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  • 51.
    Bagga-Gupta, Sangeeta
    et al.
    University of Jönköping.
    Messina Dahlberg, Giulia
    Winther, Ylva
    Karlstad Municipality.
    Disabling and enabling technologies for learning in Higher Education for all: Issues and challenges for whom?2016Inngår i: Informatics, Vol. 3, nr 21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Integration, inclusion, and equity constitute fundamental dimensions of democracy in post-World War II societies and their institutions. The study presented here reports upon the ways in which individuals and institutions both use and account for the roles that technologies, including ICT, play in disabling and enabling access for learning in higher education for all. Technological innovations during the 20th and 21st centuries, including ICT, have been heralded as holding significant promise for revolutionizing issues of access in societal institutions like schools, healthcare services, etc. (at least in the global North). Taking a socially oriented perspective, the study presented in this paper focuses on an ethnographically framed analysis of two datasets that critically explores the role that technologies, including ICT, play in higher education for individuals who are “differently abled” and who constitute a variation on a continuum of capabilities. Functionality as a dimension of everyday life in higher education in the 21st century is explored through the analysis of (i) case studies of two “differently abled” students in Sweden and (ii) current support services at universities in Sweden. The findings make visible the work that institutions and their members do through analyses of the organization of time and space and the use of technologies in institutional settings against the backdrop of individuals’ accountings and life trajectories. This study also highlights the relevance of multi-scale data analyses for revisiting the ways in which identity positions become framed or understood within higher education.

  • 52.
    Baldwin, Richard
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing practice by reform: the recontextualisation of the Bologna process in teacher education2013Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of the thesis is to investigate a specific case of curriculum change; that of organizing teacher training courses around learner outcomes in line with the Bologna process. The investigation is an example of a practitioner research case study and looks at how official Bologna policy messages are re-interpreted and recontextualised at the local micro level. A variety of methods are used to collect and analyse the data produced. A form of discourse analysis, as well as a survey of research literature, is used to identify policy discourses connected with the Bologna process. At the local micro level, local documentation as well as teacher talk in planning meetings are analysed to throw light on how the Bologna process was implemented. A number of discourses were found in policy documents; including the need to modernize higher education and to move towards a more student centred approach to learning. The thesis shows that these discourses were mediated locally by a regulative discourse portraying teachers as role models who have the task of passing on knowledge that is essential for the students to obtain before entering the profession. Instead of challenging the pedagogic identities for teachers and students, the introduction of learning outcomes acted to strengthen the fundamental vertical relations between teachers and students, cementing and confirming the level of control that teachers had over all aspects of the curriculum. Changes made in connection with the introduction of learning outcomes had a minimal influence on practice and were contested by some teacher educators. Teacher educators resisted and mediated the changes made by continuing to use their traditional practices.

  • 53.
    Baldwin, Richard
    Högskolan i Borås, Institutionen för Pedagogik.
    Student learning outcomes and their influence on a learning culture2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    My paper describes the changes in the focus of my PhD research; from a vague intention to investigate the learning benefits of organising student learning around learning outcomes to a more critical approach investigating the influence of learning outcomes on a learning culture. The research is a form of praxis related enquiry, and concerns a Swedish university level teacher training course for prospective English language teachers, for which I am the course co-ordinator. From July 2007 all higher education degrees in Sweden, as well as in the rest of Europe, have to be expressed through so-called learning outcomes. The introduction of learning outcomes into higher education are a key part of the 1999 Bologna declaration, that emphasises the need to express the knowledge, understanding, competences and other attributes contained within courses and their components. The course concerned was organised around student learning outcomes from the beginning of 2008. The paper outlines my own learning and understanding of the research process and learning culture; from a technical rational approach of trying to “prove” that improvements in student learning had occurred, to a second stage of trying to open up the research process to other stakeholders and then to an understanding of why this “democratisation “ process had only a limited success. The final research stage involves a more critical understanding of the introduction of student learning outcomes when put into the context of the complexities of the local (and global) learning culture. James and Biesta describe learning cultures as the social practices through which people learn, and the combination of the theory of learning cultures and the cultural theory of learning necessitates a different approach towards the improvement of teaching and learning, one which focuses on changing the culture rather than on only one element of it. This involves interpreting the interplay between teaching, teachers, learning, learners, learning situations and wider historical economic social and political influences. While I have only just begun to analyse my data, initial reflections suggest that the introduction of student learning outcomes has only had a limited influence on the local learning culture. Whilst there has been a positive influence on synergy (increasing cooperation and openness between teachers, and also between teachers and learners ) this has had only a limited influence on practice. Other aspects of the learning culture have not been greatly improved. As far as learning opportunities are concerned ( what is allowed, disallowed, encouraged or discouraged in the name of learning) there still exists a culture where examinations tasks tend to encourage the transmission of factual knowledge . Students have very few opportunities to express a critical voice, there has been only a very limited move towards increasing student levels of empowerment; with little or no flexibility for students to decide on the method and content of their studies.

