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  • 1.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Shifting logics: education and privatisation the Swedish way2019Ingår i: 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, s. 116-131Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 2.
    Alexiadou, Nafsika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Global ideas and their national embeddedness: the case of Swedish education policy2019Ingår i: Austerity and the remaking of European education / [ed] Anna Traianou and Ken Jones, London: Bloomsbury Academic, 2019, s. 93-116Kapitel i bok, del av antologi (Refereegranskat)
  • 3. Baxter, Jacqueline
    et al.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Inspection and the media: the media and inspection2015Ingår i: Governing by inspection / [ed] Sotiria Grek, Joakim Lindgren, London: Routledge, 2015, s. 159-172Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Novak, Judit
    Institutionen vid pedagogik, didaktik och utbildningsstudier, Uppsala universitet, Uppsala.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Segerholm, Christina
    Avdelningen för utbildningsvetenskap, Mittuniversitetet, Härnösand.
    Skolinspektion som styrning2014Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, nr 1, s. 5-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Governing by school inspection. In this article we argue that school inspection is an important and potentially influential way of governing education that deserves additional scholarly attention. This introductory article aims to situate and describe the origin, theoretical foundations and methods and materials gathered in the three research projects included in this special issue. We also briefly describe some important characteristics of the Swedish school inspection and finish off with short introductions to the six articles.

  • 5.
    Feltenius, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Regionalisering i det nordliga rummet: Nutida kunskapsläge och framtida utmaningar2007Rapport (Övrig (populärvetenskap, debatt, mm))
  • 6. Helgøy, Ingrid
    et al.
    Homme, Anne
    Lundahl, Lisbeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Combating low completion rates in Nordic welfare states: Policy design in Norway and Sweden2019Ingår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 55, nr 3, s. 308-325Artikel i tidskrift (Refereegranskat)
    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.

  • 7.
    Hudson, Christine
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    State governing and local autonomy2007Ingår i: Recent changes and challenges in research on politics of education: 35th Nordic Conference on Educational Research, Turku, Finland, 15-17 March 2007 as a contribution in the symposium, 2007Konferensbidrag (Refereegranskat)
  • 8.
    Jarl, Maria
    et al.
    Göteborgs universitet, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Skolpolitik: från riksdagshus till klassrum2015 (uppl. 2)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Varför ser skolan ut som den gör? Vilka aktörer försöker påverka de politiska besluten om skolan? Vad vill de olika aktörerna och hur för de fram sina krav? Den här boken skildrar det politiska spelet om skolan. En viktig utgångspunkt är att skolpolitiken inte bara handlar om politiska beslut i riksdag och regering utan också om lärares och rektorers dagliga gärningar i skolan. Skolpolitiken formas på olika nivåer i skolsystemet. Lärare och rektorer är nyckelaktörer i dessa processer, men även politiska partier, lärarförbunden och ministrar har viktiga roller. Boken Skolpolitik – från riksdagshus till klassrum fokuserar på fyra skolpolitiska huvudfrågor: makten över skolan som organisation, skolans uppdrag, makten över lärare och rektorer, granskningen av skolans verksamhet. I den andra upplagan har författarna reviderat samtliga kapitel och uppdaterat innehållet med hänvisning till de senaste årens skolpolitiska beslut. Den andra upplagan innehåller dessutom ett helt nytt avsnitt om det politiska spelet om lärarlegitimationerna. Boken vänder sig till studenter på lärar- och rektorsutbildningar, verksamma rektorer och lärare, men också andra läsare med intresse för skolpolitik.

  • 9.
    Jarl, Maria
    et al.
    Göteborgs universitet, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Skolpolitik: från riksdagshus till klassrum2010Bok (Övrigt vetenskapligt)
  • 10.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Segerholm, Christina
    Mittuniversitetet, Härnösand.
    Mediating school inspection: key dimensions and keywords in official Swedish discourse 2003-20102011Ingår i: Network 23: Policy Studies and Politics of Education / [ed] European Educational Research Association (EERA), Berlin: ECER , 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The paper reports on an analysis of texts published by the Swedish school inspection authorities describing the aims, directions and procedures of school inspection.The analysis serves to advance our understanding of the Swedish inspection regime. Inspection, or more precisely the mediation of inspection, is understood as part of contemporary education governing.

