Equivalence and Performance Gaps in Swedish School Inspection: Context and the Politics of Blame

Autor/in	Carlbaum, Sara
Titel	Equivalence and Performance Gaps in Swedish School Inspection: Context and the Politics of Blame
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 1, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2014.936929
Schlagwörter	Context Effect; Inspection; Foreign Countries; Neoliberalism; Accountability; Commercialization; Municipalities; Justice; Equal Education; Politics of Education; Local Government; Resource Allocation; Educational Resources; Governance; Academic Achievement; Achievement Gap; Educational Quality; School Effectiveness; Expectation; Social Class; Race; School District Autonomy; Second Language Learning; School Districts; Swedish; Sweden + Suchen Sie Ihr Suchwort? Prüfverfahren; Ausland; Neo-liberalism; Neoliberalismus; Verantwortung; Magistrat; Gerechtigkeit; Educational policy; Bildungspolitik; Gemeindeverwaltung; Ressourcenallokation; Bildungsmittel; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Schulleistung; Quality of education; Bildungsqualität; Schuleffizienz; Expectancy; Erwartung; Social classes; Soziale Klasse; Rasse; Abstammung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Zweitsprachenerwerb; Schulbezirk; Schwedisch; Schweden
Abstract	This article analyses and critically discusses how context is relevant when constructing and upholding an equivalent education for all within the neo-liberal educational regime of marketisation and accountability. At the centre of the article is a study of national school inspection reports in four municipalities in Sweden, exploring performance gaps, equality and justice in an educational system, that for decades has emphasised universal welfare, justice and equality. By drawing on the concept of "the politics of blame", findings show that accountability and blame are constructed in complex ways. Although teachers and schools are blamed for low expectations with little contextual consideration by Swedish Schools Inspectorate, local governments are blamed for not redistributing resources. This can both challenge and strengthen the contemporary regime in governing education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01