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  • 101.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities2018Bok (Refereegranskat)
    Abstract [en]

    The purpose of this book is to explore aspects of education justice and equity in relation to an educational system that is generally considered fairer and more equitable than most others: that of Sweden. There are seriously good reasons for undertaking this project. The education system in Sweden does seem to be ostensibly open and inclusive (Gudmundsson 2013) with upwards of 85% of all child cohorts between the ages of 3 and 19 being included for 6 hours or more each weekday in some form of organised institutional education or day-care, regardless of their social class, gender or racial or ethnic heritage or any possible physical or mental disabilities. And as has been suggested by the OECD in relation to its education justice barometer, this is perhaps internationally remarkable. However, perhaps equally remarkable is the lack of impact the investments have had in terms of the creation of greater levels of class consciousness and significantly reduced gender disparities, racial and ethnic equality or social and material distributions of power in society at large.

  • 102.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The changing relations between education professionals, the state and citizen consumers in Europe: rethinking restructuring as capitalisation2008Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 7, nr 2, s. 195-207Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on research about welfare state restructuring in education and its implications for the teaching profession. Several things are described and discussed. However, amongst the most important are pan-European developments in the social relations of production in education over the past 50 years with respect to the socialisation, habituation and commercialisation of education labour, and a suggested lowering of general standards of public education and increasing class differences in the amount and quality of education consumed by citizens. The idea expressed about this is that neo-liberal restructuring is leading to the creation of apparatuses through which education is objectified for economic accumulation through an outsourcing of functions that were formerly carried out within first domestic and voluntary, and then state arrangements to capitalist enterprises. This is part of a successive privatisation of education services for processes of capitalisation. It consists of an updating of the moral and legal determination of education services by the prevailing standards of market capitalism and an abdication of responsibility for the plight of negatively affected individuals, who, nevertheless, in some intriguing way still often support the system of transformation in question.

  • 103.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The deceptive imagination and ethnographic writing2006Ingår i: Researching education policy: Ethnographic experiences, London: Tufnell Press , 2006, s. 74-94Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 104.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The politics of representation2007Konferensbidrag (Övrigt vetenskapligt)
  • 105.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The Problem of how Learning should be Socially Organised2005Ingår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 4, nr 2, s. 473-489Artikel i tidskrift (Refereegranskat)
  • 106.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The public costs of the re-structuring of adult education: A case in point from Sweden2004Ingår i: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 2, nr 1Artikel i tidskrift (Refereegranskat)
    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.

  • 107.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The Social Construction of Student Learning Preferences in School Classrooms2008Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 3, nr 3Artikel i tidskrift (Refereegranskat)
  • 108.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The Socialisation and Commercialisation of Professional Work in Education and Health Professions.2007Konferensbidrag (Refereegranskat)
  • 109.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Bagley, Carl
    Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study2013Ingår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 36, nr 4, s. 379-392Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm.

