Teacher education cultural diversity, social justice and equality: Policies, challenges and abandoned possibilities in Swedish teacher education
##plugins.pubIds.doi.readerDisplayName##:
https://doi.org/10.30827/profesorado.v23i4.11390关键词:
Teacher education, hyper-diversity, globalization, inclusión, ethnography, meta-ethnography摘要
There is a history of policies from the late 1940s to 2000 for the introduction of research based knowledge in Sweden for supporting the intellectual preparation of future teachers for an integrated and inclusive school system. The development of these policies was initiated following the National School Commission Inquiry into the possibilities for a common unitary comprehensive school, which had identified the historical divisions (duality) in teacher education as an obstacle. Pulling these divisions together and educating teachers in a shared content developed from a common research base in the education field about the challenges faced in the realization of the comprehensive school vision was expressed as a possible solution. However, the project failed. The divisions have remained. Schools have not overcome social reproduction. And in recent decades challenges have intensified as hyper-diversity, globalization and a recent turn towards market governance have added new complications. Using the methods of explanatory criticism the aim with
参考
Allelin, M. (2019). Skola för lönsamhet. Om elevers marknadsanpassade villkor och vardag. Stockholm: Arkiv.
Antikainen, A. (2010). The capitalist state and education: the case of restructuring the Nordic model, Current Sociology, 58, 530–550.
Apple, M.W. (2001). Markets, standards, teaching, and teacher education, Journal of Teacher Education, 52, 182-196.
Apple, M. W. (2006). Educating the “Right” Way: Markets, standards, God, and inequality, 2nd edition. New York: Routledge.
Bagley, C. & Beach D. (2015). The marginalisation of social justice as a form of knowledge in teacher education in England, Policy Futures in Education, 13(4), 1-15.
Ball, S.J. (2007). Education plc: understanding private sector participation in the public sector. Oxford: Routledge.
Banfield, G. (2016). Critical Realism for Marxist Sociology of Education. London: Routledge.
Bayati, Z. (2014). ”den Andre” i lärarutbildningen. En studie om den rasifierade svenska studentens villkor i globaliseringens tid (Gothenburg Studies in Educational Sciences 352). Göteborg: Acta Universitatis Gothoburgensis.
Beach, D. (1995). Making sense of the problems of change: An ethnographic investigation of a teacher education reform (Gothenburg Studies in Educational Sciences 100). Göteborg: Acta Universitatis Gothenburgensis.
Beach, D. (2000). Continuing problems of teacher education reform. Scandinavian Journal of Education Research, 44(3), 275-291.
Beach, D. (2010). Neoliberal Restructuring in Education and Health Professions in Europe: Questions of Global Class and Gender, Current Sociology, 58(4), 551-569.
Beach, D (2011). Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations? Education Inquiry, 2, 207-220.
Beach, D. (2016). Personalisation and the education commodity: a meta-ethnographic analysis, Ethnography and Education, 12(2), 148-164.
Beach, D. (2017). Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries, Educational Review, 69(5), 620-637.
Beach, D. (2018). Structural inequalities in Swedish education. Singapore: Palgrave.
Beach, D. & Bagley, C. (2012). The weakening role of education and the re-traditionalisation of Swedish teacher education, Oxford Educational Review. 38, 287-303.
Beach, D. & Bagley, C (2013). Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study. European Journal of Teacher Education, 36(3), 379-392.
Beach, D., Bagley, C., Eriksson, A. & Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes, Teaching and Teacher Education, 44(2), 160-167.
Beach, D., M. Dovemark, A. Schwartz, & E. Öhrn. (2013). Complexities and Contradictions of Educational Inclusion, Nordic Studies in Education 33(2), 254-268.
Bernstein, B (2000). Pedagogy, Symbolic Control and Identity: Theory, Research and Critique, Maryland: Rowman and Littlefield.
Bhatti, G. (2011). Outsiders or Insiders? Identity, Educational Success and Muslim Young Men in England. Ethnography and Education, 6(1), 81-96.
Brenner, N., Peck, J., & Theodore, N. (2010). Variegated neoliberalization: Geographies, modalities, pathways. Global Networks, 10(2), 182-222.
