What about equivalence? (project report to the Committee for Educational Research,  Swedish Research Council)

Final Scientific Report

Project, Network and Doctoral Programme

2002-5801-8089-36 Tomas Englund

Part I: Scientific progress

2. Overall aim of the project/network/doctoral programme

     Why this study of the concept of equivalence? We want to show how a concept with positive characteristics – nobody wants to be against equivalence – has come to be used in an educational policy conflict and has been given different interpretations by different social forces, interpretations which have been seen as expressions of the ‘right’ educational policy. By focusing on one specific concept, that of equivalence, we want to show how language, the expression of words and concepts such as equivalence, is communicated and used as a weapon in educational policy.

3. Main scientific area for the project/network/doctoral programme Educational History

Educational and Learning Conditions

For example research in educational system, curriculum theory, governing of educational system, economy of education, educational policy and politics.

Values and Philosophy

For example research in ethics and democracy and educational philosophy Individual Learning

For example: research in knowledge and learning, ICT, gender, pedagogical psychology developmental psychology and sociology, focusing on individuals

Group Processes

For example: research in knowledge and learning, ICT, gender, pedagogical psychology developmental psychology and sociology, focusing on groups

Didactics

Research in both general and subject didactics including special education Professions

For example research on the profession as teachers and school-leaders work and job identity, teacher training, carrier choise and guidance

Effect Studies

For example research in educational reforms and their effects, productivity and efficiency 4. Specific research questions of the project/network/doctoral programme (problem formulation)

In what ways are different social forces articulating demands on an equivalent education? What kinds of conflicts can be found between the national level and the interpretations of equivalence on the municipial level? Are there contradictory interpretations among

municipalities about how to reach an equivalent education? In what ways are everyday activities in schools, like what is conceptualised as (school) knowledge, influenced by demands on equivalence and the syllabus' 'goals to be reached'? In what different ways have the demands on equivalence, equity and equality been interpreteted in different European school systems?

5. Results

a) Contributions to the scientific field

The scientific background to the project lies partly within curriculum theory and partly within the linguistic field – more specifically, within a tradition of speech act theory developed by Quentin Skinner. As far as curriculum theory is concerned, the project may be placed within the third stage of that theory, a citizenship-based sociology of education and curriculum theory (cf. Englund 1997), in which conflicts between social forces are stressed and the political dimension is visible. This also means that there is an analytical focus on the

presence of different educational policy ideas, advocated by different social forces. However, we are not concerned in this project with a traditional curriculum theory problem, implying that it is the content of teaching and learning as such that is in focus as an expression of contradictions, and/or a didactic question of selection. Here, the perspective of contradiction is used more to analyse the struggle for interpretation (cf. Englund 1997) with regard to a specific concept, namely the concept of equivalence and the implications and consequences of different interpretations of that concept.

The project thus brings to the perspective of curriculum theory that of the linguistic turn (cf. Rorty 1967), and does so in a specific way, with a focus on the constitutive force of political language. In this way we intend, in line with the linguistic and speech act theory perspective applied here, to show that equivalence as a communicated concept has contributed to the formation different ways of understanding the meaning of equivalent schooling.

Thus, what we attempt to illustrate with our analyses is that one of the central concepts of (educational) policy language, that of equivalence, has had an apparent performative function, implying that the language used not only describes but also evaluates and creates. The concept of equivalence has been used by different social forces (and also by some educational researchers) to describe and mould different desirable educational realities, different states of the art that have gained their legitimacy from the concept.

The analyses carried out within the project, and the papers presented at the symposium, are thus not primarily concerned with the semantic or syntactic meaning of the word equivalence or the concept of equivalence, but with the pragmatic meaning of it seen from the viewpoint of the user of the language. This view is linked to the speech act theory developed by John Austin and John Searle, who asserted that the meaning of words, sentences and concepts can be analysed through their use and the consequences they are expected to lead to in everyday situations (Austin 1962, Searle 1969).

It is Quentin Skinner who in some of his works, and perhaps most systematically in his Language and social change (1988a), has developed speech act theory into a theory of language as a medium of, or perhaps more a weapon for use in, concrete political conflicts.

