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  • 1.
    Bergh, Andreas
    et al.
    Örebro universitet, Örebro, Sweden.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Skott, Pia
    Uppsala universitet, Uppsala, Sweden.
    Kunskapsmätningar2015Ingår i: Utbildning, makt och politik / [ed] Sverker Lindblad & Lisbeth Lundahl, Lund, 2015, 1, s. 163-180Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 2.
    Chakraborty, Sarbani
    et al.
    University of Wisconsin-Madison, Madison, Wisconsin, USA.
    Elde Mølstad, Christina
    Inland University, Elverum, Norway.
    Feng, Jingying
    University of Wisconsin-Madison, Madison, Wisconsin, USA.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik. Uppsala universitet.
    The reception of large-scale assessments in China and India2019Ingår i: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Kapitel i bok, del av antologi (Refereegranskat)
  • 3.
    Elde Mølstad, Christina
    et al.
    Faculty of Education and Natural Sciences, Høgskolen i Hedmark, Norway.
    Lindblad, Sverker
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Comparative reasoning: curriculum making in the 'grey zone'2017Konferensbidrag (Refereegranskat)
    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.

  • 4.
    Elde Mølstad, Christina
    et al.
    Inland University, Elverum, Norway.
    Pettersson, DanielHögskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik. Uppsala universitet.
    New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research2019Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    New Practices of Comparison, Quantification and Expertise in Education discusses contemporary trends and activities related to comparisons and quantifications. It aims to help scholars to conduct empirically based research on how comparisons and quantifications are instituted in practice at different levels in the educational system.

    The book furthers discussions on policy by looking at the kinds of activities that comparisons and quantifications lead to at an international, regional and national level. Most of the book’s chapters are based on empirical research conducted in different research projects. The book thus brings all these projects together and discusses them as activities promoted by the reasoning of comparisons and quantifications.

    New Practices of Comparison, Quantification and Expertise in Education will be of great interest to academics, researchers and post-graduate students in the fields of comparative education, curriculum research and policy studies. It will also appeal to those in the fields of teacher education, including student teachers.

  • 5.
    Elde Mølstad, Christina
    et al.
    Inland Norway University, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Soft infusion: Constructing 'Teachers' in the PISA sphere2017Konferensbidrag (Refereegranskat)
  • 6.
    Elde Mølstad, Christina
    et al.
    Inland University, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS Research2018Ingår i: 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, s. 166-184Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 7.
    Elde Mølstad, Christina
    et al.
    Inland Norway University of Applied Sciences, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Forsberg, Eva
    Uppsala universitet, Sweden.
    A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research2017Ingår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 16, nr 6, s. 869-884Artikel i tidskrift (Refereegranskat)
    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.

  • 8.
    Elde Mølstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Forsberg, Eva
    Uppsala universitet.
    Framing of Curriculum Research: Experts or Algorithms?2017Konferensbidrag (Refereegranskat)
  • 9.
    Elde Mølstad, Christina
    et al.
    Inland Norway University of Applied Sciences (INN University), Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Forsberg, Eva
    Departement of Education, Uppsala University, Uppsala, Sweden.
    Scientific Framing of Curriculum Research: Experts or Algorithms?2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Mapping research in relation to research interest is a common act of performing a research review. This kind of activity is an important part of being a researcher both to portray the competence of knowing a field and to frame specific research theoretically and analytically. The act of showing belongingness and relationship to different paradigms and thinkers (Kuhn, 1962) or various epistemic cultures (Knorr-Cetina, 1999) has over time been given different forms within the community of research. In relation to the act of framing research by different systematic research strategies we raise questions on: who inhabits and cultivates the field of curriculum research according to different strategies for scientific communication? Our theoretical framework is based on an argument that acknowledge the importance of investigating scientific reasoning (Hacking, 1992) and epistemic cultures (Knorr-Cetina, 1999) for understanding the intellectual organizing of knowledge, and by that exemplify how scientific ‘facts’ and ‘truths’ are constructed and legitimized, which is knowledge perceived as ‘common sense’ (cf. Gramsci 1992) within different scientific fields.

    We investigate four common systematic research strategies for performing research reviews, most used and reproduced within the community of researchers. We have first the handbooks where experts of a specific field are given the legitimacy to portray a specific field of research; second, the systematic search strategies performed with the help of various databases such as e.g. Web of Science, Scopus or ERIC; third, the investigating act of systematically browsing through research journals of special interest within a specific field, and fourth, the systematic research reviews performed by special institutes set up for performing these tasks, such as e.g. Danish Clearinghouse or EPPI centre, which in turn are used as a source by some researchers for illustrating the findings of more restricted and specific research questions.

    Focusing on four different forms of performing systematic research reviews we describe, analyze and compare the various forms with regards to:

    • how knowledge of/in a research field is constructed,
    • what kind of research that is selected and privileged

     In particular, we are interested in the potential movement of research reviews from an act of collective ‘intellectualizing’ among ‘experts’ to an act of ‘technologizing’ dependent on algorithms and terminology embedded in various databases, in which the amount of data is more important in ‘evidence-making’ than the perceived expertise of the source. To put it differently, the databases with their vast aggregation of data, organized by algorithms and terminology, are perceived as the authority and not the authors or the epistemic cultures in which the authors are embedded.

