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  • 1.
    Edling, Silvia
    et al.
    Högskolan i Gävle, University of Gävle.
    Francia, Guadalupe
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education2017In: Education Sciences & Society, ISSN 2038-9442, Vol. 8, no 1, p. 137-153Article in journal (Refereed)
    Abstract [en]

    Abstract

    In the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social con icts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational eld to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as “the school should”. Education for the Other is the most dominant strategy emphasizing that the newly arrived child’s needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil’s development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170]

    Keywords: children’s right, violence, educational policy, newly arrived pupils, otherness. 

  • 2.
    Francia, Guadalupe
    Uppsala university, Sweden.
    An Equitable Education System’s Achilles Heel?2015In: Intercultural Education in the European Context. / [ed] M. Catarci & M. Fiorucci, UK Surrey: Ashgate, 2015, p. 245-266Chapter in book (Refereed)
  • 3.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Childrens’ right to equitable education: A welfare state’s goal in timesof Neoliberalism2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, ISSN ISSN 2000-4508, Vol. 2, no 3, p. 401-419Article in journal (Refereed)
    Abstract [en]

    This article employs Social Representations Theory as a theoretical instrument to analyse the right of children to an equitable education. It analyses how social representations of students and students’ performances can be used by political actors as an interpretation system to manage contradictions in the equity education policies implemented in Sweden. A textual analysis of website propaganda of eight political parties produced for the Swedish electoral campaign in 2010 is used as research methodology. It is suggested that social representations of students and student performance in the Swedish 2010 electoral campaign function as an interpretation system that enables political parties to deal with the contradiction between the goal of equitable education for all children and the goal of developing diversity and free choice. The absence of a critical perspective about the negative impacts of market-oriented strategies on children’s right to equity characterised the analysed texts. Further, the dominance of representations of students as individuals with a right to an individualised education according to their own capacities, interests, learning times and styles makes it difficult to critically question the neoliberal model based on the vision of "one school for each student".

    Key words:

     

  • 4.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School,2011In: European Education Research Journal, ISSN 1474-0941, Vol. 10, no 1, p. 102‑117-Article in journal (Refereed)
    Abstract [en]

    Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School

    GUADALUPE FRANCIA Department of Education, Uppsala University, Sweden

    doi:10.2304/eerj.2011.10.1.102

    In order to illustrate and discuss the impacts of neo-liberal educational policies on equity, this article analyses the effects of different kinds of decentralisation strategies on the implementation of children’s right to an equitable education in Sweden. It begins with a comprehensive overview of the changes implemented in the Swedish compulsory school system during the last two decades. It analyses the processes of transfer of authority and responsibility and discusses the complexity of interpreting these processes in terms of equity. This article examines the complex and contextual nature and consequences of decentralisation and centralisation strategies in order to better understand the implementation of children’s right to equity in school practice. Although this analysis is based on the Swedish experience, it can contribute to a better understanding of the impacts of neo-liberal educational policies on equity in other European contexts.

  • 5.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Education Reform in Sweden: From “One School for All Children” to “One school for Each Child”2014In: Educational Reform in Europe: History, Culture, and Ideology / [ed] Verdugo R. Richard, Charlotte: Information Age Publishing , 2014, p. 25-40Chapter in book (Refereed)
  • 6.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Equidad, inclusión social y capacidad individual2015In: Foro de Educación : Pensamiento, ISSN 1698-7799, E-ISSN 1698-7802, Vol. 13, no 18, p. 5-12Article in journal (Refereed)
  • 7.
    Francia, Guadalupe
    Uppsala university, Sweden.
    La intertextualidad en las reformas educativas: Reflexiones sobre la equidad en la reforma escolar sueca: Intertextuality in Educational Reform: Reflections on Equity in Swedish School Reform2008In: Education Policy Analysis Archives, ISSN 1068-2341, E-ISSN 1068-2341, ISSN ISSN 1068-2341, Vol. 16, no 7Article in journal (Refereed)
    Abstract [en]

    This article proposes intertextuality as a conceptual instrument for the deeper understanding of the phenomenon of equity in educational Reform in times of decentralization. This analysis starts from a dynamic vision of education reforms as interactions of texts. To illustrate the use of intertextual analysis of equity in education, this article introduces and discusses the analyzed examples of the educational national policy and of educational practice in the educational reform implemented in the 90’s and currently in force in the compulsory school in Sweden. It is argued that the meaning of equity is never a fixed one; it varies according to the interactions between political texts at a national level and texts of educational practice at communal and school levels.

