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Lindblad, Sverker
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Publications (10 of 34) Show all publications
Foss Lindblad, R. & Lindblad, S. (2017). International Comparisons and Dynamics at the Education Policy Agora. In: Program for the EERA meeting in Copenhagen, August 2017: . Paper presented at ECER Conference, Copenhagen, August 22-25, 2017..
Open this publication in new window or tab >>International Comparisons and Dynamics at the Education Policy Agora
2017 (English)In: Program for the EERA meeting in Copenhagen, August 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The seminars working hypothesis has a lot in common with the well-known hypothesis of Lyotard (1984) saying that when society alters so does the status of knowledge. Knowledge can as such be described in terms of a discourse where legitimation of different kinds of knowledge is put in the fore. This discourse of legitimating knowledge is taking place in societal systems (cf. Luhmann, 1996) where knowledge legitimates itself as well as the systems which harboring legitimacy. In this, the society-science interaction is especially important due to that it acknowledges important relations and settings of power. In the seminar, we are elaborating on how a society-science connection is portrayed in the domain of education where we note how educational knowledge and educational policy is constructed and functioning in tandem in ways similar to the Lyotard hypothesis – when educational knowledge alters so does educational policy, and vice versa. This connection is analyzed based on an analytical use of the conceptual space description of agora (Nowotny et al., 2003), where various activities takes place in which educational knowledge and policy is constructed, framed and disseminated in tandem. Based on historical and empirical investigations we state that one prevailing reasoning (Hacking, 1992, Lindblad, Pettersson & Popkewitz, 2015) necessary for educational knowledge and policy in the contemporary is the notion on comparativism where comparisons such as rankings and hierarchizations between educational systems are in focus and not the qualities of education as such. Comparativism implies a reduction of complexity which is required to maintain a system’s power capability. During the last decades, the dissemination and growth of international large-scale assessments (ILSA) represents a reduction of such complexity. The power of new algorithms and technologies for classifying educational systems at the intersection of international actors and national policy and science, is repeatedly expressed in education policy debates. The emergence of this approach to education has been noted in research (Carvalho, 2012; Grek, 2009), mostly with a focus on relations between different actors at work in different layers and in transnational governance (Ozga, 2012; Djelic & Sahlin-Andersson, 2006). However, few studies have investigated the educational activities for providing educational knowledge and how they together provide major contributions of educational knowledge. Based on such notions, the purpose is to describe and analyze comparativism in education in order to critically examine and clarify what claims and educational reasoning that are put forwards as well as implications for educational design and action. We search for answers to the following set of questions: - how to capture and analyze the emergence of a comparativistic turn in educational research and policy; - how to describe the dynamics of an agora in the making of educational knowledge staged in tandem processes in research and policy; - how do international and national settings and agents interact in educational discourses? These problematics will be elaborated on in the seminar with a specific focus on Nordic contexts (Sweden and Norway) in international perspectives. We approach the problematics by especially observe the function of ILSA in the society-science relations and how these are discussed on the agora leading to tandem processes of policy and research. With the contributions in the seminar we are in a position to highlight some of the relations on how educational knowledge is constructed, framed and disseminated as tandem processes in a situation dissolving the dichotomy of society-science by reducing some of its complexity. When doing so we have the opportunity to analyze the intersection between science and society as an important field of education. We will also raise questions on how these kind of knowledge is perceived by media and public. 