    We use the field of curriculum research to elaborate on the different forms of research reviews and their consequences for knowledge produced. Within the field of curriculum research, handbooks have had a dominant position in describing the field. Also, explicit research reviews within different journals have been important among researchers in the framing of the field of curriculum. However, in the contemporary, bibliometric analyses grounded in database searches and systematic research review performed by special institutes are more and more employed. 

    Method

    Dependent on which strategies used by researchers for framing different research fields we especially hypothesize on the importance of epistemic cultures and how these epistemic cultures historically have transported research, and how this is transformed, or even disappeared, with the entrance of various databases. First, we chose the collaborative act of ‘experts’ producing handbooks as an example of ‘intellectualizing’ dependent on that some researchers are given, or have taken, the role of ‘experts’. Second, we perform bibliometric searches, for reason of illuminating variances, by using Web of Science and Scopus as examples of ‘technologizing’, where databases more than individual researchers or research groups have transformed into the epistemic culture per se. Third, we will systematically browsing through research journals within the curriculum research field using explicit research reviews, within different journals (e.g. Journal of Curriculum Studies, Curriculum Inquiry, Educational Reviewer). This has been an important practice among researchers within the field of curriculum and hence it is important to capture this approach for framing the field. Fourth, we will analyze some systematic research reviews from special institutes (e.g. Danish Clearinghouse or EPPI centre) addressing curriculum research questions This has to a growing extent become a regular way to produce research reviews. Consequently, we are in a position to elaborate on how the field of curriculum research is portrayed by using different strategies for framing a research. This is most important for understanding how the field of curriculum research today is reproduced in various research settings.

    Expected Outcomes

    The preliminary results indicate that for example the use of handbooks portrays the curriculum field by mostly internationally well-recognized curriculum theory researchers, with resembling results for the use of review articles. The use of Web of Science and Scopus to map the curriculum field portrays both a broader and a narrower picture of the field, where more subject specific topics are included while some research is excluded as a consequence of the character of the corpus of journals and data in the databases. This leads to a picture of the curriculum field where actors are publishing on topics and journals more loosely connected to the core for what can be called curriculum research, this since subject specific topics are not in the same way highlighted in the handbooks. The findings of the reviews from the institutes are still to be elaborated. However, the findings so far indicate that there are important differences in the way a field is portrayed depending on which approach is applied. In sum, the results indicate that the approaches we apply shape how a field is portrayed, and by that also how a specific research field can be interpreted and understood. This is important knowledge and should have consequences for example in the way we guide PhD candidates for performing a systematic research review, as well as adding to researchers’ knowledge of the complexity and challenge of the task. It also indicates notions on how a research field is framed in the contemporary, is it made by ‘experts’ of the field or by algorithms and database specific terminology, which is situated outside well-recognized epistemic cultures? What are the consequences of this movement from defining frames of a research field among peers into a technologizing of this act?

    References

    Gramsci, A. (1992) Prison Notebook. G. Lawrence & Wishart: London.

    Hacking, I. (1992). 'Style' of historians and philosophers. Studies in the History and Philosophy of Science, 23(1), 1-20.

    Knorr Cetina, K. (1999) Epistemic Cultures: How the Science Make Knowledge. Harvard University Press.

    Kuhn, T (1962) The Structure of Scientific Revolutions. Chicago: University of Chicago Press

  • 10.
    Elde Mølstad, Christina
    et al.
    Inland University of Applied Sciences, Elverum, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik. Uppsala University, Uppsala, Sweden.
    Prøitz, Tine S
    University College of Southeast Norway, Nottoden, Norway.
    Soft Infusion: Constructing 'Teachers' within the PISA sphere2018Ingår i: Education policies and the restructuring of the educational profession: Global and comparative perspectives / [ed] Normand, R., Liu, M., Carvalho, L.M., Oliveira, D.A., LeVasseur, L., Singapore: Springer, 2018, 1, s. 13-26Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Since their inception, international large-scale assessments introduced by the OECD, such as PISA, have been widely discussed and disseminated in various social fields, e.g. policy, research, practice and the media. Administrative and political actors have responded to PISA and taken part in discussions about the results (e.g. Pettersson in Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Uppsala University, Uppsala, 2008; Hopmann in European Educational Research Journal 6:109–124, 2007, 2015; Ozga in Fabricating quality in education: data and governance in Europe. Routledge, New York, 2011; Ertl in Oxford Review of Education 32:619–634, 2006; Grek in Journal of Education Policy 24:23–37, 2009).

  • 11. Elde Mølstad, Christina
    et al.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Tine, Prøitz
    Douce Infusion: ”Fabriquer” des Enseignants dans la sphère du PISA2020Ingår i: Les politiques de restructuration des professions de l’éducation. Une mise en perspective internationale et comparée. / [ed] L. Le Vasseur, R. Normand, L. Min, L. M. Carvalho & D. Andrade Oliveira, Quebec: Presses de l'Université Laval , 2020Kapitel i bok, del av antologi (Refereegranskat)
  • 12.
    Elm, Amelie
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Bergström, Peter
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    The introduction of a software application intended for quality work in four Swedish preschools2024Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores practitioners’ beliefs and experiences of education, socialisation and care and their impact on the introduction of a software application for quality work in early childhood education. Based on field notes, audio recordings and follow-up semi-structured interviews in four Swedish preschools, it explores how teachers’ beliefs and experiences frame and are framed by the introduction of a software application by an EdTech company. The findings show that preschool teachers perceived the software as disruptive to their established beliefs and practices, despite efforts to align it with the preschool curriculum’s goals. It also highlights the challenges that practitioners faced in understanding and implementing the software, the importance of peer discussions and time for reflection. The study’s conclusions emphasise the importance of a thorough introduction, peer support and opportunities for reflection when introducing software in preschool settings. It also stresses the need to align software implementation with practitioners’ beliefs and experiences to facilitate a successful adoption. In addition, the study highlights the role of ongoing professional development in managing technological change in early childhood education.

