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  • 1.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    A Narratable Self as Addressed by Human Rights2017Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, nr 3, s. 252-261Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

  • 2.
    Aronsson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Reconsidering the concept of difference: A proposal to connect education and neuroscience in new ways2020Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 18, nr 2, s. 275-293Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Connecting neuroscience and education is a desire in contemporary society, related to the recur- ring calls for education to become more evidence-based. Research in educational neuroscience strives towards such interdisciplinary knowledge production and to an enhanced interaction between neuroscience research and educational practice. However, various problems and difficul- ties in achieving these collaborations are often reported. Discrepancies, hierarchies, misconcep- tions and communication problems can be described as creating a ‘discourse of difficulty’. The aim of this paper is to trace the specific difficulties that have created this discourse, and to problematize these difficulties in ways that enable new conceptions of what might be entailed by interaction and mutual knowledge development between the fields of neuroscience and education, and between academic theory and educational practice. The most significant difficulty is caused by a binary understanding of the concept of difference in relation to understanding the fields. Instead of understanding the fields in opposition to each other, I will suggest an understanding that implies difference emerging in each of the collaborating fields as the self-differing effects of the encounter. In the concluding discussion, I will argue that an understanding of the concept of difference as a process of mutual transformation can be essential for reciprocity and bi-directionality in collabo- rations. Instead of producing contradictions and hierarchies between scientific fields and between theory and practice, such an understanding of difference might facilitate an investigation of the polarizations that always position something as of lesser value, and ultimately, creates the gaps that collaborations want to bridge.

  • 3.
    Bengtsson, Anki
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Educating European Citizenship: Elucidating assumptions about teaching civic competence2015Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 788-800Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years, the idea of the contribution of education to citizenship has been reinitiated. The purpose of this paper is to investigate constructions of citizenship as they are articulated in European policy documents on teacher education. It is indicated that the normative form of active citizenship is put into play through the individual and her or his actions, which is centred on learning. Drawing on Foucault’s analytic approach to problematization and Foucauldian methods of analysing policy problematizations of a certain problem, this study draws attention to the discourse of active citizenship and technologies of accountability that are utilized to shape teaching civic learning. It is suggested that citizenship is constructed as a learning problem, which motivates young people in school to reflect on their skills and competences. It is also from these capacities that their attitudes towards cultural diversity are assumed to be developed. Thus, in the formation of citizenship, emphasis is laid on the individual’s capacity for learning, which is also mobilized in narratives of the construction of Europe.

  • 4.
    Bengtsson, Anki
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    European Policy of Career Guidance: The interrelationship between career self-management and production of human capital in the knowledge economy2011Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 9, nr 5, s. 616-627Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    ‘Everyone has a career to be managed’ is the simple message in new policy strategies forcareer guidance in Europe. In this article, the promotion of career management for ‘all’ will be unsettled by analysis of career self-management put in relation to rationalities of government and selfgovernment. We are governed to self-manage our career and at the same time govern ourselves to do that. European policy documents on career guidance and career development produced from 2000 to 2008 are analysed from the Foucauldian governmentality perspective. From the starting point that reshaping of career guidance is part of human capital strategies in the knowledge economy of Europe, the author argues that policy of career guidance aims to shape not only a competitive workforce, but in addition entrepreneurial and responsible citizens. In political strategies of career guidance, the competences of career management skills work as a technology to govern the individual to participate in inventing human capital by capitalising oneself to manage the career in working life as well as in social life. The author discusses what desirable subjectivities government of career self-management constructs in relation to re-regulated responsibility of the individual and the state.

  • 5.
    Forssell, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    School and the future: How teachers and teacher education are articulated in the political debate2015Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 712-731Artikel i tidskrift (Refereegranskat)
    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.

  • 6. Gruber, Sabine
    et al.
    Rabo, Annika
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Socialantropologiska institutionen.
    Multiculturalism Swedish style: shifts and sediments in educational policies and textbooks2014Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 12, nr 1, s. 56-66Artikel i tidskrift (Refereegranskat)
  • 7.
    Roth, Klas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The role of examples, current designs and ideas for a cosmopolitan design of education2015Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 763-774Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper discusses the value and importance of examples in Kantian terms, and how students can cultivate their moral disposition through the use of examples in education. It is argued that students should not just copy or imitate examples automatically, nor appraise them unreflectively and uncritically. They should instead be enabled to think for themselves in the position of the other and consistently, through the use of examples. This paper also discusses the extent to which students in teacher education programmes in Sweden were enabled to cultivate a moral disposition through the use of literature which unveils a design of education in national, European and cosmopolitan terms. However, since it seems that they lacked such opportunities it is argued that they were not enabled to cultivate their moral disposition through the use of the above-mentioned literature.

