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  • 201.
    Barow, Thomas
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Gieth, Fredric
    Högskolan i Borås, Institutionen för Pedagogik.
    Adrianson, Lillemor
    Högskolan i Borås, Institutionen för Pedagogik.
    Inkludering och exkludering inom lärarutbildningen. En enkätstudie om lärarstudenternas bakgrund och syn på sina studier2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    INCLUSION AND EXCLUSION IN TEACHER EDUCATION. A QUESTIONNAIRE ON TEACHER STU-DENTS’ BACKGROUND AND PERSPECTIVES ON THEIR STUDIES. In recent years, the increasing heterogeneity among Swedish university students has been widely discussed. ”New” groups of students are entering higher education, such as people with a migration background and/or disability. This development is promoted by efforts of widening participation and the Swedish Anti-Discrimination Act at the policy level. Changes in the student population affect programmes in teacher education in particular. Nowadays, and to a growing extent, more young adults with an educationally disadvantaged family background become teachers. Based on a user perspective, it is the aim of this study to show how these developments influence the students’ view on their studies, determined by usual study tasks such as searching literature, writing papers or passing tests. The research was inspired by Bourdieu and Passeron’s concept of social reproduction, and by Luhmann’s approach of inclusion and exclusion. A questionnaire was distributed to 316 teacher students. Data on social origin, earlier school experiences, and the current perceived educational situation were gathered and statistically analyzed. Several significant variances on the students’ social and academic background and their perceived situation at the university were found. The mothers’ social and educational background was of high relevance for students’ experiences of their ongoing education at the university. Moreover, the perception of failure in schools had a negative impact on the students view about their current studies. In a wider perspective, the results underline the difficulties in overcoming social reproduction and exclusion by means of education. These findings raise questions on how universities can cope with the increasing diversity of their students.

  • 202.
    Barow, Thomas
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Rosenqvist, Jerry
    Schweden und Deutschland als wechselseitige Vorbilder in der Sonderpädagogik2009Konferansepaper (Annet vitenskapelig)
  • 203.
    Barow, Thomas
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Östlund, Daniel
    Bildning för alla! en pedagogisk utmaning2012Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.

  • 204.
    Barthelemy, Maja
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Pettersson, Ann-Louise
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Förskolans reviderade läroplan: en kvantitativ studie om pedagogers attityder2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Bakgrund

    Bakgrunden belyser den forskning som finns kring förskolans verksamhet och läroplanens historia, vad har lett fram till de styrdokument som förskolan ska gå efter. Studierna som behandlats tar alla upp olika delar av verksamheten men tar alla upp läroplanen och hur den påverkar.

    Syfte

    Syftet med denna undersökning var att ta reda på verksamma pedagogers attityder kring den reviderade läroplanen för förskolan.

    Frågeställningar

    Ser pedagogerna möjligheter eller problem med att arbeta med den reviderade läroplanen?

    Har det någon betydelse när pedagogerna började sin verksamma bana?

    Metod

    Studien är kvantitativ och är i form av en enkätundersökning. Det delades ut 41 enkäter varav 35 kom in under insamlingen. Alla respondenter är verksamma inom förskolan som pedagoger där vi inte frågade efter utbildning.

    Resultat

    Vad som kunde utläsas av resultatet var att pedagogerna ser läroplanen som ett bra stöd i verksamheten men att den samtidigt bidrar till en ökad stress då många strävansmål ska arbetas mot. Då vi frågade efter årtionde som de startade sin verksamma bana trodde vi att detta skulle påverka resultatet men vi såg inga större skillnader mellan respondenterna.