  • 8.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Likvärdighet, betyg och kunskapsbedömningar2008In:  Vadå likvärdighet? Studier i utbildningspolitisk språkanvändning / [ed] T. Englund & A. Quennerstedt, Göteborg: Daidalos , 2008, 1, p. 99-123Chapter in book (Other academic)
  • 9.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Omfördelning eller erkännande?- ett dilemma i uttolkningen av likvärdighet2008In:   Vadå likvärdighet? Studier i utbildningspolitisk språkanvändning. / [ed] Tomas Engludn och Anne Quennerstedt, Göteborg: Daidalos , 2008, 1, p. 59-73Chapter in book (Other academic)
  • 10.
    Francia, Guadalupe
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    POSIBILIDADES Y DESAFÍOS PARA LA ENSEÑANZA DEL ESPAÑOL COMO LENGUA EXTRANJERA EN EL CONTEXTO ESCOLAR NÓRDICO. EL CASO DE SUECIA2017In: Revista redELE (Red Electronica de Didactica del Español como lengua extranjera), ISSN 1571-4667, no Número Especial. Enero 2017, p. 1-22Article in journal (Refereed)
    Abstract [en]

    Se analiza y discute la implementación de las medidas políticas para el desarrollo del plurilingüismo creadas por la Unión Europea y el Consejo de Europa en contextos nacionales partiendo del análisis de la situación del idioma español como materia curricular en Suecia. Partiendo de una concepción teórica de política educativa que pone el énfasis en el estudio de la naturaleza política como resultado de luchas entre diferentes actores en diferentes contextos el artículo discute las dificultades, amenazas, fortalezas y oportunidades que diversos contextos ofrecen para el desarrollo del español como asignatura de idioma moderno en la escuela sueca. El artículo está basado en investigación de la Universidad de Upsala durante el período 2011-2013 que analiza la situación de los profesores, los resultados de los alumnos y las posibilidades de desarrollo del español basado en un análisis de estadísticas nacionales, de documentos de la política educativa y lingüística a nivel nacional y europeo, así como en entrevistas a representantes de autoridades suecas y españolas, sindicatos y asociaciones de profesores y entrevistas individuales con profesores. Se incluye también un análisis de estadísticas recientes publicadas durante el periodo 2014-2016 por la Agencia Nacional para la Educación de Suecia.

  • 11.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Svenska som andraspråk (Sva): Literacypraktik för likvärdighet eller för social differentiering?2013In: Litteracy-praktiker i och utanför skolan / [ed] S. Bagga-Gupta, C. Linberg, A.C. Ewaldsson och R. Säljö (red), Malmö: Gleerup , 2013, 1, p. 107-126Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Francia, Guadalupe
    Uppsala university, Sweden.
    The impacts of individualization on equity educational policies2013In: Journal of New Approaches in Educational Research, ISSN 2254-7399, Vol. 2, no 1, p. 17-22Article in journal (Refereed)
    Abstract [en]

    The present article has as its aim to illustrate and discuss the impacts of individualization strategies on equity educational policies through the analysis of individualized teaching strategies applied within the framework of educational priority policies in Sweden. The methodology used in our research work includes: (a) the study of research literature about the individualization of teaching implemented in the Swedish comprehensive compulsory school; and (b) the study of research literature about educational priority policies aimed at children from socially and ethnically segregated areas. Comparative research of educational policies considers the individualization of teaching carried out in the Swedish comprehensive compulsory school as a relevant explanation for the successful application of equitable educational policies in that country. However, research studies published during the 2000s in Sweden show a more complex perspective regarding the effects of individualized teaching strategies. This contribution reviews European comparative research studies on individualization strategies followed in the context of equity policies. It raises questions about the lack of analyses referring to the impacts of individualization on schools located in socially and ethnically segregated areas. It argues that this ideology tends to reduce the issue of school failure to ethnic segregation and individualized teacher support. This article claims that individualization strategies based on differentiated curricula for students run the risk of increasing the discrimination of students for reasons of language or ethnic background. Even though the present study focuses on the Swedish experience, it can lead to a better understanding of the impacts caused by individualization strategies on equity in other European countries.

  • 13.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Utvärdering av försöksverksamheten för Collegeutbildning vid Örebro Universitet          Uppsala: Uppsala Universitet2010Report (Refereed)
  • 14.
    Francia, Guadalupe
    et al.
    Uppsala University, Sweden.
    Edling, Silvia
    Högskolan i Gävle , Sweden.
    Children's rights and violence: A case analysis at a Swedish boarding school2017In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, ISSN 0907-5682, Vol. 24, p. 51-67, article id 1Article in journal (Refereed)
    Abstract [en]

    Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children

    from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

  • 15.
    Francia, Guadalupe
    et al.
    Uppsala university, Sweden.
    Moreno Herrera, Lazaro
    Örebro universitet, Sweden.
    Les politiques d’éducation prioritaire suédoises en période de décentralisation et d’individualisation2008In: Les politiques d’éducation prioritaire en Europe. Tome I: Conceptions, mises en œuvre, débats / [ed] Marc Demeuse, Daniel Frandji, David Greger et al. (dir.), Lyon France: ENS Éditions , 2008, 1, p. 363-406Chapter in book (Refereed)
    Abstract [fr]

    http://books.openedition.org/enseditions/1947

  • 16.
    Francia, Guadalupe
    et al.
    Uppsala university, Sweden.
    Moreno Herrera, Lazaro
    Stockholms universitet.
    Sweden: Priority Education Policies in Times of Decentralisation and Individualisation2012In: Education Policies and Inequalities in  Europe / [ed] D. Frandji, J.M Pincemin, M. Demeuse, D. Greger and J-Y Rochex, London UK: Palgrave Mcmillan , 2012, december, p. 259-287Chapter in book (Refereed)
  • 17.
    Francia, Guadalupe
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Riis, Ulla
    Institution för Pedagogik, didaktik och utbildningsstudier UU.
    Enactment processes in the implementation of European and national foreign language proficiency policies: The case of Spanish as an optional school subject in the Swedish school system2016In: European Journal of Language Policy, ISSN 1757-6822, Vol. 8, no 2, p. 173-189Article in journal (Refereed)
  • 18.
    Francia, Guadalupe
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Riis, Ulla
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Tillväxtens risker: En rapport om spanska som modernt språk2014In: LMS : Lingua, ISSN 0023-6330, Vol. 2, p. 2-5Article in journal (Other (popular science, discussion, etc.))
  • 19.
    Parker-Jenkins, Marie
    et al.
    University of Limerick, Limerick, Republic of Ireland.
    Francia, Guadalupe
    University of Uppsala, Uppsala, Sweden .
    Edling, Silvia
    University of Gävle, Gävle, Sweden.
    Education for the other: policy and provision for Muslim children in the UK and Swedish education systems2017In: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 47, no 2, p. 257-270Article in journal (Refereed)
    Abstract [en]

    Metrics Reprints & Permissions PDFAbstract

    The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.

  • 20. Parker-Jenkins, Marie
    et al.
    Francia, Guadalupe
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Edling, Silvia
    Responding to the educational needs of Muslim children in a non-Islamic state: a UK-Sweden comparative study2013Conference paper (Refereed)
  • 21.
    Riis, Ulla
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Francia, Guadalupe
    Uppsala universitet Sweden .
    Lärare, elever och spanska som modernt språk: Styrkor och svagheter - möjligheter och hot2013Report (Other academic)
    Abstract [sv]

    Spanska som modernt språk undervisas i den svenska grundskolan sedan 1994. Ämnet är populärt och väljs i årskurs 7 av hälften av alla elever, men avhoppen är också stora. Efter tre år kvarstår endast knappt 30 % av eleverna. En förklaring bland flera är brist på behöriga lärare i ämnet och en annan är en svag ställning för detta valbara ämne relativt andra och obligatoriska ämnen. Rapporten beskriver, analyserar och förklarar bakgrund och orsaker till dessa förhållanden ur ett helhetsperspektiv och ett antal förslag till förändringar av situationen läggs fram.

  • 22. Rocher, J-Yves
    et al.
    Francia, Guadalupe
    Uppsala university, Sweden.
    Les adaptations et transformations curriculaires et pédagogiques et leurs agents dans les politiques d'éducation prioritaire2011In: Les politiques d'éducation prioritaire en Europe. tome II. Quel devenir pour l'égalité scolaire? / [ed] Marc Demeuse, Daniel Frandji, David Greger et Jean-Yves Rocher, Lyon: ENS ÉDITIONS , 2011, p. 243-278Chapter in book (Other academic)
  • 23.
    Rottenberg, Débora
    et al.
    Stockholm universitet, Sweden.
    Francia, Guadalupe
    Uppsala university, Sweden.
    EL CONTEXTO NEOLIBERAL EN EL ALCANCE DE LA EQUIDAD PROPUESTA POR LAS POLÍTICAS EUROPEAS DE PROFICIENCIA LINGÜÍSTICA: EL CASO DEL ESPAÑOL EN EL SISTEMA EDUCATIVO SUECO2016In: Profesorado, Revista de Currículum y Formación del Profesorado, ISSN 1138-414X, Vol. 20, no 02Article in journal (Refereed)
    Abstract [es]

    El propósito de este artículo es analizar y discutir las posibilidades de una implementación equitativa de las políticas europeas de proficiencia lingüística en contextos de políticas educativas de corte neoliberal.Se parte de las recomendaciones de la UE en materia de políticas de proficiencia lingüística para analizar, tomando como eje las diferentes formas de libertad de elección, los principales documentos que rigen la política educativa sueca así como la praxis concreta de los diferentesactores involucrados en la enseñanza y el aprendizaje de español como lengua extranjera.Se concluye que el sistema educativo neoliberal vigente en Suecia no favorece el alcance de las recomendaciones de equidad propuestas por la UE. Esto se explica por el aumento de la libertad de elección por parte de diversos actores, lo que ha creado un estado de inestabilidad y desigualdad en las condiciones de implementación de las políticas europeas de multilingüismo.

1 - 23 of 23
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