Umeå universitets logga

umu.sePublikationer
Ändra sökning
Avgränsa sökresultatet
12 1 - 50 av 92
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Benerdal, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Organizing local preschool markets in sweden: municipalities as key actors2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Today, one out of five Swedish children attend a privately operated preschool. Even if there are national policies targeting for instance parental choice and right for private actors to provide pre-primary education, municipalities in Sweden have extensive local autonomy in organizing and governing their ‘local preschool markets’ or, rather, quasi markets. As Brunsson and Jutterström (2018 p. 8) put it; “markets are formed by processes of organization. They are the objects of decisions. There are people and organizations that decide not only on their own actions in markets, but also on the actions of others”. Swedish municipalities are such key organizations that create market infrastructures via market shaping activities (c.f. Flaig et al 2021) including for instance to facilitate, support and police the market actors. 

    The aim of this paper is to explore the different ways in which Swedish municipalities create their local preschool markets to analyse how they act as market organizers in the pre-primary education setting. We do this through analysing documents, websites and interviews with municipal officers from 30 municipalities characterized as having either a large (N=10), medium (N=10) or small (N=10) private pre-primary sector. Theoretically, we turn to literature on organizations, governing and public-private relations.

    Our preliminary findings show that there are large variations on how municipalities act as local preschool market organizers and the paper elaborates three (ideal typical) modes: Endorsers are municipalities that actively promote, support and sponsor market actors. Frontiers denotes municipal territories that are unattractive or not yet fully explored by private preschool actors. Keepers are municipalities that strive to maintain balance or status quo between public and private providers, using various strategies and tools to this end. In sum, this paper seeks to contribute to the discussion on how public actors work to organize, enable or limit, private actor involvement. 

  • 2.
    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.

    Ladda ner fulltext (pdf)
    Skolinspektion som styrning
  • 3.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Now I'm Offended! New Regulations and Practices Against Bullying and Degrading Behaviour in Swedish Schools2017Konferensbidrag (Övrigt vetenskapligt)
  • 4.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    De nya föräldrarna?: Skolan, kränkningar och vårdnadshavarna2020Ingår i: Skolans arbete mot kränkningar: juridifieringens konsekvenser, Malmö: Gleerups Utbildning AB, 2020, 1, s. 125-161Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Carlbaum, Sara
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Benerdal, Malin
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen.
    Rönnberg, Linda
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    The local market makers: Swedish municipalities as preschool quasi-market organisers2024Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 15, nr 1, s. 63-84Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    National policies aiming at marketisation and privatisation in welfare sectors such as Early Childhood Education and Care (ECEC) require governance and organisation to be realised. In Sweden, the municipalities are key but largely under-researched organisers for preschool quasi-market infrastructures. This study explores the different ways in which Swedish municipalities act as quasi-market organisers in the preschool setting. Following organisational theory, we analyse their market shaping activities in translating national regulations in efforts to influence, support and control their local preschool quasi-market. Documents, websites, and interviews with public officials from 30 municipalities characterised as having either a large (N = 10), medium (N = 10), or small (N = 10) private ECEC sector are analysed. The analysis highlights large variations on how municipalities act as market makers, which is further discussed in the form of three ideal types: the Frontier, the Keeper, and the Endorser. We conclude that municipalities' varying and hybridised market shaping activities and local characteristics are important to understand the implications that emerge in terms of different rules of the game, stakeholder interdependencies and relationships, composition of market actors etc. Attentiveness to the sub-national/local actors are essential in understanding different welfare quasi-markets within national policy frameworks of marketisation and privatisation.

    Ladda ner fulltext (pdf)
    fulltext
  • 6.
    Clarke, John
    et al.
    Open University.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The vocabulary of inspection2015Ingår i: Governing by inspection / [ed] Sotiria Grek & Joakim Lindgren, London: Routledge, 2015, s. 137-158Kapitel i bok, del av antologi (Refereegranskat)
  • 7.
    Diehl, Monika
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Leffler, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The Impact of Classification and Framing in Entrepreneurial Education: Field Observations in Two Lower Secondary Schools2015Ingår i: Universal Journal of Educational Research, ISSN 2332-3205, Vol. 3, nr 8, s. 489-501Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article’s purpose is to examine, on the basis of Bernstein’s theory of classification and framing, how teachers express the concept and content of entrepreneurship in classroom practices in two Swedish lower secondary schools. The study is part of a national school improvement program aiming to better understand, develop and encourage entrepreneurial education and learning. The broad perspective of entrepreneurial education is used in Swedish compulsory school and thereby in this study. In 2011 the curriculum was reversed, which meant, in addition to introducing entrepreneurship, adding focus on learning outcomes. The data sample is based on observation and field notes. The results show differences between the schools and subjects.  The classification is strong in both schools, but the framing differs. Differences in framing are based on characteristics of individual teachers, and to some extent subjects, rather than schools. Together with other circumstances - such as teachers’ views and knowledge, school organization and subject division - the task can be perceived as challenging.

