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Publications (10 of 132) Show all publications
Brunila, K. & Lundahl, L. (2020). Epilogue: Silences and Challenges. In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices (pp. 185-190). Helsinki: Helsinki University Press
Open this publication in new window or tab >>Epilogue: Silences and Challenges
2020 (English)In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices, Helsinki: Helsinki University Press, 2020, , p. 200p. 185-190Chapter in book (Refereed)
Place, publisher, year, edition, pages
Helsinki: Helsinki University Press, 2020. p. 200
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-168264 (URN)10.33134/HUP-3-10 (DOI)978-952-369-008-0 (ISBN)978-952-369-010-3 (ISBN)978-952-369-009-7 (ISBN)978-952-369-011-0 (ISBN)
Available from: 2020-02-18 Created: 2020-02-18 Last updated: 2020-02-18Bibliographically approved
Lindblad, M., Lundahl, L. & Rolfsman, E. (2020). Framtiden i sikte: Skolans stöd för ungas karriärlärande (1:1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Framtiden i sikte: Skolans stöd för ungas karriärlärande
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2020 (Swedish)Book (Other academic)
Abstract [sv]

Att navigera bland olika framtidsvägar är en avancerad uppgift för en tonåring, och detta blir extra tydligt i samband med gymnasievalet i nian. Valet rör i praktiken inte bara kommande utbildning utan också ett yrkes- och vuxenliv som ungdomarna blir del av först långt senare. I dag finns det dessutom ett rikhaltigt utbud av gymnasieskolor och gymnasieprogram som ofta är svårt att överblicka. Framtiden i sikte bygger på forskningsprojektet Lära för karriärvalet och handlar om stödet – såsom undervisning, vägledning och praktik – till grundskolans elever för att de ska göra välunderbyggda framtidsval. Boken betonar lärandeaspekterna av sådant stöd. Den analyserar hur skolans rektorer, lärare och vägledare arbetar med dessa frågor och vilka aktörer utanför skolan som engagerar sig. En central aspekt i boken gäller vilket innehåll som förmedlas till eleverna och vilka förutsättningar som ges för ett mer varaktigt lärande. Boken tar slutligen upp elevernas uppfattningar om vilket stöd de skulle behöva för framtidsvalen, och vilket stöd de faktiskt får.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020. p. 264 Edition: 1:1
Keywords
Framtidsval, karriärlärande, karriärundervisning, studie- och yrkesvägledning, grundskola
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-168081 (URN)9789144129433 (ISBN)
Projects
Lära för karriärvalet
Available from: 2020-02-17 Created: 2020-02-17 Last updated: 2020-02-18
Brunila, K. & Lundahl, L. (2020). Introduction. In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices (pp. 1-14). Helsinki: Helsinki University Press
Open this publication in new window or tab >>Introduction
2020 (English)In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices, Helsinki: Helsinki University Press, 2020, , p. 200p. 1-14Chapter in book (Refereed)
Place, publisher, year, edition, pages
Helsinki: Helsinki University Press, 2020. p. 200
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-168263 (URN)10.33134/HUP-3-1 (DOI)978-952-369-008-0 (ISBN)978-952-369-010-3 (ISBN)978-952-369-009-7 (ISBN)978-952-369-011-0 (ISBN)
Available from: 2020-02-18 Created: 2020-02-18 Last updated: 2020-02-18Bibliographically approved
Lindblad, M. & Lundahl, L. (2020). Winding Paths through School and After: Young Swedes of Migrant Origin Who Failed in Upper Secondary School. In: Kristiina Brunila, Lisbeth Lundahl (Ed.), Youth on the Move: Tendencies and Tensions in Youth Policies and Practices (pp. 79-99). Helsinki: Helsinki University Press
Open this publication in new window or tab >>Winding Paths through School and After: Young Swedes of Migrant Origin Who Failed in Upper Secondary School
2020 (English)In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices / [ed] Kristiina Brunila, Lisbeth Lundahl, Helsinki: Helsinki University Press, 2020, p. 79-99Chapter in book (Refereed)
Abstract [en]

