ABSTRACT

In this article, we explore the processes of transfer and translation of education policy in a study focusing on the relationship between the Organisation for Economic Co-operation and Development (OECD) and Sweden. The purpose of the study is to investigate how selective borrowing occurs both in terms of references to different types of knowledge sources underpinning the arguments and shared discourse formations. The data were obtained from two policy reports: an OECD review report of the Swedish school system and a Swedish follow-up report proposing actual school reforms. The method was twofold: first, mapping, categorizing, and counting all the textual references in the two documents; second, critically analyzing the discourses emerging in the two policy texts. The results show that international references play a significant role in substantiating arguments for Swedish education policy. Both policy texts share a policy discourse characterized by suspiciousness toward the professionalism exercised by teachers and local education authorities.

摘要

在本文中，我们在一项关注经济合作与发展组织 (OECD) 与瑞典之间关系的研究中探讨了教育政策的转移和转化过程。该研究的目的是调查选择性借用是如何发生在对支持论点的不同类型知识源的引用和共享话语形成方面的。数据来自两份政策报告：经合组织对瑞典学校系统的审查报告和瑞典提出实际学校改革的后续报告。该方法是双重的：首先，对两个文档中的所有文本引用进行映射、分类和计数；第二，批判性地分析两个政策文本中出现的话语。结果表明，国际参考在证实瑞典教育政策的论点方面发挥了重要作用。两份政策文本都有一个政策话语，其特点是对教师和地方教育当局的专业精神持怀疑态度。