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Dahlstedt, Magnus
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Publications (10 of 220) Show all publications
Fejes, A. & Dahlstedt, M. (2019). Choosing one’s future?: Narratives on educational and occupational choice among folk high school participants in Sweden. International Journal for Educational and Vocational Guidance
Open this publication in new window or tab >>Choosing one’s future?: Narratives on educational and occupational choice among folk high school participants in Sweden
2019 (English)In: International Journal for Educational and Vocational Guidance, ISSN 0251-2513, E-ISSN 1573-1782Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article poses these questions: How do participants on two different courses in folk high schools in Sweden, a basic course and a theatre course, motivate their educational and occupational choices, and what similarities and differences can be identified? We analyse interviews with students drawing on a narrative approach. Five trajectories emerge: desire to get away; desire to get back on track; desire for employment; desire to change occupation; and desire to realise one’s dreams. We argue that these trajectories reproduce existing social stratification in society, whereby certain futures are available to some people, and not to others.

Place, publisher, year, edition, pages
Springer Netherlands, 2019
Keywords
Educational and occupational choice, Narrative analysis, Folk high schools
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-155801 (URN)10.1007/s10775-019-09392-5 (DOI)
Available from: 2019-03-28 Created: 2019-03-28 Last updated: 2019-09-16Bibliographically approved
Dahlstedt, M. & Vesterberg, V. (2019). Consequences of free school choice and local responses (1ed.). In: Magnus Dahlstedt & Andreas Fejes (Ed.), Neoliberalism and market forces in education: Lessons from Sweden (pp. 49-62). London: Routledge
Open this publication in new window or tab >>Consequences of free school choice and local responses
2019 (English)In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, London: Routledge, 2019, 1, p. 49-62Chapter in book (Refereed)
Abstract [en]

Swedish education policy has undergone substantial changes since the 1990s, not least providing generous opportunities to establish independent schools and to receive public funding for these. Parents and students have also been provided the opportunity to choose schools. Such reforms have made the Swedish school system one of the most market-oriented in the world. Since the early 1990s, the Swedish school system have also been highly decentralized, meaning that the main responsibility to provide education was from now on handed over from the state to the municipalities. In this chapter, we interrogate and problematize how local political actors in three mid-sized cities talk about and understand the free school choice and the relations between public and independent schools. Based on interviews with politicians, from left to right, as well as municipal officials working with education, we highlight that there is not one way of talking about and understanding these issues, but several.

Place, publisher, year, edition, pages
London: Routledge, 2019 Edition: 1
Series
Routledge Research in Education Policy and Politics
Keywords
School choice, independent schools
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-154912 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Funder
Swedish Research Council
Available from: 2019-03-05 Created: 2019-03-05 Last updated: 2019-03-13Bibliographically approved
Fejes, A. & Dahlstedt, M. (2019). Folkbildning för nyanlända (1ed.). In: K. Abrahamsson, L. Eriksson, M. Myrstener, L. Svensson & T. Persson (Ed.), Folkbildning och forskning: Årsbok 2019 (pp. 85-97). Stockholm: Föreningen för folkbildningdforskning
Open this publication in new window or tab >>Folkbildning för nyanlända
2019 (Swedish)In: Folkbildning och forskning: Årsbok 2019 / [ed] K. Abrahamsson, L. Eriksson, M. Myrstener, L. Svensson & T. Persson, Stockholm: Föreningen för folkbildningdforskning , 2019, 1, p. 85-97Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Föreningen för folkbildningdforskning, 2019 Edition: 1
Keywords
Folkbildning, nyanlända, Studieförbund, folkhögskola
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-156629 (URN)9789198021370 (ISBN)
Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-09-16Bibliographically approved
Dahlstedt, M., Fejes, A. & Gruber, S. (2019). Folkbildning på svenska?: En studie av språkintroduktion för migranter i studieförbundet Sensus regi. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Folkbildning på svenska?: En studie av språkintroduktion för migranter i studieförbundet Sensus regi
2019 (Swedish)Report (Other academic)
Abstract [sv]

Människor har i alla tider migrerat. Rörlighet är historiskt sett regel snarare än undantag. En del människor migrerar för att söka jobb, andra för att följa sin stora kärlek. Men många har också tvingats fly från krig, naturkatastrofer, förföljelse och annan misär. Flykten är inte sällan kantad av svåra utmaningar. För en del blir flykten den sista resan. För andra slutar resan med plats på ett flyktingboende och lång väntan på asylbeslut. Asylprocessen är tärande. Livet står på paus. Medan vissa får beslut om att de får stanna tvingas andra återvända till de länder de flytt ifrån.