  • 110.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Bagley, Carl
    High Quality Teacher Education in Advanced Knowledge-Based Economies.2010Konferensbidrag (Refereegranskat)
  • 111.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Bagley, Carl
    New Threats in Advanced Knowledge-based Economies to the Old Problem of Developing and Sustaining Quality Teacher Education2011Ingår i: Developing quality cultures in teacher education: Expanding Horizons in Relation to Quality Assurance / [ed] Eve Eisenschmidt, Erika Löfström, Tallin University Press , 2011, s. 15-35Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Our analysis starts from the 1974 Teacher Education Inquiry (SOU 1978:86). From this inquiry (and to some degree perhaps even earlier than this: Beach 1995, Eriksson 2009) and up to and including the 1997 Teacher Education Commission (LUK 97: SOU 1999:63) teacher education policy writers in Sweden seemed to be trying to establish foundations for a regional knowledge base in teacher education as a central part of the education of all teachers and for all pre-service teacher education (Carlgren 1992, Eriksson 2009, Beach 2000). Recent policy seems to have abandoned these aims (Sjöberg 2011, Beach 2011). This is most clearly exemplified in relation to a recent Green Paper (SOU 2008:109) and the subsequent government White Paper (Top of the Class: Government proposition 2009/10:89) that was based on the recommendations of the commission (Ahlström 2008) and its statement that knowledge about the professional, societal and institutional context of teaching – what was termed general pedagogical knowledge in previous Green and White papers (see e.g. SOU 1952:33, 1965:29, 1978:86, 1999:63) – has little real significance for the quality of teacher-work and that providing student-teachers with an understanding of the social, sociological, political, ideological, cultural and economic landscape in which they and their pupils live, work and learn has little effect on effective pupil learning. Instead, as also Sjöberg (2011) shows us, subject knowledge and vocational pedagogical skills are emphasised as of singular importance (e.g. Proposition 2009/10:89, p 9, p19, p24, p 26, p 41) as is organising teacher education in accordance with current school and pre-school organization(e.g. op cit, p 12, p 18, p 25). The professional knowledge that is given most value is once again described as founded on the subject knowledge domains of university singularities (e.g. physics, history and geography) together with some technical knowledge related to how to communicate subject knowledge effectively to pupils (Sjöberg 2011). This is against the grain of earlier policy developments and it may, in line with for instance Beck and Young (2005), help make future teachers and their practices more easily economically managed and controlled and more susceptible to political manipulation and economic exploitation (also Codd 2005). This shift has strong consequences for professional knowledge. As is suggested by for instance Apple (2001) and Ball et al (1994, 1996) in relation to developments in the USA and UK respectively, it suggests how neo-conservative standards about subject knowledge value and discipline together with new-managerial aims and technologies for increasing ‘efficiency, speed, and cost control’ now prevail (Apple 2001, 192) and have ‘replaced more substantive concerns about social and educational justice’ (ibid). These are important points that signal that there has been a clear turn of interests in education (Antikainen 2010) that as Apple says (2001,189) is crucial to recognize in any attempt to think through the running of the education systems in the future. More not less power is being consolidated within the national administrative structure of education and more time and energy are being spent on controlling performances and public image. Scientific content for teachers in teacher education relating to education and teaching as political and sociological objects of knowledge is being removed and replaced by subject and performance content at the same time as other changes in the political economy of the education landscape may render the sociological, political and ideological knowledge that has been lost more valuable and necessary than ever before.

  • 112.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Bagley, Carl
    The Weakening Role of Education Studies and the Re-traditionalisation of Swedish Teacher Education2012Ingår i: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 38, nr 3, s. 287-303Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research suggests that certain common policy presuppositions can be identified regarding teacher education programmes in advanced knowledge-based economies, most notably?the relationship between formal education (schooling) and economic production, and the role of teacher education in respect to this relationship. This article draws on the work of Basil Bernstein to engage theoretically and critique the nature of that evolving policy relationship within the context of Sweden. While the article concentrates on developments in one country, however, it is contended that the findings are symptomatic of a wider European or even global trend in which the scientific foundation of teacher education is under threat.

  • 113.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Bagley, Carl
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014Ingår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 44, s. 160-167Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

  • 114.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Carlén, Margareta
    Högskolan i Borås, Institutionen för Pedagogik.
    Från neo-fordism till post-fordism i utbildning och arbetsliv. I vems intresse?2008Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Detta projekt undersökte ett nytt post-Fordistiskt utbildningspartnerskap mellan en facklig organisation (Svenska Byggnadsarbetareförbundet: Byggnads) och en av byggbranschens arbetsgivarorganisationer (BI). Två olika kurser undersöktes (Lagbas-utbildningar och MB-utbildningar) i tre olika nationella kontexter. Vi försökte ge svar på vad det nya partnerskapet hade för konsekvenser för utbildningarnas innehåll, form och lärande. Forskningen bedrevs etnografiskt. Vi dokumenterade och analyserade texter, tal och handlingar från de utbildningar vi besökte. Vi ställde frågor till deltagarna från såväl den fackliga organisationen som den privata industrin. Frågan om i vems intressen det nya partnerskapet verkade fungera var central. Men vi hade även andra frågor. Bland dessa var frågor kring vilka organiserande begrepp användes av olika individer och grupper och vilka meningar tillskrevs och tolkades ut av dessa begrepp i utbildningspraktiken. På vilket sätt förståelsen för utbildningsförändring och behov av utbildningsförändring uttrycktes var en annan fråga liksom frågan om behov av förändrade partnerskapsförhållanden på arbetsmarknaden och utbildningens roll i detta. Vi försökte identifiera olika visioner om och motiveringar för förändring i utbildning och arbetsliv i konkreta termer. Vi intresserade oss också för vad de olika deltagarna i de nya utbildningarna lärde sig i de olika kontexter som utgjordes av de olika kurserna som ingick i projektet, vad som verkade ha inverkan på likhet och olikhet i lärandet, hur tidigare erfarenheter spelade in och hur och på vilka dimensioner deltagarna tillskrev meningsfullhet till sitt lärande.