    Methodology: The study is a textual analysis of information materials, reports, official annual accounts and plans, and other official texts directed to the government, municipalities, schools and the public, produced by the National Agency for Education (between 2003-2008) and the Swedish Schools Inspectorate (2008-2010). The analysis concentrates on key themes and key words conveying dominant ideas of inspection and education and is structured around five dimensions based on an understanding of inspection as education governance and on characteristics of the Swedish education system.

    Conclusions: Preliminary results suggest that the rhetoric and dominant ideas in/of school inspection changed when the responsibility of inspection was transferred to the Swedish School Inspectorate in autumn 2008. Key concepts before then are more supportive to schools and municipalities, recognising local conditions. Later, a language more directed to detect shortcomings, and to support an ideology of individual rights and ?juridification? is apparent.

  • 11.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Pedagogiska institutionen, Mittuniversitetet.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Mediating school inspection: Key dimensions and keywords in agency text production 2003-20102012Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, ISSN 2000-4508, Vol. 3, nr 4, s. 569-590Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on an analysis of how school inspection in Sweden – its aims, directions and procedures – is portrayed in texts produced by the responsible national authorities. The study involves a textual analysis of official annual accounts and plans (texts directed to the government,municipalities, schools and the public) produced by the National Agency for Education and the Swedish Schools Inspectorate. The analysis concentrates on key concepts conveying the dominant ideas of inspection and education. The analysis is structured around four dimensions that arebased on an understanding of inspection as education governance and on the characteristics of the Swedish education system. The results suggest that the rhetoric and dominant ideas of school inspection changed when the responsibility for inspection was transferred to the Swedish Schools Inspectorate in the autumn of 2008. Key concepts before that time are more supportive of schools and municipalities, recognising local conditions. Later, a language with the intention of detecting shortcomings and supporting an ideology of individual rights and juridification is apparent.

  • 12.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Knowing inspectors' knowledge: forms and transformations2017Ingår i: School inspectors: policy implementers, policy shapers in national policy contexts / [ed] Jacqueline Baxter, Cham: Springer, 2017, s. 159-181Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter focuses on the governing work of Swedish school inspectors with regards to the role and function of knowledge. As professionals, inspectors are situated as relays and brokers of policy standing in contact with both the political arena and practice arenas. School inspectors use and produce knowledge and they rely on, search for, accumulate and communicate different forms of knowledge. In this chapter, we seek to understand knowledge in the inspection context as existing in three phases, namely as embodied, inscribed and enacted (Freeman and Sturdy, 2014). The aim is to identify and discuss different phases of knowledge in inspectors' work by asking how the different forms of embodied, inscribed and enacted knowledge are manifested, incorporated and transformed in the course of inspection. The chapter illustrates how different forms of knowledge are intertwined with issues of legitimacy, accountability and control, which is argued to be importat for how inspection and the work of inspectors' are perceived and judged in different contexts and settings.

  • 13.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Mimicry in an era of autonomy?: Quality assurance policies in Swedish Universities2017Konferensbidrag (Refereegranskat)
  • 14.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The emotional politics of policy processes: governing in and by quality evaluation reforms in Swedish higher education2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to describe and analyse the processes and content of two recent quality evaluation reforms and to discuss how shifts and continuities can be understood with a particular focus on the role by affective governing and emotions in these processes. We want to explore if and in that case how policy processes preceding quality assurance reforms (‘governing evaluation’) are reflected in the enacted quality evaluation processes (‘governing by evaluation’), by focusing on the moves, intentions and emotions underlying two recent quality assurance reforms in Swedish Higher Education. Our analysis show an interdependence between the characteristics of the policy process and the actual design and (pre)fabrication of the enacted quality assurance evaluation framework. This paper draws attention to how certain modes and processes of governing, manifested in the emotional politics of policymaking, correspondingly also permeate the actual policy and argue that these findings empirically illustrate how ‘affective atmospheres’ in processes of ‘governing evaluation’ are reflected in the actual ‘governing by evaluation’.

