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  • 1.
    Allan, J
    et al.
    [external].
    Duffy, C
    Loening, G
    Moran, N
    Knowledge exchange with Sistema Scotland2010Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 25, nr 3, s. 335-347Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on a knowledge exchange project, funded by the Scottish Funding Council and undertaken by a group of researchers from three higher education institutions in Scotland and the project partner, Sistema Scotland. This newly established charity is attempting to implement a major programme of social change, developed in Venezuela, within the Raploch, a disadvantaged area of Scotland. The researchers’ combined knowledge of education, music and psychology has guided their knowledge exchange activities with the project partner and among themselves. The paper outlines the development of Sistema Scotland and the programme, El Sistema, on which it is based. It details the knowledge exchange activities undertaken, which used Derrida’s notion of aporia to try to engage Sistema Scotland with different perspectives and understandings, and a practical method for conducting meetings based on Open Space Technology. The various ‘encounters’ with children, service providers and stakeholders are reported and this is followed by a critique of the processes of knowledge exchange. The paper ends with a discussion of the prospects for successful knowledge exchange.

  • 2.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing higher education: converging policy-packages and experiences of changing academic work in Sweden2013Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 28, nr 4, s. 517-533Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The past two decades of international higher education reform are often described by researchers as having produced new managerial and neoliberal policy turns that have brought about a fundamental global shift in the way institutions of higher education are defined, run and justify their institutional existence and practices. Universities in Sweden were felt able to offer some possible resistance and based on ethnographic research at three Swedish universities this idea is explored in the present article. The article suggests however that resistance has been circumscribed through a coordinated collection of policies and that as elsewhere, the proliferation of competition based on quasi-markets and the standardisation of quality assurance through new accountability systems predominates, with significant effects on universities, their interactions and agents, and the relative social positions, influence, status and relationships of these agents.

  • 3. Erixon Arreman, I.
    et al.
    Holm, Ann-Sofie
    Högskolan i Borås, Institutionen för Pedagogik.
    Privatisation of Public Education? The emergence of independent upper secondary schools in Sweden2011Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 26, nr 2, s. 225-242Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Uppersecondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship.

  • 4.
    Mellén, Johanna
    et al.
    Göteborgs universitet.
    Angervall, Petra
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Gender and choice: Differentiating options in Upper secondary STEM programmes.2019Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The extensive reforms of Sweden’s education system during the last few decades have resulted in deregulation and individualization of schools. In upper secondary education, a distinct flexible course structure with multiple options was introduced in order to enhance school effectiveness and equity. This study departs in some of the previously outlined tensions in educational research between market interests and a ‘free choice discourse’ in relation to processes of differentiation. The purpose of this article is to investigate the ways gender patterns may be reproduced in relation to the emergence of multiple options and the re-organization of subject matters within Swedish upper secondary science, technology, engineering and mathematics (STEM) education. Our case addresses relations between discourses of choice and gender articulated in policy incentives, and large-scale enrolment patterns. Our results show how multiple options reproduce gender orders by 1) changing the system in accordance with a general market logic emphasizing ‘freedom of choice’, and 2) distinguishing predominantly gendered subject matters. Also, our results point to the importance of studying the STEM domain at a non-aggregated level to further understand the mechanisms behind gender gaps in STEM education.

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