瑞典一所中学的科技变革

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-12-20 DOI:10.1080/17457823.2021.2015608

Peter Erlandson, Mikael R. Karlsson

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引用次数: 2

摘要

摘要:这篇文章讨论了这样一个事实，即今天瑞典的地方学校实践似乎在不断变化，这是持续和有力的社会新自由主义化的结果，已经持续了大约三十年。由于学校排名和质量评估已经成为管理者和评估者的重要工具，教师和学校领导的压力越来越大。在这项民族志研究中，我们描述和分析了学校的变化;对变化的反应和在中学实施学校变革的倡议。此外，我们发展了我们的思考，如何在更大的社会计划中看待学校不断变化的情况。或者更准确地说，这项研究关注的是似乎已经成为新自由主义教育体系核心特征之一的学校变革。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Change as technology in a Swedish secondary high school

ABSTRACT This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.