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  • 1.
    Bartley, Kristina
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dimenäs, Jörgen
    University of Borås, School of Education and Behavioural Science.
    Hallnäs, Hanna
    University of Borås, School of Education and Behavioural Science.
    Student participation in higher education: A question of governance and power2010In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 3, p. 150-165Article in journal (Refereed)
    Abstract [en]

    The article presents a study of higher education teachers' view of student participation. The aim of the study is to describe and understand perceptions of student participation on teaching in relation to organisations, processes and contents through statements by a number of teachers. The theoretical framework consists of Foucault's view of power and Arnstein's participation model. The method is a qualitative textual analysis. The results show that student participation can be identified on the basis of the topics governance, activity and evaluation, and that there are six perspectives that show various levels of student participation and degrees of power. The conclusion is that student participation should be demonstrated on the basis of a broader perspective than normally seems to be the case.

  • 2.
    Beach, D
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, M
    University of Borås, School of Education and Behavioural Science.
    Schwartz, A
    Öhrn, E
    Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 33, no 4, p. 254-268Article in journal (Refereed)
    Abstract [en]

    Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio-economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.

  • 3.
    Holm, Ann-Sofie
    University of Borås, School of Education and Behavioural Science.
    A sea of options. Student perspectives on market competition in upper-secondary schools in Sweden2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 4, p. 284-299Article in journal (Refereed)
    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.

  • 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.
    A problem of democracy: Stereotypical notions of intelligence and identity in college preparatory academic porgrammes in the Swedish upper secondary school2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 1, p. 50-62Article in journal (Refereed)
    Abstract [en]

    In the present article, based on a qualitative analysis, we focus stereotypes held by students on college preparatory academic programmes. Two stereotypes are in focus: those that these students attribute to themselves, and those that they attribute to students in vocational programmes. 224 students in grade 3 were involved. The stereotype of the academic student that emerged characterised emphatic language skills that provided an opportunity to develop one’s intellect and participate actively in society. The stereotype of the vocational student was the antithesis of this. Vocational students were said to lack language ability and interests and to have an undeveloped or under-developed intellect due to not engaging in the same kind of language acts as academic students. The students also associated their skills with effort, interest and hard work as opposed to being innate.

  • 5.
    Rosvall, Per-Åke
    University of Borås, School of Education and Behavioural Science.
    Högljudda och tysta elever: Marginaliseringseffekter i gymnasieskolans klassrumssamtal2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    This article draws upon an ethnographic analysis of classroom talk in a first year upper secondary Social Science class. It was noted that some students said that they were more silent in upper secondary school compared to secondary school and that in the transition between schools classroom talk became problematic and marginalising for them. This was for girls mainly, but also for some boys. The stronger classification of subject knowledge and enhanced pace of instruction worked as obstacles for girls’ and some boys’ participation in classroom talk. In the article this is suggested have marginalised them and favoured boys of average ability.

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