    Ladda ner fulltext (pdf)
    fulltext
  • 8.
    Fahlén, Josef
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aktivitetskort på nätet: en studie av förändrade rutiner för verksamhetsrapportering och dess konsekvenser för föreningslivet2016Rapport (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 9.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aktivitetskort på nätet: barn och ungdomars deltagande i föreningsledda idrottsaktiviteter2016Rapport (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 10.
    Grek, Sotiria
    et al.
    University of Edinburgh.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Introduction2014Ingår i: Governing by Inspection / [ed] Sotiria Grek & Joakim Lindgren, London: Routledge, 2014, s. 1-10Kapitel i bok, del av antologi (Refereegranskat)
  • 11.
    Grek, Sotiria
    et al.
    University of Edinburgh.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Why inspect?: Europe, knowledge and neo-liberal narratives2015Ingår i: Governing by Inspection / [ed] Sotiria Grek & Joakim Lindgren, London: Routledge, 2015, s. 172-183Kapitel i bok, del av antologi (Refereegranskat)
  • 12.
    Grek, Sotiria
    et al.
    University of Edinburgh.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Clarke, John
    Open University.
    Inspection and emotion: the role of affective governing2014Ingår i: Governing by Inspection / [ed] Sotiria Grek & Joakim Lindgren, London: Routledge, 2014, s. 116-136Kapitel i bok, del av antologi (Refereegranskat)
  • 13.
    Hanberger, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Utvärdering av ”Umeå växer tryggt och säkert” – slutrapport2021Rapport (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 14.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Förändrade villkor och praktiker för lärare och skolpersonal i spåren av juridifieringen2020Ingår i: Skolans arbete mot kränkningar: juridifieringens konsekvenser, Malmö: Gleerups Utbildning AB, 2020, 1, s. 23-38Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Judging by the (law)book: incident reports and teachers’ professional knowledge in times of accountability2015Ingår i: Abstract book, NERA 4-6 March 2015: marketisation and differentiation in education, 2015, s. 136-137Konferensbidrag (Refereegranskat)
    Abstract [en]

    Over the last decades schools’ documentation and administration have increased. In addition, schools have become increasingly governed by texts in the form of laws, curricula, goals and plans. Thus interpreting and producing text has become a new and important dimension in teacher professionalism. One new feature in this context is the obligation to report incidents concerning abusive treatment to the head teacher/preschool head and the governing body. Introduced in the new school act in 2011, this duty has produced new forms of work and considerations.

    The aim of this paper is to analyse consequences of accountability-driven text based teacher duties, for changes in teachers’ professional knowledge.

    - What forms of professional knowledge are involved in practices of incident reporting?

    The concept of jurdification (Teubner 1987, Brännström 2009) is framing our understanding of this process. The paper draws on Freeman and Sturdy’s (2014) phenomenology of knowledge in policy and the forms or phases that such knowledge may take, namely as embodied, inscribed and enacted. We thus see teachers’ work and professionalism as a way of doing policy. Inspired by Freeman and Sturdy we employ the above scheme as an “observational language” for empirical research and reflection. The paper is based on a case study involving interviews with teachers, head teachers and staff working with students’ social and physical health.

    The preliminary findings suggest that the new framing of incidents and the obligation to write incident reports have produced new forms of teacher knowledge. Historically, teachers have, relying on their tacit knowledge, sought to resolve conflicts by oral dialogues with pupils and parents. Today teachers must increasingly produce and adhere to formal plans on what counts as incidents and eventually transform this into yet another written text – an incident report – where each and every word is to be balanced in order not to be misunderstood or cause future problems for individuals or organisations (schools or governing bodies). Traditional embodied knowledge about how to handle and foster students in conflict is being replaced by new competencies and sensitivities related to formal definitions, strategic language use and behaviour.