  • 205.
    Bartholdsson, Kerstin
    et al.
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan.
    Lindh, Maria
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan.
    Från idé till handling: en utvärdering av projektet Företagsam högre utbildning - entreprenöriell kompetens för kursansvariga (FHU)2014Rapport (Annet vitenskapelig)
  • 206.
    Bartley, K.
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Ericson, M.
    “Stuprör” och “öppna kanaler”: Metaforer i talet om och för samverkan2014Inngår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 20, nr 2, s. 9-23Artikkel i tidsskrift (Fagfellevurdert)
  • 207.
    Bartley, Kristina
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Berggren Torell, Viveka
    Högskolan i Borås, Institutionen Textilhögskolan.
    Oudhuis, Margareta
    Högskolan i Borås, Institutionen för Pedagogik.
    Motherhood and blogs about children’s fashion2014Konferansepaper (Fagfellevurdert)
  • 208.
    Bartley, Kristina
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dimenäs, Jörgen
    Högskolan i Borås, Institutionen för Pedagogik.
    Hallnäs, Hanna
    Högskolan i Borås, Institutionen för Pedagogik.
    Studentinflytande och makt: en studie av studentinflytande i relation till styrning, verksamhet och utvärdering ur lärares perspektiv2009Rapport (Annet vitenskapelig)
    Abstract [sv]

    Syftet med rapporten har varit att genom ett antal lärares utsagor beskriva och förstå uppfattningar av studentinflytande över lärandet i relation till organisation, process och innehåll.

  • 209.
    Bartley, Kristina
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Thång, Per-Olof
    Högskolan i Borås, Institutionen för Pedagogik.
    Ethical Work in the Village of Hope: Changing Life Conditions for Children and Women2014Inngår i: International Journal of Applied Ethics, ISSN 2321-2497, Vol. 2, nr 2013-2014, s. 45-69Artikkel i tidsskrift (Fagfellevurdert)
  • 210.
    Beach, D
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Angervall, P
    Dovemark, M
    Högskolan i Borås, Institutionen för Pedagogik.
    Gustafsson, J
    Schwartz, A
    Öhrn, E
    Högskolan i Borås, Institutionen för Pedagogik.
    The impact of political changes in the Swedish education system2012Konferansepaper (Fagfellevurdert)
  • 211.
    Beach, D
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Dovemark, M
    Högskolan i Borås, Institutionen för Pedagogik.
    Schwartz, A
    Öhrn, E
    Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis2013Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 33, nr 4, s. 254-268Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 212.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Articulating theory, practice and objectivity in the ethnography of education as a community of practice2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    What ethnography is, what good ethnography is, and what is good and or bad about ethnography, has been debated and written extensively on both theoretically, philosophically and empirically. Attempts to define ethnography and describe it in ideal terms has been argued to be both good for ethnography, as it helps establish good standards, and bad, as it sets up barriers to experimentation and acts as a conservative force against new developments. The present paper is essentially an empirical and reflective one that has been developed from data produced by reflecting on actions and writings about ethnography and asking others do the same and to comment on these reflections. It is based on the analysis of notes and memos made in the field, as I have read and read about, supervised and carried out ethnographic research and carried out structured and unstructured conversations and deliberate and recorded interviews across a long term participation in ethnography in education research. The research has mainly been conducted in Scandinavia in particular but has also included activities with central and southern European and UK-based researchers.

  • 213.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Artistic representation and research writing2006Inngår i: Researching education policy: Ethnographic experiences, London: Tufnell Press , 2006, s. 95-108Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 214.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Book Review, Jensen, K., & Walker, S. (2007) Education, Democracy and Discourse, London: Continuum2010Inngår i: International Sociology Review of Books, Vol. 25, nr 2Artikkel, omtale (Annet vitenskapelig)
  • 215.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Bought privileges, educational segregation, status and prestige: The role and functions of elite schools and academic curricula in relation to education justice2019Inngår i: Revista e-Curriculum, E-ISSN e-ISSN 1809-3876, Vol. 317, nr 3, s. 804-826Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The education of the poor is usually the target of global education politics for a more socially just and equal, and effective and productive society. But according to the present article the real problems in these respects are not about the education of the poor, so much as they are those of the rich upper-class and global elites, whose inheritance of social, cultural and economic power are secured in part through the reproduction in academic education of the values of bourgeois culture and the assumed superiority of its educational code: first in schools and their curricula and then in higher education and theirs. Schools and their curricula are in focus in the article. Using ethnographic and meta-ethnographic analyses an insight into a two-way relationship between the logic of action of elite schooling and the dangerous polarizations of value that can develop through social and academic segregation are presented and a critique of elite educational differentiation, segregation and socialization is given in terms of how elite schools provide skewed access to elite knowledge and future social positions for the children of the dominant socio-cultural and economic class fractions, in ways that counteract meritocracy and educational efficiency, and that also produce alarming concepts of the value of the self and other amongst their students with significant knock on effects for future democratic polity.

