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Pettersson, Daniel
Publications (10 of 96) Show all publications
Pettersson, D. & Popkewitz, T. S. (2019). A chimera of quantifications and comparisons: the changing of educational 'expertise' (1ed.). In: Elde Mølstad, C. & Pettersson, D. (Ed.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. London & New York: Routledge
Open this publication in new window or tab >>A chimera of quantifications and comparisons: the changing of educational 'expertise'
2019 (English)In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
London & New York: Routledge, 2019 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29280 (URN)2-s2.0-85067783224 (Scopus ID)
Note

Book ISBN: 9781138612853

Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-11-26Bibliographically approved
Pettersson, D. & Elde Mølstad, C. (2019). A summary and an invitation (1ed.). In: Elde Mølstad, C. & Pettersson, D. (Ed.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. London & New York: Routledge
Open this publication in new window or tab >>A summary and an invitation
2019 (English)In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
London & New York: Routledge, 2019 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29284 (URN)2-s2.0-85067815539 (Scopus ID)
Note

Book ISBN: 9781138612853

Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-11-27Bibliographically approved
Wärvik, G.-B., Runesdotter, C. & Pettersson, D. (2019). Co-production of knowledge on the educational Agora: media activities and 'logics' (1ed.). In: Elde Mølstad, C. & Pettersson, D. (Ed.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. London & New York: Routledge
Open this publication in new window or tab >>Co-production of knowledge on the educational Agora: media activities and 'logics'
2019 (English)In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
London & New York: Routledge, 2019 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29282 (URN)2-s2.0-85067826688 (Scopus ID)
Note

Book ISBN: 9781138612853

Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-11-27Bibliographically approved
Mikhaylova, T. & Pettersson, D. (2019). Cybernetics and Systems Thought as a Salvation for Educational Problems. In: : . Paper presented at NOCIES biannual conference & Global CIE Forum. Stockholm, October 10-11, 2019.
Open this publication in new window or tab >>Cybernetics and Systems Thought as a Salvation for Educational Problems
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a comparison between two national educational contexts – the Soviet Union and Sweden. The countries exhibit similarities on how education was thought in relation to cybernetics (for a description of the early thinking of cybernetics, see Wiener, 1948) and ‘systems thought’ (for a description, see Heyck, 2015) from the early 1960s and onwards. By performing our study, we are able to historicize some of the prerequisites for the contemporary beliefs in education such as accountability, ‘evidence-based education’, and ‘feedback’.

The history of Soviet cybernetics is a history of rebellion and conformity, enchantment and disappointment. This is a story of fascination with a new revolutionary language, which eventually gave way to a frustration when this new language was appropriated by the Soviet nomenclature (Gerovitch, 2002). But, it is also a history of how a new educational language and a new way of reasoning (cf. Hacking, 1990) on education was developed that embraced all educational ‘things’ in terms of organization, structure, system, function, and process (cf. Heyck, 2015). In this way, Soviet cybernetics in education carried a promise and a means of ‘salvation’ for making the educational sciences more ‘objective’ and ‘evidence-based’.

In the Swedish case, we acknowledge cybernetics and ‘systems thought’ as something growing into a specific intellectual tradition, commonly labeled as a ‘systems approach’ (Kaijser & Tiberg, 2000). It has advanced into different fields of science, such as systems analysis, policy analysis and futures studies. The ‘systems approach’, combining cybernetics and ‘systems thought’, also entered the field of education through the language of behaviorism (Bosseldal, 2019) and ‘education technology’.

Our paper is elaborative in its purpose: When dealing with data we firstly present articles important for the phase when cybernetics and ‘systems thought’ were introduced in the educational sciences in the USSR and Sweden (1960s an onwards). In the analysis of these texts we conclude that cybernetics and ‘systems thought’, carried a promise of ‘imagined futures’ (Beckert, 2016) and a tool for resolving some of the perceived educational problems at that time.  Secondly, we analyze (text)books published with a mission of introducing cybernetics and ‘systems thought’ to Soviet and Swedish teachers and students. In performing this task, we are able to demonstrate how cybernetics and ‘systems thought’ changed the organization, practices and roles within education creating a new ‘technology’ of teaching and learning; this is specifically demonstrated in relation to changes in curriculum, pedagogy and evaluation (cf. Bernstein, 1975).