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  • 13.
    Faldet, Ann-Cathrin
    et al.
    Inland University Norway, Elverum, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Elde Mølstad, Christina
    Inland University Norway, Elverum, Norway.
    Jeg, du, meg och deg: Hva kan vi egentligen lære av PISA?2019Ingår i: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 103, nr 1, s. 42-52Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    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.

  • 14.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabet
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Skott, Pia
    Stockholms universitet.
    Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space2017Konferensbidrag (Refereegranskat)
  • 15.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Nihlfors, Elisabet
    Department of Education, Uppsala University, Uppsala, Sweden.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik. Department of Education, Uppsala University, Uppsala, Sweden.
    Skott, Pia
    Department of Education, Uppsala University, Uppsala, Sweden.
    Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space2017Ingår i: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Uljens, Michael & Ylimaki, Rose M., Cham: Springer, 2017, 1, s. 363-393Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 16.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Nihlfors, Elisabet
    Department of Education, Uppsala University, Uppsala, Sweden.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap. Department of Education, Uppsala University, Uppsala, Sweden.
    Skott, Pia
    Department of Education, Stockholm University, Stockholm, Sweden.
    Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden2017Ingår i: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043, Vol. 16, nr 2, s. 357-382Artikel i tidskrift (Refereegranskat)
    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.

  • 17.
    Forsberg, Eva
    et al.
    Uppsala University.
    Nihlfors, Elisabeth
    Uppsala University.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Skott, Pia
    Stockholm University.
    Commodification of Present Swedish Processes: Linking Educational Experiences Over Time and Space2017Konferensbidrag (Refereegranskat)
    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.

  • 18.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabeth
    Uppsala universitet.
    Skott, Pia
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Codification of present Swedish curriculum processes: linking educational activities over time and space2015Konferensbidrag (Refereegranskat)
  • 19.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Pedagogik.
    European Educational Transfer and Curriculum Displacement: the Swedish case2014Ingår i: Transnational Policy Flows in European Education: the making and governing of knowledge in the education policy field / [ed] Andreas Nordin & Daniel Sundberg, Oxford: Symposium Books, 2014Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Foss Lindblad, Rita
    et al.
    Borås University.
    Lindblad, Sverker
    University of Gothenburg.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Wärvik, Gun-Britt
    University of Gothenburg.
    Coproduction of Comparative Education Research and Welfare State Education Policy2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    The focus of this study is the intimate relations between educational research and its social and political embeddings, seen through the lenses of international large-scale assessments (ILSA) such as the IEA TIMSS- and the OECD PISA-programs. While increasing influence of these assessments on educational policies is widely recognized (e.g. Ozga & Lingard, 2007) and the meta-theoretical rationality on which they are operating (Grek, 2009), the constitutive elements and dynamics involved in producing their success stand out as a more open question (e.g. Wagner, 1987, on national variations).

    Our case is the transition of Swedish Welfare State (SWS) after WW2 and the development of international comparative research in education. With the specific ambition of not letting us fall into the pitfalls of science/politics dichotomies, we are addressing the dynamics of science/society coproduction (Nowotny et al, 2003; Jasanoff et al, 2001). This case is of significant interest: Firstly, the SWS had a recognized centralistic organization with high reliance on science (Fridjonsdottir, 1987). This organization restructured thoroughly in the 1990s with an increasing emphasis of ILSA (Lindblad, Pettersson & Popkewitz, 2015). Secondly, in the emergence of international assessments Swedish researchers played an important role (Husén & Postlethwaite, 1996). The specific time-space reveals uneven patterns in science/society coproduction where IEA is manifesting success as well as a breaking-point in a today highly weakened regime of how the relevance of international comparative education is to be secured, and what this means.

    Our study is based on a combination of policy documents from state commissions and parliamentary bills, research reports and evaluations of ongoing changes in policy and research as. We identified characteristic phases in the welfare state governance from expansion and centralistic governance over deregulation and decentralization and later into the introduction of a voucher system and governing by results. The analyses resulted in three major conclusions:

    − At the start comparative education research was rare and had a humanistic base in comprehending education in other contexts. The emerging ILSA was based in the social sciences where comparisons centered on differences in efficiency over national contexts.

    − During the first decades of ILSA there was little evidence of societal relevance, e.g. in use for policy decisions and reform initiatives. However, the societal relevance increased drastically, given the restructuring of the educational system and the increasing importance given to supranational organizations.

    − ILSA was from the beginning strongly contextualized and dependent on external resources. The making of the IIE opened up new possibilities for ILSA in Academia, but it is the more recent changes in governance and changes in methodology as well as technology that has allowed the success and dominance of ILSA in research and policy discourses.

