1/5/2024 0 Comments Dan johansson fokus israel![]() In the legal scholarship such processes are discussed in terms of juridification, legalization, and judicialization (e.g. Carlbaum 2016a Forsberg 2014 Novak 2018 cf. There has been a notable shift from politics towards law in governing changes in education, and more issues are now resolved in court (e.g. While Sweden was once characterized as having one of the most decentralized education systems in the Western world (Lundahl 2002), in recent years the country has experienced a push towards recentralization. A similar understanding of policy informs this article and its focus on juridification as a feature intertwined with other education policy changes. These studies argue that policy must be recognized as a composite of regulations and imperatives, principles and other material and discursive conditions, in which problems are interpreted and translated by a variety of actors and set against existing commitments, values and forms of experience (Ball et al. Scholars of education have reported on how national education systems have changed in relation to these transnational trends, finding an increased tendency towards instrumentalist solutions that aim to solve specific and identifiable problems, rather than to achieve structural or holistic change. Characteristic elements of this development include the impacts of what international research refers to as outcome-based governing, New Public Management, Total Quality Management and ‘accountability’ (Ball, Maguire, and Braun 2012 Bergh 2015 Wahlström and Sundberg 2018). Changes in society and intertwined political priorities have led to shifts in governing in several ways. Research has shown that changes in the field of education policy have challenged relations between different levels and actors in the education system. ![]() ![]() This conceptual framework opens up new directions for further research in different areas and contexts. We distinguish conceptually between juridification of and in education and propose a conceptual framework based on six dimensions of juridification, contributing to a view of policy as both formally regulated and enacted by education actors at different levels. This is done through an abductive process of inquiry, in which interpretations of the concept of juridification developed in previous research are explored in relation to changes in Swedish education policy on the area of equal treatment. With an emphasis on legal and education scholarly work, this article explores concepts for further research on juridification in relation to education. Earlier research has called for better understanding of the implications of these changes which, in turn, points to a need for conceptual development. The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries.
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