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  • 1.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Dovemark, Marianne
    Göteborgs universitet.
    Erixon-Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Holm, Ann-Sofie
    Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Managing inclusion in competitive school systems: The cases of Sweden and England2016In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 11, no 1, p. 13-33Article in journal (Refereed)
    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.

  • 2.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Reforming Swedish education through New Public Management and quasi-markets2016In: New public management and the reform of education: European lessons for policy and practice / [ed] Helen M. Gunter, Emiliano Grimaldi, David Hall and Roberto Serpieri, Abdingon, Oxon: Routledge, 2016, p. 66-80Chapter in book (Refereed)
  • 3.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science. University of Turku.
    The boundaries of policy learning and the role of ideas: Sweden, as a reluctant policy learner?2019In: 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.

  • 4.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Shifting logics: education and privatisation the Swedish way2019In: 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.

  • 5.
    Angervall, Petra
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Studiens kontext, begreppsram och empiri2013In: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, p. 19-37Chapter in book (Other academic)
  • 6.
    Arnesen, Anne-Lise
    et al.
    Högskolen i Östfold.
    Lahelma, Elina
    University of Helsinki.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Öhrn, Elisabet
    Göteborgs universitet.
    Agency in a changing educational context: negotiations, collective actions and resistance2010In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 9, no 2, p. 159-163Article in journal (Refereed)
  • 7.
    Arnesen, Anne-Lise
    et al.
    Oslo universitet.
    Lahelma, ElinaHelsingfors universitet.Lundahl, LisbethUmeå University, Faculty of Social Sciences, Department of applied educational science.Öhrn, ElisabetGöteborgs universitet.
    Fair and competitive?: Critical perspectives on contemporary Nordic schooling2014Collection (editor) (Refereed)
    Abstract [en]

    The Nordic countries have traditionally been regarded as archetypal representatives of social democratic welfare states. But particularly since the 1990s the concept of universal welfare and education has increasingly been infused with neo-liberal ideas and technologies, even if the extent to which this has happened and its expressions vary from one Nordic country to the next. Marketisation, new public management and an emphasis on individualism and individual responsibility have profoundly affected education, with increased focus on competition, knowledge, performance and assessment. This is the context, the educational landscape of this book. Through ethnographic studies in varied educational institutions in Finland, Norway and Sweden we ask, how these political aspects are visible, how they are negotiated and contested in the practices and everyday lives of students and teachers in schools, and what are their implications for democratic influence? Can the competitive school be at the same time fair? The chapters are written from a critical ethnographic perspective, using ethnographic data and analysis to address power relations in education with reference to the political aim of social inclusion and democracy. The authors address diversities and differences and their interpretations are informed by an intersectional understanding of gender, ethnicity and social class.

  • 8.
    Arnesen, Anne-Lise
    et al.
    Oslo Universitet.
    Lahelma, Elina
    Helsingfors universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Öhrn, Elisabet
    Göteborgs universitet.
    Unfolding the context and the contents: critical perspectives on contemporary Nordic schooling2014In: Fair and competitive?: critical perspectives on contemporary Nordic schooling / [ed] Anne-Lise Arnesen, Elina Lahelma, Lisbeth Lundahl and Elisabet Öhrn, London: Tufnell Press, 2014, 1, , p. 178p. 1-19Chapter in book (Other academic)
  • 9.
    Arnesen, Anne-Lise
    et al.
    Högskolen i Östfold, Norge.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Still Social and Democratic?: Inclusive Education Policies in the Nordic Welfare States2006In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 3, p. 285-300Article in journal (Refereed)
    Abstract [en]

    In this article, education policy is analysed from a welfare state perspective. The aim is to analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies. Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual. It is concluded that it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance.

