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  • 1.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Equality and education policy in the European Union: an example from the case of Roma2017In: Policy and inequality in education / [ed] Stephen Parker, Kalervo N. Gulson, Trevor Gale, Singapore: Springer, 2017, p. 111-131Chapter in book (Refereed)
    Abstract [en]

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

  • 2.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Privatising public education across Europe: Shifting boundaries and the politics of (re)claiming schools2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 3, p. 413-422Article in journal (Other academic)
    Abstract [en]

    The issue of privatisation is not new. It has been debated since the end of the 1970s following a major financial crisis and the subsequent ‘crisis’ of the public sector. The once celebrated welfare state that has been a core institution in many industrialised European countries has been under various forms of pressure: financial, social, managerial, but also of political legitimacy. Ideologically, the welfare state has been challenged by (neo)liberals who have seen it as not only financially unsustainable, but also antithetical to the goals of economic efficiency and the pursuit of personal liberties. Its operations have also been attacked by political pragmatists who have seen its cumbersome bureaucratic nature as increasingly problematic. The answer for this latter group was not (necessarily) privatisation but the increased diversity of providers (often all state providers) competing for resources in order to increase the state’s responsiveness and effectiveness.

  • 3.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Responding to 'crisis': Education policy research in Europe2016In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 96, no 1, p. 23-30Article in journal (Refereed)
    Abstract [en]

    This paper discusses the significance of international and transnational developments for education policy research, with a focus on the European Union. The rise of policy projects at the EU level since 2000, has altered the relationships between the state, EU institutions and education policy, in terms of the definition of values, purposes, and mechanisms of education change, in what is often referred to as the europeanisation of education policy and governance. In a time of financial crisis and extensive population migrations to and within the European space, the paper argues for further critical research on the EU institutions and their relationship to national education systems, as well as on the social justice dimensions and implications of considering both national and EU sites of policy for addressing young and vulnerable peoples’ education and social futures.

  • 4.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Schools for the future Europe: values and change beyond Lisbon2014In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 56, no 1, p. 111-113Article, book review (Other academic)
  • 5.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Findlow, Sally
    School of Public Policy and Professional Practice, Keele University, Staffordshire, ST5 5BG, United Kingdom.
    Developing the educated citizen: changing frameworks for the roles of Universities in Europe and England2014In: Annales, Series Historia et Sociologia, ISSN 1408-5348, Vol. 24, no 3, p. 371-382Article in journal (Refereed)
    Abstract [en]

    This paper explores questions of citizenship and the role of universities in the context of the policy changes in the UK and in Europe over the last two decades. Twenty five years after the political transitions in Eastern Europe, and 70 years since the end of the Second World War, Europe is more united than ever before. New political, social and economic configurations across the continent are bringing expectations and pressures to its citizens and institutions, with universities at the front of many economic and social projects. What do these new conditions mean for citizenship in the context of European universities, and how do member states respond to this changing context? The article will use England as a national case study within the EU to illustrate the tensions between the humanistic visions still carried out by many universities, although interpreted differently across the sector, and the pressures for the creation of the ‘knowledge economy’ that are shared at the national and transnational levels.

  • 6.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lange, Bettina
    Centre for Socio-Legal Studies, University of Oxford, UK.
    Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom2013In: Journal of European Integration, ISSN 0703-6337, E-ISSN 1477-2280, Vol. 35, no 1, p. 37-52Article in journal (Refereed)
    Abstract [en]

    This article examines how education policies developed in the European Union (EU) through the open method of co-ordination (OMC) are received at the member state level of the United Kingdom (UK). We argue that the UK’s response to the education OMC can be understood mainly in terms of deflecting EU influence on the process and in particular content of national education policy-making. We focus on three manifestations of deflecting EU influence on national education policies. On a level of institutional structures, first, few organizational resources are made available for responding to the education OMC. Second, there is limited communication between domestic policy teams and UK civil servants involved in international work. Third, on a level of discourse UK education policy makers have retained a commitment to the continued sovereignty of the UK over education policy and its role as a potential leader of education policy agendas in the EU. Deflecting the education OMC involves here constructing images of ‘fit’ between UK and EU OMC education policies.

