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  • 1.
    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 England2016Ingår i: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 11, nr 1, s. 13-33Artikel i tidskrift (Refereegranskat)
    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 universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Inclusive and Competitive?: Municipalities and Schools in the Intersection between Social Inclusion and Marketisation2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    Outline of research questions and theoretical framework

    The Swedish and English school systems have undergone fundamental transformations since the end of the 1980s. In in the early 1990s, Sweden with long tradition of centralistic, egalitarian, universalistic education shifted into the direction of a decentralised, marketised, individualised project, with significant elements of New Public Management ideas (Bunar 2012). Political decisions introducing student choice and favourable conditions for private actors have resulted in a fast expansion of “free schools” and a more market-like situation than in most other countries. Recent studies indicate that such policies contribute to increased segregation between schools and between students (Skolverket 2012; Östh, Andersson and Malmberg 2012), contradicting central intentions of Swedish education. There is still political consensus regarding the Swedish school system’s socially compensatory task and striving for equity and inclusion. Furthermore, the far-going decentralisation of responsibilities to the local level means that the ways that municipalities and schools try to balance the demands of being competitive and socially inclusive may show large variations.  The United Kingdom, and England in particular, followed a similar trajectory of market driven reforms introduced in the late 1980s, combined with sophisticated systems of data management and central control of academic targets (Ball 2008, Jones 2003). ‘Inclusion’ in English schools, has been a long standing agenda since the 1990s, but it is a concept open to interpretation and defined by the marketised context schools operate in, and the high pressures for academic standards.  

    How municipal and school actors in the two countries understand the concepts of inclusion and competition, how they interpret and practice them, is very much shaped by the institutional histories of their municipality/school, but also what the policy context makes possible.

    This presentation draws on a research project, funded by The Swedish Research Council, that focuses on how competition, performance and inclusion demands on upper secondary school are enacted at the local level, that is how these policies are interpreted and translated and what strategies and practices emerge as responses to new/current policy context.  

    The paper aims to explore and understand similarities and differences in the ways Swedish and English municipal and school actors at the local level respond to the simultaneous demands of being competitive and inclusive.

    The concept policy enactment (Ball, Maguire & Braun 2012) is used as a theoretical framework, a concept which emphasises the importance of multi-faceted contexts and that policies are discursive strategies (e.g. the construction of “an upper secondary school for all” and a school quasi-market). Putting policies into actions is a complex process in which various enactors with various interests and power take part. In a decentralised school system - which applies for the two countries-  local actors, including municipalities and schools are responsible for the realization of the national education policy.

    At the same time, how education is actually constructed local levels is sparsely highlighted in the research literature – not least the issue of how inclusion is maintained in a market-oriented context.

     

    Methodology, methods

    A qualitative research approach, relying on extensive data collection is used: (a) interviews in four Swedish municipal settings including politicians, school leaders, head-teachers and study and guidance officers, (b) interviews in two case schools in England: head-teachers and other senior managers of schools, middle managers, teachers, special needs coordinators, teaching assistants, and groups of pupils. Relevant documents have been studied in both countries. The data have been analysed through traditional thematic coding combined with elements of discourse analysis (Silverman 2010).

    We explore our research questions in two different European countries. Our aim is to understand local interpretations of ‘inclusion’ within schools and municipalities in these countries, and within an increasingly marketised and competitive policy and local context.  But, our research design is not at the outset comparative. We aim to understand each case in its own right, but through a common set of research questions we have possibilities for fruitful comparisons in selected areas of the findings.

    Conclusions, expected outcomes and findings

    In Sweden, differing local strategies are related to a variety of factors including political composition of the municipal councils, the size of population, the geographical site of schools including specific “profiling” of schools to attract particular groups of students. The ideological contexts frame, constrain and enable the enactment of inclusion and school choice policies. Further, the recent upper secondary reform constitutes a special challenge regarding the division of students, eligibility to higher education, the handling of dropouts and students who are not eligible for upper secondary school.