  • 10. Beach, Dennis
    et al.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Öhrn, Elisabet
    Synthesis2011In: Young people's influence and democratic education.: ethnographic studies in upper secondary schools / [ed] Elisabet Öhrn, Lisbeth Lundahl, Dennis Beach, London: Tufnell Press, 2011, p. 139-150Chapter in book (Refereed)
  • 11.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Schedin, Gunnar
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Marketing and competition as an aspect of self-images and pedagogic identities in upper-secondary school2009Conference paper (Refereed)
  • 12.
    Grensjö, Bengt
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Education.
    Lindberg, Leif
    Umeå University, Faculty of Social Sciences, Education.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Education.
    Nilsson, Peter
    Umeå University, Faculty of Social Sciences, Education.
    Wikström, Joel
    Umeå University, Faculty of Social Sciences, Education.
    Kvinnliga och manliga lärkulturer i arbetslivet: Papers presenterade vid PiA:s minisymposium i Västerbacken, Holmsund, 29 oktober 19981999Report (Other academic)
  • 13.
    Gruffman Cruse, Ewa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Wiklund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ett hum om lärande och rum2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 27-29Conference paper (Other academic)
  • 14. Helgøy, Ingrid
    et al.
    Homme, Anne
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnberg, Linda
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden2019In: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, no 3, p. 308-325Article in journal (Refereed)
    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.

  • 15.
    Helms Jørgensen, Christian
    et al.
    Roskilde University.
    Järvinen, Tero
    University of Turku.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    A Nordic transition regime?: Policies for school-to-work transitions in Sweden, Denmark and Finland2019In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 18, no 3, p. 278-297Article in journal (Refereed)
    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.

  • 16.
    Holm, Ann-Sofie
    et al.
    Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    A stimulating competition in the upper secondary school market?2019In: 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)
  • 17.
    Holm, Ann-Sofie
    et al.
    Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Stimulerande tävlan på gymnasiemarknaden?2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt och Andreas Fejes, Lund: Studentlitteratur AB, 2018, p. 51-70Chapter in book (Other academic)
  • 18.
    Lindblad, Sverker
    et al.
    Department of Education, Uppsala University, PO Box 2109, S 750 02 Uppsala, Sweden.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Lindgren, Joakim
    Zackari, Gunilla
    Swedish Ministry of Education and Science, SE 103 33 Stockholm, Sweden.
    Educating for the New Sweden?2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 46, no 3, p. 283-303Article in journal (Refereed)
    Abstract [en]

    Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels (n = 12) and teachers and headteachers (n = 42), surveys of students in Grade 9 in comprehensive schools (n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. [ABSTRACT FROM AUTHOR]

  • 19.
    Lindgren, Joakim
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Mobilities of Swedish youth: Spatial and classed trajectories under the regime of mobility2009Conference paper (Other academic)
  • 20.
    Lindgren, Joakim
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Mobilities of Swedish youth: spatial and classed trajectories under the regime of mobility2009Conference paper (Refereed)
  • 21.
    Lindgren, Joakim
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Mobilities of youth: Social and spatial trajectories in a segregated Sweden2010In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 9, no 2, p. 192-207Article in journal (Other academic)
    Abstract [en]

    This article explores youth mobilities in three geographic and socioeconomic diverseSwedish contexts. The concept of mobility has become an important feature ofindividualistic discourses of responsibility relating to inclusion, lifelong learning andself-regulating entrepreneurial behaviour. This article draws attention to the fact thatgeographical mobility, as a form of human agency, is closely related to social mobilityand hence to both spacial and social ineqalities. Using life history interviews andstatistical data, the paper explores how space, class and ethnicity are related to educationand social inclusion and exclusion as young people are spatially situated yet move, desireto move, dream about moving, seek to move and fail to move, as they migrate through,in and out of social communities. The analysis displays how these mobilities are framedby local traditions and circumstances that both enable and restrict. Such mobility mightinvolve processes of personal development and learning, and be the calculatedconsequence of each individual’s chosen life-career. However, mobility might also ariseas flight from a stigmatized place. In these cases, refusal to move can also be seen as aform of resistance.

  • 22.
    Lisbeth, Lundahl
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling.
    Bana sin väg genom framtiden: Individers karriärutveckling och samhällets övergångspolitik2008In: Vetenskapsrådets Rapportserie, ISSN 1651-7350, Vol. 12, p. 72-78Article, review/survey (Other academic)
  • 23.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    A business like any other?: The Swedish upper secondary market in the early 2000s2012In: Social perspectives on education (Koulutuksen yhteiskunnallinen ymärrys) / [ed] Joel Kivirauma, Arto Jauhiainen, Piia Seppänen, Tuuli Kaunisto, Jyväskylä: Finnish Research Association , 2012, 1, p. 89-104Chapter in book (Refereed)
  • 24.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    A Matter of Self-Governance and Control: The Reconstruction of Swedish Education Policy 1980-20032005In: European Education: A journal of Issues and Studies, Vol. 37, no 1, p. 10-25Article in journal (Refereed)
    Abstract [en]

