Nordic Journal of Studies in Educational Policy最新文献

{"title":"Approaching change through pragmatic routines: a case study of a municipal response to a teacher certification reform in the Swedish School-age Educare","authors":"Richard Andersson","doi":"10.1080/20020317.2022.2050593","DOIUrl":"https://doi.org/10.1080/20020317.2022.2050593","url":null,"abstract":"ABSTRACT During the last decade, the Swedish School-age Educare has been the object of multiple government-enforced reform initiatives in order to clarify its purpose and increase educational quality and equivalence. In 2019, a teacher certification reform was imposed on the educational programme, concretizing responsibilities between categories of staff and regulating hiring procedures in order to raise the level of formally qualified personnel. At the same time, Sweden was (and still is) battling a severe teacher shortage, with teachers certified towards the School-age Educare being one of the scarcer categories to acquire. Through a single-case study, this article explores a local municipal response to this policy dilemma by focusing on the ways in which the reform demands are translated and made sense of in terms of organizational routines. The findings show that actors make sense of demands based on prior knowledge and beliefs connected to identity and qualitative endeavours of the educational programme, which in turn shape ‘scripts’ to routine performance. However, when these scripts collide with performative constraints connected to organizational capacities, pragmatic routines are designed in order to partly sustain apprehensions from the initial reform translation, which in turn shapes further routinized action.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"133 - 145"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48543839","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}

{"title":"Differentiation in education: a configurative review","authors":"Ingunn Eikeland, Stein Erik Solbø Ohna","doi":"10.1080/20020317.2022.2039351","DOIUrl":"https://doi.org/10.1080/20020317.2022.2039351","url":null,"abstract":"ABSTRACT Differentiation in education can be seen as a means of responding to student diversity in order to meet the vision of a school for all. Differentiation has been widely addressed within a western context, and it appears to be a versatile phenomenon as it occurs under various guises and with a variety of terms and modes of operationalizations. The aim of this configurative review is to investigate how differentiation appears in the international context and to contribute to a much-needed overview of the concept. Analysis of 28 scientific papers representing a broad range of national affiliations resulted in two main findings. First, differentiation is a complex idea that appears to be presented either as differentiating students or differentiating teaching. Four perspectives for approaching differentiation further illustrate the complexity of the phenomenon: differentiation as individualization, differentiation as adaptation to specific groups, differentiation as adaptations within diverse classrooms, and differentiation in a system perspective. Second, the analysis revealed that there are almost no studies transcending the focus on teachers and the classroom by addressing the organizational or system/policy level. This review argues for the benefits that a more system-oriented perspective of differentiation would provide.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"157 - 170"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47411063","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}

{"title":"Teachers’ negotiations of bias in relation to teaching resources offered to schools by industrial actors","authors":"M. Andrée, L. Hansson","doi":"10.1080/20020317.2022.2031831","DOIUrl":"https://doi.org/10.1080/20020317.2022.2031831","url":null,"abstract":"ABSTRACT This article focuses on the participation of industrial and corporate actors in science and technology education in Sweden. Opening up schools for the participation of industrial actors may be seen as a means of making education more connected to society. However, it may also contribute to the emergence of tensions related to ensuring values of objectivity and neutrality. The aim is to investigate how teachers deal with commercial interest, bias and partiality in collegial evaluations of industry-produced teaching resources. The data consist of focus group interviews with teachers, which were analysed using an ecological perspective on teacher agency. The teachers’ evaluations of the teaching resources focussed: (1) The legitimacy of evaluating teaching resources in terms of bias. (2) The value of a resource in terms of correctness and versatility, (3) Acceptable ways in which commercial interests are communicated (undercurrent messages, logos and advertisement), (4) Bias in light of different educational aims, and (5) Upholding neutrality versus imparting specific values and behaviours. The results are discussed with regard to the teacher agency achieved in evaluations concerning commercial interests, bias and partiality.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"52 - 64"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41748042","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}

{"title":"Cooperation with local community and businesses: quality negotiations in upper secondary education","authors":"Heidun Oldervik, Ellen Saur, Hans Petter Ulleberg","doi":"10.1080/20020317.2022.2031597","DOIUrl":"https://doi.org/10.1080/20020317.2022.2031597","url":null,"abstract":"ABSTRACT This article explores how quality is negotiated and challenged when two Norwegian rural schools cooperate with the local community and businesses. The article builds on three sub-studies on two upper secondary schools in the process of merging in the areas of follow-up services, physical school environment and leadership. Several methodological access points for the field are utilized, including interviews, shadowing and document analyses. By questioning quality in these local settings, we found that both schools and local business took a pragmatic and pupil-centred approach to quality. We discuss how quality is understood locally, how different quality practices are conducted and their significance for the schools.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"75 - 83"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929992","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}