  • 16.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Med lagen som rättesnöre: kunskapsformer i lärares arbete mot kränkande behandling2016Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, nr 1, s. 73-93Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Judging by the (law)book: Knowledge forms in teachers’ work against degrading behavior. Interpreting and producing text has become a new and important dimension in teacher professionalism in an increasingly juridified school. In a case study, we analyse consequences of textbased teacher duties, for changes in teachers’ professional knowl-edge. Interviews were performed with teachers, head teachers and staff working with students’ social and physical health in one school after several complaints by parents followed by criticism from the Swedish Schools Inspectorate. As a consequence teachers increasingly had to adhere to formal plans and in text report student incidents to the head teacher. Traditional embodied knowledge about how to handle and foster students in conflict was being replaced by new competencies and sensitivi-ties related to formal definitions, strategic language use and behaviour. Preliminary findings suggest that complaints and the obligation to write incident reports involve a process of re-creating teacher professionalism and the development of new forms of teacher knowledge in a context characterized by risk.

    Ladda ner fulltext (pdf)
    fulltext
  • 17.
    Högberg, Björn
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    From a crisis of results to a crisis of wellbeing: education reform and the declining sense of school belonging in Sweden2023Ingår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 59, nr 1, s. 18-37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In response to declining results in the Programme for International Student Assessment (PISA) surveys, the then governing Swedish coalition in 2010–2014 introduced earlier grading, more national testing and a new standards-based curriculum. These reforms coincided with a greater emphasis on inclusive’ education understood in the ‘narrow’ sense of placement in mainstream schools. The combination of these two sets of reforms presents an interesting national case where traditional conservative demands for a core curriculum, testing and accountability were combined with calls to increase educational opportunity.

    Using PISA data, we show that the reforms coincided with a decline in the sense of school belonging among pupils that was exceptional compared to other high-income countries, and especially among marginalised pupils. The study adds to previous studies on policy effects on wellbeing, concluding that the Swedish compulsory school went from undergoing a mediatised results crisis to a wellbeing crisis among pupils.

    Ladda ner fulltext (pdf)
    fulltext
  • 18.
    Högberg, Björn
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Outcome-based accountability regimes in OECD countries: a global policy model?2021Ingår i: Comparative Education, ISSN 0305-0068, E-ISSN 1360-0486, Vol. 57, nr 3, s. 301-321Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The global diffusion of outcome-based accountability in education is contested, with accounts of universal convergence being challenged by perspectives emphasising heterogeneity across different national or local contexts. This study uses data from PISA to explore, firstly, the spatial and temporal diffusion of accountability across OECD countries, and secondly, whether accountability is implemented as a single coherent regime. Using cluster analysis techniques, we find that most countries fall into a ‘Thick’ accountability regime, with widespread use of most forms of accountability tools. However, this regime is not fully coherent, with some countries relying more on horizontal, and others on vertical, forms of accountability. A sizeable minority of countries fall into a ‘Thin’ regime, in which most accountability tools are largely absent. We also find indications of convergence across countries over time. We conclude that while accountability in education is indeed widespread, and increasingly so, it is not a universally dominant regime.

    Ladda ner fulltext (pdf)
    fulltext
  • 19.
    Högberg, Björn
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Johansson, Klara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Strandh, Mattias
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete.
    Petersen, Solveig
    Umeå universitet, Medicinska fakulteten, Institutionen för epidemiologi och global hälsa.
    Consequences of school grading systems on adolescent health: evidence from a Swedish school reform2021Ingår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 36, nr 1, s. 84-106Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.