  • 216.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing higher education by reform2012Konferansepaper (Fagfellevurdert)
  • 217.
    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.

  • 218.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing service relations between citizens and the State.2007Konferansepaper (Fagfellevurdert)
  • 219.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Citizenship (and) Inequality.: Ethnographic Research on Education and the Making and Remaking of Class Power and Privilege2020Inngår i: The Palgrave Handbook of Citizenship and Education / [ed] Peterson A., Stahl G., Soong H., Palgrave Macmillan, 2020, s. 1-14Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter is based on a meta-ethnographic investigation. Its main theme is that the processes of selection that operate in schools and education systems in Western countries, taking Sweden as an example, are claimed to be just and meritocratic but are instead fundamentally unjust and ineffective systems that reproduce rather than challenge existing structural inequalities. Socio-economic restrictions and the reproduction of upper-class cultural capital and ideology as official school knowledge play key roles, but it is also concluded that education and social equality, justice, and fair citizenship possibilities for all in capitalist societies have never stretched further than wringing out minor concessions from class society whilst leaving the reproduction and absolution of the class system and inequalities based on class and distinctions of race, ethnicity, gender, sexuality, and physical and mental differences intact.

  • 220.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Contexts for restructuring welfare state education and health care:2007Konferansepaper (Annet vitenskapelig)
  • 221.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Creativity and Performativity Policies, Programmes and Practices in Europe: Tensions between new idealism and practical in classrooms: Outcomes from the Hybrid Classrooms project2008Konferansepaper (Fagfellevurdert)
  • 222.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Den nyliberala utbildningsförändring, dess drag och konsekvenser2012Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, Vol. 8, s. 60-68Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Forskning angående den omstrukturering som har ägt rum inom utbildningssektorn i Europa, framförallt under de två senaste decennierna, visar att det har skett en massiv omvandling av lärarnas, andra pedagogers och andra tjänsteutövares, socialt användbart arbete, till en objektiverad form av arbetskraft för mervärdesproduktion inom privatägda företag, med ibland allvarliga konsekvenser för dessa människors arbetsförhållanden, samt för utbildningens kvalité och elevernas hälsa och lärande. Relationer som tidigare varit förhållandevis opåverkade av kommersiella intressen har blivit involverade i ett system som bygger på ett direkt köpande och säljande av den fysiska och intellektuella arbetskraften i privata intressen. Denna kapitalisering av vad som tidigare har varit ett statligt och kommunalt arbete inom dessa länders offentliga sektorer känns igen även i Sverige, i relation till utbildningssystemet generellt, samt till skolan i allmanhet och gymnasieskolans marknadsanpassning i synerhet. Utbildningssystemens kapitalisering visar sig dessutom expandera i omfång i Sverige och andra länder med potentiellt negativa konsekvenser för arbetstagare och konsumenter på såväl ett lokalt som globalt plan. Föreliggande artikel diskuterar denna utveckling. Den har producerats utifrån en analys av nationell och internationell forskning om omstrukturering inom den offentliga sektorn med fokus på utbildning och omsorg.