This setup allows us to elaborate on why and how the present reasoning on accountability, feedback, and evidence-based education are made intelligible.

References:

Beckert, J. (2016) Imagined Futures: Fictional Expectations and Capitalist Dynamics. Cambridge & London: Harvard University Press.

Bernstein, B. (1975) Class, Code and Control. Volume 3. Towards a Theory of Educational Transmissions. London: Routledge & Kegan Paul.

Bosseldal, I. (2019) Vart tog behaviorismen vägen? Social responsivitet mellan barn och vuxen, hund och människa. Lund: Lunds universitet.

Gerovitch, S. (2002) Newspeak to Cyberspeak: A History of Soviet Cybernetics. Cambridge & London: MIT Press.

Hacking, I. (1990) The Taming of Chance. Cambridge: Cambridge University Press.

Heyck, H. (2015) Age of System: Understanding the development of modern social science. Baltimore: John Hopkins University Press.

Kaijser, A. & Tiberg, J (2000) From Operations Research to Future Studies: The Establishment, Diffusion, and Transformation of the Systems Approach in Sweden. A. C. Hughes & T. P. Hughes (Ed.) Systems, Experts, and Computers: The Systems Approach in Management and Engineering, World War II and After. Cambridge & London: MIT Press.

Wiener, N. (1948) Cybernetics: or Control and Communication in the Animal and the Machine. Cambridge: MIT Press.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30946 (URN)
Conference
NOCIES biannual conference & Global CIE Forum. Stockholm, October 10-11, 2019
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-11-14Bibliographically approved
Mikhaylova, T. & Pettersson, D. (2019). Cybernetics in Soviet Union: From threat to treat. In: : . Paper presented at The post-WWII International Educational Sciences: Quantification, Visualization and Making Kinds of People. Uppsala, May 26-28, 2019.
Open this publication in new window or tab >>Cybernetics in Soviet Union: From threat to treat
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30942 (URN)
Conference
The post-WWII International Educational Sciences: Quantification, Visualization and Making Kinds of People. Uppsala, May 26-28, 2019
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-11-14Bibliographically approved
Gran, L., Pettersson, D. & Molstad, C. E. (2019). Digital Bildung: Norwegian Students' Understanding of Teaching and Learning with ICT. Tidsskriftet Digital kompetanse, 14(1-2), 23-36
Open this publication in new window or tab >>Digital Bildung: Norwegian Students' Understanding of Teaching and Learning with ICT
2019 (English)In: Tidsskriftet Digital kompetanse, ISSN 0809-6724, E-ISSN 0809-714X, Vol. 14, no 1-2, p. 23-36Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to elaborate on how students perceive their own learning and democratic development in relation to their digital interactions and competencies. This paper seeks an understanding of students' perspectives on digital Bildung. We investigate these issues by comparing different notions of Bildung perspectives among young students from four Norwegian schools. The study consists of interviews with 12 focus groups of 3 students in each. The results indicate that the students experienced unwanted interference by the teachers during the school day, and that they felt a lack of democratic involvement in social conflicts, digital usages and other daily forms of decision-making. Further, the interviews indicated that students perceived their teachers as biased when it came to helping students in situations of bullying or other relationship challenges. In investigating digital interactions and competencies among Norwegian students, we identified a visible gap in the notion of Bildung and identity development between the students and the teachers. This finding suggests a need to further discuss the role of students in creating a better school system based on democratic ideals.

Place, publisher, year, edition, pages
Universitetsforlaget AS, 2019
Keywords
Digital Bildung, Bildung perspectives, democratic ideal, digital learning, identity
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31132 (URN)10.18261/issn.1891-943x-2019-01-02-03 (DOI)000495869600003 ()
Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2019-11-28Bibliographically approved
Pettersson, D., Lindblad, S. & Popkewitz, T. S. (2019). Education Governance by Numbers (1ed.). In: Roman Langer & Thomas Brüsemeister (Ed.), Handbuch Educational Governance Theorien: (pp. 691-710). Wiesbaden: Springer
Open this publication in new window or tab >>Education Governance by Numbers
2019 (English)In: Handbuch Educational Governance Theorien / [ed] Roman Langer & Thomas Brüsemeister, Wiesbaden: Springer, 2019, 1, p. 691-710Chapter in book (Refereed)
Abstract [en]