Sverige 2019. Hösten 2015 hade Sverige den största invandringen sedan andra världskriget. Många människor sökte skydd från krig, förföljelse och mänskligt lidande. Välfärdssystemet sattes under press. Debattens vågor gick höga. Sverige byggde murar mot omvärlden. Migrationsverket som har uppdrag att erbjuda asylsökande en meningsfull vardag, fick allt mer uppenbara problem att fullfölja detta uppdrag. Det civila samhället mobiliserades runtom i landet till stöd för de nyanlända. Regeringen satsade stora riktade resurser till studieförbunden, som gavs i uppdrag att erbjuda asylsökande en introduktion till det svenska språket och det svenska samhället. Det är om just denna verksamhet som denna forskningsrapport handlar.

Migration, lärande och social inkludering

Denna rapport har sitt ursprung i dels ett flerårigt samarbete mellan Bildnings-förbundet Östergötland och forskningsmiljön Vuxenpedagogik och folkbildning (där också Mimer – nationellt program för folkbildningsforskning är förlagt) vid Institutionen för beteendevetenskap och lärande vid Linköpings universitet. Dels har studien sitt ursprung i lanseringen av forskningsprogrammet Migration, lärande och social inkludering, ett samarbete mellan de båda forskningsmiljöerna Vuxenpedagogik och folkbildning samt Socialt arbete, vid Institutionen för samhälls- och välfärdsstudier, båda vid Linköpings universitet.

I forskningsprogrammet riktas intresset mot frågan om på vilket sätt olika sammanhang för vuxna och unga vuxnas studier i det svenska språket och om det svenska samhället bidrar till deras sociala inkludering. I forskningsprogrammet är det flera olika sammanhang som studeras: Studieförbundens verksamhet med Svenska från dag 1 och vardagssvenska, utbildning i svenska för invandrare och språkintroduktionsprogrammet på gymnasieskola och folkhögskola. Forskningsprogrammet har en longitudinell forskningsdesign. Vi vill å ena sidan studera Sensus verksamhet och övriga studiesammanhang var för sig, här och nu. Vad är det som händer? Hur bedrivs arbetet? Hur resonerar verksamhetsledare och cirkelledare om verksamheten och om deltagarna? Men vi vill framför allt rikta intresset mot deltagarna och den mening som de skapar kring sina studier, och hur detta meningsskapande kan relateras till deltagarnas historia, deras liv här och nu, men också till deras drömmar om framtiden. På så sätt vill vi alltså ge en ögonblicksbild av respektive verksamhet här och nu, och den roll som denna verksamhet spelar i migranternas liv i bredare bemärkelse.

Men för att skapa en större förståelse för den roll som dessa verksamheter spelar för migranter i deras väg mot potentiell inkludering i det svenska samhället planerar vi dessutom att genomföra uppföljningsintervjuer med samma deltagare, både tre och sex år efter det att den första intervjun genomförts. Vid dessa intervjuer intresserar vi oss för hur deltagarna retrospektivt resonerar om sitt deltagande i till exempel Svenska från dag 1, och vilka andra studier, möten och händelser som tillskrivs värde i deras bana mot potentiell inkludering i det svenska samhället. Ambitionen är att nitialt, i de olika studiesammanhang intervjua sammanlagt 200 migranter. I dagsläget har totalt 150 migranter intervjuats.

