1,339
Views
5
CrossRef citations to date
0
Altmetric
Articles

Policy of suspiciousness –mobilization of educational reforms in Sweden

References

  • Baek, C., Hörmann, B., Karseth, B., Pizmony-Levy, O., Sivesind, K., & Steiner-Khamsi, G. (2017). Policy learning in Norwegian school reform: A social network analysis of the 2020 incremental reform. Nordic Journal of Studies in Educational Policy, 4(1), 24–37. doi:https://doi.org/10.1080/20020317.2017.1412747
  • Cowen, R. (2009). The transfer, translation and transformation of educational processes: And their shape-shifting? Comparative Education, 45(3), 315–327. doi: https://doi.org/10.1080/03050060903184916
  • Cresswell, J. (2010). Mapping the developing landscape of mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Sage handbook of mixed methods in social & behavioral research (pp. 45–68). London: SAGE.
  • European Commission. (2017). Education and training monitor 2017. Brussels: European Commission.
  • Fairclough, N. (2010). Critical discourse analysis. The critical study of language. Harlow: Pearson.
  • Grek, S. (2013). Expert moves: International comparative testing and the rise of expertocracy. Journal of Education Policy, 28(5), 695–709. doi: https://doi.org/10.1080/02680939.2012.758825
  • Grek, S. (2020). Facing ‘a tipping point’? The role of the OECD as a boundary organisation in governing education in Sweden. Education Inquiry, 11(3), 175-195. doi:https://doi.org/10.1080/20004508.2019.1701838
  • Lingard, B., & Lewis, S. (2017). Placing PISA and PISA for schools in two federalisms, Australia and the USA. Critical Studies in Education, 58(3), 266–279. doi: https://doi.org/10.1080/17508487.2017.1316295
  • Lingard, B., & Ozga, J. (2007). Introduction: Reading education policy and politics. In B. Lingard & J. Ozga (Eds.), The RoutledgeFalmer reader in education policy and politics (pp. 1–8). London: Routledge.
  • Lubienski, C. (2019). Advocacy networks and market models for education. In M. Parreira do Amaral, G. Steiner-Khamsi, & C. Thompson (Eds.), Researching the global education industry. Commodification, the market and business involvement (pp. 69–86). Cham: Palgrave Macmillan.
  • News on Swedish television. (January 14, 2014). Retrieved from www.svt.se/nyheter/val2014/internationell-kommission-ska-granska-svenska-skolan, June 6, 2020 .
  • Nordin, A. (2012). Kunskapens politik: en studie av kunskapsdiskurser i svensk och europeisk utbildningspolicy [The policy of knowledge: A study of knowledge discourses in Swedish and European education policy]. Dissertation 97/2012. Linnaeus University Press.
  • Nordin, A. (2017). Towards a European policy discourse on compulsory education: The case of Sweden. European Educational Research Journal, 16(4), 474–486. doi: https://doi.org/10.1177/1474904116681574
  • Nordin, A. (2019). A data-driven school crisis. In C. Elde Mølstad & D. Pettersson (Eds.), New practices of comparison, quantification and expertise in education. Conducting empirically based research (pp. 127–144). Abingdon, Oxon: Routledge.
  • Nusche, D., Halász, G., Looney, J., Santiago, P., & Shewbridge, C. (2011). OECD reviews of evaluation and assessment in education: Sweden 2011, OECD reviews of evaluation and assessment in education. Paris: OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2014). TALIS 2013 results: An international perspective on teaching and learning. Paris: OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2015). Improving schools in Sweden: An OECD perspective. Paris: OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2017). OECD handbook for internationally comparative education statistics: Concepts, standards, definitions and classifications. Paris: OECD Publishing.
  • Priestley, M., & Biesta, G. (2013). Reinventing the curriculum. New trends in curriculum policy and practice. London: Bloomsbury.
  • Radaelli, C. M. (1995). The role of knowledge in the policy process. Journal of European Public Policy, 2(2), 159–183. doi: https://doi.org/10.1080/13501769508406981
  • Ringarp, J., & Waldow, F. (2016). From ‘silent borrowing’ to the international argument – Legitimating Swedish educational policy from 1945 to the present day. Nordic Journal of Studies in Educational Policy, 2016(1), 1–8. doi:https://doi.org/10.1080/20004508.2019.1701838
  • Schmidt, V. (2011). Reconciling ideas and institutions through discursive institutionalism. In D. Béland & R. H. Cox (Eds.), Ideas and politics in social science research (pp. 47–64). New York: Oxford University Press.
  • School Commission. (2017). Samling för skolan - Nationell strategi för kunskap och likvärdighet. Slutbetänkande av 2015 års skolkommission. [A gathering for school – National strategy for knowledge and equivalence. Final report of the 2015 School Commission] (SOU 2017:35). Swedish Ministry of Education and Research.
  • Schriewer, J. (2003). Globalisation in education: Process and discourse. Policy Futures in Education, 1(2), 271–283. doi: https://doi.org/10.2304/pfie.2003.1.2.6
  • Schriewer, J., & Martinez, C. (2004). Constructions of internationality in education. In G. Steiner-Khamsi (Ed.), The global politics of educational borrowing and lending (pp. 29–53). New York: Teachers College Press.
  • Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of Education Policy, 28(5), 710–725. doi: https://doi.org/10.1080/02680939.2013.779791
  • Steiner-Khamsi, G. (2003). The politics of league tables. Journal of Social Science Education, 2(1), 1–6.
  • Steiner-Khamsi, G. (2012). Understanding policy borrowing and lending. Building comparative policy studies. In G. Steiner-Khamsi & F. Waldow (Eds.), Policy borrowing and lending in education (pp. 3–17). Abingdon, Oxon: Routledge.
  • Steiner-Khamsi, G. (2014). Cross-national policy borrowing: Understanding reception and translation. Asia Pacific Journal of Education, 34(2), 153–167. doi: https://doi.org/10.1080/02188791.2013.875649
  • Steiner-Khamsi, G. (2016). New directions in policy borrowing research. Asia Pacific Education Review, 17(3), 381–390. doi: https://doi.org/10.1007/s12564-016-9442-9
  • Steiner-Khamsi, G. (2019). Conclusions: What do policy-makers do with PISA. In F. Waldow & G. Steiner-Khamsi (Eds.), Understanding PISA’s attractiveness. Critical analyses in comparative policy studies (pp. 233–248). London: Bloomsbury.
  • Swedish National Agency for Education. (2014). TALIS 2013: En studie av undervisnings- och lärmiljöer i årskurs 7–9 [TALIS 2013: A study of teaching and learning environments in grades 7–9]. Stockholm: Swedish National Agency for Education.
  • Takayama, K. (2018). How to mess with PISA: Learning from Japanese Kakugo curriculum experts. Curriculum Inquiry, 48(2), 220–237. doi: https://doi.org/10.1080/03626784.2018.1435975
  • Wahlström, N. (2018). The travelling reform agenda: The Swedish case thorough the lens of the OECD. In N. Wahlström & D. Sundberg (Eds.), Transnational curriculum standards and classroom practices: The new meaning of teaching (pp. 15–30). Abingdon, Oxon: Routledge.
  • Wahlström, N. (2020). Current school reforms in transnational policy landscapes. In W. Pink (Ed.), Oxford research encyclopedia of education. Oxford University Pressdoi:https://doi.org/10.1093/acrefore/9780190264093.013.841