    This article critically examines the role of the State in the decentralized Swedish education system. In the last two decades, Swedish schools have become more autonomous than in most other countries. The transformation of education politics in Sweden from 1975 onwards is briefly described, and the present model of governance is analyzed and discussed. A comparison between the political steering mechanisms available in the 1980s and in the early 2000s shows that the State has left a number of governing mechanisms up to local decision makers. However, certain means of State control remain and have in some cases even become more powerful, while new ones have also been introduced, e.g. a new quality assessment system. Overall, interests in self-governance have increased considerably and thus increased freedom along with extended professional responsibilities of teachers and school leaders are now recurrent themes in the official discourse. Finally, the extent to which teachers themselves actually embrace the ideal of extended professionalism from above is discussed.

  • 25.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    A Matter of Self-Governance and Control: The Reconstruction of Swedish Education Policy 1980-20032003In: European Conference on Educational Research, Hamburg, 2003Conference paper (Other (popular science, discussion, etc.))
  • 26.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Bridging the gap between school and work: Upper-secondary education, local youth projects and Europeanisation2002In: Annual Meeting of EERA, 2002Conference paper (Other (popular science, discussion, etc.))
  • 27.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Challenges of educational theory in the age of knowledge capitalism2013In: Making a Difference in Theory: The theory question in education and the education question in theory / [ed] Gert Biesta, Julie Allan and Richard Edwards, London: Routledge, 2013, 1, p. 31-44Chapter in book (Refereed)
  • 28.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Das skandinavische Modell.: Der Wandel der Zeitpolitik schwedischer Grundschulen im 20. Jahrhundert.2015In: Halbtags oder Ganztags?: Zeitpolitiken von Kinderbetreuung und Schule nach 1945 im europäischen Vergleich / [ed] Karen Hagemann, Konrad Jarausch, Landsberg: Beltz Juventa , 2015, 1, p. 209-231Chapter in book (Refereed)
  • 29.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Den resandes ensak?2010In: Att bana vägen mot framtiden: Karriärval och vägledning i individuellt och politiskt perspektiv / [ed] Lundahl, Lisbeth, Lund: Studentlitteratur , 2010, 1, p. 15-20Chapter in book (Other academic)
  • 30.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Education Politics and Teachers: Sweden and some comparisons with Britain2008In: Professionalism and Professional Identities of Teachers, 2008, p. 213-234Chapter in book (Other (popular science, discussion, etc.))
  • 31.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Education Politics and Teachers: Sweden and some comparisons with Great Britain2005In: Educational Reform and Teachers, Tokyo, 2005Conference paper (Other (popular science, discussion, etc.))
  • 32.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Education politics and Teachers: Sweden and some comparisons with Great Britain2006In: Hitotsubashi journal of social studies, Vol. 38, no 1, p. 63-78Article in journal (Refereed)
    Abstract [en]

    Teachers are always central factors in education policy. However their roles vary depending on how educational matters are decided and managed. Furthermore, teachers’ power and control over their working conditions and teaching may vary in di#erent education systems. Up until the 1980s, Swedish teachers at primary and secondary levels were supposed to act as loyal civil servants in a strongly centralised and regulated education system. State directives were regarded as necessary to guarantee uniform schooling regardless of gender,

    socio-economic, cultural and geographic background of the students. From the 1980s and onwards, this picture has changed. Education and governance of education have undergone a rather dramatic transformation, which highly a#ects the work and position of teachers. Today teachers are supposed to be responsible, autonomous professionals, not only teaching and promoting the development of young people but also actively participating in the development of the school and education as such. Not only have the majority of detailed regulations disappeared but the resources — funding and time — to manage the many new assignments and cope with the increasingly heterogenous groups of students have also diminished.

    The aim of this report is firstly to compare and contrast two forms of welfare states, i.e. Sweden and Great Britain, and their patterns of educational restructuring and secondly to

    discuss their possible consequences for teachers’ work and professional status. The focus is on the Swedish case as this is the country and system that is best known to me. I want to compare it to the British, or perhaps more correctly the English, case in order to highlight both similarities and profound di#erences between the two European countries.