    In England, interviews with school actors reveal the pressures of the inspection process and the operation of local markets not only in the way the schools position themselves in this market, but also in the very core activities of designing the curriculum and assessment. Inclusion is a concept that has been accepted by all as part of normal school terminology. But the adjustments that teachers and school managers have to make in pedagogy and school organisation to meet the external pressures, often works against the ideal of inclusion, or leads to a use of a concept of inclusion that is drawing on neo-liberal understandings of minimal entitlement to equal opportunities.

    References

    Ball, S. (2008) The Education Debate: Policy and Politics in the Twenty-First Century, The Policy Press.

    Ball, S. Maguire, M. & Braun, A. (2012). How schools do policy. Policy enactments in secondary schools. London & New York: Routledge

    Bunar, N. (2012) The Free Schools “Riddle”: Between traditional social democratic, neo-liberal and multicultural tenets. Scandinavian  Journal of Educational Research. 52: 4, 423-438

    Jones, K. (2003) Education in Britain, Polity Press.

    Silverman, D. (2010) Doing Qualitative Research, Third Edition, Sage.

    Skolverket (2012). Likvärdig utbildning i svensk grundskola? En kvantitativ analys av likvärdighet över tid. Rapport 374. Stockholm: Fritzes  

    Östh, John, Andersson, Eva and Malmberg, Bo (2012). School Choice and Increasing Performance Difference: A Counterfactual Approach. Urban Studies published online 26 July 2012. http://usj.sagepub.com/content/early/2012/07/26/0042098012452322

  • 3. Dovemark, Marianne
    et al.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education2017Ingår i: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 12, nr 1, s. 49-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.

  • 4.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    A Prosopography of Swedish Teacher Educators2011Ingår i: Deconstructing and Reconstructing Lives: Auto/biography in Educational Settings / [ed] Lucy Forsyth Townsend, Gaby Weiner, London, Ontario, Canada: University of Western Ontario, London, Ontario, Canada , 2011, 1, s. 159-167Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Att rubba föreställningar och bryta traditioner: Forskningsutveckling, makt och förändring i svensk lärarutbildning2005Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall aim of this study is to understand the impact of Swedish education policy-making on teacher education post-1945. The study explores the relationship between national structures and changes affecting teacher education, its relationship to research, and in particular, implications of policies for teacher educators at Umeå University in northern Sweden. A combination of top-down and bottom-up research approaches was used and included analysis of policy documents, research literature and micro-level perspectives. This included interviews with 57 teacher educators and senior managers, who had been or remained responsible for teacher education programmes.

    The research draws on a variety of theoretical frameworks, which aid the exploration of the relationship between various parts of teacher education and higher education more generally. In so doing, relationships of power, discourse and gender are seen as particularly important, as are the sociological perspectives of Bourdieu, Bernstein, Foucault and Connell among others. Prosopography was used as a methodological approach, by which biographical details were collected and analysed in order to illuminate the social relations of the field of teacher education.

    The study showed that in Sweden, research for teacher education was a major issue in post-war education policy in connection to reforms of the school-system, and widening access to research. ‘Practical Pedagogy’ was specifically created as a sub-discipline of Pedagogik (Educational Studies), and established in the 1950s and 1960s at the new teacher colleges. The relationship between educational research and teacher education remained weak, however, and traditional research structures were largely maintained despite reform intentions. Also, reform of higher education and inclusion of teacher education in the university system in 1977 paradoxically meant that teacher education, given its new university status, lost its research subject and avenue into research. The weak relationship between research and teacher education was thereafter repeatedly taken up in state committees until the late 1990s. Simultaneously, from the early 1990s onwards, various discourses on the importance of professionalism in teacher education emerged. Internationally, from the 1990s the separation of structures for research and teacher education also became a topic of growing concern. In Sweden, the clear discrepancy between rhetoric and practice eventually resulted in a parliamentary decision in 2000 to create a nationally valid research structure for teacher education, which was to be implemented in 2001. Umeå University was the first university in the country to establish a Faculty (Board) of Teacher Education, which enabled the introduction of new research structures and a cross-disciplinary research approach related to teacher education and teachers’ work.

    The study suggests that discourses of research development (for vocational subject areas such as teacher education), and new classifications are likely to meet with resistance from a number of directions and established university hierarchies. However, it is argued that ‘discursive breaks’ can open up a questioning about the right to discourse and ‘truth’ about knowledge and research and the conditions whereby changes can be put into place. The study also suggests that men and women have different perceptions of research in teacher education; male staff tended to rely on practice-based experience, while female staff saw research as a means of expanding their knowledge base.

