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Malmström, M. (2023). Anticipations of practice-near school research in Sweden. Nordic Journal of Studies in Educational Policy, 9(3), 233-247
Öppna denna publikation i ny flik eller fönster >>Anticipations of practice-near school research in Sweden
2023 (Engelska)Ingår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 9, nr 3, s. 233-247Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Practice-near research has been on the agenda in education policy during the last few years in Sweden. The research is supposed to make the academy and school collaborate and the expectations are high. This article aims to give an account of different kinds of expectations of practice-near research, and the underlying perceived problems it is supposed to solve, in the Swedish educational context. Drawing from theories from the research field sociology of expectations and Carol Bacchi’s discourse analytic WPR approach (What’s the problem represented to be?), different kinds of documents on practice-near research were analysed. Five anticipatory narratives about practice-near research were identified: practice-near research for ensuring a school based on ‘scientific knowledge and proven experience’, as a cure of educational research of little relevance, for increasing teaching efficiency, for making teacher education research-based, and for increasing attractiveness of the teaching profession. The article concludes with a discussion of the anticipatory narratives related to discourses of change and education crisis.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
Practice-near research, education policy, discourse analysis, WPR approach, sociology of expectations
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-62388 (URN)10.1080/20020317.2023.2236751 (DOI)2-s2.0-85165471011 (Scopus ID)
Tillgänglig från: 2023-09-07 Skapad: 2023-09-07 Senast uppdaterad: 2024-01-04Bibliografiskt granskad
Blennow, K., Malmström, M. & Stolle, E. P. (2023). Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden. Education Sciences, 13(7), Article ID 635.
Öppna denna publikation i ny flik eller fönster >>Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden
2023 (Engelska)Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 7, artikel-id 635Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.

Ort, förlag, år, upplaga, sidor
MDPI, 2023
Nyckelord
teacher educator, liminality, activism, identity, positioning, emotions, self-study
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-61701 (URN)10.3390/educsci13070635 (DOI)001035139800001 ()2-s2.0-85175106973 (Scopus ID)
Tillgänglig från: 2023-07-07 Skapad: 2023-07-07 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Petroelje Stolle, E., Blennow, K. & Malmström, M. (2023). New Understandings of Liminality: Pausing at the Threshold of Action. In: Cameron-Standerford, A.; Bergh, B. & Edge, C. (Ed.), Pausing at the Threshold: Opportunity Through, With, and For Self-Study of Teacher Education Practices. Paper presented at Castle Conference, Queen’s University International Study Centre at Herstmonceux Castle, U.K. Equity Press
Öppna denna publikation i ny flik eller fönster >>New Understandings of Liminality: Pausing at the Threshold of Action
2023 (Engelska)Ingår i: Pausing at the Threshold: Opportunity Through, With, and For Self-Study of Teacher Education Practices / [ed] Cameron-Standerford, A.; Bergh, B. & Edge, C., Equity Press , 2023Konferensbidrag, Publicerat paper (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Equity Press, 2023
Serie
Self-Study in Teacher Education
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-63010 (URN)
Konferens
Castle Conference, Queen’s University International Study Centre at Herstmonceux Castle, U.K
Tillgänglig från: 2023-10-09 Skapad: 2023-10-09 Senast uppdaterad: 2023-10-09Bibliografiskt granskad
Blennow, K., Bosseldal, I. & Malmström, M. (2023). Parallel lines: tensions in teachers’ enactment of the vision of a newly established school in Sweden. Teachers and Teaching: theory and practice, 29(7-8), 946-963
Öppna denna publikation i ny flik eller fönster >>Parallel lines: tensions in teachers’ enactment of the vision of a newly established school in Sweden
2023 (Engelska)Ingår i: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 29, nr 7-8, s. 946-963Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2023
Nyckelord
school establishment, policy enactment, marketisation, teachers, vision
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-61700 (URN)10.1080/13540602.2023.2219205 (DOI)001009989300001 ()2-s2.0-85161996144 (Scopus ID)
Tillgänglig från: 2023-07-07 Skapad: 2023-07-07 Senast uppdaterad: 2024-02-08Bibliografiskt granskad
Magnusson, P. & Malmström, M. (2023). Practice-near school research in Sweden: tendencies and teachers’ roles. Education Inquiry, 14(3), 367-388
Öppna denna publikation i ny flik eller fönster >>Practice-near school research in Sweden: tendencies and teachers’ roles
2023 (Engelska)Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 3, s. 367-388Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teachers in research. As a background, the international and national roots of practice-near school research in Sweden are described. The study is focused on research projects in compulsory and upper secondary school, school years 1–12. 92 articles in 19 journals were detected through a literature search and purposive sampling. Based on the articles, a framework of aspects with categories was developed and the reported studies were analysed accordingly. The findings indicate a multifaceted research field; studies based on a variety of theories and methods and with different roles for teachers. The different categories for teacher’s participation in research and how teacher roles were described in the articles did not give a clear picture on what teachers’ roles could imply for the teachers involved. The article concludes with a discussion of the recent policy initiatives of practice-near school research in Sweden.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
Collaborative research, education policy, knowledge interests, practice-near school research, teacher roles
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-51340 (URN)10.1080/20004508.2022.2028440 (DOI)000756466800001 ()2-s2.0-85125219456 (Scopus ID)
Tillgänglig från: 2022-05-05 Skapad: 2022-05-05 Senast uppdaterad: 2023-10-09Bibliografiskt granskad
Blennow, K., Bosseldal, I. & Malmström, M. (2022). Students as policy actors: the student perspective in the establishment process of a new school. In: : . Paper presented at ECER - European Educational Research Association2022/08/23 → 2022/08/26 Yerevan, Armenien.
Öppna denna publikation i ny flik eller fönster >>Students as policy actors: the student perspective in the establishment process of a new school
2022 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

