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Tsagalidis, H. & Terning, M. (2018). Aqualitative vocational education and training: Education for quantity orquality?. Nordic Journal of Vocational Education and Training (1), 114-132
Open this publication in new window or tab >>Aqualitative vocational education and training: Education for quantity orquality?
2018 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, no 1, p. 114-132Article in journal (Refereed) Published
Abstract [en]

Thisarticle discusses the contemporary discourse of ‘quality’ in upper secondaryvocational education in Sweden. The study is based on a selection of governmentpolicy texts that preceded the reform of upper secondary education in 2011. Thepurpose is to present how the concept of quality gets its meaning, and todiscuss this from a perspective of competence, knowledge and qualification inorder to renegotiate the concept of quality. Hence, the article also discusseshow an extended quality concept could contribute to a changed view of Swedishupper secondary vocational education and training (VET) from an economic,individual and social point of view, in terms of both content andattractiveness. A widened approach to quality in VET could lead to a change inthe view of, and the discussion about, VET as such. Our purpose is to emphasizethe importance of a broader understanding of how quality in VET can beunderstood and offer a more nuanced and expanded understanding to thecontemporary discourse of VET quality, and thus offer opportunities for a moreattractive VET.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
Keywords
Attractiveness; discourse; vocational education and training; vocational knowledge and skills; quality
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-157680 (URN)10.3384/njvet.2242-458X.1881114 (DOI)
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-19
Tsagalidis, H. & Terning, M. (2016). En kvalitativ yrkesutbildning – en utbildning mot kvantitet eller kvalitet?. In: Fokus på gymnasial yrkesutbildning - En antologi om hur yrkesutbildningen kan förbättras: . Sollentuna: World skills Sweden
Open this publication in new window or tab >>En kvalitativ yrkesutbildning – en utbildning mot kvantitet eller kvalitet?
2016 (Swedish)In: Fokus på gymnasial yrkesutbildning - En antologi om hur yrkesutbildningen kan förbättras, Sollentuna: World skills Sweden , 2016Chapter in book (Other academic)
Abstract [sv]

Synen på vad som uppfattas som kvalitet i yrkesutbildning, eller bristen på densamma, är något som diskuteras flitigt, inte minst i år, tillika det år som av Utbildningsdepartementet, LO Svensk Näringsliv har utnämnts till yrkesutbildningens år 2016 (Hadzialic, 2015). I denna artikel är syftet att diskutera och omförhandla betydelsen av begreppet kvalitet, såsom det omtalas i policytexter som handlar om den gymnasiala yrkesutbildningen. I den idag dominerande berättelsen om kvalitet inom yrkesutbildningen, som växte sig stark inför reformeringen av gymnasieskolan 2011, uttrycks kvalitet främst i relation till elevers grad av anställningsbarhet –med betydelsen en anpassning till arbetslivets krav på produktivitet. Ju mer eleverna redan inledningsvis i sin anställning kan producera, desto högre kvalitet uttalas yrkesutbildningen ha (Terning, in press). Vi menar att denna betydelse av begreppet kvalitet saknar aspekter såsom yrkeskunnande, kompetenser och kvalifikationer. Ett vidgat synsätt på kvalitet inom yrkesutbildningen skulle kunna medföra en höjning av synen på, och även talet om, yrkesutbildningen som sådan. Det skulle dessutom kunna initiera diskussioner kring vad det egentligen innebär att utbilda sig till ett yrke, att kunna detsamma samt vad som kan vara rimligt att som avnämare förvänta sig av yrkeseleven efter avslutad utbildning. Ett utvidgat kvalitetsbegrepp skulle på det här sättet kunna medverka till att attraktiviteten höjs på de gymnasiala yrkesutbildningarna.

Place, publisher, year, edition, pages
Sollentuna: World skills Sweden, 2016
Keywords
yrkesutbildning, kvalitativ yrkesutbildning, diskurs, yrkeselev, yrkeskunnande
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-157685 (URN)
Note

Antologin saknas sidnummer och ISBN.

Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-19Bibliographically approved
Terning, M. (2016). Myter om gymnasieeleven: En diskursteoretisk studie av dominerande subjektspositioner i politiska texter 1990-2009. (Doctoral dissertation). Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet
Open this publication in new window or tab >>Myter om gymnasieeleven: En diskursteoretisk studie av dominerande subjektspositioner i politiska texter 1990-2009
2016 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
The Social Myths of Student Subjects : A study of dominating subject positions in political documents in Swedish educational discourse 1990-2009
Abstract [en]

For whom the educational system should be available, what it should contain and what it should lead to, are all questions but with different answers. In this dissertation, these answers are understood as products of relations including a power dimension. As these relations constantly changes, the discursive struggle of defining the educational system is constant. Said struggle also contains different constructions of the student subject; what she/he ought to be and should become. It is the struggle of defining the student subject that is the focus of this dissertation.

As a starting point for the analysis, a political discourse theory is used, developed by Ernesto Laclau and Chantal Mouffe (2001). The main aims of the dissertation are to analyze 1) How the student subject is defined and positioned in the analyzed policy texts 2) What kind of relations that are constituted among student subjects and in between student subject, working life and social life 3) How does the conditions of the discursive struggle make impact of the space for political subjectivity. The empirical material is Swedish Political documents written between the time periods 1990-2009.

The analysis of the discursive political struggle shows three dominant subject positions structured in partly different discourses: The successful and free student, produced in the discourse of liberation (1990-1998), the individualized and solidary student, produced within the discourse of nostalgia (1997-2005) and the dutiful and adaptable student, which dominates the political struggle in 2006-2009, produced in the discourse of harmony. Although the subject positions are constituted within three different discourses, structured by partly different logics, they share an idea; the idea of an ongoing globalization. These articulations are not questioned and cannot be ignored in the discursive struggle. They are understood as disarticulations of an English/American neo-liberal discourse. To win a hegemonic position, the discourse of liberation, nostalgia and harmony, has to adopt signs from this neo-liberal discourse. They are also forced to rearticulate the intent of specific signs so they fit into each discourse’ inner logics. The disarticulations of the neo-liberal discourse which goes across the discursive borders are in this dissertation understood as a social fantasy.

Place, publisher, year, edition, pages
Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet, 2016. p. 188
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 41
Keywords
student subject, discourse, upper secondary education, post structuralism, deconstruktion, subject position, categorization, political subjectivity, myth, social fantasy, Sweden, elev, diskurs, gymnasieskolan, poststrukturalism, dekonstruktion, subjektposition, kategorisering, politisk subjektivitet, myt, social fantasi, Sverige
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-157678 (URN)978-91-7649-480-6 (ISBN)
Public defence
2016-10-20, Lilla Hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1928-7622

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