{"title":"Introduction: mapping commercial interests and imaginaries in Nordic education","authors":"Lucas Cone, Lejf Moos","doi":"10.1080/20020317.2022.2045164","DOIUrl":"https://doi.org/10.1080/20020317.2022.2045164","url":null,"abstract":"Would it be possible to foster the development of a strong pedagogical industry that could be compared to the pharmaceutical industry in the health sector?’ (Organisation for Economic Cooperation and Development (OECD), 2007). Almost 15 years on, it is tempting to revisit the question posed by the Organisation for Economic Co-operation and Development (OECD) with a touch of biblical irony: ‘We have the prophetic word confirmed’ (Peter 2, 1:19). Since 2007, the rise of markets for teaching and learning has turned education into one of the fastest growing markets worldwide, with recent prophecies suggesting a staggering $10 Trillion education industry in 2030 (HolonIQ, 2020). Spearheaded by massive infrastructural investments in digitization, Venture Capital investments in companies working in education are at a record high: Annual Venture Capital (VC) investments in European education start-ups grew from 140 million USD in 2014 to 2.5 billion USD in 2021 (Brighteye Ventures, 2022). The Nordic countries have not escaped this trend. Boosted by the Covid-19 pandemic, institutions, municipalities, and governments across the Nordic region have invested heavily in commercially driven infrastructures and services promising to create more diverse, modern, coherent, and data-based educational systems (Cone et al., 2021; Ljungqvist & Sonesson, 2021). Defined most broadly as ‘the opening up of schools and their practices to goods and services from commercial providers with the express purpose of leveraging profit from schools’ (Hogan & Thompson, 2017, p. 2), the large-scale commercialization of education in and beyond the Nordic countries affects more than just corporate bottom lines and stock markets. In classrooms across the Global North, the involvement of commercial actors is reconfiguring the very foundations of what teaching and learning is about, who should participate in it, and where it should occur: Teachers creating tasks in Google Classroom, students finishing their assignments on Seesaw, parents checking in on their students’ work on Aula, principals preparing Kahoot quizzes for the next staff meeting, schools rebuilding their pedagogical profiles based on partnerships with Lego Education. As the boundaries between public education and corporate interests continue to blur, it is more vital than ever to examine the political, social, and pedagogical implications of these reconfigurations. While there is a significant body of scholarship addressing private schools and non-state actors’ involvement in the pluralistic governance of Nordic education (Larsen et al., 2021; Wiborg & Larsen, 2017), questions of profit, branding, and capitalization within schools are relatively new topics in Nordic education research (Rönnberg, 2017; Seppänen et al., 2021). Building on recent scholarship examining the political economies underpinning contemporary forms of market-making and capital (Birch & Muniesa, 2020; Çalişkan & Callon, 2009; Sadowski, 2020; Srnicek, 2","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"1 - 8"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59990797","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}

{"title":"The imaginary of personalization in relation to platforms and teacher agency in Denmark","authors":"R. Jørnø, Bjarke Lindsø Andersen, Peter Gundersen","doi":"10.1080/20020317.2021.2022073","DOIUrl":"https://doi.org/10.1080/20020317.2021.2022073","url":null,"abstract":"ABSTRACT In this theoretical paper, we argue that Tech enthusiasts and skeptics are animated by the same sociotechnical personalization imaginary to improve education and teaching through personalization, but see very different paths to this goal. Tech boosters point to well-known problems of the existing education system – and rhetorically ask: ‘why shouldn’t we solve these problems with technology?’ Doomsters claim that only humans can do this and ask ‘why should we relinquish power to machines?’ We believe that the full implications of incorporating adaptive technologies in schools have neither been considered, fully revealed, or adequately prepared for by either side. But we are not interested in evaluating either the claims of techboosters or doomsters. Through an analysis through the lens of imaginaries, we reveal the false dichotomy of for or against technology, which obfuscates the fundamental question of whether the social technology we have put in place to educate ourselves solves the right problem and solves the problem well? We conclude with a brief discussion on the value of the personalization imaginary. We argue that the question is not whether platforms enable or disable teacher agency per se, but rather why should we hold up personalization as an ideal for education?","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"20 - 29"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421795","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}