    The prosopography indicates that social class distinguishes the field of teacher education from other university disciplines, with its generally lower social backgrounds of students and proportionately more women as staff and students. Teacher education also has generally low status within the university, which is both the cause and consequence of reduced access to research development and funding. Finally the study shows that the struggles of teacher education over knowledge and power, constitute a multilayered process involving a variety of actors at different levels. In the case of Umeå, this meant that teacher education was eventually able to claim the right to establish new and different research paradigms, for its own benefit.

  • 6.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Collaboration as Professionalisation in Teacher Education?Manuskript (preprint) (Övrigt vetenskapligt)
  • 7.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    ”Det kan vara svårt för studenter att bli anställningsbara med denna frihet att välja”: Skolledare om anställningsbarheten hos lärare examinerade i 2001 års lärarprogram vid Umeå universitet2008Rapport (Övrigt vetenskapligt)
  • 8.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Extern utvärdering av pilotprojekt i specialistsjuksköterskeutbildning med inriktning mot anestesisjukvård samt operationssjukvård2018Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Den här rapporten redovisar en extern utvärdering om hur specialistsjuksköterskeutbildning i ett pilotprojekt med enbart yrkesexamen och utökad klinisk träning värderades av studenter. Pilotprojektet innefattade de två inriktningarna anestesi och operation och genomfördes läsåret 2016/2017 vid Umeå universitet. När det gäller området specialistsjuksköterskeutbildning tycks dubbelexamen inom ett 60hp program, enligt vad som kan utläsas av Programrådet för sjuksköterskeprogram (2015), ha kunnat leda till sämre förutsättning att uppnå alla mål. PRS föreslår i pilotprojektet istället en yrkesexamen (60hp) följt av masterexamen (60hp).

    Pilotprojektets upplägg skiljde sig från de ordinarie specialistsjuksköterskeutbildningarna genom utökad verksamhetsförlagd utbildning och mindre omfattande vetenskapligt fördjupningsarbete. Utvärderingens empiriska underlag insamlades både i en webbenkät och kvalitativa gruppintervjuer, så kallade fokusgrupper. Enkät- och intervjufrågor rörde i huvudsak studenternas motiv för valet av aktuell pilotutbildning och reflektioner kring pilotprojektets examensmål i förhållande till yrkesutövning, framtida fördjupningsstudier och forskning. Enkätsvar lämnades av samtliga 23 registrerade studenter i pilotprojektets utbildningar. I intervjuerna deltog samtliga 20 studenter som slutförde utbildningarna inom ramen för pilotprojektet.

    Det empiriska underlaget ger en tämligen entydig bild av att studenterna såg utökad klinisk träning som en plattform för vidareutveckling i yrkesverksamheten, förbättrade arbetsvillkor och förbättrad löneutveckling mm. I intervjuerna betonade flertalet att upplägget för enbart yrkesexamen utgjorde en grundläggande ekonomisk, social och tidsmässig förutsättning för att kunna genomföra och slutföra respektive specialistsjuksköterskeutbildning inom givna ramar. Enbart yrkesexamen uppfattades av flertalet inte som en begränsning i kommande yrkesliv eller hinder för ev. fortsatta studier på högre nivå, med undantag av ett fåtal och företrädesvis manliga studenter.

    Med beaktande av pilotprojektets begränsade omfattning till ett läsår och med drygt ett 20-tal studenter som kursdeltagare, tyder enkätsvar och resonemang i fokusgrupper på stort intresse för en renodlad yrkesexamen bland flertalet deltagande sjuksköterskor, av båda könen och i olika åldrar. En renodlad yrkesexamen skulle kunna utgöra en förutsättning för andra verk-samma sjuksköterskor som tvekar att ta steget till specialistsjuksköterskeutbildning. En renodlad yrkesexamen skulle samtidigt kunna begränsa framtida karriärvägar, gällande både yrkesverksamhet i mer praktisk bemärkelse och fortsatt högre utbildning. När det gäller frågan dubbelexamina och dubbla examensmål i specialistsjuksköterskeutbildning som uppstått som ett "fenomen" i efterdyningarna av 2007 års Bolognareformen, vore det på sin plats att ytterligare problematisera fenomenet dubbelexamen på nationell nivå och ifrågasätta högskolesystemets åtskillnad mellan yrkesutbildningar och mer renodlade traditionella "akademiska" utbildningar, i linje med förslag av utredaren Lars Haikola.