  • 115.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    Creativity as a Cultural Commodity: An Ethnographic Investigation of Struggles over Creativity in Three Swedish Schools2005Ingår i: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 3, nr 2Artikel i tidskrift (Refereegranskat)
  • 116.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    Education and the Commodity Problem: Ethnographic Investigations of Creativity and Performativity in Swedish Schools2007Bok (Övrigt vetenskapligt)
  • 117.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    L'educazione svedese verso un cambiamento? La riforma della scuola e della pedagogia, o nuovi modi per la riproduzione sociale2006Ingår i: Le scuole degli altri. Le riforme scolastiche nell'Europa che cambia / [ed] Franscesca Gobbo, Torino: SEI , 2006Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 118.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    New schools and new pedagogy? Ethnographic Investigations of Creativity and Performativity Discourses in Four Swedish Schools.2007Konferensbidrag (Refereegranskat)
  • 119.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, Marianne
    Högskolan i Borås, Institutionen för Pedagogik.
    Schwartz, Anneli
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Ethnographic studies of education inclusion and marginalisation in multi-ethnic, multi-racial suburbs: teacher and pupil perspectives2012Konferensbidrag (Refereegranskat)
  • 120.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, A.
    Högskolan i Borås, Institutionen för Pedagogik.
    The relationship between ethical positions and methodological approaches: A Scandanavian perspective2010Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, nr 2Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.

  • 121.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    Research Ethics in Scandinavian Education Ethnography2009Konferensbidrag (Refereegranskat)
  • 122.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Eriksson, Anita
    Högskolan i Borås, Institutionen för Pedagogik.
    The relationship between ethical positions and metodological approaches: a scandinavian perspective2010Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, nr 2, s. 129-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.

  • 123.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Gordon, TuulaHögskolan i Borås, Institutionen för Pedagogik.Lahelma, ElinaHögskolan i Borås, Institutionen för Pedagogik.
    Democratic education: ethnographic challenges2003Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

    The idea of democratic schooling with its emphasis on equality is seriously attacked by the marketisation of education. New policies of educational restructuring emphasise accountability and close links between school and industry, where schools and students become targets of constant evaluation and competition. This book challenges such policies and practices through analyses of their negative consequences for social justice and democracy. It explores the effects of restructuring on everyday life in schools and other educational institutions and presents analyses of how differences based on gender, social class, ethnicity, nationality and embodiment are dealt with in educational settings. The authors draw on a range of theories, including poststructuralist, postcolonial, feminist and Marxist perspectives, and the localised ethnographies are contextualised in changing educational politics. How policies are contradicted by practices is discussed in relation to the classroom, teacher education and issues of inclusion and exclusion. A critical gaze is directed at Nordic countries where restructuring processes contradict a political discourse based on equality and comprehensive education. It is the immersion in the daily life of institutions and their participants that gives ethnography a particular edge in obtaining insights into what changes and what stays the same. This book provides a looking glass into the tensions and contradictions that New Right policies have introduced in educational institutions. Actors in the field experience frustration in introducing changes and controlling the direction of those changes. It is their voices that ethnographers try to hear and disseminate. Most ethnographers do not simply tell a (more or less) gripping story about the field - they aim to analyse the practices they encounter, and endeavour to render them into analytical narratives that tell different stories than those produced through policy research or questionnaires and interviews. Although these are not necessarily better stories, we suggest that they are particularly relevant in demonstrating the organisation and practice of producing difference. (Description by the publisher).

  • 124.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Jonsson, Anna-Carin
    Högskolan i Borås, Institutionen för Pedagogik.
    Erlandson, Peter
    Högskolan i Borås, Institutionen för Pedagogik.
    Korp, Helena
    Do we really need more maths trained teachers in primary and elementary schools? Some problematic aspects2009Konferensbidrag (Refereegranskat)
  • 125.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth
    Öhrn, Elisabet
    Synthesis2011Ingår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools / [ed] Elisabet Öhrn, Lisbeth Lundahl, Dennis Beach, Tufnell Press , 2011, s. 139-150Kapitel i bok, del av antologi (Refereegranskat)
  • 126.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Young people and democratic education: On formal schooling, student initiatives, class and gender2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium.

