Sverker Lindblad
Seniorforskare
Institutionen för pedagogik ochOm Sverker Lindblad
Sverker Lindblads hemsida (på engelska)
Forskningsintressen De frågor jag framför allt arbetar med rör formandet av pedagogiska system och processer och hur detta hänger samman med olika tendenser i samhället. Av särskilt intresse är politiska aspekter av pedagogiska fenomen. Hur ska vi förstå utveckling och erkännande av professionell expertis? Vad formar skeendet i klassrumsinteraktion och vad innebär det för social och kulturell reproduktion? För att söka svar på dessa frågor arbetar jag med forskning om hur undervisning och utbildning styrs och vad detta innebär för formandet av dagens människor och institutioner. Här arbetar jag med forskning om läroplansteori och komparativ pedagogik. Jag utnyttjar begrepp som styrningsmentalitet och självteknologier. Till bilden hör försök att bidra till internationellt samarbete inom utbildningsvetenskaplig forskning i forskarorganisationer och genom redaktionsarbete.
Undervisningsintressen Jag undervisar och handleder gärna om pedagogikens historia och utveckling och om internationell och jämförande pedagogik. Jag betonar betydelsen av relationer mellan utbildning och samhälle och frågor om social och kulturell reproduktion. Motsvarande gäller också för undervisning om läroplansteori och pedagogiska processer.
Nyckelord skolreformer, utbildningspolitik, läroplansteori, social integrering och exkludering, kulturell reproduktion, profession, professionell expertis, komparativ pedagogik
Forskningsmiljöer och projekt Pedagogik och Politik, POP Gothenburg Centre for Globalization and Development
Pågående projekt med anslag från Vetenskapsrådet:
International Comparisons and the Re-modelling of Welfare State Education 1. Purpose and aims: Education is of vital societal importance according to transnational actors such as the OECD and the EU, e.g. in terms of international competition in a knowledge economy or in lifelong learning and economic and cultural development (e.g. OECD 2001; European Commission, 2007, see also Livingstone & Guile, 2012 as well as Husén and Kogan, 1984/2014). However, this emphasis on education is often combined with a critique of the actual status of education according to international standards, for instance to deteriorating performances of the Swedish education (OECD, 2015) leading to heavily stressed demands on improvement or re-modelling of education systems among policy-makers and different organizations. Sweden is not an exceptional case here. Similar ways of identifying and dealing with education problematics are also occurring in other national contexts (see e.g. Hopmann, 2008;). Given the status of international comparisons and the impact of transnational expertise in current education discourses we identify what we name a comparativistic paradigm in education. Here, comparisons are less about how to know about education in different contexts and more about doing hierarchies of performances, where comparing school systems and their performances is serving as base and are focusing on positions in ranking and performance trajectories over time (such as “how the world class systems came out on top”) This comparativistic paradigm with the power of new algorithms for classifying educational systems at the intersection of international actors and national policy and science, is repeatedly expressed in education policy debates (to become “one of the ten best performing education systems”), in mass-media and in conversations with transnational education expertise on how to improve education in these respects. The emergence of this approach to education has been noted in research (Carvalho, 2016; Grek, 2016), mostly with a focus on relations between different actors at work in different layers and in transnational governance (Ozga, 2012; Djelic & Sahlin-Andersson, 2006). However, there is a vital need to analyze and to critically examine educational comparativism - which arguments are put forwards on what premises and with what implications for the concept of education and for educational betterment and reformation? Based on such notions, the purpose of the current study is describe and analyze this comparativism in education in order to critically examine and clarify what claims and educational reasoning that are put forwards as well as implications for educational design and action. In order to realize this purpose we search for answers to the following set of questions: • What argumentative positions are put forwards in the comparativistic education paradigm and what are the implications for education discourses? What are the principles for ordering, describing and classifying the problems and solutions to educational systems? • - Which actors are present and what interests in education are displayed at the education agora? What networks from among national and international research, policy, and professions intersect at the agora? What impact has research doing international comparisons of education in this field of knowledge and actors? • What are the re-modelling implications for educational expectations, conceptualization, design and change in, for example, policy, curriculum design, teacher education and research? • What implications does the comparativistic paradigm have for educational knowledge and the making of educational expertise? How does for instance teacher education deal with the comparativistic paradigm? How do research training deal with comparative education? In order to answer these questions we will focus on the trajectories of Swedish welfare state education – how the comparativistic education paradigm has developed in policy, in research, in curriculum design and in the formulation and realization of comparativistic educational knowledge. When doing so we have the opportunity to analyze the intersection between science and society in an important field of education. In accordance with Nowotny et al. (2002) we can name this metaphorically as an education agora. To analyze this agora is the final section of our purpose. Here we ask: • How is the intersection between science and society formed and reformed in the making and development of a comparativistic paradigm in education? 2. Survey of the field: Given the research interest presented by the purpose and research questions we are covering a set or research fields, though framed in a specific way by the concept of comparativism developed in education. A point of departure is taken by the concept of paradigm derived from Kuhn (1970) and Popkewitz (1984) signifying research paradigms and the role of the intellectual. Our interest in the intersection between science and society made it productive to re-contextualize the paradigm concept to define specific configurations of education matters (see e.g. Spring, 2012) and to underline the importance of intellectual and scientific qualities and practices in the formulation and realization of educational ideas and programs. Given this combination we make a short thematic survey of relevant research over policy discourse analyses, international comparative education research, and their implications in education programs and curriculum theorizing. We will here also put forwards relevant research carried out by our research team under these themes and make short conclusions related to available research and needed contributions. Changing welfare state education discourses and education governing: Welfare state education in transition has been subject to a large set of research (see e.g. Ball, 1997; Taylor, Rizvi, Lingard, & Henry, 1997; Zajda, 2005), also in Swedish contexts (Englund, 1986; Lindensjö & Lundgren, 2000; Lundahl, 2005) where there are large policy changes since the 1980s, e.g. in terms of decentralization, marketization, the introduction of a voucher system. In previous studies members of the team analyzed changing discourses on different levels and for different actors (Lindblad, Lundahl, Lindgren & Zackari, 2002). Similar tendencies were present in Nordic Welfare State education (Johannesson, Lindblad, Simola, 2002) and over European contexts (Lindblad, Ozga & Zambeta, 2002) though with different policy trajectories (Goodson & Lindblad, 2011) and with an increasing importance in terms of globalization (Popkewitz & Rizvi, 2010). Research in this field has predominantly been carried out by means of document analyses (Lindblad & Popkewitz, 2000) and interviews with policy actors (Lindblad & Popkewitz, 2001) and professionals (Houtsonen & Wärvik, 2009), but also by means of Gallup studies (Houtsonen et al, 2010; Samuelsson & Lindblad, 2015). We plan here to use the comparative opportunities in the design of policy discourse analyses as utilized in Popkewitz & Lindblad (2000) and the policy interviews as used by Lindblad & Popkewitz (2001). Comparative education research: The interests as well as approaches to comparative education research have shifted over time, e.g. in terms of case studies and variable studies (Novoa & Yariv-Mashal, 2003) related to conceptions of the comparability of education in different contexts and the problem of theorizing education out of context (Archer, 2013). Comparative education research has taken many positions (see e.g. Schriewer, 2009) and ways of analyze education internationally and comparatively (e.g. Cowen & Kazamias, 2009). Here, several important studies point to the huge problems to do education comparisons e.g. over different contexts and cultures and on the different impact of educational comparisons (e.g. Martens & Niemann, 2013). During the last decades there has been an increasing interest in as well as numbers of comparative studies by means of large scale assessments, as carried out firstly by the IEA, secondly by the OECD, and thirdly by the European Commission (Pettersson, 2008; Lindblad, Pettersson & Popkewitz, 2015). As a response to this interest a huge number of studies have been published (more than 10 000 during the last decade), out of which a large number has been dealing with promoting international comparisons as a matter of providing knowledge for policy or as analyses and criticisms of current transnational governance by means of the tools transnational organizations and multi-national corporations provide (Carvalho, 2016; Grek, 2016; Sellar & Lingard, 2013). In sum there is a large amount of publications on international comparisons of school performances, but out of these a very small share (less than one percent of all identified publications) is actually doing international comparisons based on primary data and presented in peer reviewed journals (Lindblad, Pettersson & Popkewitz, 2015). Lindblad, Pettersson and Popkewitz (2015) developed two complementing approaches to analyze arguments provided in large scale assessments of educational performances. Firstly, in terms of as a kind of scientific reasoning (Crombie, 1988; Hacking, 1992) with specific constraints considering what is considered as valid statements. Secondly, the constructions of arguments (based on von Wright, 1983) in comparative studies are mostly based on taxonomic distinctions of populations and definitions of e.g. performance gaps between taxonomic groups. Actually, rather a small share was doing comparisons in terms of efficiency and ranking. This finding was conceived