  • 15.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The emotional politics of quality assurance reform: shifting affective atmospheres in Swedish higher education policy2018Ingår i: Higher Education Policy, ISSN 0952-8733, E-ISSN 1740-3863, Vol. 31, nr 1, s. 55-73Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to describe and analyse two recent quality assurance (QA) reforms in Swedish higher education (HE) and to discuss how shifts and continuities can be understood with a particular focus on the role of affects and emotions. Using conceptual devices from the literature on affects and emotions in the context of policy, official documents, media materials and interviews with stakeholders were analysed. In conclusion, the reforms were surrounded by distinctive affective atmospheres in which different emotional registers were circulated and articulated. The 2010 reform was criticised due to a lack of deliberation and produced a QA system described by HE actors in negative terms prior to its implementation. The second policy process after 2014 was emotionally reframed as being open for dialogue and collaboration in the creation of the reformed QA system. These affective atmospheres were framed by their particular policy histories and memories, but they also involved strategic attempts to create certain feelings, responses and actions.

  • 16.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Mid Sweden university, Härnösand, Sweden.
    In your opinion, what is quality in Swedish compulsory education?: Conflicting conceptions of education quality in times of accountability and assessment?2014Konferensbidrag (Refereegranskat)
  • 17.
    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))
  • 18.
    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.

  • 19.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Nyroos, Mikaela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    A matter of timing: time use, freedom and influence in school from a student perspective2003Ingår i: the 9th European Conference on Educational Research, Hamburg, Germany, 2003Konferensbidrag (Refereegranskat)
  • 20.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    När styrningen av tiden blir skolans och lärarnas sak2005Ingår i: Utan timplan - forskning och utvärdering: Antologi från Timplanedelegationen, Stockholm: Fritzes , 2005, s. 55-76Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Försöksverksamheten med utbildning utan timplan i grundskolan startade läsåret 2000/01. Timplanedelegationen har haft det övergripande ansvaret för att leda, stödja och utvärdera försöket. Vi har också haft i uppgift att lämna underlag till regeringen inför dess ställningstagande till om och i så fall hur timplanen i grundskolan kan avskaffas. Delegationen redovisade nyligen sina slutsatser och förslag i slutbetänkandet Utan timplan – för målinriktat lärande (SOU 2005:101). Av slutbetänkandet framgår att delegationen föreslår att den nationella timplanen skall avskaffas. Erfarenheterna av försöket visar sammantaget att en avveckling av timplanen på sikt kan bidra till en ökad måluppfyllelse genom att stimulera utvecklingen i skolorna. Enligt vår uppfattning bör dock en avveckling av timplanen kompletteras med andra åtgärder, bl.a. vad gäller den minsta garantera undervisningstiden, målsystemet samt utbildning och kompetensutveckling av lärare och rektorer. En avveckling behöver dessutom stödjas av en effektiv implementering. För de deltagande skolorna innebär försöksverksamheten en fullständig befrielse från den nationella timplanens uppdelning i tid per ämne eller ämnesgrupp. Skolor som deltar i försöksverksamheten omfattas av övriga bestämmelser som gäller för grundskolan. Det innebär bl.a. att de skall följa läroplanen (Lpo 94) och arbeta enligt de kursplaner som finns för grundskolans ämnen och ämnesgrupper, att bestämmelsen om antalet garanterade timmar för grundskolans nio år (6 665 timmar) gäller samt att eleverna skall få såväl en väl avvägd skoltid som väl avvägda läsår och skoldagar. Hur tiden skall disponeras bestäms dock av skolorna. Försöksverksamheten omfattar knappt 900 kommunala grundskolor i 79 kommuner. Försöket var från början tänkt att avlutas den 30 juni 2005, men har förlängts till den 30 juni 2007, i avvaktan på beredningen av delegationens förslag.

  • 21.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Skolans frihet och ansvar att styra sin tid: Delrapport från SKUT-projektet till Regeringens timplanedelegation2003Rapport (Övrigt vetenskapligt)
  • 22.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Tidsanvändning i den svenska grundskolan: från statlig styrning till mikropolitik2002Ingår i: Teacher education in collaboration, Umeå, 2002Konferensbidrag (Övrigt vetenskapligt)
  • 23.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Umeå School of Education (USE).
    Nyroos, Mikaela
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Time use in Swedish schools: from state regulation to micro politics2002Konferensbidrag (Refereegranskat)
    Abstract [en]

