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  • 1.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The public costs of the re-structuring of adult education: A case in point from Sweden2004In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 2, no 1Article in journal (Refereed)
    Abstract [en]

    The present paper takes up a concrete example of education restructuring, that of adult education in Gothenburg, Sweden in recent years. This example has been studied through ethnographic data about changes to the supply of basic adult education – an education that is given to adults who have a school education below that provided by the compulsory school – and upper secondary adult education – an education at an approximately ‘A’ level and/or NVQ level. SFI education, Swedish for immigrants, has been focussed in particular. Sfi is important in relation to the restructuring in Gothenburg as this was initiated there first, based on decisions in the Gothenburg Municipal Council in 1999, near to the completion of the National Adult Education Initiative. The restructuring processes followed guidelines from the 1992 Purchasing Act and had consequences for all education suppliers, but in particular one of them, an adult education company called Studium Ltd, which was created in 2001 when the municipal adult education service (Komvux) was converted into a municipal company. Studium was the largest deliverer of adult education in 2001 but lost its contracts during tendering and is now on the brink of bankruptcy. From having had over 3000 sfi students in 2001, for which they were fully reimbursed, Studium now has less than 250 such students on role and a reduced budget for each student. As disclosed in a recent City Audit, the local tax-based economy footed the bill of the conversion processes and salary costs of under employed Studium employees. Public funds paying for the conversion of public services to private seems to be a consistent element of education restructuring according to international research.

  • 2.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Carlén, Margareta
    University of Borås, School of Education and Behavioural Science.
    New partnerships: new interests: an ethnographic investigation some of the effects of employer involvement in trade union education2009In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 7, no 1, p. 342-363Article in journal (Refereed)
  • 3.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Creativity as a Cultural Commodity: An Ethnographic Investigation of Struggles over Creativity in Three Swedish Schools2005In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 3, no 2Article in journal (Refereed)
  • 4.
    Jonsson, Anna-Carin
    et al.
    University of Borås, School of Education and Behavioural Science.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs.2010In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 8, no 2Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher education) x (experimental versus control condition) was used on 102 student teachers who had been exposed to a short vignette of the gfactor theory. Implicit theories of intelligence as fixed and innate were significantly stronger when exposed to this theory. This result was confirmed in a second study with 177 student teachers. Two 2 x 2 (fixed versus incremental) x (experimental versus control condition) ANOVAs in both mathematics and social science were conducted. When exposed to g-factor theory (experimental condition) the fixed theories increased and the incremental theories decreased in relation to both mathematics and social science.

  • 5.
    Puaca, Goran
    University of Borås, School of Education and Behavioural Science.
    Imperatives for 'Right' Educational Choices in Swedish Educational Policy2014In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 12, no 1Article in journal (Other academic)
    Abstract [en]

    Abstract The present article is based on a critical semiotic investigation of the Swedish Long-Term Survey on economic development. It aims to examine how recent Swedish policy trends bring specific economic, political and social processes together to form a system of meaning for both motivation and regulation over individuals’ educational choices. What is specifically investigated is how the survey directs attention to shaping actors’ wants and decisions in relation to economically productive educational choices through information about education and employment and how education reorganization can redirect economic liabilities from the public to the individual. The particular consequences for educational choices are discussed from the concepts of righteousness, reasonableness and necessity as semantic distinctions that are used to illustrate causal claims on a policy level. The article indicates that these policies rest on apparently categorical ontological and epistemological assumptions on how to direct choices. This appears to be a complexity reduction with the attempt to imply the pre-eminence of economic meaning and motivation for people’s decisions in education and social participation. Keywords: Critical semiotics, educational choice, educational policy, communicative rationality.

  • 6. Puaca, Goran
    et al.
    Theandersson, Christer
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Carlén, Margareta
    Resisting consumerist rationalities in higher vocational education2017In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 15, no 1Article in journal (Refereed)
    Abstract [en]

    Swedish higher education policy is currently moving toward consumption ideals that focus on promoting the efficiency and economic viability of student choices. This paper scrutinizes students’ practical considerations when making decisions regarding their education and future occupations and the choice rationalities and motives that these reflect. This issue is empirically investigated via a semi-structured questionnaire (n = 322) distributed to students from seven vocational Swedish human resource management (HRM) university programs. Vocational university programs like HRM are a significant growth sector in higher education. What is unclear, however, is whether these forms of education reinforce a desired policy ambition toward consumerist subjectivity among choice agents. The results of the study do not exclusively or even primarily express consumerist subjectivity. By vitalizing Pierre Bourdieu’s term “reasonable”, an organic form of reasoning becomes apparent that does not separate intrinsic dimensions of learning, knowledge, or personal and social concerns from merit and economic compensation. Moreover, the results indicate that security and interpersonal distinctions relating to professional alignment are situated in the forefront of the expressed motives for these educational choices.

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