    Given these conclusions ILSA turned out to be a successful but contested approach to educational research. For the coproduction of science/society the combination of a strong emphasis on ILSA in social and political discourses on education plus the closing down of the International Institute of Education and the transfer of PISA studies to Pearson is congenial to this development.

    References:

    Fridjonsdottir, K. (1987). Social Change, Trade Union Politics, and the Sociology of Work. In The Social Direction of the Public Sciences (pp. 249-276). Springer Netherlands.

    Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of education policy, 24(1), 23-37.

    Husén, T., & Postlethwaite, T. N. (1996). A Brief History of the International Association for the Evaluation of Educational Achievement (TEA). Assessment in Education: principles, policy & practice, 3(2), 129-141.

    Jasanoff, S. Markle, G. E., Peterson, J. C., & Pinch, T. (Eds.). (2001). Handbook of science and technology studies. Sage publications.

    Lindblad, S., Pettersson, D., & Popkewitz, T. S. (2015). International comparisons of school results - A systematic review of research on Large Scale Assessment in education. Stockholm, Sweden: Swedish Research Council.

    Nowotny, H., Scott, P., & Gibbons, M. (2003). Introduction: Mode 2'Revisited: The New Production of Knowledge. Minerva, 41(3), 179-194.

    Ozga, J., & Lingard, B. (2007). Globalisation, education policy and politics. The RoutledgeFalmer reader in education policy and politics, 65-82.

    Wagner, P. (1987). Social sciences and political projects: reform coalitions between social scientists and policy-makers in France, Italy, and West Germany. In The Social Direction of the Public Sciences (pp. 277-306). Springer Netherlands.

  • 21.
    Gran, Lillian
    et al.
    Inland Norway University of Applied Sciences, Norway.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Molstad, Christina Elde
    Inland Norway University of Applied Sciences, Norway.
    Digital Bildung: Norwegian Students' Understanding of Teaching and Learning with ICT2019Ingår i: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 14, nr 1-2, s. 23-36Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 22.
    Jansson, Joel
    et al.
    Uppsala universitet.
    Forsberg, Eva
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Román, Henrik
    Uppsala universitet.
    Socialisation in Correctional System and Doctoral Education: analyses of contemporary policy formation in Sweden2015Konferensbidrag (Refereegranskat)
  • 23.
    Jansson, Joel
    et al.
    Uppsala universitet.
    Forsberg, Eva
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Román, Henrik
    Uppsala universitet.
    Targeted (re)-socialization in universities and prisons: a policy study concerning tutor and tutee2015Ingår i: Abstract book NERA 2015, 2015, s. 1-1Konferensbidrag (Refereegranskat)
    Abstract [en]

    The paper present a sub-study included in a curriculum theory project on targeted socialization within two institutions of major importance for the Nordic welfare states enculturation, universities and prisons. We compare the relationship between supervisor/doctoral student and correctional contact persons/inmates. There are some apparent differences between these two contexts. Universities are mostly discussed in terms of socialization and learning, prisons more often as institutions where inmates are in need of re-socialization whether they approve or not. Students enter doctoral education as a result of a qualified meritocratic selection process, and success will produce holders of the highest exam possible. Inmates qualify for prison by being convicted for a crime in a court of law, and are deprived of their liberty as they are incarcerated. In addition, prison has a mixed purpose of being about retribution and deterrence, as well as rehabilitation. In this substudy we compare aspects of targeted (re)-socialization processes, from a curriculum theory perspective, regarding the two relationships mentioned above. In other words, the tutoring relationship between tutors and tutees in the contexts of doctoral education and inmate rehabilitation. We pay special attention to the transactions of knowledge, norms, values and identities offered in both cases. The empirical material consists of policy-texts on a national (laws for prisons/ probation, higher education and policy-texts concerning the correctional contact persons)-and a local level (enforcement plans, individual study planes and policy-texts concerning PhD supervision). Preliminary results of this sub-study is that the targeted (re)-socialization process of these two activities have both similarities and difference. This opens up for further research questions on how similarities are played out through the differences between the two institutions in objectives and contents (curriculum), educational forms (pedagogy) and assessment activities (evaluation).

  • 24.
    Lillejord, Solvi
    et al.
    Knowledge Centre for Education, Norway.
    Lindblad, Sverker
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Popkewitz, Thomas S.
    University of Wisconsin-Madison.
    Levinsson, Magnus
    Göteborgs universitet.
    Prøitz, Tine
    University College of Buskerud and Vestfold, Norway.
    On Systemic Research Reviews’ and the Politics of Knowledge in Education2015Konferensbidrag (Refereegranskat)
  • 25.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Nelhans, Gustaf
    Högskolan i Borås.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Popkewitz, Thomas S
    University of Wisconsin-Madison, USA.
    Samuelsson, Katarina
    Wärvik, Gun-Britt
    Göteborgs universitet.
    On Knowledge Organization and Recognition of Research in and on Teacher Education: Views from Above2021Konferensbidrag (Refereegranskat)
  • 26. Lindblad, Sverker
    et al.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Getting the numbers right: An introduction2018Ingår i: 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, s. 1-20Kapitel i bok, del av antologi (Refereegranskat)
    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?

