umu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 47) Show all publications
Alexiadou, N. & Jones, K. (2019). Educational policy-making in Europe 1986-2018: towards convergence?. In: Anna Traianou and Ken Jones (Ed.), Austerity and the remaking of European education: (pp. 29-52). London: Bloomsbury Academic
Open this publication in new window or tab >>Educational policy-making in Europe 1986-2018: towards convergence?
2019 (English)In: Austerity and the remaking of European education / [ed] Anna Traianou and Ken Jones, London: Bloomsbury Academic, 2019, p. 29-52Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2019
Keywords
Education policy, European Union
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-159161 (URN)9781350028487 (ISBN)9781350028494 (ISBN)
Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-08-21Bibliographically approved
Alexiadou, N. (2019). Framing education policies and transitions of Roma students in Europe. Comparative Education, 55(3), 422-442
Open this publication in new window or tab >>Framing education policies and transitions of Roma students in Europe
2019 (English)In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, no 3, p. 422-442Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Education policy, education transitions, Roma minority, European Union
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-159532 (URN)10.1080/03050068.2019.1619334 (DOI)000469675700001 ()2-s2.0-85067678191 (Scopus ID)
Available from: 2019-05-30 Created: 2019-05-30 Last updated: 2019-10-09Bibliographically approved
Alexiadou, N. & Rönnberg, L. (2019). Global ideas and their national embeddedness: the case of Swedish education policy. In: Anna Traianou and Ken Jones (Ed.), Austerity and the remaking of European education: (pp. 93-116). London: Bloomsbury Academic
Open this publication in new window or tab >>Global ideas and their national embeddedness: the case of Swedish education policy
2019 (English)In: Austerity and the remaking of European education / [ed] Anna Traianou and Ken Jones, London: Bloomsbury Academic, 2019, p. 93-116Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2019
Keywords
education policy, global travelling policies, national responses
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-159163 (URN)9781350028487 (ISBN)9781350028494 (ISBN)
Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-08-21Bibliographically approved
Alexiadou, N., Helgøy, I. & Homme, A. (2019). Lost in transition: Policies to reduce early school leaving and encourage further studying in Europe. Comparative Education, 55(3), 297-307
Open this publication in new window or tab >>Lost in transition: Policies to reduce early school leaving and encourage further studying in Europe
2019 (English)In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, no 3, p. 297-307Article in journal, Editorial material (Other academic) Published
Keywords
Transitions, early school leaving, Europe, welfare state
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-161766 (URN)10.1080/03050068.2019.1619327 (DOI)000474748000001 ()
Note

Special issue: Education transitions: shared challenges and differing policies across Europe

Available from: 2019-07-29 Created: 2019-07-29 Last updated: 2019-07-30Bibliographically approved
Alexiadou, N., Hjelmér, C., Pihlaja, P. & Laiho, A. (2019). Policy change in ECE in Finland and Sweden. In: Early years: making it count: abstract book. Paper presented at EECERA 29th conference "Early Years: Making it Count", 20th August – 23rd August 2019, Aristotle University of Thessaloniki, Greece (pp. 215-216). European Early Childhood Education Research Association
Open this publication in new window or tab >>Policy change in ECE in Finland and Sweden
2019 (English)In: Early years: making it count: abstract book, European Early Childhood Education Research Association , 2019, p. 215-216Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We analyse policy in Finland and Sweden in the post-1970s. Our research questions are: What are the key policies and goals for ECE, and the governance mechanisms in the sector? What are the policy and pedagogical ideas that define policy and change? Finland and Sweden invest substantially on ECE and developed delivery that is regulated by the state (Alila, 2013; Martin-Korpi, 2014). Expansion policies are underpinned by views on children’s' rights, equality and welfare (Vallberg-Roth, 2012). We examine 216 the changing policy ideas and institutional mechanisms for ECE provision and how these are affected by wider policy reforms. We combine two theoretical perspectives: A historical-policy approach on institutional formation (Mahoney & Thelen, 2010); and an examination of the role of ideas in the policy process (Schmidt, 2008). We view policy as dynamic, but also shaped by history, administrative traditions, and policy ideas that can instigate change of policy direction. We employ historical policy analysis. Our methods consist of documentary analysis and compilation of statistics (Alexander, 2000). Ethical consideration is given to a fair and balanced representation of policy documents and literature to avoid bias. Finland and Sweden have followed a similar trajectory of ECE policies, but with: a time-lag in implementation; a distinct approach to quasi-market provision; a different relation towards EU/OECD frameworks. We find that: surface similarities of policy discourses in different countries may hide differences in pedagogical assumptions about practice; and, an understanding of institutional contexts and values is necessary for the successful implementation of ECE reforms.