Forskningsprogrammets design gör det möjligt att skapa unik kunskap om migranters sociala inkluderingsbanor i det svenska samhället. Inte, som ofta är fallet, genom att med kvantifierbara mått mäta olika slags indikatorer på inkludering (etablering på arbetsmarknaden, löneutveckling med mera). Utan snarare genom att bidra med ”tjocka” berättelser och beskrivningar med grund i deltagarnas egna erfarenheter och meningsskapande. I slutskedet av programmet kommer resultat från de olika studiesammanhang som undersökts att jämföras med varandra. Tillskrivs något sammanhang större värde än något annat? I sådant fall, varför, och i vilka hänseenden? Det är vår förhoppning att den kunskap som forsknings-programmet bidrar med kommer att vara av stort värde inte bara för beslutsfattare och för de som arbetar med denna typ av verksamhet, utan även för de som faktiskt deltar i den.

Finansiering och medverkan

Den forskning som presenteras i denna rapport är samfinansierad av AMIF via Sensus och projekt #fokus, Bildningsförbundet Östergötland och Linköpings universitet. Ansvariga för arbetet, tillika det vidare forskningsprogram som denna rapport är del av, är professor Magnus Dahlstedt, Institutionen för samhälls- och välfärdsstudier, och professor Andreas Fejes, Institutionen för beteendevetenskap och lärande. De har designat studiens upplägg, ansvarat för etikprövning, samordning och bemanning, samt deltagit i bearbetning och analys av material och författande av denna rapport. Docent Sabine Gruber har ansvarat för data-insamlingen, och har tillsammans med Dahlstedt och Fejes genomfört bearbetning och analys av materialet och skrivit denna rapport.

Magnus Dahlstedt, Andreas Fejes och Sabine Gruber

Norrköping och Linköping, 16 augusti 2019

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 66
Series
Linköping Studies in Social Work and Welfare ; 2019:1
National Category
Learning International Migration and Ethnic Relations Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-159925 (URN)9789176850107 (ISBN)
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-09-16
Dahlstedt, M. & Fejes, A. (2019). Fostering entrepreneurial citizens (1ed.). In: Magnus Dahlstedt & Andreas Fejes (Ed.), Neoliberalism and market forces in education: Lessons from Sweden (pp. 107-122). Routledge
Open this publication in new window or tab >>Fostering entrepreneurial citizens
2019 (English)In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 107-122Chapter in book (Refereed)
Abstract [en]

The focus of this chapter is the discourse of entrepreneurship education in Sweden. Drawing on a genealogical approach, the analysis draws attention to how this discourse is shaped in the curriculum today and how it has come to emerge. Focusing on two key events that constitute this discourse, responsibility and problem-solving, and tracing these events back in time, the analysis illustrates how the discourse on entrepreneurship education today shapes a specific kind of citizen, one who is responsible for themselves and who has developed a constant will and desire for learning, thus being able to adapt to the constant changing future. Such a citizen is distinctly different from the one emerging in the 1960s and 1980s, where a citizen who shows solidarity with others, and especially the weak, and who develops problem-solving skills in order to actively engage in the development of society, emerges. These results can be related to wider trends in education policy, where neoliberal rationalities have become more central, in Sweden as well as in other countries, where there has been a shift of focus, from an understanding of education as a common good, to an understanding of education as a private good.

Place, publisher, year, edition, pages
Routledge, 2019 Edition: 1
Keywords
Entrepreneurship education, Foucault
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-155070 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Available from: 2019-03-12 Created: 2019-03-12 Last updated: 2019-09-16Bibliographically approved
Dahlstedt, M. & Fejes, A. (2019). Futures in line?: Occupational choice among migrant adult students in Sweden. International Journal of Lifelong Education, 38(1), 76-87
Open this publication in new window or tab >>Futures in line?: Occupational choice among migrant adult students in Sweden
2019 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 38, no 1, p. 76-87Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to analyse the ways in which migration plays outin adult students’ narratives about their occupational choice and future,focusing on three individual narratives of adult students with variousexperiences of migration to Sweden. Drawing on Sara Ahmed’s conceptionof orientation, our results show how the adult students’ narrativeson their future occupations are formed on the basis of migration, pertainingto their particular experiences of being recognised as migrantOthers. Among the three students, similar challenges emerge in terms oftheir claims for belonging. One the one hand, the students do claimbelonging to the Swedish social community. On the other hand, theyare – as ‘migrants’ – repeatedly reminded of their non-belonging to thiscommunity. In various ways, they feel out of place. Although migration,in the narratives, is not played out one and the same way, but in variousways, engagement in adult education as a means of finding a job appearas the main orientation guiding the futures of the adult students, asbeing an important way of finding a future and claim one’s belonging tothe Swedish social community.