    During the last twenty-five years, Sweden has turned from an education system characterised by strong central management and detailed regulation to having one of the most decentralised systems in Europe (OECD 1998). This shift has been accompanied by the introduction of market mechanisms, such as choice, vouchers and increased competition, and by considerable cuts in the budgets of municipalities and schools. Today the State prescribes the educational objectives of pre-school, primary and secondary school, and controls the extent to which educational goals have been reached. Most other decisions, however, concerning e.g. the organisation of work, choice of methods and class sizes, are delegated to the local and, in particular, to the school level. Recently, still further steps towards decentralisation and deregulation have been taken, in regards to the regulation of time use and time allocation in primary school. In this paper we critically examine the potential effects and importance of such a step, based upon an empirical study among school managers and headmasters. 1 Initially, the Swedish case is briefly presented and discussed in an international perspective.

  • 24.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Time use in Swedish schools: from state regulation to micro politics2003Bok (Övrig (populärvetenskap, debatt, mm))
  • 25.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Timmarna i skolan: Sammanfattande slutrapport från projektet Skola utan nationell timplan (SKUT)2005Rapport (Övrigt vetenskapligt)
  • 26.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    And what happened next?: Managing the Swedish school choice revolution2016Konferensbidrag (Refereegranskat)
  • 27.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Sweden: Extensive privatization of and in education2017Konferensbidrag (Refereegranskat)
  • 28.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En styrning i tiden2004Ingår i: The 32nd Nordic Conference on Educational Research, Reykjavik, Iceland, Reykjavik, Island, 2004Konferensbidrag (Övrigt vetenskapligt)
  • 29.
    Lundahl, Lisbeth
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Masters of their time?: time and teachers in an education policy context2005Ingår i: The 11nd European Conference on Educational Research, Dublin, 2005Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Teacher policies and the working condition of teachers have been paid attention to in several recent international inquiries and research projects. For example, the OECD project Attracting, developing and retaining effective teachers (OECD 2005) aimed at identifying "innovative and successful policy initiatives and practices" by analysing recruitment and working condition of teachers in 25 countries. In a recent Eurydice project (2003, 2004) the attractiveness, distinctive features and occupational content of the teaching profession in 30 European countries were studied. Also a Nordic research project on restructuring of education and teacher professionalism (Carlgren et.al. 2002) may be mentioned here. Such research clearly shows that global changes of teacher work have taken place during the 1990s and early 2000s, changes which are closely related to new demands on education - the demands of global economy for mobile, flexible and highly qualified workforce, and national, regional and local endeavours to promote economic growth and competetiveness. In the educational sphere the responsebility to realise such aims to a high extent is deployed to schools, principals and teachers, which are supposed to act autonomously and efficiently in order to attain the educational objectives. The "new teacher role" includes teamwork, individualisation, pupil-active teaching methods, and, increasingly, activities outside the classroom such as planning, documentation and evaluation. Teacher work seems to be characterised by less distinct boundaries between subject categories and teacher/staff categories. The matter of power and control over teachers´ working time is however rather complex. On the one hand, a gradual deregulation and decentralisation of decisions concerning school hours and teachers´ working time has taken place, e.g. in Sweden, allowing for increased local autonomy. Here, both politicians, the Swedish Association of Local Authorities and teacher unions have been in favour of this development. On the other hand increased work load and financial cuts put severe strain on teacher time (c.f Hargreaves 1994). Obsolete regulations of teaching and teacher hours may act "from behind" and preserve old power relations and time organisation. Also, as e.g. Andy Hargreaves (1994) correctly has underlined, teachers and administrators/decision-makers, respectively, may have quite different time perspectives. Against this background, the paper highlights and critically analyses the power and control over teachers´ working time. A Swedish experiment aiming at more flexible time use and school development is presented and discussed as an example (c.f. Nyroos et.al. 2004). The Swedish case is compared and contrasted to recent policies and change of teachers´ working conditions in other European countries. The discussion of the Swedish case is based on analysis of agreements and political documents, interviews with teacher union representatives and teachers participating in the experiment where schools are allowed to set aside the regulation of the national time schedule.