  • 7.
    Alexiadou, Nafsika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lange, Bettina
    Centre for Socio-Legal Studies, Oxford University, Oxford, UK.
    Europeanizing the National Education Space?: adjusting to the Open Method of Coordination (OMC) in the UK2015In: International Journal of Public Administration, ISSN 0190-0692, E-ISSN 1532-4265, Vol. 38, no 3, p. 157-166Article in journal (Refereed)
    Abstract [en]

    This article examines the reception of the education Open Method of Coordination (OMC) in the UK as an aspect of Europeanization of national administrations. It addresses relationships between political and administrative actors in the process of responding to the education OMC. We argue that despite progress with institutionalization of the education OMC at the EU level, there is limited institutionalization of the education OMC at the national level. Against the backdrop of UK skepticism about engaging with the EU integration project, the interesting finding is the administrative strategies employed for deflecting EU influence on the national education space.

  • 8.
    Angervall, Petra
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Gustafsson, Jan
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Silfver, Eva
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Studiens kontext, begreppsram och empiri2013In: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, p. 19-37Chapter in book (Other academic)
  • 9.
    Arbin, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Särbegåvade elever: En studie om studie- och yrkesvägledning och stimulans i gymnaiseskolan2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to improve understanding of how upper secondary school acknowledge and adjust support and guidance for gifted students regarding their future academic and professional career. The study examined school pricipals and career counselors approach to guidance work with gifted students and how the above mentioned professionals received information about gifted students. It was further examined what measures were applied to adjust the upper secondary school to the needs of gifted students. Qualitative interviews were conducted and the results showed that in cases where the informants were told it took place in conjunctions with seminars about the class, through grades or through a teacher or the students themselves who contacted the career counselor or principal at the upper secondary school.The giftedness was connected to the school curriculum and various course topics in the secondary programs. School principals viewed the career counselor as an important resource to provide motivational support, individualize and survey future plans. Career counselors experienced that gifted students were ahead in their maturity process and often arrived earlier than other students with ideas and questions for the career counselor. The upper secondary school tried to the extent resources were available, to provide stimulus and motivation for the gifted students in different ways - through acceleration, enrichment and motivational activities.

  • 10.
    Arnesen, Anne-Lise
    et al.
    Högskolen i Östfold.
    Lahelma, Elina
    University of Helsinki.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Öhrn, Elisabet
    Göteborgs universitet.
    Agency in a changing educational context: negotiations, collective actions and resistance2010In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 9, no 2, p. 159-163Article in journal (Refereed)
  • 11.
    Beach, Dennis
    et al.
    Göteborgs universitet.
    Johansson, Monica
    Göteborgs universitet.
    Öhrn, Elisabet
    Göteborgs universitet.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Education and participation in local context. Rural diversity and gender2016Conference paper (Refereed)
  • 12.
    Beach, Dennis
    et al.
    Göteborgs universitet.
    Johansson, Monica
    Göteborgs universitet.
    Öhrn, Elisabet
    Göteborgs universitet.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rurality and education relations: metro-centricity and local values in rural communities and rural schools2018In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed)
    Abstract [en]

    Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people’s experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people’s lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.

  • 13.
    Broberg, Gunilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Vilka förväntningar och erfarenheter av studie-och yrkesvägledning har elever i årskurs 3 på gymnasiet.2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vilka förväntningar och erfarenheter av studie- och yrkesvägledning har elever i årskurs 3 på gymnasiet?

    SammanfattningSyftet med studien var att få mer kunskap om gymnasieelevers syn på studie- och yrkesvägledares arbete i årskurs tre, speciellt i relation till deras tidigare erfarenheter. Studien ville även undersöka om faktorer som kön och programtillhörighet påverkar studenternas uppfattning. Uppsatsen bygger på en kvantitativ enkätundersökning och urvalet är 47 elever från årskurs tre på gymnasiet i en stad i Mellansverige. Eleverna deltog i undersökningen både före och efter ett möte med studie- och yrkesvägledare. Resultatet visar att bland de deltagande eleverna från olika program var det flickorna som träffat studie- och yrkesvägledare flest gånger under gymnasietiden medan drygt en femtedel av pojkarna hade sitt första samtal med studie- och yrkesvägledare på vårterminen i årskurs tre. När elever uttryckte hur de ville ha hjälp angav eleverna på studieförberedande program i hög grad frågor om vidare studier, det gjorde också många flickor på yrkesförberedande program. Endast en pojke från yrkesförberedande program nämner vidare studier. Av eleverna i undersökningen hade nästan alla en positiv förväntan på att få den vägledning de sökte. De var också nöjda med vägledningssamtalet och tyckte de fått svar på sina frågor. Elever från studieförberedande program, i synnerhet flickor, uttrycker i högre grad än eleverna från yrkesförberedande program att de känner osäkerhet inför framtiden. Tidigare forskning som redovisas i uppsatsen pekar också på könsstyrda förväntningar på vägledning och att elever från yrkesförberedande program i lägre grad söker sig till studie- och yrkesvägledning.