And it is from Skinner that we borrow the more highly elaborated tools for our historical pragmatic analyses of the concept of equivalence in Swedish educational policy.

Skinner states that concepts with performative functions fundamental to the creation of the societal order, such as the concept of equivalence, may be used by different language users, different social forces, with different and totally contradictory intentions (Skinner 1969). In a later work he elaborates on this in relation to semantic analyses of concepts, saying that conceptual analyses seldom take sufficient account of the contradictory ways in which concepts can be used, and that conceptual semantics remains insufficient if it does not analyse the pragmatic contexts in which the concepts are used (Skinner 1985). There are, Skinner asserts, no ‘histories of concepts as such; there can only be histories of their uses in argument’ (Skinner 1988b, p. 283). Instead of focusing on detached concepts per se, Skinner maintains that he wants to investigate how interpretations of conceptual meanings are parts of meaning-creating processes, in which meaning is created through argumentative

communication. He argues that conceptual analysis is about focusing on the aim of the language user in order to create a certain moral structure (Skinner 1999). With Skinner as the main inspiration for our analyses, we try to demonstrate how the concept of equivalence is used by different social forces in different pragmatic contexts to create society and schooling in certain ways.

Context

The period studied is a period of educational policy conflict in Sweden, covering the last 20 years. In the last couple of decades, Swedish educational policy and Swedish schools have undergone profound changes, which have been referred to as an educational policy shift (Englund 1996, cf. Englund 1994ab, 1999, 2005, Francia 1999, Wahlström 2002,

Quennerstedt 2006). By studying this period of change, which can be dated from the mid-1980s until today, we can show how:

(i) In the 1980s the concept of equivalence had a rather limited interpretation, quite close to the concept of equality, with no open struggle over its meaning. In this tradition, the notion of equivalence was closely associated with the idea of education as a collective social right (cf. Englund 1994a): everyone was to be provided with a common frame of reference through a uniform education, implying a compensatory element for ‘weaker’ pupils, with the aim of giving everyone an equal possibility of participation.

(ii) Gradually (during the late 1980s and the 1990s) the concept of equivalence came to be given different and contradictory interpretations, related to different educational policy goals, and was applied in different fields and at different levels. One interpretation, or rather one linguistic use of the concept, which challenged the interpretation of the 1980s, implied a defence of the development of local arrangements for education, resulting in variations within the field of education: a differentiation of study methods in particular schools; the opening of independent schools; the development of new profiles within particular units of schools etc. In this challenging interpretation, the concept of equivalence has been linked to freedom of choice and education as a civil right, to the rights of pupils and more especially of

their parents, in contrast to the tradition of a uniform system as a collective social right as an expression of equivalence. Besides these two contradictory interpretations, there are many other variations. However, the struggle over the concept of equivalence gradually faded away in the late 1990s in the national arena.

(iii) During the early 2000s, the concept of equivalence has, at the national level, gradually been displaced to more limited goal settings, e.g. concerning specific types of knowledge and grades, leading to a way of equivalence as something that can be measured. This means that the politically dynamic, contradictory character of the concept has once again become weaker at the national level, although it has been replaced by a new political dynamics of

measurement. Simultaneously, at a municipal level, the politically contradictory ways of using the concept of equivalence from the 1990s have continued and been revitalized and further elaborated, creating different local educational policies, a phenomenon that has not been very widely debated.

This kind of local educational policies using the concept of equivalence is analysed in one of the studies run in the project, also presented in a doctoral dissertation by Quennerstedt (2006). Here it is shown how, in the early 2000s, two local authorities, one run by non-socialists/liberals and the other by social democrats, have created totally different educational policies in the name of equivalent education. The two authorities are, first of all, participants in a system that is responsible for ensuring that pupils achieve national goals as an expression of measuring equivalence. At the same time, in local policy making, decisions have been made concerning the ideological basis for the organization and funding of education in the two areas. These two local authorities legitimate their actions by claiming that they are seeking to achieve a more equivalent system.

