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Beach, Dennis
Alternative names
Publications (10 of 124) Show all publications
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
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
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
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
Beach, D. (2017). Personalisation and the education commodity: a meta-ethnographic analysis. Ethnography and Education (2), 148-164, Article ID 252306.
Open this publication in new window or tab >>Personalisation and the education commodity: a meta-ethnographic analysis
2017 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, no 2, p. 148-164, article id 252306Article in journal (Refereed) Published
Abstract [en]

This article is based on a meta-ethnography of research about schools, school experiences and learning following the recent (post-market) introduction of personalisation policies in Swedish schools. It pays particular attention to issues of equity. Tensions between personalisation, privatisation and equity are discussed and it is noted that personalisation policies seem to have been unable to evade the pressures of commodification or overcome the difficulties of social reproduction in education.

Place, publisher, year, edition, pages
Oxford: Routledge, 2017
Keywords
Ethnography, meta-ethnography, social reproduction, social class, race, hip-hop, policy, sweden, school, labor, Education & Educational Research
National Category
Pedagogy Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-14688 (URN)10.1080/17457823.2016.1247738 (DOI)000396999900003 ()2-s2.0-84992521864 (Scopus ID)
Available from: 2018-07-11 Created: 2018-07-11 Last updated: 2018-07-12Bibliographically approved
Eriksson, A., Svensson, A.-K. & Beach, D. (2017). Preschool staff interpretations and implementations of the changed national policy discourse about the preschool teachers responsibility.. In: : . Paper presented at NERA-conference, Copenhagen, March 23-25, 2017.
Open this publication in new window or tab >>Preschool staff interpretations and implementations of the changed national policy discourse about the preschool teachers responsibility.
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-13518 (URN)
Conference
NERA-conference, Copenhagen, March 23-25, 2017
Projects
att tolka konkretisera och leda - en studie av förskolllärarens förändrade ansvar
Funder
Swedish Research Council
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-16Bibliographically approved
Beach, D. (2017). Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history. Educational review (Birmingham), 9(5), 620-637, Article ID 253769.
Open this publication in new window or tab >>Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history
2017 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 9, no 5, p. 620-637, article id 253769Article in journal (Refereed) Published
Abstract [en]

Based on a meta-ethnographic analysis this article discusses education justice, equity and inclusion in education systems that have often been claimed to be more just, equal, inclusive than most, specifically those of the Nordic countries. It finds these claims to be questionable and describes the education systems as ones that have promised justice, inclusion and equity for all in formal policy but in practice actually fail to do so. A turn in recent years to market politics as a means of appeasement is given attention and critiqued for having worsened the situation.

Place, publisher, year, edition, pages
Birmingham: Routledge, 2017
Keywords
education justice, Equality/inequality, formal education, inclusion/exclusion, meta-ethnography
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-14684 (URN)10.1080/00131911.2017.1288609 (DOI)000407973700005 ()2-s2.0-85014583815 (Scopus ID)
Available from: 2018-07-11 Created: 2018-07-11 Last updated: 2018-07-12Bibliographically approved
Åberg-Bengtsson, L., Beach, D. & Ljung-Djärf, A. (2017). Young primary students making sense of text and illustrations about how refuse can become soil. International Research in Geographical and Environmental Education, 23(8), 1150-1168
Open this publication in new window or tab >>Young primary students making sense of text and illustrations about how refuse can become soil
2017 (English)In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 23, no 8, p. 1150-1168Article in journal (Refereed) Published
Abstract [en]

Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrationsfacilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text. 

National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13397 (URN)10.1080/13504622.2015.1118750 (DOI)000406285400006 ()2-s2.0-84949212607 (Scopus ID)
Projects
Meningsskapande illustrationer? Yngre elevers möten med förklarande bilder och modeller i skolans och förskolans NO- och matematikundervisning
Funder
Swedish Research Council, 721-2009-5995
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-01-11Bibliographically approved
Svensson, A.-K., Eriksson, A. & Beach, D. (2016). Different professionals´roles in preschool - the talk and the preformance. In: 26th, EECERA (European Early Childhood Education Research Association): . Paper presented at 26th, EECERA (European Early Childhood Education Research Association) Annual Conference, Dublin, August 31 - September 3, 2016..
Open this publication in new window or tab >>Different professionals´roles in preschool - the talk and the preformance
2016 (English)In: 26th, EECERA (European Early Childhood Education Research Association), 2016Conference paper, Oral presentation with published abstract (Refereed)
Keywords
preschool teacher, child-care worker, curriculum. professionalism, responsibility
National Category
Social Sciences
Research subject
Teacher Education and Education Work; Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-10652 (URN)
Conference
26th, EECERA (European Early Childhood Education Research Association) Annual Conference, Dublin, August 31 - September 3, 2016.
Projects
Att tolka, konkretisera och leda - en studie av förskollärarens förändrade uppdrag
Funder
Swedish Research Council
Available from: 2016-09-05 Created: 2016-09-05 Last updated: 2016-12-07Bibliographically approved
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