    Nyckelord: Studie- och yrkesvägledning, erfarenheter, förväntningar, studieförberedande, yrkesförberedande. 

  • 14.
    Brock, Colin
    et al.
    Educational Studies, University of Oxford, UK.
    Alexiadou, Nafsika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Education Around the World: A Comparative Introduction2013Book (Other academic)
  • 15.
    Brodin, Jane
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap (Lek och Socialisation) .
    Lindstrand, Peg
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap (Lek och Socialisation) .
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Topics concerning children’s outdoor play in preschool environments2005Conference paper (Refereed)
  • 16.
    Brännlund, Veronika
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Nygårdh, Isabella
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Sker mobbning i förskolan?: En kvalitativ studie om förskollärares syn på mobbning.2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 17.
    Denian, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Johansson, Marina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Ett avgörande val för framtiden?: Faktorer som påverkar grundskoleelevers val mellan högskole- och yrkesförberedande gymnasieprogram2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En ny gymnasiereform har trätt i kraft under hösten 2011och syftet med den nya gymnasiereformen var att öka statusen och kvaliteten på de yrkesförberedande programmen. Det har också skett en förändring i behörighetskraven vilket betyder att det är större skillnader mellan högskole- och yrkesförberedande program. Valet mellan högskole- och yrkesförberedandeprogram kan därmed bli avgörande för framtida universitetsstudier. Vi har undersökt betydelsen av studie- och yrkesvägledningen där faktorer som styr utfallet av den direkta kontakten av studie- och yrkesvägledningen redovisas. Vårt resultat visar att den nya gymnasiereformen 2011 har påverkat elevernas val mellan högskole- och yrkesförberedande program. Eleverna tänker emellertid inte på samma sätt som regeringen utan är mer strategiska i sitt gymnasieval. De väljer hellre ett högskoleförberedande program för att inte begränsa sina framtida studie- och yrkesmöjligheter. Dessutom visar studien att flickor och pojkar väljer efter olika kriterier. Faktorer som socioekonomisk bakgrund, omgivning, stöd av föräldrar, skolans personal och studie- och yrkesvägledningen är några påverkansfaktorer som vi presenterar i vårt resultat. I jämförelse med tidigare forskning ser vi flera samband i vårt resultat.

     

  • 18.
    Edström, Charlotta
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Brunila, Kristina
    Institute of Behavioural Sciences, University of Helsinki, Finland.
    The famous Nordic Gender Equality and what’s Nordic about it: Gender equality in Finnish and Swedish education2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 33, no 4, p. 300-313Article in journal (Refereed)
    Abstract [en]

    The article highlights similarities in the politics and practices linked to gender equality in education in Finland and Sweden from the 1970s to the 2010s, with special consideration given to the alliance between heteronormativity and marketisation as well as their influence. State and gender equality project documentation is analysed. In both countries, the main focus of attention has, in line with heteronormativity, been on the labour market and the directing of the girls towards science and technology, along with publicly funded, short-term projects. The results indicate that the alliance between heteronormativity and marketisation has increasingly reproduced the genders as competing dichotomous categories with one sex losing to the benefit of the other.

