liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Fejes, Andreas
Alternative names
Publications (10 of 248) Show all publications
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: 2019-03-13Bibliographically 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: 2019-03-19
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: 2019-03-13Bibliographically 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: 2019-03-13Bibliographically approved
Dahlstedt, M. & Fejes, A. (Eds.). (2019). Neoliberalism and market forces in education: Lessons from Sweden (1ed.). Routledge
Open this publication in new window or tab >>Neoliberalism and market forces in education: Lessons from Sweden
2019 (English)Collection (editor) (Other academic)
Abstract [en]

Neoliberalism and Market Forces in Education provides a wide perspective onvthe dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. With contributions from researchers across a wide range of scientific disciplines, the book provides examples of the consequences of market orientation in education in terms of increase in inequality as well as in terms of what the market orientation means for principals, teachers and students. It considers how Sweden has developed one of the most marketized education systems in the world and the possible consequences of such processes, as identified by research. Neoliberalism and Market Forces in Education will be of great interest to educational practitioners, politicians, scholars in the field, and postgraduate and research students in education.

Place, publisher, year, edition, pages
Routledge, 2019. p. 244 Edition: 1
Series
Routledge Research in Education Policy and Politics
Keywords
Neoliberalism, marketization, education, market forces
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-155060 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-03-13Bibliographically approved
Fejes, A. & Holmqvist, D. (2019). Procurement as a market in adult education (1ed.). In: Magnus Dahlstedt & Andreas Fejes (Ed.), Neoliberalism and market forces in education: Lessons from Sweden (pp. 156-169). Routledge
Open this publication in new window or tab >>Procurement as a market in adult education
2019 (English)In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 156-169Chapter in book (Other academic)
Abstract [en]

In this chapter, we will focus on a less talked about education system currently used in Sweden, namely that of municipal adult education (MAE). Here, the market emerges through a system where municipalities contract private providers through public procurement. This in contrast to the voucher system and free school choice operating in the compulsory and upper secondary school system in Sweden. While the latter system positions students and their parents as customers, the former has municipalities decide if and who they want to contract. In MAE, students can choose what courses to take, but it is the municipality that decides who provides said courses. In other words, marketisation in MAE is not based on the student’s power to choose, but on the municipality’s discretion. This makes for a different type of privatisation of education that, potentially, has different consequences for those involved. In this chapter, we look at privatisation of MAE in Sweden, specifically focusing on what consequences this might have for those engaging in MAE, i.e. students, teachers and principals. Firstly, we elaborate on MAE as an institution, beginning with its history and by providing some descriptive statistics. We then explain the way procurement takes place in this context and end the chapter by providing some notes on what consequences this kind of system might have for those involved.

Place, publisher, year, edition, pages
Routledge, 2019 Edition: 1
Keywords
Adult education, procurement, marketization, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-155058 (URN)9781138600881 (ISBN)9780429470530 (ISBN)
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-03-13Bibliographically approved
Fejes, A., Dahlstedt, M., Olson, M. & Sandberg, F. (2018). Adult Education and the Formation of Citizens: A Critical Interrogation. Routledge
Open this publication in new window or tab >>Adult Education and the Formation of Citizens: A Critical Interrogation
2018 (English)Book (Other academic)
Abstract [en]

Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship.

Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.

Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.

Place, publisher, year, edition, pages
Routledge, 2018. p. 138
Series
Routledge Research in Lifelong Learning and Adult Education
Keywords
Adult Education, Citizenship education, Lifelong Learning, Citizen Formation
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150404 (URN)9780815362807 (ISBN)9781351111355 (ISBN)
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-08-22Bibliographically approved
Fejes, A. & Dahlstedt, M. (2018). Becoming the role model: Youth recreational leaders, occupational choice and a will to include. Discourse. Studies in the Cultural Politics of Education, 39(6), 901-912
Open this publication in new window or tab >>Becoming the role model: Youth recreational leaders, occupational choice and a will to include
2018 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 39, no 6, p. 901-912Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to analyse how a discourse on the role model operates in youth recreational work. Drawing on Michel Foucault’s concepts of subjectivity, discourse and power/knowledge, the article analyses interviews with youth recreation leader students enrolled at a folk high school, and their talk about occupational choice. The analysis illustrates how a discourse on the role model emerge and operate through the ways students’ descriptions of ‘being’, and ‘doing’ intersect with their becoming as role models. The analysis raises several important questions. Should youth recreational work only target those young people who are already marginalised? Are there other subject positions than the role model, available to take up in youth recreation work? Are experiences of marginalisation necessary in order for a desirable youth recreation leader to emerge? 

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Youth recreation leaders, Foucault, role models, occupational choice, discourse, profession
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-136470 (URN)10.1080/01596306.2017.1308917 (DOI)000447703800006 ()2-s2.0-85016457392 (Scopus ID)
Available from: 2017-04-12 Created: 2017-04-12 Last updated: 2018-11-09
Wildemeersch, D. & Fejes, A. (2018). Citizenship and the crisis of democracy: What role can adult education play in matters of public concern?. European Journal for Research on the Education and Learning of Adults, 9(2), 133-137
Open this publication in new window or tab >>Citizenship and the crisis of democracy: What role can adult education play in matters of public concern?
2018 (English)In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 9, no 2, p. 133-137Article in journal, Editorial material (Other academic) Published
Keywords
Citizenship, adult education, democracy, citizenship education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-152195 (URN)10.3384/rela.2000-7426.relae16 (DOI)
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-23
Fejes, A. & Dahlstedt, M. (2018). Den entreprenörskapande skolan (1ed.). In: Magnus Dahlstedt, Andreas Fejes (Ed.), Skolan, marknaden och framtiden: (pp. 131-149). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Den entreprenörskapande skolan
2018 (Swedish)In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 131-149Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
Entreprenörskap, läroplan, genealogi, problemlösning, ansvar, Skola
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-144502 (URN)9789144119960 (ISBN)
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-02-01Bibliographically approved
Organisations

Search in DiVA

Show all publications