hig.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Pettersson, Daniel
Publications (10 of 83) Show all publications
Lindblad, S., Pettersson, D. & Popkewitz, T. S. (Eds.). (2018). Education by the Numbers and the Making of Society: The Expertise of International Assessments (1ed.). Routledge
Open this publication in new window or tab >>Education by the Numbers and the Making of Society: The Expertise of International Assessments
2018 (English)Collection (editor) (Refereed)
Abstract [en]

International statistical comparisons of nations have become commonplace in the contemporary landscape of education policy and social science. This book engages the emergence of these international comparisons as a particular style of reasoning about education, society, and science. It examines how international educational assessments have come to dominate much of contemporary policymaking concerning school system performance, and explores the social and cultural principles embodied in them as "rationales" to shape and fashion what is possible to rectify social issues.

Place, publisher, year, edition, pages
Routledge, 2018. p. 248 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25195 (URN)9781138295827 (ISBN)9781138295834 (ISBN)
Note

Kommande (april 2018)

Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Pettersson, D. & Elde Mølstad, C. (2018). Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS-research. In: Lindblad, S., Pettersson, D. & Popkewitz, T. S. (Ed.), Education by the Numbers and the Making of Society: The Expertise of International Assessments. Routledge
Open this publication in new window or tab >>Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS-research
2018 (English)In: Education by the Numbers and the Making of Society: The Expertise of International Assessments / [ed] Lindblad, S., Pettersson, D. & Popkewitz, T. S., Routledge, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25194 (URN)9781138295834 (ISBN)9781138295827 (ISBN)
Note

Kommande

Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Elde Mølstad, C., Pettersson, D. & Forsberg, E. (2017). A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research. European Educational Research Journal (online), 16(6), 869-884
Open this publication in new window or tab >>A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research
2017 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, no 6, p. 869-884Article in journal (Refereed) Published
Abstract [en]

This study investigates knowledge structures and scientific communication using bibliometric methodsto explore scientific knowledge production and dissemination. The aim is to develop knowledgeabout this growing field by investigating studies using international large-scale assessment (ILSA) data,with a specific focus on those using Programme for International Student Assessment (PISA) data.As international organisations use ILSA to measure, assess and compare the success of nationaleducation systems, it is important to study this specific knowledge to understand how it is organisedand legitimised within research. The findings show an interchange of legitimisation, where majoractors from the USA and other English-speaking and westernised countries determine the academicdiscourse. Important epistemic cultures for PISA research are identified: the most important of whichare situated within psychology and education. These two research environments are epicentrescreated by patterns of the referrals to and referencing of articles framing the formulation of PISAknowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising,which raises questions about whether research accountability leads to ‘a game of thrones’, whererivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ areconstructed, as a continuing process with no obvious winner.

Keyword
International large-scale assessment, Programme for International Student Assessment, bibliometrics, construction of knowledge, intellectual organising
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25193 (URN)10.1177/1474904117715835 (DOI)000414799800009 ()2-s2.0-85033480723 (Scopus ID)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space. In: : . Paper presented at ECER 2017, 22-25 August 2017, Copenhagen, Denmark.
Open this publication in new window or tab >>Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25203 (URN)
Conference
ECER 2017, 22-25 August 2017, Copenhagen, Denmark
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space. In: Uljens, Michael & Ylimaki, Rose M. (Ed.), Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (pp. 363-393). Cham: Springer
Open this publication in new window or tab >>Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space
2017 (English)In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Uljens, Michael & Ylimaki, Rose M., Cham: Springer, 2017, p. 363-393Chapter in book (Refereed)
Abstract [en]

