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Segerholm, Christina
Publications (10 of 67) Show all publications
Lindgren, J., Carlbaum, S., Hult, A. & Segerholm, C. (2019). Cultivating the juridified self?: Regulation, socialisation and new forms of work against degrading treatment in schools. In: NERA 2019 Abstract Book 2019-03-06: . Paper presented at NERA 2019 – Education in a Globalized World, 6–8 March 2019, Uppsala, Sweden (pp. 826-827).
Open this publication in new window or tab >>Cultivating the juridified self?: Regulation, socialisation and new forms of work against degrading treatment in schools
2019 (English)In: NERA 2019 Abstract Book 2019-03-06, 2019, p. 826-827Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A popular contemporary narrative asserts that Sweden has become “the society of easily offended victims” (Eberhard, 2009; see also Berensten, 2014; Dahlstrand, 2012; Heberlein, 2005; Zaremba, 2008). Official statistics show how defamation of character claims have increased dramatically over time (The Swedish National Council for Crime Prevention, 2018). Such observations relates to developments in the school system where the number of complaints regarding degrading treatment (DT) have also increased (The Swedish Schools Inspectorate, 2018). Overall, schools’ work against DT is framed by increasing awareness of the role of formal obligations, trials, evidence, damages, individual rights and childrens’ subjective experiences of being offended. Plans, preventions, expanding forms of investigations and documentation are enacted in order to provide guarantees that DT do not occur; that is, that students are not exposed to any behaviour that violates their “dignity” (The Swedish Education Act SFS 2010:800, §6).

The increasing legal framing when it comes to schools’ work with problems of DT has been discussed in terms of juridification (Lindgren, Carlbaum, Hult & Segerholm, in press). The overall aim of this study is to explore how new judicial forms of work against DT in Swedish schools affect young people’s socialisation and identity. In a previous study, based on interviews with students, we could not confirm any radically new patterns of socialisation (Lindgren, Hult, Carlbaum & Segerholm, 2018). The present study then, is an attempt to validate these results by including the perspective of experienced school actors who have a different overview and relation to the issues at hand. We thus analyse interviews with both school actors and students from grade five and grade eight when reasoning about problems of DT and how such problems are understood and acted on in schools.

Our theoretical framework establishes a direct link between juridification and socialisation through Habermas’ ideas on the colonisation of the lifeworld by the instrumental rationality of bureaucracies and market-forces (Habermas, 1987). Juridification thus describe how intuitive forms of everyday communication, norms and values becomes reified by legal logic (Habermas, 1987). Drawing on these ideas Honneth (2014) has offered examples of social pathologies that significantly impairs the ability to take part in important forms of social cooperation.

We interviewed students, teachers, head teachers, school staff and responsible officials at the municipality level at five schools in two municipalities. Both students and school staff talk about the juridified significance of DT, that it is decided by the offended person, but have ambiguous ideas ofthe juridified way that the school handle incidents. Both school staff and students claim that the word DT (kränkning) mostly is used by students jokingly, e.g. when reprimanded. Students hesitate in informing teachers of incidents because it sets in motion disproportionate investigations, e.g. informing parents. Thus, students want the teachers to see and know of incidents, but not necessarily to act upon them according to formal standards. Overall, such preliminary results indicate that increasing regulation in school may cultivate juridified selves by stressing subjective feelings and formal investigations while muting dialogue.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-158896 (URN)
Conference
NERA 2019 – Education in a Globalized World, 6–8 March 2019, Uppsala, Sweden
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2015-00654
Available from: 2019-05-14 Created: 2019-05-14 Last updated: 2019-05-20Bibliographically approved
Segerholm, C. (2019). Evaluation systems and the pace of change: The example of Swedish higher education. Educational Philosophy and Theory
Open this publication in new window or tab >>Evaluation systems and the pace of change: The example of Swedish higher education
2019 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this article is to illuminate and discuss evaluation and evaluation systems in relation to the pace of change. It is argued that evaluation promotes and accelerates change. The article will thus contribute to a critical scrutiny of evaluation as a societal phenomenon and as a widespread practice in education. To accomplish this aim, the inherent purpose of evaluation and evaluation systems is brought forward. National evaluation systems for Swedish higher education are used as an empirical example. An analysis using Rosa’s three aspects of social acceleration (technical acceleration, acceleration of social change, and acceleration of the pace of life) is offered to demonstrate how the evaluation systems are related to, sustain, and promote an increase of the pace of change (acceleration) in educational practice in higher education.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Evaluation systems, higher education, social acceleration
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-162439 (URN)10.1080/00131857.2019.1654372 (DOI)000481938000001 ()
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-10-31
Segerholm, C., Hult, A., Lindgren, J. & Rönnberg, L. (Eds.). (2019). The governing-evaluation-knowledge nexus: Swedish higher education as a case. Dortrecht: Springer
Open this publication in new window or tab >>The governing-evaluation-knowledge nexus: Swedish higher education as a case
2019 (English)Collection (editor) (Refereed)
Abstract [en]