Our interest is on historically how numbers become a preferred mode of telling the truth about schooling, teachers, pupils, and their relation to society. Numbers are here parts of communication systems whose technologies create distances from phenomena by appearing to summarize complex events and transactions. The seemingly technical appearances of the numbers enter into cultural realms that are never merely numbers but codifications and standardization of what are to constitute ‘reality’ and planning which affect several activities taking place within education. The different activities inscribe rules and standards by which experiences are classified, problems located, and procedures given to order what is ‘seen’, thought about, and acted on. We perform this task by especially discussing the role played by international, regional and national assessments in promoting a reasoning based on numbers affecting educational governance.

Place, publisher, year, edition, pages
Wiesbaden: Springer, 2019 Edition: 1
Series
Educational Governance, ISSN 2512-0794 ; 43
Keywords
educational reasoning, history of education, large-scale assessments, educational governance
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29042 (URN)10.1007/978-3-658-22237-6_30 (DOI)978-3-658-22236-9 (ISBN)978-3-658-22237-6 (ISBN)
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-10-04Bibliographically approved
Lindblad, S. & Pettersson, D. (2019). Intellectual and social organisation of international large-scale assessment research (1ed.). In: Elde Mølstad, C. & Pettersson, D. (Ed.), New Practices of comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. London & New York: Routledge
Open this publication in new window or tab >>Intellectual and social organisation of international large-scale assessment research
2019 (English)In: New Practices of comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
London & New York: Routledge, 2019 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29281 (URN)2-s2.0-85067802461 (Scopus ID)
Note

Book ISBN: 9781138612853

Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-11-26Bibliographically approved
Pettersson, D. & Elde Mølstad, C. (2019). Introduction (1ed.). In: Elde Mølstad, C. & Pettersson, D. (Ed.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research. London & New York: Routledge
Open this publication in new window or tab >>Introduction
2019 (English)In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Chapter in book (Refereed)
Place, publisher, year, edition, pages
London & New York: Routledge, 2019 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29279 (URN)
Note

Book ISBN: 9781138612853

Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-10-04Bibliographically approved
Faldet, A.-C., Pettersson, D. & Elde Mølstad, C. (2019). Jeg, du, meg och deg: Hva kan vi egentligen lære av PISA?. Norsk pedagogisk tidsskrift, 103(1), 42-52
Open this publication in new window or tab >>Jeg, du, meg och deg: Hva kan vi egentligen lære av PISA?
2019 (Norwegian)In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 103, no 1, p. 42-52Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [no]

I presentasjonen av PISA-resultatene kan vi se visse mønstre i hvordan debatten konstrueres, og vi kan se visse mønstre i hvordan deltakende aktører opptrer i media og på den politiske og administrative arena (Pettersson, 2008). Studien synliggjør hvordan PISAs rangeringslister fremkaller bestemte handlingsmønstre og rasjonalitet, der rasjonaliteten er basert på en bestemt tankestil (Fleck 1997). Disse strukturelle handlingsmønstrene har vi valgt å benevne for something-else-ism og someone-else-ism, og med det gå bakover i historien for å se hvordan denne situasjonen kunne oppstå, og løfte fram enkelte utfordringer knyttet til disse to fremstilte handlingsmønstrene.

Abstract [en]

In the presentation of the PISA results, we can see certain patterns in how the debate is being constructed and we can see certain patterns in how participating actors act in the media, and in the political and administrative arena (Pettersson, 2008). The study illustrates how PISA’s ranking lists elicit specific action patterns and rationality, where rationality is based on a particular mindset (Fleck 1997). These structural action patterns we have called something-else-ism and someone-else-ism, and we will go back in history to see how this situation could occur and highlight some challenges associated with these two action patterns.

Keywords
PISA, something-else-ism, someone-else-ism, livskvalitet, PISA, something-else-ism, someone-else-ism, livskvalitet
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29277 (URN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-10-04Bibliographically approved
Projects
International Comparisons and Re-modelling of Welfare State Education [2016-04520_VR]; University of Gävle
Organisations

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