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  • 51.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Policies of Creativity and Practices of Opposition: The construction of student preferences for creativity in different forms of school-work within school classrooms2006In: Creative learning practices: European experiences / [ed] Bob Jeffrey, London:Tufnell Press , 2006, p. 146-171Chapter in book (Other academic)
  • 52.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Representations for Criticism and Change through Ethnography2007Conference paper (Refereed)
  • 53.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden;Section for Education Development and Research, University of Borås, Borås, Sweden.
    Researching for justice: using meta-ethnographic synthesis to develop knowledge for research for social transformation2023In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, p. 1-17Article in journal (Refereed)
    Abstract [en]

    In a special issue article on ethnographic synthesis from 2017, Karen Borgnakke addressed some of the challenging methodological questions and dilemmas associated with meta-ethnography by ethnographic researchers. The article compared meta-ethnography with evidence-based models for measuring learning effects in education, but highlighted that the founders of meta-ethnography, Noblit and Hare, described the methodology and its aims quite differently to this. Rather than the aggregation of findings, the aim was to, in the interests of social justice and social transformation, generalise findings from individual research based on critical interpretations of several ethnographic products. Using a qualitative synthesis of meta-ethnographic research from ethnographies on Sweden’s school system, the present article examines this aim further. It tries to generate and communicate knowledge about how ethnographers of education can engage in research to fulfil commitments connected to social justice and transformation. In short, it attempts to describe what this research can look like.

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  • 54.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Restructuring in Education and Health Care Professions: General Developments in Teaching and Nursing and Teacher and Nurse Education in Seven European Countries2008In: Investigating the Teacher’s Life and Work / [ed] Ivor Goodson, Rotterdam: Sense Publishers , 2008Chapter in book (Refereed)
  • 55.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Restructuring in Education and Health Care Professions: Some General Developements in Teaching and Nurse Education in Seven European Countries2008In: Investigating the Teacher´s Life and Work / [ed] Ivor Goodson, Sense Publishers , 2008Chapter in book (Other academic)
  • 56.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Restructuring in Education and Health-Care Professions: Some General Developments in Seven European Countries2011In: Professional Knowledge and Educational Restructuring in Europe / [ed] I. F. Goodson, S Lindblad, Rotterdam: Sense Publishers , 2011, p. 25-41Chapter in book (Refereed)
  • 57.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Reviews: Children, Media and Education: Knud Jensen and Stephen Walker, Education, Democracy and Discourse, Continuum Studies in Education.2010In: International Sociology, ISSN 0268-5809, E-ISSN 1461-7242, Vol. 25, no 2, p. 244-247Article, book review (Other academic)
    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.

  • 58.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Schools, inclusion, and life opportunities in rural areas with/in metrocentric policies of education market governance: Keynote presentation: Congreso Internacional en Educación Inclusiva, Entornos Rurales y Reto Demográfico, celebrado los días 17 de noviembre en Soria y Berlanga de Duero2022Conference paper (Other academic)
    Abstract [en]

    Using a meta-ethnographic analysis this keynote presentation identifies how rural educational ethnographic researchers have depicted school experiences, curriculum content, and teaching in rural schools and the interests in which these things may operate. How capitalist organizations and entrepreneurs seek out and target natural/geo-capital in profit interests in rural areas, and encourage state investment in local agglomeration to allow them to first create public interest and attract a labour force which they then later freely abandon responsibility for is a key point. Other results concern how rural schools follow a standard banking approach to the national curriculum that marginalizes local rural knowledge, obfuscates structural domination in rural areas, and normalizes the exploitation and later abandonment of workers and existential and environmental conditions in rural areas. Rural populations are schooled rather than educated and empowered in this sense through a normative curriculum that reflects and supports the interests of a predominantly urban and often global capitalist elite. However, though few examples have been identified in the research thus far, teachers and students can transcend these conditions and produce a more micro-revolutionary local curriculum, which the narrative also touches upon. Tourism represents a relatively new feature of capitalist agglomeration and exploitation in rural places, which is also normalized by schooling in capitalist interests there. The keynote questions finally whether we can talk about rural schools under these circumstances, or whether we should make it very clear that schools in rural places exist and function primarily in hegemonic metro-centric largely urban capitalist interests.

  • 59.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Social hierarchies, school and impoverished suburbs in Swedish Metropolitan districts2010Conference paper (Refereed)
    Abstract [en]

    The organization of schools in Sweden has recently taken a significant turn toward neo-liberalism whereby educational consumerism and individualism have replaced citizenship and collective democracy as a basic ethos and driving force. A number of elements are involved. In this article we point to a risk of self segregation by means of which economically disadvantaged groups become concentrated in the same schools, within mainly the public sector. This is a particular and complex problem in multi-racial/multi-ethnic migrant intense areas according to previous research that causes these schools to experience serious difficulties when it comes to operating as schools capable of mobilization for full citizenship. We need such schools but there is no evidence that schools are developing in these directions in the neo-liberal era.