Place, publisher, year, edition, pages
Routledge, 2019
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-155131 (URN)10.1080/02601370.2018.1497719 (DOI)
Available from: 2019-03-19 Created: 2019-03-19 Last updated: 2019-09-16
Scarpa, S., Schierup, C.-U. & Dahlstedt, M. (2019). Is migration bad for welfare?: Reconfigurations of welfare, labour and citizenship in Sweden. In: Sven Trygged & Erica Righard (Ed.), Inequalitities and Migration: Challenges for the Swedish Welfare State (pp. 31-52). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Is migration bad for welfare?: Reconfigurations of welfare, labour and citizenship in Sweden
2019 (Swedish)In: Inequalitities and Migration: Challenges for the Swedish Welfare State / [ed] Sven Trygged & Erica Righard, Lund: Studentlitteratur AB, 2019, p. 31-52Chapter in book (Other academic)
Abstract [sv]

The aim of this chapter is to challenge an axiomatic assumption made in current public debates, namely that the sustainability of the welfare state in an age of globalization requires the imposition of limits on immigration. With a particular focus on Sweden and recent changes of Swedish welfare policy, the chapter shows how the current crisis of the Swedish welfare model has in fact haunted this model for decades. The argument presented is that the socially-integrative capacities of the Swedish model had been compromised well before the start of the post-2015 refugee crisis in Europe. The argument made is that it was not the scale of immigration that made the Swedish welfare state unsustainable. Rather, it is the austerity-driven retrenchment of the Swedish welfare state that, in the past quarter of a century, has steadily undermined the capacity of the welfare model to offer emancipatory and non-discriminatory pathways of incorporation to immigrants. With the neoliberal reforms implemented since the early 1990s, the current reality in Sweden is that of deepening, and increasingly ethnically tinged, class divisions and long-term social exclusion of sizeable population groups from substantial citizenship rights.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
Keywords
migration, välfärdsstat, nyliberalism, rasism, xenofobi, arbetsmarknad, socialpolitik, flyktingpolitik, asyl
National Category
Work Sciences International Migration and Ethnic Relations Economic History Social Work Sociology (excluding Social Work, Social Psychology and Social Anthropology) Globalisation Studies
Identifiers
urn:nbn:se:liu:diva-154334 (URN)978-91-44-11694-5 (ISBN)
Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-02-12Bibliographically approved
Dahlstedt, M., Härnbro, S. & Vesterberg, V. (2019). Kringflackande främlingar då och nu: Om fattigdom och rörlighet i genealogisk belysning. Statsvetenskaplig Tidskrift, 121(1), 5-22
Open this publication in new window or tab >>Kringflackande främlingar då och nu: Om fattigdom och rörlighet i genealogisk belysning
2019 (Swedish)In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 121, no 1, p. 5-22Article in journal (Refereed) Published
Abstract [en]

In this essay, we conduct a genealogical inquiry, shedding light on the classical social political problem concerning the mobility of people living in poverty. The aim is to problematize the contemporary debate about poverty and mobility by genea-logically tracing the contemporary category of marginalized EU-migrants, relating this to how the so-called gypsy-issue was formulated in the 1950s and the vagrancy debate in the 1920s. Empirically we focus governmental reports from these time periods. Our main findings are that the mobility of poor people today and in the 1920s are understood from a moralizing standpoint, positioning the poor as not belonging to the Swedish national welfare state. In contrast, this issue was in the 1950s understood as a welfare concern for the expanding state. The political solu-tion in the 1950s was inclusion by assimilation, whilst today and in the 1920s, the solution is a will to exclusion.

