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  • 51.
    Francia, Guadalupe
    et al.
    Mälardalens högskola, Utbildningsvetenskap och Matematik.
    Riis, Ulla
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Enactment processes in the implementation of European and national foreign language proficiency policies: The case of Spanish as an optional school subject in the Swedish school system2016In: European Journal of Language Policy, ISSN 1757-6822, Vol. 8, no 2, p. 173-189Article in journal (Refereed)
  • 52.
    Francia, Guadalupe
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Riis, Ulla
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Tillväxtens risker: en rapport om spanska som modernt språk2014In: LMS : Lingua, ISSN 0023-6330, Vol. 2, p. 2-5Article in journal (Other (popular science, discussion, etc.))
  • 53. Grosin, Lennart
    et al.
    Francia, Guadalupe
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Les écoles islamiques, une conséquence de la libéralisation et de la privatisation du système d'enseignement suédois2001In: L’enseignement privé en Europe (II) / [ed] C. Muller & R. Rouault, Caen, France: Presses Universitaires de Caen , 2001Chapter in book (Other academic)
  • 54.
    Jenkins-Parker, Marie
    et al.
    University of Limerick, Ireland.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Francia, Guadalupe
    Uppsala Universitet.
    Responding to the educational needs of Muslim children in a non-Islamic state: a UK-Sweden comparative study2013Conference paper (Refereed)
  • 55.
    Moreno Herrera, Lázaro
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Francia, GuadalupeÖrebro universitet, Pedagogiska institutionen.
    Decentralization and centralization policies in education in Europe: current trends and challenges2002Collection (editor) (Other academic)
    Abstract [en]

    Decentralization and centralization are as opposite trends in educational policies, as much as they are in economics and politics. A preliminary assumption considers the existence at European level of two main forces having a major impact in educational policies. First: the ideal of a common European identity, an economical and social community, which claims for common goals, unified policies, that is centralization. The second group of forces can be related to the importance of the individual and local level to be involved in decision making in education, the diminishing of the role of central authorities and the partnership market & education. This, on the contrary, is assumed to claim for decentralization in educational policies.

    With the above as a conceptual point of departure the First International Workshop attempted to initiate a debate and search for answers to questions such as the followings: In which ways this apparently “opposite forces” could strive towards the same goals?, Which criticism could be put forward to the approach presented above? Are there other perspectives to consider when scrutinizing decentralization and centralization in education? What is possible to do in terms of research to approach this problematic? The keynote speeches and papers included in this report approach some of these questions or deepen into others relevant with a perspective covering from research experiences to local issues.

  • 56.
    Moreno Herrera, Lázaro
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Francia, GuadalupeÖrebro universitet, Pedagogiska institutionen.
    Educational policies: implications for equity, equality and equivalence2004Collection (editor) (Other academic)
    Abstract [en]

    This report is part of one of the studies within the project “What about equivalence” granted by The Swedish Research Council and led by Professor Tomas Englund at Örebro University, Sweden. Studying equity, equality and equivalence in education across borders posses a number of challenges associated not only to their conceptualization but to other aspects such as the historical and political dimensions. The different approaches that are found in sociological analysis of educational equity show the underlined complexity. Acknowledging these limitations the aims of this report are threefold. (a) To present main issues concerning the implications for equity, equality and equivalence of the current educational policies in different national educational systems. (b) To present, and to some extent expose for further discussion, what concepts, theoretical grounds and indicators are used to approach the subject at issue. (c) To present some of the current concerns on equity, equality and equivalence in other educational contexts and in Sweden in order to, at a later stage, assess its possible relationship. The report also expects to be a springboard for the further joint enquiry and discussions to come among the scholars who have been involved in its realization and others interested in the subject. The scope is therefore limited to this needed open up to mutual knowledge of perspectives on a complex issue, which is of paramount importance for school practices.

    The perspectives on equity, equality, and equivalence, which are presented in this report varies indeed concerning both the conceptual frames as well as the methodological approaches used by each contributor. Rather than a hindrance this “diversity” is assumed as a meaningful contribution to the tenet supported in this report that issues of equity, equality and equivalence should be viewed with a broader perspective beyond simple comparison of concepts across national educational systems. The contributions here presented indeed map this broad perspective.

  • 57.
    Parker Jenkins, Marie
    et al.
    Department of Education, University of Limerick, Limerick, Republic of Ireland.
    Francia, Guadalupe
    Department of Education, University of Uppsala, Uppsala, Sweden.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Education for the other: policy and provision for Muslim children in the UK and Swedish education systems2017In: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 47, no 2, p. 257-270Article in journal (Refereed)
    Abstract [en]

    The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.

  • 58.
    Riis, Ulla
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Francia, Guadalupe
    Uppsala universitet .
    Lärare, elever och spanska som modernt språk: Styrkor och svagheter - möjligheter och hot2013Report (Other academic)
    Abstract [sv]

    Spanska som modernt språk undervisas i den svenska grundskolan sedan 1994. Ämnet är populärt och väljs i årskurs 7 av hälften av alla elever, men avhoppen är också stora. Efter tre år kvarstår endast knappt 30 % av eleverna. En förklaring bland flera är brist på behöriga lärare i ämnet och en annan är en svag ställning för detta valbara ämne relativt andra och obligatoriska ämnen. Rapporten beskriver, analyserar och förklarar bakgrund och orsaker till dessa förhållanden ur ett helhetsperspektiv och ett antal förslag till förändringar av situationen läggs fram.

  • 59. Rochex, Jean-Yves
    et al.
    Francia, Guadalupe
    Uppsala University, Sweden.
    Greger, David
    Le Breton, Joce
    Les adaptations et transformations curriculaires et pédagogiques et leurs agents dans les politiques d'éducation prioritaire2011In: Les politiques d'éducation prioritaire en Europe: Tome II : Quel devenir pour l'égalité scolaire? / [ed] Marc Demeuse, Daniel Frandji, David Greger & Jean-Yves Rochex, Lyon: ENS Editions, 2011, p. 243-278Chapter in book (Other academic)
  • 60.
    Rottenberg, Débora
    et al.
    Stockholms universitet.
    Francia, Guadalupe
    Uppsala University, Sweden.
    El contexto neoliberal en el alcance de la equidad propuesta por las políticas europeas de proficiencia lingüística: el caso del español en el sistema educativo sueco2016In: PROFESORADO, ISSN 1138-414X, E-ISSN 1989-6395, Vol. 20, no 02, p. 366-380Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to analyze and discuss the possibilities of an equitative implementation of the European policies of language proficiency in the context of neoliberal education policies. With the EU recommendations about language proficiency policies as starting point, the main documents governing the Swedish educational policy as well as the concrete practices of the different actors involved in the teaching and learning of Spanish as a foreign language are analyzed. This is done by taking as an axis the different forms of freedom of choice. It is shown that the current neoliberal educational system in Sweden does not favor the implementation of the recommendations of equity proposed by the EU. This is explained by the increasing freedom of choice by various actors, which has created a state of instability and inequality in the conditions of implementation of European policies on multilingualism.

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