John Benedicto Krejsler – författare

Lärarutbildning, makt och politik är en forskningsantologi som synliggör hur lärarutbildningar formas i ett spänningsfält mellan högskola, skolpolitik, profession, media och överstatliga aktörer som OECD. Boken skiljer mellan politiken, det vill säga statliga beslut och reformer, och ”det politiska”, det vill säga hur gränser, hierarkier och kunskap ordnas inom och kring lärarutbildning.Genom kritiska analyser visar forskarna hur lärarutbildning organiseras och styrs och hur detta inverkar på lärarprofessionen. Boken behandlar också historiska rörelser – från seminarie­traditioner till akademisering och övernationell styrning – och beskriver hur forskningsfältet har utvecklats i Sverige och internationellt. Sammantaget visas att lärarutbildning är mer än en utbildning – den är en arena där frågor om kunskap, politik och profession stöts, blöts och omförhandlas. För att hitta hållbara vägar framåt pekar forskarna på behovet av långsiktig styrning, starka forskningsmiljöer och en genomtänkt koppling mellan vetenskap och praktik.Boken vänder sig till lärarutbildare, lärarstudenter och lärare samt till skolhuvudmän och politiker.

The purpose of this book is to investigate with conceptualization how reforms change educational organizations and subjectivities, and how educational organizations change reforms. The book gives an account of the power of conceptual endeavors, with close readings of empirical material.The book elaborates this through empirical investigations of the intertwinement of different educational reforms, of policies, standards, and everyday educational lives across the globe. As well as telling stories of reforms and how they transform and are transformed by the educational organizations and subjects they engage, the book highlights how a careful enactment of methodologies and critiques might enable a tracing of not only intended but also unintended effects of reforms. In this way, the book explores performative approaches to education reform and thus attempts to nuance the idea of causality and linearity in the implementation of education reforms.Engaging with performative approaches, this book scrutinizes how reforms are involved with the creation and shaping of the world and thus offers insight into what happens when reforms are borrowed, translated, and taken up in a range of ways. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

The purpose of this book is to investigate with conceptualization how reforms change educational organizations and subjectivities, and how educational organizations change reforms. The book gives an account of the power of conceptual endeavors, with close readings of empirical material.The book elaborates this through empirical investigations of the intertwinement of different educational reforms, of policies, standards, and everyday educational lives across the globe. As well as telling stories of reforms and how they transform and are transformed by the educational organizations and subjects they engage, the book highlights how a careful enactment of methodologies and critiques might enable a tracing of not only intended but also unintended effects of reforms. In this way, the book explores performative approaches to education reform and thus attempts to nuance the idea of causality and linearity in the implementation of education reforms.Engaging with performative approaches, this book scrutinizes how reforms are involved with the creation and shaping of the world and thus offers insight into what happens when reforms are borrowed, translated, and taken up in a range of ways. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

This edited volume scrutinises the Nordic dimension within education and how this notion affects, frames and sets direction for school and education in policy, practice and educational research.The book interrogates what unites and divides Denmark, Finland, Iceland, Norway and Sweden and analyses how the notion of the Nordic dimension has become conceptualised and institutionalised in different educational settings. Comparative studies of national education policies and practice across these five small North European countries – and Scotland as a case beyond – explore how the Nordic dimension relates to national, regional and transnational collaborations. Further, the book queries the degree to which what are typically considered Nordic approaches to social welfare, gender equality, diversity and international outlook have, in actual fact, affected education. Ultimately, the book explores the realities and myths associated with the idea of the Nordic dimension, and in relation to the wider context of integration within the European region.The book will be of interest to researchers, scholars and postgraduate students working in international and comparative education; education policy and politics; teaching and learning; and in European cultural studies.

This edited volume scrutinises the Nordic dimension within education and how this notion affects, frames and sets direction for school and education in policy, practice and educational research.The book interrogates what unites and divides Denmark, Finland, Iceland, Norway and Sweden and analyses how the notion of the Nordic dimension has become conceptualised and institutionalised in different educational settings. Comparative studies of national education policies and practice across these five small North European countries – and Scotland as a case beyond – explore how the Nordic dimension relates to national, regional and transnational collaborations. Further, the book queries the degree to which what are typically considered Nordic approaches to social welfare, gender equality, diversity and international outlook have, in actual fact, affected education. Ultimately, the book explores the realities and myths associated with the idea of the Nordic dimension, and in relation to the wider context of integration within the European region.The book will be of interest to researchers, scholars and postgraduate students working in international and comparative education; education policy and politics; teaching and learning; and in European cultural studies.

With a focus on grasping what the Nordic model or the Nordic dimension means in school and educational policy, the book explores in depth the school policy contexts of the five Nordic countries Denmark, Finland, Iceland, Norway and Sweden.

With a focus on grasping what the Nordic model or the Nordic dimension means in school and educational policy, the book explores in depth the school policy contexts of the five Nordic countries Denmark, Finland, Iceland, Norway and Sweden.

This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework.It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe’s patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.

This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations.

Att analysera makt och inflytande är viktigt för att förstå utbildningens villkor och uppgifter i samhället. Med hjälp av sådana analyser kan man förklara varför pedagogiska verksamheter ser ut som de gör och vad som ligger bakom framgångar och misslyckanden. Det är särskilt viktigt att visa på de situationer där maktutövande leder till segregering, diskriminering eller favori­sering inom skolans värld.Utbildning – makt och politik belyser en rad aktuella frågor om utbildningspolitik och maktutövning inom utbildningsområdet. Bland annat behandlas frågor om profession och politik, betydelser av marknadstänkande och konkurrens i skolans värld, och innebörden av internationella jämförelser för utbildningspolitiken. Boken riktar sig till högskolestudenter, till exempel på lärarutbildningarna, och andra som intresserar sig för dessa frågor.