  • 9.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lärare och specialpedagoger värderar sin utbildning: en enkätstudie med 2001 och 2006 års alumner från Umeå universitet2008Rapport (Övrigt vetenskapligt)
  • 10.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Pedagogiskt arbete: en social konstruktion för att fylla en social funktion2002Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 1-2, s. 39-56Artikel i tidskrift (Refereegranskat)
  • 11.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Research as power and knowledge: struggles over research in teacher education2005Ingår i: Analysis of Educational Policies in a Comparative Perspective / [ed] Siegfried Kiefer and Thomas Peterseil, Linz: Universitätsverlag Rudolf Trauner , 2005, s. 89-104Konferensbidrag (Refereegranskat)
  • 12.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Research as power and knowledge: struggles over research in teacher education2005Ingår i: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 31, nr 3, s. 215-235Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores discourses of research in the ‘academisation' of Swedish teacher education. It takes as its theoretical framework Foucauldian concepts of power and knowledge to analyse the moves to incorporate teacher education in the university. The study draws on a case study of teacher education in Sweden which used documentary and interview analyses to explore institutional history, and structures and shifts in teacher education and research from the 1950s onwards. The study shows how struggles over power and knowledge were constitutive of the development of a research-oriented teacher education that emerged in a multilayered process involving a variety of actors at different levels. It also shows the tensions in the emergence and construction of a new research discipline. The article should be understood in the context of current international discourses where there is a need for a research base for teacher education.

  • 13.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Student Perceptions of New Differentiation Policies in Swedish Post-16 Education2014Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, nr 6, s. 616-639Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden, and in most other OECD countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publically funded free schools, students’ results in PISA had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students maneuver in their choice of upper secondary school study pathway including their ideas on future education and career. Methods used were questionnaires and focus group interviews with students, document analysis and statistics, and snapshots of media comments. The study shows that perceived ‘rational’ student choice is closely related to social interaction, geographic place and time. Influential also are habitus and cultural capital affecting gendered recruitment patterns. The study further indicates lack of knowledge and understanding of the reform among students. A major conclusion is that current Swedish polices may exclude many school students in upper secondary education, and also reduce their opportunities for future life chances, with notable negative implications for collective and economic development.

  • 14.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Teacher Education in the Euro-Mediterranean Region2003Ingår i: Journal of In-Service Education: an international journal of professional development, ISSN 1367-4587, Vol. 29, nr 3, s. 545-547Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 15.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The process of finding a shape: stabilising new research structures in Swedish teacher education, 2000-20072008Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 7, nr 2, s. 157-175Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and post-graduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power, discourse and gender based on the theoretical perspectives of Bourdieu, Foucault, Sarfatti Larson and Connell among others. Policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. For a micro-level perspective, an interview study was also carried out between 2000 and 2002 with teacher educators and senior managers who from the late 1940s were responsible for teacher education programmes, in and around Umeå, in northern Sweden. A further complementary interview study was carried out with teacher educators and union representatives between 2005 and 2007. The extended study reveals the emergence of new research areas in teacher education as a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aim of the article is to explore the implications of the new research structures for teacher education in Sweden and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.

  • 16.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dovemark, Marianne
    Social justice in Swedish post-16 education?: New preparatory programmes2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 4, s. 570-585Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability.

  • 17.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Fakultet för lärarutbildning, Institutionen för estetiska ämnen.
    Developing research structures and research capacity: the Swedish National Postgraduate School in educational work (NaPA)2008Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 7, nr 4, s. 554-562Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education – something that was previously impossible. As a result of a national reform, a new research discipline, educational work, was established at several Swedish universities. At the same time, the National Postgraduate School in Educational Work (NaPA) was created, the responsibility for which was given to Umeå University, one of the larger Swedish teacher education providers. The aim of the article is to provide a picture of Swedish national teacher education policies in the first years of the millennium that have generated new research structures, which, in turn, have enabled a rapid and nationally distributed expansion of research within the field of Swedish teacher education. It draws on a combination of policy documents, research carried out by the two authors and reflections on their own experiences, as a former PhD student who now has a doctoral qualification in educational work and as the head of NaPA respectively.