    The analysis is based on studies of education policy and teacher work in Europe, Sweden and Great Britain. One of these is the OECD project Attracting, Developing and Retaining

    E#ective Teachers (2002-2004), another Education Governance, Social Integration and Exclusion in Europe (EGSIE, 1998-2001) , funded by the European Union. Sweden and Great

    Britain were included in both. Moreover, I refer to scientific work analysing and comparing Swedish and British welfare and education (e.g. Kall´os & Lindblad 1994, Whitty et. al. 1998,

    Hudson & Lidstr¨om 2002).

    In the following section I discuss di#erent international patterns of welfare states and education policy as a basis for the presentation of the Swedish case and the comparison with British conditions.

  • 33.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Educational theory in an Era of Knowledge Capitalism2012In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 31, no 3, p. 215-226Article in journal (Refereed)
    Abstract [en]

    Two related aspects of the present ‘knowledge capitalism’ stage of globalisation are discussed in this article: the transformation of education to make it more directly supportive of educational growth and competition, and the growing demands on educational research to provide scientific evidence for education policy and practice, using narrowly defined methods and techniques. It is argued that both developments have profound consequences for the construction and use of educational theory, and the vital need for critical discussion and communication in this respect is emphasised.

  • 34.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Emptying local education governance of education2016In: Nordic superintendents: agents in a broken chain / [ed] Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen, Cham: Springer, 2016, p. vi-viiiChapter in book (Refereed)
  • 35.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    En fråga om självstyrning och kontroll2003In: Myndigheten för skolutvecklingArticle in journal (Other (popular science, discussion, etc.))
  • 36.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    En (val)fri skola2014In: Thule: Kungl. Skytteanska Samfundets Årsbok 2014 / [ed] Roger Jacobsson, Umeå: Kungl. Skytteanska Samfundet , 2014, 1, p. 37-48Chapter in book (Other academic)
  • 37.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Equality, inclusion and marketization of Nordic education: Introductory notes2016In: Research in Comparative and International Education, ISSN 1745-4999, Vol. 11, no 1, p. 3-12Article in journal (Refereed)
    Abstract [en]

    The concept of a Nordic model of education is sometimes used to refer to the considerable similarities of education reforms and systems of the five Nordic countries (i.e. Denmark, Finland, Iceland, Norway and Sweden) during the second half of the 20th century – reforms that aimed at social justice, equality and cohesion not least by providing schooling of high and equal quality, regardless of children’s and young people’s resources, origin and location. This article discusses to what extent one may still speak of such a ‘Nordic model of education’, considering the impact of neoliberal policies in all of the five countries. It is concluded that even if the education systems still display a number of common, inclusive traits, extensive marketization and privatization practices in Nordic countries, and particularly of Swedish education, raise serious doubts about the survival of the alleged Nordic model.

  • 38.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    European Educational Research Journal: SPECIAL ISSUE Mapping the European Educational Research Space: policy, governance and cultures2010Conference proceedings (editor) (Other academic)
  • 39.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Fakultetsopponenten sammanfattar: Karin Lumsden Wass Vuxenutbildning i omvandling. Kunskapslyftet som ett sätt att organisera förnyelse2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 1, p. 65-69Article, review/survey (Other (popular science, discussion, etc.))
  • 40.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    From centralisation to decentralisation: governance of education in Sweden2002In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 1, no 4, p. 625-636Article in journal (Refereed)
    Abstract [en]

    This article draws on interviews with Swedish system actors, at national and local levels, to consider the impact of changes in the governance of education in Sweden, which have been characterised as a shift from centralisation to decentralisation. The respondents discuss their explanations of change, putting emphasis on social and economic developments, and consider alterations in the relationships between the centre, the localities and the institutions. Change is mostly seen as both inevitable and positive: only a minority raise concerns about the impact of deregulation on inequalities.

  • 41.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Governance of Education and Its Social Consequences: Interviews with Swedish politicians and administrators, in Lindblad and Popkewitz (eds), Listening to Education Actors on Governance and Social Integration and Exclusion2001Report (Other academic)
  • 42.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Hjälp på vägen?: Lokal övergångspolitik för unga utan gymnasieutbildning2014In: Den långa vägen till arbetsmarknaden: Om unga utanför / [ed] Jonas Olofsson, Lund: Studentlitteratur AB, 2014, 1, p. 195-213Chapter in book (Other academic)
  • 43.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Kontinuitet och förändring i svensk utbildningspolitik 1975-20022004In: Kasvatus, Vol. 35, no 1, p. 21-33Article in journal (Refereed)
    Abstract [sv]