  • 30.
    Lundström, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Att styra skolan med marknaden som förebild2015Ingår i: Utbildning: makt och politik / [ed] Sverker Lindblad, Lisbeth Lundahl, Lund: Studentlitteratur AB, 2015, s. 141-163Kapitel i bok, del av antologi (Refereegranskat)
  • 31.
    Lundström, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Att styra skolan med marknaden som förebild2012Konferensbidrag (Övrigt vetenskapligt)
  • 32.
    Nyroos, Mikaela
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lundahl, Lisbeth
    Umeå universitet, Umeå School of Education (USE).
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Local time governance in comprehensive schools2002Konferensbidrag (Refereegranskat)
  • 33.
    Nyroos, Mikaela
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Att hantera tiden: Skolchefer om att delta respektive inte delta i timplaneförsöket2002Rapport (Övrigt vetenskapligt)
  • 34.
    Nyroos, Mikaela
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Local time governance in comprehensive schools2004Ingår i: Teacher education and international collaboration: its strength and challenges / [ed] Erixon, Per-Olof, 1954-, special monograph editors: Gun-Marie Frånberg and Gloria Ladson-Billings, Umeå: Fakulteten för lärarutbildningarna, Umeå universitet , 2004, s. 145-162Kapitel i bok, del av antologi (Refereegranskat)
  • 35.
    Nyroos, Mikaela
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Rönnberg, Linda
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Lundahl, Lisbeth
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    A matter of timing: Time use, freedom and influence in school from a pupil perspective2004Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 3, nr 4, s. 743-758Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A weakening of central time regulation has constituted one aspect of the process of decentralisation and deregulation of Swedish education in the last two decades. In 1999 the Parliament decided on an experiment period permitting schools in 79 municipalities to allocate school hours more freely. The article aims at exploring and analysing pupils' experiences of the structuring of contents and work in schools without a national time schedule. Pupils' influence over schoolwork, and their individual responsibility and freedom to plan and use time are focused on. Thirty-one pupils, aged 14-15 years, were interviewed. They come from three comprehensive schools ranging from a strongly classified curriculum and teacher work to a curriculum characterised by a high degree of crossdisciplinary  teaching and teacher teamwork. All three schools, to varying extent, have scheduled 'open lessons', when pupils choose content and activity. The majority of pupils appreciate having a responsibility and freedom to plan their own learning, but argue that they are generally not allowed to participate in decisions about teaching and learning. This is particularly the case in subject lessons, which are still mainly controlled by the teachers. The pupils prefer varied forms of teaching and learning and express a need for freedom as well as guidance and structure.

  • 36.
    Rasmussen, Palle
    et al.
    Aalborg University, Denmark.
    Larson, Anne
    Aalborg University, Denmark.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Tsatsaroni, Anna
    University of the Peloponnese, Greece.
    Policies of ‘modernisation’ in European education: Enactments and consequences2015Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 14, nr 6, s. 479-486Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The five articles in this special issue offer empirically and theoretically informed accounts from education policy research carried out in different national contexts in Europe. This special issue sheds light on how modernising approaches to educational governance and reform, grouped under the umbrella of new public management, are strongly present in European education policy, both at transnational levels and in individual countries, and points to important implications for these developments.

  • 37.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    A Recent Swedish Attempt to Weaken State Control and Strengthen School Autonomy: The Experiment with Local Time Schedules2007Ingår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 6, nr 3, s. 214-232Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In 1999, after a series of far-reaching reforms aiming at decentralisation, deregulation and increased local autonomy in Swedish education, the Government decided to introduce a five-year experiment, which would develop these reform efforts even further. Even though Swedish compulsory schools already were the most autonomous in Europe with regard to decision making on school time, an experiment which allowed schools to freely decide time allocation and time management was launched. At least on paper, the experiment indicates a shift from state control to local autonomy, allowing school professionals to be free to make decisions on time distribution previously controlled by the state. The aim is to analyse and discuss whether the experiment has affected school autonomy or not and how this can be understood. The theoretical point of departure is a two-dimensional view of autonomy, where both freedom of action and capacity for action need to be taken into account. The freedom of action (the discretionary space for local actors) provided within the experiment is analysed through three properties of the experimental programme: programme clarity, division of responsibilities and control mechanisms. The schools' capacity for action concerns the extent participating schools make use of the discretion provided within the experiment. This is analysed in three schools with reference to their ability to organise themselves in a flexible way, as well as to what extent the schools have shown previous capacity for action and readiness for reform. Based on this analysis of the experiment, it is concluded that if reform efforts are made to increase school autonomy, they should not one-sidedly be focused on increasing local actors' freedom of action (such as abolishing the national time schedule). Such efforts should also be accompanied by measures to reinforce local actors' capacity for action. Unless local actors can make use of the discretion given to them by a superior (political) body, local autonomy will be far less than was intended, since freedom to act exceeds the actual capacity to act.