Departing from careership theory, this chapter aims to add to knowledge about school careers and school-to-work transitions of young people with a migrant background, here referring to individuals born outside or in Sweden whose parents are first-generation immigrants. More specifically, we want to increase the understanding of the processes resulting in a school failure, and the subsequent process when the young person tries to enter the labour market and/or strengthen his/her educational qualifications. The analysis is based on life-history interviews with 27 Swedish young adults (21–23 years old), most of them from refugee families of non-European origins. All of the respondents left school without completing upper secondary education. Few previous studies have focused on both the school years ending in dropout and subsequent careers of early school leavers, as reported by the young adults themselves (for exceptions, see e.g. Henderson et al., 2007). As discussed in the following section, political discourses, official statistics and research often portray gloomy prospects for young early school leavers generally, and those of migrant origin particularly. However, our research provides more nuanced indications, as the young adults interviewed described not only difficulties in school and later life but also factors that could facilitate their careers, particularly if schools and other institutions provided more professional and timely support.

Place, publisher, year, edition, pages
Helsinki: Helsinki University Press, 2020
Keywords
Career development, youth, dropouts, school to work transition, migration
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-168080 (URN)10.33134/HUP-3-5 (DOI)978-952-369-010-3 (ISBN)978-952-369-009-7 (ISBN)978-952-369-011-0 (ISBN)978-952-369-008-0 (ISBN)
Available from: 2020-02-17 Created: 2020-02-17 Last updated: 2020-02-18Bibliographically approved
Brunila, K. & Lundahl, L. (Eds.). (2020). Youth on the Move: Tendencies and Tensions in Youth Policies and Practices. Helsinki: Helsinki University Press
Open this publication in new window or tab >>Youth on the Move: Tendencies and Tensions in Youth Policies and Practices
2020 (English)Collection (editor) (Refereed)
Abstract [en]

The book addresses one of the most urgent social problems in many countries, the uncertain school-to-work transitions of young people. As a result, a ‘transition machinery’ has been created, consisting of various education and training measures realised by e.g. teachers and youth workers.

The volume demonstrates that discourses related to youth transitions do not simply describe young adults but create them. For example, young people are expected to be active citizens who make themselves attractive to employers, and those who fail in doing so may be labelled having psychological deficiencies. When failing transitions, resulting in lack of higher education or unemployment, are treated as individual’s problems rather than rising from structural factors, the solutions are likewise individualized. The book thus underlines the importance of analysing power relations reflected by gender, health, social class, and ethnicity.

The articles of the book combine perspectives from young people, policymakers, teachers, and youth workers in Iceland, Finland, Sweden, and England.

Place, publisher, year, edition, pages
Helsinki: Helsinki University Press, 2020. p. 200
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-168262 (URN)10.33134/HUP-3 (DOI)978-952-369-008-0 (ISBN)978-952-369-010-3 (ISBN)978-952-369-009-7 (ISBN)978-952-369-011-0 (ISBN)
Available from: 2020-02-18 Created: 2020-02-18 Last updated: 2020-02-18Bibliographically approved
Helms Jørgensen, C., Järvinen, T. & Lundahl, L. (2019). A Nordic transition regime?: Policies for school-to-work transitions in Sweden, Denmark and Finland. European Educational Research Journal (online), 18(3), 278-297
Open this publication in new window or tab >>A Nordic transition regime?: Policies for school-to-work transitions in Sweden, Denmark and Finland
2019 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 18, no 3, p. 278-297Article in journal (Refereed) Published
Abstract [en]