When a new school is established, the role of the students is of decisive importance (Blennow et al, 2021; forthcoming). They may buy into the ideas and visions presented. They may show resistance. They may even be totally indifferent or uninformed. In any case, the students’ reactions and actions on policy initiatives are crucial in the creation of a school culture or campus ethos. In policy enactment research however, there is a tendency to overlook the students’ role as policy actors (Tanner, 2016).

This paper draws on an ongoing study, where we investigate the policy enactment processes that are set in motion at the establishment of a new, strongly profiled municipal upper secondary school (Blennow et al 2021; forthcoming). The school is situated in a marketized educational landscape in a middle range Swedish university town. It has an entrepreneurial approach and a “challenge-driven” pedagogy and the vision of the school goes like this:

“We solve the challenges of the future now – with knowledge and creativity”.

Given the assumptions above, this paper focuses the student perspective in the establishment process of the school. The questions we seek to answer are:

How do students take part when the vision of the new school is enacted?

How can the student perspective contribute to policy enactment theory?

To answer the research questions, we use policy enactment theory. The theory offers a perspective on policy as something that institutions as schools do (Ball et al 2012). Policies usually aim to prevent or solve problems and have people as their objects. Simultaneously they produce policy subjects: the ones that are supposed to enact the policy. Seeing policy as something enacted, instead of implemented, entails that policy is continuously translated, transformed and negotiated by different actors in social interaction (Maguire et al, 2011; Ball et al 2011a; b; 2012; Braun et al 2011 a; b).

In our analysis we use a perspective on policies as either imperative or exhortative (Ball et al, 2011a), that is, as either something to obey or something that can be used by policy translators in a creative way. We also draw on their gallery of different roles in the policy enactment process (Ball et al 2011b, 2012). Different actors take different roles but are also placed in different subject positions in relation to the problem a certain policy is created to solve (Bacci, 2009).

We are especially interested in how the students relate to the vision of the school, adapt to it, ignore it or make resistance to it, and how they in some cases come to represent different positions and belong to different coalitions. Some previous research has addressed the role of students in relation to policy and viewed the policy enactment process from the student´s frame of reference. For instance, Tanner (2016) study a process where students are both policy subjects and objects, Löfgren et al (2018) frame students as policy translators and Rönnberg (2014) shows how students use policy to benefit their own interests.