  • 8.
    Rönnström, Niclas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Educating competitive teachers for a competitive nation?2015Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 732-750Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to discuss recent Swedish teacher education investments and reforms, and the work of teachers in response to globalisation within the context of modern social imaginaries. I briefly outline Charles Taylor's concept of modern social imaginaries, and I examine the character of recent Swedish teacher education, teacher education reform and the work expected of teachers. I conclude that economic imaginaries are given primacy: aims and reforms are primarily linked to economic imaginaries of the competitive nation; economic norms are given primacy in the governance of schools and education; globalised and economic standards of quality and success are increasing in importance; and the concern about how to make teacher education an attractive career investment for groups the state finds important to attract to teaching is held to be vital for the quality in outcomes of education. I critically discuss the underlying globalist imaginary I think underpins Swedish education reform in the global era, and transform the teacher into a scientifically grounded economic agent for market integration and the competitive edge of the Swedish nation. I address the question of whether the modern social imaginary of democracy and citizenship should be restored and cosmopolitised in education and teacher education and in relation to the expected work of teachers rather than be reduced to or transformed into economic worldviews and agency in the era of globalisation.

  • 9.
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Exploring potentialities for cosmopolitan learning in Swedish teacher education.2015Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 775-787Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aimed to explore student teachers’ experiences of learning in teacher education, with a focus on how students describe their ways of thinking about their own learning in relation to their future professional role as teachers and how these descriptions relate to emerging cosmopolitan visions for student learning in teacher education. Data were collected through qualitative interviews with a small sample of student teachers at two Swedish universities. Thirty student teachers writing their final exam papers were invited to participate in an interview. Of these, 14 volunteered for audio-recorded, individual interviews exploring the students’ experiences of studying and learning. The analysis drew on a conceptual framework developed in research on students’ approaches to studying and learning and focused on how students described their experiences of learning in the course of studying, with an emphasis on the ways in which students reflected on their own emergent understandings of knowledge that they believe to be central to the process of becoming a professional teacher. These reflective accounts were subsequently analysed with a focus on the ways in which they connect to current philosophical ideas of cosmopolitan learning in teacher education. While the student teachers did not explicitly link their own understandings of what is involved in becoming a teacher to any cosmopolitan views raised in their teacher education, their ways of thinking about their own emergent professional understanding of teaching revealed a certain reflexive potential that can be linked to ideas of cosmopolitan learning in teacher education. This study contributes to educational research by linking an empirically derived conceptualisation of student learning in higher education to broader philosophical visions of higher education specifically addressing the challenges that teacher education faces in the light of the globalisation of society as a whole.

  • 10.
    Thomasson, Adrian
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Cultivating Swedishness? Examples of imagined kinship during the first half of the 20th century2015Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, nr 6, s. 751-762Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Different representations of Swedishness', as expressions of altered kinds of imagined kinship in the Swedish educational system during the first half of the 20th century, are discussed. It is argued that even though the curriculum changed, from a more religious one focusing on fostering loyalty and moral commitment to God, the King and the Motherland', to a scientific one emphasizing the cultivation of critical rational thinking, the framework was (and remains) the nation-state and a belief in the superiority of one's country and an exclusive concern for one's own country.

  • 11.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Simple-Minded Accountability Measures Create Failing Schools in Disadvantaged Contexts: A Case Study of a Swedish Junior High School2013Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 11, nr 4, s. 331-363Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The principles of new public management – market mechanisms, accountability and standards – have been applied in the education system. These methods are supposed to increase efficiency, but there is also a risk of negative consequences from the services provided if the measures of performance target a reduced range of goals, ignore relevant variables or are not valid measures. Indicators used to compare schools’ performance are aggregate measures, such as the percentage of students who have access to secondary education and the average qualification value. This study reports how accountability policy and procedures may affect the functioning of the education system through the case study of a school serving a diverse student population. The school organisation was influenced by measures of performance, external events and contextual and selection variables. The average qualification value measure seems to be a limited measure of performance at the school level, since it largely reflects school composition and school segregation. Even the available performance measures adjusted for background variables do not take account of relevant variables that may influence the school’s need of resources and its results, such as students’ language proficiency and special educational needs. Other performances that are not easily measured – such as the prevention of dropout, improvement of school attendance and provision of an equitable education for all students – are disregarded. Schools serving those students with the most needs risk being penalised by an approximate and restricted range of accountability systems because there is a risk that the schools will appear to be failing when they are working with more complex and advanced tasks than average schools. Based on these inaccurate performance measurements, the school may be targeted with wide-ranging, severe and basically unjust interventions.

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