    Artikeln beskriver och diskuterar i en första del svensk utbildningspolitik och den förändrade styrningen av skolan under perioden 1975-2002. Beskrivningen är strukturerad i tre perioder, med utgångspunkt från den förhärskande synen på statens uppgifter och styrningen av utbildningen. Under åren 1975-1990 sågs en utveckling mot ökat lokalt inflytande och demokrati i kommuner och skolor som allt viktigare, men den centrala statliga styrningen av skolan bibehölls till stora delar för att garantera utbildningens likvärdighet. Perioden 1990-1998 kännetecknades av en rad radikala beslut på skolans område i riktning mot decentralisering, avreglering och införande av marknadsinslag. Sådana beslut initierades framför allt under den borgerliga regeringen 1991-1994, med det uttalade syftet att "bryta statsmonopolet", och dessa förändringar låg i allt väsentligt fast när socialdemokraterna återfick regeringsmakten. Perioden 1998-2002: Den nya socialdemokratiska skolministern genomdrev flera beslut om ökat statligt ekonomiskt stöd för att motverka växande olikheter mellan grupper av elever, skolor och kommuner i utbildnings och socialt hänseende. På denna punkt skedde en återgäng till statlig ekonomisk styrning på skolans område. Någon genomgripande förändring i synen på skolans styrning och statens uppgifter handlade det dock ej om. 1 en andra del av artikeln diskuteras den beskrivna utvecklingen utifrån tre sinsemellan relaterade aspekter: statens och välfärdspolitikens karaktär, det socialdemokratiska partiets styrka och inriktning, samt utbildningsfrågornas vikt inom partiet.

  • 44.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Leaving school for what?: Notes on school-to-work transitions and school dropout in Norway and Sweden2012In: Education for Social Justice, Equity and Diversity / [ed] Torill Strand & Merethe Roos, Zürich: LIT Verlag, 2012, p. 85-108Chapter in book (Refereed)
    Abstract [en]

    Young people without an upper secondary education face considerably increased risks of unemploy­ment and social exclusion. In this article, Norwegian and Swedish policies aiming to support young people´s school-to-work transitions and mini­mize school dropout are analysed and compared, applying a categorisation of social inclusion from Arnesen & Lundahl (2006). It is concluded that the similarities between Norway and Sweden with regard to four factors - access to education and the labour market, division and integration, the distribution of resources and the placing of responsibilities - tend to dominate the picture. There are, however, also a number of note­worthy differences. In parti­cular, young Swedes run larger risks of unem­ployment than Nor­we­gian youth. Norway has been more proactive and has taken more comprehensive approaches than Sweden to facilitate transi­tions within upper se­cond­ary edu­cation and between school and work.

  • 45.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Local Youth Projects: Political Rhetoric and Strategies. The Swedish Case2002In: Social Policy and Society, Vol. 1, no 3, p. 247-255Article in journal (Refereed)
  • 46.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Makten över det pedagogiska arbetet2003In: Tidskrift för lärarutbildning och forskning, Vol. 10, no 2, p. 19-27Article in journal (Other (popular science, discussion, etc.))
  • 47.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Marketization of the urban educational space2017In: Second international handbook of urban education / [ed] William T. Pink, George W. Noblit, Cham: Springer, 2017, p. 671-693Chapter in book (Refereed)
    Abstract [en]

    The Swedish education system has been thoroughly transformed in the last few decades, paralleling wider developments in other OECD (Organization for Economic Co-operation and Development) countries. However, in some respects the shift from a uniform, centrally regulated school system to one with far-reaching decentralization and market elements has been more radical and faster than elsewhere. The marketization of education has not been confined to urban areas, but it is most tangible there. This chapter firstly aims to add to our knowledge of how competition affects schools and students; secondly, it looks to critically examine marketization mainly as an urban phenomenon and discuss the consequences for rural areas. The Swedish development is situated in a wider Nordic and historical context and the contours of the new Swedish educational landscape are outlined. Some consequences of the school choice reforms and the resulting market-like situation are highlighted at societal, institutional and individual levels. It is concluded that the school market is far more visible and has a much stronger impact in the big city areas than in less densely populated regions. However, this does not mean that schools and youth in the rural regions are unaffected.

