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  • 1.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Between curriculum complexity and stereotypes: Exploring stereotypes of teachers and education in media as a question of structural violence2015In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 47, no 3, p. 399-415Article in journal (Refereed)
    Abstract [en]

    The paper highlights four tendencies in the media reporting of teachers and education: (a) recurring patterns of defining education in crisis, (b) mantling responsibility as exterior spokespersons for education and teachers, (c) excluding teachers’ and educational researchers’ knowledge and experiences in the media and (d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task and relational complexity. In this paper, I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: (a) teachers are unwillingly forced into a paradoxical (in)visibility, (b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, (c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do and (d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.

  • 2.
    Frelin, Anneli
    et al.
    Department of Curriculum Studies, Uppsala University, Uppsala, Sweden.
    Grannäs, Jan
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Negotiations left behind: in-between spaces of teacher-student negotiation and their significance for education2010In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 42, no 3, p. 353-369Article in journal (Refereed)
    Abstract [en]

    This paper argues against a view of curriculum as a means for moulding students into, and making teachers accountable for, something pre-determined and singularly governed by qualification demands of the labour market. It makes a case for the value of inter-subjective teacher–student relationships in education and addresses the significance of negotiations and their open-endedness. This paper draws its empirical material from case studies for which interviews were the main source for gathering data. The data analyses were made using the AtlasTi software designed for qualitative analysis. In the empirical material were found instances of negotiations in which inter-subjective relationships are established and maintained; negotiations that are rendered obscured or even invisible from a qualification purpose but that influence the educational processes. The results show that teachers and students creatively use potentials within contextual conditions to attain relationships which sometimes constitute a precondition for education.

  • 3.
    Kirsten, Nils
    et al.
    Uppsala University, Department of Education.
    Wermke, Wieland
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education. Uppsala University, Department of Education.
    Governing teachers by professional development: state programmes for continuing professional development in Sweden since 19912017In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 3, p. 391-411Article in journal (Refereed)
    Abstract [en]

    The purpose of this article was to analyse how teachers's€™ continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and mathematics. Four programmes of professional development are identified in the investigated material, each motivated by specific conceptions of teachers and professional development. One important trend is that agency engagement in teachers’ CPD and school development has increased over time and that CPD programmes have become more prescriptive and elaborate in their use of evaluations. While this may result in a more standardized and centrally governed teaching profession, centrally governed initiatives could also provide teachers with professional arenas for developing ideas without being influenced by local school management.

  • 4.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Olson, Maria
    School of Education, Health and Social Studies, Dalarna University, Falun, Sweden; Centre for Teaching and Learning in the Humanities, Stockholm University, Stockholm, Sweden; School of Health and Learning, University of Skövde, Skövde, Sweden.
    The (educational) meaning of religion as a quality of liberal democratic citizenship2016In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, no 2, p. 151-166Article in journal (Refereed)
    Abstract [en]

    Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies.

  • 5.
    Wermke, Wieland
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Education. Stockholms universitet.
    Höstfält, Gabriella
    Stockholms universitet.
    Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession2014In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 46, no 1, p. 58-80Article in journal (Refereed)
    Abstract [en]

    This study aims to develop a model for comparing different forms of teacher autonomyin various national contexts and at different times. Understanding and explaining localdifferences and global similarities in the teaching profession in a globalized world requireconceptions that contribute to further theorization of comparative and internationaleducation. Drawing on a governance perspective and building on considerations ofcurriculum evaluation, the study argues that teacher autonomy is a crucial factor that hasto be conceptualized in its national and historical contexts. It presents an examination ofthe teaching profession from both an institutional and service perspective. In both perspectives,teacher autonomy, framed by curriculum evaluation, can be regarded as bothextended and restricted, but not necessarily at the same time. This point of view enablesus to discuss different forms of autonomy in relation to each other. To support this idea,the study discusses cases of teachers in various contexts of time and space.

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