  • 19.
    Edström, Charlotta
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Department of Education.
    Teacher ambivalence to school evaluation in Sweden - promoting and ruining teacher professionalism2014In: European Conference for Educational Research (ECER), Network 23, in Porto, Portugal, September 2-5, 2014., 2014, p. 1-16Conference paper (Refereed)
  • 20.
    Ekstål Lundstedt, Sylvie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Magnusson, Ulrika
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Sylvie Ekstål Lundstedt och Ulrika Magnusson En studie kring informations- och dokumentationsutbyte vid övergång mellan år fem och sex i grundskolan: – att överlämna och ta emot information och dokumentation2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Utifrån vårt formulerade syfte har vi undersökt vilken dokumentation och information som

    överförs och under vilka former den överlämnas när elever byter skola. Vi har även avsett

    synliggöra pedagogers tankar kring dokumentation och information samt formerna för

    överlämningen.

    Den information och dokumentation som förs vidare och den information och dokumentation

    som önskas av mottagande skola överensstämmer till största delen. Resultatet kan

    sammanfattas med att överlämnande och mottagande personal i stort är eniga om att IUP med

    skriftliga omdömen och åtgärdsprogram är dokumentationsformer som alltid används. Man är

    även överens om att muntlig information är viktig vid överlämningen. Det finns dock viss

    skillnad i synen på dokumentationens och informationens relevans mellan överlämnande och

    mottagande lärare.

    Formerna för överlämnandet visar större diskrepanser mellan överlämnande skolors och

    mottagande skolas uppfattningar. Det verkar som om strukturen för överlämningsproceduren

    förändras från år till år. Några anger att klasslärare/mentor, rektor och specialpedagog deltar

    och andra anger att endast rektorer och specialpedagoger deltar. Man är eniga om att

    överlämningskonferenserna sker på mottagande skola men kan vara av olika åsikt om var den

    borde ske. Det går ej att finna något regelverk som styr formerna vare sig på nationell eller

    kommunal nivå, utan det är upp till varje skoldistrikt eller ett antal rektorer inom ett

    skolområde att skapa strukturen för överlämningen.

    En önskan om ökad tydlighet kring överlämning uttrycks där pedagogernas tankar efterfrågas.

    Elevers lärande ses som det primära i den elevinformation som överlämnas och med stöd av

    aktuell forskning bör informationen och dokumentationen vid överlämningar främja goda

    förutsättningar för elever som byter skola mellan år fem och sex.

    För att förbättra strukturen kring överlämningsförfarandet bör tydliga riktlinjer som anger en

    hållbar struktur utarbetas av ledningen i samarbete med pedagogerna på berörda skolor.

    Ledningen bör säkerställa att överlämningsformerna blir formella och utgår från aktuell

    forskning om elevers lärandeprocess, våra styrdokument och pedagogers beprövade

    erfarenhet.

  • 21.
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Children´s interaction in different Swedish preschool outdoor environments : children´s everyday experience and learning of the outdoor environment2009Conference paper (Refereed)
  • 22.
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Förskolegården: En pedagogisk miljö för barns möten, delaktighet och inflytande2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is the result of a study that considers children’s encounters with others; participation and influence in a pedagogical outdoor environment in three different preschool playgrounds. More specifically, a study is under-taken of how children’s encounters are shaped in the pedagogically adapted outdoor environment of the preschool with the focus on how children’s par-ticipation and influence finds expression in the preschool playground’s dif-ferent facilities. The physical environment is seen as meaningful and the focus is on which affordances arise in the physical environment related to facility. The study’s theoretical approach is based mainly on G. H. Mead’s social psychological theory and the meeting with the other which is com-bined with theories that call attention to the significance of the facility. An ethnographic method has been applied. By way of two years’ field studies, with a total of 78 days spent in the three different environments, data has been collected through observations and photography and by listening to, and talking with, children and preschool teachers. To participate in the chil-dren’s everyday life has been a precondition for understanding children’s different encounters and meeting places in the preschool playgrounds. On the basis of the analysed results, the study shows that all three preschool playgrounds had pedagogical outdoor environments which were designed so that the majority of the facilities gave a variety of offerings, something that contributed to different children being able to relate to, and find, their own affordances in different facilities. The results of the study also show that the majority of preschool children in the studied activities were socially compe-tent and good negotiators. Thereby, they were shown to have good precondi-tions for participating and exercising influence in the day-to-day outdoor activities. At the same time, the study results demonstrate that the children’s agency and interaction at all three preschool playgrounds are determined on the basis of the level of recognition they received in their encounter with other children and in the encounter with teachers.

