This article explores the reintroduction of national school inspections in Sweden in 2003 with reference to the problems they were intended to resolve, by applying an approach used in order to uncover representations of policy problems to official policy texts and by drawing on theories of governance. The problem was represented as a need for additional state control in order to uphold equivalence and quality in education. It is concluded that state steering by an extensive inspection scheme means that the reins have been tightened, in line with the theoretical state-centric approach to governance, and that values of educational quality and equivalence are being re-embedded in a regime of external scrutiny and control.
Academization is a phenomenon which plays an increasing role in the training programmes for the semi-professions. In Denmark academization has been researched from a predominantly student perspective, as an analysis of how abstract forms of knowledge dominate competencies for care and nursing among female students. This article examines academization as a discursive phenomenon. It shows how academization has been produced through historical developments of the educational policies surrounding the semi-professional schools. Furthermore, the article discusses what consequences academization may have as a knowledge/power structure for the production and repression of professional identities.
This article argues that Early Childhood Education & Care (ECEC) is being redesigned based on quality reform discourse with references to global knowledge economy across the Nordic countries and the EU. This takes place in policy processes that extend from transnational agents like the OECD and the EU to national governments, local municipalities and ECEC institutions. Drawing on theoretical insights from Foucauldian genealogy, Laclau and others, the article explores how these policy processes reconfigure what counts as quality in ECEC in a Danish context. It is substantiated how the Danish government promotes governance structures among municipalities and professionals that pull ECEC into comprehensive educational strategies. This process draws on policy advice from the OECD and the EU. Quality reform thus changes in fundamental ways the organisation and content of ECEC. In discourse, learning displaces playing, and the learning pre-school child emerges. Put together, this situation represents a paradigmatic challenge to professionals and the struggle about their autonomy and discretion.
The aims were to identify school-related factors at Norwegian lower secondary schools that relate positively to pupils’ experienced school satisfaction and investigate how school satisfaction relates to perceived life satisfaction. The analyses were based on data from nationally representative samples of 13 and 15 year-old students in the sixth and seventh World Health Organization (WHO) international survey of Health Behaviour in School-aged Children (HBSC). The study employed a Structural Equation Modeling (SEM) analysing approach. Teacher support related strongly to school satisfaction, and classmate support related also positively to school satisfaction. School satisfaction related positively to life satisfaction and self-regulated learning.
The purpose of this article is to illuminate teachers’ spontaneous use of narratives in conversations with colleagues, the impact of these narratives, and their significance regarding the teachers’ learning. Empirical basis is audio-visual recordings of teachers’ conversations in a studygroup. The narrative activity display three patterns of interaction, these are described as; pearls, co-constructions, and pearl co-constructions. Apparent functions of the narratives are to; normalize frustrations, create meaning, construct normative frames, and to contain different views. Although the narratives seem to contribute to a certain level of learning, their potential for learning is not fully exploited.
This article presents a qualitative study of a mental health promotion initiative at the interface between culture, health and education. In this initiative the aim is to facilitate conversations about various life issues in mainstream classes in high school. The study shows that the conversations set off thoughts and feelings with the students which are considered to be positive and meaningful and that the initiative contributes to an increased experience of openness and cohesion in the class. Through the use of BakhtinŽs dialogue philosophy, LøgstrupŽs ethics of proximity and LakoffŽs and JohnsonŽs metaphor theory, we note how the talks establish a space for an existential drama. The students open up, they put themselves at play, they exist: ethically, cognitively and emotionally. On this basis it is reasonable to say that mental health arises between the students.