ABSTRACT

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.

摘要

国家教育系统的法律框架在过去十年中发生了重大变化，尤其是在北欧国家。早期的研究呼吁更好地理解这些变化的影响，这反过来又表明需要进行概念发展。本文以法律和教育学术工作为重点，探讨了进一步研究与教育相关的司法的概念。这是通过探究的溯因过程完成的，在该过程中，根据瑞典教育政策在平等待遇领域的变化，探索了对先前研究中发展的司法概念的解释。我们之间的司法化概念区分的，并在教育，并提出了一个基于六个方面的法律化的概念框架，有助于形成一种由不同级别的教育行为者正式监管和颁布的政策。这个概念框架为不同领域和背景下的进一步研究开辟了新的方向。