The aim of this chapter is to explore the relationship between curriculum and leadership research with examples of three recently completed mixed methods studies of assessment cultures and leadership as interlinked activities of governance and school management. We employ curriculum theoretical concepts like e.g. codes and arenas to illustrate their usefulness as a point of departure to further theorize a changing educational landscape. In our study, we illustrate how curriculum and leadership research are historically linked. We put forward some concepts to address the increased complexity of the governance system, and we stress the need to strengthen how different ways of forming the steering system interplay with key curriculum questions. Leadership researchers have, to a large extent, studied school development on a municipality- and organizational level asking questions on how to manage and guide school development. In contrast, curriculum researchers have studied school development from a reform- and governmental perspective more asking questions on how to steer educational development through law, curricula and evaluation. We suggest that these research traditions ought to be further united in order to develop both traditions in less normative, and more, critical ways, and to answer crucial educational questions in glocal times (Marginson and Rhoades. Conceptualising global relations at the glonacal levels. Paper presented at the annual international forum of the Conference of the Association for the Study of Higher Education, Richmond, VA, November 15–18, 2001). This chapter concludes with an argument for a new comparative curriculum code due to major shifts including curriculum practices, message systems, levels, arenas and number of curriculummakers engaged.

Place, publisher, year, edition, pages
Cham: Springer, 2017
Series
Educational Governance Research, ISSN 2365-9548, E-ISSN 2365-9556 ; 5
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25192 (URN)10.1007/978-3-319-58650-2_11 (DOI)978-3-319-58648-9 (ISBN)978-3-319-58650-2 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space (1ed.). In: Michael Uljens and Rose M. Ylimaki (Ed.), Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education (pp. 363-393). Cham: Springer Open
Open this publication in new window or tab >>Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space
2017 (English)In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Michael Uljens and Rose M. Ylimaki, Cham: Springer Open , 2017, 1, p. 363-393Chapter in book (Refereed)
Abstract [en]

The aim of this chapter is to explore the relationship between curriculum and leadership research with examples of three recently completed mixed methods studies of assessment cultures and leadership as interlinked activities of governance and school management. We employ curriculum theoretical concepts like e.g. codes and arenas to illustrate their usefulness as a point of departure to further theorize a changing educational landscape. In our study, we illustrate how curriculum and leadership research are historically linked. We put forward some concepts to address the increased complexity of the governance system, and we stress the need to strengthen how different ways of forming the steering system interplay with key curriculum questions. Leadership researchers have, to a large extent, studied school development on a municipality- and organizational level asking questions on how to manage and guide school development. In contrast, curriculum researchers have studied school development from a reform- and governmental perspective more asking questions on how to steer educational development through law, curricula and evaluation. We suggest that these research traditions ought to be further united in order to develop both traditions in less normative, and more, critical ways, and to answer crucial educational questions in glocal times (Marginson and Rhoades. Conceptualising global relations at the glonacal levels. Paper presented at the annual international forum of the Conference of the Association for the Study of Higher Education, Richmond, VA, November 15–18, 2001). This chapter concludes with an argument for a new comparative curriculum code due to major shifts including curriculum practices, message systems, levels, arenas and number of curriculum-makers engaged.

Place, publisher, year, edition, pages
Cham: Springer Open, 2017 Edition: 1
Series
Educational Governance Research, ISSN 2365-9548, E-ISSN 2365-9556 ; 5
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25475 (URN)10.1007/978-3-319-58650-2_11 (DOI)9783319586489 (ISBN)9783319586502 (ISBN)
Note

Entire publication doi: 10.1007/978-3-319-58650-2

Available from: 2017-10-31 Created: 2017-10-31 Last updated: 2018-03-13Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Commodification of Present Swedish Processes: Linking Educational Experiences Over Time and Space. In: : . Paper presented at The 2017 AERA Annual Meeting "Knowledge to Action: Achieving the Promise of Equal Educational Opportunity.", 27 April - 1 May 2017, San Antonio, Texas, USA.
Open this publication in new window or tab >>Commodification of Present Swedish Processes: Linking Educational Experiences Over Time and Space
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25200 (URN)
Conference
The 2017 AERA Annual Meeting "Knowledge to Action: Achieving the Promise of Equal Educational Opportunity.", 27 April - 1 May 2017, San Antonio, Texas, USA
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Elde Mølstad, C., Lindblad, S. & Pettersson, D. (2017). Comparative reasoning: curriculum making in the 'grey zone'. In: : . Paper presented at The 45th Congress of the Nordic Educational Research Association (NERA), 23-25 March 2017, Copenhagen, Denmark.
Open this publication in new window or tab >>Comparative reasoning: curriculum making in the 'grey zone'
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Curriculum making concerns the possibility to decide and prescribe purposes, aims, and contents of schooling, but also how these purposes, aims and contents are legitimized. As such, we see curriculum making from the ‘wide’ interpretation of curriculum. We are in relation to curriculum making especially interested in investigating how some important international actors interact with educational purposes, aims, and contents on a world scale level affecting national level, as well as the very local of educational activities. Hence we are interested in investigating curriculum formulation based on comparative statistical reasoning. The actors we are most interested in are those that have been characterized as ‘grey zone’ actors (Lindblad, Pettersson & Popkewitz, 2015). The idea (and term) of the ‘grey zone’ emerged from a previous review of research and organizations using data from international largeVscale assessments (ILSA) (Lindblad et al., 2015) for comparing education systems. These ‘grey zone’ actors have only at best an indirect mandate in education systems, however they still make explicit statements on how to improve schooling and students’ performances; i.e. a form of curriculum making. It is the indirect mandate combined with relatively strong impact on the governing of education that place these actors in the ‘grey zone’.

