Nordic Journal of Studies in Educational Policy最新文献_第3页

The differentiation of family and school education: historical conditions and current tensions 家庭和学校教育的分化:历史条件和当前的紧张关系

Nordic Journal of Studies in Educational Policy Pub Date : 2023-11-01 DOI: 10.1080/20020317.2023.2277504

Raf Vanderstraeten

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Principal’s autonomy and control in Sweden before and during COVID 19 - an explorative study 校长在2019冠状病毒病之前和期间在瑞典的自主权和控制权-一项探索性研究

Nordic Journal of Studies in Educational Policy Pub Date : 2023-09-24 DOI: 10.1080/20020317.2023.2260603

Emma Ågren, Daniel Nordholm, Wieland Wermke

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Creating the “University experience”: promotional and multimodal video productions in Scandinavian higher education 创造“大学体验”:斯堪的纳维亚高等教育的宣传和多模式视频制作

Nordic Journal of Studies in Educational Policy Pub Date : 2023-09-20 DOI: 10.1080/20020317.2023.2259825

Hogne Lerøy Sataøen, Daniel Lövgren, Simon Neby

{"title":"Creating the “University experience”: promotional and multimodal video productions in Scandinavian higher education","authors":"Hogne Lerøy Sataøen, Daniel Lövgren, Simon Neby","doi":"10.1080/20020317.2023.2259825","DOIUrl":"https://doi.org/10.1080/20020317.2023.2259825","url":null,"abstract":"Promotional videos produced by higher education institutions (HEIs) are an important medium for introducing new generations of students to HEIs and communicating their roles and purposes to the outside world. Despite the widespread use of such videos, research on their contents and implications is relatively sparse. This study addresses this gap by analysing videos from 12 Scandinavian HEIs. The study found that the videos aligned with the concept of the ‘Promotional University 2.0’, emphasizing an intention to ‘aspire to more’ and ‘add to the real world’, and portraying the university as an arena for play and joy. Three main categories of videos emerged: student-centred, market-centred, and organization-centred. The study also highlights the ideological implications of the representations, as they reflect the tension between traditional and commercialized views of the university. The results contribute to an understanding of how promotional videos shape the expectations of students and other stakeholders. This research is important as it helps us understand how HEIs communicate and represent themselves in the highly competitive marketplace of higher education. It also illustrates the incommensurability between higher education policies aiming to promote democratization and serve the public interest on the one hand, and the images of HEIs created by promotional multimodal content on the other.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136373978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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School principals’ perceptions of autonomy and control in low-SES communities - navigating local school administration on the front line 低社会经济地位社区学校校长的自主性和控制感——在第一线引导当地学校管理

Nordic Journal of Studies in Educational Policy Pub Date : 2023-09-06 DOI: 10.1080/20020317.2023.2254677

Mette Liljenberg, Åsa Hirsh, Anette Jahnke, Åsa Karlsson Pérez

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Anticipations of practice-near school research in Sweden 对瑞典临近学校实践研究的展望

Nordic Journal of Studies in Educational Policy Pub Date : 2023-07-19 DOI: 10.1080/20020317.2023.2236751

Martin Malmström

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Pupils’ development: Policy enactment in Swedish school-age educare 学生发展:瑞典学龄教育的政策制定

Nordic Journal of Studies in Educational Policy Pub Date : 2023-07-18 DOI: 10.1080/20020317.2023.2236748

B. Haglund

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A new regime of understanding. School leadership in Norwegian education policy (1990–2017) 一种新的理解机制。挪威教育政策中的学校领导(1990-2017)

Nordic Journal of Studies in Educational Policy Pub Date : 2023-05-04 DOI: 10.1080/20020317.2023.2208258