  • 127.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Ethnographic Investigations of Issues of Race and Ethnicity in Scandinavian Education Research2009Konferensbidrag (Refereegranskat)
  • 128.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Ethnographic Investigations of Issues of Race in Scandinavian Education Research2010Konferensbidrag (Refereegranskat)
  • 129.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Ethnographic Investigations of Issues of Race in Scandinavian Education Research2011Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 6, nr 1, s. 29-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we aim to present an overview of some of the ways in which issues of race and ethnicity are represented and researched in educational ethnography in Scandinavia. Several things are suggested. Amongst them is that educational ethnographers in Scandinavia rarely use the concept of race. The term (im)migrant(s) is used instead and the relationships in education between Scandinavians and (im)migrants and between educational results and (im)migrant culture and/or languages is often in focus. Integration has also been an issue. History may give an indication as to how this may have become so. Research on immigrants, immigration and integration has been promoted in national policies and these policies highlight language, culture and diversity but for historical and political reasons they often avoid ethnicity and ignore race and color altogether. Moreover, when ethnicity is used it seems to be used more as an ontological marker than as an epistemological concept. This has repercussions we suggest for understanding the politics of race and ethnicity relations in relation to education.

  • 130.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    Authoritative Knowledge in Initial Teacher Education: Studying the Role of Subject Textbooks through Two Ethnographic Studies of Mathematics Teacher Education.2012Ingår i: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 38, nr 2, s. 115-125Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.

  • 131.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Player-Koro, Catarina
    Högskolan i Borås, Institutionen för Pedagogik.
    The Politics of Textbook Use: An Ethnographic Investigation2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    The subject textbook has been studied and described by amongst others Michael Apple (Apple 1991 and John Dewey (Dewey 1966). However, as yet little attention has actually been paid tothis artefact in use and to its role in definingwhose culture is taught and learned and what the mechanisms of this process are. By ethnographically studying the use of textbooks in everyday educational interchanges we contribute insight into these processes based on an investigation of the use, content and effects of subject textbooks in mathematics in the subject studies education in pre-service mathematics education courses. Dewey and then later Apple regarded textbooks as instruments for the moral regulation of (subordinated) individuals (i.e. pupils) in the struggle by powerful groups to build political and cultural accord within various levels of society. This political, economic, ideological or cultural power, they also noted, was exerted by dominant groups over others regardless of the explicit consent of the latter. This has also been suggested by amongst others Judy Trecker (Trecker 1973) and in de Castell et al (eds) (1989). However, as these authors also note, the curriculum of the school and other education institutions – like the university and its teacher education programmes (Beach 1995, 1997, 1999, 2000) - does not represent neutral knowledge, so textbooks are also potential sites of popular resistance toward the interests underlying official knowledge with a potential for developing alternative ideas and ideologies (Stubbs 1996). What comes to count as legitimate knowledge is the result of complex powerrelations, struggles, and compromises among different classed,raced, gendered, and religious groups around the messages, values, implicit ideologies and recognized possibilities in educational texts (Trecker 1973, Apple 1992).

  • 132.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Puaca, Goran
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing higher education by converging policy-packages: Education choices and student identities2014Ingår i: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, Vol. 4, nr 1, s. 67-79Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Abstract: The past two decades of higher education research in Europe describe new-managerial and neo-liberal turns in governance policies that have brought shifts in the way institutions of higher education are defined and run, justify their existence and practices, and recruit and educate students. The expansion of higher education is often lifted as a key feature and motivation of these changes and it is also used in arguments for the need to change further. The European Union Lisbon Agreement is often referenced when changes are discussed and motivated by change agents. It describes needs of effectiveness and new kinds of programmes and courses to deal with increased volume and widening participation. New demands are described as having been placed on teachers, students and leadership, including an expanded role for student choices of and in higher education. Based on ethnographic research key aspects of extended choice are examined in the present article. Keywords: cultural capital, choice rationalities, skilled/semi-skilled choices, generification

  • 133.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    From learning to labor to learning for marginality: Neo-liberalism, new socialhierarchies, school and impoverished suburbs in Swedish Metropolitan districts2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    The organization of schools in Sweden has recently taken a significant turn toward neo-liberalism. A number of elements are involved. In this article we point to a risk of self segregation in these developments by means of which ethnic minority, economically disadvantaged and immigrant groups become concentrated in the same schools, within mainly the public sector. We also suggest that these schools thus face serious difficulties when it comes to creating encounters between different social, ethnic and religious groups as a school capable of mobilization for citizenship. We need such schools but there is no evidence that schools are developing in these directions in the neo-liberal era.