There are at least three important actors that stood out in terms of activities spread to a world scale level; the McKinsey, the OECD and the Pearson Company, which all have arisen as important nodes for knowledge on what education is perceived as and maybe more importantly, should be. Their position within education is further reinforced by the comparative and data driven aspects of the contemporary society (cf. Pettersson, Popkewitz & Lindblad, 2016). We examine, three,  what we call  ‘grey zone’ activities involved in curriculum formulation and how a specific reasoning (cf. Hacking, 1992) is used and evolves in these activities: i) the McKinsey producing international reports on educational improvements and developments. Within the terminology of McKinsey recommendations are produced for these purposes: ii) the OECD not only producing ILSA and recommendations, but also producing newsletters where the results of ILSA are mediated and communicated to policy, research and practice: iii) the Pearson Company not only the winner of the open tender to perform PISA 2018, but also the producer of a vast amount of websites for school development within the frameworks of The Learning Curve (TLC) and The Efficacy Framework as well as producing school textbooks. Hence we investigate how these activities frame education defining what content curriculum making should focus on and as such making prerequisites on what education is and should be perceived as.

All three of these agencies can be discussed in terms of producing activities important for curriculum making in the ‘wider’ sense of the concept. By analyzing products by the agencies we are in a position to highlight them as important sites for curriculum making on an international level. In our study we especially highlight these products in terms of producing a specific reasoning about education, which creates narratives framing curriculum making on a national as well as on a local school level.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-25199 (URN)
Conference
The 45th Congress of the Nordic Educational Research Association (NERA), 23-25 March 2017, Copenhagen, Denmark
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-03-13Bibliographically approved
Forsberg, E., Nihlfors, E., Pettersson, D. & Skott, P. (2017). Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden. Leadership and Policy in Schools, 16(2), 357-382
Open this publication in new window or tab >>Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden
2017 (English)In: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043, Vol. 16, no 2, p. 357-382Article in journal (Refereed) Published
Abstract [en]

This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.

Place, publisher, year, edition, pages
Routledge, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-24623 (URN)10.1080/15700763.2017.1298811 (DOI)000409274600006 ()2-s2.0-85020110335 (Scopus ID)
Available from: 2017-06-30 Created: 2017-06-30 Last updated: 2018-03-13Bibliographically approved
Pettersson, D. & Magnusson, L. (2017). Ett ord och dess betydelse. In: Pettersson, D. & Magnusson, L. (Ed.), Förskolans kommunikationsmiljö: betraktelser och reflektioner kring Gävle förskolors kommunikativa möjligheter (pp. 21-23). Gävle: Gävle University Press
Open this publication in new window or tab >>Ett ord och dess betydelse
2017 (Swedish)In: Förskolans kommunikationsmiljö: betraktelser och reflektioner kring Gävle förskolors kommunikativa möjligheter / [ed] Pettersson, D. & Magnusson, L., Gävle: Gävle University Press , 2017, p. 21-23Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2017
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 8
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-23928 (URN)978-91-974893-8-6 (ISBN)978-91-974893-9-3 (ISBN)
Available from: 2017-04-28 Created: 2017-04-28 Last updated: 2018-03-13Bibliographically approved
Organisations

Search in DiVA

Show all publications