  • 27.
    Lindblad, Sverker
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik. Uppsala universitet.
    Intellectual and social organisation of international large-scale assessment research2019Ingår i: New Practices of comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019, 1Kapitel i bok, del av antologi (Refereegranskat)
  • 28.
    Lindblad, Sverker
    et al.
    University of Gothenburg.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    International Large-Scale Assessments in Education: Social and Intellectual Organization of a Research Field2018Ingår i: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper is a result from a systematic research review on international comparisons in education by means of International Large-Scale Assessments (ILSA). We asked what research is carried out and which research results and conclusions are presented in this field of study? We started with an identification of a large set of research publications in the field – more than 11 000 texts were identified by means of search engines for the period 2004 –2017. Of these we choose the PISA-, TIMSS-and the CIVED/ICCS-research programs –in sum more than 8 000 publications. Given the task to assess research quality we included peer reviewed scientific articles and only including primary research doing international comparisons. Important in mapping and synthesizing research was to capture arguments and conclusions in a broad field that varied in terms of study objects as well as knowledge objects. A broad result concerns what to be explained. We noted in the reviewed articles a very large share ofidentifications of achievement gaps over population taxonomies. To a much lesser extent differences in efficiency were analyzed. We also found research analyzing how to redirect or govern students into certain careers – often in science – being highlighted in some studies. Looking into how these explanations are made the studies referred to student characteristics, different kinds of education measures, and variations in contextual circumstances as explanations. These analyzes presented what was regarded as significant results based on the strength in associations between categories and variables – e.g. how early differentiation in a school system is related to increased social inequity or how gender gaps differ between national contexts. To our understanding, ILSA research entails a particular kind of statistical analysis and construction of data for defining the world of education. One conclusion is that the ILSA research field is heterogeneous, when the subjects of its research are described. This point was supported by the rather fragmented research communication structure that we captured by means of analyses of journal publications citation of articles. However, considering the knowledge objects there is a homogeneous intellectual organization of ILSA in terms of what can be discussed in terms of style of reasoning. This refers to the ways research objects are formulated, how research inquiries are carried out, and what is considered as valid statements in this research process. There is an internal relation in the formulation of explanandum and explanans as knowledge object plus accepted procedures for accepting or rejecting statements concerning this relation – e.g. when comparing school performances among different parts of the population. This is to our understanding basic in the style of reason at work in international large-scale assessments. Such a style of reason sets limits as well as it opens for specific analyses and production of valid statements concerning the research problematic in focus.

  • 29.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Komparativ pedagogik2018Ingår i: Pedagogik som vetenskap / [ed] Mattias Nilsson Sjöberg, Lund: Gleerups Utbildning AB, 2018, 1, s. 93-112Kapitel i bok, del av antologi (Refereegranskat)
  • 30.
    Lindblad, Sverker
    et al.
    University of Gothenburg.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    On the intellectual organisation of international comparative research in Sweden2018Konferensbidrag (Refereegranskat)
  • 31.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    "Slående hur PISA-forskningen missbrukas"2016Ingår i: Dagens samhälle, Vol. 5 decemberArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Vi kommer nu att få läsa tvärsäkra uttalanden om vad Pisa-resultaten står för och vad som behöver göras med svensk skola. Olika aktörer – partipolitiska såväl som kommersiella - kommer att se resultaten som tekniska mått på skolans kvalitet. Det är problematiskt av flera skäl, skriver två skolforskare.

  • 32.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    "Who are we writing for?": On Research Publishing in Comparative Studies Based on International Large-Scale Assessments2023Ingår i: Sisyphus, ISSN 2182-9640, Vol. 11, nr 2, s. 139-163Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study is based on an interest in interaction between science and society and how this structures science and society in tandem. In order to capture such interaction, we are analysing statements in scientific publications. The purpose of this study is to analyse relevancing in scientific publications by studying who are addressed by the research contributions and why these are considered to be relevant. Our case is the field of research labelled as International Large-Scale Assessments (ILSA), such as the OECD's Programme for International Student Assessment (PISA), created to analyse relations between educational designs and student performances.

    We identified a large set of research publications by means of the search engines Web of Science and Scopus. We selected publications that were peer reviewed and based on empirical comparisons between at least two countries. A large majority were only analysing student achievement, and few were researching impacts of educational variations. Relevance statements were mostly addressing policymakers. These findings are indicating strong social structuring of much ILSA research.

    Ladda ner fulltext (pdf)
    fulltext
  • 33.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Popkewitz, Thomas
    University of Wisconsin-Madison.
    A review of the field of international comparisons of school performances and their educational and political impact over time2015Konferensbidrag (Refereegranskat)
  • 34.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Popkewitz, Thomas
    University of Wisconsin-Madison.
    International Comparisons of School Results: A Systematic Review of Research on Large Scale Assessments in Education2015Rapport (Refereegranskat)
  • 35.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Popkewitz, Thomas S
    University of Wisconsin.
    Os poderes comparativos dos números e o conhecimento antecipado do número na educação2020Ingår i: Currículo sem Fronteiras, ISSN 1645-1384, Vol. 20, nr 1, s. 9-22Artikel i tidskrift (Refereegranskat)
  • 36.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Pedagogik.
    Popkewitz, Thomas S
    University of Wisconsin-Madison.
    Systemic Review of Research on International Comparisons of School Results2015Konferensbidrag (Refereegranskat)
  • 37.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, DanielHögskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap. Uppsala universitet.Popkewitz, Thomas StanleyUniversity of Wisconsin-Madison, USA.
    Education by the Numbers and the Making of Society: The Expertise of International Assessments2018Samlingsverk (redaktörskap) (Refereegranskat)
    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.

