Development for All in an Era of Transnational Educational Measurements
Author(s):
Lena Lang (presenting / submitting) Lisbeth Ohlsson (presenting)
Conference:
ECER 2012
Network:
04. Inclusive Education
Format:
Poster

Session Information

04 SES 05.5 PS, General Poster Exhibition

General Poster Session during Lunch

Time:
2012-09-19
12:30-14:00
Room:
FCEE - Poster Exhibition Area
Chair:

Contribution

Individuals as well as schools and universities are assessed in the worldwide systems of ranking. These kinds of evaluations give answers about outcomes. By these results efficiency is estimated. Different conditions for the assignment of inclusive education in connection to values and processes are seldom discussed.

The aim of the paper is to discuss the voice of the individual about educational processes viewed in relation to quantitative data in large scale surveys comparing different countries. We will argue for alternative ways of contributing knowledge within the field of special education, such us how to make room for the voices of individuals in an age dominated by evidence based documentation.

Method

In the theoretical and methodological points of departure we advocate a holistic perspective on how knowledge can be achieved about the human being as a free learning subject in relation to context, meaning and interpretation. Thus, methods are needed allowing space for complexity and ambiguity in a multidimensional, non-linear and non-causal perspective.

Expected Outcomes

In a democratic perspective, values such as freedom and participation seem relevant to relate to the knowledge achieved by the measurements in question. The knowledge base in turn determines how education is organized and available for the citizens in a society. A narrative research orientation seems relevant in order to study interwoven phenomena like learning and teaching. Narrative approaches add a knowledge potential in special educational research which can problematize values and processes in education and learning, with participation and rights in the forefront.

References

Biesta, G. (2002). BILDUNG and Modernity: The Future of BILDUNG in a World of Difference. I: Studies in Philosophy and Education, 21 (4-5), s. 343-352. Buber, M. (1994). Jag och Du. (2 uppl.) Ludvika: Dualis Förlag. Goodson, I. F. & Sikes, P. (2001). Life history research in educational settings. Buckingham, PA: Open University Press. Jarvis, P. (1997). Ethics and Education for Adults – in a late modern society. Leicester, UK: National Institute of Adult Continuing Education. Polkinghorne, J. C. (1995). Narrative configuration in qualitative analysis. I: Hatch, J. A. & Wisniewski, R. (red.). Qualitative studies serie. London: Falmer Press, s. 5-23. Wahlström, N. (2010). Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy. I: Educational Philosophy and Theory,42 (3), s. 293-309.

Author Information

Lena Lang (presenting / submitting)
Malmö University
Faculty of Education and Society
Malmö
Lisbeth Ohlsson (presenting)
Malmö university
Department of school development and leadership, Faculty of Learning and society
Skåne-Tranås

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