  • 38.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Att göra styrning och styra görande: Skolinspektionens aktiviteter för ökad genomströmning från gymnasieskolan2019Ingår i: Nordiske organisasjonsstudier, ISSN 1501-8237, Vol. 21, nr 1, s. 34-57Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Problematiken med avhopp och hög andel elever med ofullständig gymnasieutbildning står högt på den svenska politiska dagordningen. Reformarbetet på området bedrivs av flera aktörer på olika nivåer, där myndigheter, kommuner, fristående skolhuvudmän och givetvis rektorer och lärare i gymnasieskolor är några av de mest centrala. Här studeras en av dessa policyaktörer, nämligen den statliga myndigheten Skolinspektionen (SI), med syftet att beskriva och analysera SI:s aktiviteter som kan kopplas till att förhindra avhopp och öka genomströmningen från gymnasieskolan. Empiriskt bygger studien på myndighetstexter och på intervjuer med myndighetsledning och skolinspektörer. Teoretiskt utgår studien från ett perspektiv där styrning ses som ett verb (Clarke 2015; Ozga 2016) och analyserar aktiviteter, processer och det arbete som utgör själva görandet av styrning och som sker både inom och mellan olika institutioner och organisatoriska nivåer. Studien visar att SI:s aktiviteter, som de har stor handlingsfrihet att utforma, och inte minst SI:s så kallade kvalitetsgranskningar, kan förstås ur detta perspektiv. SI lägger problemlösningsansvaret för att minska gymnasieavhopp hos rektorer, lärare och skolpersonal. I arbetet rekommenderas och premieras vissa arbetsmetoder, ansatser och kunskapsbaser. Dessa styrningsaktiviteter bygger på vissa föreställningar och kunskaper som görs manifesta och genom inspektörernas arbete i form av ett slags »skuldbeläggandets politik«.

  • 39.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Att ta inspektionen i egna händer: hur lokala aktörer använder skolinspektionen2014Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, nr 1, s. 85-106Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Inspectees are the focus of this paper, which reports findings on the local functions of Swedish national inspection – how head teachers, teachers, students and officers from responsible authorities utilise inspection as a resource. The paper draws on a particular perspective of implementation to analyse data from qualitative case study data from twelve Swedish compulsory schools by drawing on the concept of policy enactment (Ball et al. 2012). Even if inspection is a political tool that is largely intended to govern from the top down, this paper highlights the power of local agency and some of the ways in which the enactments of inspection are simultaneously in line with and extend beyond the politically anticipated functions, all pointing to the importance of inspection as a mobilising resource. It shows the multiplicity of activities that take place in schools and responsible authorities in the course of inspection.

  • 40.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Creating an institutional framework for educational control: the Swedish National Agency for School Inspection2009Konferensbidrag (Refereegranskat)
  • 41.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Education Governance by Marketisation and Quality Assurance: Introductory Notes2011Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 555-561Artikel i tidskrift (Övrigt vetenskapligt)
  • 42.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Exploring the Intersection of Marketisation and Central State Control through Swedish National School Inspection2011Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, nr 4, s. 689-707Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on the role of the state in the context of an increasing market orientation in Swedish education policy. It asks if and how a market orientation and privatisation can be reconciled with attempts to re-establish central output control. The controlling function of the state is emphasised in the form of efforts to inspect both public and private schools. Drawing on the literature on governance, dealing with the “hollowing-out” and “filling-in” of the state, two scenarios are distinguished asserting that a market orientation in the case of education policy could either reduce or intensify the need for state-led control. It is concluded that the characteristics of Swedish education policy conform to the “filling-in” line of argument, namely that central state control is strengthened at a point in time when a market orientation and greater choice and privatisation are gaining ground.