Keywords
international comparisons, education policy, science-society agora
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13538 (URN)
Conference
ECER Conference, Copenhagen, August 22-25, 2017.
Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2018-01-17Bibliographically approved
Foss Lindblad, R. & Lindblad, S. (2017). THE PUBLIC OPINION: ON THE MAKINGS ON MODERN EDUCATION. In: : . Paper presented at The 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen Denmark, March 23-25, 2017.
Open this publication in new window or tab >>THE PUBLIC OPINION: ON THE MAKINGS ON MODERN EDUCATION
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/Aim: Our case is Sweden with its comprehensive welfare state education. This case have been in rapid change in education during the last decades, including worldwide restructuring measures such as deregulation, privatization and governing by school performances. Our aim is to analyze education as part of a modernization project based on the development of science as well as on democracy. Our approach to this is analyses of the public opinion in the Swedish welfare state in relation to the current context of Sweden and what its educational system offers. In order to realize these ambitions, we put forwards the following research questions: • What confidence and discontent in education is presented by the public opinion? How is this related to educational levels and political preferences among individuals? • To what extent is there confidence or mistrust in research in different fields – including educational research – and to what extent is this connected with educational levels and social positions among the individuals? Given our interest in modernization of education we have a special interest in how individuals in in teaching professions assess educational research. In order to sharpen the analysis of current trends in education modernization and educational research we made special analyses of the public opinion on the uses of large scale assessments of educational performances. Theoretical frameworks: Trust has become an important factor for understanding operations of governance and educational reforms and variances of success over countries. Given the present context of rapid social and political transformations and ongoing restructuring of higher education and research, the level and objects of trust thus becomes an important indicator of possibilities and readiness of change. Methodology/research design: We have chosen to analyze the views of the public opinion considering trust in science as such and for the eventual betterment of society, with a special focus on educational science. Data are obtained from the SOM-Institute survey 2014 sent to a national sample of 3 400 individuals, out of which 54 percent answered the questions – in sum 1 634 persons. Findings: In the public opinion the confidence in the school is not very high, and most individuals take very critical stances to current developments in schooling. Regarded as indicators of perceptions of education in a modernizing welfare state, the results present somewhat of a crisis in trust of schooling. This is further underlined by the finding that individuals with lower levels of education are more discontent with recent developments in education. Of special interest is the finding that the right wing populists – often in low paid jobs – are most dissatisfied with what education can offer them. Trust in educational research – especially among those in teaching professions – is also indicating that the modernization processes in education is at work. Stated otherwise, modernization of education and schooling seems to correspond to predominant distribution of resources in society, and universalistic claims about modernization seem to be contradicted by its premises and practices. Relevance for Nordic Educational Research: There is a large need for analyzing the current political situation and its politics of knowledge and educational policies in the Swedish welfare state and in similar welfare state contexts, such as the Nordic countries. 

Keywords
Education policy analysis, International large scale assessments, public opinion research, comparative education
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13534 (URN)
Conference
The 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen Denmark, March 23-25, 2017
Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2018-01-17Bibliographically approved
Lillejord, S., Lindblad, S., Pettersson, D., Popkewitz, T. S., Levinsson, M. & Prøitz, T. (2015). On Systemic Research Reviews and the Politics of Knowledge in Education. In: : . Paper presented at Symposium, ECER-conference, Budapest Hungary, September 7-11, 2015..
Open this publication in new window or tab >>On Systemic Research Reviews and the Politics of Knowledge in Education
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2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hb:diva-11369 (URN)
Conference
Symposium, ECER-conference, Budapest Hungary, September 7-11, 2015.
Available from: 2016-12-13 Created: 2016-12-13 Last updated: 2018-04-29Bibliographically approved
Foss Lindblad, R. & Lindblad, S. (2014). Educational Restructuring and Educational Research in Tandem?. In: : . Paper presented at AERA (American Educational Research Association), The Power of Education Research for Innovation in Practice and Policy, april 3-7, 2014, Philadelphia, Pennsylvania.
Open this publication in new window or tab >>Educational Restructuring and Educational Research in Tandem?
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The starting point for this study is that educational reform and educational research is moving in tandem, as could be expected from theoretical insights of the co-production of science and society in Science and Technology Studies. The ideas of relevance in educational research plays a vital role here and will be in focus when the interplay between the restructuring of educational systems and the reforming of educational research are analyzed.
Our focuses on prevalent ideas of relevance in educational research aims to show ways in which these ideas has been important in the restructuring of educational systems and research and what consequences it has had on the expertise of teachers and researchers. The study is based on the case of educational reform in Sweden in relation to changing demands on educational expertise and research over a period of twenty years. The case is of special interest for understanding interrelations between educational restructuring and educational expertise. Swedish education is a radical example of (global) trends in restructuring since the early 1990s, but the transition of Swedish educational research follows only recently, and still with some exceptions, the very same trends. Our analyses are based on two different kinds of sources – a selection of policy documents from the Swedish government and documentation of strategic instruments developed and used by Swedish Research Councils for the renewal of educational research, as well as an analysis of the concrete outcome of its uses in terms of approved research applications.
 Our results are presenting large changes in educational research policy, which has moved educational research from (a) a disciplinary organization in terms of “pedagogic” towards a multidisciplinary “educational research field”, and (b) which in tandem with Higher Education reforms has led to increased dependences and competition of external research funds, where (c) productivity in terms of international scientific publications is becoming the most important indicator for scientific quality. This dependency is combined with increasing demands for quantitative studies of school performances and international comparative studies of different kinds, all supposed to function in the control and surveillance of educational systems. However, these findings are complemented by another finding, where the relevancy of educational research for the teaching professions is emphasized, underlining the needs for praxis-relevant research either to be carried out in teacher education departments or otherwise expected to serve the needs of the teaching professions. Similar patterns are identified in Norwegian educational research policy and will be compared to the Swedish case. In sum, and taken together, our research findings shows a new and more subtle governing of the ways in which educational research now is engaging with educational practices on systems and school levels congenial to restructured education. It should alarm us for the prevalent dangers of creating an incapacity for more “radical” (reflexive and critical) forms of research practices to supersede current educational regimes.

