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The role of Conferences in Educational Policy making in Sweden through the digitalisations of schools

Författare och institution:
Catarina Player-Koro (Institutionen för didaktik och pedagogisk profession); Dennis Beach (Institutionen för pedagogik och specialpedagogik)
Publicerad i:
Paper presented at Rethinking Educational Ethnography: Researching on-line communities and interactions; University of Klaipeda,
Konferensbidrag, övrigt
Sammanfattning (abstract):
Educational Policy making through the digitalisations of schools has been a growing feature of state education policymaking in Sweden since the start of the 1980s. However as has been previously highlighted (Player-Koro & Beach, 2013), during the past two decades the policy process has become part of the public to private transformation in education that has taken place through establishment of global networks involving diverse actor from business, philanthropy and governments (Ball, 2012). Policy networks are established and hold together on a global scale as well as on a national scale via electronic media for the most part but the opportunity to meet face-to-face has also a central function both for the exchange of knowledge and the establishment of contacts between actors in the network (Cook & Ward, 2012). Our previous studies illustrated, in line with Cook & Ward (2012), that an important node for information flow (policy flow) and policy relations was significantly comprised by conferences, in our case by two national exhibitions and conferences; the future of learning (Framtidens lärande) and SETT (Scandinavian Educational Technology Transformation) (Cook & Ward, 2012). SETT has been organized annually since 2012 and has in recent years expanded and is the only of the two conferences that will be arranged in 2016. The aim with the study reported on here is to study how policy ideas are framed and enacted during the annual conference SETT organised for information exchange about “.. the modern and innovative learning ”. It will involve engaging with delegates, initiating conversations with actors in different organisations as well as identifying who is the experts and what legitimate discourses of teaching and learning with technology is produced and where do they come from? Use of ethnographic methods in this case in the form of ‘network Ethnography’ has been an important methodology for us as a key technique for both the identifying of the infrastructure that supports the policy movements (a work that has been mainly conducted from our computer desktops) as well as in relation to what will be done in this study, examine a key site or node in the network infrastructure where policy actors are involved in conversations and meetings face-to-face. The paper will specifically discuss and elaborate on how ethnography and ethnographic perspectives can be adapted to the study of motilities of policies and actors in global network and what challenges this will have for the design of ethnographic studies
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Educational technology, IT, networked ethnography, event ethnography
Postens nummer:
Posten skapad:
2016-10-07 10:04

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