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Holm, A-S
Alternative names
Publications (10 of 58) Show all publications
Asp-Onsjö, L. & Holm, A.-S. (2014). Governance by marks: an ethnographic study of school achievements and gender. In: A-L Arnesen, L Lundahl, E Öhrn (Ed.), Fair and competitive? Critical perspectives on contemporary Nordic schooling: (pp. 61-81). Tufnell Press
Open this publication in new window or tab >>Governance by marks: an ethnographic study of school achievements and gender
2014 (English)In: Fair and competitive? Critical perspectives on contemporary Nordic schooling / [ed] A-L Arnesen, L Lundahl, E Öhrn, Tufnell Press , 2014, p. 61-81Chapter in book (Refereed)
Place, publisher, year, edition, pages
Tufnell Press, 2014
Keywords
governance, marks, gender, achievement, ethnography
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5230 (URN)2320/14422 (Local ID)9781872767147 (ISBN)2320/14422 (Archive number)2320/14422 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-10-21Bibliographically approved
Lundblad, L., Erixon Arreman, I., Holm, A.-S. & Lundström, U. (2014). Gymnasiet som marknad. Umeå: Boréa bokförlag
Open this publication in new window or tab >>Gymnasiet som marknad
2014 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Umeå: Boréa bokförlag, 2014
Keywords
konkurrens, gymnasieutbildning, skolmarknad, Sverige
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3699 (URN)2320/13788 (Local ID)978-91-89140-87-5 (ISBN)2320/13788 (Archive number)2320/13788 (OAI)
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2018-01-02Bibliographically approved
Alexiadou, N., Dovemark, M., Erixon Arreman, I., Holm, A.-S., Lundahl, L. & Lundström, U. (2014). Managing inclusion: Shifting paradigms of social justice in the Swedish Upper Secondary School. In: : . Paper presented at Paper presented at Pre-conference: Justice through education: marketisation and equity in embedded contexts, March 4-5, 2014, Lillehammer, Norway.
Open this publication in new window or tab >>Managing inclusion: Shifting paradigms of social justice in the Swedish Upper Secondary School
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2014 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7195 (URN)2320/13784 (Local ID)2320/13784 (Archive number)2320/13784 (OAI)
Conference
Paper presented at Pre-conference: Justice through education: marketisation and equity in embedded contexts, March 4-5, 2014, Lillehammer, Norway
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-10-07Bibliographically approved
Lidström, L., Holm, A.-S. & Lundström, U. (2014). Maximising Opportunities and Minimising Risk? Young People’s Upper Secondary School Choices in Swedish Quasi-markets. Young - Nordic Journal of Youth Research, 22(1), 1-20
Open this publication in new window or tab >>Maximising Opportunities and Minimising Risk? Young People’s Upper Secondary School Choices in Swedish Quasi-markets
2014 (English)In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 22, no 1, p. 1-20Article in journal (Refereed) Published
Abstract [en]

This article explores young people's upper secondary school choices after recent reforms of school choice and competition in Sweden, drawing on interviews with students and school staff. The respondents identify important motives and strategies in students' school choices, for example, the character of school and schooling, the influence of marketing and education policy, as well as young people's identities and positions. Young people's horizons of action' and decision-making seem to vary, according inter alia to the degree of urbanity of their geographical locality and exposure to competition. Gender-, ethnicity- and social class-related factors also appear to be influential. We conclude that the school choice and competition reforms draw schools' attention to students' preferences, but the motive for the interest seems to have little to do with a concern to help young people to make educational school choices and future school-to-work transitions. Finally, we advocate modifications in the provision of career information and guidance.