    Ladda ner fulltext (pdf)
    fulltext
  • 20. Jeffrey B., Hall
    et al.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Sowada, Moritz
    Inspectors as information-seekers2019Ingår i: Inspectors and enforcement at the front line of government / [ed] Steven Van de Walle and Nadine Raaphorst, Basingstoke: Palgrave Macmillan, 2019, 1, s. 35-58Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Just as in other forms of government and areas of society, the role of the inspector is adjusting to new expectations and shifting accountability mechanisms. Acting as 'street-level bureaucrats' and enforcers of the law, inspectors collaborate with and depend on others in their quest to assemble information from multiple, complex sources. Their work is characterized by discretionary power where inspectors are entrusted to enact policy that is based on the principle of best judgment in addition to the demands put forward by legal norms and regulations. In sum, this information-seeking activity is utilized to collectively produce various documents, such as inspection reports. Furthermore, information seeking is considered a vital step in the development of their knowledge in order to make qualified judgments. Using 'visible' maps, e.g. inspection frameworks, and 'invisible' maps, e.g. inspectors' professional experiences, to navigate and execute discretionary tasks, school inspectors sometimes struggle to develop an adequate knowledge base that makes sense of the 'inspectees' worlds'. Drawing on the concepts of visible and invisible maps, this chapter examines the information-seeking practices of school inspectors based on previous comprehensive research on supervision systems in Germany (Lower Saxony), Norway and Sweden. This chapter addresses the following key questions: What type of information do inspectors look for?, How and where do they look for information?, How do inspectors handle different kinds of information, e.g., statistics, documents, and interview, observation- and survey data, and how do they decide what information is credible and useful? By studying inspectors as information-seekers, and more closely, school inspectors, this chapter demonstrates how these representatives of the state incorporate multiple visible and invisible maps, and how they make sense of the schools they are mandated to scrutinize using limited resources.

  • 21.
    Johnsson, Mattias
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    “Great location, beautiful surroundings!”: Making sense of information materials intended as guidance for school choice2010Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, nr 2, s. 173-187Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Following international trends during the last decades of the 20th century mechanisms of marketization, freedom of choice, and competition were introduced into the Swedish compulsory school system, thereby transforming it into one of the most de-regularized in the world. The overall aim of the pilot study presented here is to shed light on a phenomenon that has occurred as an effect of the shift in policy—namely on the information or marketing material which is directed from schools to families as guidance for school choice. The primary aim is to generate a conceptual basis for further research into the choice-related communication between schools and families. The information material analyzed consists of three annual volumes of a brochure, produced by the local education office in a middle-sized Swedish city area. Aside from picturing the content in terms of 145 symbolic expressions, sorted into 10 thematic categories, the results show how the material can be understood as made up of emotional imageries that give little guidance but that carry salvation stories on education and learning that have a transformative potential, as it opens up a new space for the governing of institutions and individuals.

  • 22.
    Johnsson, Mattias
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Marketing Public Education, 1990-2007: Changes in Strategies and Imageries2008Ingår i: The 36th Nordic Conference on Educational Research, Copenhagen, Denmark, 6-8 March 2008: Network 20: Politics of Education and Education Policy, 2008Konferensbidrag (Refereegranskat)
  • 23.
    Lindblad, Sverker
    et al.
    Department of Education, Uppsala University, PO Box 2109, S 750 02 Uppsala, Sweden.
    Lundahl, Lisbeth
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    Lindgren, Joakim
    Zackari, Gunilla
    Swedish Ministry of Education and Science, SE 103 33 Stockholm, Sweden.
    Educating for the New Sweden?2002Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 46, nr 3, s. 283-303Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 24.
    Linde, Jonna
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Sundelin, Åsa
    Department of Education, Stockholm University, Sweden.
    High-Stakes counselling: when career counselling may lead to continuing residence or deportation of asylum-seeking youths2021Ingår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 42, nr 5-6, s. 898-913Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we analyse what happens to career counselling when it is intertwined with the asylum process. A Swedish example is an amendment to the education legislation, regarding residence permits for upper secondary level students. Following the resulting changes in juridical, educational and interpersonal conditions, career counsellors must deliver ‘high-stakes counselling’ that can profoundly affect individuals’ prospects of asylum or deportation. Our analysis is based on ethnographically inspired fieldwork, a survey and Bernsteinian theory. In current Swedish conditions, tight matching to demands of the labour market is essential in this ‘high-stakes counselling’. We conclude that a consequence is institutional introduction of conditional citizenship of asylum-seeking students. This allows countries to select migrants through education, which severely conflicts not only with counselling ideals, but also democratic and equality values regarding possibilities to make choices for the future, thus creating ethical dilemmas for counsellors.

