Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
"Same same, but different": En genealogisk studie av den ’goda’ läraren’, den ’goda’ eleven och den ’goda’ skolan i svenska lärarutbildningsreformer 1940-2008
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0002-5163-7939
2010 (Swedish)In: EDUCARE, no 1, p. 73-99Article in journal (Refereed) Published
Abstract [en]

Teacher education stands in the face of yet another reform. On December 3rd 2008 the most recent report on the future content and organization of teacher education was presented. This proposal will have substantial consequences for the country’s teacher education institutions. The aim of the current study is, from a discourse theory perspective, to scrutinize the way in which the most recent reform of teacher education – HUT 07 – constructs and positions the ‘good’ teacher, pupil and school in relation to the ‘good’ society, or, put another way, the ideal societal picture which ‘good’ teachers and schools should provide the blueprint for. HUT 07 is studied from a historical, genealogical perspective in an attempt to trace continuity and change in the articulation of policy. The results of the study reveal, amongst other things, a close discursive connection between the rationality of knowledge and the pupil- teacher-subject articulated in HUT 07 and articulations of the same a half century previously. It is not, however, possible to draw absolute similarities between the two reform periods, due to the fact that they are based on opposing rationalities deriving from different societal visions and norms.

 

Place, publisher, year, edition, pages
Malmö: Malmö Högskola , 2010. no 1, p. 73-99
Keywords [en]
teacher education, policy, discourse, genealogy, performativity
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-3042OAI: oai:DiVA.org:hv-3042DiVA, id: diva2:390593
Available from: 2011-01-22 Created: 2011-01-22 Last updated: 2014-05-08Bibliographically approved
In thesis
1. Bäst i klassen?: Lärare och elever i svenska och europeiska policytexter
Open this publication in new window or tab >>Bäst i klassen?: Lärare och elever i svenska och europeiska policytexter
2011 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis takes its departure in the recent criticism directed to the Swedish school system and its schools, teachers and pupils, but especially the epidemic of policies produced in order to develop and improve Swedish schools, in particular after the change of government in 2006. The general aim of this thesis is to study how teachers and pupils are represented, and thus constructed, regulated and positioned in a number of current key policy texts. The study also involves a discussion of the construction and regulation practices regarding the school, and its role in society. The main context for the study is policy texts and policy practices related to teacher education. Four studies form the cornerstone of the thesis. Through these policy texts different institutional practices are analyzed. These range from European union policy to examination data from a local teacher education institution in Sweden. A main source of inspiration to the theoretical framework of the study has been provided by the work of Michel Foucault. However, in addition to Foucault's constructionist and poststructural basis, theoretical and methodological approaches drawn from Norman Fairclough's critical discourse analysis, Mark Olssen's social-materialist analysis of policy and Stephen J Ball's policy sociology are also included. The first study examines the constructions and governing technologies in four policy texts within the European Union working programme 'Education 2010'. The second study takes a historical perspective in the construction of teachers and pupils, based on teacher education policy text since 1948, and how the ideal teacher, pupil and school are constructed and positioned genealogically. The third study explores the discursive notions of teacher professionalism and how the regulation of teachers operates through this and other discursive practices by the Swedish government and the Teacher union (Lärarförbundet) during two different time periods, 1995-2000 and 2007-2008. The final study examines student teachers' examination assignments, as a local policy practice, and how the student teachers position the ideal pupil and themselves as ideal teachers. It examines how different policy discourses operate in relation to positioning practices. The thesis shows that current neoliberal discourse order in educational policy today is partly challenged by neoconservative rationalities. Secondly, the thesis shows how each teacher and pupil is governed through several discourses, governing technologies and governing techniques, and how these three entities function relationally in the governing of the subject. In common for discourses, governing technologies and techniques are that they are often very 'seductively packaged', which implies that it is almost impossible to resist and oppose them. Finally I claim that the current discourse order, and its discourses, and governing technologies and techniques imply structural inequalities for teachers, but especially between different pupil groups

Place, publisher, year, edition, pages
Göteborg: Acta Universitatis Gothoburgensis, 2011. p. 127
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 302
Keywords
lärare, elever, policy, Foucault, lärarutbildning, makt
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-4827 (URN)978-91-7346-696-7 (ISBN)
Public defence
2011-02-25, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2012-12-10 Created: 2012-11-25 Last updated: 2014-05-08Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Sjöberg, Lena

Search in DiVA

By author/editor
Sjöberg, Lena
By organisation
Division for Educational Science and Languages
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 215 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf