Volume 2, No. 2, June 2011
INVITED SECTION: FESTSCHRIFT FOR LISBETH LUNDAHL
Karl-Georg Ahlström The Origin of Special Education in Sweden
Anne-Lise Arnesen International politics and national reforms
Dennis Beach Education Science in Sweden
Per-Olof Erixon Academic Literacies; Discourse and Epistemology in a Swedish University
Ingrid Gogolin The Challenge of Super Diversity for Education in Europe
David Hamilton & Gaby Weiner Dancing at the Edge: Writing for the Academic Marketplace
Elina Lahelma Gender Awareness in Finnish Teacher Education: an Impossible Mission?
Martin Lawn Governing through Data in English Education
Johan Lithner University Mathematics Students’ Learning Difficulties
Jenny Ozga Governing Narratives: “local” meanings and globalising education policy
Inge-Bert Täljedal Reform and Reaction in Teacher Education at Umeå University
Pavel Zgaga Education for “a better world”: is it still possible?
Elisabet Öhrn Class and ethnicity at work. Segregation and conflict in a Swedish secondary school
Umeå School of Education
Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of
Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies
from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is
to challenge established conventions and taken-for-granted perceptions within these fields.
Education Inquiry is looking for lucid and significant contributions to the understanding of
contextual, social, organizational and individual factors affecting teaching and learning, the links between
these aspects, the nature and processes of education and training as well as research in and
on Teacher Education and Teacher Education policy. This includes research ranging from pre-school
education to higher education, and research on formal and informal settings. Education Inquiry
welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are
studies that take as their starting point, education practice and subject teaching or didactics.
Education Inquiry welcomes research from a variety of methodological and theoretical approaches,
and invites studies that make the nature and use of educational research the subject of inquiry.
Comparative and country-specific studies are also welcome.
Education Inquiry readers include educators, researchers, teachers and policy makers in various
Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different
sections. Open section: Articles sent in by authors as part of regular journal submissions and published
after a blind review process. Thematic section: Articles reflecting the theme of a conference or
workshop and published after a blind review process. Invited section: Articles by researchers invited
by Education Inquiry to shed light on a specific theme or for a specific purpose and published after
a review process.
Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is
available in printed copies as well as electronic versions and free access at http://www.use.umu.se/
Professor Per-Olof Erixon, Umeå University, Sweden
Assistant Professor Linda Rönnberg, Umeå University, Sweden
The editorial board
Professor Marie Brennan, School of Education, UniSA, Australia
Professor Bernard Cornu, Directeur de la Formation – CNED, Directeur de CNED-EIFAD, France
Professor David Hamilton, Umeå University, Sweden
Professor Brian Hudson, University of Dundee, UK
Professor Gloria Ladson-Billings, University of Wisconsin-Madison, USA
Professor Martin Lawn, University of Edinburgh, UK
Assistant Professor Eva Lindgren, Umeå University, Sweden
Assistant Professor Linda Rönnberg, Umeå University, Sweden
Professor Kirk Sullivan, Umeå University, Sweden
Professor Gaby Weiner, University of Edinburgh, UK
Professor Pavel Zgaga, University of Ljubliana, Slovenia
Murray Bales, Ljubljana, Slovenia
Guidelines for Submitting Articles
See Education Inquiry’s homepage: http://www.use.umu.se/english/research/educationinquiry
Send Manuscripts to: EducationInquiry.Editor@adm.umu.se
©2011 The Authors. ISSN online 2000-4508
Elisabet Öhrn and Daniel Kallós, guest editors
This issue of Education Inquiry is dedicated to Professor Lisbeth Lundahl to mark
the occasion of her 60 th birthday on 13 May 2011.
We asked several of her Umeå-affiliated colleagues in Sweden and abroad to contribute
papers related to Lisbeth’s areas of interest and work.
The academic career of Lisbeth Lundahl started at Lund University. In her dissertation
at the Department of Education in Lund she analysed the education policy of
the Swedish Conservative Party between 1904 and 1962 (Lundahl, 1989; cf. Lundahl,
1990). At the time of the dissertation Lisbeth had already moved to Umeå and in 2002
she became a professor there at the Department of Child and Youth Education, Special
Education and Counselling. Between 2002 and 2008 she was Deputy Vice-Chancellor
of the University of Umeå mainly responsible for questions concerning quality and
gender. She was also Secretary General of the European Education Research Association
between 2005 and 2008.
Lisbeth ends the preface to her dissertation with the following words: “Finally I
wish to thank Daniel for not reading the manuscript of my dissertation until it was
finished” (Lundahl. 1989, p. vi.; our translation). Similarly, we are grateful that Lisbeth
did not learn about this publication until it was finished and both of us wish to thank
Lisbeth for having made it possible and hope that, together with all the authors, she
will enjoy reading it now that it has been completed.
Lundahl, L (1989) I moralens, produktionens och det sunda förnuftets namn. Det svenska högerpartiets
skolpolitik 1904-1962. (In the Name of Christian Morality, Productivity and Sound
Reason. The Education Policy of the Swedish Conservative Party 1904–1962. In Swedish with
an extensive summary in English.) Lund: Pedagogiska institutionen vid Lunds universitet.
Lundahl. L (1990) New variations on old themes; the Swedish Conservative party and the battle
over comprehensive education 1900–1985. Journal of Education Policy, 5(2), 157-166.
