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  • 1.
    Alexiadou, Nafsika
    Keele University, United Kingdom.
    The Europeanisation of education policy: Researching changing governance and 'new' modes of coordination2007Inngår i: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 2, nr 2, s. 102-116Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores how the European Union coordinates education policy making through the use of a mode of governance called the open method of coordination (OMC). Part One briefly presents and discusses the mechanisms of the education OMC and its key characteristics. Part Two draws on contemporary theories of Europeanisation and discourse analysis to provide a theoretical and methodological framework for researching the response of member states to this policy coordination. Member states of the European Union are not seen as passive recipients of policies from the European Commission and the Council of the European Union. Rather they engage in a complex process of selective adoption of policy measures that suit particular purposes, formulate various aspects of policy often in tension with other member states, and possibly reject those elements of policy that do not fit national priorities or timelines. Finally, the author briefly exemplifies these issues by operationalising key research questions around the issue of domestic response to the education OMC through a suggested research approach for the exploration of the process of Europeanisation of education policy.

  • 2.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dovemark, Marianne
    Göteborgs universitet.
    Erixon-Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Managing inclusion in competitive school systems: The cases of Sweden and England2016Inngår i: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 11, nr 1, s. 13-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.

  • 3.
    Varjo, Janne
    et al.
    Faculty of Educational Sciences, University of Helsinki, Finland.
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kalalahti, Mira
    Faculty of Educational Sciences, University of Helsinki, Finland.
    The governors of school markets?: Local education authorities, school choice and equity in Finland and Sweden2018Inngår i: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 13, nr 4, s. 481-498Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems.

    The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

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