Tone Skinningsrud
Biographic Data
| ID | 141736 |
|---|---|
| NAME | Tone Skinningsrud |
| GIVEN NAMES | Tone |
| FAMILY NAME | Skinningsrud |
| SIGNATURE | SKINNINGSRUD T |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0000-0002-2671-6416 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Pisa and teachers’ reflexivities. A mixed methods case study
Neoliberal educational reforms include extensive use of standardized tests. We examine the Program for International Student Assessment (PISA) initiated and developed by the Organization for Economic Cooperation and Development (OECD). Examining previous research on teachers’ reactions to neoliberal reforms altering their work context, we have identified three theoretical frameworks in use: labour process theory, derived from structural Marxism; …
The structures of state educational systems and why they matter
The silence became prolonged. This was nowhere more evident in the 20th century than for Bernstein and Bourdieu, neither of whom ever acknowledged the state educational systems (SES) as a distinct stratum of education with its own properties and powers. The effect of was the universalization of processes linking educational and social stratification across educational systems. Reluctance to endorse the Nordic Model is based strictly though timoro…
The Morphogenesis of the Norwegian Educational System: Emergence and Development from a Critical Realist Perspective
Vindicating Archer’s concepts of educational systems – centralized and decentralized – as exemplars of critical realist theorizing
Margaret Archer’s concepts of educational centralization and decentralization, developed in her classical study Social Origins of Educational Systems ([1979] 2013), differ from current conceptions in mainstream research where centralization and decentralization are defined as strategies of governance aiming to redistribute decision-making authority and/or is measured by indicators of ‘school autonomy’. Archer’s definitions of centralized and dece…
Religious education from a critical realist perspective: Sensus fidei and critical thinking
Critical realism, environmental learning and social-ecological change
This anthology provides a rich variety of empirical examples and theoretical analyses of environmental learning and action in various settings. The editors, Leigh Price and Heila Lotz-Sisitka, are
Realist social theorising and the emergence of state educational systems
This article addresses the issue of theory development in critical realist research. It shows how findings that cannot be accounted for by an established critical realist theory pertaining to a domain, so-called anomalies, may be used to elaborate the domain theory and increase its explanatory power. The main resource for such theoretical repairs is the multi-level character of critical realist theories, i.e. specific theories and theories of dom…
Realist Social Theorising and the Emergence of State Educational Systems
This article addresses the issue of theory development in critical realist research. It shows how findings that cannot be accounted for by an established critical realist theory pertaining to a domain, so-called anomalies, may be used to elaborate the domain theory and increase its explanatory power. The main resource for such theoretical repairs is the multi-level character of critical realist theories, i.e. specific theories and theories of dom…
Further Education and Training: A comparison of policy models in Britain and Norway
This article compares further education and training (FET) policy in Britain and Norway. FET stands for the transmission of knowledge and skills to the existing workforce, as distinct from initial education and training (IET), which qualifies new entrants to work. FET policy has, in both countries, in recent years increasingly been committed to the idea of market organisation. Policy suggestions in this area seem to be guided by three different t…
Anthropological films and the myth of scientific truths
The Morphogenesis of the Norwegian Educational System: Emergence and Development from a Critical Realist Perspective
Further Education and Training: A comparison of policy models in Britain and Norway
This article compares further education and training (FET) policy in Britain and Norway. FET stands for the transmission of knowledge and skills to the existing workforce, as distinct from initial education and training (IET), which qualifies new entrants to work. FET policy has, in both countries, in recent years increasingly been committed to the idea of market organisation. Policy suggestions in this area seem to be guided by three different t…
Anthropological films and the myth of scientific truths
Anthropological films and the myth of scientific truths
Further Education and Training: A comparison of policy models in Britain and Norway
This article compares further education and training (FET) policy in Britain and Norway. FET stands for the transmission of knowledge and skills to the existing workforce, as distinct from initial education and training (IET), which qualifies new entrants to work. FET policy has, in both countries, in recent years increasingly been committed to the idea of market organisation. Policy suggestions in this area seem to be guided by three different t…
Realist social theorising and the emergence of state educational systems
This article addresses the issue of theory development in critical realist research. It shows how findings that cannot be accounted for by an established critical realist theory pertaining to a domain, so-called anomalies, may be used to elaborate the domain theory and increase its explanatory power. The main resource for such theoretical repairs is the multi-level character of critical realist theories, i.e. specific theories and theories of dom…
Realist Social Theorising and the Emergence of State Educational Systems
This article addresses the issue of theory development in critical realist research. It shows how findings that cannot be accounted for by an established critical realist theory pertaining to a domain, so-called anomalies, may be used to elaborate the domain theory and increase its explanatory power. The main resource for such theoretical repairs is the multi-level character of critical realist theories, i.e. specific theories and theories of dom…
Critical realism, environmental learning and social-ecological change
This anthology provides a rich variety of empirical examples and theoretical analyses of environmental learning and action in various settings. The editors, Leigh Price and Heila Lotz-Sisitka, are
Vindicating Archer’s concepts of educational systems – centralized and decentralized – as exemplars of critical realist theorizing
Margaret Archer’s concepts of educational centralization and decentralization, developed in her classical study Social Origins of Educational Systems ([1979] 2013), differ from current conceptions in mainstream research where centralization and decentralization are defined as strategies of governance aiming to redistribute decision-making authority and/or is measured by indicators of ‘school autonomy’. Archer’s definitions of centralized and dece…
Religious education from a critical realist perspective: Sensus fidei and critical thinking
The structures of state educational systems and why they matter
The silence became prolonged. This was nowhere more evident in the 20th century than for Bernstein and Bourdieu, neither of whom ever acknowledged the state educational systems (SES) as a distinct stratum of education with its own properties and powers. The effect of was the universalization of processes linking educational and social stratification across educational systems. Reluctance to endorse the Nordic Model is based strictly though timoro…
The Morphogenesis of the Norwegian Educational System: Emergence and Development from a Critical Realist Perspective
Pisa and teachers’ reflexivities. A mixed methods case study
Neoliberal educational reforms include extensive use of standardized tests. We examine the Program for International Student Assessment (PISA) initiated and developed by the Organization for Economic Cooperation and Development (OECD). Examining previous research on teachers’ reactions to neoliberal reforms altering their work context, we have identified three theoretical frameworks in use: labour process theory, derived from structural Marxism; …
Sociology (8 works) · Epistemology (6 works) · Philosophy (6 works) · Critical Realism in Sociology (5 works) · Realism (5 works) · Critical theory (3 works) · Norwegian (3 works) · Biology (2 works) · Computer Science (2 works) · Contemporary Sociological Theory and Practice (2 works)