  • 134.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    From Learning to Labour to Learning for Marginality: School Segregation and Marginalisation in Swedish Suburbs2011Ingår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 32, nr 2, s. 257-274Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post-industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo-liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared to others in under-achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development.

  • 135.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective2012Ingår i: Urban education (Beverly Hills, Calif.), ISSN 0042-0859, E-ISSN 1552-8340, Vol. 5, nr 47, s. 939-958Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Based on ethnographic research on the encounter between local culture and schools in multicultural suburban areas, this article explores possibilities suggested by autonomous learning activities in a hip-hop collective that may have a potential to break urban segregation patterns. The collective?s artistic production raises questions that have not been answered in schools, such as how the increasing class divisions between different parts of the urban landscape should be understood and dealt with. Different types of learning are identified connected to the self, others, and careers. Implications for schooling are briefly discussed.

  • 136.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Sernhede, Ove
    On creativity and resistance in Nordic youth culture on the margins2013Ingår i: Young people and marginalisation: Young people from immigrant families in Scandinavia / [ed] Gestur Gudmundsson, Dennis Beach, Viggo Vestel, Tufnell Press , 2013, s. 61-84Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Over the last twenty-five years the urban music and dance style known as Hip-hop has become a widespread form of communication carried out and enjoyed by people throughout the world. However it has grown from its original roots in rap music and break dancing in many different directions. On the one hand it represents a multi-billion dollar industry of big-time, best-selling artists who market songs that focus on wealth, possessions and crime, often with a misogynistic attitude. But on the other it is a way of life for many young people with a political awareness that is intricately woven into every aspect of their daily lives. The present chapter explores some dimensions of the creativity of Hip-hop. In particular the critical potential and transformative capacity of these activities are discussed.

  • 137.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet (Redaktör)
    Högskolan i Borås, Institutionen för Pedagogik.
    Lundahl, Lisbeth (Redaktör)
    The Empirical Study2011Ingår i: Youn people's influense and democratic education: Ethnographic studies in upper-secondary schools, Tufnell Press , 2011, s. 29-33Kapitel i bok, del av antologi (Refereegranskat)
  • 138.
    Beach, Dennis
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet
    Högskolan i Borås, Institutionen för Pedagogik.
    Öhrn, Elisabet (Redaktör)
    Högskolan i Borås, Institutionen för Pedagogik.
    Beach, Dennis (Redaktör)
    Högskolan i Borås, Institutionen för Pedagogik.
    Young people's influence and democratic education: Introduction2011Ingår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools, Tufnell Press , 2011, s. 1-12Kapitel i bok, del av antologi (Refereegranskat)
  • 139.
    Behre, Martin
    et al.
    Högskolan i Borås, Institutionen Textilhögskolan.
    Ljungkvist, Torbjörn
    Högskolan i Borås, Institutionen Handels- och IT-högskolan.
    Löfström, Mikael
    Högskolan i Borås, Institutionen Handels- och IT-högskolan.
    Undervisning för och examination av dyslektiker2009Ingår i: PUH – pedagogiska utvecklingsprojekt i högskolan: Ett samarbete mellan Västra Götalands högskolor, ISSN 1653-1396, nr 7, s. 19-24Artikel i tidskrift (Övrigt vetenskapligt)
  • 140.
    Beischer, Magnus
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Musikens möjligheter och möjligheter till musik: En studie av musikverksamheten i de kommunala förskolorna i Varberg2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Bakgrund

    I förskolans läroplan framgår det att musik skall utgöra både innehåll och metod i förskolans verksamhet. Vinningarna med musik kan vara flera. I en förskolekontext visar forskning på att musik bland annat kan användas i språkutvecklande, hälsofrämjande, avslappnande, glädjespridande samt koncentrations- och kognitionshöjande syfte. Skolinspektionen (2012) belyser hur kvaliteten, sett till hur förskolor lever upp till läroplanen i sin helhet, och implicit musik, är i behov av att stärkas.