  • 23.
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Leaving footprints: some ethical reflections about doing research in preschool children’s outdoor environment2011Conference paper (Refereed)
  • 24.
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Listening to Preschool Children: Children’s Participation in Outdoor Environment2010Conference paper (Refereed)
  • 25.
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Outdoor play and learning: Children´s rights and preschool teachers responsibility2010Conference paper (Refereed)
  • 26.
    Engdahl, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Preschool and outdoor environment: children´s right to participation, space, play and learning2009Conference paper (Refereed)
  • 27.
    Englund, Hanne
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Carlsson, Ann
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Flerspråkighet i förskolan: En kvalitativ studie om förskollärares erfarenheter av arbetet med flerspråkiga barn2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 28.
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Research as power and knowledge: struggles over research in teacher education2005In: Analysis of Educational Policies in a Comparative Perspective / [ed] Siegfried Kiefer and Thomas Peterseil, Linz: Universitätsverlag Rudolf Trauner , 2005, p. 89-104Conference paper (Refereed)
  • 29.
    Erixon Arreman, Inger
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Research as power and knowledge: struggles over research in teacher education2005In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 31, no 3, p. 215-235Article in journal (Refereed)
    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.

  • 30.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Schedin, Gunnar
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Marketing and competition as an aspect of self-images and pedagogic identities in upper-secondary school2009Conference paper (Refereed)
  • 31.
    Falk-Lundqvist, Åsa
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hallberg, Per-Gunnar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Svedberg, Gudrun
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Entreprenöriell pedagogik i skolan: Drivkrafter för elevers lärande2011 (ed. 1)Book (Other academic)
  • 32.
    Flemström Edlund, Ulricha
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    "Jag vet inte vad jag vill": En analys om vilka metoder studie- och yrkesvägledare använder sig av i arbetet med vilsna elever, vid övergången mellan grundskolan och gymnasiet2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 33.
    Gruffman, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Klassresenärer och kvarstannare2010In: Att bana vägen mot framtiden: Karriärval och vägledning i individuellt och politiskt perspektiv / [ed] Lundahl, Lisbeth, Lund: Studentlitteratur , 2010, 1, p. 63-100Chapter in book (Other academic)
  • 34.
    Gruffman, Ulf
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Schedin, Gunnar
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Vägledning för vem?2010In: Att bana vägen mot framtiden: Karriärval och vägledning i individuellt och politiskt perspektiv / [ed] Lundahl, Lisbeth, Lund: Studentlitteratur , 2010, 1, p. 91-100Chapter in book (Other academic)
  • 35.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Evaluation in local school governance: a framework of analysis2015Conference paper (Other academic)
    Abstract [en]

    Evaluation has expanded at all levels of governance as part of the broad doctrine of New Public Management (NPM) (Hood 1991; Pollitt and Bouckaert 2011). According to this doctrine, market mechanisms should be introduced to enhance efficiency and, in the context of school governance, to support competition between schools, free school choice, improved educational quality, and school effectiveness (Lubienski, 2009; Lundahl, 2013 et al; Merki 2011; NAE 2012). Education systems guided by NPM and characterized by results-based management and local autonomy increasingly rely on evaluation at all levels (Andersen et al. 2009; Elstad 2009; Merki 2011; Mintrop and Trujillo 2007; OECD 2013). It is assumed that evaluation and strengthened accountability will improve quality in education and schooling (OECD 2011), but there is a lack of knowledge if, and if so which evaluations and under what conditions they can contribute to this function (Levin 2010, Ravitch 2010). Recent research and a growing number of scholars question the need for and value of some prevailing evaluations and evaluation systems, and of focusing on performance and measureable results. It is also recognized that teachers are subjected to too much accountability which can have negative effects on professionals and education (Green 2011; Koretz 2009; Lingard and Sellar, 2013; Hargreaves 1994, Day 2002, Ball 2003, Mausethagen 2013a, 2013b). However, could evaluation be a useful tool in local school governance under certain conditions?

    Although evaluation is a cornerstone in local school governance it has not been studied much in this context. Local school governance refers to all the public and private school actors’ and institutions’ (e.g. education committees, opposition parties, school principals, teachers and parents) steering of local schools and education.