Place, publisher, year, edition, pages
European Early Childhood Education Research Association, 2019
Keywords
policy change, policy analysis, Finland, Sweden, comparative
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-164201 (URN)
Conference
EECERA 29th conference "Early Years: Making it Count", 20th August – 23rd August 2019, Aristotle University of Thessaloniki, Greece
Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-10-25Bibliographically 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
Alexiadou, N. & Lundahl, L. (2019). The boundaries of policy learning and the role of ideas: Sweden, as a reluctant policy learner?. In: Ulrike Stadler-Altmann & Barbara Gross (Ed.), Beyond erziehungswissenschaftlicher Grenzen: Diskurse zu Entgrenzungen der Disziplin (pp. 63-77). Opladen: Berliner Wissenschafts-Verlag GmbH
Open this publication in new window or tab >>The boundaries of policy learning and the role of ideas: Sweden, as a reluctant policy learner?
2019 (English)In: Beyond erziehungswissenschaftlicher Grenzen: Diskurse zu Entgrenzungen der Disziplin / [ed] Ulrike Stadler-Altmann & Barbara Gross, Opladen: Berliner Wissenschafts-Verlag GmbH, 2019, p. 63-77Chapter in book (Refereed)
Abstract [en]

This chapter aims to bring the study of ideas into the analysis of education policy and governance, and to explore their transfer, dissemination and feedback between the international and national policy making arenas. In a globalised education context, policy ideas about education often reflect changes in the dynamic relations between society and schooling – manifested for example in the pursuit of the knowledge economy as the future paradigm underpinning education reforms. Across Europe and other parts of the world, new policy ideas about education have driven major restructuring projects that dismantled older forms of schooling and welfare provision. Invariably, these have been replaced by new ways of defining education policy problems that draw on the market place as a new social and policy space where knowledge and policy solutions are contextualised and utilised differently to the norms of the past. The shifts in the assumptions about education policy knowledge and policy ideas, raise a number of interesting questions, such as, what produces policy changes in education systems and what is the influence of international actors? And, who are the agents of change in education reforms? Our ambition in this chapter is to connect some of these issues to the restructuring of Swedish education over the last 30 years. Sweden underwent a radical shift in the early 1990s from strong central state governing of education and very few private schools to a highly decentralized system promoting school choice and competition between public as well as private actors. Based on generous vouchers and liberal authorization rules, the private school sector expanded at a high pace, particularly in the 2000s. Allowing profit-making without demands on re-investment in schools, education has increasingly attracted large limited liability companies – something that makes the Swedish case out¬standing in an international comparison (Lundahl et al. 2013; Alexiadou, Lundahl & Rönnberg 2019). In this chapter, we discuss if and to what extent the introduction and continuation of school choice and marketization policies in Sweden were guided by policy learning from external actors, in particular supranational organizations such as the European Union and the OECD.