  • 60.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Socialisation and Commercialisation in the Restructuring of Education and Health Professions in Europe: Questions of Global Class and Gender2010In: Current Sociology, ISSN 0011-3921, E-ISSN 1461-7064, Vol. 58, no 4, p. 551-569Article in journal (Refereed)
    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 commoditised labour power, as amongst 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 world-wide.

  • 61.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities2018Book (Refereed)
    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.

  • 62.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities2018Book (Refereed)
    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.

  • 63.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Teacher education cultural diversity, social justice and inclusion in Swedish teacher education: Policies, challenges and possibilities.2019Conference paper (Refereed)
    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.

  • 64.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The changing relations between education professionals, the state and citizen consumers in Europe: rethinking restructuring as capitalisation2008In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 7, no 2, p. 195-207Article in journal (Refereed)
    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.

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  • 65.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The deceptive imagination and ethnographic writing2006In: Researching education policy: Ethnographic experiences, London: Tufnell Press , 2006, p. 74-94Chapter in book (Other academic)
  • 66.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The domination and exploitation of working class values, identities and labour-power in Sweden’s comprehensive school extension and neo-liberal market reforms2021In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, p. 1-19Article in journal (Refereed)
    Abstract [en]

    Questions about Sweden’s education system often consider the extent to which educational reforms between 1940 and 1990 con-tributed to social justice, equity and equality, and the extent to which neoliberal market reforms from the early 1990s onwards have reversed this tendency. Using Young’s model of structural injustice, Wodak’s critical discourse analysis, and a historical materi-alist research outcomes analysis relating to investigations of educa-tion justice, equity and equality, the present article explores this possibility. It suggests three things. 1. From a materialist perspec-tive on class-history, social democratic reforms from 1940 increased system capacity and retention and created a well-resourced and extended comprehensive school system with a shared curriculum for all pupils up to age 16, except for those with serious intellectual and physical difficulties. 2. However, these reforms failed to gen-erate educational justice, equity or equality. Contributing to mod-ernisation, economic growth and the stabilisation of capitalist production relations were far clearer aims and were also attained. 3. Neoliberal reforms after 1990 led to decreased relative education equity, but they did not create inequality and injustice, nor remove statements about equality aims. They did however change their discursive associations and realisation possibilities.

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  • 67.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The learning and creativity of male youth from multi-cultural suburbs2017In: Troubling educational cultures in the Nordic Countries / [ed] T. Vaahtera, A-M. Niemi, S. Lappalainen, and D. Beach, London: Tufnell Press, 2017Chapter in book (Refereed)
  • 68.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The myth of Swedish educational equity from historical ethnographic and regional/spatial analytical perspectives2018In: Educació i desenvolupament rural als segles xix-xx-xxi / [ed] Núria Llevot and Jaume Sanuy, Lleida, 2018Conference paper (Refereed)
    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.

  • 69.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The politics of representation2007Conference paper (Other academic)
  • 70.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The Problem of how Learning should be Socially Organised2005In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 4, no 2, p. 473-489Article in journal (Refereed)
  • 71.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The public costs of the re-structuring of adult education: A case in point from Sweden2004In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 2, no 1Article in journal (Refereed)
    Abstract [en]

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

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  • 72.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The Social Construction of Student Learning Preferences in School Classrooms2008In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 3, no 3Article in journal (Refereed)
  • 73.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The socialisation and commercialisation of health professions in Europe2009In: European Nurses' Life and Work under Restructuring / [ed] Jarmo Houtsonen, Gun-Britt Wärvik, Rotterdam: Sense Publishers , 2009, p. 15-28Chapter in book (Other academic)
  • 74.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    The Socialisation and Commercialisation of Professional Work in Education and Health Professions.2007Conference paper (Refereed)
  • 75.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The theory and practice of increasing educational inclusion: Understanding the absence of education justice in the expansion and integration of Nordic education systems using Sweden as a main example: Keynote presentation: Inclusion & Educational Justice Konferenz zum Internationalen Tag der Menschenrechte 2022an der Goethe-Universität Frankfurt am 10. Dezember 20222022Conference paper (Other academic)
    Abstract [en]

    Based on the method of immanent criticism using a political text analysis of reforms for education inclusion from a country in one of the regions of the world that is most often identified as iconic in these respects together with a research outcome analyses based on meta-ethnography, the present keynote will explore 70 years of education inclusion reforms in the Nordic countries, using Sweden as a main example. The presentation will show and discuss:

    1.     The massive contrast between discursive drivers of reform and reform outcomes in the Nordic countries relating to system expansion and school inclusion 

