Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Kenneth, Petersson"'
Publikováno v:
Educação & Realidade, Vol 34, Iss 2 (2009)
A “sociedade da aprendizagem” é um conceito que expressa princípios de uma Humanidade universal e uma promessa de progresso que parece transcender a ideia de Nação. Este artigo indica como essa sociedade é governada em nome de um sujeito cos
Externí odkaz:
https://doaj.org/article/6f5d9582f0044765b2c061bfd8be529f
Publikováno v:
Krejsler, J B, Ulf, O & Kenneth, P 2018, Becoming fit for transnational comparability : exploring challenges in Danish and Swedish teacher education reforms . in E Hultqvist, S Lindblad & T S Popkewitz (eds), Critical analyses of educational reforms in an era of transnational governance . Springer, Cham (CH), Educational Governance Research, no. 2365-9548, vol. 7, pp. 93-111 . https://doi.org/10.1007/978-3-319-61971-2_6
This chapter traces how national teacher education policy discourse in Denmarkand Sweden is being transformed by opaque, albeit often inclusive, processes intransnational policy forums, such as the Bologna Process, OECD, and EU. Thisis facilitated by
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pure_au_____::5821c088d1f992d4785ed7d178db4ef7
https://pure.au.dk/portal/da/publications/becoming-fit-for-transnational-comparability(9b6969dd-9793-4942-a184-0aa6c6eede22).html
https://pure.au.dk/portal/da/publications/becoming-fit-for-transnational-comparability(9b6969dd-9793-4942-a184-0aa6c6eede22).html
Publikováno v:
Ulf, O, Kenneth, P & Krejsler, J B 2018, Student centredness and learning from a perspective of history of the present . in E Hultqvist, S Lindblad & T S Popkewitz (eds), Critical analyses of educational reforms in an era of transnational governance . Springer, Cham (CH), Educational Governance Research, vol. 7, pp. 185-196 . https://doi.org/10.1007/978-3-319-61971-2_11
Critical Analyses of Educational Reforms in an Era of Transnational Governance ISBN: 9783319619699
Critical Analyses of Educational Reforms in an Era of Transnational Governance ISBN: 9783319619699
The overall aim of this chapter is to problematize the comtemporary transnantional discourse about learning and pupil-centred learning, which during recent decades have become givens or, perhaps it vcould be said, have become established as dogmas in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::90771ee600b7110a9e7f2a4237ff7aed
https://pure.au.dk/portal/da/publications/student-centredness-and-learning-from-a-perspective-of-history-of-the-present(08a0c413-80f2-4b7c-8f2e-16bfb15a228f).html
https://pure.au.dk/portal/da/publications/student-centredness-and-learning-from-a-perspective-of-history-of-the-present(08a0c413-80f2-4b7c-8f2e-16bfb15a228f).html
Publikováno v:
Critical Analyses of Educational Reforms in an Era of Transnational Governance ISBN: 9783319619699
This chapter traces how national teacher education policy discourse in Denmark and Sweden is being transformed by opaque, albeit often inclusive, processes in transnational policy forums, such as the Bologna Process, OECD, and EU. This is facilitated
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3b9b56dac157e35d465f109bc9cd5dc1
https://doi.org/10.1007/978-3-319-61971-2_6
https://doi.org/10.1007/978-3-319-61971-2_6
Publikováno v:
Nordic Studies in Education. 34:172-186
This article reveals how templates that emerge from opaque albeit often inclusive policy processes in transnational forums (EU, OECD & the Bologna Process) affect education reform policy in Scandinavian countries, such as Denmark and Sweden. The open
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f743abbdbeeace0578ccef07726656d7
https://doi.org/10.18261/issn1891-5949-2014-03-03
https://doi.org/10.18261/issn1891-5949-2014-03-03
Publikováno v:
European Education. 45:4-15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d7f0c14c4fe312e140c79e7994a31c35
https://doi.org/10.2753/eue1056-4934450301
https://doi.org/10.2753/eue1056-4934450301
Publikováno v:
Petersson, K, Olsson, U & Krejsler, J B 2013, ' La question sociale revisitée : La configuration de la dimension sociale dans l'espace éducatif européen ', Education et Societes, bind 31, nr. 1, s. 111-126 . https://doi.org/10.3917/es.031.0111
La fabrication de la question sociale est problematisee ici dans deux discours historiques sur l’integration sociale : le discours philanthropique et celui de l’Espace Europeen de l’Enseignement Superieur (EEES). De quelle maniere et sous quell
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e906febd6287c5862f7f1e3693ba1b48
https://doi.org/10.3917/es.031.0111
https://doi.org/10.3917/es.031.0111
Publikováno v:
Kenneth, P, Ulf, O, Popkewitz, T S & Krejsler, J B 2016, Framtiden som styrning : en genealogisk betraktelse av det utbildningsbara subjektet och pedagogisk teknologi under det tidiga 2000-talet . i G-B Wärvik, C Runesdotter, E Forsberg, B Hasselgren & F Sahlström (red), Skola, lärare, samhälle : vänbok till Sverker Lindblad . Göteborgs Universitet, Göteborg, RIPS: Rapporter från Institutionen för pedagogik och specialpedagogik, nr. 9, s. 105-130 . < https://gupea.ub.gu.se/bitstream/2077/44282/2/gupea_2077_44282_2.pdf >
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pure_au_____::ad87e2e87fb8ceae01ab36d5465ad6f3
https://pure.au.dk/portal/da/publications/framtiden-som-styrning(bc88abd3-ca6d-4dfd-b9cc-63c040594059).html
https://pure.au.dk/portal/da/publications/framtiden-som-styrning(bc88abd3-ca6d-4dfd-b9cc-63c040594059).html
Publikováno v:
Discourse: Studies in the Cultural Politics of Education. 28:49-67
This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contempo ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::259754aac6cbe42601c4a75a97e5d51f
https://doi.org/10.1080/01596300601073598
https://doi.org/10.1080/01596300601073598