  • 43.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Forces of policy change in compulsory education: the Swedish experiment with local time schedules2007Konferensbidrag (Refereegranskat)
  • 44.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    From national policy-making to global edu-business: Swedish edu-preneurs on the move2017Ingår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 32, nr 2, s. 234-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores the movements of some Swedish former education policy-makers that are currently active as commercial edu-business actors with the ambition to expand in the Global Education Industry (GEI). The aim is to map and analyze how a selection of Swedish edu-preneurs affiliated with a particular Swedish school chain enter the GEI and thereby market both their commercialized services and the policy ideas about so-called free schools, in its Swedish version. The study shows how these edu-preneurs move from the domestic to global arenas and how their business and policy advocacy activities are framed and represented. Mobilization and public exposure of previous and present policy advocacy networks are important assets for these edu-preneurs as they navigate the GEI. The study illustrates how these actors make use of particular forms of knowledge, from department ministerial work and party politics, which blends with work in public relations and various edu-businesses, pointing to the interrelatedness of politics, policy, business, power, and ideology. The paper concludes by raising issues in need of further exploration and debate, pertaining to our understanding of education policy-making and, ultimately, democracy.

  • 45.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Granskning och styrning via skolinspektion2016Ingår i: Ledarskap, utveckling, lärande: grundbok för rektorer och förskolechefer / [ed] Maria Jarl, Elisabet Nihlfors, Stockholm: Natur och kultur, 2016, s. 81-101Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Kapitlet tar sikte på en av de många granskande aktiviteter som pågår inom skolans och förskolans område. Kapitlet beskriver och diskuterar olika aspekter av styrning genom skolinspektion och tar upp tre teman: skolinspektion som a) ett anpassningsbart styrmedel, b) politisk problemlösare och avslutningsvis c) marknadskontrollant. Tillsammans ger de olika tematiska avsnitten olika infallsvinklar på hur skolinspektion och styrning kan förstås och i förlängningen hanteras av rektor och förskolechef.

  • 46.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Hur framställs policyproblemet?: den svenska pågående försöksverksamheten med försvagad statlig tidsstyrning av grundskolan2005Konferensbidrag (Refereegranskat)
  • 47.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    “If anyone sells British education to the Chinese, it will be the Swedes”: Mapping Education Policy Retailers on the Move2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The first part of the title is a quote by Fraser Nelson (2013), editor of The Spectator and a columnist for The Daily Telegraph, pointing to the Swedish system of school choice that was used as a policy justification by the Conservatives prior the 2010 election and the subsequent English free schools policy (Walford, 2014). Indeed, it can be seen as quite a puzzle why ‘social democratic Sweden’ became a reference society (Sellar & Lingard, 2013) on marketization of public welfare to liberal England (Baggesen-Klitgaard, 2008; Hicks, 2015; c.f. Erixon Arreman & Holm, 2011) and thus, in the words of Fraser, how come Swedes will be the ones selling British Education to China. 

    In Sweden, far-reaching choice reforms were initiated in the early 1990s, turning the Swedish school system into “one of the world’s most liberal public education systems” (Blomqvist, 2004, p. 148). Swedish parents are free to choose any school for their child free of charge, public as well as tax-funded free schools. The independent education providers are even allowed to extract profit. As a result, for-profit school chains have flourished and they have also gone abroad to sell and market their services and Swedish school chains now operate globally in for instance England, USA and India.

    As pointed out by for instance Ball (2012), national and global flows of ideas, actors and organisations, including profit-making companies, all help sustain and reinforce the ever expanding global edu-business. New actors become engaged in creating and implementing policy, embedded within larger governance networks. They become carriers of different ideas, also across national borders. They act as policy brokers as they move in different policy spaces and their expertise is shared, promoted or even sold (c.f Grek et. al., 2009) – they are acting as ‘policy retailers’ - also on a global scale.

    This paper is interested in the work and doings of actors of and in the borderless and international flow of policy, exploring how policy retailers carry agendas of educational marketisation and their attempts to ‘export’ such ideas. The aim is to describe and analyse the connections, movements and exchanges of education policy retailers, often with commercial interests, in the transnational flow of policy ideas and services. This is done by empirically studying how a number of Swedish policy retailers market policy ideas about free schools and related services.