In recent decades, a range of policy measures to support young people’s school-to-work transitions has been initiated across Europe. However, these transition policies have rarely been studied systematically, particularly from a comparative perspective. Thus, the aim of this article is to compare Swedish, Danish and Finnish policies for supporting young people’s educational and school-to-work transitions. Synthesising and analysing recent research, the article critically draws on Walther’s (2006) classification of transition regimes that recognises a Nordic universalistic regime of youth transitions characterised by emphasis on collective social responsibility, individual motivation and personal development. We conclude that significant policy changes have occurred during the last two decades. Coercive measures have been adopted and social support reduced, making young people more individually responsible for the success of their transitions. Hence, current transition policies diverge in many respects from qualities traditionally ascribed to the Nordic transition regime. We also find significant differences between the three countries’ transition policies, which in some cases indicate policy trade-offs. In addition, we conclude that transition policies are generally weakly coordinated across policy domains, which increases the risk of unintended consequences of these policies.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
School-to-work transitions, transition regimes, comparative research, Nordic countries
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156739 (URN)10.1177/1474904119830037 (DOI)000468194700002 ()2-s2.0-85062363736 (Scopus ID)
Projects
Justice through education (JustEd)
Funder
NordForsk
Note

Special Issue: SI

Available from: 2019-02-26 Created: 2019-02-26 Last updated: 2019-06-10Bibliographically approved
Holm, A.-S. & Lundahl, L. (2019). A stimulating competition in the upper secondary school market? (1ed.). In: Magnus Dahlstedt & Andreas Fejes (Ed.), Neoliberalism and market forces in education: lessons from Sweden (pp. 141-155). London: Routledge
Open this publication in new window or tab >>A stimulating competition in the upper secondary school market?
2019 (English)In: Neoliberalism and market forces in education: lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, London: Routledge, 2019, 1, p. 141-155Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2019 Edition: 1
Series
Routledge Research in Education Policy and Politics
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156989 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Funder
Swedish Research Council
Available from: 2019-03-04 Created: 2019-03-04 Last updated: 2019-04-05Bibliographically approved
Helgøy, I., Homme, A., Lundahl, L. & Rönnberg, L. (2019). Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden. Comparative Education, 55(3), 308-325
Open this publication in new window or tab >>Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden
2019 (Swedish)In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, no 3, p. 308-325Article in journal (Refereed) Published
Abstract [en]

Low completion rate in upper secondary education is seen as a bigproblem in the Nordic countries. School failure has shown todramatically increase the risks for unemployment and  labourmarket exclusion with severe consequences for both society andthe young person. This paper analyses national policy measures tocombat low upper secondary education completion rates inNorway and Sweden, often regarded as representing a socialdemocratic welfare model and a universalistic transition regime.The analysis demonstrates that although this issue has receivedextensive political attention, the two countries display somewhatdifferent policy designs. The Norwegian approach is proactive andtargeted while the Swedish policy is more general and directedtowards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that nationalgovernance structures shape and influence policy design in thecontext of an increasingly diversified Nordic social democraticwelfare state regime.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Upper secondary education, school completion, policy design, Sweden, Norway, education
National Category
Pedagogical Work
Research subject
political science; educational work
Identifiers
urn:nbn:se:umu:diva-159199 (URN)10.1080/03050068.2019.1619328 (DOI)000469673800001 ()2-s2.0-85066125063 (Scopus ID)
Funder
Swedish Research Council
Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-10-09Bibliographically approved
Rönnberg, L., Lindgren, J. & Lundahl, L. (2019). Education governance in times of marketization: The quiet Swedish revolution. In: R. Langer and T. Brüsemeister (Ed.), Handbuch Educational Governance Theorien: (pp. 711-727). Wiesbaden: Springer
Open this publication in new window or tab >>Education governance in times of marketization: The quiet Swedish revolution
2019 (English)In: Handbuch Educational Governance Theorien / [ed] R. Langer and T. Brüsemeister, Wiesbaden: Springer, 2019, p. 711-727Chapter in book (Refereed)
Abstract [en]