Methodology, Methods, Research Instruments or Sources Used

In the paper we analyse two student cases, which are chosen as examples of radically different student positions in the enactment of the policy of the school. The data used in the analysis are fieldnotes, transcribed interviews and a survey with all the third-year students at the school in the spring of 2021.

The data used in this paper is part of the material gathered for the ongoing study of the establishment of the school. We have studied the school since its start in 2018. Ethnographic methodology is used to capture social interactions, focusing on power and resistance, conflicts and conflict management, the school as a physical meeting-place, emotions and emotional labor. Much time is spent in the environment, in order to get as wide a perspective as possible, collaborate with the staff, and get behind the scenes. We conduct observations of both planned and formal activities, such as instruction and meetings, and we “shadow” whole work/school days focusing on informal processes and unforeseen events (Czarniawska, 2007). Observations and shadowing are alternated with semi-structured interviews, to better understand the participants’ interactions, feelings and thoughts, as well as widening and controlling the interpretations of the observations (Cohen, Manion & Morrison, 2011).

To study the relation between the vision of the school and the community and society at large, different kinds of documents, such as protocols from the City Council, local documents, information booklets, media texts, and marketing material are analysed. Using critical discourse analytical methods (Fairclough, 1992), the texts are related to local and global contexts.Conclusions, Expected Outcomes or FindingsWhen the school opened in 2018, the staff lined up for the vision. But the students turned out to be a more diversified group than expected, making evident that the utopian vision had cracks. A group of students refused to engage in school projects built on the vision. Other students became advocates of the school and vision.  

Despite the turbulence of the first years, the vision did not change. The school started in preliminary premises, and it seems that the vision has been preserved while the staff is waiting for the permanent and pedagogically adapted school building.  

The character of the vision is exhortative, with some imperative aspects. By including all actors, whether they want it or not, in a “We”, as in “We solve the challenges of the future now ...”, the vision imposes itself on everyone who belongs to the school and expect of them to make a creative translation into action. It seems to announce that being a teacher or student at this school also means being a part of the vision.  

Teachers and students tell different stories about the first years. Where teachers see resistance, lack of interest and great needs of pedagogical support in the student body, the students contribute to a richer and more complex answer to what has happened. The roles they take in relation to the vision differs significantly.

The analysis of the two student cases offers insights into the complexity of this role taking and makes visible how students can take the role as enthusiasts, while silently or in closed rooms simultaneously being critics.

Preliminary answers to our research questions are that students in our case are important policy actors and that the reflection on the enactment processes become more complex and multifaceted when the students' perspectives are included.  ReferencesBacchi, C. L. (2009). Analysing policy: what's the problem represented to be? Frenchs Forest, N.S.W.: Pearson.

Ball, S.J., Maguire, M, Braun, A & Hoskins, K (2011a). Policy subjects and policy actors in schools: some necessary but insufficient analyses. Discourse: Studies in the Cultural Politics of Education. Vol 32:4, p. 611-624. DOI: 10.1080/01596306.2011.601564  

Ball, S.J., Maguire, M, Braun, A & Hoskins, K (2011b). Policy actors: doing policy work in schools. Discourse: Studies in the Cultural Politics of Education, Vol 32, p. 625-639. DOI: 10.1080/01596306.2011.601564

Ball, S.J., Maguire, M, Braun, A (2012). How schools do policy. Policy enactments in secondary schools. London/New York: Routledge.  

Blennow, K., Bosseldal, I., & Malmström, M (2021). Visions and Resistance. The Establishment of a New School in a Marketized Educational Landscape. Conference paper, ECER 2021.  

Blennow, K., Bosseldal, I., & Malmström, M. (forthcoming). Parallel Lines: The enactment of the vision of a new school in a Marketized Educational Landscape.  