    The paper draws on theoretical resources from the education policy literature conceptualising the changing and borderless nature of the growing ‘edu-business’ (Ball, 2012; 2009; 2007; Ball & Junemann, 2012; Junemann & Ball, 2013; Lingard & Sellar, 2013), as well as work on policy borrowing and travelling policy (McCann & Ward, 2013; Waldow & Steiner-Khamsi, 2012; Grek et. al., 2009; Ozga & Jones, 2006). The paper seeks inspiration from the “method of network ethnography”, a qualitative and thick mapping by following actors, relations and networks (Junemann & Ball, 2013, p. 424; Ball & Junemann 2012; Ball, 2012). In particular, the ways in which policy retailers travel with and through policy are of interest here; to map their actions, connections and locations - how they carry and market policy, capital and ideas. This paper makes use of the full-text media database Factiva as a way of collecting relevant material about the policy retailers’ moves. The database includes over 30 000 sources such as newspapers and journals, but also radio transcripts, etc., worldwide in more than 30 languages, also those with a pay-wall. 

    This paper highlights the role and doings of actors in the making, remaking and assembling (McCann & Ward, 2013) of policy. In particular, a number of Swedish educational policy retailers have been mapped and analysed – thereby highlighting how the original free school ‘architects’ on the ‘domestic arena’ later travelled as ‘transnational missionaries’ retailing not only certain policy solutions but also their own commercialized education services. Previous research on the puzzling nature of the far-reaching Swedish marketization in education has tended to turn to structural, institutional and/or party political considerations and contexts (Baggesen-Klitgaard, 2008; Hicks, 2015). This paper argued that the actors and their moves and embeddedness within networks also are important pieces of the puzzle when understanding and analyzing the extensive marketisation in the Swedish case. In addition, the paper has highlighted the importance of mapping policy retailers and their domestic and global moves as they go on trade routes – thereby carrying, influencing and (trans)forming the growing global edu-business.

  • 48.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Inspecting the ’Market’: education policy, school choice and State Control2010Konferensbidrag (Refereegranskat)
  • 49.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Justifying the Need for Control: Motives for Swedish National School Inspection during Two Governments2014Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, nr 4, s. 385-399Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper analyses the political motives that underlie the increased educational control exercised by reinstalling and reinforcing school inspection during the periods of 20012003 and 2006-2008. These periods cover both social democratic and non-socialist governments, with different parties in office. The paper draws on an approach to scrutinize the process of problematization in public policy making applied on political policy documents. Overall, school inspection has been politically and ideologically unchallenged and justified on similar grounds by the two governments. By focusing on quality, equivalence and, in the latter period, educational and pupils' academic results, school inspection was legitimized and framed in a way that leaves no room for party political opposition.

  • 50.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lost in transition but found in inspection?: Policy work of the Swedish Schools Inspectorate addressing upper secondary education non-completion2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Almost all young Swedish adults enroll in upper secondary education, but approximately one quarter of a cohort does not graduate. This paper focuses on the Swedish national setting and analyses how issues relating to upper secondary school completion is represented and addressed by the work of a particular policy actor, namely the Swedish Schools Inspectorate (SSI). The aim is to analyse and discuss the policy work of the SSI aiming at improving completion of upper secondary education and combatting problems such as dropout, early school leaving and/or not graduating from upper secondary education, in a policy context characterized by extensive marketization. The study will initially (a) map the activities of the SSI in this policy area and (b) analyze a selection of accounts by the SSI connected to these activities. The study has an overall analytical focus on researching the SSI as an actor that is “doing political work” (Ozga, 2016). Conceptually, governing is understood as activities and doings involving assemblages of places, people, policies, practices and power (Clarke, 2015, p. 21) and this stance directs the study towards the actual activities of the SSI, and to what inspectors, inspection officers and managers “do”. In conclusion, SSI activities are addressing non-completion of upper secondary education more or less directly. In quality audits targeting upper secondary school completion, the inspectors tend to direct the problem solving responsibilities to teachers and school staff and urge for certain methods and approaches to be adopted. In this way, the SSI functions as an important relay, key broker and creator of policy, also in relation to dropout and school non-completion, and the SSI is “doing education governing” in an increasingly complex, marketised and multi-layered education policy field.

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