Place, publisher, year, edition, pages
Lund, Sweden: Fahlbeckska Stiftelsen, 2019
Keywords
Fattigdom, social inkludering, social exkludering, eu, socialt arbete
National Category
Political Science
Identifiers
urn:nbn:se:liu:diva-155728 (URN)
Available from: 2019-03-25 Created: 2019-03-25 Last updated: 2019-04-01Bibliographically approved
Fejes, A. & Dahlstedt, M. (2019). Lessons from Sweden (1ed.). In: Magnus Dahlstedt & Andreas Fejes (Ed.), Neoliberalism and market forces in education: Lessons from Sweden (pp. 231-234). Routledge
Open this publication in new window or tab >>Lessons from Sweden
2019 (English)In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 231-234Chapter in book (Refereed)
Abstract [en]

Through the establishment of a free school choice, the right to establish independent schools, and possibilities to make profit on publicly funded schools, Sweden has developed one of the most market-oriented education systems in the world. Currently, Chile and New Zealand are two of the few countries where similarities to the extreme market orientation in Swedish education can be traced (see Chapter 5). Even the OECD have critiqued the Swedish education system for having become too market oriented, contributing to an increase in inequalities and segregation. This critique is highly interesting in that the OECD is a global organisation that for decades has been promoting a market-liberal reform agenda throughout the world. In the report Improving Schools in Sweden – an OECD Perspective, on the state of the Swedish education system, the organisation concludes:

Providing full parental school choice can result in segregating students by ability and/or socio-economic background and generate greater inequities while not necessarily raising performance… . Swedish school choice arrangements do not currently have a consolidated approach to ensure equity while supporting quality. There are no clear guidelines for schools, and funding strategies do not necessarily prioritise disadvantaged students across all municipalities, possibly implying that independent schools become more selective towards more advantaged students, given the same student costs.

(OECD, 2015, p. 101) The current market-oriented system in Sweden was also elaborated in the school commission, commissioned by the government, delivering its final report in 2017 (SOU 2017:35). The commission was made up of researchers, as well as representatives from teacher trade unions as well as public and independent schools, and had the task to make a complete overview of the entire education system in Sweden. At large, the commission confirms, based on existing research, the assessment made by the OECD, in terms of an extreme market orientation in 232Sweden, contributing to an increase in inequality and segregation. However, rather than suggesting a makeover of the Swedish education system, as was made in the early 1990s when the market reforms were introduced and implemented, the commission provides suggestions on how the current system could be fine-tuned. Or rather, the neoliberal ideas behind the last decades’ makeover of the Swedish education system were further reinforced by the commission.

Place, publisher, year, edition, pages
Routledge, 2019 Edition: 1
Keywords
Neoliberalism, marketization, education, market forces
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-155059 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-09-16Bibliographically approved
Dahlstedt, M. & Fejes, A. (2019). Market forces in Swedish education (1ed.). In: Magnus Dahlstedt & Andreas Fejes (Ed.), Neoliberalism and market forces in education: Lessons from Sweden (pp. 1-12). Routledge
Open this publication in new window or tab >>Market forces in Swedish education
2019 (English)In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 1-12Chapter in book (Refereed)
Abstract [en]

The shift towards neoliberalism in education in Sweden connects up with wider agendas promoted by influential transnational actors such as the OECD and the EU. Sweden has been quite involved in OECD activities and is part of the major assessment programme, and even though the EU does not have any mandate in terms of educational policies, its agenda on lifelong learning has been picked up and mobilised in a Swedish context. Such a lifelong learning agenda is shaped within a wider neoliberal notion of governing. Here education is seen as an investment whose rewards can be evaluated in terms of increased growth and international competitiveness. As such, the focus of education has been directed towards employability. Competitiveness thus emerges as the more or less overall objective of education to strive for. The meaning and role of education thereby changes, from being seen as a fundamental social right to being seen as a commodity, a product on the market offered to individuals in their search for skills and competences considered necessary. Such changing views of education also change the way the role of public institutions is seen – from one of planning, organising and delivering services, to one that follows up and evaluates the services provided. How did Sweden end up here? What made such developments possible? This chapter begins to answer those questions, which are then further elaborated on in the following chapters in the book.

Place, publisher, year, edition, pages
Routledge, 2019 Edition: 1
Series
Routledge Research in Education Policy and Politics
Keywords
Marketisation, Education, Sweden, Neoliberalism
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-155057 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-09-16Bibliographically approved
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