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Jobér, A. (2024). Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs. Journal of education policy, 39(1), 20-39
Öppna denna publikation i ny flik eller fönster >>Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs
2024 (Engelska)Ingår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 39, nr 1, s. 20-39Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

As the privatisation of the public sector has grown rapidly in Sweden in the last decade, private companies have become an imperative part of education. Private companies sell and deliver consultancy, hardware, software, services, etc. to schools and municipalities. This study examines a growing rate of activities from companies and businesses working within public sectors. It also examines consequences of cooperation between private and public actors. Findings show that multiple actors meet in different forms and with different functions, in multiple ways and with diverse agendas. What can be discerned is strong Public-Private Partnerships (PPP), where actors and networks are linked together, directly or indirectly, in fluid and flexible relations and partnerships. Private actors on educational markets not only becomes edupreneurs but policyneurs, a new concept introduced. As private actors engage in the policy making and the public sphere, a complex and disorganised landscape with new formations of strong actors emerge, entailing a number of consequences. One implication is the establishment of lobbyism in the Swedish educational landscape, with potentially negative consequences for democracy. One conclusion is that new formations of power dissolve the roles and functions of private and public actors within education, with implications on decision-making, transparency, and democracy. 

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2024
Nyckelord
Policy; policy processes; private-public partnership; privatised education
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-57639 (URN)10.1080/02680939.2023.2166128 (DOI)000910173200001 ()2-s2.0-85146218670 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2017-01657
Tillgänglig från: 2023-01-19 Skapad: 2023-01-19 Senast uppdaterad: 2024-02-08Bibliografiskt granskad
Fabri, A. & Jobér, A. (2023). Improving a Swedish health practice for refugees through participatory action research: potentials and constraints. Educational action research, 1-16
Öppna denna publikation i ny flik eller fönster >>Improving a Swedish health practice for refugees through participatory action research: potentials and constraints
2023 (Engelska)Ingår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, s. 1-16Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

his paper reports on a two-year project focusing on health com-municators working with refugees in Sweden. By employing parti-cipatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred between the participating researcher and the health communicators during the project were the primary source for collaboration, development, and data collection. The findings show that perceptions of limitations due to existing power structures initially hindered the group from experimenting with new activities for the groups of refugees. However, as the communicators gained experience, the conversations in the joint meeting practice changed, which facilitated the action research process. By challenging common working methods, which were initially perceived as causes for concern, the communicators recog-nised that the concretisation of the health information they wanted to convey could also function as a useful pedagogical tool. The analysis shows that, despite constraints during the working process, the participatory action research practice created a democratic work process which empowered all participants. Collective talks in the communicative space nurtured an architecture that generated new ideas and made it possible to leave the classroom-based teaching situation for new ways of learning about health and physical activity. The findings also show that participatory action research made the communicators aware of their capacity to imple-ment change by offering various movement-based activities that benefited the participating refugees and increased their agency and empowermentT

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
Empowerment, health promotion, participatory action research, practice architectures; refugees
Nationell ämneskategori
Övrig annan samhällsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-57350 (URN)10.1080/09650792.2023.2165129 (DOI)000933178100001 ()2-s2.0-85146720956 (Scopus ID)
Tillgänglig från: 2023-01-11 Skapad: 2023-01-11 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Jobér, A. & Billmayer, J. (2022). Between transport and transfer: Schoolbags in the lives of pupils and classrooms. In: : . Paper presented at SERA Conference 2022. Reconnecting, educational research, policy and practice.. Scottish Educational Research Association
Öppna denna publikation i ny flik eller fönster >>Between transport and transfer: Schoolbags in the lives of pupils and classrooms
2022 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Abstract [en]

There are objects that are so strongly attached with a situation that they become hard to distinguish from the situation itself. They “become invisible”, although crucial for the emergence and the actual becoming of the situation.

The overarching aim is to investigate such an invisible object, i.e., schoolbags and how their contents function in the lives of pupils. Of special interest is the connection between the privacy of the home and the public, societal world of school and classroom. Whilst earlier studies have focused on ergonomics this study aims at contributing to an understanding of the complex functions of schoolbags, providing new perspectives on their pedagogical and social role.

Socio-materialist theory is used as an ontological stance understanding schoolbags as objects that establish and maintain actions and norms in a given social context. The uniqueness of the study calls for a more basic approach on the analytical level, carefully investigating and describing the content of the schoolbags as well as their context, i.e., the German school system. The study’s original point of departure has been a genuine curiosity for and interest in the school bag’s (educational) place particularly in the German context.

The study is thus deeply rooted in the data material which consists of photographs of the contents of 16 German satchels provided by middle-school pupils. The contents were unpacked, carefully arranged and photographed by helpers at the school. The resulting photographs are carefully analysed alongside a description of exterior appearances of schoolbags as well as the material context of the classroom based on results from earlier research, both by the involved researchers and others.