Roald Valle, S. Lillejord

{"title":"A new regime of understanding. School leadership in Norwegian education policy (1990–2017)","authors":"Roald Valle, S. Lillejord","doi":"10.1080/20020317.2023.2208258","DOIUrl":"https://doi.org/10.1080/20020317.2023.2208258","url":null,"abstract":"ABSTRACT Analyses of policy documents and interviews with three Norwegian politicians revealed differences in how school leaders were described, positioned and ascribed responsibility in Norwegian education policy between 1990 and 2017. While how politicians positioned school leaders changed substantially during the period, a stable trait was vague descriptions of school leaders’ responsibility. In 1990, school leaders were envisioned in a managerial position, above teachers, as employers. A more recent White Paper, from 2017, positioned school leaders closer to the teaching profession. The interviews showed that after the PISA-shock in 2001, politicians united across party lines in a 'new regime of understanding', downplaying traditional conflicts between Norwegian politicians. While Parliamentary politicians rhetorically disagreed, there was, underneath the policy discourse, a growing realpolitik consensus in questions of education policy. The study investigates policy descriptions of school leaders after 1990, when Management by Objectives was introduced in education. To position Norway in the international policy context, we draw on Stephen Ball’s concepts fabrication, managerialism, magical solutions and neoliberal performativity. Three periods, with simultaneously appearing residual and emerging tendencies were identified. In conclusion, we question an apparent lack of ambitions for school leadership in Norwegian education policy. The article contributes with new insights into education policy fluctations.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"9 1","pages":"144 - 160"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48870106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inbetween Literacy Desirings and Following Commands: Rethinking Digitalization in Swedish Early Childhood Education 在读写欲望与以下命令之间:对瑞典早期儿童教育数字化的再思考

Nordic Journal of Studies in Educational Policy Pub Date : 2023-05-04 DOI: 10.1080/20020317.2023.2229021

Ulf Buskqvist, E. Johansson, Carina Hermansson

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Literacy as Epistemology and Educational Policy: An Exploration of a Large Swedish Professional Development Programme for Teachers 作为认识论和教育政策的读写能力:瑞典大型教师专业发展计划的探索

Nordic Journal of Studies in Educational Policy Pub Date : 2023-05-04 DOI: 10.1080/20020317.2023.2229020

Maria Löfgren

{"title":"Literacy as Epistemology and Educational Policy: An Exploration of a Large Swedish Professional Development Programme for Teachers","authors":"Maria Löfgren","doi":"10.1080/20020317.2023.2229020","DOIUrl":"https://doi.org/10.1080/20020317.2023.2229020","url":null,"abstract":"ABSTRACT From once being synonymous with reading and writing, literacy, as a concept has expanded in the last three decades to today being associated with multiple meaning making forms and competences. Impactful, in this shift, has been the research orientation of New Literacy Studies. Besides academia, the literacy concept has also had a major influence on the global assessment frameworks of Program for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS). This study is interested in the epistemological potential of this perception of literacy, but also on how it affects educational policy. Material examined is a large Swedish governmentally-initiated professional development programme for teachers, launched in 2014. Two main variants of the literacy concept can be identified in the programme, one more closely aligned with New Literacy Studies, and the other more influenced by PISA and PIRLS. Findings show, strong impact from the global assessment version of the literacy concept, resulting in a mainly skills-based and instrumental educational discourse, far from the concept of Bildung, traditionally characteristic of the Nordic school systems. Further, of the two variants, New Literacy has a broader epistemological potential, and is, as such, more closely related to Bildung.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"9 1","pages":"191 - 209"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44747960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research and education form competing activity systems in externally funded doctoral education 在校外博士教育中，研究与教育形成了相互竞争的活动体系

Nordic Journal of Studies in Educational Policy Pub Date : 2023-05-04 DOI: 10.1080/20020317.2023.2222440

A. Sonesson, L. Stenson, Gudrun Edgren

{"title":"Research and education form competing activity systems in externally funded doctoral education","authors":"A. Sonesson, L. Stenson, Gudrun Edgren","doi":"10.1080/20020317.2023.2222440","DOIUrl":"https://doi.org/10.1080/20020317.2023.2222440","url":null,"abstract":"ABSTRACT Several authors have described how the formalization of recent decades has steered doctoral education towards structured curricula, more managerial control and new models for supervision. Largely absent from these accounts, however, is if and how doctoral education has been affected by the concurrent changes in research governance, in particular by the ‘projectification’ of research. For this study, we were interested in the convergence of educational formalization with research projectification around doctoral education in the context of highly competitive, externally funded research in medicine and health sciences in Sweden. Using Cultural-historical activity theory and constructing activity systems for education and research, respectively, we were able to identify several contradictions and tensions, both within and between systems, that were consequences of adaptations to the abovementioned formalization and research policy changes. The contradictions were manifested in the tying of doctoral students, and their education, to their supervisors’ research projects, grants and future prospects, and in students being deprived of opportunities for learning and developing independence. Supervisors were torn between supervision and project management while doctoral students had to balance being students and project members. Our analysis provides a system level explanation to previously reported pedagogical and ethical challenges in STEM doctoral education.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"9 1","pages":"173 - 190"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44020310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0