    Ladda ner fulltext (pdf)
    fulltext
  • 25.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Avslutande diskussion: Kriget mot kränkningar2020Ingår i: Skolans arbete mot kränkningar: juridifieringens konsekvenser, Malmö: Gleerups Utbildning AB, 2020, 1, s. 193-214Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Balancing ideology and utopia: Education Governance, diasporic youth and social inclusion and exclusion2008Ingår i: The 36th Nordic Conference on Educational Research, Copenhagen, Denmark, 6-8 March 2008: Network 20: Politics of Education and Education Policy, 2008Konferensbidrag (Övrigt vetenskapligt)
  • 27.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Between Wellfare and Institutionally fabricated Exclusion2003Ingår i: Adolescent facing the educational politics of the 21st century: Comparative survey on five national cases and three welfare models, Finnish Educational Reserch Association, Turku , 2003Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 28.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Biography as Education Governance2007Ingår i: Discourse: Studies in the Cultural Politics of Education, ISSN 0159-6306, Vol. 28, nr 4, s. 467-483Artikel i tidskrift (Refereegranskat)
  • 29.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Den neoliberale John Dewey - en reformpedagog för vår tid?2007Ingår i: Filosofidagarna Umeå, 8-10 juni, 2007, 2007Konferensbidrag (Refereegranskat)
  • 30.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Diaspora biographies balancing ideology and utopia: On future orientations of immigrant youth in a segregated Sweden2010Ingår i: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 18, nr 2, s. 177-195Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This is a paper on the utopian life projects of immigrant youth in a disadvantaged Swedishcommunity. These projects are analysed through the concept of utopian diaspora biographywhich describes a process whereby a high level of aspiration concerning education and labouris accumulated as a consequence of the social, temporal and spatial dynamic of the biography.Utopian diaspora biographies, it is suggested, are fragile projects that reproduce politicalnotions of meritocratic social mobility and individual agency. However, they may alsoexplore individual possibilities and thereby challenge hierarchies in a segregated educationandlabour market. The risks and potentials associated with these modernist projects areanalysed through Ricoeur’s (1986) thoughts on ideology and utopia. It is suggested that thediaspora condition implies a movement between different internal systems of ideology andutopia – between a modern, Fordist system and a late modern, post-Fordist version. The paperis based on life history interviews.

  • 31.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Diaspora biographies balancing ideology and utopia: on future orientations of immigrant youth in a segregated Sweden: preamble: optics, young people’s life trajectories and the school crisis2016Ingår i: Skola, lärare, samhälle: vänbok till Sverker Lindblad / [ed] Gun-Britt Wärvik, Caroline Runesdotter, Eva Forsberg, Biörn Hasselgren och Fritjof Sahlström, Göteborg: Göteborgs universitet , 2016, s. 131-152Kapitel i bok, del av antologi (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 32.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Education Governance and Social Integration and Exclusion: A Mixed Method Approach to Biographical Difference among Swedish Adolescents2005Ingår i: ECER Dublin 7-10 sept. 2005, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 33.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Grund grund för bedömning?: Dilemman i "inspektionsträsket"2014Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, nr 1, s. 57-83Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Shallow ground for judgement? Dilemmas in the “inspection swamp”. This article seeks to analyse school inspectors’ work in the Swedish school inspectorate’s regular supervision. The research problem revolves around tensions between, on the one hand, juridical and standardised scripts for action and tacit and embodied professional knowledge on the other. The inspectorate’s prevalent search for ‘equivalent judgements’ and the high stakes nature of inspectors’ judgement making give rise to complicated professional dilemmas and what Peter Dahler-Larsen labels constitutive effects. Inspectors struggle with their judgements and seek to merge programmatic and technical elements within the current model of regular supervision with their accumulated professional experience. The article draws particular attention to the inspectorate’s urge to make the implicit explicit. Inspectors’ oblige inspectees to provide detailed descriptions of their work; i e to be inspectable. Their stress on transparency and accountability is supposed to produce democratic accountability and improvement.The constitutive effects might, however, be counterproductive and enforceless responsible and knowledgeable school actors.