  • 38.
    Lindblad, Sverker
    et al.
    Göteborgs universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    International Comparisons and the Re-modelling of Walfare State Education2017Konferensbidrag (Refereegranskat)
  • 39.
    Magnusson, Gunnlaugur
    et al.
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Imaginaries of Inclusion in Swedish Education2021Ingår i: Oxford Encyclopedia of School Reform / [ed] W. Pink, New York: Oxford University Press, 2021Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Traditionally, Swedish education has been built on, and enhanced by, notions and priorities of democracy, equity, and inclusion. In fact, Sweden’s education system has often, during the 20th century, been raised as a beacon of inclusion. However, from the 1990s onwards Swedish education is gradually transmogrified into a heavily marketized system with several providers of education, an emphasis on competition, and an escalating segregation, both as regards pupil backgrounds, need for special support, educational attainment, and provision of educational materials and educated teachers. This shows that traditional educational ideals have shifted and been given new meanings.

    These shifts are based on desires to improve performance and new ideas of control and predictability of educational ends. The historical development of education reforms illustrates how priorities have shifted over time, dependent on how the public and private are conceptualized. In particular, education reforms from the 1990s and onwards have gradually been more attached to connotations on market ideals of competition, efficiency, and individualization, making inclusion a secondary and de-prioritized goal of education, creating new educational dilemmas within daily life in schools.

    An empirical example of principals’ experience—seen as mediators of educational desires—illustrates these dilemmas and how the marketization of education affects both the political understanding of how education is best organized and the prioritization of previously valued ambitions of coherence and inclusion.

  • 40.
    Magnusson, Gunnlaugur
    et al.
    Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Imaginaries of Inclusion in Swedish Education2022Konferensbidrag (Refereegranskat)
  • 41.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Cybernetics and Systems Thought as a Salvation for Educational Problems2019Konferensbidrag (Refereegranskat)
    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.

  • 42.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Cybernetics in Soviet Union: From threat to treat2019Konferensbidrag (Övrigt vetenskapligt)
  • 43.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Education policy depicted for elementary school children: Examples from Soviet Russia and Sweden2022Konferensbidrag (Refereegranskat)
    Abstract [en]

    The last decades have been marked by a significant expansion of theoretical and methodological approaches in the studies of the history of curriculum and, more broadly, of education policy (Kalervo et al., 2015; Pinar et al., 2014). However, as a consequence of the pronounced linguistic turn, the field is dominated by an understanding of policy as “discourse, text,and most simply but profoundly, as words and ideas” (Pinar et al., 2014, p. 7). In other words, the emphasis lies on the verbal dimension of policy formation, transformation, enactment, and evaluation, while the visual, nonlinguistic ornondiscursive dimension remains largely unexplored. Although there recently has emerged increased interest in understanding the role of numbers in shaping educational policy (Pettersson, 2020), pictures and images have not received much attention so far. In other words, ‘the pictorial turn’, outlined by Mitchell (1994) in the 1990s in relation to human sciences, has not yet had any significant impact on the study of education policy.

    This paper aims to extend existing approaches to the analysis of education policy by highlighting the importance of various forms of visualization in creating and contesting values and norms embedded in policy. More specifically, we examine how pictures used in textbooks for elementary school children reflect and shape what society considers as “sacred values”. To do so, we analyze the pictures from Soviet and Swedish primers published between the early 1960s and the early 1990s. Despite political and ideological differences, both countries saw the development of “one school for all” during these decades. Attention to elementary school textbooks, and primers in particular, stems from the fact that they are intended for children who cannot yet read. With their ability to communicate complex issues in an easy and understandable way, pictures play a more pronounced role than texts in primers. Thus, primers create a kind of “vocabulary of the world”, expressed through pictures. Reflecting pedagogical ideals, these pictures show how school children are expected to think and act, and what society should be produced through education.

    By taking a closer analytical look at the pictures that were produced and reproduced in primers in different cultural contexts, we want to demonstrate the complex ways in which images have the power to shape knowledge, visualize educational utopias, and make the values codified in curricula intelligible.

    References:

    Kalervo, N. G., Matthew, C., & Bendix Petersen, E. (Eds.). (2015). Education policy and contemporary theory: Implications for research. Routledge.   

    Mitchell, W. J. T. (1994). Picture theory: Essays on verbal and visual representation. Univ. of Chicago Press.   

    Pettersson, D. (2020). A comparativistic narrative of expertise: International large-scale assessments as the encyclopaedia of educational knowledge. In G. Fan & T. S. Popkewitz (Eds.), Handbook of education policy studies: School/university, curriculum, and assessment (Vol. 2, pp. 311–329). Springer Singapore.    

    Pinar, W., Reynolds, W. M., Slattery, P., & Taubman, P. M. (Eds.). (2014). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses: Vol. 17. P. Lang.