  • 18.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Examensarbetet och lärarutbildningens akademisering2017Ingår i: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, s. 19-29Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 19.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Institutioner, discipliner och lärarutbildning2017Ingår i: Kampen om texten: examensarbetet i lärarutbildnignen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, s. 155-170Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Fakultet för lärarutbildning, Institutionen för estetiska ämnen.
    Izobrazevanje uciteljev in raziskovanje: sodobne svedske perspektive v mednarodnem konteksturecent2007Ingår i: Prispevki k posodobitvi pedagoskih studisjskih programov II / [ed] Tatjana Devjak, Pavel Zgaga, Ljubljana: Pedagoška fakulteta , 2007, s. 91-115Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This article deals with the emergence and development of new research structures for Swedish teacher education in the beginning of the new millennium. From 2001 onwards, it has been possible to undertake research and post-graduate studies within teacher education which prior to the 2001 reform was not possible. As a result of the reform a new research discipline, Educational Work, was established in teacher education in various Swedish universities and colleges. Moreover, a national post-graduate school in Educational Work was founded, for which Umeå University, one of the larger Swedish teacher education institutions, was appointed Host University. For the article policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. A micro-level perspective was further offered based on two interview studies involving teacher educators, senior managers, doctoral students and supervisors at Umeå University, including a key national representative of the major Swedish teacher union. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power and gender based on the theoretical perspectives of Bourdieu, Foucault, Connell and Sarfatti Larson, among others. The article shows that the emergence of new research areas in teacher education in Sweden was a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aims of the article are to present the new research structures in teacher education in Sweden, and thereby point to the implications of the structural reform, and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.

  • 21.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Professional and academic discourse: Swedish student teachers' final degree project in Early Childhood Education and Care2017Ingår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, s. 52-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we explore the scope and orientation of students' final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical 'moves'. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education 

  • 22.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    The degree project in Swedish Early Childhood Education and Care: what is at stake?2015Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, nr 3, s. 309-332Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.

  • 23.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Rehn, Karl-Gunnar
    Umeå universitet.
    Postcolonial teacher education reform in Namibia: travelling of policies and ideas2016Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, nr 2, s. 236-259Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.

  • 24.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Borås Högskola.
    Privatisation of public education?: The emergence of independent upper secondary schools in Sweden2011Ingår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 26, nr 2, s. 225-243Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Upper-secondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship.

    Keywords: upper secondary education; independent schools; Sweden; privatisation; marketisation; education funding; profit-maximisation; discourse

  • 25.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Borås högskola.
    School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market2011Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 637-657Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the early 1990s, Sweden experienced state policy reforms, which opened the way for new, private actors to run publicly funded independent schools. In 2010 the independent schools recruited almost a quarter of the upper secondary students. More than eight of the ten schools were managed by limited companies. Against this backdrop, and drawing on Ball (2007) and Whitfield (2006) who focus on policy trends of the transfer of public education (and other public services) to the private sector, this article explores and analyses current commercial trends in Swedish upper secondary education. The aims are to identify expansion trends inside and outside Sweden, including new trends of business formations. In the study four large actors were identified on the basis of official data, company reports, school and company websites and national and international media. The study indicates that the upper secondary education in Sweden has today become “big business”, or “edu-business” (Ball 2007:67).