    Syfte

    Syftet med denna studie är att kartlägga i vilken omfattning och i vilken form musik yttrar sig i de kommunala förskolorna i Varbergs kommun. Ytterligare ett syfte är att hitta eventuella samband mellan denna bild och olika faktorer, såsom kompetens, utbildning och material.

    Metod

    Bland Varbergs kommunala förskolor genomfördes ett stratifierat urval där 10 förskolor lottades ut för deltagande i en enkätundersökning om musiken i förskolorna. Materialet låg sedan till grund för statistiska analyser.

    Resultat

    Sångstund och dans/rörelse till musik visade sig vara de metoder som används mest frekvent. Materiella förutsättningar att arbeta efter läroplanens mål finns men pedagogerna upplever att det saknas kompetens. Statistiskt signifikanta skillnader* i upplevelse av egen kompetens i sång, musik och rytmik påträffades mellan de pedagoger som antingen har utbildning i musik eller kan spela ett instrument och de som varken har utbildning i musik eller kan spela något instrument.

    *För mer detaljerad information se kapitel 6.4.1

  • 141.
    Bendroth Karlsson, Marie
    Högskolan i Borås, Institutionen för Pedagogik.
    Pictures of Spring: Aesthetic Learning and Pedagogical Dilemmas in Visual Arts2011Ingår i: Educational Encounters: Nordic Studies in Early Childhood Didactics. International Perspectives on Early Childhood Education and Development 4. / [ed] Niklas Pramling, Ingrid Pramling Samuelsson, Springer Verlag , 2011, s. 85-104Kapitel i bok, del av antologi (Refereegranskat)
  • 142.
    Bengtsson, Anders
    Högskolan i Borås, Institutionen Ingenjörshögskolan.
    Matematik som bildningsämne i högskolan2011Ingår i: Det goda lärandet / [ed] Anders Burman, Patrik Mehrens, Studentlitteratur , 2011, s. 147-166Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 143.
    Berglin, Lena
    et al.
    Högskolan i Borås, Institutionen Textilhögskolan.
    Cederwall, Sara Lotta
    Hallnäs, Lars
    Högskolan i Borås, Institutionen Textilhögskolan.
    Jönsson, Birgitta
    Kvaal, Anne Karine
    Lundstedt, Lotta
    Högskolan i Borås, Institutionen Textilhögskolan.
    Nordström, Maria
    Peterson, Barbro
    Thornquist, Clemens
    Högskolan i Borås, Institutionen Textilhögskolan.
    Interaction Design Methods in Fashion Design Teaching2007Ingår i: The Nordic Textile Journal 2006-07, p. 26-51Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    The expressiveness of use is of focal interest in fashion design, which makes the perspective of act design important in learning/teaching. The objective of the project presented here was to introduce interaction design methods in fashion design teaching to make act design explicit throughout the different stages of the design process in a systematic manner; to develop a general workshop curriculum in experimental fashion design focusing on the expressiveness of wearing and use. A series of test workshops were implemented to provide a foundation for reflection and critical discussions. The main results, motivated by workshop evaluations, consist of theoretical models for a systematic development of workshop exercises in fashion design aesthetics.

  • 144.
    Berglund, Rebecka
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Claesson, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    "Lär man sig något på fritids egentligen?": En kvalitativ studie om lärandet på fritidshemmet2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Bakgrund

    I läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (Skolverket 2011b) står det att omsorgen på fritidshemmet ska ha ett tydligt pedagogiskt innehåll som ska bidra till att skolans kunskapsmål uppnås. Detta ska ske på fritidshemmet genom praktiska, laborativa och utforskande moment (Pihlgren & Rohlin 2011). I en rapport av Skolinspektionen (2010) framkommer att majoriteten av fritidshemmen i Sverige inte lever upp till sin fulla potential och betonar att fritidshemmen i större utsträckning bör bidra till att stimulera barnens utveckling och lärande. Skolinspektionen menar att en hög kvalitet i fritidsverksamheten gynnar elevernas kunskapsutveckling även i skolan. Studien handlar om fritidshemsverksamheten och det lärande som sker där samt pedagogernas möjligheter att bedriva pedagogisk verksamhet.