of as distinctly different from the uses of international large scale assessments in policy discourses where matters of efficiency and ranking dominated the scene. Our proposed study will benefit from our previous extensive systematic research review and the development of filtration processes carried out there. It will take a stance in how to analyze statistical reasoning and arguments in large scale assessments as inputs into educational discourses. The comparativistic paradigm in education: In practice a number of publications are presenting issues on design and re-modelling measures in education matter based on international comparisons based on large-scale assessments. Exampled are here the reports from the OECD on PISA lessons for different countries (e.g. such as the different reports on Sweden) and the materials for the International Summits for the teaching profession (see also e.g. Schleicher, 2009). Here, we also note e.g. the McKinsey reports on how to come on top as an education system (Barber & Mourshed, 2007) and notions about the future with the much debated Pearson take-over of the PISA test. However, there is little of critical examination of these materials, curriculum rationales and practices beside notions on the narrowing of educational aims (e.g. Labaree, 2012), teacher responses to the PISA recommendations (Fensham, 2009) and of the lack of understanding of context (Coffield, 2012). Here, we also note the criticism of technological and instrumental rationalities (e.g. Biesta, 2009) The current team have presented analyses of the McKinsey reports in Lindblad, Pettersson & Popkewitz (2015) which is further developed by Popkewitz (2016) where the basic principles and concepts are examined in terms of curriculum theorizing. Given this state of the art, a significant contribution would be to analyze how the comparativistic paradigm is translated and contextualized into education designs and programs. On an education agora: There are a number of studies on e.g. transnational governance and international expertise in the reception and use of international comparisons in different education discourses. However, there are few studies (see, e.g Brown, 2012) devoted to the science-society interplay in education matters - who are getting access, what is on the agenda and what principles and preferences are at work? The notion of paradigm in our research is opening for analyzing the role of intellectuals in educational matters (Popkewitz, 1984) and in the public (Lindblad, Nilsson & Lindblad, 2015; 2016). Thus we put that focus as part of our studies of the developments and translations of the comparativistic paradigm in education. This short review of research of relevance for our purpose and research questions, shows the significance of analyzing the developments of educational discourse and international comparisons of education and how these trajectories are intersecting over time. The review also points to the importance of precise analyses of arguments in this interplay and the need of understanding context and knowledge practices at work. 3. Project description: We are planning the research to be carried out over four years, during 2017-2020. That is partly due to the amount of research to be done, and partly due to collection of data in cooperation with the SOM-institute surveys in relation to the parliament election 2018 (data available March 2019) and the first collection of PISA data by the Pearson Cooperation. The research is based on a mixed method approach and organized as a combination of autonomous work-packages (carried out in cooperation by the research team but with distinct responsibilities) and deliverables which will be independent knowledge contributions and classified publications to be integrated in the research process. The project is organized in five work-packages with named coordinators for each work-package (WP). In sum we have estimated resources for research to 72 person-months (PM) distributed over the five WPs and four researchers. We apply for resources for Pettersson and Wärvik in terms of 50 percent over four years, each getting 24 PM, and 25 percent each for Lindblad and Popkewitz, over four years, each getting 12 PM. To this are added demands for travelling and meetings, including work and seminars with the international advisory board, as well as 100 000SEK for participating with a few questions in an ongoing Gallup survey performed by the SOM-institute at Gothenburg University. The ambition is to design the WPs in a way that each of them produce independent intellectual contributions and also are contributing to the over-embracing research purpose. WP 1 is researching the development of international comparisons in education over controversies, milestones and publication and communication patterns. It is based on historical (document analyses and interviews with important actors) and bibliometrical analyses. Estimated resources (ER): 22 PM. WP 2 is researching developments in education policy and profession discourses and decisions. Analyses are focusing on the period 1990-2017 and are based on parliamentary documents and interviews with top policy-makers and civil servants plus teacher education leaders. ER: 20 PM. WP 3 is analyzing the development of a comparativistic education program over time and place. The period in focus is 1990 to 2017 where the period of 2006-2016 is of special interest. Important programs and rationales are identified and agents over time at the education agora. ER: 20 PM. WP 4 is researching mass-media focusing on 2006-2018 and the public opinion 2014-2020 in relation to education qualities and crises and international comparisons. It is based on mass-media archives and ongoing Gallup surveys to national samples (n=6 400) carried out by the SOM-institute at Gothenburg University. ER: 10 PM plus SOM-costs. The progress of the research is managed by the specific monitoring WP (WP0) using two seminars with the international boards, presenting and reviewing research progress (M 24 and M 40), one stakeholder seminars (M 42), and three international research symposia (M 20, M 36, M 44). These meeting are part of the project deliverables. Deliverables are also (a) two books: one at M 40 on The Evolution of International Comparisons in Educational Research, and one at M 48 on The Development of a Comparativistic Paradigm in Education Policy and Practice. In the project we also plan to publish (b) ten scientific articles from the individual WPs and (c) two popular scientific texts – one in preparation of a stakeholder seminar (M 42) and one summarizing the research at the finalization of the project (M 48). Theoretical and methodological notions: As can be noted from the task put forwards and the survey of the field the proposed research is based on a set of concepts developed in different frameworks but compatible in this framework: Curriculum theory concepts of system of reason (Popkewitz & Rizvi, 2010) is important as a way to capture knowledge/power and analyses of educational practices. The science-society connection and the concept of agora are derived from the sociology of knowledge (Nowotny et al, 2003, Scott, 2012). Agora is by us understood as an abstract concept referring to contextualization of science in the coproduction of science and society – here in the sector of education within the comparativistic paradigm. The comparativistic paradigm and how this is addressed, translated and negotiated on an education agora is central in our research design and methodology. Our research strategy is to trace the comparativistic paradigms imprints on the education agora by means of interaction with different contexts. We plan to research it in the following way: For pragmatic reasons we start with the history of comparative education and the development of international large-scale assessments in terms of the introduction of programs by IEA, OECD and the EU. We then perform bibliometric studies on how research using or discussing data from international large-scale assessments evolve creating a specific language on educational issues as an example of the comparativistic paradigm. A second step is to analyze how and for what reasons international large-scale assessments and research using these kinds of data is referred to in educational contexts. We will here turn to policymaking and decisions and design of curricula (in the broad sense of the term). We will then go back to the research using data from large-scale assessments and so on in a dialectic research process. In order to get reference points outside this dialectic we trace the contextualizing agora in the public opinion - e.g. outside education - and in the academic design of curricula for educating e.g. teachers and researchers (as experts and analysts). When dealing with how research is communicated and established we turn to theories on system communication (Luhmann, 1995) and research communication (Leydesdorff, 2003). When going inside knowledge production we are using style of reasoning as an entry (Hacking, 1992) to analyze the production of valid statements and knowledge contributions in distinct research fields such as statistics and comparative education. By means of analyzing arguments and styles we will get detailed insights in knowledge contributions emerging within the comparativistic paradigm and how these correspond to the establishment of educational knowledge at the education agora and in educational practices. The research team – previous cooperation, specific competences and resources: The current research team is well prepared for the planned research. They have cooperated in previous research programs and have published together extensively in different constellations. Daniel Pettersson, at the University of Gävle and Uppsala University, is a young successful researcher – nationally and internationally – and a member of the STEP research group and editor of the Nordic Journal of Studies in Educational Policy. He is now applying for an associate professorship. Gun-Britt Wärvik is associate professor and director of research education at Gothenburg University and a leader of the POP-group (Politics and Policy Research in Education). She has considerable merits as researcher and research coordinator of international research. Sverker Lindblad is professor at the University of Gothenburg and is starting as visiting professor at the University of Gävle, where he formerly served as a.scientific leader when having the Uppsala chair in education. Lindblad has a long record as research leader, nationally and internationally, and was e.g. the former President of the European Educational Research Association. Tom Popkewitz is professor at the University of Wisconsin-Madison and a highly recognized international scholar and Honorary Doctor at several universities over the world. He has considerable knowledge of academic work in Sweden, as SCAS fellow and visiting professor as well as reviewer of educational research in Sweden - e.g. at the KOF 07 and 11 at Uppsala University. The research contexts of the team: The researchers are well located. Lindblad and Wärvik have their positions at the University of Gothenburg with a long record of successful educational research. Popkewitz is professor at one of the highest ranked US universities, where