  • 36.
    Hanberger, Anders
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Intentions and Knowledge Guiding Local Safety Policy Work: Policy analysis of two Swedish cities’ safety policy work2012Conference paper (Refereed)
  • 37.
    Hanberger, Anders
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Mårald, Gunilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Local safety policy: The approach of two Swedish cities to urgent safety problems2013In: Public Policy and Administration, ISSN 0952-0767, E-ISSN 1749-4192, Vol. 28, no 4, p. 383-403Article in journal (Refereed)
    Abstract [en]

    This article explores local safety policy (LSP) developed to resolve urgent safety problemsin two Swedish municipalities. It shows that local safety actors conceive and constructsafety problems in ways that make them manageable, and that LSP evolves as aweb of interactions between safety actors in the public and private sectors. The actorsuse established safety solutions and routines while exploring new ways of managing theproblems. The municipalities’ problem-solving structures differ mainly in that differentactors and institutions are involved. The policy process and features of LSP correspondwell to how policy is portrayed in other cross-sectoral policy domains. Local safetypolicy development cannot easily be separated from policy implementation, nor cansafety policy be separated from safety work, for they evolve together. The implication ofthis study for governance is that policy workers at different levels and from differentorganisations create LSP. Although LSP is partly initiated and legitimised at the political–administrative level, it is not from this level that it evolves.

  • 38.
    Hjelmér, Carina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Collective actions in upper secondary school2010Conference paper (Refereed)
  • 39.
    Hjelmér, Carina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Leva och lära demokrati?: En etnografisk studie i två gymnasieprogram2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to acquire knowledge regarding democratic education in upper secondary school programmes with different gender and social class profiles. It covers the teaching in and about democracy, pupils’ power-positions and their attempts to affect routine school activities. A particular focus of attention was processes of influence, through which the pupils themselves pursue issues in school. The analysis is based on theories and previous research focused on gender and class perspectives of fostering democracy. Basil Bernstein’s theories regarding power, control and pedagogic codes, in combination with feminist theories (principally those of Arnot, Reay, Skeggs, Gordon and Walkerdine), form the basis of the theoretical framework. Ethnographic methods have been applied, including participatory observations, conversations, interviews, and analysis of relevant documents over one academic year. Two Swedish upper secondary school classes were followed: one from the vocational Child and Recreation Programme and one from the academic Natural Science Programme. Teaching students about democracy and invitations for them to exert influence appeared generally to be unplanned and were marginalised in school. The few invitations that occurred had an individual stamp and focused on pupils’ choices, responsibilities and duties, rather than on their rights in school. Democracy was presented in the form of facts about formal democracy and formal participation in democracy in the future, while a more critical   attitude and possible influence strategies for youths were marginalised. Pupils in both classes wished and attempted to influence teaching, primarily through informal means. There were, however, significant differences between the classes in what they were able to influence. Analysis of pupils’ voices in relation to the pedagogic context revealed that the power relationships in these influence processes depend partly on the focal academic subject. More   importantly, they also differ between the upper secondary school programs, which differ in strength of classification (sensu Bernstein), demands, pace and difficulty levels. These   differences are related, in turn, to whether the programmes are intended to prepare the pupils for higher education and/or a vocation after school. Generally, the Child and Recreation pupils exerted influence more successfully when they wished to reduce the pace and difficulty of lessons than when they wished to get more out of their education, while the opposite applied to the Natural Science class. Who had influence over what was principally   related to the programmes’ gender and class profiles and the pupils’ expected positions in society.

