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  • 1.
    Eliasson, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adaptation och resistance: Response to state governance in a local Swedish knowledge culture2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 32, no 1, p. 14-30Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to illuminate and discuss the relationship between state governance and local Swedish knowledge culture from 1958 to 1999. The main questions are: How do conceptions of knowledge and learning in a local teacher education culture relate to state governance, and how can adaptation and resistance be understood? The overall perspective is one of curriculum theory and the methods used are archival studies and interviews. The concepts of strategy and ideology are used and found helpful for understanding adaptation and resistance in the knowledge culture under study. Adaptation occurred when local ideological standpoints were in harmony with state governance and there were no strategic losses for the culture as a whole.

  • 2.
    Holmberg, Linnéa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Börjesson, Mats
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ideological Dilemmas in Leisure-time Centers: The Swedish Schools Inspectorate and the Concept of Meaningfulness2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 3-4, p. 313-331Article in journal (Refereed)
    Abstract [en]

    When discussing children’s leisure-time centers in Sweden, talk about their activities is often couched in terms of meaningfulness. This appeal to «meaningfulness» can be seen as a useful but also a troublesome rhetorical resource. When educational authorities formulate institutional assignments, they must accommodate opposing views and yet meet certain political recommendations. An analytical perspective both informed by Michel Foucault’s writings on ‘governmentality’ as well as Michael Billig’s notion of ideological dilemmas will in this study be harnessed. Principally, this study investigates the ideological tension between democracy and authority, which the governmental authority, ‘The Swedish Schools Inspectorate’, must take care of in its linguistic work. This paper argues that the concept of meaningfulness is used in order to bridge various contradictions surrounding the democracy-authority dilemma.

  • 3.
    Orlander, Auli Arvola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Todd, Sharon
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Becoming a man and a woman in secondary school practice2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3, p. 233-250Article in journal (Refereed)
    Abstract [en]

    This article illuminates the significance of images of femininity and masculinity in everyday school practice. Specifically, we examine role-plays concerning inter-relational dilemmas performed by 15-year-old students as a part of their work regarding the human body in science education. The results showed that the portrayal of girls, homosexuals and others who do not fit the masculine norm were presented as fragmentary in comparison with the characterisations of heterosexual boys. The images were reflections of boys’ actions and feelings. Our purpose is to discuss the possibilities that exist in order to re-symbolise and re-imagine femininity and masculinity. 

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