Keywords
Högre Utbildnin
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7227 (URN)2320/14274 (Local ID)2320/14274 (Archive number)2320/14274 (OAI)
Conference
AERA (American Educational Research Association), The Power of Education Research for Innovation in Practice and Policy, april 3-7, 2014, Philadelphia, Pennsylvania
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-19Bibliographically approved
Foss Lindblad, R. & Lindblad, S. (2014). Higher Education Policy and Changing Transnational Expertise in Sweden A contribution to the symposium Globalization and The Nordic model: conflicting, resisting and converting tendencies in policy of education. In: : . Paper presented at NERA 42nd Congress. Education for Sustainable Development, 5-7 march 2014 Lillehammer, Norway.. NERA
Open this publication in new window or tab >>Higher Education Policy and Changing Transnational Expertise in Sweden A contribution to the symposium Globalization and The Nordic model: conflicting, resisting and converting tendencies in policy of education
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper aims to analyze current impact of transnational organizations and multinational corporations in governance of higher education in Sweden. We put this in context of welfare state restructuring and performative governing by means of indicators and ranking and related to changing policy demands on research and expertise. Are these changes in higher education policy and research policy working in tandem as could be suggested by science - technology studies (Nowotny et al, 2003)? Our study will be based on policy network analysis and identification and analyses of expertise in education policy discourses. We analyze current policy discourses (since 2006 and onwards) giving special attention to what expertise that are referred to in these discourses, as well as the meanings and objects of the expertise concept in use. In relation to our aim of analyzing the impact of transnational organizations and multinational corporations in educational policy making, we refer to the studies on transnational governance by Djelic Sahlin-Anderson (2006) and the increasing use of incomplete organizing (Ahrne & Brunsson, 2010) in higher education. Concepts of "thin descriptions" (Porter, 2012) and potential "looping" (Hacking, 2004) are used here. As a result important changes in higher education governance and expertise are identified. Our analyses lead to a discussion of couplings between governance and research policy in higher education. This paper is attached to the symposium "Globalization and The Nordic model - conflicting, resisting and converting tendencies in policy of education" in Network 21, "Politics of Education and Education Policy Studies". References: Ahrne, G. & Brunsson, N. (2009). Complete and incomplete organisation (Scores Reports 2009:2). Stockholm: University Djelic, M. L., & Sahlin-Andersson, K. (Eds.). (2006). Transnational governance: Institutional dynamics of regulation. Cambridge University Press. Hacking, I. (1995). The looping effects of human kinds. Causal cognition: A multidisciplinary debate. D. Sperber, D. Premack and A. J. Premack. Oxford: Clarendon Press: 351-94. Nowotny, H.; Scott, P.; Gibbons, M. (2003): Introduction: Mode 2'Revisited: The New Production of Knowledge. Minerva, 2003, 41.3: 179-194. Porter, T. M. (2012). Thin Description: Surface and Depth in Science and Science Studies. Osiris, 27(1), 209-226.