its educational research is highly recognized. Pettersson is at Gävle - a younger and expanding university - in close cooperation with Uppsala University. At Gävle they are developing international comparative education research. Here, Lindblad is participating as a researcher and research counselor with a special task to develop international research cooperation. The research team has extensive research networks - nationally, Nordic and internationally and the ongoing research will be presented and reviewed internationally. Of special interest here is the international advisory board. This board stem from an international seminar that we organized in Gothenburg with external grants (Education by the Number 8-9/6, 2015) and from the ongoing work with a book called Numbers, Education and the Making of Society: International Assessments and Its Expertise edited by Lindblad, Pettersson and Popkewitz with contributions from e.g. David Berliner, Arizona State University, Luis Miguel Carvalho, University of Lisbon, Radhika Gorur, Victoria University, Sotiria Grek, University of Edingburgh, Miguel Pereyra, University of Grenada, Daniel Tröhler, University of Luxembourg and Theodore M Porter, UCLA. Besides we have organized symposiums on both AERA and ECER on the themes of this application with participating researchers like Bob Lingard as well as other Nordic colleagues. To these qualifications and interests it has to be added that the research team also has an interest in participating in public discourses in education, as exemplified by the organization of stakeholder seminars and popularized texts on research. Table 1: The organization of the project - work-packages and deliverables. (SM: start month, EM: end month) Work-package Research content Deliverables WP 0: Monitoring Organizing research meetings and reviewing of progress and deliverables as below. Meetings with the international advisory board at M 20 and M 40 SM 0 EM 48 Reports to VR WP 1: Production and reception of international comparative education research programs Coordinator: Pettersson. Coworkers: Lindblad and Popkewitz SM 0 EM 44 Book 1.1 A history of international education comparisons. Human-istic and social science traditions Document analyses and interviews with central actors. The Pearson overtake as a special issue SM 2, EM 30 Article Symposium 1.2 A systematic research review and communication pattern analyses Expanding from previous studies by the team. Analyses by means of bibliometric technologies (Discovery and VOSViewer) SM 0 EM 24 Article Symposium 1.3 Arguments and styles of reasoning in international large scale assessments Mapping and synthesizing research publications and research communication plus curriculum theory SM 20 EM 40 Article 1.4 Receptions of international comparative research in programs for research education Survey on doctoral education programs in Europe 2018 compared to 1998. Communication with comparative education societies SM 24 EM 44 Article Symposium WP 2: Changing discourses on welfare state education modelling Coordinator Wärvik. Coworkers: Lindblad, Pettersson and Popkewitz. SM 0 EM 40 Articles Symposium 2.1 A periodization of welfare state education Document analyses of education discourses and governing in international perspectives SM 2 EM 14 Article 2.2 Listening to policy actors Interviews with top policy makers and administrators SM 6 EM 36 Article 2.3 Teacher education responses Analyses of central teacher education programs, curricula, and interviews with teacher educators SM 18 EM 40 Article Meeting WP 3: The comparativistic paradigm in education Coordinator: Popkewitz. Coworker Lindblad Pettersson and Wärvik SM 20 EM 44 Book 3.1 Policy imprints in comparative education research Analyses of the comparativistic education agora. Actors and positions over time Article 3.2 Imprints from comparative education in policy discourses Analyses of the comparativistic education agora. Examining actors and positions over time Article 3.3 Analyses of comparativistic educational rationales and design Curriculum theorizing of education programs and comparativistic proposals Symposium WP 4: Reception of the comparativistic paradigm in mass media and the public opinion Coordinator: Lindblad. Coworker Wärvik. SM 0 EM 40 Article Report 4.1 Mass-media analyses Analyses of mass media on schools and international comparisons SM 10 EM 30 Article 4.2 The public opinion. Attitudes and changes 2014 - 2019 Analyses of the public opinion on education and mass-media by means of SOM-data. SM 0 EM 40 Article 4. Preliminary results As was presented in the research survey, the current research team has already carried out substantial research in the current field of study. Part of our research will be presented at the symposium this Autumn on "Research and policymaking in education” organized by the Wenner-Gren Foundations and The Royal Swedish Academy of Sciences in cooperation. Here a few comments: Firstly, the analyses of international comparative research have shown controversies and different trajectories. Current research reviews by the team have used advanced bibliometric tools and analyses of publication and communication patterns in this field of study and presented preliminary analyses of direct relevance for the proposed research in terms of knowledge organization and relevance of research. In sum, 18 PM research was already carried out when performing the systematic research review (Lindblad, et al. 2015). Secondly, analyses of the public opinion considering international comparisons by means of surveys of the SOM-institute have also been carried out. This took 3 PM of research. Here analyses for 2014 have been finalized and published – presenting a divided opinion with internal political tension. Design and instruments plus data are now available (Lindblad, Nilsson & Lindblad, 2015; 2016). Thirdly, a large amount of data and analyses considering the political and professional discourses and developments are collected in previous research by the research team during several years. It will very much facilitate current studies in the project which makes 20 PM a feasible demand for resources. Fourthly, we presented as a task - not big but of strategic importance - to analyze the European research community in terms of research education in international comparative research. This was to a little extent visible in the research communities 20 years ago according to a previous study (Gretler, 2007; Lindblad 2015). It would be of great interest - and little of resource costs - to redo this European study, facilitated by our extensive and assumingly unique international networks. 5. Significance This research project on educational knowledge in a knowledge society will clarify how socially recognized educational facts and reasoning are produced and translated in education governance, educational practices, as well as in the organization of knowledge for educational research. It is of vital importance for mapping the changing landscape of the important education sector in the knowledge society with changing relations and spaces for interaction between different positions in research and society. While new actors are introduced in relations between policy and research and while the dynamics of interaction seem to change, this has gone under the radar of studies of current educational policy and research. To analyze this is not only of importance for understanding current national and international policy discourses but also for the clarification of ongoing processes in terms of globalization and standardization practices in education and education research, and to capture implications of the introduction of new actors forming an in-between space between research and policy/invention programs. Understanding the functioning of the education agora in generating epistemic and institutional practices are thus of outmost societal and academic relevance. To this is added that the proposed research will deliver significant independent contributions on international comparisons in education, on education governance in transition, on citizens’ opinions on education over time, and on the education of analysts and experts on international comparative education in Europe. By means of international networking and cooperation the proposed research have the ambition to contribute to a strengthening of the intellectual organization of education research in Sweden and Europe.
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Pettersson, D (2008) Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Acta Universitatis Upsaliensis. Uppsala Studies in Education No 120. Uppsala universitet: Uppsala. Popkewitz, T. S. (1984) Paradigm and Ideology in Educational Research: The Social Function of the Intellectual. Routledge: London & New York. Popkewitz, T & Lindblad, S (2001): Estatísticas educacionais como um sistema de razão: relações entre governo da educação e inclusão e exclusão sociais. Educação & Sociedade, vol.22 no.75 Popkewitz, T. S., & Rizvi, F. (2010). Globalization and the Study of Education. John Wiley & Sons. Popkewitz, T. S. (2016) The Cultural Inscription of Numbers: The Grey-Zone in International Comparison of School Result Research and Policy-Making. S. Lindblad, D. Pettersson & T S Popkewitz. Numbers, Education and the Making of Society: International Assessments and Its Expertise. Samuelsson, K. ; Lindblad, S. (2015). School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden. Teaching and Teacher Education : An International Journal of Research and Studies. 2015 (49) p. 168-177. Schleicher, A. (2009). Securing quality and equity in education: Lessons from PISA. Prospects, 39(3), 251-263. Schriewer, J. (2009). Discourse formation in comparative education (Vol. 10). Peter Lang. Scott, P. (2012) The Global Context of Doctoral Education. Implementing Bologna in your institution. Developing the Doctorate. Planning and implementing the three cycles. Sellar, S., & Lingard, B. (2013). PISA and the expanding role of the OECD in global educational governance. Oxford: Symposium Books. Johannesson, I. A., Lindblad, S., Simola, H. (2002). An Inevitable Progress? Educational restructuring in Finland, Iceland and Sweden at the turn of the millennium, Scandinavian Journal of Educational Research, vol 46 nr 3, s. 325-339 Spring, J. (2012). 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-
Educational Restructuring in a Nordic Welfare State in the Eyes of the Public
Opinion
Sverker Lindblad, Katarina Samuelsson, Helena Wallström
2023 AERA Annual Meeting, April 13 - April 16, 2023, Chicago - 2023 -
Vetenskap, profession och politik Om förändring av det pedagogiska kunskapsområdet i
Sverige
Sverker Lindblad
Nordic Studies in Education - 2022 -
Restructuring Doctoral Education in
Sweden
Britt Marie Apelgren, Sverker Lindblad, Gun-Britt Wärvik
Doctoral Education as If People Matter: Critical Issues for the Future - 2022 -
Curriculum Theorizing the Reforming of Doctoral Education: Reflections on Paradigmatic Changes in Educational Research
in Sweden
Sverker Lindblad, Gun-Britt Wärvik
Paper presented at Nordic Curriculum Theory Conference: Education between Hope and Happening. Linneus University. Oct 20-21, 2022 - 2022 -
Kartläggning av lärarutbildningsforskning i svenska och internationella
sammanhang.