In another study within the project, it is the national level with its increasing interest in discussing measurement in relation to equivalence, which is central. The point of departure in the study is that the shift from a centralized to a decentralized school system can be seen as a solution to an uncertain problem. Through analyzing the displacements in the concept of equivalence within a decentralized school system Wahlström (forthcoming) examines how the discourse maintains the necessity of the solution. She also illustrates how the meaning of the concept of equivalence is displaced over time, from a more collective target achievement for the educational system as a whole to a more individually interpreted goal fulfilment. To summarize, the project shows how the concept of equivalence, with its characteristic of being a positive concept, i.e. representing conditions which for most people have a desirable meaning, has been used for different educational policy objectives that have been expressed in terms of equivalence.

Austin, John (1962): How to do Things with Words. Oxford: Oxford University press. Englund, Tomas (1994a): Education as a citizenship right – a concept in transition: Sweden related to other western democracies and political philosophy. Journal of Curriculum Studies 26(4) 383-399.

Englund, Tomas (1994b): Communities, markets and traditional values. Curriculum Studies 2(1) 5-29.

Englund, Tomas ed. (1996): Utbildningspolitiskt systemskifte? [Educational policy shift?]. Stockholm: HLS Förlag.

Englund, Tomas (1997): Towards a dynamic analysis of the content of schooling: narrow and broad didactics in Sweden. Journal of Curriculum Studies 29(3) 267-287.

Englund, Tomas (1999) Talet om likvärdighet i svensk utbildningspolitik [The discourse of equivalence in Swedish educational policy]. In Carl Anders Säfström & Leif Östman eds Textanalys [Text analysis], s 325-346. Lund: Studentlitteratur.

Englund, Tomas (2005): The discourse on equivalence in Swedish education policy. Journal of Education Policy 20(1) 39-57.

Englund, Tomas (forthcoming): Is there a future for (Swedish) curriculum theory?.In Forsberg, Eva ed. In press.

Francia, Guadalupe (1999) Policy som text och som praktik. En analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska

utbildningsväsendet [Policy as text and as practice. An analysis of the concept of equivalence in the Swedish educational reform of the 1990s]. Diss.

Fraser, Nancy (2003): Den radikala fantasin. Mellan omfördelning och erkännande [The radical phantasy. Between redistribution and recognition): Göteborg: Daidalos

Morris, Charles (1938/1972): Foundations of the Theory of Signs. Voilume 1 of the International Encyclopedia of Unified Science. Chicago: Chicago University press.

Quennerstedt, Ann (2006):Kommunen – en part i utbildningspolitiken? [The municipality – a partcipant in educational politics]. Örebro: Örebro Studies in Education 14 Diss.

Rorty, Richard ed. (1967) : The Linguistic Turn. Chicago: Chicago University press.

Searle, John (1969) Expression and Meaning. Studies in the Theory of Speech. Cambridge: Cambridge University press.

Skinner, Quentin (1969): Meaning and understanding in the history of ideas. History and Theory 8 3-53

Skinner, Quentin (1985): What is intellectual history? History Today 35 50-52

Skinner, Quentin (1988a): Language and social change. In James Tully ed.: Meaning & Context. Quentin Skinner and his Critics 119-132. Princeton: Princeton Universty press

Skinner, Quentin (1988b): A reply to my critics. In James Tully ed.: Meaning & Context. Quentin Skinner and his Critics 231-288. Princeton: Princeton Universty press

Skinner, Quentin (1999): Rhetoric and conceptual change.Finnish Yearbook of Political Thought 3 60-73.

Wahlström, Ninni (2002) Om det förändrade ansvaret för skolan. Vägen till mål- och resultatstyrning och några av dess konsekvenser [On the shift of responsibility for

compulsory schooling. The path to management by objectives and results and some of its consequences] Örebro: Örebro Studies in Education 3 Diss.

b) Contributions to the practice field (significance for teacher training and/or the teaching profession)

All products from the project should and could be used in the practice field. c) Studied level of education

Pre-school Compulsory School Upper Secondary School Adult Education Teacher Training

Other:      

6. Comments on changes in the research plan or design of project/network/doctoral

programme as it is performed today compared to that presented in the original application for funding

Part II a: Organisational matters

7. National contacts and collaboration related to the project/network/doctoral programme Contacts have been developed with the department for political science, Göteborg university and Ann Qiennerstedt will write a piece built on her dissertation in an anthology produced by mainly political scientists. Maria Olson, doctorate student from Linköping has joined the project and will be presenting her dissertation probably during 2008.