Findings show that the function of the schoolbags exceeds their obvious transportation purposes, and that they are a complex, entangled object in the construction of “schooling” and “the pupil”. At the same time they contain anchors to the private family lives of the pupils, and such time that are intimate and deeply personal. The findings call for more research on invisible items within education and the role they play when transporting not only pens and paper but norms and values.

Ort, förlag, år, upplaga, sidor
Scottish Educational Research Association, 2022
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-56656 (URN)
Konferens
SERA Conference 2022. Reconnecting, educational research, policy and practice.
Tillgänglig från: 2022-12-13 Skapad: 2022-12-13 Senast uppdaterad: 2023-09-06Bibliografiskt granskad
Player-Koro, C., Jobér, A. & Bergviken Rensfeldt, A. (2022). De-politicised effects with networked governance?: An event ethnography study on education trade fairs. Ethnography and Education, 17(1), 1-16
Öppna denna publikation i ny flik eller fönster >>De-politicised effects with networked governance?: An event ethnography study on education trade fairs
2022 (Engelska)Ingår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 17, nr 1, s. 1-16Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper explores educational trade fairs as part of the contemporary networked governance of public sector education. The focus is on the forms and functions of network governance in educational trade fairs and how different powers of private and public networking actors and ideas are played out, including the wider implications for education. Based on an event ethnographic case study of a Nordic educational technology fair, the study identifies three significant forms of how network governance powers are constituted: through consensual culture, blurred public-private actor roles, and market individualised addresses. Together this network governance has de-politicising effects that mask power imbalances and evoke democratic challenges for public sector education. The paper discusses how diffused market networking powers shape a national public education sector, and the forms of resistance and responsibilities within such governance. The merits of in-depth process-based event ethnography, which includes social media data, are raised and problematised.

Ort, förlag, år, upplaga, sidor
Routledge, 2022
Nyckelord
Education trade fairs, event ethnography, network governance, edtech industry, post-politics
Nationell ämneskategori
Studier av offentlig förvaltning
Identifikatorer
urn:nbn:se:mau:diva-46295 (URN)10.1080/17457823.2021.1976661 (DOI)000696869600001 ()2-s2.0-85115145472 (Scopus ID)
Tillgänglig från: 2021-10-13 Skapad: 2021-10-13 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Jobér, A. (2022). Docentföreläsning: Tolerans, resonans, proveniens och en andra chans. Om att vara pedagogisk. Manus..
Öppna denna publikation i ny flik eller fönster >>Docentföreläsning: Tolerans, resonans, proveniens och en andra chans. Om att vara pedagogisk. Manus.
2022 (Svenska)Övrigt (Övrigt vetenskapligt)
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-63972 (URN)
Anmärkning

Detta är ett manus för min docentföreläsning. Bör läsas tillsammans med bilder som visades samtidigt.

Tillgänglig från: 2023-11-28 Skapad: 2023-11-28 Senast uppdaterad: 2023-11-29Bibliografiskt granskad
Jobér, A. (2022). Dressed for success: Making an appearance at an educational technology event. In: Camilla Addey; Nellie Piattoeva (Ed.), Intimate Accounts of Education Policy Research: The practice of methods (pp. 77-90). New York & London: Routledge
Öppna denna publikation i ny flik eller fönster >>Dressed for success: Making an appearance at an educational technology event
2022 (Engelska)Ingår i: Intimate Accounts of Education Policy Research: The practice of methods / [ed] Camilla Addey; Nellie Piattoeva, New York & London: Routledge, 2022, s. 77-90Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This chapter gives an intimate account on the research process when participating in and gathering data at a four-day school development trip to London, England, arranged by a large private educational technology company from Sweden. Using a sociomaterial perspective and the war paint metaphor the chapter reflects on ethics, alcohol, clothes and identity discussing camouflage, appearance and disappearance. The chapter shows how researchers and participants appearances are multiple and contingent, always relational and never completely in their own hands. It also shows that these processes are linked to policy processes. Moreover, the chapter displays a new layer in policy networking within education whose informal characteristics are different from traditional policy networking used to be studied in earlier research.

