Gunnlaugur MagnússonUppsala University | UU · Department of Education
Gunnlaugur Magnússon
Doctor of Education
About
37
Publications
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239
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Citations since 2017
Introduction
Gunnlaugur Magnússon is a post-doc at University of Oslo and associate professor (reader) at Uppsala University.
His research regards Inclusive Education, Marketization, Special Educators, Higher Education, and Education Policy. Recent publications include 'From Salamanca to Sweden' (2022, International Encyclopedia of Education) and the book 'Towards a Pedagogy of Higher Education' (2022) co-authored with Johannes Rytzler.
More here: pragmarxist.com
Publications
Publications (37)
While school choice and marketisation have been studied extensively, some areas remain under-researched, for instance, the consequences of choice for the development of inclusive education. The aim of this article is to illustrate the consequences of school choice for inclusive education, as it relates to special education, using Sweden as a case s...
The Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pu...
Traditionally, Swedish education has been built on, and enhanced by, notions and priorities of democracy, equity, and inclusion. In fact, Sweden’s education system has often, during the 20th century, been raised as a beacon of inclusion. However, from the 1990s onwards Swedish education is gradually transmogrified into a heavily marketized system w...
This article illustrates the complexities of inclusive education as international policy to affect educational practices in schools, using Sweden as an example. The article views inclusive education as education-policy which lands in national and regional policy-contexts where it competes for prioritization among other policies. The article shows a...
Det här kapitlet syftar till att behandla frågor kring tillämpningen av teori inom det utbildningsvetenskapliga fältet, både avseende metodologiska tillvägagångssätt och tolkning samt vilka kunskapsanspråk som görs, och kan göras, med hjälp av dessa teorier och metoder. Innan vi går in på specifika tillämpningsområden redogörs först för forskningsf...
The aim of this article is to increase knowledge about inherent tensions in inclusion as education policy. We do this using the representation of giftedness as an example. The formulation of inclusion in policy tends to focus on educational problems and low-achievement linking inclusion to special education. This is challenged by alternative interp...
En historisk kartläggning av förekomsten av pedagogiska etablissemanget i debatt och diskussion om skola och samhälle. Kapitlet undersäker tidsperioden från 1970 talet framåt och visar hur frekvensen av användningen ökat med tid och särskilt de senaste åren. Argumentet förs fram att pedagogiska etablissemanget används som en projektionsyta, ett sla...
Kapitlet gör en kritisk granskning av resonemangen kring tre olika riktade statsbidrag. Särskild uppmärksamhet riktas mot hur olika kristeman anropas i dessa statsbidrag. Kapitlet illustrerar hur riktade statsbidrag kan förstås som detaljstyrning i syfte att visa politisk handlingskraft snarare än långsiktig förändringar.
This chapter (in Swedish) studies the concept of ”the pedagogical establishment” in contemporary Swedish education debate. The concept’s origins are traced back to the early seventies, and its pejorative function to the eighties and early nineties. However, a significant increase appeared following the usage of a prior education minister and a smal...
Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical pract...
Didaktik as content and form in Teacher Training: Resistance, challenges and possibilities. The aim of this article is to, through a pedagogical-philosophical argument, illustrate how didactical perspectives can contribute to a more nuanced understanding of the transformative content and pedagogy of teacher education. We begin by discussing the ped...
In this article, we regard inclusive education as a policy phenomenon that contains a range of ideas about the purpose of education, the content of education and the organization of education. As a political ideal expressed in policy, inclusive education competes with other political ideals regarding education, for instance economic discourses that...
European higher education has been highly influenced by the Bologna-process, entailing coordination and standardisation from policy to teaching practices. This led to increased demands on university teachers. Courses in university pedagogy are required as part of competence development and have become decisive for employment. Constructive Alignment...
Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other professi...
Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective na...
I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignmen...
Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n = 4252) examined after 2001. The aim was to explore and compare t...
An important argument for the introduction of school choice in Sweden, was that independent schools would be a source for innovation. But do independent schools follow traditional patterns of special education, or do they aim for alternative organisational solutions, approaching inclusive education? Here, results from a total population questionnai...
This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two...
This study explores differences between different groups of Swedish independent schools' work with pupils in need of special support (PNSS). Data comes from a total population study of independent schools. Data is analyzed using six categories of profile that may affect the special educational values at the schools, and therefore the situation for...
This article presents the general situation for pupils in need of special support (PNSS) within the Swedish independent compulsory schools. The analysis is based upon a survey of all independent schools in Sweden. Results show that the amount of PNSS is lower in independent schools than in municipal schools and that a deficit perspective seems to b...
Projects
Projects (3)
The comparative research project aims to contribute with knowledge on the (perceived) autonomy of school leaders and principals in Sweden, Finland and Iceland.
Since the end of the 20th century, the profession of Special Needs Educators (SNE) has internationally undergone significant changes. On the one hand, SNEs are seen as facilitators of the vision of an inclusive school for all, as stated in the Salamanca declaration of 1994. On the other hand, SNEs are supposed to support teachers in their work with the rapidly growing systems of educational standards and standard testing, partly due to the impact of the PISA program. Since little is known about how these new task commitments have shaped the SNEs, this project aims to investigate the professionalization of SNEs since 1990 from a comparative and multidimensional perspective. We compare Swedish and German teachers in terms of (a) their training and professional development concerning the profession’s body of knowledge and important sources; (b) their professions’ role, function, and body of knowledge in schools and school systems; (c) their professional autonomy in relation to different stakeholders in their schools and their national school systems. In three studies, we investigate the process of professionalization by longitudinal, historical and internationally comparative methodologies, investigating educational, structural, behavioral, activity and ideological elements of professionalization.