Place, publisher, year, edition, pages
Sage Publications India Pvt. Ltd., 2014
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1784 (URN)10.1177/1103308813512932 (DOI)000331372400001 ()2320/13257 (Local ID)2320/13257 (Archive number)2320/13257 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-06Bibliographically approved
Holm, A.-S. & Lundström, U. (2014). Municipalities as mediators and enactors of marketisation and inclusion policies in the Swedish upper secondary school. In: : . Paper presented at Paper presented at Pre-conference: Justice through education: marketisation and equity in embedded contexts, March 4-5, 2014, Lillehammer, Norway.
Open this publication in new window or tab >>Municipalities as mediators and enactors of marketisation and inclusion policies in the Swedish upper secondary school
2014 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7197 (URN)2320/13785 (Local ID)2320/13785 (Archive number)2320/13785 (OAI)
Conference
Paper presented at Pre-conference: Justice through education: marketisation and equity in embedded contexts, March 4-5, 2014, Lillehammer, Norway
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-19Bibliographically approved
Holm, A.-S. (2014). ‘Playing the class room game’: A study of performativity, fabrication and gender in secondary school. In: A. Rasmussen, J. Gustafsson, B. Jeffrey (Ed.), Performativity in education. An international collection of ethnographic research on learners’ experiences: (pp. 259-281). E & E Publishing
Open this publication in new window or tab >>‘Playing the class room game’: A study of performativity, fabrication and gender in secondary school
2014 (English)In: Performativity in education. An international collection of ethnographic research on learners’ experiences / [ed] A. Rasmussen, J. Gustafsson, B. Jeffrey, E & E Publishing , 2014, p. 259-281Chapter in book (Refereed)
Place, publisher, year, edition, pages
E & E Publishing, 2014
Keywords
performativity, gender
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5220 (URN)2320/14208 (Local ID)9780956900784 (ISBN)2320/14208 (Archive number)2320/14208 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-11-23Bibliographically approved
Holm, A.-S. & Dovemark, M. (2014). Separate worlds in the past, present and future: an equivalent school within the Swedish upper secondary education?. In: : . Paper presented at Youth on the move- transitions in times of uncertainty. ECER-conference, Porto 2-5 September, 2014.
Open this publication in new window or tab >>Separate worlds in the past, present and future: an equivalent school within the Swedish upper secondary education?
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In recent years, the equivalence in Swedish education has decreased. The free school choice has led to homogenization of schools, which combined with peer effects and teacher expectations have widened the segregation. The competition forces schools to 'niche' their marketing to specific groups of students and to construct pedagogical identities or ‘brands’ (Dovemark & Holm, forthcoming). Some students become more desirable than others (Ball, 2004). The polarization between ‘good’ and ‘bad’ schools has made school-choice important for students´ learning outcomes and future chances (Skolverket, 2012; Östh et al, 2013). Present paper focuses on young people in two upper secondary schools in Sweden. The first is a big public school located in a deprived immigrant suburb, the second is a small independent middle class school in a city center. The schools represent different pedagogical identities (Bernstein, 2000). The study aims to examine a) students’ views of their school choice and transition from compulsory to upper secondary education, b) how current school practices prepare the students for future studies/careers. The study is based on interviews with students, principals and teachers and classroom observations, emanating from the project Inclusive and Competetive? Changing understandings and practices of social inclusion in upper secondary school´.

National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7221 (URN)2320/14210 (Local ID)2320/14210 (Archive number)2320/14210 (OAI)
Conference
Youth on the move- transitions in times of uncertainty. ECER-conference, Porto 2-5 September, 2014
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-19Bibliographically approved
Holm, A.-S. & Öhrn, E. (2014). The gifted and hard working. Gendered discourses of study performances in secondary school. In: : . Paper presented at Paper presented at the ECER-conference, Porto 2-5 September, 2014.
Open this publication in new window or tab >>The gifted and hard working. Gendered discourses of study performances in secondary school
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Sweden, as well as most other European countries has undergone major changes in a market oriented direction during the last decades. This has paved the way for a culture of individualism and “competitive performativity” (Ball, 2003, p. 219). Contemporary research points to growing differences in achievement between schools and students, including those between genders (National Agency for Education, 2012; Ringrose, 2007). This paper aims to analyse the discursive understandings of study performance and gender among secondary school students, and in particular, their relations to teacher views and classroom responses. The theoretical focus is on masculinities, femininities, local gender regimes (Connell, 1996; Connell & Messerschmidt, 2005) and performativity (Ball, Maguire & Braun, 2012; Jeffrey & Troman, 2011). Method The paper draws on field studies in three secondary schools in Sweden. The study is part of a larger research project, Achievement and gender. On teaching, youth groups and local conditions (2011-2014), financed by the Swedish Research Council. The overall project explores various discourses of gender and achievement in student peer groups and in various teaching contexts and boys’ and girls’ conceptions of the meanings of academic achievement for future lives. An ethnographic approach is used, relying on class room observations, informal conversations and semi structured interviews in three grade 9 classes (students 15-16 years old) at three different schools in Sweden. The selected schools are located in a city centre, a suburb area and in a rural area, representing different socio-economic areas and different levels of educational achievement. In all, 70 students (genders equally represented) and their teachers participated in the study. A compact form of ethnography was conducted (Jeffrey & Troman 2004), including approximately one month intensive phase of field work at each school. The empirical data also included rating statistics. Expected Outcomes The findings indicate the presence of intertwined and gendered discourses on performance and knowledge. One is stressing everyone’s equal chance of success if only they make an effort and study hard, and the other presenting ‘real’ knowledge as related to ‘natural talent’. The latter, which is connected to a ’laid back’ attitude towards schooling, is highly valued and generally ascribed to boys. The importance of studying is not denied by the boys, but put in perspective of other (valuable) social activities and relations. The analyses also indicates that the ‘anti-school cultures’ in the study might be seen as to represent cultures of talent (cf Nyström, 2012). Girls’ higher grades are, on the other hand, often devalued and related to hard work or ‘swotting’, although seemingly adhering to demands on individual achievement. If anything, knowledge based on ‘swotting’ might be suspected as attempts to cover up for lack of real talent. Teachers appear somewhat ambivalent about (girls’) hard work. There are occasional mentioning of girls’ strivings being too high and that they might be better off to realize their limitations, as well as ’jokes’ and ridicule of those deemed to worry too much about their performances. References Arnesen, A., Lahelma, E. & Öhrn, E. (2008) Travelling discourses on gender and education: The case of boys´ underachievement, Nordisk pedagogik, 28(1), 1-14. Ball, S.J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy,18(2), 215–228. Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy – policy enactments in secondary schools. New York : Routledge. Jeffrey, B. & Troman, G. (2004). Time for ethnography. British Educational Research Journal, 30(4), 535–548 Jeffrey, B. & Troman, G. (2011). The construction of performative identities. European Educational Research Journal 10 (4),484-501 Connell, RW. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Records, 98(2), 206-235. Cambridge: Polity Press. Connell, RW., & Messerschmidt, J.W. (2005). (2005). Hegemonic masculinity. Rethinking the concept. Gender & Society, 19(6), 829-859. Nyström, A-S. (2012). Att synas och lära utan att synas lära: En studie om underprestation och privilegierade unga mäns identitetsförhandlingar i gymnasieskolan. Uppsala Universitet. Ringrose, J. (2007). Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality. Gender and Education, 19(4), 471-489. National Agency for Education (2012). En beskrivning av slutbetygen i grundskolan våren 2012. PM från Enheten för utbildningsstatistik.