    2.     The mythology of justice through education inclusion within a material reality of cultural domination and the use of symbolic violence and how 

    3.     Despite the expressed aims of reform, objective chances in the education system had remained tightly circumscribed by class origins, place of domicile, physical or intellectual disabilities and impossible to address by system integration only 

    The main conclusions presented in the end of the keynote reflect and deepen understandings of these three points. They describe how reforms have been potentially inauthentic by first producing decades of unbroken injustice and exploitation through broadened inclusion, before then (subsequent to the introduction of market governance and private schooling) later even adding to injustice, by extending the differential effects of schooling along the lines of consumer capital and allowing the exploitation of public service workers and resources in the creation of private profit by new private school owners. Features of cultural dominance and symbolic violence to drive economic exploitation and uneven accumulations of capital characterise inclusion in education systems in these circumstances, not the creation of equality of opportunity or educational justice.

  • 76.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Transdisciplinary Perspectives in Educational Research2022Collection (editor) (Refereed)
    Abstract [en]

    ​This book series presents and discusses topical themes of European and international educational research in the 21st century. It provides educational researchers, policy makers and practitioners with up-to-date theories, evidence and insights in European educational research. It captures research findings from different educational contexts and systems and concentrates on the key contemporary interests in educational research, such as 21st century learning, new learning environments, global citizenship and well-being. It approaches these issues from various angles, including empirical, philosophical, political, critical and theoretical perspectives. The series brings together authors from across a range of geographical, socio-political and cultural contexts, and from different academic levels.

    The book series works closely with the networks of the European Educational Research Association. It builds on work and insights that are forged there but also goes well beyond the EERA scope to embrace a wider range of topics and themes in an international perspective.

  • 77. Beach, Dennis
    Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history2017In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 9, no 5, p. 620-637, article id 253769Article in journal (Refereed)
    Abstract [en]

    Based on a meta-ethnographic analysis this article discusses education justice, equity and inclusion in education systems that have often been claimed to be more just, equal, inclusive than most, specifically those of the Nordic countries. It finds these claims to be questionable and describes the education systems as ones that have promised justice, inclusion and equity for all in formal policy but in practice actually fail to do so. A turn in recent years to market politics as a means of appeasement is given attention and critiqued for having worsened the situation.

  • 78.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history2023In: Mapping the Field 75 Years of Educational Review, Volume II / [ed] Jane Martin, Marion Bowl, Gemma Banks, London: Routledge, 2023, p. 224-241Chapter in book (Refereed)
    Abstract [en]

    From its origins in the University of Birmingham’s then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of key articles published in the journal over this timespan.

    Volume II opens with Part I, a collection of articles examining teachers’ job (dis/) satisfaction and stress, and the gendered composition of the teaching workforce. Articles in Part II trace a shift in academic focus from schools seen as families/communities, to the parent-school relationship. The concepts of inclusion and equality—and strategies for their fulfilment in education—are interrogated in Part III. The volume concludes with Part IV, in which diverse identities in the education field are represented.

    Curated and introduced by the editors, the articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world. The presen chapter explores the stubborn inequalities in the Swedish comprehensive educational system.

  • 79.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    Changing professional discourses in teacher education policy: A comparative study2011Conference paper (Refereed)
    Abstract [en]

    Most modern definitions of professions connect professional knowledge to higher scientific studies and a higher education degree. One example is Talcott Parsons’ definition of professions requiring formal technical training for the mastery of a generalized cultural tradition in a manner giving prominence to an intellectual component as applied to a particular field. Another is the definition of Eliot Freidson, which describes professions as links between high levels of formal education and rewards in the social division of labour. Basil Bernstein (2000) discusses this in relation to teacher education as professional knowledge based on and achieved following years of higher education training. This issue is discussed and illustrated in the present paper in relation to teacher education policy developments in two European countries; Sweden and England. Some common elements are described as is a tendency to turn away from scientific professional knowledge in the two countries in recent decades towards a more generic professional knowledge.

  • 80.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study2013In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 36, no 4, p. 379-392Article in journal (Refereed)
    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.

  • 81.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    High Quality Teacher Education in Advanced Knowledge-Based Economies.2010Conference paper (Refereed)
  • 82.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    New Threats in Advanced Knowledge-Based Economies to the Old Problem of Developing and Sustaining Quality Teacher Education2010Conference paper (Refereed)
    Abstract [en]

    Certain common elements can be identified regarding teacher education programmes and their development in advanced knowledge-based economies, by which we mean nation states that are thoroughly reliant on knowledge production and communication for economic stability and growth and the smooth running of their institutions. They have their basis in three strongly expressed policy ideas. The first is the recognition that scientific knowledge (i.e. facts and principles that are acquired through the long process of systematic theoretical and empirical inquiry and stringent disciplinary investigation and analysis) is increasingly essential for economic growth and social, technological and cultural development (e.g. SOU 2008:105). The second is a recognition of the relationship between formal education (schooling) and economic production and the third is a recognition of the role of teacher education in respect to this relationship and the value of placing this education inside the modern university.