  • 44.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Fabricating Normalcy Through Image-Based Assessments: A Brief History of Intelligence and Personality Tests2023Ingår i: International Standing Conference for the History of Education (ISCHE), Budapest, July 17-21, 2023, Budapest, 2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    In 2018, the OECD launched a pilot study titled International Early Learning and Child Well-being Study (IELS) which assesses the emergent literacy, numeracy, self-regulation, and social emotional skills of children at age five. These skills are described as fundamental for children’s future achievements in school and later on in adulthood (OECD, 2020). According to the OECD (2015), the IELS will eventually “provide information on the trajectory between early learning outcomes and those at age 15, as measured by PISA” (p. 103). Thus, the basic assumptions underlying the IELS is that intelligence and socioemotional skills can be objectively evaluated and compared, and that they are stable and predictable

    Ironically dubbed the ‘Baby PISA’, the IELS has already drawn a great deal of criticism, which tends to be in line with that of PISA (Auld & Morris, 2019; Moss et al., 2016). However, despite obvious connections to other large-scale assessments, the IELS stands out in terms of its methodology which was developed for children who typically cannot yet read and write. The instructions were given by a pre-recorded voice on a tablet and children could indicate their preferred response by touching items or moving them around the screen (OECD, 2020). Thus, at its core the IELS relies on children’s ability to ‘read’ pictures and to match what they hear and see with what they know.

    The use of visual imagery as a tool for measuring cognitive and socio-emotional development is by no means new. In fact, many intelligence and personality tests developed as early as the early 1900s (such as Binet-Simon intelligence scale or the Rorschach test) incorporated some form of images. Developed for diagnosing developmental or intellectual deficiencies in young children or to identify personality and mental health disorders, such tests provided a technique to reveal the invisible and to make the perceived differences between humans to become observable, measurable, comparable and, thus, ‘real’. Despite much criticism, tests of this kind are still widely used to differentiate ‘normal’ individuals from those ‘gifted’ or ‘at risk’ and to assign different pedagogical treatments to different groups of students (Paul, 2004).

    By measuring the cognitive and emotional intelligence of preschoolers, the IELS marks the culmination of a century in which testing was of paramount importance. In this paper we situate the IELS within a broader history of image-based assessments to discuss how images function as a tool for differentiating students, controlling education, and predicting future risks (cf. Pettersson & Nordin, forthcoming). For that we trace the history of some of the most common intelligence and personality tests and outline the conditions of possibility that enabled image-based tests to appear scientific and to function as a source of evidence.

  • 45.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. Uppsala universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik. Uppsala universitet.
    From “threat” to “treat”: Cybernetics in the Soviet union2020Ingår i: The International Emergence of Educational Sciences in the Post-World War Two Years: Quantification, Visualization, and Making Kinds of People / [ed] Thomas S. Popkewitz, Daniel Pettersson, Kai-Jung Hsiao, Taylor & Francis , 2020, s. 187-206Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 46.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Governing education through graphs, charts, and diagrams: Visualizing the past, present, and the desirable future2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    Data visualization has become an integral part of governing education, greatly expanding its reach and influence in the digital age. From tracking the performance of individual students to monitoring the overall success of educational systems, data visualization serves as a powerful tool for informing policy and decision-making on both global and local levels. By providing an easy-to-understand representation of numerical data, it helps governments to quickly identify patterns and trends over time, make calculations about the future and communicate complex information in ways that are both informative and aesthetically pleasing. While there has recently been an increased interest in understanding the role of numbers in shaping education policy (e.g., Pettersson, 2020), visual representations have so far received little attention. Given the importance attached to data in education governance (Williamson, 2016), this gap is surprising. The aim of this paper is, therefore, to contribute insights on how images, words and numbers work together to produce knowledge that makes educational systems amenable to analysis, comparison, and governance (Decuypere & Landri, 2021; Williamson, 2016). More precisely, we explore how quantitates are transformed into geometric shapes, arrows, bars, and vectors to create persuasive accounts of what ‘works’ and what needs to be fixed. We do so by analyzing abstract non-representational pictures employed by international education agencies (such as OECD and UNESCO) in their reports from the last three decades. Inspired by Science and Technologies Studies (Daston & Galison, 2007; Latour, 2012; Lynch & Woolgar, 1990), we consider data visualization a specific technique of knowledge production that structures our understanding of educational spaces and temporalities (cf. Decuypere & Simons, 2020). Although data visualization is often assigned the role of ‘cognitive aid’, the preliminary results of our study indicate that it is not as transparent and self-evident as it is widely believed. By allowing the viewer to ‘see’ the past and present and to imagine the future, graphs, charts, and diagrams convey the impression as if they were entirely devoid of politics. With this promise of objectivity visual representations turn invisible phenomena into ‘noisy’ but ‘beautiful’ evidence (Halpern, 2015; Lynch, 1991). Nevertheless, data visualization presupposes filtering of what can be seen, in what ways and for what purposes. As such, it operates as a mode of preemptive governance (cf. Massumi, 2007), whereby the visualized pasts and projected (un-)desirable futures are brought into and organize the present.