Braun, A., Ball, S. J. & Maguire, M. (2011a) Policy enactments in schools introduction: towards a toolbox for theory and research, Discourse: Studies in the Cultural Politics of Education, 32:4, 581-583, DOI: 10.1080/01596306.2011.601554

Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011b) Taking context seriously: towards explaining policy enactments in the secondary school, Discourse: Studies in the Cultural Politics of Education, 32:4, 585-596, DOI: 10.1080/01596306.2011.601555

Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. (7.ed.) Abingdon: Routledge.

Czarniawska, B. (2007) Shadowing and other techniques for doing fieldwork in modern societies. Malmö: Liber.

Fairclough, N. (1992). Discourse and social change, Cambridge: Polity.

Löfgren, H, Löfgren, R, Pérez Prieto H (2018). Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests. European Educational Research Journal. Vol. 17:5, p. 676-695 DOI: 10.1177/1474904118757238

Maguire, M., Hoskins, K., Ball, S., & Braun, A. (2011) Policy discourses in school texts, Discourse: Studies in the Cultural Politics of Education, 32:4, 597-609, DOI: 10.1080/01596306.2011.601556  

Rönnberg, L. (2014) Att ta inspektionen i egna händer. Hur lokala aktörer använder skolinspektionen. Utbildning och demokrati, vol 23, nr 1, 85-106 Tanner, M (2016). Att visa vad man kan. Elever som medspelare i förändrade policypraktiker om bedömning i år sex. KAPET Karlstads universitets Pedagogiska Tidskrift, årgång 12, nr 1.

Nyckelord
school establishment, policy enactment, students
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-56224 (URN)
Konferens
ECER - European Educational Research Association2022/08/23 → 2022/08/26 Yerevan, Armenien
Anmärkning

Malmström har deltagit i författandet av abstract men deltog inte under den muntliga presentationen.

Tillgänglig från: 2022-11-27 Skapad: 2022-11-27 Senast uppdaterad: 2024-06-11Bibliografiskt granskad
Malmström, M. & Hörberg, T. (2022). Ut genom munnen och ut i världen: kreativt skrivande på gymnasiet. In: Winzell, Helen; Edvardsson, Jenny; Parmenius Swärd, Suzanne (Ed.), Kreativt: Svensklärarföreningens årsskrift 2021 (pp. 96-110). Stockholm: Svensklärarföreningen
Öppna denna publikation i ny flik eller fönster >>Ut genom munnen och ut i världen: kreativt skrivande på gymnasiet
2022 (Svenska)Ingår i: Kreativt: Svensklärarföreningens årsskrift 2021 / [ed] Winzell, Helen; Edvardsson, Jenny; Parmenius Swärd, Suzanne, Stockholm: Svensklärarföreningen , 2022, s. 96-110Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Svensklärarföreningen, 2022
Serie
Svensklärarserien, ISSN 0349-3563 ; 244
Nyckelord
kreativt skrivande, derivativt skrivande
Nationell ämneskategori
Didaktik Språk och litteratur
Identifikatorer
urn:nbn:se:mau:diva-56109 (URN)978-91-27-46251-9 (ISBN)
Anmärkning

Ingår även i serien Svensklärarföreningens årsskrift, Nr 2021 med ISSN: 0349-0246

Tillgänglig från: 2022-11-17 Skapad: 2022-11-17 Senast uppdaterad: 2023-09-11Bibliografiskt granskad
Bosseldal, I., Lundberg, J. & Malmström, M. (2021). En lättsam buse med blyg röst (1ed.). In: Ingrid Bosseldal; Janna Lundberg; Martin Malmström (Ed.), Ögonblick: En vänbok till Anders Persson om människor och deras möten (pp. 7-10). Lund: Lund Studies in Educational Sciences, Lunds universitet
Öppna denna publikation i ny flik eller fönster >>En lättsam buse med blyg röst
2021 (Svenska)Ingår i: Ögonblick: En vänbok till Anders Persson om människor och deras möten / [ed] Ingrid Bosseldal; Janna Lundberg; Martin Malmström, Lund: Lund Studies in Educational Sciences, Lunds universitet , 2021, 1, s. 7-10Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [sv]