  • 26.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Schedin, Gunnar
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Marketing and competition as an aspect of self-images and pedagogic identities in upper-secondary school2009Konferensbidrag (Refereegranskat)
  • 27.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Strömgren, Magnus
    Umeå universitet, Samhällsvetenskaplig fakultet, Kulturgeografi.
    Anställningsbarhet inom lärarutbildningen vid Umeå universitet2007Ingår i: Högskoleverkets kvalitetskonferens, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 28.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Strömgren, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Kulturgeografiska institutionen.
    Employability of Swedish student teacher alumni2008Ingår i: Teacher education policy in Europe: a voice of higher education institutions / [ed] Brian Hudson, Pavel Zgaga, Umeå: Institutionen för tillämpad utbildningsvetenskap, Umeå universitet , 2008, s. 157-181Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In recent years, “employability” has become an increasingly central concept in higher education, in no small part since it constitutes an important aspect of the Bologna Process. The project “Teachers’ employability” is a project carried out on behalf of the Faculty of Teacher Education at Umeå University – one of the major providers of teacher education in Sweden – and is a part of a broader university effort to evaluate and increase employability. The aim of the project is to examine the situation of the university’s student teachers after graduation, as well as to find out how the former students and their employers view their education.

    The study is based on the longitudinal individual database ASTRID, questionnaires and interviews. This paper reports findings from the project, focusing on 1) employment situation, income development and mobility patterns of recent alumni (class of 2000) and 2) primary employers’ (school leaders) view of the quality and usefulness of the present teacher education curriculum. While employability is generally high, there are significant differences in career paths and income development, depending on for instance type of degree and place of residence. The interviews with school leaders reveal that although the present curriculum is perceived to have certain general limitations, it is viewed as more suited for pre-school rather than comprehensive school and gymnasium teacher education.

  • 29.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Strömgren, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Kulturgeografiska institutionen.
    Projektet lärares anställningsbarhet: Slutrapport2009Rapport (Övrigt vetenskapligt)
  • 30.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Weiner, Gaby
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Gender, research and change in teacher education: a Swedish dimension2007Ingår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 19, nr 3, s. 317-337Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores the factors that are at present reconstructing teacher education in Sweden and in other European countries, including professionalization, inherited traditions, feminization and globalization. The authors use as a basis for the paper: documentary analysis and nearly 60 qualitative semi-structured interviews with management and teaching staff from teacher education at one Swedish higher education institution, Umeå University. Five overall themes emerged from the study: gender; teacher education cultures; organizational changes; collaboration; and research. It is argued that women and men in teacher education are positioned differently with regard to change. Women teacher educators identify more with research and accountability imperatives while their male colleagues tend to focus more on classroom knowledge and skills. The paper considers possible explanations and makes tentative extrapolations to other European sites in varying political contexts.

  • 31.
    Erixon Arreman, Inger
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    Weiner, Gaby
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    ’I do not want to shut myself behind closed doors’: experiences of Swedish teacher educators in Sweden (1945-2002)2003Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3-4, s. 87-107Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports on a study of how teacher educators in northern Sweden have experienced change during the second half of the twentieth century. Research methods comprised extensive interviews with academic staff and administrators, and documentary and policy analysis. The article concentrates on two questions raised in the interviews: views on gender, and onset of a research culture. Findings suggest that female teacher educators are more aware than their male colleagues of imbalances in power relations and in pay and conditions between the sexes. They also appear more interested in the development of teacher education as a research-based discipline than their male colleagues who place greater value on their transmission of teaching and classroom knowledge and skills. Drawing on the work of Connell and others, it is suggested that the gender regime of teacher education(in this case, in Umeå University) positions men and women teacher educators differently in terms of change, in particular regarding who is likely to benefi t most from the introduction and development of a research culture.

  • 32.
    Erixon, Per-Olof
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    ECEC students’ writing trajectories: academic discourse and "Professional Habitus"2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.

  • 33.
    Erixon, Per-Olof
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Extended writing demands: a tool för 'academic drift' and the professionalisation of early childhood profession?2017Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, nr 4, s. 337-357Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 69 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question. 

  • 34.
    Inger, Erixon Arreman
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    En gränsöverskridare på väg mot ett professionellt habitus2017Ingår i: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, s. 79-96Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 35.
    Lindblom, Cecilia
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bohm, Ingela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Hörnell, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Group work interaction among pupils In Home and Consumer Studies in Sweden2016Ingår i: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561X, Vol. 9, nr 1, s. 35-53Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    The aim of the study was to describe and analyze different types of group work during Home and Consumer Studies lessons in four Swedish schools, located in two different municipalities. Observations of pupils' practical tasks were carried out in six classrooms, and video/sound recorded. Study participants totaled 44 pupils (11 – 16 years old). Qualitative content analysis of the observations showed four different types of group work; 1) integrated, 2) expert (appointed by the kitchen partner/s and self-appointed), 3) divided, and 4) parallel. The most important finding was that pupils belonging to a self-appointed expert group, a divided group or a parallel group did not have the best conditions for learning. The integrated type appeared more conducive to individual learning than the other three. As a result, teachers have to be aware that non-functioning group work can negatively impact pupils' possibility of achieving the grade-related tasks for the subject. 

