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  • 1.
    Löfgren, Håkan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Det sitter inte i väggarna: Yrkesidentiteter i lärares berättelser om skola och arbete2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation deals with the changing conditions for schools and the teaching profession from a teachers’ perspective. The process of the global restructuring of national educational systems that gained momentum in Sweden in the 1990s, involved the introduction of a school voucher system, competition mechanisms and the decentralization of responsibilities to schools and teachers.  The aim of this dissertation is to examine teachers’ professional identities in relation to changes in local and global conditions for schools and the teaching profession.

        Empirically, this study is anchored in 15 life history interviews conducted with eight teachers who have been working at the same secondary school in a Swedish mid-sized town. The school opened in 1965 in a residential area and closed down 2007 facing difficulties in attracting students. The teachers’ professional identities are analyzed in terms of identity performances, that is, the socially situated actions embedded in the stories and the interviews, in which they express and negotiate who they are or would like to be as a teacher. Methodologically this study contributes to a new way of investigating the relation between local school contexts and teacher identities by analyzing the institutional memories of a school.

        Results show that educational restructuring in this local school context entailed shifts in the meanings of previously known social relationships and phenomena, such as the school’s mixed student base, reputation and forms of cooperation, and that the local press became an important actor when market mechanisms were introduced. The study highlights the complexity and variability when professional identities take shape in the teachers’ stories. Some features of the professional identities focused on in this study appear to be relatively stable, while others appear to be more varying. Self biographical factors, culturally available narratives of the teaching profession, as well as local factors tend to have a stabilizing effect on the identities shaped in the stories. However, diverse professional aims, life events and changing working conditions contribute to changes in the identity constructions. In the analysis of the institutional memories presented in the thesis, it is evident that identity performances are shaped in the teachers’ retellings of those memories. In different teachers’ versions of institutional memories, identity performances that stress e.g. the importance of discipline in school and opposition to women’s subordination are shaped.

  • 2.
    Löfgren, Håkan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fragments of meta narratives in a Swedish school context2010In: Research in Education (University of Brighton), ISSN 1759-1864, Vol. 2, no 2, p. 7-12Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    Håkan Löfgren is a PhD student at Karlstad University in Sweden. He came to Brighton University to discuss his life-history approach with Ivor Goodson and gave a seminar at the Education Research Centre in May. His research is particularly interesting, as the new government in the UK plans to embark on an education reform programme similar to that introduced in Sweden in the early ‘90s.

  • 3.
    Löfgren, Håkan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lärares berättelser om en skola i förändring2012In: Livsberättelser: Mening och identitet i tid och rum / [ed] Marie Karlsson & Héctor Pérez Prieto, Karlstad: Karlstad University Press, 2012, 1, p. 101-122Chapter in book (Other academic)
  • 4.
    Löfgren, Håkan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perspektiv på lärares erfarenheter2009In: Kapet, ISSN 1653-4743, Vol. 1, no 1, p. 90-107Article in journal (Other academic)
    Abstract [en]

    In this paper I analyze how two teachers refer to different metanarratives, about what a teacher is supposed to do or be, when they construct their identiteties as teachers in their lifehistories. I argue that it might be a mistake only to emphasize the latest changes in the educational systems and the metanarrative about marketization and competition in education, when trying to understand teachers identity construction and their adaption to changes. By compairing the teachers narratives with different metanarratives about teacher professionalisation I show how fragments of the metanarratives stand out in the individual narratives. This procedure aims to, and enables, a further discussion about how to benefit by experiences from teachers, when trying to understand what it means to be a teacher in a system framed by the latest dominant metanarrative about education.

  • 5.
    Löfgren, Håkan
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Redaktionellt 20092009In: Kapet, ISSN 1653-4743, Vol. 1, no 1, p. 1-3Article in journal (Other academic)
  • 6.
    Löfgren, Håkan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 6, p. 638-655Article in journal (Refereed)
    Abstract [en]

    This article analyses how the teaching profession takes shape when policy demands on increased documentation in preschool is interpreted and enacted by teachers. The profession and professional identities take shape in the tension between two forms of professionalism: occupational professionalism, based on collegial authority, and organizational professionalism, regulated by policy, bureaucracy, and markets. Interviews with preschool teachers about documentation and parents highlight how different professional identities not only took form in the policy interpretation process, but also worked as arguments for ways of dealing with change. A major conclusion is that it would be a win-win situation for professionals, children/parents, and central/local authorities if the influence of occupational professionalism was strengthened through a revaluation of teachers' experiences and professional standards.