    Syfte

    Syftet med vår undersökning är att undersöka hur verksamma pedagoger på fritidshemmet beskriver lärandet som sker på fritidshemmet.

    Metod

    I studien har semistrukturerade kvalitativa intervjuer använts. Inför intervjuerna har informanterna fått förbereda sig genom att fundera kring en situation som de anser varit en bra lärandesituation på fritidshemmet.

    Resultat

    I resultatet framgår det att det på fritidshemmet förekommer många olika typer av lärande och att lärandet sker hela tiden. Först och främst verkar det vara ett socialt lärande som sker på fritidshemmet, åtminstone enligt de informanter som deltagit i undersökningen. Det framkommer även i studien att förutsättningarna för fritidsverksamheten hos de pedagoger vi intervjuat inte är optimala utan kan förbättras på olika sätt.

  • 145.
    Bergnell, Anneli
    Högskolan i Borås, Institutionen för Pedagogik.
    Vetenskaplighet finns väl inte i verkligheten?2011Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Kapitlet har för avsikt att diskutera aspekter av lärarutbildningens möjligheter och svårigheter när det gäller att uppmärksamma och sammanväva teoretiska studier och praktisk yrkesutövning. Ett för studenter möjligt gränsland mellan två verksamhetsfält, ett nödvändigt gemensamt forskningsfokus och framtida utmaningar i lärarutbildning diskuteras också. Litteratur och innehåll i den forskningsförberedande adjunktsutbildningen Lärarutbildning och vetenskap-lighet har utgjort inspiration för de tankar som redovisas nedan. Egna erfaren-heter av förskole- och högskoleverksamhet ligger också till grund för några av dessa ställningstaganden.

  • 146. Berndtsson, Inger
    et al.
    Persson, Bengt
    Högskolan i Borås, Institutionen för Pedagogik.
    Ullstadius, Eva
    Specialpedagogik: temaintroduktion2007Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, nr 2, s. 81-83Artikel i tidskrift (Refereegranskat)
  • 147. Biesta, G
    et al.
    Allan, JHögskolan i Borås, Institutionen för Pedagogik.Edwards, R
    Making a difference in theory: The theory question in education and the education question in theory2013Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

    Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles theory plays, can play and should play, both from a historical perspective and in light of contemporary discussions and developments. Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice. With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.

  • 148. Biesta, J
    et al.
    Allan, J
    [external].
    Edwards, R
    The theory question in research capacity building in education: Towards an agenda for research and practice2011Ingår i: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 59, nr 3, s. 225-239Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted by a lack of attention to theory. In this paper we make a case for capacity building with regard to theory, explore the different roles of theory in educational research, and provide an outline of an agenda for capacity building with regard to theory.

  • 149.
    Billmayer, Jakob
    Mittuniversitetet, Avdelningen för utbildningsvetenskap.
    Different Types of Order in Swedish and German Classrooms2014Ingår i: WERA Focal Meeting, Edinburgh, 2014-11-20, 2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this paper is to examine which different kinds of classroom order there can be found in different countries. Schooling on the one hand is a global phenomenon and the classroom is usually seen as an integrated part of it. School systems on the other hand are nationally different. Therefore it is interesting to investigate whether, and to what extent, differences can be found in the classroom orders in different countries or if they are similar.

    The concept of disciplinary order formulated in Michel Foucault's book "Discipline and Punish" is the main theoretical framework of this study. Based on this concept an ideal type of "disciplinary classroom order" is formulated. This ideal type is the analytical starting point for describing different types of classroom order.

    The study is based on participant classroom observations, following German upper secondary school teachers and Swedish compulsory school teachers during their work week and in their classrooms.

    In the German examples, the classroom is the centre for teaching and learning activities at school; teachers and pupils are exclusively inside the classroom where the activities take place. The German classrooms are quite closed and the pupils are mainly static on their places whereas there is much movement in and out of the classroom as well as inside the classroom in the Swedish examples. This means that there are at least two different types of disciplinary classroom order to be found in the Swedish examples whereas only one in the German.

  • 150.
    Billmayer, Jakob
    Mittuniversitetet, Institutionen för utbildningsvetenskap.
    Discipline And Punish in Classrooms: Studying Classroom Management With Foucault - Three Films About School As Example2011Konferensbidrag (Refereegranskat)
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