A conceptual framework for understanding juridification of and in education

Dados Bibliográficos

ID11488482
AutoresMaria Rosén (0000-0002-6628-3360, Uppsala University, autor correspondente), Emma Arneback (0000-0002-0481-1586, Örebro University), Andreas Bergh (0000-0003-2621-6769, Örebro University)
Ano2021
Volume36
Fascículo6
Páginas822-842
Data de publicação2021-11-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Education Policy (JOURNAL)
Identificadores do periódicoISSN: 0268-0939 • E-ISSN: 1464-5106
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02680939.2020.1777466
OpenAlexW3080092707
IdiomaEN
Citações recebidas19
Referências citadas35

The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries. Earlier research has called for better understanding of the implications of these changes which, in turn, points to a need for conceptual development. With an emphasis on legal and education scholarly work, this article explores concepts for further research on juridification in relation to education. 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. 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 conceptual framework opens up new directions for further research in different areas and contexts

Conceptual framework · Framing (construction · Political science · Relation (database · Social science · Sociology · Computer Science · Education Discipline and Inequality · Religious Education and Schools · Social Work Education and Practice