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  • 1.
    Elde Mølstad, Christina
    et al.
    Inland Norway University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Forsberg, Eva
    Uppsala universitet, Sweden.
    A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research2017In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, no 6, p. 869-884Article in journal (Refereed)
    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.

  • 2.
    Francia, Guadalupe
    Uppsala University, Sweden.
    Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School2011In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 10, no 1, p. 102-117Article in journal (Refereed)
    Abstract [en]

    In order to illustrate and discuss the impacts of neo-liberal educational policies on equity, this article analyses the effects of different kinds of decentralisation strategies on the implementation of children’s right to an equitable education in Sweden. It begins with a comprehensive overview of the changes implemented in the Swedish compulsory school system during the last two decades. It analyses the processes of transfer of authority and responsibility and discusses the complexity of interpreting these processes in terms of equity. This article examines the complex and contextual nature and consequences of decentralisation and centralisation strategies in order to better understand the implementation of children’s right to equity in school practice. Although this analysis is based on the Swedish experience, it can contribute to a better understanding of the impacts of neo-liberal educational policies on equity in other European contexts.

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  • Other style
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  • sv-SE
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  • en-US
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More languages
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