Sverker Lindblad, Katarina Samuelsson
Bidrag vid SWERA Karlstad, 2022, 5-6 oktober 2022 - 2022 -
Medborgarna om styrningen av den svenska skolan: Stat, marknad eller
profession?
Sverker Lindblad, Fredrika Lagergren, Katarina Samuelsson, Helena Wallström
Du sköra nya värld: SOM-undersökningen 2021, SOM-rapport nr 81 - 2022 -
School lockdown? Comparative analyses of responses to the COVID-19 pandemic in European
countries
Sverker Lindblad, Gun-Britt Wärvik, Inger Berndtsson, Elsi-Brith Jodal, Anders Lindqvist, Giulia Messina Dahlberg, Dimitrios Papadopoulos, Caroline Runesdotter, Katarina Samuelsson, Jonas Udd, Martina Wyszynska Johansson
European Educational Research Journal - 2021 -
North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa
University
Alebachew Kemisso Haybano, Aimee Haley, Sverker Lindblad, Gun-Britt Wärvik
Nordic Journal of Comparative and International Education - 2021 -
On the Making of International Competition as Governing Principle: Studies of the Interplay Between Science and Society in
Education.
Gun-Britt Wärvik, Daniel Pettersson , Sverker Lindblad
ECER conference, Geneva, online September 6-10, 2021 - 2021 -
Forskning om Lärarutbildning: Kartläggning av ett internationellt
forskningslandskap.
Sverker Lindblad, Katarina Samuelsson
Utkast som underlag till Rådslag om Lärarutbildning vid SWERA 2021, 7 oktober 2021 - 2021 -
Om tidskriften Pedagogisk Forskning i Sverige och intellektuell organisering av det pedagogiska
kunskapsområdet.
Sverker Lindblad, Mats Ekholm
Pedagogisk forskning i Sverige - 2021 -
In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare
state
Sverker Lindblad, Anders Lindqvist, Caroline Runesdotter, Gun-Britt Wärvik
Zeitschrift für Erziehungswissenschaft - 2021 -
On Knowledge Organization and Recognition of Research in and on Teacher Education: Views from
above.
Sverker Lindblad, Gustaf Nelhans, Daniel Pettersson, Thomas Popkewitz, Katarina Samuelsson, Gun-Britt Wärvik
ECER conference, Geneva, online September 6-10, 2021 - 2021 -
Doctoral education making researchers or teaching professionals? Findings from a systematic research
review
Sverker Lindblad, Anna-Carin Jonsson, Gun-Britt Wärvik
At the panel On Educational Research in Sweden, WERA Virtual Focal Meeting, July 7-9 2021 - 2021 -
Globalisering av lärarutbildning i Sverige? Om OECD:s kunskapsintressen och problemrepresentation och dess betydelser i svenska
sammanhang.
Sverker Lindblad, Katarina Samuelsson
Läroplansteori i och om lärarutbildning; Rapport från den sjunde Nordiska Läroplansteoretiska konferensen - 2020 -
Läroplansteori i och om lärarutbildning. Rapport från den sjunde nordiska läroplansteoretiska
konferensen,
Elsi-Brith Jodal, Sverker Lindblad, Caroline Runesdotter
2020 -
Inledning: Läroplansteori och lärarutbildning – introduktion till ett dynamiskt
kunskapsområde
Elsi-Brith Jodal, Sverker Lindblad, Caroline Runesdotter
Läroplansteori i och om lärarutbildning. Rapport från den sjunde nordiska läroplansteoretiska konferensen - 2020 -
Om den oumbärliga reflektionen – om införande av läroplansteori i lärarutbildningen. Samtal med Ulf P.
Lundgren
Elsi-Brith Jodal, Sverker Lindblad, Caroline Runesdotter
Läroplansteori i och om lärarutbildning. Rapport från den sjunde nordiska läroplansteoretiska konferensen, - 2020 -
Statistics reasoning and its “acting” in educational
policy
T. S. Popkewitz, Sverker Lindblad
Handbook of Education Policy Studies. Fan G., Popkewitz T. (eds) - 2020 -
School differentiation and re-forming human kinds in Swedish welfare state education after the second world
war
Gun-Britt Wärvik, Sverker Lindblad, Daniel Pettersson, Caroline Runesdotter
The international emergence of educational sciences in the post-world war two years: Quantification, visualization, and making kinds of people. Popkewitz, T.S., Pettersson, D. & Hsiao, K. (Eds.) - 2020 -
Os poderes comparativos dos números e o conhecimento antecipado do número na
educação
Sverker Lindblad, D. Pettersson, T. S. Popkewitz
Curriculo sem Fronteiras - 2020 -
Which Problems to Solve by Teacher Education Reforms? On International Organizations and National Policy
Discourses
Sverker Lindblad, Katarina Samuelsson
2020 AERA Annual Meeting, April 17 - April 21, 2020, San Francisco, CA - 2020 -
On Doctoral Education Research - Paradigms and Politics of Knowledge: A Research
Review
Sverker Lindblad, Gun-Britt Wärvik
ECER conference, 3-6 September 2019 in Hamburg - 2019 -
Ta time-out från striderna om
skolan
Sverker Lindblad
Göteborgsposten - 2019 -
Polarisering i skolfrågor: Förändringar i svensk opinion mellan 2014 och
2018
Sverker Lindblad
Storm och stiltje. Ulrika Andersson, Björn Rönnerstrand, Patrik Öhberg & Annika Bergström (red.) - 2019 -
Intellectual and social organisation of international large-scale assessment
research
Sverker Lindblad
New Practices of Comparison, Quantification and Expertise in Education Conducting Empirically Based Research - 2019 -
Society speaks back: On the intimacy and complexity of comparative education research on a welfare state
Agora
Rita Foss Lindblad, Sverker Lindblad
New Practices of Comparison, Quantification and Expertise in Education Conducting Empirically Based Research - 2019 -
Science Speaks to Society? Arguments for Research Relevance and Validity in International Large-Scale Assessment
Publications
Sverker Lindblad, Daniel Pettersson
Proceedings of the AERA 2019 conger - 2019 -
Revisiting the Education Policy Agora: On Politics of Knowledge and Evidence 1998 - 2018 in
Sweden
Sverker Lindblad, Lisbeth Lundahl
Program Book Nordic Educational Research Association Meeting in Uppsala, 6-8 March - 2019 -
The Public Opinion in Sweden on Educational Restructuring and Governing by International Large-Scale
Assessments
Sverker Lindblad, Lennart Nilsson, Mårten Lindblad
Proceedings from the Comparative and International Education Society 2019 meeting in San Francisco, USA - 2019 -
Revisiting the education policy agora: Politics of knowledge and evidence 1998 – 2018 in Europe and
Sweden.
Sverker Lindblad, Lundahl Lisbeth, Thomas Popkewitz
Proceeding from the CIES 2019 meeting in San Francisco, USA - 2019 -
Developing the education agora: On the dynamic interplay between science and society in theory and in
practice.
Sverker Lindblad
Proceedings from the Comparative and International Education Society meeting 2019 in San Francisco, USA - 2019 -
Education Governance by
Numbers.
Daniel Pettersson, Sverker Lindblad, Thomas Popkewitz
In: Langer R., Brüsemeister T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden - 2019 -
Co-production of comparative education research and welfare state education
policy.
