排序方式： 共有14条查询结果，搜索用时 31 毫秒
1.
Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools. 相似文献
2.
Minerva - Notions of research quality are contextual in many respects: they vary between fields of research, between review contexts and between policy contexts. Yet, the role of these co-existing... 相似文献
3.
Creative Thinking in the Classroom 总被引：1，自引：0，他引：1
Ingolfur Asgeir Johannesson Sverker Lindblad Hannu Simola 《Scandinavian Journal of Educational Research》2013,57(3):325-339
The article discusses how current changes in the system of reasoning about education in Finland, Iceland and Sweden are characterised by culturally woven patterns where marketisation strategies, for instance budget reform, are introduced as technically effective devices both for educating the best and to increase inclusion. This system of reason presupposes that the neo-liberalist restructuring changes are inevitable global phenomena and that they are a progress compared with the old arrangements, but is silent about socio-economic issues and the equity goals of the 1960s-1980s. The article also argues that school-based self-evaluation as a practice and as a language is a normalising technique that ensures that school actors will identify the obstacles encountered in the restructuring transition so that neither state nor other authorities intervene. 相似文献
4.
Educating for the New Sweden? 总被引：1，自引：0，他引：1
Sverker Lindblad Lisbeth Lundahl Joakim Lindgren Gunilla Zackari 《Scandinavian Journal of Educational Research》2013,57(3):283-303
Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels ( n = 12) and teachers and headteachers ( n = 42), surveys of students in Grade 9 in comprehensive schools ( n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. 相似文献
5.
6.
AbstractIn The Pasteurization of France, Bruno Latour argued that the rise of hygiene was dependent on collaboration between Pasteur, the hygiene movement, scientists and others. He also pointed at the importance of obligatory passage points such as the Pasteurian laboratory, to ensure the scientization and rationalization of hygiene. This article argues that there has been a similar process in elite sports, a ‘physiologization’ where scientists, sport organizations and specialized coaches have transformed training from a deeply personal and experiential matter to something universal and scientific. Physiologists made the test lab an obligatory passage point for athletes who wanted to compete on the highest level. Through theories of sportification and science and technology studies this paper analyses the scientization of endurance sports. 相似文献
7.
Sverker Lindblad 《Scandinavian Journal of Educational Research》2013,57(4):181-192
Abstract: Lindblad, S. 1986. Teachers and Social Class Orientation. An Empirical Note Based on Comparisons with Different Social Classes in Sweden. Scandinavian Journal of Educational Research 30, 181‐192. The study is an exploratory reanalysis of a questionnaire survey of a random probability sample drawn from the economically active population in Sweden. The investigation was carried out in 1980 and includes 1170 subjects. The teachers in the sample were used as a specific category. Their social class orientations were compared with those of different social classes pictured in the sample. The orientations in focus concerned economic contradictions, political preferences, division of labour, and norms of socialization. The results showed that the social class orientations of teachers concerning economic contradictions and political preferences were closest to employers and most distant from workers. In addition, the teachers were the group that was most negative to a vertical division of labour and advocated more liberal socialization norms. These results were empirically related to the social origin of teachers. 相似文献
8.
Educational reform and reformist research are not merely about school improvement. They embody a field of cultural practices that constitutes the objects of schooling – the teacher who administers the reforms to the child and the distinctions and differentiations about who the child is and should be. Our interest is in the rules and standards of reason assembled through the cultural practices of school reform. Reason is a cultural practice functioning to enact a change in the conditions of people but also invests people with particular capacities and capabilities. This investiture of capacities and capabilities produces particular human kinds or categories of the determinant qualities of the individuals schools administer. Using studies of educational governance and social inclusion/exclusion in Europe and on US educational reform, the discussion focuses on the overlapping practices of system management and curriculum reforms that map different human kinds. One human kind is the child as a lifelong learner, an individual whose qualities entail actively and flexibly participating in communities through problem-solving strategies. The characteristics and qualities of the lifelong learner are differentiated from those who do not embody the norms of participation –the child left behind. The study of the systems of reason that govern the objects of reflection and rectification in school reforms is a strategy to consider the politics of reform, change, and social inclusion and exclusion. 相似文献
9.
Education Governance in Transition: An introduction 总被引：1，自引：0，他引：1
Sverker Lindblad Ingolfur Asgeir Johannesson Hannu Simola 《Scandinavian Journal of Educational Research》2013,57(3):237-245
The purpose of this article is to present concepts and research problems dealing with education governance and social inclusion and exclusion. Education restructuring, as a recent international movement, is regarded as a combination of transitions in governing and new managerialism. Social inclusion and exclusion is conceived of as a duplet concept, mutually defining each other. The relation between new governance - deregulation, decentralisation, privatisation and steering by goals and results - and social inclusion/exclusion is conceptualised as an equity problematic and a knowledge problematic. It is argued that there is a need to understand the system of reason in order to capture the implications of education governing in transition. 相似文献
10.
'Strategic research’ has become a goal of government policy throughout the industrial world. This paper follows the emergence
of new approaches to the funding of 'strategic research’ in Sweden, by examining three research foundations created in the
late 1990s, and considers their ambitions, limitations, and achievements. 相似文献