  • 54.
    Baldwin, Richard
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Apelgren, Britt Marie
    Teachers’ and Students’ Thinking and Acting on Changes in Language Teacher Education: A Case Study on Policy Implementation and Enactment2015Inngår i: Transformative Teacher Research. Theory and Practice for the C21st, Sense Publishers, 2015Kapittel i bok, del av antologi (Fagfellevurdert)
  • 55.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Aktuelle Trends der Lehrerbildung in Schweden. Auswirkungen auf sonderpädagogische Studienanteile2010Konferansepaper (Fagfellevurdert)
    Abstract [de]

    Aktuelle Trends der Lehrerbildung in Schweden. Auswirkungen auf sonderpädagogische Studienanteile Die Aus- und Weiterbildung von Lehrern in Schweden befindet sich derzeit in einem tiefgreifenden Umbruch. Davon betroffen sind nicht zuletzt sonderpädagogische Studienanteile in der Ausbildung von Vorschul- bzw. Grundschulpädagogen, deren Kompetenz eine wichtige professionelle Grundlage der Bemühungen um inklusive Bildung darstellt. Das Aufbaustudium zum traditionellen „Speziallehrer“, dessen Hauptaufgabe im Sonderunterricht für Schüler mit Behinderungen liegt, wurde zulasten der Ausbildung zum stärker integrativ und beratend tätigen „Spezialpädagogen“ vor kurzem wieder aufgenommen. Eingebettet sind diese Veränderungen in die bildungspolitischen Reformen der seit 2006 amtierenden bürgerlichen Regierung. Darüber hinaus entstanden im Zuge des Bologna-Prozesses und der Profilstärkung einzelner Hochschulen neue sonderpädagogische Studiengänge. Im Vortrag werden die aktuellen Entwicklungen skizziert und in den bildungspolitischen Kontext Schwedens eingebettet.

  • 56.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Begreppet "obildbar" som en social konstruktion. Teoretisk diskussion och praktisk tillämpning inom den svenska sinnesslövården under 1900-talets första hälft2011Inngår i: Omsorg i förändring: en vänbok till Karl Grunewald / [ed] Olov Andersson, Thomas Barow, Magnus Tideman, Intra , 2011Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Teoretisk diskussion och praktisk tillämpning inom den svenska sinnesslövården under 1900-talets första hälft

  • 57.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Die Einführung der Schulpflicht für ”bildungsfähige Schwachsinnige” in Schweden 1944/45. Ein Beispiel ambivalenter Modernisierung im sich entwickelnden Wohlfahrtsstaat2009Inngår i: Behindertenpädagogik, ISSN 0341-7301, Vol. 48, nr 4, s. 368-381Artikkel i tidsskrift (Annet vitenskapelig)
  • 58.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Die Sonderpädagogenausbildung in Schweden in historischer Perspektive. Reformpädagogische Strömungen am Schwachsinnigenlehrerseminar Slagsta 1911: 19592010Inngår i: Pädagogische Professionalität und Behinderung, Ellger-Rüttgardt, Sieglind & Wachtel, Grit , 2010, s. 75-85Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 59.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Externate als frühe Form der Normalisierung: Reformansätze in der schwedischen „Schwachsinnigenfürsorge“ 1900-19672012Inngår i: International vergleichende Heil- und Sonderpädagogik weltweit. Grundlagen - Migration - "Dritte Welt" - Europa / [ed] Andrea Erdélyi, Hans-Peter Schmidtke, Peter Sehrbrock, Klinkhardt , 2012, s. 261-274Kapittel i bok, del av antologi (Fagfellevurdert)
  • 60.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Globale Konferenz über inklusive Bildung in Salamanca2010Inngår i: Zeitschrift für Heilpädagogik, ISSN 0513-9066, Vol. 61, nr 1, s. 42-Artikkel i tidsskrift (Annet vitenskapelig)
  • 61.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Inkludering och exkludering i sinnesslövården 1878-19542012Inngår i: Utanförskapets historia / [ed] Kristina Engwall, Stig Larsson, Studentlitteratur , 2012, s. 83-98Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 62.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Karl Grunewald und die Sozialreform in Schweden2011Inngår i: Teilhabe, ISSN 1867-3031, Vol. 50, nr 2, s. 89-Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 63.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Modern teaching and learning in historical perspectiv2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The school for the “feebleminded” and the teacher training college Slagsta in the era of modernization Thomas Barow The school and teacher training college Slagsta was established in 1911 near Stockholm, Sweden. Until 1959 it was the only Swedish institution which aimed at educating teachers in schools for the so called “feebleminded” (Swedish: “sinnesslöa”) children. Right from the beginning there has been a close connection with Séguin’s “physiological method” and representatives of international progressive education like Montessori, Dalton, and Decroly. Children’s interests, activity, and freedom were seen as essential points of education. Other priorities were psychological observation and individual treatment of the child. The paper focuses on the relationship between progressive and special education. It will discuss, why this mixed concept remained in the shadow of regular school education. It emphasizes that mainly due to the definition of “feebleminded”, and the social exclusion of persons concerned, the Slagsta-education remained a pedagogical outsider.