Rita Foss Lindblad, Sverker Lindblad, Daniel Pettersson, Gun-Britt Wärvik
The program for the Comparative and International Education Society Conference 2018 in Mexico City. - 2018 -
Svensk opinion och skolans omstrukturering: om styrning, förtroende och bedömning av
kvalitet
Sverker Lindblad, Lennart Nilsson, Mårten Lindblad
Sprickor i fasaden - 2018 -
Komparativ
pedagogik
Sverker Lindblad, Daniel Pettersson
I Mattias Sjöberg (red): Pedagogik som Vetenskap. - 2018 -
EDUCATION BY THE NUMBERS AND THE MAKING OF
SOCIETY
Sverker Lindblad, Daniel Pettersson, Thomas Popkewitz
2018 -
Statistics Reasoning, Governing Education and Making Differences as Kinds of
People
Sverker Lindblad
Education by the Numbers and the Making of Society - 2018 -
Comparative Education Research at the Education Policy Agora: On Globalizing Tandem Processes in Nordic Welfare State Education Policy and
Research
Sverker Lindblad
The program for the Comparative and International Education Society Conference 2018 in Mexico City - 2018 -
International Large - Scale Assessments in Education: Social and Intellectual Organization of
a Research
Field
Daniel Pettersson, Sverker Lindblad
NERA 2018 Programme Abstracts Book: http://www.nera2018.uio.no/programme/abstracts-book-completed.pdf - 2018 -
Society speaks back: On the history of comparative education research at a welfare state
agora
Rita Foss Lindblad, Sverker Lindblad
Publicerad i: The program for the Comparative and International Education Society Conference 2018 in Mexico City, - 2018 -
Numbers: A history of a style of
reasoning
Sverker Lindblad, Daniel Pettersson, Thomas Popkewitz
Education by the Numbers and the Making of Society - 2018 -
Bekymmersamt om pedagogiska
problem
Sverker Lindblad
Skola och Samhälle - 2018 -
Om kontext och kontextualisering i forskning om skola och bildning: Återblick på en forskningsmiljö och dess
utveckling.
Sverker Lindblad
Karlstad University Studies 2018:3 - 2018 -
Critical Analyses of Educational Reforms in an Era of Transnational
Governance
Elisabeth Hultqvist, Sverker Lindblad, Thomas Popkewitz
2018 -
Education Governance by Results? On Communication in a Performative Turn in Swedish
Education
Sverker Lindblad
Hultqvist E., Lindblad S., Popkewitz T. (eds) Critical Analyses of Educational Reforms in an Era of Transnational Governance. Educational Governance Research, vol 7. Springer, Cham - 2018 -
Critical Analyses of Educational Reform - Writing a title and editing a
book
Elisabeth Hultqvist, Sverker Lindblad, Thomas Popkewitz
Critical Analyses of Educational Reform - 2018 -
International Comparisons and Dynamics at the Education Policy
Agora
Bernard Schneuwly, Thomas S Popkewitz, Gun-Britt Wärvik, Caroline Runesdotter, Daniel Pettersson, Tine S Prøitz, Sølvi Mausethagen , Rita Foss Lindblad, Sverker Lindblad
EERA. Emerging Researchers' Conference. Copenhagen, August 2017 - 2017 -
THE PUBLIC OPINION: ON THE MAKINGS ON MODERN EDUCATION. Paper presented at the 2017 NERA Conference in March
2017
Sverker Lindblad, Rita Foss Lindblad
Paper presenterat vid NFPFs kongress i Köpenhamn, Mars 2017 - 2017 -
In the grey zone: large-scale assessment-based activities betwixt and between policy, research and
practice
Daniel Pettersson, Thomas Popkewitz, Sverker Lindblad
Nordic Journal of Studies in Educational Policy - 2017 -
Getting the Numbers right in the Making of Education and
Society
Sverker Lindblad
Invited speech at the 7th Nordic Conference on Curriculum Theory in Gothenburg, November 2017 - 2017 -
Comparative reasoning: curriculum making in the 'grey
zone
Christina Elde Mølstad, Sverker Lindblad, Daniel Pettersson
The 45th Congress of the Nordic Educational Research Association (NERA), 23-25 March 2017, Copenhagen, Denmark - 2017 -
Okunnigt om pedagogisk
forskning,
Sverker Lindblad
Dagens Nyheter 2017-03-31 - 2017 -
The "Agora project": International comparisons and the re-modelling of welfare
state
Sverker Lindblad, Daniel Pettersson, Gun-Britt Wärvik
NOCIES (Research in Comparative and International Education in the Nordic Countries) in Copenhagen, March 2017 - 2017 -
PISA visar inte hela
bilden!
Sverker Lindblad, Daniel Pettersson
Göteborgsposten - 2016 -
Slående hur PISA-forskning
missbrukas
Sverker Lindblad, Daniel Pettersson
Dagens samhälle 6 december 2016 - 2016 -
Higher education and research in a steady state – on changing premises and practices for educational research in
Sweden
Rita Foss Lindblad, Sverker Lindblad
Nordic Journal of Studies in Educational Policy - 2016 -
Statistics reasoning, governing education, and social inclusion and
exclusion
Thomas Popkewitz, Sverker Lindblad
Educação & Sociedade - 2016 -
Borders and Boundaries in Changing Educational Landscapes? On the political in refugee migration and the politics of education in
Sweden.
Sverker Lindblad, Caroline Runesdotter, Ola Lindberg
Online program for the European Educational Resarch Association Annual Meeting 22-26 August 2016 - 2016 -
THE STATE WE NOW ARE IN? On transitions of educational research in a restructuring system of higher education and
research
Rita Foss Lindblad, Sverker Lindblad
SWERA 2016 Annual Conference - 2016 -
Into the Greyzone: International entrepreneurial agencies (EA) in-between governmental policy, research and
practice?
Daniel Pettersson, Sverker Lindblad, Thomas Popkewitz
ECER 2016 online program - 2016 -
Post-political governing of welfare state education in
Sweden
Rita Foss Lindblad, Sverker Lindblad
Reimers, E. and Martinsson, L. (Eds) (2016): Education and Political Subjectivities in Neoliberal Times and Places Emergences of norms and possibilities - 2016 -
Educational knowledge and policy discourses in tandem: International comparisons at the education
agora
Sverker Lindblad, Thomas Popkewitz
European Educational Resarch Association Annual Meeting 2016 online program - 2016 -
The Public Opinion on Educational Qualities in Postpolitical Times: International Comparisons in Welfare State
Governance
Sverker Lindblad, Lennart Nilsson, Mårten Lindblad
American Educational Research Association Conference Online Program 2016 - 2016 -
Educational careers and public trust in research: Comparative analyses with a focus on educational
research.
Sverker Lindblad, Rita Foss Lindblad
Nordic Educational Research Association Book of Abstracts 2016 - 2016 -
The History of International Large-Scale Assessments in
Education
Daniel Pettersson, Sverker Lindblad
American Educational Research Association Conference On Line Program 2016 - 2016 -
Knowledge by the Number: A Systematic Research Review on International Comparisons of School
Performances
Sverker Lindblad, Daniel Pettersson
American Educational Research Association Conference On Line Program 2016 - 2016 -
Higher Education and Research in a Steady State – On changing premises and practices for educational research in
Sweden.
