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  • 1.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Barn i förskolan. Från ramsor till bokstäver.2014In: Att bli förskollärae, Stockholm: Liber , 2014Chapter in book (Refereed)
  • 2.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Barns utveckling och lärande - en kunskapsöversikt2010In: I rättan tid? Om ålder och skolstart, Stockholm: Fritze , 2010Chapter in book (Refereed)
  • 3.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Forskning om yngre barns läs- och skrivlärande2014In: Pedagogiskt arbete: Enhet och mångfald, Falun: Högskolan Dalarna , 2014Chapter in book (Refereed)
  • 4.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Kvantitativa data exemplet barns läsande2013In: Förskollärarens metod och vetenskapsteori, Stockholm: Liber , 2013Chapter in book (Refereed)
  • 5.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Leadership in early childhood education – Preconditions for preschools to work based on science and according to proven experience2016In: Nordic Educational Research Association, NERA, Helsinki, Finland, 2016Conference paper (Refereed)
  • 6.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Linguistic games as a way to introduce reading and writing in preschool groups2000In: Childhood Education, Vol. 76, no 6, p. 356-367Article in journal (Refereed)
  • 7.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Läs- och skrivutveckling i förskoleklass2003In: Lagarbete och tidig läs- och skrivutveckling, Stockholm: Skolverket , 2003Chapter in book (Refereed)
  • 8.
    Arnqvist, Anders
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Pedagogiskt arbete: Enhet och mångfald2014Collection (editor) (Refereed)
  • 9.
    Arnqvist, Anders
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Blossing, Ulf
    Skolutveckling på vetenskaplig grund2012In: Forskning om undervisning och lärande, p. 19-Article in journal (Refereed)
  • 10.
    Arnqvist, Anders
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Karlberg, Lena
    Söderström, Åsa
    To influence principals school improvement efforts through action learning2014In: Nordic Educational Research Association, NERA, Lillehammer, Norway, 2014Conference paper (Refereed)
  • 11.
    Arnqvist, Anders
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Karlsson, Peter
    Dahlin, Bo
    Pérez Prieto, Héctor
    Åberg, Jan-Olof
    Karlstads universitet. Institutionen för, utbildningsvetenskap
    Kapet: Karlstads universitets pedagogiska tidskrift2005In: KapetArticle in journal (Refereed)
  • 12.
    Forsberg, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nestor, Bo
    Stockholms universitet.
    Svedberg, Lars
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Epilog2014In: Rektorn, skolchefen och resultaten: mellan profession och politik / [ed] Lars Svedberg, Gleerups Utbildning AB, 2014, 1Chapter in book (Other academic)
  • 13.
    Nestor, Bo
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Weinholz, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Magnusson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Kommunikation, ledning och samverkan mellan rektorer och skolchef/närmaste chef i en mål- och resultatstyrd grundskola: Resultat från en webbenkät riktad till kommunala skolchefer och/eller grundskolerektorers närmaste chef. En delstudie inom forskningsprojektet "Skolchefers förändrade ledningsuppdrag i den nya mål- och resultatstyrningen".2013Report (Other academic)
  • 14.
    Nestor, Bo
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Weinholz, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Magnusson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Kommunikation och samverkan mellan dig (rektor) och närmaste chef i en mål- och resultatstyrd grundskola: Resultat från en webbenkät riktad till kommunala grundskolerektorer. En delstudie inom forskningsprojektet "Skolchefers förändrade ledningsuppdrag i den nya mål- och resultatstyrningen".2013Report (Other academic)
  • 15.
    Rosén, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Juridification of equal treatment in Swedish Education -a solution to what problem?2019In: NERA March 6-8, 2019: Symposium Network 5: Regulations and juridification of value issues in education / [ed] Maria Rosén, 2019Conference paper (Refereed)
    Abstract [en]

    Juridification of equal treatment in Swedish education – a solution to what problem?