  • 47.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap. Uppsala Universitet.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Minding the gaps: The politics of differentiation in Swedish education from 1842 to the 1960s2024Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 56, nr 2, s. 160-171Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The concept of differentiation holds immense significance in education, touching upon aspects like access, inclusion, justice, and equality. However, it is also a complex and elusive notion, which acquires different meanings across historical and cultural contexts. This article explores the shifting reasoning about differentiation in the Swedish educational context. Inspired by Foucault’s account of disciplinary power, it conceptualizes differentiation as a technique for marking and addressing gaps between individuals. Drawing on an analysis of governmental and scholarly reports from 1842 to the late 1960s, the article identifies three shifts in the reasoning on differentiation: 1) from differentiation by socioeconomic class as a given factor to the search for scientific rationales for differentiation based on measurement of intellectual ability, 2) from viewing differences in intelligence as biologically conditioned and stable to viewing them as amenable to training and correction through education, and 3) from a focus on inputs to a focus on outputs. Overall, the article argues that even if the term ‘differentiation’ itself has been discursively replaced by others, the ideas underlying it—the search for gaps—continue to shape education in Sweden and beyond.

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  • 48.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    The Shape(s) of Knowledge: Pyramids, Ladders, Trees and other Visual Representations of Bloom’s Taxonomy2024Konferensbidrag (Refereegranskat)
    Abstract [en]

     What image comes to your mind when you hear ‘Blooms Taxonomy’? Most likely it is a pyramid with several different colored levels of knowledge from ‘remember’ to ‘create’, with implied or explicit arrows pointing upward. In fact, this visualization of taxonomy is one of the most popular. Yet, its origin remains a mystery: it was not part of Bloom’s et al (1956) original framework or the later revision (Anderson & Krathwohl, 2001). On the one hand, pyramids and triangles are a common way of visualizing theoretical models in the social and educational sciences: think of the didactic triangle, Maslow’s hierarchy of needs (1943), or Dale’s cone of experience (1946). However, while these models have largely retained their original pyramidal representations over time, Bloom’s taxonomy has evolved into various visual metaphors such as ladders, trees, circles, and flowers. What ideas about knowledge do these visualizations convey?

    Developed in the 1950s, Bloom’s Taxonomy was designed to provide a wide range of educational professionals with a simple theoretical model that could be used to address curriculum and evaluation problems (Bloom et al, 1956, p. 1). Essentially a product of behaviorism, Bloom’s taxonomy emphasizes observable students’ behaviors resulting from instructions. Moreover, the very word “taxonomy” represents an attempt to apply models from the natural sciences, particularly biology, to the field of education. In biology, taxonomy refers to the classification of organisms into a hierarchical structure based on shared characteristics. By borrowing this concept from the natural sciences, Bloom’s Taxonomy sought to bring a similar order and ‘scientific’ rigor to educational objectives. A taxonomy, according to Bloom, unlike a simple classification system, must follow structural rules and reflect a “real” order among the phenomena it organizes (Bloom et al, 1956, p. 18). It is a method of ordering phenomena that should reveal their essential properties as well as significant relationships among them (p. 17). Recognizing the difference between classifying phenomena in the natural sciences and more abstract educational phenomena, Bloom noted that educational objectives, when expressed in behavioral terms, could indeed be observed, described, and thus classified.

    Bloom’s Taxonomy has not only survived the decline of behaviorism but is still widely used in educational planning and evaluation in different parts of the world, including Europe (Anderson & Sosniak, 1994). Moreover, a new revision, known as Bloom’s Digital Taxonomy, was recently developed by Churches (2008) to account for the skills required in the digital age. Such persistence of the taxonomy can be attributed to several factors. First, its structured approach provides a practical and easy-to-use framework for educators and curriculum designers. Second, its adaptability to different visual metaphors may also contribute to its enduring appeal (see Mitchell, 2005). Third, most research on taxonomy tends to focus on its interpretations, misinterpretations and application in educational practice but ignores its historical origins, theoretical underpinnings, and visualizations.

    This study explores the confluence of ideas and practices through which a hierarchy of knowledge is produced and disseminated as scientific facts. Specifically, it examines the assumptions and beliefs about knowledge implicit in the Bloom’s Taxonomy and its different visual representations. In doing so, the study brings together and extends the insights from a growing body of literature on how pictorial and graphic displays of conceptual models, methods or data transform ‘invisible’ phenomena into visible facts (Baigrie, 1996; Coopmans et al, 2014; Jones & Galison, 1998; Latour, 1993, 2017; Lynch, 1981; Pauwels, 2005; Rogers et al, 2021). This means that we regard pictures as an important part of discourses that establish ‘regimes of truth’ (Foucault, 2014) and promote certain ways of thinking, knowing, seeing, and acting in the world.

  • 49.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    The timeless beauty of data: Inventing educational pasts, presents and futures through data visualisation2024Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores the complex interplay between the visual, numerical and verbal elements of data visualisation and their role in shaping policy concerns. Focusing on the aesthetic and temporal dimensions of statistical graphics and drawing on the notion of diagram in the Deleuzian sense, the article emphasises the performative nature of data visualisation. More specifically, it explores how data visualisation suggests, rather than reveals, particular visions of educational pasts, presents and futures. Based on an analysis of graphs and charts selected from recent UNESCO and OECD reports, the article discusses the practices of the datafication of time and temporalisation and the beautification of data, which together produce ‘beautiful evidence’. This evidence informs education policies and practices and affects the way education can be seen, known and acted upon.

  • 50.
    Mikhaylova, Tatiana
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Pettersson, Daniel
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Visualizing Politics and the Politics of Visualization: New Paths for Curriculum Theory?2022Konferensbidrag (Refereegranskat)
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