8. International contacts and collaboration related to the project/network/doctoral programme The project participants have organized many different and specific forms for international collaborations like workshops, conferences and of course they have also presented their papers at international conferences. We would like to specifically mention the conferences organized by Moreno and Francia (see the reference list) and the broad, world-wide comparative and international network that has been created as consequneces of these conferences and international networking.

9. Financial situation – summary of funding from Swedish Research Council as well as from other sources

Part II b: Further organisational matters (for doctoral programmes)

10. Overall management and organisation of the doctoral programme      

11. Organisation of the programme (courses, seminars etc.)      

12. Procedure of admitting the PhD students      

Part III: Dissemination of results

13. Dissemination of results

a) Scientific publication list, containing journal articles, books or book chapters, conference contributions etc., in the context of the project/network/doctoral programme

2003

Englund, Tomas (2003) The discourse of equivalence in Swedish educational policy. Paper presenterat vid den internationella workshopen Educational policies in Europe – Implications for equity/equality, Pedagogiska institutionen, Örebro universitet, 9-11 oktober 2003.

Francia, Guadalupe (2003) The right of equality of results and its implications on the Swedish eductional system of the 21st century. Paper presenterat vid den internationella workshopen Educational policies in Europe – Implications for equity/equality, Pedagogiska institutionen, Örebro universitet, 9-11 oktober 2003.

Moreno Herrera, Lázaro (2003) Equity, equality, equivalence. A search for conceptual definitions and a comparative methodology. Konferenspaper presenterat på ECER, september 2003, Hamburg.

Moreno Herrera, Lázaro (2003) Educational policies – Implications for equity/equality. Introduction. Paper presenterat vid den internationella workshopen Educational policies in Europe – Implications for equity/equality, Pedagogiska institutionen, Örebro universitet, 9-11 oktober 2003.

Wahlström, Ninni (2003) Is there a relation between the concepts of equivalence and knowledge? Konferenspaper presenterat vid NERA/NFPF mars 2003, Köpenhamn.

2004

Englund, Tomas (2004) The discourse of equivalence in Swedish educational policy. I Lazaro Moreno Herrera & Guadalupe Francia, red: Educational Policies. Implications for Equity, Equality and Equivalence 125-150. Örebro university: Reports from the Department of Education 6.

Francia, Guadalupe (2004) The right of equality of results and its implications on the Swedish eductional system of the 21st century. I Lazaro Moreno Herrera & Guadalupe Francia, red: Educational Policies. Implications for Equity, Equality and Equivalence 151-174. Örebro university: Reports from the Department of Education 6.

Francia, Guadalupe (2004) Conflicts between conceptions and practices in the process of approval of independent schools in Sweden. Konferenspaper presenterat vid symposiet och workshopen Enacting Equity in Europe: Towards a comparison of equitable practices in different local contexts, ECER 22-25 september 2004, Kreta.

Francia, Guadalupe (2004). La intertextualidad como herramienta conceptual en el análisis de la equidad eductiva. Konferenspapter presenterat vid IIPE-UNESCO Buenos Aires,

november 3-5 2004.

Moreno Herrera, Lázaro & Francia, Guadalupe red. (2004) Educational Policies. Implications for Equity, Equality and Equivalence. Örebro University: Reports from the Department of Education 6.

Moreno Herrera, Lázaro (2004) Educational policies – Implications for equity, equality and equivalence. Introduction. I Lázaro Moreno Herrera & Guadalupe Francia red. Educational Policies. Implications for Equity, Equality and Equivalence 13-23. Örebro University: Reports from the Department of Education 6.

