New Trends in Swedish Educational Research

What new tendencies can be made out in Swedish educational research in the last three decades? Briefly, the following developments are described: In the 1970s, a long-prevailing emphasis on quantitative research was challenged by a number of different qualitative methods. Traditional sociology of ed...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2006-09, Vol.50 (4), p.383-396
Main Author: Englund, Tomas
Format: Article
Language:English
Subjects:
Didacticism
Education
Educational Philosophy
Educational Policy
Educational Research
Educational sciences
Educational Sociology
Foreign Countries
Organization, evaluation, cost
Paradigms
Pedagogik
Research Methodology
SAMHÄLLSVETENSKAP
SOCIAL SCIENCES
Socialvetenskap
Sweden
Theoretical and methodological aspects
Turning points
Western europe
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Summary:What new tendencies can be made out in Swedish educational research in the last three decades? Briefly, the following developments are described: In the 1970s, a long-prevailing emphasis on quantitative research was challenged by a number of different qualitative methods. Traditional sociology of education, meanwhile, was challenged by the new sociology of education. During the 1980s, the dominant trend was a "didacticisation" of educational research, and here two main strands can be discerned, based in phenomenography and curriculum theory. Didactics very soon made its presence felt in educational policy, and in a major evaluation of Swedish educational research the two largely didactics-based traditions of "teaching and learning" and "curriculum theory" were identified as internationally the most significant. In the 1990s, educational research took a "linguistic turn"-involving a wide-ranging shift in emphasis towards language and communication-with the result that new perspectives emerged. In addition, the philosophy of education experienced a powerful renaissance, partly as a reflection of the new focus on language and communication, but also in other respects, leading to a reawakening of interest in both classical and modern philosophy (of education).
ISSN:0031-3831
1470-1170
1470-1170
DOI:10.1080/00313830600823738