    Ladda ner fulltext (pdf)
    Grund grund för bedömning?: Dilemman i "inspektionsträsket"
  • 34.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Inledning: Skolans juridifierade arbete mot kränkningar - ett fruktlöst krig?2020Ingår i: Skolans arbete mot kränkningar: juridifieringens konsekvenser, Malmö: Gleerups Utbildning AB, 2020, s. 11-21Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 35.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Judgment or evidence?: Knowledge in Swedish Schools inspection2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper provides results from a study of the complex and hidden processes of consensus formation about evidence and facts that precede and make possible arrays of official judgments and decisions of The Swedish Schools Inspectorate (SI).  The following research questions are put forward: What forms of knowledge does the Swedish school inspectors prioritize, and what is the relationship between professional judgment and expertise, and evidence? How is knowledge negotiated on the back stage of inspection and presented on the front stage? The paper builds on case studies of school inspections in 4 schools. Data included internal and official material from SI (interview manuals, assessment manuals, inspection reports etc), observations of inspections in schools and of internal quality assurance meetings at SI, and finally, interviews with inspectors.  The analysis is inspired by Goffman’s (1959) usage of the concepts back- and front stages (of human behaviour). The paper is also informed by literature on knowledge and systems of reason in processes of inspection (Clarke & Ozga, 2011) and other forms of governance and performance management (Dahler-Larsen, 2008; Power 1996). Preliminary results suggest that the back stage of school inspection involves rigorous technical steering in terms of indicators, formalization and legal basis for judgment. Judgments tend to be located within an on-going struggle between two parallel professional cultures: a pedagogical and a juridical.

  • 36.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Juridifieringens socialisationseffekter: om lättkränkthet och elevers identitet2020Ingår i: Skolans arbete mot kränkningar: juridifieringens konsekvenser, Malmö: Gleerups Utbildning AB, 2020, s. 163-191Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning, coping, adjusting: making school inspections work in Swedish schools2015Ingår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, nr 3, s. 44-54, artikel-id 30126Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School inspections involve multiple forms of governing. Inspection activities are regulative, inquisitive and meditative and correspondingly initiate different forms of ‘inspection work’ in schools and governing bodies. The aim of this paper is to explore the inspection work in Sweden carried out before, during and after inspection events. This paper is based on interviews with professionals who perform inspection work, such as head teachers and responsible key actors within municipalities and independent school chains; documentation analysis of forms and accounts sent to the Swedish schools’ inspectorate; and observations of inspection events. The results show that inspection work is rendered possible by transparent inspection schemes that govern in advance. Inspection work is geared towards internalising routine evaluative thinking and documentation. Quality assurance, or ‘systematic quality work’, has become the new panacea in the ‘evaluation society’. The inspectees turn their organisations inside out and learn to cope with inspections through adaptation or even strategic behaviour. Coping with inspections also involves the translation of bureaucratic demands and negative feedback into organisational learning.

    Ladda ner fulltext (pdf)
    fulltext
  • 38.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Learning from, coping with: Inspection work in the evaluation society - a Swedish report2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    School inspection involves multiple forms of governing. Inspection activities are regulative, inquisitive and meditative (Jacobsson 2010) and correspondingly initiate different forms of ”inspection work” in schools and governing bodies. The aim of this paper is to explore inspection work carried out before, during and after inspection events. The paper is based on document analysis of forms and accounts sent to the Swedish schools inspectorate and interviews with head teachers and responsible key actors within municipalities and independent school chains. Preliminary results show that inspection work is geared to internalisation and routinization of evaluative thinking and documentation: Quality assurance, or “systematic quality work”, has become the new panacea in the “evaluation society” (Dahler-Larsen 2012). Inspection work is rendered possible by transparent inspection schemes which govern in advance. The inspectees turn their organizations inside out and learn to cope with inspection by adaptation or even strategic behaviour. Coping with inspection also involves translation of bureaucratic demands and negative feedback into organizational learning.

  • 39.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    När olikhet föder likhet: Hur ämnesövergripande kunskapsområden formas och tar plats i skolans praktik2005Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 4, s. 107-113Artikel, recension (Refereegranskat)
  • 40.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Perspektiv på skolans värdegrund: Värdegrundscentrums intervjuserie ”Möte med forskare”2004Rapport (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 41.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Recension av: Den värdefulla praktiken. Yrkesetik i pedagogers vardag, av Kennert Orlenius & Airi Bigsten2007Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3, s. 104-107Artikel, recension (Övrigt vetenskapligt)
  • 42.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Seeing Like an Inspector: High Modernism and Mētis in Swedish School Inspection2014Ingår i: Sisyphus - Journal of Education, ISSN 2182-8474 (Print), 2182-9640 (Online), Vol. 2, nr 1, s. 62-86Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, John C. Scott (1998)’s ideas are used in order to discuss how the Swedish state sees education, as it relies upon its technical and juridical rationality. Drawing on cross-case study data from inspection processes, it is suggested that inspectors’ work involves a dual optic. On the one hand, regular supervision is explicitly conformed to a regulatory evidence-based model derived from ambitions to develop universal, objective, and neutral judgements. On the other hand, the concrete work of inspectors does entail modification, adaptation, and mediation of rules, templates, schemes, and standard procedures. Hence, the evidence-based design denotes inspectors’ practical wisdom or mētis.