  • 83.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    New Threats in Advanced Knowledge-based Economies to the Old Problem of Developing and Sustaining Quality Teacher Education2011In: Developing quality cultures in teacher education: Expanding Horizons in Relation to Quality Assurance / [ed] Eve Eisenschmidt, Erika Löfström, Tallin University Press , 2011, p. 15-35Chapter in book (Refereed)
    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.

  • 84.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    The Weakening Role of Education Studies and the Re-traditionalisation of Swedish Teacher Education2012In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 38, no 3, p. 287-303Article in journal (Refereed)
    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.

  • 85.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 44, p. 160-167Article in journal (Refereed)
    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.

  • 86.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Gothenburg.
    Bagley, Carl
    Eriksson, Anita
    Player-Koro, Catarina
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480Article in journal (Refereed)
    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. (C) 2014 Elsevier Ltd. All rights reserved.

  • 87.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Carlén, Margareta
    University of Borås, School of Education and Behavioural Science.
    Från neo-fordism till post-fordism i utbildning och arbetsliv. I vems intresse?2008Conference paper (Refereed)
    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.

  • 88.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Carlén, Margareta
    University of Borås, School of Education and Behavioural Science.
    New partnerships: new interests: an ethnographic investigation some of the effects of employer involvement in trade union education2009In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 7, no 1, p. 342-363Article in journal (Refereed)
  • 89.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Creativity as a Cultural Commodity: An Ethnographic Investigation of Struggles over Creativity in Three Swedish Schools2005In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 3, no 2Article in journal (Refereed)
  • 90.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Education and the Commodity Problem: Ethnographic Investigations of Creativity and Performativity in Swedish Schools2007Book (Other academic)
  • 91.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Dovemark, Marianne
    Gothenburg University.
    Equity and choice for newly arrived migrants2019In: Neoliberalism and Market Forces in Education: Lessons from Sweden / [ed] Magnus Dahlstedt, Andreas Fejes, London: Routledge , 2019Chapter in book (Refereed)
    Abstract [en]

    Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. Markets have shown themselves to be very poor arbiters of justice and equity in education. This chapter shows one example.

  • 92.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    L'educazione svedese verso un cambiamento? La riforma della scuola e della pedagogia, o nuovi modi per la riproduzione sociale2006In: Le scuole degli altri. Le riforme scolastiche nell'Europa che cambia / [ed] Franscesca Gobbo, Torino: SEI , 2006Chapter in book (Other academic)
  • 93.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Making Right Choices: an Ethnographic Investigation of Creativity and Performativity in Four Swedish Schools2009In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 35, no 6, p. 689-704Article in journal (Refereed)
    Abstract [en]

    This article uses ethnographic research from two Year 8 classes in two middle-sized secondary schools about a kilometre apart in a Swedish west-coast town to examine how new policies for personalised learning have developed in practice, in the performative cultures of modern schools in a commodity society. One school stands in a predominantly middle-class area of privately owned 'low-rise' houses. The other is in an area of 'high-rise' rented accommodation, where the first language of many homes is not Swedish. The differences are important. According to the article, personalised learning mobilises material and social resources in these schools that support new forms of individualistic, selfish and private accumulations of education goods from public provision and a valorisation of self-interest and private value as the common basis for educational culture. The article describes this cultural production in school and links it to processes of cultural and social reproduction.

  • 94.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    New schools and new pedagogy? Ethnographic Investigations of Creativity and Performativity Discourses in Four Swedish Schools.2007Conference paper (Refereed)
  • 95.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Twelve years of upper-secondary education in Sweden: the beginnings of a neo-liberal policy hegemony?2011In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 63, no 3, p. 313-327Article in journal (Refereed)
    Abstract [en]

    In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary school development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their school activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.

  • 96.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Schwartz, Anneli
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Ethnographic studies of education inclusion and marginalisation in multi-ethnic, multi-racial suburbs: teacher and pupil perspectives2012Conference paper (Refereed)
  • 97.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Dyson, Alan
    Equity and education in cold climates2016Book (Refereed)
  • 98.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Dyson, Alan
    Tentative conclusions2016In: Equity and education in cold climates / [ed] D. Beach and A. Dyson, London: Tufnell Press, 2016Chapter in book (Refereed)
  • 99.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eriksson, A.
    University of Borås, School of Education and Behavioural Science.
    The relationship between ethical positions and methodological approaches: A Scandanavian perspective2010In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 5, no 2Article in journal (Refereed)
    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.

  • 100.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Research Ethics in Scandinavian Education Ethnography2009Conference paper (Refereed)
12345 51 - 100 of 208
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