{"title":"Soft privatization in the Norwegian school: cooperation between public government and private consultancies in developing ‘failing’ schools","authors":"Ingvil Bjordal","doi":"10.1080/20020317.2021.2022079","DOIUrl":"https://doi.org/10.1080/20020317.2021.2022079","url":null,"abstract":"ABSTRACT Even though Norway is one of the Nordic countries that has been hesitant when it comes to implementing privatization policies, the influence of market-led reforms has facilitated an educational landscape where private companies increasingly serve public education. In this article, the interrelation between marketization and privatization is analysed as a process of soft privatization. Focusing on a school development project in Oslo, soft privatization is investigated in relation to how the public authorities actively facilitate private participation. This is especially related to how the framing of educational problems within a market-led context serves private interests and public-private cooperation. While arguing that marketization facilitates private-sector participation, the article also suggests that private actors reinforce the ideas that constitute the premises for their participation, thus confirming public policies. A consequence of this is not only a situation where market-led policies facilitate private-sector participation, but a situation where the two reinforce each other and where public and private actors develop mutual dependency.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"42 - 51"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47862117","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}

{"title":"Swedish free school companies going global: Spatial imaginaries and movable pedagogical ideas","authors":"Linda Rönnberg, Nafsika Alexiadou, Malin Benerdal, Sara Carlbaum, A. Holm, L. Lundahl","doi":"10.1080/20020317.2021.2008115","DOIUrl":"https://doi.org/10.1080/20020317.2021.2008115","url":null,"abstract":"ABSTRACT Enabled by market-oriented policies implemented in the early 1990s, a nation-wide for-profit education industry has emerged and flourished in Sweden. As a more recent expansion strategy, Swedish school companies have begun exporting their school and early childhood education and care services internationally. In this article, three such companies and a selection of the foreign operations they have set up are studied to analyse how they describe the education services they are establishing in the new national settings. The findings show that the companies have developed and followed different edu-business models, using and transforming particular pedagogical ideas and connecting them to different spatial imaginaries. These include the Swedish/Scandinavian as both places and idealized spaces, infused with borderless global transformative spatial imaginaries on the creation of autonomous learners and futuristic education visions for global futures. Educational profiles and concepts from the Swedish context are both adjusted and marketed to the foreign settings, and entail stories on spaces and mobilities, encompassing pedagogy, teachers and students.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"9 - 19"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43988408","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}

{"title":"Educational research – public responsibility, private funding?","authors":"P. Rasmussen","doi":"10.1080/20020317.2021.2018786","DOIUrl":"https://doi.org/10.1080/20020317.2021.2018786","url":null,"abstract":"ABSTRACT Like other Nordic countries, Denmark is a mixed-economy welfare society, where capitalist production and market logics coexist with public policy having social cohesion and equality as important priorities. Educational and pedagogical research, which is a main knowledge base for policy and practice in schools and the education system, is also seen as a field of public responsibility, carried out mainly in universities and other public research institutes. In recent years, however, a number of private actors have engaged in funding research related to education and learning. The actors include private organizations doing research in connection with product development and privately established foundations initiating research and development projects. The interplay between public and private funding and management can promote quality research combining new general knowledge with societal relevance; but it can also lead to narrow criteria for topics and methods, unsettling important balances in the field of educational research. The article examines and discusses these developments, especially the role of private foundations, as well as the conditions for fruitful interaction between the public sector and private actors in educational research.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"65 - 74"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46381609","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}

{"title":"Selling out Education in the Name of Digitalization: A Critical Analysis of Swedish Policy","authors":"M. Ljungqvist, A. Sonesson","doi":"10.1080/20020317.2021.2004665","DOIUrl":"https://doi.org/10.1080/20020317.2021.2004665","url":null,"abstract":"ABSTRACT Sweden aspires to become ‘the best in the world at utilizing the opportunities of digitalization’ and is internationally recognized for its digital performance. Education has been identified as instrumental for the digital transformation of Swedish society, and efforts are made to accelerate the digitalization of the educational system. As governments’ demands for digitalization get increasingly loud and persuasive, it is important to critically explore what values and ideologies are embedded in the argumentation. In this study, we use Critical Discourse Analysis to examine the Swedish Digitalization Commission’s report ‘For digitalization with the times’. Our results demonstrate that the policy argumentation, despite being anchored in traditional Swedish welfare values, is characterized by a coherent and reductionist neoliberal framing of education. Students are represented as self-managing entrepreneurial citizens with a moral obligation to renew their human capital and adapt to market demands, while the educational system is constructed as a flexible, largely automated, infrastructure for ‘life-long learning’, in which teaching is reduced to ‘facilitating’. We suggest that such discourses around education in Swedish policy rest upon three preconditions: digitalization as an interconnective policy object, Swedish digitalization policy making as soft governance, and the Swedish welfare model as susceptible to discursive drift.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"89 - 102"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44719252","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}