Rita Foss Lindblad, Sverker Lindblad
Elmgren, M.; Folke-Fichtelius, M.; Hallsén, S.; Román, H. & Wemke, W. (Red): Att ta utbildningens komplexitet på allvar - 2016 -
On relevance and norms of science in times of
restructuring
Rita Foss Lindblad, Sverker Lindblad
Trimmer, K. (Ed): Political Pressures on Educational and Social Research International perspectives - 2016 -
On the Use of Educational Numbers: Comparative Constructions of Hierarchies by Means of Large-Scale
Assessments
Sverker Lindblad, Daniel Pettersson, Thomas Popkewitz
Espacio, Tiemp y Educación - 2016 -
School management, cultures of teaching and student outcomes: Comparing the cases of Finland and
Sweden
Katarina Samuelsson, Sverker Lindblad
Teaching and Teacher Education : An International Journal of Research and Studies - 2015 -
Därför har han fel om
pedagoger
Sverker Lindblad
Dagens Industri - 2015 -
We need to talk about Europe! Amplifying the voices of refugees EERJ INITIATIVE
GROUP
Sverker Lindblad, Carlijne Ceulemans, Mathias Decuypere, Sotiria Grek, Edwin Keiner, Eric Mangez, Jan Masschelein, Maarten Simmons
Educational Philosophy and Theory - 2015 -
Delade uppfattningar i den svenska opinionen: Internationella jämförelser av skolresultat och bedömningar av skolans
kvalitet
Sverker Lindblad, Lennart Nilsson, Mårten Lindblad
Annika Bergström, Bengt Johansson, Henrik Oscarsson och Maria Oskarson (Red): Fragment. Göteborg: SOM-institutet - 2015 -
A World Wide Panopticon: on Large Scale International Assessments and Progress in
Education
Sverker Lindblad, Rita Foss Lindblad
EERA 2015 Online Program: http://www.eera-ecer.de/ecer-programmes/search-programmes/ - 2015 -
Systemic Review of Research on International Comparisons of School
Results
Sverker Lindblad, Daniel Pettersson, Thomas S. Popkewitz
EERA 2015 Online Program: http://www.eera-ecer.de/ecer-programmes/search-programmes/ - 2015 -
Konsulterna som styr
skolpolitiken
Sverker Lindblad
Sveriges Radio: Vetenskapsradion - 2015 -
Notions from evaluations of study programs in the field of educational sciences - Classifications, discourses and boundary
work.
Sverker Lindblad, Daniel Sundberg
NERA 2015 Program and Abstract Book. University of Gothenburg - 2015 -
Konsultinspirerat skolprojekt kritiseras av
forskare
Sverker Lindblad
Programserie om Pisadoktrinen - 2015 -
International Comparisons of School Results: A Systematic Review of Research on Large Scale Assessments in
Education
Sverker Lindblad, Daniel Pettersson, Thomas Popkewitz
2015 -
On organizing educational research communication in Europe: Past experiences and possible
futures
Sverker Lindblad
European Educational Research Journal - 2015 -
Internationella Jämförelser av
skolresultat
Sverker Lindblad, Daniel Pettersson, Thomas Popkewitz
2015 -
Pedagogik och
Postpolitik
Martin Harling, Elsi-Brith Jodal, Sverker Lindblad, Caroline Runesdotter, Gun-Britt Wärvik
Lindblad, S. & Lundahl, L. (red): Utbildning - makt och politik - 2015 -
Undervisning och makt i
klassrummet
Michael Hansen, Sverker Lindblad, Olof Reichenberg Carlström
Lindblad, S. & Lundahl, L. (red): Utbildning - makt och politik - 2015 -
Politik och makt i och över
utbildning
Sverker Lindblad, Lisbeth Lundal
Lindblad, S. & Lundahl, L. (red): Utbildning - makt och politik - 2015 -
Utbildning - Makt och
Politik
Sverker Lindblad, Lisbeth Lundahl
2015 -
Observations on European Education and Educational Research: The European Educational Research Journal at work
2002-2014
Sverker Lindblad
European Educational Research Journal - 2014 -
Higher Education Policy and Changing Transnational Expertise in
Sweden
Rita Foss Lindblad, Sverker Lindblad
The NERA 2014 Session Program - 2014 -
Quality and Relevance in educational research assessments - Some reflections on the role of research in processes of expertizing educational
change
Sverker Lindblad, Rita Foss Lindblad
http://www.eera-ecer.de/ecer-programmes/ - 2014 -
Educational Restructuring and Educational Research in
Tandem?
Sverker Lindblad, Rita Foss Lindblad
AERA Annual Program 2014 online http://convention2.allacademic.com/one/aera/aera14/ - 2014 -
Musikpedagogik och
Församlingsgeografi
Sverker Lindblad
Kyrkomusikernas Tidning - 2014 -
Curriculum Codes and International
Statistics
Sverker Lindblad
Pereyra, M. & Franklin, B. (eds): Systems of Reason and the Politics of Schooling. - 2014 -
Changing discourses on qualities of educational research in
Sweden
Rita Foss Lindblad, Sverker Lindblad
NERA 2014 Session program - 2014 -
Past, Present and Future of EERA and ECER. Round Table with past Presidents and Secretary
Generals
Sverker Lindblad
European Educational Research Conference in Porto 2014. On line program - 2014 -
Educational Research: the State of Sweden and the Australian 2.2
world
Sverker Lindblad, Rita Foss Lindblad
The Australian Educational Researcher - 2013 -
On the Values of Educational Comparisons: On Marketized Education and Post-politics in
Sweden
Martin Harling, Elsi-Brith Jodal, Sverker Lindblad, Caroline Runesdotter, Gun-Britt Wärvik
European Conference on Educational Research 2013 Istanbul - 2013 -
Professionalism and New Public Management in Teachers' Work: a comparative study on teachers' work experience in Sweden and
Finland
Katarina Samuelsson, Sverker Lindblad
Paper presented at the Emerging Researchers’ Conference at ECER 2013, Istanbul, Turkey, September 2013 - 2013 -
Reflektioner över högre utbildning ur ett pedagogiskt
perspektiv
Sverker Lindblad
Keynote vid konferensen Högskolepedagogikens Utmaningar i Malmö den 14 oktober 2013 - 2013 -
What Matters in Education Governance by Results? On the meanings of a performative turn in Swedish
Education.
Sverker Lindblad
Invited contribution to the conference “Critical analyses of educational reforms” organised by the University of Wisconsin-Madison and Stockholm University, 17-19 September 2013. - 2013 -
The governance of
peers
Sverker Lindblad, Rita Foss Lindblad
Nordic Educational Research Association, Congress 2013. Paper presented at a symposium What is excellence? – Markets, the transnational turn and Nordic higher education policy? Organized by John Benedicto Krejsler and Sverker Lindblad - 2013 -
Evaluering av forskningsprogrammene PRAKSISFOU og
UTDANNING2020
Sverker Lindblad, Annika Bergviken Rensfeldt, Bente Jensen, Jan O. Jonsson, Trine Myrvold, Sven Persson
2013 -
Läroplanskod och
bildningspolitik
Sverker Lindblad
Eikset, A. G., Dons, C-F, & Garm, N. (Red): Utdanning mellom Styring og Danning - 2012 -
On the performativity of university ranking lists: commodity aesthetics and
looping.
Sverker Lindblad
The university: An institution of Society - 2012 -
On the social and intellectual organization of educational research communication in
Sweden.
Michael Hansen, Sverker Lindblad
http://nera2012.au.dk/scientificprogramme/ - 2012 -
Classroom Interaction in Changing Contexts: Positions and Practices Performed in Recordings from 1960s into
2000s
Sverker Lindblad, Olof Reichenberg Carlström, Martin Harling, Michael Hansen
Curriculum and Evaluation: Themes and Territories. Papers from Nordic Curriculum Conference - 2011 -
Europeanization of Higher Education: International Networking and Transnational Governance of Higher Education and Knowledge
Production
Sverker Lindblad
European Conference on Educational Research, Berlin 2011 - 2011 -
Professional Knowledge and Educational Restructuring in
Europe
Ivor Goodson, Sverker Lindblad
2011 -
Developing a Conceptual Framework for Understanding Professional
Knowledge
Ivor Goodson, Sverker Lindblad
Professional Knowledge and Educational Restructuring in Europe - 2011 -
The Making of the European Higher Education Area; Politics of Knowledge, Research Assessments and University
Ranking
Rita Foss Lindblad, Thomas Popkewitz, Sverker Lindblad
European Congress on Educational Research, Berlin 2011 - 2011 -
Teacher’s Working Life under
Restructuring
Peter Sohlberg, Sverker Lindblad, Magdalena Czaplicka
Professional Knowledge and Educational Restructuring in Europe - 2011 -
Researching the Teaching Profession under
Restructuring
Sverker Lindblad, Ivor Goodson
Professional Knowledge and Educational Restructuring in Europe - 2011 -
Classroom Interaction in Changing Contexts: Positions and Practices Performed in Recordings from 1960s into
2000s
Martin Harling, Sverker Lindblad, Olof Reichenberg Carlström
AERA 2011 meeting program: Inciting the Social Imagination. - 2011 -
An Informed and Rational Choice: Student Identity and Secondary School
Markets
Michael Hansen, Sverker Lindblad
Paper presented at the European Conference on Educational Research (ECER), September 2011, Berlin - 2011 -
INTERAKTION – LÄRANDE – UNDERVISNING: En plattform för studier av pedagogiska
praktiker
Sverker Lindblad
Resultatdialog 2012 - 2011 -
Middle-Man Theorizing: Biesta on Rancière and Mouffe into Citizenship
Education
Rita Foss Lindblad, Sverker Lindblad
Bildungsgeschichte, International Journal for the Historiography of Education, - 2011 -
Lindblad, S. (2011): Agora and education in transition: Explorations of significant spaces in the making of education.