  • 40.
    Hjelmér, Carina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Separate worlds: Democratic education in Swedish upper secondary school2010Conference paper (Refereed)
  • 41.
    Hjelmér, Carina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Who influences what? : Student influence in a vocational upper secondary class2011Conference paper (Refereed)
  • 42.
    Hjelmér, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lappalainen, Sirpa
    Rosvall, Per-Åke
    Collective actions, alliances and resistance of young people invocational upper secondary education: Cross cultural perspective2009Conference paper (Refereed)
  • 43.
    Hjelmér, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lappalainen, Sirpa
    Rosvall, Per-Åke
    Time, space and agency in vocational upper secondary education2009Conference paper (Refereed)
  • 44.
    Hjelmér, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Rosvall, Per-Åke
    Joint work in ethnographic research: Possibilities and obstacles2008Conference paper (Refereed)
  • 45.
    Holm, Ann-Sofie
    et al.
    Borås högskola.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    "Vi måste lära oss leva med marknadskrafterna och dom marknadskrafterna måste man utnyttja": Gymnasierektorers uppfattningar om konkurrens på "skolmarknaden"2011Conference paper (Other academic)
  • 46.
    Honkanen, Jaakko
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Kvinnors sökande efter en ny start i livet2010In: Att bana vägen mot framtiden: Karriärval och vägledning i individuellt och politiskt perspektiv / [ed] Lundahl, Lisbeth, Lund: Studentlitteratur , 2010, 1, p. 149-172Chapter in book (Other academic)
  • 47.
    Johansson, Monica
    et al.
    Göteborgs universitet.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Where to go and what to do?: Young people's arguments about career choices in Swedish rural contexts2016Conference paper (Refereed)
  • 48.
    Johansson, Tobias
    Umeå University, Umeå School of Education (USE). Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    ” De tränar allt egentligen, de tränar sig för livet”: Fritidspedagogers attityder och förhållningssätt till fri lek2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka pedagogernas attityder och förhållningssätt när det gäller den fria leken för barn på fritidshem i åldrarna 6-9 år. Studien är en kvalitativ undersökning där intervjuer av fritidspedagogers inställning och förhållningssätt till den fria leken utgör empirin. Genom intervjuerna studeras också hur pedagogerna stöttar de barn som har svårigheter i den fria leken. Resultatet visar att fritidspedagogerna ser den fria leken som väldigt viktig och att den får stort utrymme på fritidshemmen. Studien visar också att pedagogerna agerar i den fria leken genom att vara närvarande och befinna sig i bakgrunden för att kunna gå in och påverka de gånger det behövs. Därtill även finnas i närheten av barnen för att kunna hjälpa och stötta de barn som har svårigheter i den fria leken. Pedagogernas inställning är att lära barn en av de viktigaste färdigheterna, det sociala samspelet, för att de ska utvecklas som personer och ha nytta av det i framtiden.       

  • 49.
    Klippinger, Anna
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Eriksson, Sofia
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Att hållla vägarna öppna: En studie över yrkeselevers studie- och framtidsplanering utifrån de nya förutsättningarna för högskolebehörighet i Gy112012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 50.
    Lidström, Lena
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    A question of locality: young adult's school-to-work transitions in three diverse Swedish municipalities2009Conference paper (Refereed)
    Abstract [en]

    This article emanates from a research project analyzing school-to-work transitions in a biographical perspective. 52 young unemployed adults (25-29 years) from three Swedish municipalities with highly varying socioeconomic/demographic conditions (a rural area, a well-situated and a vulnerable suburb) were interviewed. It is highlighted how the local context (and gender) influences their journeys through education, working life and career guidance.

    Four different career patterns are identified (yoyo-transitions, staying and moving mainly within either education, work or exclusion), which shape their past experiences, present situation and hopes for the future. These patterns are locally influenced. Young people in the rural area are over-represented in the yoyo-transition pattern, while those in the well-situated suburb more often can be found on the educational road. Finally exclusion (permanent unemployment or absence of a stable job) mainly emerges among those living in the vulnerable suburb.

    Rural interviewees feel restricted regarding local possibilities in education and working life, and demonstrate distinctive strategies. Respondents in the vulnerable suburb identify social capital as crucial to make one´s way, while education has particularly high value in the well-situated suburb. The young adults´ narratives illustrate that locality and gender are interwoven. For example, in suggesting future career goals some of them address critical problems in their community that differs between men and women.

    Interventions when young people choose upper secondary school and varying unemployment schemes illustrate that public career guidance is shaped by, and reproduce, local structures. Young adults´ main counter-strategy towards career guidance which is perceived as endangering personal goals is to avoid institutions/officials; to “manage by oneself”. Other approaches differ due to local context and gender. Negotiation efforts are mostly done by men in the rural area and hardly at all by women living in the suburbs, while a misleading strategy is demonstrated by a few women in all three municipalities.    

    Individuals develop responses to local possibilities and limitations depending on economic and institutional structures as well as cultural values. What is “marketable” for a young adult woman or man in the three contexts varies, and contributes to explain the differences in individual strategies.

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