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Pettersson, Daniel
Publications (10 of 85) 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)10.4324/9781315100432 (DOI)2-s2.0-85048824244 (Scopus ID)9781138295827 (ISBN)9781138295834 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-07-03Bibliographically approved
Lindblad, S. & Pettersson, D. (2018). Getting the numbers right: An introduction. In: Sverker Lindblad, Daniel Pettersson, & Thomas S. Popkewitz (Ed.), Education by the Numbers and the Making of Society: The Expertise of International Assessments (pp. 1-20). Taylor & Francis Group
Open this publication in new window or tab >>Getting the numbers right: An introduction
2018 (English)In: Education by the Numbers and the Making of Society: The Expertise of International Assessments / [ed] Sverker Lindblad, Daniel Pettersson, & Thomas S. Popkewitz, Taylor & Francis Group, 2018, p. 1-20Chapter in book (Refereed)
Abstract [en]

This is a book about knowledge on and in education. The focus is on numbers—on how numbers shape our understandings of education, its dynamics, practices, operations, goals and missions. Important are the comparative powers of numbers—how differences and similarities between kinds of people and performances are constructed by numbers, over time and over places. Numbers appear to be neutral and precise, but like all symbols (such as letters, flags, etc.), the relations between numbers and what they represent are to be socially produced and learned, and the techniques to translate the one to the other (the symbol to its representation), such as statistics, are built on specific systems of reasoning. Numbers say little as such, but as they have come to be powerful representations of the modern world, shown in tables, diagrams or percentages, they are today also highly embedded with what is, and is not, of value and importance. Numbers are not only tools for analyses, but also highly performative, as they are framing our thoughts and conceptions of things. If there were a modern purgatory, it would be a spectacle of numbers that translated into such things as diagrams and regression lines showing dramatically where we are and what to expect, fear or hope for. Numbers make us read the world in taken-for-granted terms of progress and crises, ups and downs, differences and similarities. From where, and how, do these powers of numbers come about—and what are their premises and preconditions as they have come to play a key role in large-scale assessments and other forms of science-based policies and governance?

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27522 (URN)2-s2.0-85048816870 (Scopus ID)9781351586092 (ISBN)
Available from: 2018-07-04 Created: 2018-07-04 Last updated: 2018-07-04Bibliographically approved
Lindblad, S. & Pettersson, D. (2018). Komparativ pedagogik (1ed.). In: Mattias Nilsson Sjöberg (Ed.), Pedagogik som vetenskap: (pp. 93-112). Lund: Gleerups Utbildning AB
Open this publication in new window or tab >>Komparativ pedagogik
2018 (Swedish)In: Pedagogik som vetenskap / [ed] Mattias Nilsson Sjöberg, Lund: Gleerups Utbildning AB, 2018, 1, p. 93-112Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Gleerups Utbildning AB, 2018 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27204 (URN)978-91-40-69720-2 (ISBN)
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved
Wärvik, G.-B., Runesdotter, C. & Pettersson, D. (2018). PISA, Communicative Acts and the Media: The Discourse of "Failure" and "Success". In: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts. Paper presented at NERA 2018 - 46th Congress 'Educational Research: Boundaries, Breaches and Bridges', 8-10 March 2018, Oslo, Norway (pp. 107).
Open this publication in new window or tab >>PISA, Communicative Acts and the Media: The Discourse of "Failure" and "Success"
2018 (English)In: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 107-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The interest in large-scale comparative studies of students’ assessment has increased considerably during the last decades and the results have been widely spread in media. Among the different international surveys of students’ assessment -PISA is standing out in publicity, meaning that the results have received an extraordinary significance as an assessment of the education system and education policy. The OECD seem to be well-aware of the importance of dissemination and one activity taking place in relation to the presentation of results are press-releases and “newsletters” presenting theresults for media, as well as for policymakers and others in a focused and simplified way. In the paper, we pay special attention to these activities which we consider to be communicative acts (cf. Luhmann, 1996). A point of departure for the paper is that media, through the communicative acts by OECDs strategy for dissemination, creates certain conditions for how educational results are classified, regulated and communicated in society (Luhmann, 1996), and has thus become a powerful actor in the making ofa comparativistic paradigm (Lindblad, Pettersson & Popkewitz, 2015) in education. We consider media as a conglomerate of actors participating in the intersection of science, educational policy, and society, the Agora (Nowotny et al., 2003) where the results are communicated and measures proposed. The aim is to analyze how valid statements are produced on the basis of PISA-results: Which kind of actors are present, what kind of comparisons are made and which conclusions are drawn, what is selected by the OECD and the media to be in focus for the reporting. The analysis has a particular focus on the making of diversity and context in terms of “failure” and “success”.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27213 (URN)
Conference
NERA 2018 - 46th Congress 'Educational Research: Boundaries, Breaches and Bridges', 8-10 March 2018, Oslo, Norway
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved
Elde Mølstad, C. & Pettersson, D. (2018). Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS Research. In: Sverker Lindblad, Daniel Pettersson, Thomas S. Popkewitz (Ed.), Education by the Numbers and the Making of Society: The Expertise of International Assessments (pp. 166-184). New York: Taylor & Francis
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] Sverker Lindblad, Daniel Pettersson, Thomas S. Popkewitz, New York: Taylor & Francis, 2018, p. 166-184Chapter in book (Refereed)
Abstract [en]

