Team 2 Marketization & Social Inclusion in Education

Team 2 will contribute to the work of theme 1 by analysing marketization and social inclusion in education. There is a marked need to deepen the knowledge of the strategies adopted both at national policy level and by local and school actors, in order to meet the demands of competitiveness, academic achievement, inclusion and support. There is also a need to understand differences between the Nordic countries which are rather similar in many respects, but display important differences with regard to marketization. Of the Nordic countries, Sweden has gone furthest in the direction of external marketization. In general Finland has been far more restrictive in inviting the market-forces to the school sector, but especially vocational and adult education have been characterized as more market-oriented.

The aim of team 2 is to compare policies and practices of social inclusion in Nordic educational contexts with varying degrees of internal and external marketization of education, and to increase the knowledge of how market mechanisms in education may promote and/or hinder the fulfillment of social inclusive educational goals. While involving all Nordic countries, especially the Swedish and Finnish cases will be compared in relation to their different degrees of marketization and competition at state and school levels.

(i) State level: the intersection between national educational policies, reflecting goals of inclusion and equal opportunities, and the strivings of the ‘competition state’ to promote economic growth, competitiveness and employability, is studied. Upper secondary education and adult education (including vocational education at both levels) are in focus. Methods: analysis based on statistical data, central policy documents and research/evaluation reports, complementary interviews with system actors (leading education politicians and officials),

(ii) School level: the negotiations taking place between conflicting demands of equality/inclusion and competitiveness/performance; the pedagogic identities expressed by schools and their actors. Also educational policies of vocational and adult education will be compared between Finland and Sweden. Methods: surveys and interviews with principals, teachers and students.

Team members

Lisbeth Lundahl, Professor (Team leader)
Department of Applied Educational Science, Umeå University
lisbeth.lundahl(a)umu.se
Troublesome transitions: School-to-work transitions of young people at risk in a longitudinal perspective (PI) and  Inclusive and competitive. Changing understandings and practices of social inclusion in upper secondary

Nafsika  Alexiadou, Professor
Department of Applied Educational Science, Umeå University
nafsika.alexiadou(a)edusci.umu.se
Inclusive and competitive. Changing understandings and practices of social inclusion in upper secondary school

Daniel Arnesson, PhD student
Department of Applied Educational Science, Umeå University
daniel.arnesson(a)edusci.umu.se
PISA – A Policy Enacted in Swedish Schools?

Kristiina Brunila, Associate professor
Institute of Behavioural Sciences, University of Helsinki
kristiina.brunila(a)helsinki.fi
Transitions of Young People ‘At risk’ in the Project Society (PI)

Marianne Dovemark, Associate professor
Dept of Education and Special Education, University of Gothenburg
marianne.dovemark(a)ped.gu.se
Inclusive and competitive. Changing understandings and practices of social inclusion in upper secondary school

Inger Erixon Arreman, Associate professor
Department of Applied Educational Science, Umeå University
inger.erixon.arreman(a)edusci.umu.se
Inclusive and competitive. Changing understandings and practices of social inclusion in upper secondary school

Ann-Sofie Holm, Associate professor
Department of Education, University of Borås
ann-sofie.holm@hb.se
Inclusive and competitive. Changing understandings and practices of social inclusion in upper secondary school and Achievement and gender: On teaching, youth groups and local conditions.

Elina Ikävalko, PhD student (M.Soc.Sc)
Institute of Behavioural Sciences, University of Helsinki
Gender equality planning as a technique of governance

Ville Kainulainen, PhD student (M.Ed)
Institute of Behavioural Sciences, University of Helsinki
A New era of trade union activism?

Tuuli Kurki, PhD student (M.Ed)
Institute of Behavioural Sciences, University of Helsinki
At risk to choose differently: Ethnographic research on young people with immigrant backgrounds in educational activation projects.

Michael Lindblad, PhD student
Department of Applied Educational Science, Umeå University
Troublesome transitions: School-to-work transitions of young people at risk in a longitudinal perspective

Ulf Lundström, Associate professor
Deptment of Applied Educational Science, Umeå University
ulf.lundstrom(a)edusci.umu.se
Inclusive and competitive. Changing understandings and practices of social inclusion in upper secondary school and Consequences of evaluation for school praxis – governance, accountability and organisational change

Katariina Mertanen, PhD student (M.Ed)
Institute of Behavioural Sciences, University of Helsinki
“Back to Society”. Education as normalising governance of youth considered ‘at risk’ of social exclusion.

Sari Mononen-Batista Costa, PhD student (M.Ed)
Institute of Behavioural Sciences, University of Helsinki
The Entrepreneurial Self in the Politics and Practices of Education.

Antti Paakkari, PhD student (M.Soc.Sc )
Institute of Behavioural Sciences, University of Helsinki
Learning Knowledge Work

Linda Rönnberg, Associate professor
Department of Political Science, Umeå University

Gudrun  Svedberg, Assistant professor
Deptartment of Applied Educational Science, Umeå University
gudrun.svedberg(a)umu.se
School-to-work or school-to-what? – transitions for young people with intellectual disabilities.

Kristiina Vainio, PhD student (M.Ed)
Institute of Behavioural Sciences, University of Helsinki
Knowing capitalism, knowledge and subjectivity in Higher Education.

Saija Volmari, PhD student
Centre for Sociology of Education, University of Helsinki
saija.volmari(a)helsinki.fi
Borders of ‘Truth’, Positions of Power and Global Equality in Higher Education – Internationalization discourses and cross-border cooperation in Finland and Norway