    Ladda ner fulltext (pdf)
    fulltext
  • 43.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Skolinspektörers synliga och osynliga kartor2016Ingår i: Bedömning i och av skolan: praktik, principer, politik / [ed] Christian Lundahl och Maria Folke-Fichtelius, Lund: Studentlitteratur AB, 2016, 2:1, s. 265-286Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 44.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Skolors arbete mot kränkande behandling i två kommuner: när skollagen filtreras på huvudmannanivå2020Ingår i: Skolans arbete mot kränkningar: juridifieringens konsekvenser, Malmö: Gleerups Utbildning AB, 2020, s. 73-105Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 45.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Spaces, mobilities and youth biographies in the New Sweden: Studies on education governance and social inclusion and exclusion2010Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The main theme of this thesis is the relation between education governance and social inclusion and exclusion. Overall the thesis is based on a life history approach were biographical interviews with young people are complemented with other contextual data such as survey data, longitudinal statistics, interviews with local politicians and school actors and local reports. Data were generated in three Swedish areas: a rural area in the North, an advantaged segregated area, and a disadvantaged segregated area in the South. The thesis consists of four articles that use the concepts of biography, space, and mobility. Article 1. examines the increasing usage of biographical registers in school. It suggests that biography as a form of education governance serves to construct the students as both objects for assessment and as a relay for continuous self-assessment. As such, this is a socio-political technology that is important to acknowledge in order to understand processes of social inclusion and exclusion. Article 2. addresses the following empirically generated question: How is it possible to understand the fact that disadvantaged students from a segregated area have such optimistic future orientations in relation to further education and work? Building on life history interviews with a small sample of refugee youth from a disadvantaged segregated area the paper presents a concept labelled Utopian diaspora biography (UDB). UDB describes a process whereby a high level of aspiration concerning education and labour is accumulated as a consequence of the social, temporal and spatial dynamic of the biography. Article 3. is an attempt to develop new understandings about local production of social inclusion and exclusion in a decentralised, individualised and segregated school landscape. Using a wide range of data the article suggests that local differences concerning schooling and the outcomes of schooling – both in terms of statistical patterns and the identities produced – are interrelated and are based on an amalgamation of local policy implementation, material conditions and spatially guided representations. Article 4. deploys the concept of mobility in order to explore how space and class become related to education and social inclusion and exclusion in the three chosen areas as young people are spatially situated but move, want to move, dream about moving, try to move, and fail to move through, in and out of different forms of communities. This paper shows that the possibilities of moving to desired places on the education- and labour market are unequally distributed between young people and between places. The analysis also seeks to move beyond schematic typologies such as those of ‘immobile working class’ and ‘mobile middle class’ by exploring how mobility is made meaningful and how notions about mobility are structured and enable action. In summary, the thesis contributes to the discussion on processes of inclusion and exclusion in contemporary society. These processes are understood as inter-disciplinary problematics that include the social production of spatiality, historicality, and sociality at both the societal level and on the level of identity. Crucial aspects concern aestheticisation and performativity in education which imply an increasing focus on discursive, or textual, dimensions of identity formation and the competitive strategies developed by students in order to secure social inclusion through the marketing of oneself. Under these circumstances, new identities and new forms of social inclusion and exclusion are produced.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 46.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Spaces of social inclusion and exclusion: A spatial approach to education restructuring and identity in Sweden2010Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 1, nr 2, s. 75-95Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The decentralised Swedish school system has become increasingly directed to the construction of self-governing and responsible pedagogic identities that are supposed to enable integration and participation. Drawing on the work of the geographer Edward W. Soja, I acknowledge how material and symbolic spatialisation intersect with the local production of included and excluded identities in the context of restructuring education. The paper is based on a study in two areas in a segregated Swedish city; one disadvantaged and one advantaged area. I use a wide range of data such as policy documents, questionnaire data, longitudinal statistics, interviews with local politicians, school actors and former students. The findings show that former students from the disadvantaged area were more often excluded from further education and were dependent on social welfare to a higher extent. Moreover, they faced low expectations and were simultaneously excluded from new educational processes that explicitly aim at social inclusion. In the paper I discuss how ethical ideals of decentralisation and participation, and the evaluation of such policies in terms of access to further education and work, conceal the local production of excluded identities. This production, I argue, is based on an amalgamation of material conditions and spatial representations.