In contemporary society, different tests of educational performance have been given importance in educational research, policy initiatives and curriculum change as well as in media. Consequently, performance in schools has been increasingly judged on the basis of effective student learning outcomes. One of the most active agencies in performing international comparative tests is the IEA—International Association for the Evaluation of Educational Achievement. The IEA has a history dating back to the 1950s (for a discussion on the history of the IEA see, e.g., Pettersson, 2014), and since 1995 an international large-scale assessment with the acronym TIMSS repetitively has been launched. TIMSS, together with other tests staged by either the IEA or other international organizations, has gradually transformed into reference points for general economic and social policies (Pettersson, 2014). In this context, the phenomenon of international large-scale assessments (ILSA) are serving a global governance constituted by a specific reasoning (cf. Hacking, 1992) connected to the use of numbers. ILSA research, for example, studies using data or results from TIMSS, is based on numbers constructed for partly governance reasons and is a growing interdisciplinary and increasingly international field of study (Lindblad, Pettersson, & Popkewitz, 2015). Hence, the scientific development of the field is highly relevant to analyze. However, it is surprisingly few educational studies that have made use of the data rapidly accumulating with the development of various databases and software. Given the importance of this numbered educational discourse as a social and scientific practice, we propose that it is crucial to take into account how this discourse is framed through different written formats.

Place, publisher, year, edition, pages
New York: Taylor & Francis, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27202 (URN)2-s2.0-85048810262 (Scopus ID)978-1-138-29583-4 (ISBN)978-1-138-29582-7 (ISBN)
Funder
Swedish Research Council
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-07-04Bibliographically 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.

Keywords
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 (1ed.). 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, 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 curriculummakers engaged.

Place, publisher, year, edition, pages
Cham: Springer, 2017 Edition: 1
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)000432388700017 ()978-3-319-58648-9 (ISBN)978-3-319-58650-2 (ISBN)
Note

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

Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2018-06-26Bibliographically 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 AERA 2017 'Knowledge to Action: Achieving the promise of equal educational opportunities', 27 April-1 May 2017, San Antonio, TX, 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 with published abstract (Refereed)
Abstract [en]

Objectives or purpose. In Sweden and other Nordic countries the formation of educational systems has primarily been an issue for the national state in a rather homogenous society. Today, governance of education is embedded in global movements and a multicultural society influencing the role and function of the state. We will use two empirical cases, based in three recently completed research projects, to illuminate how curriculum and leadership research have worked in tandem to explain and develop both policy and practice. The cases focus on the assessment culture of the Swedish schools and implications of changes in governance for local educational leadership.

Perspectives or theoretical framework. In the Swedish curriculum theory tradition, the curriculum has been analyzed as a pedagogical, a political, a practical and research problem. In order to analyze data and develop curriculum and leadership research the central concept of curriculum code (Lundgren 1977) is further elaborated. We pay attention to different levels, actors and contexts in an era dominated by governance, new public management, accountability and international comparative tests. With mass education from preschool to higher education, marketization and an increasing number of stakeholders the complexity of education governance has also increased and curriculum processes have taken new forms. Lundgren elaborated the concepts of steering group, codes and contexts. Codes relate to the purpose, content and method of a curriculum. He raised questions on how the frames were constituted, and identified historically developed curriculum codes manifested in the selection and organization of school knowledge (e.g. Lundgren, 1977). Shifts in codes were related to changed relations between production and reproduction (Lundgren, 1983); neither the purposes of education nor the subject content were taken for granted.

Methods. In a recent empirical study, we used questionnaires, interviews and policy texts with analyses grounded in both curriculum theory and leadership research. The empirical base is Sweden from the late 1980s up until today, a highly reform intense period. Findings are presented, focusing especially on governance, leadership and assessment cultures. We include comparative studies and studies covering all 290 Swedish municipalities using both surveys and case studies.

Results and/or substantiated conclusions. By using empirical findings from projects relating curriculum activities taking place on different levels with a focus on interlinked curriculum processes, we discuss these processes and further develop contemporary curriculum theory.  We address conceptual issues on curriculum making including educational leadership as practice and actors. By linking research on curriculum theory with leadership studies, it is possible to attend to these problems simultaneously.

Scientific or scholarly significance. In conclusion, this paper is scanning new horizons for how to develop curriculum theory further as a relational practice appearing in various contexts. Specifically, we posit a new code to explain the contemporary situation for curriculum-leadership.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27205 (URN)
Conference
AERA 2017 'Knowledge to Action: Achieving the promise of equal educational opportunities', 27 April-1 May 2017, San Antonio, TX, USA
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically 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
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