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  • 1.
    Forssell, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    School and the future: How teachers and teacher education are articulated in the political debate2015In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, no 6, p. 712-731Article in journal (Refereed)
    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.

  • 2.
    Forssell, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Skolan som politiskt narrativ: En studie av den skolpolitiska debatten i Sveriges riksdag 1991 - 20022011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    How do politician talk about the role of school in society, in an era of changing demands and challenges represented by the knowledge society and globalization? The material underlying the study consists of protocols from the Swedish parliament during a decade characterized by many reforms and with both a conservative government and a social democratic. The aim of this thesis is to investigate the contemporary debate on school policy in the Swedish Parliament between 1991 and 2002.  My research questions are: Which are the dominating narratives about schooling that emerge in the debate? What are the influences from contemporary policies and from educational research? What kind of rhetorical resources underpin the arguments in the plenary debate and are there any shifts, inconsistencies and contradictions that can be heard in the debates?  Inspired by Margaret Somers four dimensions of narratives: ontological narrative, public narrative, metanarrative and conceptual narrative and I am using them to interpret different aspects of school as a political narrative.

    Methodologically, I worked initially with a content analysis gradually moving to narrative analysis. The educational debates held during the three terms in office are characterised by different political initiatives and different kind of issues. I construct a number of dominating narratives with different plots, problems, solutions and promises of a better future for both the school and the nation. Key concepts seems to “float” depending on who uses them and in what context they are used. Important parts in the narratives are the rhetorical resources that politicians are using to get legitimacy and credibility. Perceptions of schools presented in the debate, may be seen as stories about what is desirable and possible, but also what is unwanted, threatening the progress of school and society. I have highlighted four public narratives in these debates and they are: A School for All, School on the Market, School in the Knowledge Society and A School in Crisis.

  • 3.
    Svedberg, Lars
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Nestor, Bo
    Stockholm University, The Stockholm Institute of Education.
    Forssell, Anna
    Stockholm University, The Stockholm Institute of Education.
    Brandt, Lars
    Jonsson, Lars-Gustaf
    Tid som resurs?: Kartläggning och diskussion av gemensam tid i gymnasieskolan2007Book (Other academic)
    Abstract [en]

    Within private as well as public organization there is a strong (but sometimes over-optimistic) belief in the magic of groups and teams. Here all kinds of problems are supposed to be dealt with hoping for the benefits of the collective competence. However, at the end of the day this thought is likely to become contra productive. This is also a substantial financial issue since it is expensive to keep all teachers in meetings and committees. Particularly if these groups are dysfunctional and become an arena for passive resistance or talented pseudo issues. This project focuses how 19 upper secondary schools in Stockholm, Sweden use the time allocated in teacher–union agreements for common purposes. The theoretical frame of reference in this project is inspired by cultural approaches to organization. In our understanding this time is particularly interesting because it is mainly during this time ambitions about school development can be realized.

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