Editorial

use.umu.se

Editorial

EDUCATION

INQUIRY

Volume 2, No. 2, June 2011

CONTENT

Editorial

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

Umeå University

Sweden


EDUCATION INQUIRY

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

cultural contexts.

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/

forskning/publikationer/lof/

Editor

Professor Per-Olof Erixon, Umeå University, Sweden

Receiving Editor

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

Language Editor

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


Editorial

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.

References

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.

173


Lisbeth Lundahl – A selection of

international publications

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,

31(1), 124-125.

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.

174


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:

Routledge, 117-130.

Lundahl, L. (2008) Zeitpolitik in schwedischen Bildungswesen. Aus Politik und Zeitgeschichte,

2008:23, 28-32.

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,

45(1), 46-59.

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.

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