Policy of Suspiciousness--Mobilization of Educational Reforms in Sweden

Autor/inn/en	Wahlström, Ninni; Nordin, Andreas
Titel	Policy of Suspiciousness--Mobilization of Educational Reforms in Sweden
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 2, S.251-265 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wahlström, Ninni) ORCID (Nordin, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1822294
Schlagwörter	Foreign Countries; Educational Change; Educational Policy; International Organizations; Reports; Discourse Analysis; Citations (References); Persuasive Discourse; International Assessment; Achievement Tests; Secondary School Students; Teacher Surveys; Administrator Surveys; Sweden; Program for International Student Assessment; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Abschlussbericht; Berichten; Diskursanalyse; Citations; Zitat; Persuasion; Persuasive Kommunikation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schweden
Abstract	In this article, we explore the processes of transfer and translation of education policy in a study focusing on the relationship between the Organisation for Economic Co-operation and Development (OECD) and Sweden. The purpose of the study is to investigate how selective borrowing occurs both in terms of references to different types of knowledge sources underpinning the arguments and shared discourse formations. The data were obtained from two policy reports: an OECD review report of the Swedish school system and a Swedish follow-up report proposing actual school reforms. The method was twofold: first, mapping, categorizing, and counting all the textual references in the two documents; second, critically analyzing the discourses emerging in the two policy texts. The results show that international references play a significant role in substantiating arguments for Swedish education policy. Both policy texts share a policy discourse characterized by suspiciousness toward the professionalism exercised by teachers and local education authorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01