In
Sverker Lindblad
Kusch, J. (ed): Knowledge, differences and identity in the time of globalization. Newcastle: Cambridge Scholas Publication - 2011 -
Constructing Teacher Professionalism between Organizational Decision-making and Work-life
Autonomy
Rita Foss Lindblad, Sverker Lindblad, Gun-Britt Wärvik
AERA 2011 meeting program: Inciting the Social Imagination - 2011 -
Classroom Interaction in Changing Contexts: Positions and Practices Performed in Recordings from 1960s into
2000s.
Sverker Lindblad, Olof Reichenberg Carlström, Martin Harling, Michael Hansen
AERA 2011 meeting program: Inciting the Social Imagination - 2011 -
Educational Research Communication and Research Organization: International Research Arenas in a Scandinavian Welfare State
Context
Michael Hansen, Sverker Lindblad
Paper presented at the AERA-meeting in New Orleans, April 7-13, 2011 - 2011 -
Studying the political in communication on school results and school
organization
Maria Jarl, Olof Reichenberg Carlström, Sverker Lindblad
Presenterad på NERA 2011 (Nordic Educational Research Association), Jyväskylä, Finland, 10-12 mars. - 2011 -
Turn taking in large-scale reforms: re-modelling welfare state education in
Sweden
Sverker Lindblad
Zeitschrift für Erziehungswissenschaft - 2011 -
Forskningskommunikation och publiceringsmönster inom utbildningsvetenskap: En studie av svensk utbildningsvetenskaplig forskning vid tre lärosäten (Vetenskapsrådets Rapportserie Nr
10:2010)
-
Politiker struntar i djupare
skolanalys
Sverker Lindblad
Göteborgsposten - 2010 -
Okunnig och ansvarslös skolpolitisk
valdebatt
Sverker Lindblad
Skola och Samhälle - 2010 -
The politics of professionalising
talk
Rita Foss Lindblad, Sverker Lindblad
Svenska Nätverket för Professionsforskning, Götebort 31 oktober - 1 november. - 2010 -
Omstrukturering av skolväsendet - politiska beslut och professionell
praktik
Sverker Lindblad
Eriksson, I., V. Lindberg, E. Österlind: Uppdrag undervisning - kunskap och lärande - 2010 -
Invitations to contextualizing teaching and learning: International and comparative studies on classroom
interaction.
Rita Foss Lindblad, Sverker Lindblad
Presentation at the LPS meeting in Melbourne, December 6-10, 2010 - 2010 -
LA EDUCACIÓN SUPERIOR, EN PLENO CAMBIO. Gobierno de la Universidad y tablas internacionales de
clasificación
Rita Foss Lindblad, Sverker Lindblad
Cuadernos de pedagogía - 2010 -
Welfare State Restructuring in Education and its National Refractions. Finnish, Irish and Swedish Teachers’ Perceptions of Current
Changes.
Sverker Lindblad, Jarmo Houtsonen, Magdalena Czaplicka, Peter Sohlberg, C Sugrue
Current Sociology - 2010 -
The Politics of Professionalizing Talk on Teaching: Boundary Work and Reconfigurations of Teaching and
Teachers.
Rita Foss Lindblad, Sverker Lindblad
Simons, M., Olsen, M. & Peters, M.P. (Eds): Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century. - 2009 -
Transnational governance of higher education: On globalization and international university ranking
lists,
Sverker Lindblad, Rita Foss Lindblad
Popkewitz, T.,S. & Rizvi, F. (Eds): GLOBALIZATION AND THE STUDY OF EDUCATION - 2009 -
Organising school careers by means of information systems: On differentiating students in a school for
everybody
Michael Hansen, Sverker Lindblad, Katarina Samuelsson
Paper presented at the European Conference on Educational Research (ECER), 28-30 September 2009, Vienna, Austria - 2009 -
Narratives on Educational Research Evaluation in
Sweden
Rita Foss Lindblad, Sverker Lindblad, Thomas S. Popkewitz
Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education - 2009 -
MAKING THE PERFORMATIVE TURN IN NORDIC WELFARE STATE
EDUCATION
Sverker Lindblad, Gustav Erling Karlsen, Hannu Hannu Simula, Stavros Stavros Moutsios, Ingólfur Ásgeir Jóhannesson
Nera Abstracts 2009 - 2009 -
Informing about education under a performative turn: What is the Game and what are the Arts of its
Practices?
Rita Foss Lindblad, Sverker Lindblad
http://www.eera-ecer.eu/index.php?id=181 - 2009 -
Nurses' working life under
restructuring
Sverker Lindblad
Houtsonen, J. & Wärvik, G-B. (Eds): EUROPEAN NURSES’ LIFE AND WORK UNDER RESTRUCTURING - 2009 -
Epilogue: Teaching professions in restructuring
contexts
Sverker Lindblad
Bayer, M.; Brinkkjaer, U.; Plauborg, H. @ Rolls, S. (Eds): Teachers' Career Trajectories and Work Lives - 2009 -
Politik och retorik i svensk utbildning - inte riktigt som man
tror
Rita Foss Lindblad, Sverker Lindblad
Pedagogiska Magasinet - 2009 -
Crossprofessional Studies on Nursing and Teaching in
Europe
Sverker Lindblad, Ivor Goodson
2008 -
From teaching to studenting? Politics of learning and classroom interaction: Notes on the making of historical comparative
studies.
Martin Harling, Michael Hansen, Sverker Lindblad
Paper presented at ECER, 10-12 september 2008, Gothenburg, Sweden - 2008 -
International University Ranking Lists: What is the Game and what are the arts of its
practices?
Sverker Lindblad, Rita Foss Lindblad, Tom Popkewitz
AERA 2008 meeting report - 2008 -
Navigating in the Field of University Positioning: on international ranking lists, quality indicators and higher education
governing
Sverker Lindblad
European Educational Research Journal - 2008 -
Evaluering af forskningsprogrammene vid Danmarks Paedagogisk
Universitet
Sverker Lindblad, Solveig-Alma Lyster
2008 -
Teacher education and teachers as intellectuals: Comments concerning recent policy discourses in
Sweden
Sverker Lindblad
Zeitschrift für pädagogische Historiographie - 2008 -
PROFESSIONAL KNOWLEDGE IN EDUCATION AND HEALTH: Restructuring work and life between state and citizens in
Europe
Sverker Lindblad
2008 -
PROFESSIONAL KNOWLEDGE AND LITERATURE ASYMMETRIES Contribution to the symposium “Unpacking the backstage of a European Research Project on Professional Knowledge in Education and
Health.
Sverker Lindblad
EERA 2008 meeting - 2008 -
Navigating in the Field of Research Driven Universities: On Research Governing and the Making and Using University Ranking
Lists
Sverker Lindblad
EERJ Roundtable at the EERA 2008 meeting - 2008 -
Mellan Profession och Akademi: Habitus och Fält under
Omstrukturering
Sverker Lindblad
Petersen, K-A & Hoyen, M, (Red) (2008): At sætte spor på en vandring fra Aquinas til Bourdieu - æresbog til Staf Callewaert. Copenhagen: Hexis - 2008 -
PROFESSIONAL EXPERTISE UNDER RESTRUCTURING: COMPARATIVE STUDIES OF EDUCATION AND HEALTH CARE The Survey
Study
Peter Sohlberg, Magdalena Czaplicka, Sverker Lindblad, Mark Morgan, Gun-Britt Wärvik, Maeve Dupont
2008 -
Academic ranking lists as re-presentations of higher education
institutions.
Sverker Lindblad
American Educational Research Association 2008 Meeting - 2008 -
On knowledge societies and epistemic cultures of teaching. A contribution to the symposium “Atlantic Crossings: Comparative Conversations on Professional Cultures of Teaching and Institutional Restructuring as a World Movement” at the AERA 2007 meeting in Chicago, April
10-15.
