References
- Apple, M. W. (1999). The absent presence of race in educational reform. Race, Ethnicity & Education, 2(1), 9.
- Apple, M. W. (2004). Controlling the work of teachers. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 183-197). New York: N.Y.: Routledge Falmer.
- Apple, M. W. (2007). Ideological success, educational failure?: On the politics of No Child Left Behind. Journal of Teacher Education, 58(2), 108-116.
- Apple, M. W. (2009). Some ideas on interrupting the right: On doing critical educational work in conservative times. Education, Citizenship and Social Justice, 4(87), 87-101.
- Apple, M. W. (2010). The measure of success: Education, markets, and an audit culture. In T. Monahan & R. D. Torres (Eds.), Schools under surveillance - Cultures of control in public education (pp. 175-193). Rutgers University Press.
- Ball, S. J. (2004). Education for sale! The commodification of everything? Annual Education Lecture, Department of Education and Professional Studies, King’s College London, University of London. Retrieved September 16, 2013 from http:// firgoa.usc.es/drupal/node/25448.
- Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London & New York: Routledge.
- Ball, S. J., & Olmedo, A. (2013). Care of the self, resistance and subjectivitiy under neoliberal governmentalities. Critical Studies in Education, 54(1), 85-96.
- Barber, B. R. (2003). Strong democracy: Participatory politics for a new age (Twentieth- -anniversary ed.). Berkeley, Calif.: University of California Press.
- Beach, D., & Sernhede, O. (2011). From learning to labour to learning for marginality: School segregation and marginalization in Swedish suburbs. British Journal of Sociology of Education, 32(2), 257 - 274.
- Bejerot, E. (2013) Professioner i fokus. Fakta om professioners arbetsvillkor: Diagram om lärare. [Professions in focus. Facts on professions’ work conditions. Diagrams on teachers.] Retreived September 16, 2013, from Stockholm University website: http:// www.pifokus.se/larare/diagram#cT1HNTEmcD1BMiZvPTAsMSwyLDMsNA Bieber, T. , & Martens, K. (2011). The OECD PISA study as a soft power in education? European Journal of Education, 46(1), 101-116.
- Bingham, C., & Sidorkin, A. M. (2004). The pedagogy of relation: An introduction.In C. Bingham & A. M. Sidorkin (Eds.), No education without relation. New York: P.Lang.
- Blomqvist, P., & Rothstein, B. (2008). Välfärdsstatens nya ansikte: demokrati och marknadsreformer inom den offentliga sektorn ([Ny utg.] ed.). Stockholm: Agora.
- Bottery, M., & Barnett, R. (1996). The challenge to professionals from the New Public Management: Implications for the teaching. Oxford Review of Education, 22(2), 179.
- Boyatzis, R. E. (1998). Transforming qualitative information: thematic analysis and code development. London; Thousand Oaks, CA: SAGE.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
- Bunar, N. (2008). The free schools “riddle”: Between traditional social democratic, neo-liberal and multicultural tenets. Scandinavian Journal of Educational Research, 52(4), 423-438.
- Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, Calif: Sage.
- Davidson, A. Locke. (1999). Negotiating social differences: Youths’ assessments of educators’ strategies. Urban Education, 34(3), 338-369.
- Englund, T. (1994). Education as a citizenship right-a concept in transition: Sweden related to other Western democracies and political philosophy 1. Journal of Curriculum Studies, 26(4), 383-399.
- Englund, T. (2010). Questioning the parental right to educational authority - arguments for a pluralist public education system. Education Inquiry, 1(3), 235-258.
- Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in teachers work - Towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching: Theory and Practice, 19(1), 4-17.
- Frelin, A. (2013). Exploring Teachers’ Relational Professionalism in Schools. Rotterdam: Sense Publishers.
- Frelin, A., & Grannäs, J. (2011). Questioning the modern conception of time - The Politics of complexity reduction in education. Paper presented at the AERA, New Orleans.
- Frelin, A., & Grannäs, J. (forthcoming). Navigating middle ground. A spatial perspective on the borderlands of teacher-student relationships in secondary school.In D. B. Zandvliet & M. T. Mainhard (Eds.), Interpersonal relationships in education: From theory to practice Rotterdam: Sense Publishers.
- Frelin, A., & Grannäs, J. (accepted). Direct and indirect educational relationships: The varying significance of content in school relationships. Paper to be presented at the 2013 AARE conference, Adelaide, Australia.
- Furlong, J., Cochran-Smith, M., & Brennan, M. (2008). Editorial. Teachers and teaching: Theory and practice, 14(4), 265-269.
- Gewirtz, S. (1997). Post-welfarism and the reconstruction of teachers’ work in the UK. Journal of Education Policy, 12(4), 217-231.
- Gewirtz, S., & Ball, S. (2000) From ‘welfarism’ to ‘new managerialism ’: Shifting discourses of school headship in the education marketplace. Discourse: Studies in the Cultural Politics of Education, 21(3), 253-268.
- Grannäs, J. (2011). Framtidens demokratiska medborgare: Om ungdomar, medborgarskap och demokratifostran i svensk skola. (Doktorsavhandling), Uppsala Universitet, Uppsala.
- Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811.
- Hopmann, S. T. (2008). No child, no school, no state left behind: schooling in the age of accountability. Journal of Curriculum Studies, 40(4), 417-456. Hoyle, E., & Wallace, M. (2007). Beyond metaphors of management: The case for metaphoric re-description in education. British Journal of Educational Studies, 55(4), 426-442.
- Kaščák, O., & Pupala, B. (2011). Governmentality - neoliberalism - education: The risk perspective. Journal of Pedagogy, 2(2), 145-160.
- Kumashiro, K. K. (2008). The seduction of common sense: How the right has framed the debate on America’s schools. New York Teachers College Press.
- Laitsch, D. (2013). Smacked by the invisible hand: The wrong debate at the wrong time with the wrong people. Journal of Curriculum Studies, 45(1), 16-27.
- Leys, C. (2003). Market-driven politics: Neoliberal democracy and the public interest.New York: Verso.
- Lingard, B., Hayes, D., & Mills, M. (2003). Teachers and productive pedagogies: Contextualising, conceptualising, utilising. Pedagogy, Culture & Society, 11(3), 399-424.
- Lipman, P. (2009). Beyond accountability: Toward schools that create new people for a new way of life. In A. Darder, M. Baltodano & R. Torres (Eds.), The critical pedagogy reader (pp. 364-383). New York, London: Routledge.
- Lipman, P. (2010). Politics by other means - Education, accountability and the surveillance state. In T. Monahan & R. D. Torres (Eds.), Schools under surveillance - Cultures of control in public education (pp. 159-174). New Brunswick, New Jersey, and London: Rutgers University Press.
- Locke, R. R. (2009). Managerialism and the demise of the Big Three. Real-world Economics Review, 51(1), 28-47.
- Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy, 3(1), 82-100.
- Mulcahy, D. (2010). Assembling the ‘accomplished’ teacher: The performativity and politics of professional teaching standards. Educational Philosophy and Theory, 43 (1), 94-113.
- Müller, J., Norrie, C., Hernández, F., Sancho, J. M., Creus, A., & Larraín, V. (2011).European school teachers’ work and life under restructuring: Professional experiences, knowledge and expertise in changing contexts. In I. F. Goodson & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (pp. 65-80).Rotterdam: Sense Publishers.
- NAfE. (2012). Betygsinflation - betygen och den faktiska kunskapsutvecklingen. [Grade inflation - grades and the actual knowledge development.] (Dnr 2012:387).
- Oreshkina, M., & Greenberg, K. (2011). Teacher-student relationships: The meaning of teachers’ experience working with underachieving students. Journal of Pedagogy, 1(2), 52-66.
- Ranson, S. (2003). Public accountability in the age of neo-liberal governance. Journal of Education Policy, 18 (5), 459-480.
- Skolverket. (2011). Curriculum for the compulsory school system, the pre-school class and the leisure-time centre 2011. Stockholm: Swedish National Agency for Education.
- Skolverket. (2012). Likvärdig utbildning i svensk grundskola?: en kvantitativ analys av likvärdighet över tid. Stockholm: Skolverket.
- Takayama, K. (2013). OECD, ‘Key competencies’ and the new challenges of educational inequality. Journal of Curriculum Studies, 45(1), 67-80. Taubman, P. M. (2009). Teaching by numbers : deconstructing the discourse of standards and accountability in education. New York: Routledge.
- Wedin, A-S.. (2007). Lärares arbete och kunskapsbildning. Utmaningar och inviter i den vardagliga praktiken [Teacher’s work and knowledge creation. Challenges and contextual invitations in everyday practice]. Diss. Linköping: Institutionen för beteendevetenskap och lärande Linköpings universitet.
- Wilkins, A. (2012). Pedagogy of the consumer: The politics of neo-liberal welfare reform.Journal of Pedagogy, 3(2), 161-173.
- Yates, L. (2013). Revisiting curriculum, the numbers game and the inequality problem.Journal of Curriculum Studies, 45(1), 39-51.
- Yin, R. K. (2003). Case study research: design and methods (3 ed.). Thousand Oaks: Sage Publications.
- Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective.Teachers and Teaching, 9(3), 213-238.