    Maria Rosén, Uppsala University, maria.rosen@rut.uu.se

    In previous research on juridification in relation to Swedish education, the education policy on equal treatment appears to be of particular interest among scholars. The policy (SFS 2006:67), which came into effect 2006, aimed at promoting equal rights for children and pupils, and combat discrimination and other degrading treatment. With the policy followed a range of new accountability initiatives, such as quasi courts like the Child and School Student Representative, which gave pupils increased possibilities to exercise their rights. Issues earlier regarded as educational were thereby transformed into legal issues and judicial processes (Colnerud, 2014). Altogether this has changed the conditions of every day school life (Bergh & Arneback 2016), and set in motion a variety of processes shaping acts and relations in education (Arneback 2012, Hult & Lindgren 2016, Runesdotter 2016). Despite these comprehensive changes, we lack knowledge of how and why the policy came about.

    The study aims at developing knowledge on the formation of the education policy on equal treatment in Swedish education. More precisely, it analyses what kinds of problems the policy was expected to solve. Using a discourse analytical approach (Laclau & Mouffe 2008, Bacchi 2009), this is done by a text analysis of national and international policy texts produced during around 1995-2005, starting with the Government Bill (2005/06:38) which proceeded the policy.

    The preliminary result shows that the policy process leading to the education policy on equal treatment comprises several parallel – as well as antagonistic - processes at different arenas; the European policy arena as well as different ministries at the national arena, aiming at solving various problems. The results are expected to serve as a basis for a discussion on what kinds of problems the juridification of equal treatment becomes a solution to. This raises questions about aims and means of education, specifically regarding the value dimension of education.

    Key words: equal treatment, rights, juridification, policy, discourse analysis, values

    References

         Arneback, E (2012). Med kränkningen som måttstock: om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan. Örebro: Örebro Studies in Education, 34.

         Bergh, A & Arneback, E (2016). Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden? Utbildning & Demokrati 25(1), p.11-31

         Bacchi, C (2009). Analysing Policy: What´s the problem represented to be? Frenchs Forest, N.S.W.: Pearson, cop.

         Colnerud, G. (2014). Lärares yrkesetiska dilemman och den ökande juridifieringen i Sverige. Nordic Journal of Applied Ethics (8)2, p. 22-30.

         Government Bill 2005/06:38. Trygghet, respekt och ansvar. Om förbud mot diskriminering och annan kränkande behandling av barn och elever. Stockholm: Utbildnings- och kulturdepartementet.

         Hult, A & Lindgren, J (2016). Med lagen som rättesnöre – kunskapsformer i lärares arbete mot kränkande behandling. Utbildning & Demokrati 25(1), p. 73-93.

         Laclau, E & Mouffe, C (2008). Hegemonin och den socialistiska strategin. Göteborg/Stockholm: Glänta/Vertigo.

         Runesdotter, C (2016). Avregleringens pris. Om juridifieringen av svensk skola ur skolaktörers perspektiv. Utbildning & Demokrati, 25(1) p. 95-111.

         SFS 2006:67. Lag om förbud mot diskriminering och annan kränkande behandling av barn och elever.

  • 16.
    Rosén, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Arneback, Emma
    Örebro University.
    Bergh, Andreas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Enactment of juridification in education: a theoretical exploration2018Conference paper (Other academic)
    Abstract [en]

    The character of the legal framing of the Swedish education system has been object to considerable changes in the past decade. Earlier research has called for the need of a better understanding of the implications that follow on these changes. Leaning on legal scholarly work on juridification this article explores Blichner´s and Molander’s (2008) concepts of juridification aiming to develop a conceptual framework for further research on juridification in education. This is done through an abductive process of inquiry in which five dimensions developed by Blichner and Molander are related to changes of education policy in Sweden in the area of equal treatment. As a result of the exploration a sixth dimension with sub-concepts is proposed, together by an overall logic of juridification of education and in education. By this logic the issue of enactment in relation to different dimensions is visualized, which contributes to a view of policy as both formally regulated and enacted by educational actors at different levels. All together the six dimensions of juridification open up for further research with an interest both in how juridification is enacted and what juridification does in terms of interpersonal relations, pedagogical work, teacher and school leadership professionalism etc. – as well as education at large.

  • 17.
    Rosén, Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Arneback, Emma
    Örebro university.
    Bergh, Andreas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Exploring a theoretical framework for understanding juridification in education2017Conference paper (Other academic)
  • 18.
    Thelin, Katina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Centre for Educational Management.
    Idéstyrningens etiska dilemman2017In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström, Lund: Studentlitteratur, 2017, p. 99-110Chapter in book (Other (popular science, discussion, etc.))
1 - 18 of 18
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  • nn-NO
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