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Review (English): Karolina Wiell, Bad mot lort och sjukdom: Den privathygieniska utvecklingen i Sverige 1880–1949
No full textA Competition State Perspective on the Development of Swedish Policies for Internationalisation of Higher Education and Research 1960s–2010s
Get PDFThis article is an historical analysis of Swedish policies for internationalisation of higher education and research from the 1970s and onwards. The analysis is carried out against the theoretical backdrop of the competition state, as a type of state reformulating and restructuring the relation between the national and international during the second half of the twentieth century with the aim of making society fit for international competition. Focussing on arguments as to why Swedish universities need to be internationalised, how this should be done and which parts of higher education that should be internationalised, the article shows the development of Swedish internationalisation policies, starting in the 1960s and -70s where focus was on international solidarity, inward student mobility and the internationalisation of teaching. In the 1980s and -90s the idea of a knowledge driven economic development was the central paradigm, resulting in a stronger focus on research and international research collaboration. To this the 2000s and -10s added a focus on ingoing mobility, both as a source of revenue through tuition fees, and a way to recruit skilled labour
Review Essay: Thinking about “Arcticness” An essay inspired by the reading of Ilan Kelman (ed.), Arcticness. Power and Voice from the North, London: UCL Press 2017, ISBN 9781787350144, 204 pp.
No full textThe Mandatory Handshake in Danish Naturalisation Procedures: A Critical Race Studies Perspective
Get PDFThis article examines the recent introduction of a mandatory handshake in Danish naturalisation procedures from the perspectives of ‘racism’ and ‘race discrimination’. Drawing upon Critical Race Theory, it employs a discursive, deconstructive and contextual analysis to uncover the racist underpinnings and effects of the handshake requirement. The article is divided into two main parts. Part I demonstrates why the handshake requirement needs to be understood as racism. The analysis focuses on three aspects of the handshake requirement: 1) the ‘racializing narratives’ drawn upon in the legislative process; 2) the motivations behind the legislation; and 3) the ways in which the handshake requirement manifests as racism in society. Part II assesses the relevance of this finding from the perspective of anti-discrimination law. It examines the discriminatory nature of the handshake, before discussing some of the shortcomings of current international and European law in relation to race discrimination. The article closes by discussing the importance of developing a more ‘race-aware’ approach to the law in European legal scholarship
Framing for Success: Governance of Swedish School Mathematics, 1980–1995
Get PDFThis article examines the design of the mathematics curriculum applied in Sweden between 1980 and 1995 and how this design affected student results between two international tests, SIMS1980 and TIMSS1995. During this period, the results in mathematics improved on a general level, but in some topics it did not. The results increased significantly in arithmetic, but very little in algebra. I investigate in what respect the arithmetic and algebra curricula were designed differently. The analysed materials are syllabus, commentary material, tests, and textbooks. The analysis is based on Bernstein’s theory on classification and framing. The main conclusion is that strong framing in the curriculum can be associated with better student results in TIMSS and evidence for a causal relation between these entities is presented. On the basis of my finding, I raise a critical question about the change in governing policy that took place in Sweden between 1975 and 2000
Adelskap forplikter: Norges deltakelse i Unescos skoleforsøk 1953–1959
Get PDFNoblesse Oblige: Norway’s Participation in Unesco’s Educational Experimental Program 1953–1959. In 1953, Unesco initiated a teaching experiment project, “Co-ordinated Experimental Activities in Schools of Member States of UNESCO,” with object to develop an effective and coherent, cross-national “education for peace.” Norway was one of 15 countries that accepted the invitation, and put great effort into the project on a national level throughout the 1950’s. Where earlier research has focused on the hands-on implementation of the experiments, this article targets the background and motivation for the Norwegian participation. By focusing on key participants and organizational structures framing the experiments, the article argues that the Norwegian efforts to a significant extent should be seen as part of a broader Norwegian policy towards building cultural relations with other countries. An overall ambition for this policy was to promote the Norwegian educational system as an expression of a particular Norwegian democratic and peace building tradition. This also reflected a self-image that resulted in much of a noblesse-oblige-approach towards Unesco, where Norway, together with its Nordic counterparts, felt obligated to offer their assistance