Moreno Herrera, Lázaro (2004) Equity, equality and equivalence – Coming challenges. A concluding remark. I Lázaro Moreno Herrera & Guadalupe Francia red. Educational Policies. Implications for Equity, Equality and Equivalence 237-239. Örebro University: Reports from the Department of Education 6.

Moreno Herrera, Lázaro (2004) Equity and equity practices across borders – what are we up to investigate and discuss? Konferenspaper presenterat vid symposiet och workshopen Enacting Equity in Europe: Towards a comparison of equitable practices in different local contexts, ECER 22 – 25 september 2004, Kreta.

Olson, Maria (2004) Equivalence and "freedom of choice" - Consequences of a changed policy practice in Sweden. Konferenspaper presenterat på symposiet och workshopen Enacting Equity in Europe: Towards a comparison of equitable practices in different local contexts, ECER (EERA), 22-25 september 2004, Kreta.

Quennerstedt, Ann (2004) The municipality as a setting for equity practice – about equivalent education in Swedish decentralised educational policy. Konferenspaper presenterat på symposiet och workshopen Enacting Equity in Europe: Towards a comparison of equitable practices in different local contexts, ECER (EERA), 22-25 september 2004, Kreta.

Olson, Maria (2004) Vilka medborgare skulle skolan fostra då? Och nu? Från

Colnerud, Gunnel red. (2004) Skolans moraliska och demokratiska praktik, s 121-141. Linköping: Linköpings Universitet.

Wahlström, Ninni (2004) Ryms erfarenheten och handlingens kontinuitet i skolan? Om Deweys kontinuitetsprincip i relation till likvärdighet och kunskap. Utbildning & Demokrati. Tidskrift för didaktik och utbildningspolitik, 13(1) 87-109.

Wahlström, Ninni (2004) What about the continuity of experience and action in school? Konferenspaper presenterat på NERA/NFPF mars 2004, Reykjavik.

2005

Englund, Tomas (2005) The discourse on equivalence in Swedish education policy. Journal of Education Policy 20(1) 39-57.

Englund, Tomas (2005) Curriculum theory and the linguistic and pragmatic turns. Introductory paper to two sessions presenting the project What about equivalence? Konferenspaper presenterat vid NERA (NFPF), 10-12 mars 2005, Oslo.

Ericson, Lovisa (2005) The process of approval of independent schools in the municipality of Stockholm 2004 – a case study of the municipality’s statements. Konferenspaper presenterat vid NERA (NFPF), 10-12 mars 2005, Oslo.

Francia, Guadalupe (2005) La marche vers l'équité en Suède. I Demeuse, M. ; Baye, A. ; Straeten, M.H.; Nicaise, J. & Matoul, A. red. Vers une école juste et efficace. Vingt-six contributions sur les systèmes d’enseignement et de formation 217-232. Collection « Economie, société, région ». Bruxelles: De Boeck Université.

Francia, Guadalupe, Moreno Herrera, Lázaro & Englund, Tomas (2005) L’équité dans les pays nordiques : une réflexion sur la notion de équivalence dans le système éducatif suédois. I Demeuse, M.; Baye, A.; Straeten, M.H. ; Nicaise, J. & Matoul, A. Vers une école juste et efficace. Vingt-six contributions sur les systèmes d’enseignement et de formation 171-189. Collection « Economie, société, région ». Bruxelles: De Boeck Université,

Francia, Guadalupe (2005) The redistribution-recognition dilemma. The analysis of equivalence in Sweden. Konferenspaper presenterat vid NERA (NFPF) Oslo, 10-12 mars 2005.

Olson, Maria (2005) The ”freedom of choice challenge” on equivalence – and the Swedish schools’ assignment to bring up democratic citizens. Konferenspaper presenterat vid NERA (NFPF), 10-12 mars 2005, Oslo.

Olson, Maria (2005) Dimensions of citizenship education in national school documents in Sweden. Konferenspaper presenterat vid NERA (NFPF), 10-12 mars 2005, Oslo.

Quennerstedt, Ann (2005) The concept of equivalence in Swedish educational policy. Konferenspaper presenterat vid NERA (NFPF), 10-12 mars 2005, Oslo.