Place, publisher, year, edition, pages
NERA, 2014
Keywords
Higher Education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7226 (URN)2320/14269 (Local ID)2320/14269 (Archive number)2320/14269 (OAI)
Conference
NERA 42nd Congress. Education for Sustainable Development, 5-7 march 2014 Lillehammer, Norway.
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-12-01Bibliographically approved
Foss Lindblad, R. & Lindblad, S. (2014). Quality and Relevance in educational research assessments: Some reflections on the role of research in processes of expertizing educational change.. In: : . Paper presented at ECER 2014, Porto The Past, Present and Future of Educational Research in Europe, University of Porto, Porto, Portugal, 1 - 5 September 2014..
Open this publication in new window or tab >>Quality and Relevance in educational research assessments: Some reflections on the role of research in processes of expertizing educational change.
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In accordance with the scientific enterprise at large, educational research is considered to be of increased importance - for the improvement of education and for the possibilities of social and economical developments. But as funding has its limits (Ziman,1994) this has also meant increases in demands and pressures on educational research to conduct according to what is needed and asked for – e.g. to be relevant (Besley, 2009). But how are decision over needs taken and how are the balance between research relevance and research quality handled, and with what consequences? These are questions addressed in this paper whose main aim is to reflect on the role of research in processes of expertizing educational change. Reflection means here to rethink (to reconceptualise) what already has been altered in a period of time where educational research and educational research policy are increasingly run by global agendas (Rizvi & Lingard, 2010) and where changes in epistemologies could be expected to follow changes in research assessments and research practices. The study addresses questions of research quality and research relevance from a perspective where images of differences between “external” and “internal” quality standards play a vital, but different, role in different forms of assessment of educational research (see Boaz & Ashby, 2003). This external/internal divide are here seen from a perspective of social epistemology (Fuller, 2002), and the paper analyse and exemplify the performativity and translations of these divides and its conceptual specificities as they are performed. Our analyses are based on different sources - selections of policy documents as well as selections of research assessment procedures from selected Research Councils. The paper is to be seen as an extension – and a conceptual rethinking - of our previous studies on the politics of assessments of educational research in Sweden (Foss Lindblad, Lindblad & Popkewitz, 2009), Norway (Lindblad, 2013) and Australia (Lindblad & Foss Lindblad, 2013). Our findings indicate, firstly, that the conceptual ambiguities of quality and relevance in educational research assessments are founded in epistemological terrains that mirror differences in the roles given to research in the processes of expertizing educational changes. While our empirical cases (Sweden, Norway and Australia) gives clear evidence for the fact that, secondly, such differences makes a difference also for the agenda setting of research priorities and the actual funding of research, the situation could also be seen as one where, thirdly, the external/internal divides conceptually hidden in ideas about scientific quality and scientific relevance demonstrates that struggles over different kinds of research has other dimensions than those addressed in the discussions on evidence-based research (Hammersley, 2007) and/or questions on qualitative vs. quantitative research (Denzin, Lincoln & Giardina, 2006). Disciplinary differences are important here – as are questions of the future of educational research (see Furlon & Lawn, 2011) and we will here take a clear stance for the importance of disciplines, and disciplinary crossings, in processes of expertizing educational change. References Boaz, A. & Ashby, D. (2003). Fit for purpose? Assessing research quality for evidence based policy and practice. Retrieved 2014, from ESRC UK Centre for Evidence Based Policy. Besley, T. (2009). Assessing the Quality of educational research in higher education: International perspectives. Sense Publishers. Denzin, N: Lincoln, Y & M Giardina,. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education. Vol. 19, No 6. Pp. 769 – 782. Fuller, Steven (2002). Social Epistemology. Indiana University Press. Furlong, J. & Lawn, M. (2011). Disciplines of Education. The role in the future of educational research. London & New York: Routledge. Hammersley, M (Ed.) (2007). Educational evidence-based practices. London:Sage. Lindblad, S. ; Bergviken Rensfeldt, A. ; Jensen, B. et al. (2013). Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING 2020. Oslo: Norges Forskningsråd. Foss Lindblad, R. ; Lindblad, S. ; Popkewitz, T. S. (2009). Narratives on Educational Research Evaluation in Sweden. Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. s. 279-292. Rotterdam: Sense Publications Lindblad, S. & Foss Lindblad, R. (2013). Educational Research: the State of Sweden and the Australian 2.2 world. The Australian Educational Researcher. 40 (4) s. 527-534. Rizvi F. & Lingard, B. (2010). Globalizing Education Policy. New York: Routledge. Ziman, J.M. (1994). Prometheus Bound: Science in a Dynamic Steady State. Cambridge: University Press.