Lisbeth Lundahl – A selection of
Arnesen, A-L, Lahelma, E, Lundahl, L & Öhrn, E. (2010) Introduction. Agency in a Changing Educational
Context: negotiations, collective actions and resistance. European Educational Research
Journal, 9(2), 159-163.
Arnesen, A-L & Lundahl, L. (2006) Still Social and Democratic? Inclusive Education Policies in
the Nordic Welfare States, Scandinavian Journal of Educational Research. 50(3), 285-300.
Arnesen, A-L & Lundahl, L. (2010) Standardized Individualization. Text-mediated relations of governance
in two Nordic welfare institutions. In S. Kvam, K. Patrick Knutsen & P. Langemeyer,
eds. Genre and Cultural Competence – Textsorten und Kulturelle Kompetenz. An Interdisciplinary
Approach to the Study of Text – Interdisziplinäre Beiträge zur Textwissenschaft.
Münster: Waxmann, 147-171.
Hansson, K & Lundahl, L. (2002) Youth Politics with New Features? Young people´s encounters
with youth projects. Education and Social Justice, 4 (2), 37-46.
Hansson, K & Lundahl, L. (2004) Youth Politics and Local Constructions of Youth. British Journal
of Sociology of Education, 25(2), 161-178.
Kallós, D & Lundahl, L. (1991) John T. Flint. Historical Role Analysis in the Study of Religious
Change: Mass Educational Development in Norway, 1740-1891. History of Education Quarterly,
Lindblad, S Lundahl, L, Lindgren, J & Zackari, G. (2002) Educating for the New Sweden? Scandinavian
Journal of Educational Research, 46(3), 283-303.
Lindgren, J & Lundahl, L. (2010) Mobilities of Youth: social and spatial trajectories in a segregated
Sweden, European Educational Research Journal, 9(2), 192207.
Lundahl. L. (1997) A Common Denominator? Swedish Employers, Trade Unions and Vocational
Training, International Journal of Training and Development, 1(2), 91-103.
Lundahl. L. (1998) Still the Stepchild of Swedish Educational Politics? Vocational Education and
Training in Sweden in the 1990s. TNTEE Publications, 1(1), 39-53.
Lundahl, L. (2000) Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance,
Social Inclusion and Exclusion in the 1990s. In S Lindblad & T Popkewitz eds. Public Discourses
on Education Governance and Social Integration and Exclusion: Analyses of Policy Texts in
European Contexts. Uppsala University, Uppsala: Uppsala Reports on Education, Nr 36.
Lundahl, L. (2001) Governance of education and its social consequences: interviews with Swedish
politicians and administrators. In S Lindblad & T Popkewitz, eds. Listening to Education
Actors on Governance and Social Integration and Exclusion. Uppsala University, Uppsala:
Uppsala Reports on Education. Nr 38.
Lundahl, L. (2002) Local Youth Projects: Political Rethoric and Strategies. The Swedish Case.
Social Policy and Society, 1(3), 247-255.
Lundahl, L. (2002) From Centralisation to Decentralisation: Governance of Education in Sweden.
European Educational Research Journal, 1(4), 625-636.
Lundahl, L. (2002) Review Essay: Democratizing Education and Educating Democratic Citizens:
international and historical perspectives (Ed. Leslie J. Limage, 2001). European Educational
Research Journal, 1(4), 742-750.
Lundahl, L (2002). Sweden: Decentralisation, deregulation, quasi-markets – and then what?
Journal of Education Policy, 17 (6), 687-697.
Lundahl, L. (2005) A Matter of Self-Governance and Control. The Reconstruction of Swedish Education
Policy 1980-2003. European Education, 37(1), 10-25.
Lundahl, L. (2005) Swedish, European, Global. In D. Coulby & E. Zambeta (eds.). Globalization
and Nationalism in Education. World Yearbook of Education 2005. London: Routledge Falmer.
Lundahl, L. (2006) Education Politics and Teachers: Sweden and Some Comparisons with Great
Britain. Hitotsubashi Journal of Social Studies, 38(1), 63-78.
Lundahl, L. (2007) Swedish, European, Global. The Transformation of the Welfare State. In B
Lingard & J Ozga, eds: The Routledge Falmer Reader in Education Policy and Politics. London:
Lundahl, L. (2008) Zeitpolitik in schwedischen Bildungswesen. Aus Politik und Zeitgeschichte,
Lundahl, L. (2011) The Scandinavian Model: The Time Policy of Primary Education in Twentieth-
Century Sweden. In K Hagemann, K Jarausch & C Allemann-Ghionda, eds. Children, Families,
and States. Time Policies of Child Care and Primary Education in Europe. New York and
Oxford: Berghahn Books.
Lundahl, L, Erixon Arreman, I, Lundström, U & Rönnberg, L. (2010) Setting Things Right? Swedish
Upper Secondary School Reform in a 40-Year Perspective. European Journal of Education,
Lundahl, L & Nilsson, G. (2009) Architects of their own future? Swedish Career Guidance Policies,
British Journal of Guidance and Counselling, 37(1), 27-38.
Lundahl, L & Sander T. (1998) Introduction: Germany and Sweden – Two different Systems of
Vocational education? TNTEE Publications, 1(1), 7-24.
Nyroos, M, Rönnberg, L & Lundahl, L. (2004) A Matter of Timing: time use, freedom and influence
in school from a pupil perspective. European Educational Research Journal, 3(4), 743-758.