Wahlström, Ninni (2005) The common frames of reference in the schools – what are they and why are they important? Konferenspaper presenterat vid NERA (NFPF), 10-12 mars 2005, Oslo.

Wahlström, Ninni (2005): The pragmatic implications of reaching the goals.

Paperpresentation vid konferens Läroplansteori: ”Curriculum Theory Revisited” i Uppsala i augusti 2005.

2006

Englund, Tomas (2006) Utbildning som universell eller partikulär institution och dess betydelse för formerandet av socialt kapital. I Mats Ekström (red): Om demokratins villkor. Volym 2/2006, s 35-57. Örebro: Örebro universitet.

Englund, Tomas & Quennerstedt, Ann (2006) Vadå likvärdighet? Om

likvärdighetsbegreppets olika innebörder i olika sammanhang, på skilda nivåer och i konkret skolverksamhet. I Resultatdialog: Forskning inom utbildningsvetenskap s 51-56. Stockholm: Vetenskapsrådets rapportserie.

Francia, Guadalupe (2006) Conflicts between conceptions and practices in the process of public founded independent schools in Sweden. I Lázaro Moreno Herrera; Graham Jones & Jukka Rantala red. Enacting Equity in Education towards a Comparison of Equitable

Practices in Different European Local Contexts s 132-155. Helsinki: Research Centre for Social Studies Education University of Helsinki Research Report 8.

Moreno, Herrera Lázaro (2006). Equity in education across borders - What are we

investigating and discussing? I Lázaro Moreno Herrera, Graham Jones, & Jukka Rantala red. Enacting Equity in Education - Towards a Comparison of Equitable Practices in Different European Local Contexts s 13-34. Helsinki: Research Centre for Social Studies Education University of Helsinki Research Report 8.

Moreno Herrera, Lázaro; Jones, Graham & Rantala, Jukka red. (2006) Enacting Equity in Education - Towards a Comparison of Equitable Practices in Different European Local Contexts. Helsinki: Research Centre for Social Studies Education University of Helsinki Research Report 8.

Olson, Maria (2006) Equivalence and the challenge of ´freedom of choice´ – Consequences of a changed policy on a democratic citizenship in Sweden. I Lázaro Moreno Herrera; Graham Jones & Jukka Rantala red. Enacting Equity in Education - Towards a Comparison of Equitable Practices in Different European Local Contexts s 156-175. Helsinki: Research Centre for Social Studies Education University of Helsinki Research Report 8.

Quennerstedt, Ann (2006) Kommunen – en part i utbildningspolitiken. Örebro Studies in Education 14.

Wahlström, Ninni (2006): Experience as ”Bildung”? Paperpresentation vid NFPF-konferens i Örebro i mars 2006.

Wahlström, Ninni (2006): Likvärdighet – ett begrepp med skilda demokratiska dimensioner. I Mats Ekström (red): Om demokratins villkor. Volym 2/2006, s 59-75. Örebro: Örebro universitet.

Wahlström, Ninni (2006) Styrdokument för en reformerad gymnasieskola. Rapport inom Skolverkets projekt Gymnasiereformen GY- 07.

2007

Englund, Tomas (2007) Linking curriculum theory and linguistics: The performative use of equivalence as an educational policy concept. Paper presentation vid NFPF-konferens i Åbo, Finland I mars 2007

Wahlström, Ninni (2007) The “new open method of coordination” – a paradox? Paper presentation vid NFPF-konferens i Åbo, Finland I mars 2007

Kommande

Englund, Tomas & Quennerstedt, Ann red.: Vadå likvärdighet? Final report / Antologi från projektet (under arbete)

Englund, Tomas & Quennerstedt, Ann: Curriculum theory in the linguistic turn (prel. title – för publicering i internationell tidskrift).

Francia, Guadalupe: Religiösa friskolor, en fråga om rättvisa. I Jenny Berglund & Göran Larsson red.: Religiösa friskolor i Sverige: historiska och nutida perspektiv. Lund: Studentlitteratur

Francia, Guadalupe: Omfördelning eller erkännande. I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Francia, Guadalupe: Likvärdighet, betyg och kunskapsbedömningar. . I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Moreno Herrera, Lazaro: Equity, equality and equivalence – A contribution in search for conceptual definitions and a comparative methodology. RECC Spanish Journal of Comparative Education 13 (1)

Moreno Herrera, Lazaro: Likvärdighet – från svensk till europeisk diskurs. I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Olson, Maria: Avhandling med den preliminära titeln Medborgarskap och utbildningspolitik. Rådande medborgarskapsdiskurser i utbildningspolitiken på 1990-talet. Avhandling i

Pedagogiskt arbete. Institutionen för utbildningsvetenskap. Linköpings universitet.

Olson, Maria: Från samhörighet till särart. I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Quennerstedt, Ann: Kommunal skolpolitik i likvärdighetens namn. I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Wahlström, Ninni: After decentralization. Delimitations and possibilities within new fields. Journal of Curriculum Studies

Wahlström, Ninni: I spänningsfältet mellan likvärdighet och måluppfyllelse. I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Wahlström, Ninni: Likvärdighet och kunskap – en diskussion utifrån två mångtydliga begrepp. I Tomas Englund & Ann Quennerstedt, red. Vadå likvärdighet?

Urval av några publikationer relaterade till projektets inriktning tillkomna före projektstart från åren 1999 – 2002

Englund, Tomas (1999) Talet om likvärdighet i svensk utbildningspolitik. I Carl Anders Säfström & Leif Östman (red) Textanalys, s 325-346. Lund: Studentlitteratur.

Francia, Guadalupe (1999) Policy som text och som praktik. En analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska

utbildningsväsendet. Doktorsavhandling från Pedagogiska institutionen, Stockholms universitet.

Francia, Guadalupe (2002) The claim of equal education and centralized standards in decentralized education systems. A discussion of the Swedish example. I Lázaro Moreno Herrera & Guadalupe Francia: Decentralization and centralizations policies in Education in Europe. Current Trends and Challenges 25-40. Reports from the Department of Education, Örebro university 2002:3.

Moreno Herrera, Lázaro & Francia, Guadalupe (red) (2002). Decentralization and

Centralization Policies in education in Europe. Current trends and challenges. Reports from the Department of Education, Örebro University, 2002:3.

Moreno Herrera, Lázaro (2002) The dilemmas of centralization and decentralization in European educational systems. Issues for reflection. I Lázaro Moreno Herrera & Guadalupe Francia (red): Decentralization and Centralization Policies in education in Europe. Current

trends and challenges 13-21 Reports from the Department of Education, Örebro University, 2002:3.

Moreno Herrera, Lázaro (2002) The dilemmas of centralization and decentralization in European educational systems. Issues for reflection. Paper presenterat på workshopen “Decentralization and Centralization policies in Education in Europe-Current trends and challenges” Pedagogiska institutionen, Örebro universitet, 21-23 mars, 2002.

Quennerstedt, Ann (2001) Likvärdig utbildning i kommunalpolitiskt perspektiv. Arbetsrapport vid Pedagogiska institutionen 2001:3, Örebro universitet.

Olson, Maria (2002) Barnen & Demokratin - några reflektioner uppkomna i mötet med två olika barn- och medborgarideal under 1900-talet. Bidrag till konferensen Identitet, värden och delaktighet i barndomen inom ramen för CiCe: Children´s Identity & Citizenship in Europe. Social, economic and political learning and understanding in European Context, 19 september i Norrköping.

Wahlström, Ninni (2002) Om det förändrade ansvaret för skolan. Vägen till mål- och resultatstyrning och några av dess konsekvenser. Örebro: Örebro Studies in Education 3.

b) Dissemination of popular science (projects, publications, events, websites etc.)      

14. Plans for further dissemination of results a) Scientific publications

There will be a final report, an anthology, from the project - hopefully it will be published during 2007. Englund and Quennerstedt are also working on an article summarizing some findings from the project that we hope to get published in an international journal.

b) Popular science