Ort, förlag, år, upplaga, sidor
New York & London: Routledge, 2022
Serie
Routledge Research in Education Policy and Politics
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-47036 (URN)10.4324/9781003123613-6 (DOI)9780367642280 (ISBN)9781003123613 (ISBN)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2021-11-24 Skapad: 2021-11-24 Senast uppdaterad: 2024-06-11Bibliografiskt granskad
Serder, M., Jobér, A., Ideland, M., Axelsson, T. & Erlandsson, M. (2022). Utbildning AB Villkor och konsekvenser för en marknadiserad skola: Rapport från ett forskningsprojekt. Malmö University Press
Öppna denna publikation i ny flik eller fönster >>Utbildning AB Villkor och konsekvenser för en marknadiserad skola: Rapport från ett forskningsprojekt
Visa övriga...
2022 (Svenska)Rapport (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Malmö University Press, 2022. s. 19
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-51229 (URN)10.24834/isbn.9789178772704 (DOI)978-91-7877-270-4 (ISBN)
Forskningsfinansiär
Vetenskapsrådet, 2017-01657Crafoordska stiftelsen
Tillgänglig från: 2022-05-02 Skapad: 2022-05-02 Senast uppdaterad: 2023-11-29Bibliografiskt granskad
Günther-Hanssen, A., Jobér, A. & Andersson, K. (2021). From swings, through physics, with pendulums, to gendering: Re-turning diffractive analyses on science and gender in preschool.. Reconceptualizing Educational Research Methodology, 12(2)
Öppna denna publikation i ny flik eller fönster >>From swings, through physics, with pendulums, to gendering: Re-turning diffractive analyses on science and gender in preschool.
2021 (Engelska)Ingår i: Reconceptualizing Educational Research Methodology, E-ISSN 1892-042X, Vol. 12, nr 2Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In this paper we re-turn(Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomenain the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are alwayspart of other events,both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emergewith each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be usedtothink-withand approach gendering in preschool.

Ort, förlag, år, upplaga, sidor
Oslo University College, 2021
Nyckelord
diffractive methodology, embodiment, gendering, re-turning, accountability, responsibility, preschool science
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-47033 (URN)10.7577/rerm.4678 (DOI)
Tillgänglig från: 2021-11-24 Skapad: 2021-11-24 Senast uppdaterad: 2024-01-11Bibliografiskt granskad
Jobér, A. & Player-Koro, C. (2021). Hopes and Anticipations within Artificial Intelligence in Education.. In: : . Paper presented at NERA 2021.
Öppna denna publikation i ny flik eller fönster >>Hopes and Anticipations within Artificial Intelligence in Education.
2021 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

The digitalization of the school has been an ongoing process for over 50 years. Often, investments in digital technology have been argued for in relation towards the future, mainly to a future society and working life where new knowledge (linked to the new digital technology) is needed. However, the expectations associated with digital technology have rarely been met and the recurring initiatives have, after evaluations, been followed by a debate on failure, which is not infrequently directed at the school and its staff (Eriksson- Zetterqvist et al., 2006). The concept of disruptive innovation taken from marketing theory has been used by Christo Sims (2017) to describe this phenomenon. There are signs that AI in education (AIED), is the next major digital innovation directed to schools, discursively described as a disruptive innovation with great potential for improving, changing and streamlining education (Sims, 2017). This presentation reports from a literature review that aims to explore the discourses that surround AIED and the hopes that are put into education through AIED. The review will focus on research from the last decades in the area of AIED, to investigate hopes and anticipations tied to AI and what problems AI should solve in education. Methodologically, the literature review will start with a systematic analysis of peer-review articles that will quantify the articles in different categories. The articles will thereafter be analysed with a theoretical framework labelled by Bacchi (2012) as a “What’s the problem represented to be” – analysis. Expected finding could be related to the fact that digitalisation of education has more than many other fields within been influenced by corporate edu-businesses (Ideland, Jobér, & Axelsson, 2021; Player-Koro, Bergviken Rensfeldt & Selwyn, 2018; Williamson, 2015). One hypothesis is therefore that financial arguments could be found rather than possibilities for AIED to increase equality, democracy, and diversity (Dixon-Román et al., 2019; Hsratinksy et al., 2019). E.g., have democracy become a commodity to trade within the ed-tech business? The results from the analyses will be related to the Nordic context and the Nordic steering documents and what they state regarding digitalization in general and AIED more specifically. The conclusion focuses on what kind of narratives that are brought forward in order to identify further research needs but also discuss how this shape and form the future ed-tech field.

Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-47032 (URN)
Konferens
NERA 2021
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2021-11-24 Skapad: 2021-11-24 Senast uppdaterad: 2024-06-11Bibliografiskt granskad
Jobér, A. (2021). Kunskap och kundskap. Utbildningssociologiska perspektiv på en skola i förändring..
Öppna denna publikation i ny flik eller fönster >>Kunskap och kundskap. Utbildningssociologiska perspektiv på en skola i förändring.
2021 (Svenska)Övrigt (Övrig (populärvetenskap, debatt, mm))
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-47035 (URN)
Projekt
Utbildning AB/Education Inc.
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2021-11-24 Skapad: 2021-11-24 Senast uppdaterad: 2021-11-25Bibliografiskt granskad
Projekt
Utbildning AB. En studie av villkor för, och konsekvenser av, eduprenöriellt engagemang i svensk skola; Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS); Publikationer
Serder, M. (2024). Knowledge for sale: The construction of desired knowledge and identities in edu-marketing. European Educational Research Journal, 23(1), 72-86Jobér, A. (2024). Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs. Journal of education policy, 39(1), 20-39
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-9720-0233

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