Bunar, N. (2010). Choosing for quality or inequality: current perspectives on the implementation of school choice in Sweden. Journal of Education Policy, 25(1) 1-18.
Börjesson, M. & Broady, D. (2016). Elite Strategies in a Unified System of Higher Education. The Case of Sweden, L'Année sociologique, 66(1), 115-146.
Codd, J. (2005). Teachers as managed professionals in the global education industry: the New Zealand experience, Educational Review, 57, 193-206.
Darling-Hammond, L. (2006). Powerful teacher education. San Francisco: Jossey-Bass.
Edwards, A. (2001). The Role of Resarch and Scientifically-Based Knowledge in Teacher Education. In Per-Olof Erixon, Gun-Marie Frånberg & Daniel Kallós (Eds): The Role of Graduate and Postgraduate Studies and Research in Teacher Education Reform Policies in the European Union, s 19-32. Umeå: ENTEP.
Englund, T. (2004). Nya tendenser inom pedagogikdisciplinen under de tre senaste decennierna. Pedagogisk Forskning i Sverige, 9(1), 37-49.
Esping-Andersen, G. (1996: Ed.) Welfare States in Transition. London: Sage.
Flinders M., & Wood M. (2014). Depoliticisation, governance and the state, Policy and Politics, 42(2), 135-49.
Fourcade-Gourinchas, M., & Babb S.L. (2002). The Rebirth of the Liberal Creed: Paths to Neoliberalism in Four Countries, American Journal of Sociology, 198(3), 533-79.
Gore, J.G. & Morrison, K.A. (2001). The perpetuation of a (semi-) profession: challenges in the governance of teacher education, Teaching and Teacher Education, 17, 567-582.
Harvey D. (2005). A Short History of Neoliberalism, Oxford: Oxford University Press.
Harvey, D. (2010). The enigma of capital: And the crises of capitalism. London: Profile Books.
Honneth, A. (2001). Reconstructive social critique with a genealogical reservation: On the idea of critique in the Frankfurt School, Graduate Faculty Philosophy Journal, 22(2), 3-11.
Kallós, D. 2009. Varför är det så förtvivlat svårt att bygga upp forskning och forskarutbildning i anslutning till lärarutbildning och pedagogisk yrkesverksamhet? Om myndighetsmissbruk, svek och andra missförhållanden, Pedagogisk Forskning i Sverige, 14(3), 237-249.
Keiner, E. (2002). Education between Discipline and Profession in Germany after World War II. European Educational Research Journal 1(1), 83-98.
Lindberg, O. (2004). Utbildningsvetenskap och utbildningsvetenskapligforskning– några europeiska nedslag. Vetenskapsrådet: Stockholm.
Lundberg, O. (2015). On cultural racism and school learning: An ethnographic study. Göteborg: Acta Universitatis Gothenburgensis.
Maisuria, A. (2017). Class Consciousness and Education in Sweden: A Marxist Analysis of Revolution in a Social Democracy. London: Routledge.
Malsbary, C. (2016). Youth and Schools’ Practices in Hyper-Diverse Contexts, American Educational Research Journal, 53(6), 1491-1521.
Niemi, H. (2008). Advancing research into and during teacher education, in: B. Hudson & P. Zgaga (Eds) Teacher education policy in Europe: a voice of higher education institutions. Umeå: University of Umeå, Faculty of Teacher Education, 183–208.
Nilsson Lindström, M., & Beach, D. (2013). The professionalization of the field of education in Sweden: a historical analysis. Professions and Professionalism. doi: https://doi.org/10.7577/pp.560.
Nilsson Lindström, M. & Beach, D. (2015). Changes in teacher education in Sweden in the neo-liberal age: Toward an occupation in itself or a profession for itself, Education Inquiry, 6(3), 241-258.
Pereira, F. (2019). Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology, Australian Journal of Teacher Education, 44(3): 77-92.
Player-Koro, C. (2012). Reproducing traditional discourses of teaching and learning mathematics: studies of mathematics and ICT in teaching and teacher education. Göteborg: Göteborgs Universitet.
Prop 1999/2000. Regeringens proposition 1999/2000:135. En förnyad lärarutbildning.