  • 36.
    Lindblom, Cecilia
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Bohm, Ingela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Hörnell, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    The importance of time frames in Swedish Home and Consumer Studies2016Ingår i: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 40, nr 3, s. 299-308Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to explore how time frames affect pupils and teachers in cooking activities during lessons of different durations for Home and Consumer Studies, with a specific focus on the pupils’ experiences. To investigate this, classroom observations were carried out in 2011 and 2012, with the help of audio and video recordings in three different schools in Sweden and included altogether 22 pupils (18 girls, 4 boys) in grade 9 (15–16 years). Each class was observed during two separate lessons, lasting between 1 h 50 minutes (110 minutes) and 2 h 20 minutes (140 minutes). The six lessons resulted in 12 hours of video recorded time and 80 hours of sound recordings.

    The study showed that the importance of finishing on time seemed to be ingrained in most pupils in all classes and the end result was perceived as more important than the process of cooking. The study also showed that knowledge of cooking skills and time management seemed important for success in grade-related tasks. Pupils demonstrated different ways of handling the time frames, e.g. using various methods to speed up the cooking process. This study raises important questions about the relationship between national and local time frames and the curriculum aims in Home and Consumer Studies. 

  • 37.
    Lindblom, Cecilia
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Hörnell, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Practical conditions for home and consumer studies in Swedish compulsory education: a survey study2013Ingår i: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 37, nr 5, s. 556-563Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the study was to map the field of internal and external conditions that Swedish Home and Consumer Studies teachers and pupils have contend with. A questionnaire was constructed and delivered online in November 2010. It contained 27 question covering teacher qualification, quality of premises and equipment, lesson time and collaboration, and the use of national syllabi. A total of 385 persons across the country answered the questionnaire; about 21% of those teaching Home and Consumer Studies in Swedish compulsory school during the school year 2009–2010. These respondents taught in a total of 392 compulsory schools, which equalled about 22% of the schools teaching grades 7–9 in Sweden. Almost a quarter (23%) of the teachers lacked formal training for Home and Consumer Studies. Respondents without an appropriate degree qualification included those trained as nursery school teachers, dietitians and civil engineers. As regards classrooms, while 88% of respondents reported access to fully equipped kitchens with stoves, sinks and work surfaces, 5% used regular classrooms and the remainder were obliged to come up with alternative solutions, such as using portable kitchens in regular classrooms or conducting their lessons in the school restaurant. This study raises many questions about the quality of Home and Consumer Studies provision in a number of schools. The local deficiencies in the nationally decided frame factors for Home and Consumer Studies found by the present study gives us reason to doubt that all pupils achieve the overall learning goals of ‘knowing in practice’ and making informed choices utilizing environmental, economic and health perspectives. This might affect the health and economy of the individuals in the long run, with implications for the national economy and public health. On the basis of these findings, we therefore recommend that current conditions for Home and Consumer Studies and how the subject should operate in schools become a focus for national debate.

  • 38.
    Lindblom, Cecilia
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Landfors, H.
    Olsson, C.
    Wailing, M.
    Hörnell, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Interdisciplinary work regarding nutrition and health in Swedish compulsory school: a survey studyManuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    The Swedish National Agency for Education state that implementation of education should involve possibilities for pupils to work interdisciplinary and experience knowledge in different ways. The aim of the study was to explore the presence of interdisciplinary work related to the content of nutrition and health in Swedish compulsory school, and factors influencing interdisciplinary work. To investigate this, two web-based nationwide questionnaires were sent out in 2014 to compulsory schools in Sweden. One questionnaire was aimed at teachers in five subjects: Home and Consumer Studies, Physical Education and Health, Biology, Chemistry, and Physics. The second questionnaire was aimed at head teachers. A total of 388 teachers and 216 head teachers answered the respective questionnaires. The study showed that 40% of the teachers and 59% of the head teachers reported that their school worked interdisciplinary regarding nutrition and health. Lack of time for planning and scheduling problems were seen as the main barriers by both teachers and head teachers. A pre-requisite for interdisciplinary work to be successful is that teachers have a chance to meet and plan, and the study indicate that frame factors have a critical impact on what is possible to perform regarding interdisciplinary work in Swedish schools. Improving the interdisciplinary work regarding nutrition and health might increase the potential for schools to achieve the overall goal of pupils gaining knowledge and understanding of the importance of their lifestyle for health, the environment and society.