Sverker Lindblad, Rita Foss Lindblad, Gun-Britt Wärvik
AERA 2007 meeting in Chicago - 2007 -
Gobernación educativa y exclusión social: dificultades conceptuales y problematicas en la política y en la
investigación
Sverker Lindblad, Thomas S. Popkewitz
In Luengo, J.J. (Ed): Paradigmas de Gobernación y de exclusión social en la educación. - 2007 -
X som i
x-axel
Rita Foss Lindblad, Sverker Lindblad
I A. Björnsson & B. Rombach (red.) Tidens tecken. Svenska Humanistiska Förbundets skriftserie 121 - 2007 -
Teachers Organising Their Work in an Era of Word-Wide Institutional Restructuring:A Comparative Study of Teachers in Finland, Ireland and Sweden. A contribution to the symposium “Atlantic Crossings: Comparative Conversations on Professional Cultures of Teaching and Institutional Restructuring as a World Movement” at the AERA 2007 meeting in Chicago, April
10-15.
Sverker Lindblad
American Educational Research Association Annual Meeting - 2007 -
On the political and politics of expertise in transition: Paper presented at the symposium “Recent trends and challenges in policy and politics of education” at the NERA 2007 meeting in Turku, March 15-17
2007.
Rita Foss Lindblad, Michael Hansen, Sverker Lindblad, Monica Nyvaller, Gun-Britt Wärvik
NERA Annual Meeting in Turku - 2007 -
Teachers at work: Narrating and practising educational restructuring. Presented at European Education Policy Network conference, "Defining the European Education Agenda", 11 January, 2007, Cambridge, United
Kingdom
Sverker Lindblad
http://keelingruth.googlepages.com/onlineworkingpapers - 2007 -
Världsmästerskap i vetenskap?: en granskning av internationella rankinglistor och deras sätt att hantera kvalitet hos
universitet
Mats Cavallin, Sverker Lindblad
2006 -
Discoursing Health Care Restructuring and Nurses Professional Expertise in
Sweden
Rita Foss Lindblad, Sverker Lindblad, Gun-Britt Wärvik
at the NERA annual meeting in Örebro, Sweden. March 2006 - 2006 -
On the Politics of Knowledge in the Reconfiguring of the Teaching and Nursing Profession. A contribution to the symposium “Comparative Studies on Professional Expertise, Authority and Work Life Organisation in Education and
Health”
Rita Foss Lindblad, Sverker Lindblad, Gun-Britt Wärvik
EERA meeting in Geneva, September 13-15, 2006 - 2006 -
The education system and mathematics education in
Sweden.
Sverker Lindblad
Mathematics Classrooms in 12 countries: The Insider's Perspective - 2006 -
Lindblad, S., Houtsonen, J., Lindblad, S., Sugrue, C., Dupont, M. (2007). Teachers Organising Their Work in an Era of Word-Wide Institutional Restructuring: A Comparative Study of Teachers in Finland, Ireland and Sweden. A contribution to the symposium “Atlantic Crossings: Comparative Conversations on Professional Cultures of Teaching and Institutional Restructuring as a World Movement” at the AERA 2007 meeting in Chicago, April
10-15.
Sverker Lindblad, Jarmo Houtsonen, C Sugrue
AERA 2006 Proceedings - 2006 -
A European perspective on international arenas for educational
research
Sverker Lindblad
In Coulby, D., Ozga, J.,Popkewitz, T., & Seddon, T. (Eds): World Yearbook in Education 2006: Education Research and Policy. - 2006 -
Läraryrke under omstrukturering. I: A.-K. Boström & Lidholt, B. (red.) Lärares arbete. Pedagogikforskare reflekterar utifrån olika perspektiv. (Forskning i fokus, nr. 29), s.
115-122
Sverker Lindblad
2006 -
Knowledge at work: On the politics of knowledge in the reconfiguration of the teaching
profession
Rita Foss Lindblad, Sverker Lindblad
Popkewitz, T. S. [et al.] (eds). "The Future Is Not What It Appears To Be". Pedagogy, Genealogy and Political Epistemology - 2006 -
Om internationell utbildningsvetenskaplig publicering från svensk
horisont
Sverker Lindblad
Utbildningsvetenskap : ett kunskapsområde under formering - 2006 -
Mot bättre vetande : presentationer av forskning vid Institutionen för pedagogik och didaktik
2006
-
A pyrrhic victory: the progressive movement into Swedish welfare state education. Invited contribution to the symposium Policy Making in the Public Interest: The Dream and Its Consequences. Sponsored by the International Relations
Committee
Rita Foss Lindblad, Sverker Lindblad
AERA, in San Francisco, April 7-11, 2006 - 2006 -
Education Research in Sweden. A contribution to the EERA roundtable “The Social Organization of Education Research: a Cross-national
Conversation”
Sverker Lindblad, Lisbeth Lundahl
EERA meeting in Geneva, September 13-15, 2006 - 2006 -
Farväl till partipolitiken i skolans
värld?
Sverker Lindblad
Pedagogiska Magasinet - 2006 -
Discoursing Working Life and Professional Expertise in Education and Health Care in Sweden. A contribution to the symposium “National case studies of restructuring in professional work and professional education in health and education
professions”
Rita Foss Lindblad, Sverker Lindblad, Gun-Britt Wärvik
at the EERA annual meeting in Dublin, September 2005. - 2005 -
Knowledge, Governance and Social Inclusion/Exclusion: A report from a European Union research
project
Sverker Lindblad
Lindahl, R. & Jännebring, B. (eds). Forskning om Europafrågor vid Samhällsvetenskapliga fakulteten, Göteborgs universitet - 2005 -
Nu var det
2030
Sverker Lindblad, Finn Calander
Pedagogiska Magasinet, 2005, nr 1. sid 15-25. - 2005 -
Yrkesroll i förvandling. Lärarutbildningar, rekrytering och yrkesidentitet under om strukturering. I Utbildningsvetenskap 2005 - Resultatdialog och Framtidsblick. (Vetenskapsrådet: Rapport 13:2005), s.
117-125
Sverker Lindblad, Finn Calander, Gustave Callewaert
2005 -
European welfare state education: Social reconstruction in between cultural change and
policymaking
Sverker Lindblad
Keynote publicerad i proceedings from the 2005 International Symposiumon Curriculum for Social Reconstruction. TMTE, Taiwan - 2005 -
1990-talet och
lärarna
Sverker Lindblad
Grundskolans ämnen i ljuset av Nationella utvärderingen 2003: nuläge och framåtblickar - 2005 -
Educational Restructuring: International perspectives on travelling
policies.
Sverker Lindblad, Thomas S. Popkewitz
2004 -
Educational Restructuring: (Re)Thinking the Problematic of
Reform
Sverker Lindblad, Thomas S. Popkewitz
Lindblad, S. & Popkewitz, T. (Eds): Educational Restructuring - International Perspectives on Travelling Policies - 2004 -
Lindblad, S., & Marton, F. (2004). What is compared in comparative studies of Maths Education? Paper presented at Psychology of Maths Education meeting, Bergen,
2004.
Sverker Lindblad, Ference Marton
http://www.emis.de/proceedings/PME28/ - 2004 -
Internationella arenor för utbildningsvetenskaper : om forskarorganisationer, vetenskapliga tidskrifter och överstatliga organisationer (Vetenskapsrådets rapportserie, 2004:
5)
Sverker Lindblad, Dag Kyndel, Lena Larson
2004 -
Nittiotal : Om Lärarna, Skolan och Samhället av
idag
Sverker Lindblad
2004 -
Historizing the future: Educational reform, systems of reason, and the making of children who are the future
citizens
Thomas S. Popkewitz, Sverker Lindblad
Journal of Educational Change - 2004 -
Introducing teacher education under
restructuring
Sverker Lindblad, Gustave Callewaert
ECER, the European Conference on Educational Research. ECER 2004. Kreta - 2004 -
OECD Examiners’ Report on Educational Research and Development in
England
Stefan Wolter, Edwin Keiner, Donatella Palomba, Sverker Lindblad
European Educational Research Journal - 2004 -
The way we do things in Sweden: On school cultures and maths lessons from different
perspectives
Jonas Emanuelsson, Josefin Häggblom, Johan Häggström, Johan Liljestrand, Sverker Lindblad, Ference Marton, Ulla Runesson, Fritjof Sahlström
Paper presented at the NFPF meeting in Copenhagen, march 6-9 2003. - 2003 -
Screening av barn mot gängkriminalitet: ett tomtebloss i
mörker
Sverker Lindblad, Giulia Messina Dahlberg, Monica Reichenberg, Katarina Samuelsson
Skola och samhälle - 20230508