National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-7222 (URN)2320/14211 (Local ID)2320/14211 (Archive number)2320/14211 (OAI)
Conference
Paper presented at the ECER-conference, Porto 2-5 September, 2014
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-02Bibliographically approved
Holm, A.-S. (2013). A sea of options. Student perspectives on market competition in upper-secondary schools in Sweden. Nordic Studies in Education (4), 284-299
Open this publication in new window or tab >>A sea of options. Student perspectives on market competition in upper-secondary schools in Sweden
2013 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 4, p. 284-299Article in journal (Refereed) Published
Abstract [en]

In recent decades, the Swedish educational system has become an expanding ‘school market’. The free school choice, the voucher system, and a rapid increase in upper secondary schools, have paved the way for strong competition between schools. Based on interviews with 77 upper secondary school students, this article aims to explore student perspectives on the increasing marketisation of education in Sweden with particular focus on their school choices and competition between schools. The findings show that market forces have an impact on the every-day student school life. Many students found it hard to navigate the ‘sea of options’ and asked for as much objective information as possible, in order to avoid inadequate or wrong decisions. In line with greater competition between schools, many students tended to choose “safe options” in order to avoid schools running the risk of bankruptcy or closing down. The analysis indicates that the students, both in their choices of schools and in their present situation as school marketers, promote segregation trends.

Place, publisher, year, edition, pages
Universitetsförlaget AS, 2013
Keywords
student perspective, market competition, upper-secondary school, pedagogik
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1659 (URN)2320/13012 (Local ID)2320/13012 (Archive number)2320/13012 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-11-29Bibliographically approved
Lundahl, L., Erixon Arreman, I., Holm, A.-S. & Lundström, U. (2013). Educational marketization the Swedish way. Education Inquiry, 2013(3), 497-517
Open this publication in new window or tab >>Educational marketization the Swedish way
2013 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2013, no 3, p. 497-517Article in journal (Refereed)
Abstract [en]

Sweden has commonly been regarded as a striking example of a social democratic welfare-state regime (Esping-Andersen 1996), characterized by strong state governance and active involvement in welfare matters. In the last two decades, however, the Swedish public sector and education system have been radically and extensively transformed in a neo-liberal direction, a move that was preceded by extensive decentralization of decision-making from the state to municipalities and schools. In this article the scope, character and some of the consequences of internal and external marketization of Swedish education in the early 2000s are summarized, and the impact of competition on the internal workings of upper secondary schools is highlighted in particular. We conclude that the external marketization of education has proceeded a long way and Sweden also fully embraces new public management, i.e. ‘inner marketization’, of education in most respects. However, aspects of the older social democratic policy paradigm are still visible with regard to the assigned functions, values and governance of education.

Place, publisher, year, edition, pages
Umeaa Universitet: School of Education, 2013
Keywords
Sweden, marketization, education policy, upper secondary education
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1629 (URN)10.3402/edui.v4i3.22620 (DOI)2320/12730 (Local ID)2320/12730 (Archive number)2320/12730 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01
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