Ethnography and Education
2017 (English)In: Oxford Research Encyclopedia of Education / [ed] George W. Noblit, Oxford University Press, 2017Chapter in book (Refereed)
Abstract [en]

As described in Beach and Dovemark’s 2007 book, Education and the Commodity Problem, critical researchers have identified two fundamental roles for modern-day schools within capitalist states. These are the ideological and material roles and function, where schools produce ideologically compliant workers and consumers for a corporatist economy on the one hand, this is partly through a teaching and a curriculum, which is often hidden and informal; and, on the other form part of a corporate business plan for the accumulation of private capital in the welfare sector through mass outsourcing of welfare-State education provision and the wholesale commodification of education as a public service. This article presents a research method for investigating education in these circumstances. It is a method with a philosophical foundation not only for understanding contemporary educational empirical reality under neoliberal forms of capitalism, but also for developing critical consciousness for the transcendence and transformation of this condition toward a more just form of political economy and human existence.

This research method draws from critical realism and its concept of explanatory critique as a way to forge a scientifically robust Marxist critical ethnography. In relation to this, the description of the method accompanies an overview of some of the basic principles and broadly accepted possibilities of and for ethnography and critical ethnography, followed by a presentation of what Marxist critical ethnography is and how Marxist critical ethnography functions as explanatory critique, respectively. This entails description of what explanatory critique is, and how it can be used to develop a philosophy of social science and an ontological base for ethnography. The aforementioned components together expand on a historical, theoretical, conceptual, and political development of ethnography as part of a Marxist approach to research and practice for social transformation.

Place, publisher, year, edition, pages
Oxford University Press, 2017
Keywords
social class, critical ethnography of education, Marxism, demystification, social transformation, hegemony
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15375 (URN)10.1093/acrefore/9780190264093.013.100 (DOI)
Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2018-12-03Bibliographically approved
Beach, D. (2017). International Trends and Developments in the Ethnography of Education. Acta Paedagogica Vilnensia, 39(1), 15-30, Article ID 264402.
Open this publication in new window or tab >>International Trends and Developments in the Ethnography of Education
2017 (English)In: Acta Paedagogica Vilnensia, ISSN 1392-5016, Vol. 39, no 1, p. 15-30, article id 264402Article in journal (Refereed) Published
Abstract [en]

The history of ethnography in social science in Europe dates back to before a 1907 debate in Paris involving leading social scientists, such as Emile Durkheim and René Worms. Worms was one of the first speakers. His account of ethnography was of a descriptive, a-historical method for researching the so-called “primitive societies.” Durkheim, who spoke after Worms, disagreed. Ethnography, he suggested, can provide a basis for both analyzing and synthesizing the understandings of past cultures in relation to the present and, as all human societies have their version of civilization, ethnography can be applicable to any of them, he added. Ethnologists and historians in Germany had made this point in fact over a hundred years earlier and most ethnographers have taken this position since Durkheim’s proposition. Martyn Hammersley is amongst them. In his opening article in the inaugural number of the Journal of Ethnography and Education in 2006, he described how ethnography has been used for over 100 years in social science, as a method to investigate cultural meanings and practices influenced by both modern and postmodern epistemologies and a diverse range of theories and methodologies. This article addresses the development sketched by Hammersley and other writers in the field.

Place, publisher, year, edition, pages
Vilnius: Paedagogica Vilnensia, 2017
Keywords
ethnography, history, anthropology, education research
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-14682 (URN)10.15388/ActPaed.2017.39.11455 (DOI)
Available from: 2018-07-11 Created: 2018-07-11 Last updated: 2018-07-12Bibliographically approved
Eriksson, A., Svensson, A.-K. & Beach, D. (2017). Interpretations and implementations of a revised national policy discourse in early childhood education – a Swedish example.. In: : . Paper presented at European Conference on Educational Research, Copenhagen, August 22-25, 2017.. European Educational Research Association
Open this publication in new window or tab >>Interpretations and implementations of a revised national policy discourse in early childhood education – a Swedish example.
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
European Educational Research Association, 2017
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13517 (URN)
Conference
European Conference on Educational Research, Copenhagen, August 22-25, 2017.
Funder
Swedish Research Council
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-16Bibliographically approved
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