In this chapter, we focus on how education governance can be conceptualized and understood in a context of far-reaching marketization and privatization. We address the challenges and limitations of (political) education governance in times of educational marketization. We argue that the Swedish case is a good starting point for such analytical exploration, since Sweden has experienced quite a far-reaching transformation in this regard, from a strongly centralist and state-led education system to a dispersed, multi-actor and marketized education system, which may be of relevance and importance for additional theorizing in this area. We show that few current political and societal challenges to the dominant policy trajectory exist and that both social democratic and non-socialist governments follow an entrenched policy path, governing largely by preservation and restoration. We argue for the need to critically discuss and unpack the complexities of governing education in a policy context in which market forces have entered, and fundamentally are affecting, education in all policy stages.

Place, publisher, year, edition, pages
Wiesbaden: Springer, 2019
Series
Educational Governance, ISSN 2512-0794, E-ISSN 2512-0808 ; 43
Keywords
Education governance, privatization, nation state, marketization, Sweden
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-154908 (URN)10.1007/978-3-658-22237-6_31 (DOI)978-3-658-22236-9 (ISBN)978-3-658-22237-6 (ISBN)
Projects
HOPESGoing Global
Funder
Academy of FinlandSwedish Research Council, 2018-04897
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2020-01-21Bibliographically approved
Alexiadou, N., Lundahl, L. & Rönnberg, L. (2019). Shifting logics: education and privatisation the Swedish way. In: Jane Wilkinson, Richard Niesche and Scott Eacott (Ed.), Challenges for public education: reconceptualising educational leadership, policy and social justice as resources for hope (pp. 116-131). Abingdon: Routledge
Open this publication in new window or tab >>Shifting logics: education and privatisation the Swedish way
2019 (English)In: Challenges for public education: reconceptualising educational leadership, policy and social justice as resources for hope / [ed] Jane Wilkinson, Richard Niesche and Scott Eacott, Abingdon: Routledge, 2019, p. 116-131Chapter in book (Refereed)
Abstract [en]

During the last 40 years, many countries have launched radical reforms of their public education systems in a neoliberal direction that emphasises a mixed economy of schooling. The reforms have been accompanied by discourses of ‘a crisis’ of the public sector, and shared broadly similar elements of varying degrees of decentralisation and new public management (NPM), choice, competition and the introduction of private actors and interests in public education. Much social policy and education research on marketisation reforms has focused on Anglo-Saxon countries, where institutional changes towards more choice and competition have led to a similar dismantling of the welfare state. This has included turning citizens (students, parents) into customers, with all the resulting implications for ethnically and socio-economically based differentiation (Cahill & Hall, 2014; Campbell et al., 2009; Clarke et al., 2007; Roda & Stuart Wells, 2013). However, despite the numerous similarities in the direction of education reforms, the existing literature on marketisation does not capture the peculiarities of the Nordic education policy settings, where choice and competition coexist with a strong sense of education as a public good.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2019
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-153785 (URN)9781138348226 (ISBN)9780429791949 (ISBN)9781138348202 (ISBN)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-07Bibliographically approved
Projects
TROUBLESOME TRANSITIONS School-to-work transitions of young people at risk in a longitudinal perspective [2009-05964_VR]; Umeå UniversityErsättning för Lisbeth Lundahls uppdrag som ledamot i Kommittén för utbildningsvetenskap 2010-2012 och 2013-2015. [2010-06367_VR]; Umeå UniversityNetwork: National research network Career Development and career guidance [2010-01425_Forte]; Umeå UniversitySpecial transitions. The importance of special education for young people´s study success and transition patterns in Swedish and international perspective [2011-07239_VR]; Umeå UniversityNetwork: Career development, transitions and career guidance [2014-02651_Forte]; Umeå UniversityLearning for Career Management Skills [2015-01029_Forte]; Umeå UniversityMoving on, Youth attending an introduction program and their career support in varying local contexts [2017-03591_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5791-081x

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