  • 39.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Högskolan i Borås.
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Educational marketization the Swedish way2013Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, nr 3, s. 497-517Artikel, forskningsöversikt (Refereegranskat)
  • 40.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Högskolan i Borås.
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Gymnasiet som marknad2014 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 41.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Högskolan i Borås.
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Marketizacija edukacije po švedsko2016Ingår i: Komu je napoti kakovostno javno šolstvo? / [ed] Marjan Šimenc & Veronika Tašner, Ljubljana: CEPS and SVIZ , 2016, s. 85-115Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sl]

    Švedska je bila ponavadi prikazana kot zgleden primer socialnodemokratske ureditve države blaginje (Esping-Andersen, 1996), za katero sta značilna obsežno državno upravljanje in aktivna vključenost v vprašanja družbene dobrobiti. V zadnjih dvajsetih letih pa sta bila švedski javni sektor in edukacijski sistem podvržena radikalni in temeljiti usmeritvi v neoliberalizem, spremembi, ki je sledila obsežni decentralizaciji procesov odločanja, ko so ti prešli iz rok države na raven lokalnih skupnosti in šol. V tem besedilu bomo povzeli naravo, obseg in nekatere posledice notranje in zunanje marketizacije švedske edukacije v prvih letih novega tisočletja, še zlasti pa bomo izpostavili vpliv konkurence na notranje delovanje srednjih šol. Prišli smo do sklepa, da se je zunanja marketizacija zelo razširila in da Švedska v večini vidikov popolnoma sprejema nov javni menedžment, na primer t. i. notranjo marketizacijo edukacije. Navkljub temu pa lahko pri dodeljenih funkcijah, vrednotah in upravljanju edukacije še zmeraj zaznamo posamezne vidike stare socialnodemokratske paradigme.

  • 42.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Holm, Ann-Sofie
    Marketization of education the Swedish way: Paper presented at the symposium Privatisation of education in European countries: the cases of Italy, Spain, Sweden and England2012Konferensbidrag (Refereegranskat)
  • 43.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Erixon Arreman, Inger
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Lundström, Ulf
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskaplig fakultet, Statsvetenskap.
    From expansion and integration to marketisation - and restoration: Policies of Swedish upper secondary education 1968-20082008Ingår i: Paper presented at the symposium “The Changing Forms of Knowledge in Contemporary Curriculum Reconfigurations”: The European Conference in Educational Research (ECER), Gothenburg August 10-12, 2008, Göteborg, 2008Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 44.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Lundström, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Setting things right?: Swedish upper secondary school reform in a 40-year perspective2010Ingår i: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 45, nr 1, s. 49-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.

  • 45.
    Lundström, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Holm, Ann-Sofie
    Erixon Arreman, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rektor i skärningspunkten mellan likvärdighet och skolmarknad2017Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 1, s. 19-41Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a global education policy context, school leadership is increasingly regarded as crucial for improving school outcomes as well as equity in education. The purpose of this article is to analyze Swedish upper secondary school principals’ perceptions of the impact of school reforms in relation to equity.  Empirical datawas collected in an online survey distributed to all upper secondary principalsaffiliated to the national Association of School Principals. The results of the survey are discussed in relation to governance and previous research. The study indicates that a majority of the principals related equity in education to state governance, while reforms counteracting equity were connected tomarketization/New Public Management reforms. The findings also indicate variations between groups of principals employed in the public or private school sector, including differing local (school market) conditions. Further,irrespective of sector, teachers were considered as the main resource for realizing equity in school.

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