  • 64.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Normaliseringens uppkomst och tidiga utveckling i Sverige2012Inngår i: Handicaphistorisk Tidsskrift, ISSN 1399-4786, Vol. 28, s. 73-100Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    THE ORIGIN AND EARLY DEVELOPMENT OF NORMALISATION IN SWEDEN. Normalisation can be seen as a key concept, both in disability research and in special education. In Sweden so far, the origin of this basic approach is connected to the time period after World War II. The purpose of this paper is to nuance this perspective. The existing Swedish historiography on normalisation, to some extent written by protagonists of the concept, will be discussed. We agree on the full effectiveness of normalisation based on a reform-oriented social policy from the 1960s. However, by means of historical research and based on hermeneutic methods, this study aims to demonstrate the concept’s origin and early development in Sweden already some decades before. For that purpose historical sources from contemporary Swedish litera-ture and reports from school authorities will be analysed. In particular the so called external schools for the feeble-minded had a certain impact on the emergence and spreading of the normalisation approach. As a result of our research, and by linking it to the development of the Swedish welfare state, normalisation can be contextualised historically. This outcome is of high relevance for understanding the history of a path-breaking concept. Finally, and with regard to the future, the question of adaptability and modernity of normalisation arises.

  • 65.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Sonderpädagogische Studieninhalte in der allgemeinen Lehrerausbildung in Schweden2011Inngår i: Inklusion in Bildungsinstitutionen. Eine Herausforderung an die Heil- und Sonderpädagogik / [ed] Birgit Lütje-Klose, Marie-Therese Langer, Björn Serke, Melanie Urban, Klinkhardt , 2011, s. 171-176Kapittel i bok, del av antologi (Fagfellevurdert)
  • 66.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    The Origin and Early Development of Normalisation in Sweden2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The Origin and Early Development of Normalisation in Sweden: Normalisation can be seen as a key concept, both in disability research and in special education. In Sweden so far, the origin of this basic approach is connected to the time period after World War II. The purpose of this paper is to nuance this perspective. The existing Swedish historiography on normalisation, to some extent written by protagonists of the concept, will be discussed. We agree on the full effectiveness of normalisation based on a reform-oriented social policy from the 1960s. However, by means of historical research and based on hermeneutic methods, this study aims to demonstrate the concept’s origin and early development in Sweden already some decades before. For that purpose historical sources from contemporary Swedish literature and archives will be analysed. In particular the so called external schools for the feeble-minded (externatskolor för sinnesslöa) had a certain impact on the emergence and spreading of the normalisation approach. As a result of our research, and by linking it to the development of the Swedish welfare state, normalisation can be contextualised historically. This outcome is of high relevance for understanding the history of a path-breaking concept. Finally, and with regard to the future, the question of adaptability and modernity of normalisation arises.