Place, publisher, year, edition, pages
Opladen: Berliner Wissenschafts-Verlag GmbH, 2019
Keywords
policy learning, role of ideas, Sweden, OECD
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163529 (URN)9783847423683 (ISBN)9783847414896 (ISBN)
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2019-10-16Bibliographically approved
Essex, J., Alexiadou, N. & Zwozdiak-Myers, P. (2019). Understanding inclusion in teacher education: A view from student teachers in England. International Journal of Inclusive Education, 1-19
Open this publication in new window or tab >>Understanding inclusion in teacher education: A view from student teachers in England
2019 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, p. 1-19Article in journal (Refereed) Epub ahead of print
Abstract [en]

Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education programmes in England, we focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Our findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Initial teacher education, fundamental British values, inclusive education, education policy
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-158837 (URN)10.1080/13603116.2019.1614232 (DOI)000471421800001 ()
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 5509
Available from: 2019-05-10 Created: 2019-05-10 Last updated: 2019-07-11
Morley, L., Alexiadou, N., Garaz, S., González-Monteagudo, J. & Taba, M. (2018). Internationalisation and migrant academics: The hidden narratives of mobility. Higher Education, 76(3), 537-554
Open this publication in new window or tab >>Internationalisation and migrant academics: The hidden narratives of mobility
Show others...
2018 (English)In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, ISSN 0018-1560, Vol. 76, no 3, p. 537-554Article in journal (Refereed) Published
Abstract [en]

Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention—an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics’ engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including ‘otherness’, affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy.

Place, publisher, year, edition, pages
Netherlands: Springer Netherlands, 2018
Keywords
Internationalisation, Migrant academics, Mobility, Identity, Roma, Epistemic justice
National Category
Pedagogical Work
Research subject
educational work; Education
Identifiers
urn:nbn:se:umu:diva-144234 (URN)10.1007/s10734-017-0224-z (DOI)000441947600009 ()
Projects
Part of a European Union Horizon 2020 Framework Programme for Research and Innovation (project number: H2020-RISE-2014-643739)
Funder
EU, Horizon 2020, H2020-RISE-2014-643739
Available from: 2018-01-28 Created: 2018-01-28 Last updated: 2018-09-13Bibliographically approved
Alexiadou, N. (2017). Equality and education policy in the European Union: an example from the case of Roma. In: Stephen Parker, Kalervo N. Gulson, Trevor Gale (Ed.), Policy and inequality in education: (pp. 111-131). Singapore: Springer
Open this publication in new window or tab >>Equality and education policy in the European Union: an example from the case of Roma
2017 (English)In: Policy and inequality in education / [ed] Stephen Parker, Kalervo N. Gulson, Trevor Gale, Singapore: Springer, 2017, p. 111-131Chapter in book (Refereed)
Abstract [en]

The European Union represents a transnational level of polity where education policies are constructed in parallel to those of nation states, and where equality is framed both in legal frameworks and in policies around citizenship and inclusion. This chapter focuses attention on the interplay between the legal and the policy landscapes around equality and their relation to education policy, and explores these ideas in relation to the Roma minority, and the efforts of the EU to address their experience of multiple inequalities across the continent. The process of developing an education and social policy, and the refinement of equality and anti-discrimination legislation, contribute to a reframing of equality beyond the borders of national policies, and open up new opportunities for their negotiation. The case of Roma EU policies suggests that a combination of legal and policy processes is necessary to address issues of inequalities in education. But there are political risks with the EU taking over such policy work especially when the equality definitions used are narrow in their remit, and when national governments lack the political will to implement EU policies.

Place, publisher, year, edition, pages
Singapore: Springer, 2017
Series
Education Policy & Social Inequality, ISSN 2520-1476, E-ISSN 2520-1484 ; 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-133983 (URN)10.1007/978-981-10-4039-9_7 (DOI)978-981-10-4037-5 (ISBN)978-981-10-4039-9 (ISBN)
Funder
EU, Horizon 2020, 643739
Available from: 2017-04-24 Created: 2017-04-24 Last updated: 2018-06-09Bibliographically approved
Projects
Internationalising higher education: Challenges and opportunities for Universities and academics in Sweden [2017-03434_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8731-4728

Search in DiVA

Show all publications