Låt oss ta er med in i ett ögonblick. Någon har sagt något, som fått någon annan att säga något echaufferat, kinder hettar, hår smiter ur frisyrer, röster höjs. Rummet präglas av stigande intensitet. Någon ifrågasätter. Någon vill instämma. Någon ytterligare vill ställa till rätta. Så fortsätter det ett tag. En sorts intellektuell storm. Det kan vara i seminarierummet, föreläsningssalen, kafferummet. Och så, liksom mitt i, begär Anders Persson ordet. Hans röst är låg, så låg att den kräver att folk slutar skrapa med stolsben eller viska med grannen, den är infernalisk, den skär rakt in i och igenom det som just avhandlats och den ställer det på huvudet, eller riktar strålkastarljuset mot det från ett helt annat håll. Det han säger gör mycket lite för att inordna sig, likt den beskäftiga och irriterande främling sociologin kan vara (Bauman & May 2004, s. 22).

Ort, förlag, år, upplaga, sidor
Lund: Lund Studies in Educational Sciences, Lunds universitet, 2021 Upplaga: 1
Serie
Lund Studies in Educational Sciences, ISSN 2002-6323 ; 16
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-51362 (URN)978-91-89213-45-6 (ISBN)978-91-89213-46-3 (ISBN)
Tillgänglig från: 2022-05-11 Skapad: 2022-05-11 Senast uppdaterad: 2022-06-14Bibliografiskt granskad
Malmström, M. (2021). Intertextualitet i medietexter (1ed.). In: Angerd Eilard ; Christoffer Da (Ed.), Diskursanalys med utbildningsvetenskapliga perspektiv: (pp. 61-77). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Intertextualitet i medietexter
2021 (Svenska)Ingår i: Diskursanalys med utbildningsvetenskapliga perspektiv / [ed] Angerd Eilard ; Christoffer Da, Lund: Studentlitteratur AB , 2021, 1, s. 61-77Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [sv]

Debatter om skola och utbildning förekommer frekvent i medier av olika slag och tonläget är ofta högt uppskruvat. Olika debatter avlöser varandra och kan ses som länkar i en lång kedja av röster om skolan. Av det skälet blir begreppet intertextualitet intressant. Detta kapitel inleds med ett resonemang om mediedebatter som fenomen. Därefter följer en diskussion om intertextualitet och, slutligen, en exempelanalys där intertextualiteten – med särskilt fokus på interdiskursivitet (genrer och diskurser) samt intertextualitet i form av metaforer, presuppositioner, paratexter och intertextuella kedjor– analyseras i en specifik debattartikel.

Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021 Upplaga: 1
Nyckelord
Intertextualitet, medietexter, interdiskursivitet, metaforer, presuppositioner
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-51363 (URN)9789144135526 (ISBN)
Anmärkning

Kapitel samlingsverk

Tillgänglig från: 2022-05-11 Skapad: 2022-05-11 Senast uppdaterad: 2022-05-13Bibliografiskt granskad
Malmström, M. (2021). Skrivkris, skolkris och samhällskris (1ed.). In: Joakim Landahl, David Sjögren, Johannes Westberg (Ed.), Skolans kriser: historiska perspektiv på utbildningsformer och skoldebatter (pp. 203-231). Lund: Nordic Academic Press
Öppna denna publikation i ny flik eller fönster >>Skrivkris, skolkris och samhällskris
2021 (Svenska)Ingår i: Skolans kriser: historiska perspektiv på utbildningsformer och skoldebatter / [ed] Joakim Landahl, David Sjögren, Johannes Westberg, Lund: Nordic Academic Press, 2021, 1, s. 203-231Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Lund: Nordic Academic Press, 2021 Upplaga: 1
Nyckelord
skrivkris, skolkris, samhällskris, utbildningshistoria
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-51337 (URN)9789188909787 (ISBN)
Tillgänglig från: 2022-05-05 Skapad: 2022-05-05 Senast uppdaterad: 2022-05-05Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-2390-0338

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