  • 67.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Undesireable Citizens: Education, Care and Control of the "Feeble-minded" in the Swedish Province of Malmöhus, 1900–19502010Inngår i: NERA Congress, Malmö University (Sweden), School of Education , 2010., NERA Congress, Malmö University (Sweden), School of Education , 2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper contains the main results of a recently completed historical research project about the situation of persons categorized as “feeble-minded” in Sweden. In this study, the case of Malmöhus province constitutes the micro-historical core. Here, educational and care institutions such as schools, asylums and working homes were particularly established in the first half of the 20th century. The motives behind these foundations will be discussed and the working routines in those institutions will be analysed in terms of teaching and after-care of the inmates and their exclusion justified by social constructs such as “uneducable” or “moral imbecile”. This paper aims at demonstrating how feeble-mindedness was perceived as a social problem, and how close the efforts of education and care were connected to eugenic ideology and control. Thereby, the history of the feeble-minded will be interpreted as a striking example of the contradictions of modernity. The coincidence of social inclusion and exclusion was a characteristic of the situation of an undesirable group of citizens in the Swedish society under the era of modernization. This outcome is of high relevance for understanding the early historical development of the Nordic welfare state.

  • 68.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Vorbild oder Zerrbild? Außen- und Innenperspektive auf inklusive Bildung in Schweden2011Konferansepaper (Fagfellevurdert)
    Abstract [de]

    Keynote: Vorbild oder Zerrbild? Außen und Innenperspektive auf inklusive Bildung in Schweden: - Die Sonderpädagogik und Behindertenhilfe Schwedens genießen im deutschen Sprachraum seit Jahrzehnten einen ausgezeichneten Ruf. Dieser lässt sich vornehmlich auf die Einführung der neunjährigen Grundschule und Wandlungen im Bereich der Behindertenfürsorge seit den 1960-er Jahren zurückführen. Unzählige Besucherinnen und Besucher aus Mitteleuropa haben sich seitdem mit der Situation im Norden auseinandergesetzt. Ihren Niederschlag findet dies vor allem in Reiseschilderungen basierend auf zumeist kürzeren Studienbesuchen. Der Grundton dieser Berichte ist in allen Fällen zumindest wohlwollend, zum Teil überschwänglich bis euphorisch. Schweden erscheint darin oft als ein Vorbild für erwünschte Entwicklungen im eigenen Land. Im augenfälligen Kontrast dazu ist die Innenperspektive oft eine andere. Die innerschwedische Debatte handelt unter anderem von Gewalt und Mobbing in den Schulen, fehlerhaften Diagnose- und Kategorisierungsprozessen sowie schwachen Leistungen schwedischer Schülerinnen und Schüler bei internationalen Vergleichsuntersuchungen. Im Artikel werden ausgewählte Aspekte der Außen- und Innenperspektive näher aufgezeigt und die Kontraste in der Wahrnehmung diskutiert. Abschließend wird auf die Frage eingegangen, welchen Nutzen die Auseinandersetzung mit der Entwicklung in einem anderen Land dennoch haben kann.

  • 69.
    Barow, Thomas
    Högskolan i Borås, Institutionen för Pedagogik.
    Vorbild oder Zerrbild? Außen- und Innenperspektive auf inklusive Bildung in Schweden2011Inngår i: Zeitschrift für Inklusion, E-ISSN 1862-5088, nr 4Artikkel i tidsskrift (Fagfellevurdert)
  • 70.
    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.

  • 71.
    Barow, Thomas
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Rosenqvist, Jerry
    Schweden und Deutschland als wechselseitige Vorbilder in der Sonderpädagogik2009Konferansepaper (Annet vitenskapelig)
  • 72.
    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.

  • 73.
    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)
  • 74.
    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)
  • 75.
    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.

  • 76.
    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.

  • 77.
    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.

  • 78.
    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)
  • 79.
    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)
  • 80.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing higher education by reform2012Konferansepaper (Fagfellevurdert)
  • 81.
    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.

  • 82.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Changing service relations between citizens and the State.2007Konferansepaper (Fagfellevurdert)
  • 83.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Contexts for restructuring welfare state education and health care:2007Konferansepaper (Annet vitenskapelig)
  • 84.
    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)
  • 85.
    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.

  • 86.
    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.

  • 87.
    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)
  • 88.
    Beach, Dennis
    Högskolan i Borås, Institutionen för Pedagogik.
    Education science in Sweden2012Konferansepaper (Fagfellevurdert)
  • 89.
    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.

  • 90.
    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)
  • 91.
    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.

  • 92.
    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.

  • 93.
    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.

  • 94.
    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.

  • 95.
    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.

  • 96.
    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.

  • 97.
    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.

  • 98.
    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)
  • 99.
    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)
  • 100.
    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.

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