  • 7.
    Löfgren, Håkan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Folke-Fichtelus, Maria
    Uppsala universitet.
    Rethinking teacher profession: New demands on visibility through documentation in the Swedish preschool2012Conference paper (Refereed)
  • 8.
    Löfgren, Håkan Löfgren
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Institutional memories in times of change: Institutionella minnen i tider av förändring2010Conference paper (Other academic)
    Abstract [en]

    The over all aim for the project in which this paper is anchored is to investigate relationships between teachers’ identity constructions, conditions in local school contexts and changes in educational systems. In this paper I focus on how changes in the educational policy context relate to memories (re-) produced in a local context.  The specific aim of this paper is to show how discursive fragments and/or nested narrative types stand out in institutional memories in a local school context.When identities are analyzed time is an important factor, that’s why I consider institutional memories (Linde, 2009) an object of major interest in this study. These memories are known to everybody in the institution and they are constantly told and retold by it’s members. It is a working memory with influence on the identities produced in the institution. The content of institutional memories typically deals with turningpoints in the past, and the founder of the institution.  In times of change these memories serve as guides to future actions, but at the same time new aspects are added in the new versions of the memories. These aspects are characterized by narratives, or fragments of narratives, shaped in the time of the telling. In our time there is a substantial influence of private interests in the educational policy context. The new ‘meta’- narrative have been described as a marketization of the educational sector on all levels, with implications for teachers professional identities (Hargreaves, 2006). In this new educational ‘quasi’- market new and old actors meet in different ways in different places. This development put a new focal point on the localities where new narratives about education are told. In his description of exellent clusters Ball (2007) show how discursive fragments moves back and forth between governments and local innovation hot spots in the process of forming new narratives of ‘what works’. These fragments, as told by Ball, are pervaded by neo-liberal ideas. In my data I also trace other, less dominant, ‘meta’- narratives and to describe them I adopt the notion of ‘nested narrative types’ from Linde (2009). My intention in using this notion, is to describe those narratives about education that no longer have, or never have had, a dominant or hegemonic position, but still stands out in the institutional memories.   The empirical foundation in which this study is anchored is based on 15 lifehistory interviews conducted with 8 teachers who have been working at the same high school during two years or more. The school was recently shut down and the narratives of the teachers covers the 40-year period when the school was in use. All interviews have been transcribed in detail and screened for institutional memories. Different versions of the memories have been analyzed with respect to discursive fragments and nested narratives.Our results show that versions of institutional memories in a local school context offers different possibilities for teachers to position themselves in relation to different ‘meta’- narratives, or fragments of narratives, about education.

  • 9.
    Löfgren, Håkan
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Löfgren, Ragnhild
    Department of Social and Welfare Studies, Linköping University, Sweden.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests2018In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 17, no 5, p. 676-695Article in journal (Refereed)
    Abstract [en]

    This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

  • 10.
    Löfgren, Håkan
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Institutional memories in school: Narratives from a closed school2010Conference paper (Refereed)
    Abstract [en]

    This paper focuses on how educational policy changes take shape in alocal school-context. Specifically, the aim is to show how discursive frag-ments (Ball, 2007) and/or nested narratives (Linde, 2009) stand out inteachers' institutional memories. The new 'meta-narrative' about educa-tion is characterized by neoliberal's ideas about privatization & marketiza-tion. To catch and understand these changes, from the teacher's perspec-tives, we focus on institutional memories (Linde, op cit). These workingmemories are told & retold by teachers, & in times of change, they areguides to future actions. New versions of memories of past events are pro-duced & reshaped in the time of the telling. Empirically, this study isanchored in 15 life-history interviews conducted with 8 teachers who havebeen working at the same secondary high-school in a Swedish middle-sized town. The school was recently shut down. The narratives cover a 40-year period of school-history. All interviews have been transcribed &screened for institutional memories. Results show how versions of institu-tional memories, framed by different discursive fragments & nested narratives, form a new local mosaic of narratives about education.

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