Keywords
expertise, research quality, research relevance, social epistemology, Högre Utbildning
National Category
Social Sciences Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7228 (URN)2320/14278 (Local ID)2320/14278 (Archive number)2320/14278 (OAI)
Conference
ECER 2014, Porto The Past, Present and Future of Educational Research in Europe, University of Porto, Porto, Portugal, 1 - 5 September 2014.
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-19Bibliographically approved
Lindblad, S. & Foss Lindblad, R. (2013). Educational Research: the State of Sweden and the Australian 2.2 world. The Australian Educational Researcher, 40(4), 527-534
Open this publication in new window or tab >>Educational Research: the State of Sweden and the Australian 2.2 world
2013 (English)In: The Australian Educational Researcher, ISSN 0311-6999, E-ISSN 2210-5328, Vol. 40, no 4, p. 527-534Article in journal (Refereed) Published
Abstract [en]

Current tendencies in educational research in Sweden are presented and compared to Australia. We here refer to; organization of research, research allocation, publication patterns, and assessments of research qualities. Different trajectories of educational research were identified, where Australian research was organized as a field of study, while Swedish research had a disciplinary organization, which now is eroding into a situation more close to the Australian one. In other aspects the Australian and Swedish trajectories seem to harmonize, except for the fact that RAEs in Sweden are initiated and run by the universities themselves. There are also some differences in how research qualities are assessed and the outcomes of these assessments. Given these findings different strategies to deal with the current situation are discussed.

Place, publisher, year, edition, pages
Springer, 2013
Keywords
Pedagogik, Forskninspolitk, Jämförande analyser
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1630 (URN)10.1007/s13384-013-0111-2 (DOI)000326719300011 ()2320/12735 (Local ID)2320/12735 (Archive number)2320/12735 (OAI)
Note

Jämförande forskningspolitisk analys av utbildningsforskning i Australien och Sverige

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-04Bibliographically approved
Lindblad, S., Bergviken Rensfeldt, A., Jensen, B., Jonsson, J. O., Myrvold, T. & Persson, S. (2013). Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING2020. Oslo: Norges Forskningsråd
Open this publication in new window or tab >>Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING2020
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2013 (Swedish)Report (Other academic)
Abstract [sv]

I fokus för denna utvärdering är omfattande satsningar – sammanlagt närmare 700 miljoner norska kronor – på forskning inom det utbildningsvetenskapliga området i Norge. Det är framförallt tre behov som pekas ut och som ska öka kvaliteten och genomslagskraften hos denna norska forskning, *att åtgärda skillnader i forskningskompetenser och forskningsresurser grundade i strukturella förhållanden inom högskolefältet i Norge med uppdelning i universitet, högskolor och institut *att utveckla praktikinriktad eller praxisrelevant forskning inom utbildningsområdet, då särskilt med tanke på lärarutbildningarnas och lärarprofessionens kunskapsbehov *att få till stånd högkvalitativ och internationellt inriktad forskning, då gärna med mång- eller tvärvetenskapliga karakteristika inom det utbildningsvetenskapliga fältet.

Place, publisher, year, edition, pages
Oslo: Norges Forskningsråd, 2013
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-4604 (URN)2320/12995 (Local ID)978-82-12-02644-5 (ISBN)2320/12995 (Archive number)2320/12995 (OAI)
Available from: 2015-12-17 Created: 2015-12-17
Harling, M., Jodal, E.-B., Lindblad, S., Runesdotter, C. & Wärvik, G.-B. (2013). On the Values of Educational Comparisons: On Marketized Education and Post-politics in Sweden. In: : . Paper presented at European Conference on Educational Research, 9 September, Istanbul, Turkey.
Open this publication in new window or tab >>On the Values of Educational Comparisons: On Marketized Education and Post-politics in Sweden
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2013 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7077 (URN)2320/12998 (Local ID)2320/12998 (Archive number)2320/12998 (OAI)
Conference
European Conference on Educational Research, 9 September, Istanbul, Turkey
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-09-12Bibliographically approved
Samuelsson, K. & Lindblad, S. (2013). Professionalism and New Public Management in Teachers' Work: a comparative study on teachers' work experience in Sweden and Finland. In: : . Paper presented at ECER 2013, Emerging Researchers' Conference, 9-10 September Istanbul, Turkey, 2013..
Open this publication in new window or tab >>Professionalism and New Public Management in Teachers' Work: a comparative study on teachers' work experience in Sweden and Finland
2013 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7081 (URN)2320/13003 (Local ID)2320/13003 (Archive number)2320/13003 (OAI)
Conference
ECER 2013, Emerging Researchers' Conference, 9-10 September Istanbul, Turkey, 2013.
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-10-09Bibliographically approved

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