  • 47.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The front and back stages of Swedish school inspection: opening the black box of judgment2015Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, nr 1, s. 58-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article provides results from a study of the hidden processes of consensus formation that precede and make possible official judgments and decisions of the Swedish Schools Inspectorate (SI). The research question for the study was: How is knowledge negotiated on the back stage of school inspection and presented on the front stage? The article builds on in-depth case studies of school inspection in four schools. Data include internal and official material from SI, on-site observations of inspection in schools and internal quality assurance meetings at SI, and interviews with inspectors. The analysis is inspired by Goffman's usage of the concepts “front stage” and “back stage.” The results suggest that the SI front stage borrows legitimacy from an evidence-based model aiming at objective and “equivalent” judgments, while the back stage displays a complex mix of rigorous formalized guidance and uncertainty that requires inspectors’ brokering and deliberation.

  • 48.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Värdegrund i skola och forskning 20012003Rapport (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 49.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    ”Värdelöst” värdegrundsarbete?: Demokratifostran i svenska skolor2002Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3, s. 39-52Artikel i tidskrift (Refereegranskat)
  • 50.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Carlbaum, Sara
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Segerholm, Christina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Cultivating the juridified self?: Regulation, socialisation and new forms of work against degrading treatment in schools2019Ingår i: NERA 2019 Abstract Book 2019-03-06, 2019, s. 826-827Konferensbidrag (Refereegranskat)
    Abstract [en]

    A popular contemporary narrative asserts that Sweden has become “the society of easily offended victims” (Eberhard, 2009; see also Berensten, 2014; Dahlstrand, 2012; Heberlein, 2005; Zaremba, 2008). Official statistics show how defamation of character claims have increased dramatically over time (The Swedish National Council for Crime Prevention, 2018). Such observations relates to developments in the school system where the number of complaints regarding degrading treatment (DT) have also increased (The Swedish Schools Inspectorate, 2018). Overall, schools’ work against DT is framed by increasing awareness of the role of formal obligations, trials, evidence, damages, individual rights and childrens’ subjective experiences of being offended. Plans, preventions, expanding forms of investigations and documentation are enacted in order to provide guarantees that DT do not occur; that is, that students are not exposed to any behaviour that violates their “dignity” (The Swedish Education Act SFS 2010:800, §6).

    The increasing legal framing when it comes to schools’ work with problems of DT has been discussed in terms of juridification (Lindgren, Carlbaum, Hult & Segerholm, in press). The overall aim of this study is to explore how new judicial forms of work against DT in Swedish schools affect young people’s socialisation and identity. In a previous study, based on interviews with students, we could not confirm any radically new patterns of socialisation (Lindgren, Hult, Carlbaum & Segerholm, 2018). The present study then, is an attempt to validate these results by including the perspective of experienced school actors who have a different overview and relation to the issues at hand. We thus analyse interviews with both school actors and students from grade five and grade eight when reasoning about problems of DT and how such problems are understood and acted on in schools.

    Our theoretical framework establishes a direct link between juridification and socialisation through Habermas’ ideas on the colonisation of the lifeworld by the instrumental rationality of bureaucracies and market-forces (Habermas, 1987). Juridification thus describe how intuitive forms of everyday communication, norms and values becomes reified by legal logic (Habermas, 1987). Drawing on these ideas Honneth (2014) has offered examples of social pathologies that significantly impairs the ability to take part in important forms of social cooperation.

    We interviewed students, teachers, head teachers, school staff and responsible officials at the municipality level at five schools in two municipalities. Both students and school staff talk about the juridified significance of DT, that it is decided by the offended person, but have ambiguous ideas ofthe juridified way that the school handle incidents. Both school staff and students claim that the word DT (kränkning) mostly is used by students jokingly, e.g. when reprimanded. Students hesitate in informing teachers of incidents because it sets in motion disproportionate investigations, e.g. informing parents. Thus, students want the teachers to see and know of incidents, but not necessarily to act upon them according to formal standards. Overall, such preliminary results indicate that increasing regulation in school may cultivate juridified selves by stressing subjective feelings and formal investigations while muting dialogue.

12 1 - 50 av 92
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf