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Performativa lärarpraktiker


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Title: Performativa lärarpraktiker
Authors: Strandler, Ola
E-mail: ola.strandler@gu.se
Issue Date: 23-Aug-2017
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: I. Strandler O. (2015). Policy, practice and practical reason: Understanding teaching in times of outcome regulation. Policy Futures in Education, 13(7), 887-899.
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II. Strandler, O. (2016). Equity Through Assessment? Teachers’ mediation of outcome-focused reforms in socioeconomically different schools. Scandinavian Journal of Educational Research, 60(5), 538-553.
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III. Strandler, O. (2017). Constraints and meaning-making: Dealing with the multifacetedness of social studies in audited teaching practices. Journal of Social Studies Education, 17(1), 56-67.
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IV. Erlandson, P., Strandler, O. & Karlsson, M. R., (2017) A fair game: the neoliberal (re)organisation of social and relational practices in local school settings [submitted].
Date of Defence: 2017-09-15
Disputation: Fredag den 15 september 2017, kl. 13.00, Göteborgs universitet, Pedagogen, Hus B, Sal BE036
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
400
Keywords: performativity
teachers' practices
grades
national testing
critical hermeneutics
practical reason
Ricœur
Abstract: The preconditions for teachers’ practices in Sweden have dramatically changed during the last few decades. Since the 1990s, processes of decentralisation, marketisation and privatisation have rapidly transformed the educational system from being one of the most regulated to one of the most deregulated in the western world. Recent changes have included a greater focus on performativity, which includes various forms of outcome controls, state-funded career services, inspections and evaluations. Th... more
ISBN: 978-91-7346-921-0 (tryckt)
978-91-7346-921-7 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/52325
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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