  • 48.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    No Easy Road: School-to-work transitions between politics and the market2007In: Presented at the European Conference on Educational Research, Ghent 19-21 september, 2007Conference paper (Other academic)
    Abstract [en]

    People about to make educational and vocational decisions today are faced with a far more complex and demanding task than 20-25 years ago. Individuals thus encounter rapid changes in society and especially in working life at the same time as they themselves must make long term decisions and extensive commitments in education and training. The risks of making the wrong decisions are high. In Sweden, a considerable proportion of young adults, in particular those with incomplete education and lack of social capital, are more or less excluded from or have very weak links to the labour market. Here, as well as in other European countries, a growing jungle of school-to-work initiatives and youth unemployment programs has emerged in the 20th and 21st centuries, engaging a multitude of public and private actors (Hansson & Lundahl 2004; Nilsson & Lundahl, forthcoming).In general, political decisions have been decentralized from the central State to local actors in the last decades. In Sweden and the other Nordic countries, the local political governments have received comparatively more responsibilities than in other countries, but there is a common tendency of local fragmentation even in these countries, which is not least visible in education, youth and labour market matters (Bogason 1996, 2000; Hudson & Lidström 2004; Hansson & Lundahl 2004).This paper aims at identifiying and critically analysing central and local policies and strategies of preparation and support for school-to-work transitions in contemporary Sweden with some comparisons with other European countries. The following questions are addressed: To what extent are young people´s knowledge and insights into the complex landscape of labour market and higher education possibilities a matter of political consideration? Which approach is taken to the wild-growing market of private services and offers in this respect? How may local differences in policies and strategies be explained? The paper emanates from an ongoing research project on career decisions from the individuals´and political perspectives, and earlier research on young people in local youth employment programs (Lundahl 2002; Hansson & Lundahl 2004; Nilsson & Lundahl forthcoming). It departs from theory of local governance in late modernity (Bogason 1996, 2000) and education in different welfare states (c.f. Arnesen & Lundahl 2006).National survey data, policy documents and interviews with local politicians and officials in 12 Swedish municipalities representing widely varying socioeconomic and demographic conditions are used.Based on our earlier research and preliminary analyses, considerable variation between local political authorities in adressing and managing the questions outlined above are expected. Such differences may be related to (1) socioeconomic characteristics of the municipality, (2) demographic characteristics, (3) local political rule, (4) individual and group factors, e.g. the occurance of individual actors who are particularly committed to the matters concerned, working relations, and networks.Arnesen, A-L & Lundahl, L (2006). Still Social and Democratic? Inclusive Education Policies in the Nordic Welfare States. Scandinavian Journal of Educational Research 50(3), 285-300. Bogason, P.(Ed) (1996). New Modes of Local Political Organizing: Local Government Fragmentation in Scandinavia. Commack: Nova Sciences Publishers, Inc. Bogason, P. (2000). Public Policy and Local Governance. Institutions in Postmodern Society. Cheltenham: Edward Elgar. Hansson, K & Lundahl, L (2004). Youth Politics and local constructions of youth. British Journal of Sociology of Education, 25 (2), 161-178.Hudson, C. & Lidström, A., eds (2002). Local Education Politics. Comparing Sweden and Britain. Basingstoke: Palgrave. Lundahl, L (2002). Local Youth Projects: Political Rethoric and Strategies. The Swedish Case. Social Policy and Society, 1 (3), 247-255. Nilsson, G & Lundahl, L. Everyone after his own fashion. Perspectives on Swedish Career Guidance Policies (submitted)

  • 49.
    Lundahl, Lisbeth
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Pamflett av gammalt märke: Recension av Inger Enkvists bok Uppfostran och utbildning, SNS Förlag2007In: Pedagogiska magasinet, Vol. 4, p. 84-85Article, book review (Other (popular science, discussion, etc.))
  • 50.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Paving the way to the future? Education and young European´s paths to work and independence.2011In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 10, no 2, p. 168-179Article in journal (Refereed)
    Abstract [en]

    This article discusses young people's transitions from school to work at a time when educational systems have become more closely connected to the economy than ever before. The serious situation of high unemployment, unstable employment conditions and poverty among young people and young adults in Europe is highlighted. Using Sweden as an illuminative example, it is argued that the increasing commercialisation and competition within the education sector add to the risks connected to school-to-work transitions. The associated shift to outcome-based curricula and focus on narrow competences and skills rather than a broad education including social, cultural and democratic elements, will provide young people with poor navigation instruments in this process. The need to analyse the long-term impact of the market-oriented culture on young people's self-understanding, orientations and choices is emphasized.

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