Prop 2000/2001. Regeringens proposition 2000/01:1.Budgetpropositionen för 2001, volym 8, Utgiftsområde 16. Utbildning och universitetsforskning.
Rasmussen, J. (2008). Nordic teacher education programmes in a period of transition, in: B. Hudson & P. Zgaga (Eds) Teacher education policy in Europe: a voice of higher education institutions. Umeå: University of Umeå, Faculty of Teacher Education, 325–340.
Regleringsbrev 2008: Regleringsbrev för budgetåret 2009 avseende Vetenskapsrådet. (U2008/8481/SAM/F; delvis) Stockholm: Utbildningsdepartementet.
SFS 2000:1199. Förordning med instruktion för Vetenskapsrådet. Stockholm: Sveriges riksdag.
SFS 2007:1397. Förordning med instruktion för Vetenskapsrådet. Stockholm: Sveriges riksdag.
SOU 1948:27. 1946 års skolkommissions betänkande med förslag till riktlinjer för det svenska skolväsendets utveckling.
SOU 1952:33. Den första lärarhögskolan. Betänkande utgivet av 1946 års skolkommission. Stockholm: Ecklasiastikdepartementet.
SOU 1965:29. 1960 års lärarutbildningssakkunniga (Avslutande rapport).Stockholm: Fritzes.
SOU 1978:86. Lärare för skola i utveckling. Stockholm: Fritzes.
SOU 1999:63. Att lära och leda. En lärarutbildning för samverkan och utveckling. Lärarutbildningskommitténs slutbetänkande. Stockholm: Fritzes.
SOU 2005:31. Stödet till utbildningsvetenskaplig forskning. Betänkande av Utredningen om utbildningsvetenskaplig forskning. Stockholm: Fritzes.
SOU 2008:01. En hållbar lärarutbildning. Betänkande av Utredningen om en ny lärarutbildning. Stockholm: Fritzes.
Schwartz, A. (2013). Pedagogik, plats och prestationer: en etnografisk studie om en skola i förorten. Göteborg: Acta Universitatis Gothoburgensis.
Sewell, T. (1997). Black Masculinities and Schooling: How Black Boys Survive Modern Schooling. Stoke-on-Trent: Trentham.
Svensson, M., Urinboyev, R., & Åström, K. (2012). Welfare as a means for political stability: a law and society analysis. European Journal of Social Security, 14(2), 64-85.
Wiborg, S. (2017). The Politics of Blocking Equality Reforms in Education: a study of organised interests in England, 1965 2010, Forum, 59(3), 395-412
Widigson, M. (2013). Från miljonprogram till högskoleprogram: plats, agentskap och villkorad valfrihet. Gothenburg: University of Gothenburg.
##submission.downloads##
已出版
##submission.license##
En el momento en que una obra es aceptada para su publicación, se entiende que el autor cede a la Revista PROFESORADO (en adelante RECP) en exclusiva los derechos de reproducción, distribución y venta de su manuscrito para su explotación en todos los países del mundo en formato de revista de papel, así como en cualquier otro soporte magnético, óptico y digital.Los autores cederán también a RECP los derechos de comunicación pública para su difusión y explotación a través de Intranets, Internet y cualesquiera portales y dispositivos inalámbricos que decida el editor, mediante la puesta a disposición de los usuarios para consulta online de su contenido y su extracto, para su impresión en papel y/o para su descarga y archivo, todo ello en los términos y condiciones que consten en la web donde se halle alojada la obra. A su vez, la RECP autoriza a los autores de los trabajos publicados en la revista a que ofrezcan en sus webs personales o en cualquier repositorio de acceso abierto una copia de esos trabajos una vez publicados. Junto con esa copia ha de incluirse una mención específica de la RECP, citando el año y el número de la revista en que fue publicado el artículo o nota de investigación y añadiendo, además, el enlace a la web de la RECP.
La RECP también recomienda y permite a sus autores que licencien su obra bajo la licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (CC BY-NC-ND 3.0 ES), que implica que el artículo y la nota de investigación pueda copiarse, distribuirse y comunicarse públicamente bajo la condición de que en los créditos se reconozca explícitamente al autor y la obra bajo la forma establecida por éste, sin derecho a su explotación comercial y la elaboración de obras derivadas.