This Open Access book analyses the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It investigates the origins, logics, and mechanisms of evaluation and quality assurance reforms and their dynamic interactions with institutional, national and European policy contexts. The chapters report findings from extensive empirical studies that offer detailed insight into the work of governing in higher education, by giving voice to actors at various levels and positions including the ministry, national agency and University employees. Central themes include the influence of European policy, changing system designs, media relations and quality assurance enactments in University institutions. The book also explores the ways in which an emerging professional cadre, labelled qualocrats, enacts and mediates evaluation and quality assurance policy and practice. Taken together, the expanding evaluation machinery in Swedish higher education highlights the pivotal role of knowledge as a governing resource, and points to special features of evaluation as a particular form of practice that makes knowledge work for governing.

Place, publisher, year, edition, pages
Dortrecht: Springer, 2019. p. 208
Series
Evaluating education: normative systems and institutional practices, ISSN 2570-0251
Keywords
Higher education governance, Quality and assurance reforms, Swedish higher education, European Higher Education Area, National evaluation systems, Education policy and practice, Quality assurance in higher education, ENQA, Framing of evaluation results, Governing by evaluation, Performing evaluation and quality assurance, Higher education policy, Higher education reform, Evaluation in higher education, Media and higher education
National Category
Pedagogy Pedagogical Work
Research subject
education; educational work
Identifiers
urn:nbn:se:umu:diva-165039 (URN)10.1007/978-3-030-21143-1 (DOI)9783030211424 (ISBN)9783030211431 (ISBN)
Funder
Swedish Research Council, 2012-05424
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-11Bibliographically approved
Rönnberg, L., Hult, A., Lindgren, J. & Segerholm, C. (2018). Assuring quality assurance in Swedish higher education: A national try-out evaluation. In: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 211. Paper presented at 8-10 March 2018 NERA 2018 (pp. 210-210). University of Oslo
Open this publication in new window or tab >>Assuring quality assurance in Swedish higher education: A national try-out evaluation
2018 (English)In: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 211, University of Oslo , 2018, p. 210-210Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the Nordic countries and beyond, evaluation and quality assurance are becoming increasingly insitutionalised as means to govern the welfare state (Dahler-Larsen, 2011). Higher education is no exception (Leiber, Stensaker & Harvey, 2015; Jarvis, 2014). Since the 1990s, different national evaluation systems have been developed and implemented in Swedish Higher Education (HE) (Segerholm, 2016). Over time, these systems have displayed different political purposes and designs. One major component in the most recent system in operation from 2017 and onwards is national evaluation of the higher education institutions’ (HEIs) own internal quality assurance systems, carried out by the Swedish National Agency for Higher Education (SHEA) (Lindgren & Rönnberg, 2017).This paper aims to analyse a SHEA try-out evaluation in which HEIs internal quality assurance were evaluated. The following questions guide our study: What enactments do these try-out exercises entail and what actors are involved? What kind of knowledge is mobilized and used in these enactments? We focus on two cases where the work with and experiences from a) HEI actors, b) officials at the SHEA, and c) external review panels are analysed. We collected data as the national try-out evaluation was implemented. This include near 30 interviews with SHEA staff, HEI actors, and members in external review panels. Extensive documentary materials, such as self-evaluations from the HEIs, schedules, plans and SHEA decisions, were also analysed.This paper is part of a larger research project, “Governing by evaluation in higher education in Sweden”, analyzing how evaluative activities govern Swedish Higher Education policy and practice. We conceptualise governing as activities composed of assemblages of places, people, policies, practices and power (Clarke, 2015). Following this, we analyse the activities and the actual work connected to quality assurance and its policy-making, and how it is enacted and learned (Ball et. al, 2012). Drawing on Freeman and Sturdy (2014), we see knowledge in policy as taking different forms, i.e. as embodied, inscribed and enacted.

