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Development for All in an Era of Transnational Educational Measurements
Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
2012 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Development for All in an Era of Transnational Educational Measurements Individuals as well as schools and universities are assessed in the worldwide systems of ranking. These kinds of evaluations give answers about outcomes. By these results efficiency is estimated. Different conditions for the assignment of inclusive education in connection to values and processes are seldom discussed. The aim of the paper is to discuss the voice of the individual about educational processes viewed in relation to quantitative data in large scale surveys comparing different countries. We will argue for alternative ways of contributing knowledge within the field of special education, such us how to make room for the voices of individuals in an age dominated by evidence based documentation. Method In the theoretical and methodological points of departure we advocate a holistic perspective on how knowledge can be achieved about the human being as a free learning subject in relation to context, meaning and interpretation. Thus, methods are needed allowing space for complexity and ambiguity in a multidimensional, non-linear and non-causal perspective. Expected Outcomes In a democratic perspective, values such as freedom and participation seem relevant to relate to the knowledge achieved by the measurements in question. The knowledge base in turn determines how education is organized and available for the citizens in a society. A narrative research orientation seems relevant in order to study interwoven phenomena like learning and teaching. Narrative approaches add a knowledge potential in special educational research which can problematize values and processes in education and learning, with participation and rights in the forefront. References Biesta, G. (2002). BILDUNG and Modernity: The Future of BILDUNG in a World of Difference. I: Studies in Philosophy and Education, 21 (4-5), s. 343-352. Buber, M. (1994). Jag och Du. (2 uppl.) Ludvika: Dualis Förlag. Goodson, I. F. & Sikes, P. (2001). Life history research in educational settings. Buckingham, PA: Open University Press. Jarvis, P. (1997). Ethics and Education for Adults – in a late modern society. Leicester, UK: National Institute of Adult Continuing Education. Polkinghorne, J. C. (1995). Narrative configuration in qualitative analysis. I: Hatch, J. A. & Wisniewski, R. (red.). Qualitative studies serie. London: Falmer Press, s. 5-23. Wahlström, N. (2010). Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy. I: Educational Philosophy and Theory,42 (3), s. 293-309.

Place, publisher, year, edition, pages
EERA , 2012.
Series
ECER online programme
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-16578Local ID: 19266OAI: oai:DiVA.org:mau-16578DiVA, id: diva2:1420092
Conference
European Conference on Educational Research (ECER), Cadiz, Spain (2012)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-06-27Bibliographically approved

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http://www.eera-ecer.de/ecer-programmes/conference/6/contribution/16712/http://www.eera-ecer.de/ecer-programmes/conference/6/contribution/16712/

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Ohlsson, LisbethLang, Lena

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