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School and the future: How teachers and teacher education are articulated in the political debate
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
Rekke forfattare: 12015 (engelsk)Inngår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 712-731Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

To Govern in the name of the future is considered to be an essential part of policy-making in education. In Sweden, this is particularly evident in the political and public rhetoric used in debates on modern schooling and educational reform. However, this is not merely a national phenomenon; rather, educational governance in the name of the future is largely a global phenomenon that can be found in text and talk worldwide. These national and global narratives express ideas, hopes and visions of the future society and the school of tomorrow, but also the demands of and expectations from different actors on educational arenas. In this article I draw attention to the education policy debate in the Swedish Parliament during the period 2001-2010, with a certain focus on the debates about teacher education. The aim of the paper is to discuss how the future society is expressed in Swedish policy debate in times of changing conditions and demands of education mainly represented by knowledge-based economies and the increasing globalization of society.

sted, utgiver, år, opplag, sider
2015. Vol. 13, nr 6, s. 712-731
Emneord [en]
Education policy, educational debate, knowledge society, future, teacher and teacher education
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-176188DOI: 10.1177/1478210315595164ISI: 000360849000002OAI: oai:DiVA.org:su-176188DiVA, id: diva2:1373792
Tilgjengelig fra: 2019-11-28 Laget: 2019-11-28 Sist oppdatert: 2019-11-28bibliografisk kontrollert

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