Place, publisher, year, edition, pages
University of Oslo, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-145973 (URN)
Conference
8-10 March 2018 NERA 2018
Available from: 2018-03-23 Created: 2018-03-23 Last updated: 2019-08-20
Segerholm, C. & Hult, A. (2018). Learning from and reacting to school inspection: two Swedish case narratives. Scandinavian Journal of Educational Research, 62(1), 125-139
Open this publication in new window or tab >>Learning from and reacting to school inspection: two Swedish case narratives
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 125-139Article in journal (Refereed) Published
Abstract [en]

Throughout Europe, school inspection has become a visible means of governing education. This education and inspection policy is mediated, brokered, interpreted, and learned through networked activities where the global/European meet the national/local, giving national and local “uptake” a variety of characteristics. We explore the local features of this “uptake” as processes of learning in the interaction between schools and inspectors in Sweden. Drawing theoretically on Jacobsson’s notion of governing as increasingly done through meditative activities and on Leontiev’s activity theory, we suggest that school actors learn compliance through diverse emotions provoked by inspection processes in different local settings. Based on observations of inspections, interviews with teachers, head teachers and inspectors, documents, reports, and decisions, we portray how governing education is done through inspection processes in two Swedish schools. The case narratives underscore the importance of local context in these governing and learning processes.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
case narratives, compliance, learning policy, school inspection
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-124617 (URN)10.1080/00313831.2016.1212257 (DOI)000417602100008 ()
Available from: 2016-08-17 Created: 2016-08-17 Last updated: 2018-06-07Bibliographically approved
Lindgren, J., Carlbaum, S., Hult, A. & Segerholm, C. (2018). To see or not to see: challenges in teachers’ enactment of policies on degrading treatment in Sweden. In: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 95. Paper presented at NERA, 8-10 March 2018 (pp. 94-94). University of Oslo
Open this publication in new window or tab >>To see or not to see: challenges in teachers’ enactment of policies on degrading treatment in Sweden
2018 (English)In: Abstract book NERA, 8-10 March 2018: Educational Research: Boundaries, Breaches and Bridges: 95, University of Oslo , 2018, p. 94-94Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

One of many challenges that teachers face on a daily basis is related to problems with degrading treatment. Teachers work in order to establish a working environment where children can learn; both knowledge and norms and values, i.e how to live together and to understand, care for and respect each other in line with the “fundamental values” in the curriculum (The Swedish National Agency for Education, 2011). All schools are regulated by a policy of zero tolerance towards degrading treatment (The Child and School Student Representative, 2017). The challenge, however, is immense, if not abysmal: hundreds of children obligated to spend year after year in a cramped facility without ever troubling each other with derogatoriness, rumours, ridicule or shoving. Teachers take on this difficult challenge with a broad repertoire of pedagogical tools based on research, theory, experience and tacit knowledge. They deal with chaos and unpredictability in contexts where no single method, plan or manual apply (Cardell, 2017: 226).In this paper we draw attention to how this challenge has been transformed by recent legal regulation of teachers’ work. The School Act has expanded the regulations on degrading treatment and teachers and school staff are today responsible to report any degrading treatment to the principal who in turn has an obligation to report it further to the governing body. This regulation is added to the obligation to quickly investigate and take necessary measures to counteract such treatment (Prop. 2009/10:165; SFS 2010:800).Based on 35 interviews with municipal officials, school directors, school leaders, teachers and other school staff (n 60) in seven schools in two municipalities we describe and analyse how teachers handle issues related to degrading treatment as the pedagogical challenge has been converted into, or complemented by, a judicial challenge primarily oriented towards objective representation of past events. For instance, teachers have to determine, at every incident occurring during the school day, if it should be reported as degrading treatment or not. Reporting has certain consequences, for example time consuming activities of documentation including administration of evolving digital reporting systems, discussions with colleagues and students and communication with parents demanding careful balance and precision. Not reporting has other consequences, e.g. it involves risk taking in terms of accountability since every incident has the potential to later become part of a complaint on degrading treatment issued to The Swedish Schools Inspectorate or The Child and School Student Representative. Thus, to see or not to see incidents is not only a question of teachers’ attention and immediate subsequential action or mindful awaiting – it is a choice that involves a range of strategic and defensive considerations that in a profound way alters teachers’ professional gaze, understanding and practice.The paper is theoretically informed by ideas on policy enactment (Ball, Maguire & Braun, 2012) that provide an overall understanding of issues of policy implementation in times of juridification. In order to qualify the analysis of teachers’ challenges and conflicts between different logics we draw on theories on teacher professionalism (e.g. Englund & Solbrekke, 2015; Solbrekke & Englund, 2011).