  • 223.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Die auswirkungen individualisierender tendensen im swedischen bildungssystem: Eine meta-etnographie2018Inngår i: Zeitschrift für Pädagogik, ISSN 0044-3247, Vol. 64, nr 2, s. 198-214, artikkel-id 267300Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [de]

    Der Beitrag basiert auf einer Meta-Analyse ethnographischer Studien zu den Auswirkungen von auf Individualisierung ausgerichteten Programmatiken und Politiken auf schwedische Schulen und Hochschulen und fokussiert die Themen Inklusion und Milieu/Klasse im schwedischen Bildungssystem. Nach einer Einführung in die Veränderungen im schwedischen Bildungssystem werden der methodische Zugang und die Ergebnisse der Studie vorgestellt. Insbesondere werden Spannungen zwischen dem Inklusionsanspruch einerseits sowie Individualisierungs- und Privatisierungstendenzen andererseits identifiziert. Vor dem Hintergrund einer fortgesetzten Reproduktion von Ungleichheitsverhältnissen im Zuge von Individualisierungsprozessen wird besondere Aufmerksamkeit auf diesen Aspekt gelegt.

  • 224.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Die auswirkungen individualisierender tendensen im swedischen bildungssystem: Eine meta-etnographie2018Inngår i: Zeitschrift für Pädagogik, ISSN 0044-3247Artikkel i tidsskrift (Fagfellevurdert)
  • 225.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Education science in Sweden2012Konferansepaper (Fagfellevurdert)
  • 226.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations?2011Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 2, s. 207-220Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Certain common elements can be identified regarding teacher education development in advanced knowledge-based economies. One of these is an attempt, up until relatively recently, to develop a solid foundation of scientific professional knowledge for what Basil Bernstein called the teacher education Trivium: roughly speaking pedagogical sciences: approximately the psychology, sociology and philosophy of education. Another more recent development is to reverse this trend through a re-emphasis of academic subjects. This presentation is based on an analysis of this policy trajectory.

  • 227.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Ethical appraisal boards: Constitutions, functions, tensions and blind-spots2019Inngår i: Implementing Ethics in Educational Ethnography: Regulation and Practice / [ed] Hugh Busher and Alison Fox, London and New York: Routledge, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Ethical appraisal boards are often argued as being modelled on utilitarian ethical conventions and as operating from a perspective of national political sovereignty that is potentially marginalising and possibly even harmful toward critical qualitative educational research, particularly ethnography. However the argument we advance is that the legislative responsibility of human rights in research shouldn’t be confused with unnecessary bureaucratic intervention, for although the work of ethical appraisal can be experienced as intrusive, threatening toward researcher autonomy and professionalism and unnecessarily bureaucratic, using qualitative research methods to elicit people’s perspectives on their environment is not uncomplicated from the perspectives of human rights, not the least those of young people in school. This tension between a notion of imposed bureaucracy and a necessary protection of rights is considered in the present chapter, which tries to bring a balanced critique of the work of ethical appraisal into view by keeping sight of the value of appraisal without denying that there are some potentially troubling tensions.

  • 228.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Ethnography and representation: About representations for criticism and change through ethnography2008Inngår i: How to do Educational Ethnography / [ed] Geoffrey Walford, London: Tufnell Press , 2008Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 229.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Formación del profesorado, diversidad cultural, justicia social e igualdad: políticas, desafíos y posibilidades abandonadas en la educación de los maestros suecos2019Inngår i: Profesorado, Revista de Currículum y Formación del Profesorado, ISSN 1138-414X, Vol. 23, nr 4, s. 26-44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [es]

    Desde finales de la década de 1940 hasta 2000, en Suecia ha habido diferentes políticas para introducir conocimientos de investigación en la formación de los futuros profesores para un sistema escolar integrado e inclusivo. El desarrollo de estas políticas se inició tras la investigación de la Comisión Escolar Nacional sobre las posibilidades de una única escuela común, que identificó la división histórica (dualidad) en la educación de los maestros como un obstáculo. Aunar estas divisiones y formar maestros a partir de contenidos de educación basados en investigación fueron los desafíos a los que se enfrentó y las consideraciones señaladas como una posible solución para una escuela única común. Sin embargo, el proyecto falló y la división ha permanecido. Así, las escuelas no han superado la reproducción social. Y en las últimas décadas los desafíos se han intensificado a medida que la hiperdiversidad, la globalización y el giro reciente hacia la gobernanza del mercado han añadido nuevas complicaciones. Se ha utilizado una metodología basada en la crítica explicativa, con el objetivo de identificar explicaciones de por qué las reformas planificadas parecen haber fallado. Entre los principales hallazgos cabe destacar que las reformas tuvieron una base ideológica y también han sido frenadas tanto desde dentro de las universidades como desde los espacios de práctica, aunque por razones diferentes.

  • 230.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Humanism and creativity in restructured adult education in Sweden2006Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 1, nr 2, s. 143-160Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Education restructuring is often based on the claim that markets have been shown to efficiently distribute goods to individuals who need and desire them, and that services should therefore be altered so that the market can also become the ultimate arbiter of what is included in them as well. However, restructuring has also been said to have negative effects on education values such as humanism and creativity. The present article has been developed from an ethnographic case study in relation to these values. It is supported by recent ethnographic research in adult Swedish language courses for immigrants (SFI) within a particular municipal region in Sweden.

  • 231.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Identifying and comparing Scandinavian ethnography2010Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, nr 1, s. 49-63Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent years, there has been a significant growth in the volume of research production in education ethnography in Scandinavia due partly to a regionally financed network. The present article makes some comparisons between Scandinavian and other education research contexts in relation to aspects of general ethnographic design to try to analyse this production. It suggests some typical points of identity for Scandinavian educational ethnography, such as a distinct role for theories in fieldwork. But it also suggests that these characteristics are even apparent outside Scandinavia. Some blind-spots in ethnography are also suggested around quantitative aspects, but again, these are not unique. Scandinavian ethnographic research in education is broadly influenced by a range of different traditions in different parts of the region that have travelled with key people and from place to place, but it is also noted that there is seepage between ethnography and other traditions.

  • 232.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    International Trends and Developments in the Ethnography of Education2017Inngår i: Acta Paedagogica Vilnensia, ISSN 1392-5016, Vol. 39, nr 1, s. 15-30, artikkel-id 264402Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The history of ethnography in social science in Europe dates back to before a 1907 debate in Paris involving leading social scientists, such as Emile Durkheim and René Worms. Worms was one of the first speakers. His account of ethnography was of a descriptive, a-historical method for researching the so-called “primitive societies.” Durkheim, who spoke after Worms, disagreed. Ethnography, he suggested, can provide a basis for both analyzing and synthesizing the understandings of past cultures in relation to the present and, as all human societies have their version of civilization, ethnography can be applicable to any of them, he added. Ethnologists and historians in Germany had made this point in fact over a hundred years earlier and most ethnographers have taken this position since Durkheim’s proposition. Martyn Hammersley is amongst them. In his opening article in the inaugural number of the Journal of Ethnography and Education in 2006, he described how ethnography has been used for over 100 years in social science, as a method to investigate cultural meanings and practices influenced by both modern and postmodern epistemologies and a diverse range of theories and methodologies. This article addresses the development sketched by Hammersley and other writers in the field.

  • 233.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    International Trends and Developments in the Ethnography of Education2017Inngår i: Acta Paedagogica VilnensiaArtikkel i tidsskrift (Fagfellevurdert)
  • 234.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Justice in Education in the Nordic Countries: Perspectives, Challenges and Possibilities2017Inngår i: The State, Schooling, and identity: Diversifying Education in Europe / [ed] Kaari Kantasalmi and Gunilla Holm, Singapore: Palgrave Macmillan, 2017Kapittel i bok, del av antologi (Fagfellevurdert)
  • 235.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Maybe one in a hundred or one in a thousand in theneoliberal, new-managerial university!: Aesthetics of experience and the question of transgressivecritical thinking2020Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Trangression is an act of challenging boundaries that separateapparently distinct oppositional categories objects. Examples arecategories such as such as civilised/primitive, male/female, master/servant, Lordship/bondage. The article deals with suchtransgressions related to the evolution of class consciousnesstransgressive critical thinking. It is said to be particularly importantand at risk in higher education today, as performativity reforms haveclosed the spaces for transgressive reflexivity, making it difficult forstudents to make sense of the possibilities and costs for the self thathigher education can create. However, although the nowprofessionally managed entrepreneurial university might appear toform a difficult space for developing critical thinking, critique is alsoa basis for the expansion of capitalism in the university, and throughtransferability this can create spaces for critical reflection.

  • 236.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Neoliberal Restructuring in Education and Health Professions in Europe: Questions of Global Class and Gender2010Inngår i: Current Sociology, ISSN 0011-3921, E-ISSN 1461-7064, Vol. 58, nr 4, s. 551-569Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article is based on a meta-analysis of previous research on restructuring in relation to education and health professions in Europe and more globally. It highlights common developments and signals the significant and important role of specific cycles of public to private transformation in production relations in these professions over the course of the last century and a successive movement of labour from the domestic sphere of the home to private industry as commoditized labour power, as among the most significant common global features. State involvement has been an important intermediary in these processes, by which relationships that were formerly largely untainted by commerce have become relationships involving the direct buying and selling of labour power. The process of the creation of economically productive labour power also seems to be expanding in scope in the professions, with negative consequences for service workers, low-GDP countries and lower-class fractions of recipient-consumers worldwide.

  • 237.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Omstrukturering inom utbildningsektorn i Europa2008Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Abstrakt: Utbildningens omstrukturering i Europa handlar om en förändring i produktionsrelationerna från offentligt ägande till privat. Detta har skett framförallt över de två-tre senaste decennier och har inneburit en förflyttning av offentligt arbete till en privatägd servisindustri som produktiv arbetskraft. Staten har varit en viktig mellanhand i dessa processer, där arbetsformer som tidigare varit mer eller mindre obefläckade av handel har blivit införda i en marknad av köp och försäljning. Detta har skett väldigt nyligen i vissa länder (ex Grekland och Spanien) och ibland i en väldigt koncentrerad rad form (ex Sverige och Storbritannien), i samtliga fall med negativa konsekvenser för lärare och underklassens konsumenter.

  • 238.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. Department of Education and Special Education, Gothenburg University.
    Personalisation and the education commodity: a meta-ethnographic analysis2017Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, nr 2, s. 148-164, artikkel-id 252306Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article is based on a meta-ethnography of research about schools, school experiences and learning following the recent (post-market) introduction of personalisation policies in Swedish schools. It pays particular attention to issues of equity. Tensions between personalisation, privatisation and equity are discussed and it is noted that personalisation policies seem to have been unable to evade the pressures of commodification or overcome the difficulties of social reproduction in education.

  • 239.
    Beach, Dennis
    University of Gothenburg.
    Personalisation and the education commodity: a meta-ethnographic analysis2017Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831Artikkel i tidsskrift (Fagfellevurdert)
  • 240.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Personalisation of Education: Policy Critique and Cultural Contexts2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Personalisation came to the forefront of the English reform agenda as the ‘big idea’ (Milliband) in2004. In this country, it has been specifically devised as a means to restructure public services like health and education. Even before that date but more intensively after the English agenda, reform initiatives and some piece-meal strategies are to be found, for instance, in such diverse contexts as Italy, Sweden or Japan. Two main perspectives are simultaneously at work in recent scholarship. In the first, personalisation is assessed as global education policy, in line with the current restructuring reforms of State administration worldwide. From this perspective, personalisation is largely a matter of education policy, clearly lacking proper pedagogical theory (Hartley, 2007; Peters, 2009). In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a reassembly of old and new pedagogical approaches under a new reform.

  • 241.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Policies of Creativity and Practices of Opposition: The construction of student preferences for creativity in different forms of school-work within school classrooms2006Inngår i: Creative learning practices: European experiences / [ed] Bob Jeffrey, London:Tufnell Press , 2006, s. 146-171Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 242.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Restructuring in Education and Health Care Professions: General Developments in Teaching and Nursing and Teacher and Nurse Education in Seven European Countries2008Inngår i: Investigating the Teacher’s Life and Work / [ed] Ivor Goodson, Rotterdam: Sense Publishers , 2008Kapittel i bok, del av antologi (Fagfellevurdert)
  • 243.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Reviews: Children, Media and Education: Knud Jensen and Stephen Walker, Education, Democracy and Discourse, Continuum Studies in Education.2010Inngår i: International Sociology, ISSN 0268-5809, E-ISSN 1461-7242, Vol. 25, nr 2, s. 244-247Artikkel, omtale (Annet vitenskapelig)
    Abstract [en]

    Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of educational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively. Although the book does not present anything significantly new to these fields, it is a well-packaged and interesting read that explodes a number of myths about education as a stable democratic entity and a common social good. Education is seen as an outcome of a resolution of different economic, social, productive, ideological and other cultural forces, constantly in flux, and an instrument of class rule mediated by discourses that are imbued with a bourgeois caste spirit; these normalize education as a basis for the supply of able workers for the capitalist economy in the interest of profit.

  • 244.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities2018Bok (Fagfellevurdert)
    Abstract [en]

    While Sweden is often viewed as a benchmark for equality within education, this book examines this assumption in greater depth. The author argues that Sweden’s education system – even prior to the global spread of neoliberalism in education, meta-policies and privatization – was never particularly equal. Instead, what became apparent was a system that offered advantages to the upper social classes under a sheen of meritocracy and tolerable inequalities. Combining ethnographic and meta-ethnographic methodologies and analyses, the author examines the phenomenon of structural injustice in the Swedish education system both vertically and diachronically across a period of intensive transformation and reform. This revealing volume offers a mode of engagement that will be of value and interest to researchers and students of injustices within education, as well as policy makers and practitioners.

  • 245.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities2018Bok (Fagfellevurdert)
    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.

  • 246.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Teacher education cultural diversity, social justice and inclusion in Swedish teacher education: Policies, challenges and possibilities.2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    There is a history of policies from the late 1940s to 2000 for the introduction of research based knowledge in the education field for teacher education in Sweden as a way of supporting the intellectual preparation of future teachers for work in an integrated and inclusive school system. These policies were prompted by the National School Commission Inquiry into the possibilities for a common unitary comprehensive school, which had identified the main divisions between existing teacher education enrichments as an obstacle. Pulling these divisions together and educating teachers in a shared content developed from a common research base in the education field about the challenges faced in the realization of the comprehensive school vision was expressed as a possible solution. However, the project failed. The divisions remained. Schools did not overcome social reproduction. And in recent decades challenges have intensified as hyper-diversity, globalization and a recent turn towards market governance have added new complications.

  • 247.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The changing relations between education professionals, the state and citizen consumers in Europe: rethinking restructuring as capitalisation2008Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 7, nr 2, s. 195-207Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 248.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    The deceptive imagination and ethnographic writing2006Inngår i: Researching education policy: Ethnographic experiences, London: Tufnell Press , 2006, s. 74-94Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 249.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    The learning and creativity of male youth from multi-cultural suburbs2017Inngår i: Troubling educational cultures in the Nordic Countries / [ed] T. Vaahtera, A-M. Niemi, S. Lappalainen, and D. Beach, London: Tufnell Press, 2017Kapittel i bok, del av antologi (Fagfellevurdert)
  • 250.
    Beach, Dennis
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    The myth of Swedish educational equity from historical ethnographic and regional/spatial analytical perspectives2018Inngår i: Educació i desenvolupament rural als segles xix-xx-xxi / [ed] Núria Llevot and Jaume Sanuy, Lleida, 2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Sweden is widely regarded as one of the most egalitarian societies in the world, not the least with respect to education access and school inclusion, but this presentation will suggest that there are high levels of social injustice and inequality within the Swedish education system and educational politics, historically and regionally, and that levels of inequality have also risen in recent years, following the introduction of principles of market governance. Examples will be given to illustrate these inequalities with respect to different curricula and geographic spaces and in terms of identified factors of inequity such as race, gender and dis/abilities. The special situation in rural areas will be included in the analysis which has been historically contextualized and links closely with work related to the production of a recent book manuscript that aims to develop a coherent and symmetrical theoretical and empirically grounded argument about historical inequality in Sweden’s education system.

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