Place, publisher, year, edition, pages
University of Oslo, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-145974 (URN)
Conference
NERA, 8-10 March 2018
Available from: 2018-03-23 Created: 2018-03-23 Last updated: 2018-06-09
Segerholm, C., Hult, A. & Olofsson, A. (2017). Channels for European Quality Assurance Policy in Higher Education – the Swedish Example. In: : . Paper presented at ECER 2017, European Conference for Educational Research, Copenhagen, Denmark, August 22-25, 2017.
Open this publication in new window or tab >>Channels for European Quality Assurance Policy in Higher Education – the Swedish Example
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-141650 (URN)
Conference
ECER 2017, European Conference for Educational Research, Copenhagen, Denmark, August 22-25, 2017
Available from: 2017-11-10 Created: 2017-11-10 Last updated: 2019-06-13Bibliographically approved
Dahler-Larsen, P., Abma, T., Bustelo, M., Irimia, R., Kosunen, S., Kravchuk, I., . . . Kabanga Tshali, C. (2017). Evaluation, language, and untranslatables. American Journal of Evaluation, 38(1), 114-125
Open this publication in new window or tab >>Evaluation, language, and untranslatables
Show others...
2017 (English)In: American Journal of Evaluation, ISSN 1098-2140, E-ISSN 1557-0878, Vol. 38, no 1, p. 114-125Article in journal (Refereed) Published
Abstract [en]

The issue of translatability is pressing in international evaluation, in global transfer of evaluative instruments, in comparative performance management, and in culturally responsive evaluation. Terms that are never fully understood, digested, or accepted may continue to influence issues, problems, and social interactions in and around and after evaluations. Their meanings can be imposed or reinvented. Untranslatable terms are not just “lost in translation” but may produce overflows that do not go away. The purpose of this article is to increase attention to the issue of translatability in evaluation by means of specific exemplars. We provide a short dictionary of such exemplars delivered by evaluators, consultants, and teachers who work across a variety of contexts. We conclude with a few recommendations: highlight frictions in translatability by deliberately circulating and discussing words of relevance that appear to be "foreign"; increase the language skills of evaluators; and make research on frictions in translation an articulate part of the agenda for research on evaluation.

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
translation, language, culture
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-128181 (URN)10.1177/1098214016678682 (DOI)000394788100007 ()
Available from: 2016-11-28 Created: 2016-11-28 Last updated: 2018-06-09Bibliographically approved
Hult, A. & Segerholm, C. (2017). Making a difference?: The voices of school inspectors and managers in Sweden. In: Jacqueline Baxter (Ed.), School inspectors: policy implementers, policy shapers in national policy contexts (pp. 121-135). Cham: Springer
Open this publication in new window or tab >>Making a difference?: The voices of school inspectors and managers in Sweden
2017 (English)In: School inspectors: policy implementers, policy shapers in national policy contexts / [ed] Jacqueline Baxter, Cham: Springer, 2017, p. 121-135Chapter in book (Refereed)
Abstract [en]

A cadre of school inspectors with different backgrounds visit thousands of schools annually in Sweden as is also the case in several other European and other nations. Do these inspectors believe that they 'make a difference'? In this chapter we elaborate on inspection effects as they are perceived by Swedish inspectors and inspection managers at different levels of the Inspectorate, and on the policy problems the creation of the Swedish Schools Inspectorate (SI) was intended to solve according to, on the one hand policy documents and on the other hand problems reported in interviews with inspectors and inspection managers. Central to inspection practice are the 'assumptive worlds' of the inspectors and managers at the Inspectorate, i.e. their notions of school inspection. Both groups' notions of the policy problem inspection is to solve, agree with national intentions and motivations the managers stressing the declining school performance, and the inspectors emphasising the lack of equivalence between schools and municipalities. Analysis of interviewees' notions of what problems are indeed solved, points foremost to different types of implementation problems at all levels in a top-down 'chain of governing', also noting problems within the national level.

Place, publisher, year, edition, pages
Cham: Springer, 2017
Series
Accountability and educational improvement, ISSN 2509-3320
Keywords
Assumptive worlds, Inspection managers, School inspectors, Policy implementation
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-135039 (URN)10.1007/978-3-319-52536-5_6 (DOI)978-3-319-52536-5 (ISBN)978-3-319-52535-8 (ISBN)
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2018-06-09Bibliographically approved
Carlbaum, S., Hult, A., Lindgren, J. & Segerholm, C. (2017). Now I'm Offended! New Regulations and Practices Against Bullying and Degrading Behaviour in Swedish Schools. In: : . Paper presented at ECER 2017, European Conference for Educational Research, Copenhagen, Denmark, August 22-25, 2017.
Open this publication in new window or tab >>Now I'm Offended! New Regulations and Practices Against Bullying and Degrading Behaviour in Swedish Schools
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-141651 (URN)
Conference
ECER 2017, European Conference for Educational Research, Copenhagen, Denmark, August 22-25, 2017
Available from: 2017-11-10 Created: 2017-11-10 Last updated: 2019-06-18Bibliographically approved
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