Anki BengtssonUniversitetslektor
Om mig
Anki Bengtsson, F.D. universitetslektor
Undervisning
Grundnivå
Arbetsliv och arbetsmarknad i förändring
Organisation, professionalism och kompetensförsörjning
Utbildningshistoria och kultursociologi
Utbildningspolitik och utbildningssystem
Avancerad nivå
Arbetslivets mångfald och förändring
Kritiska perspektiv på karriärprocesser
Styrning, utvärdering och utveckling
Dessutom handleder jag studenter i uppsatsarbetet på grund- och masterprogram samt doktorander.
Forskningsprojekt
R/EQUAL - Requalification of (recently) immigrated and refugee teachers in Europe (ERASMUS+)
Under 2020-våren 2021 deltog jag i projektet R/EQUAL, som fokuserar på internationellt samarbete och utbyte av expertis inom högre utbildning rörande (nyligen) immigrerade lärare i Europa. R/EQUAL ger stöd till europeiskt samarbete mellan existerande program vid universiteten i Köln, Stockholm, Weingarten och Wien. R/EQUAL finansieras av Europeiska unionen, programmet ERASMUS+, ”Partnership i högre utbildning”. Länk
2017-2018
Att bli "svensk lärare". En undersökning av Snabbspåret för nyanlända lärare och förskollärare
Regeringen initierade 2015 en rad Snabbspår för att påskynda nyanländas integration på arbetsmarknaden. Snabbspåren är riktade mot specifika yrken där det råder brist på arbetskraft, så kallade bristyrken. Snabbspåret för nyanlända lärare och förskollärare lanserades 2016, vilket undersöktes i forskningsprojekt som genomfördes av Anki Bengtsson and Larissa Mickwitz. Syftet med projektet var att undersöka institutionella villkor som påverkar de nyanlända lärarnas etablering i den svenska skolan och deras professionaliseringsprocess. Det empiriska materialet byggde på fokusgruppintervjuer, observationer och enkät. Projektet finansierades av Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU).
Publikationer
Bengtsson, A. (2022). On epistemic justice in career guidance. British Journal of Career Guidance and Counselling, 50(4), 606-616. https://www.tandfonline.com/doi/full/10.1080/03069885.2021.2016614
Bengtsson, A. & Mickwitz, L. (2021) The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden, European Educational Research Journal. 21(2), 214-229. https://doi.org/10.1177/14749041211009421
Bengtsson, A. & Mickwitz, L. (2019) Att bli ”svensk lärare” – En undersökning av Snabbspåret för nyanlända lärare och förskollärare, IFAU:s rapport 2019:31. Uppsala: IFAU. Länk
Bengtsson, A. (2018) Re-thinking social justice, equality and emancipation: an invitation to attentive career guidance. In T. Hooley, R. Sultana & R. Thomsen (Eds.) Career Guidance for Social Justice: Contesting Neoliberalism, New York: Routledge. Link
Bengtsson, A. (2016). Governance of Career Guidance: an enquiry into European policy, Department of Education, Stockholm University, dissertation. Link
Bengtsson, A. (2015). Educating European Citizenship: Elucidating assumptions about teaching civic competence, Policy Futures in Education, 13(6), 788-800. DOI: 10.1177/1478210315595785
Bengtsson, A. (2015). European Career Guidance Policy: A focus on subtle regulatory mechanisms, Report - Zeitschrift für Weiterbildungsforschung (Journal for the Research on Adult Education), 38(2), 241-250. DOI: 10.1007/s40955-015-0035-8
Bengtsson, A. (2015). Vägledning i ett EU-perspektiv. I A. Lovén (red.) Karriärvägledning. En forskningsöversikt. Lund: Studentlitteratur.
Bengtsson, A. (2014) Enterprising Career Education: the power of self-management, International Journal of Lifelong Education, special issue on Adult and Lifelong Education: The European Union, its member states and the world, 33(3), 362-375. DOI:10.1080/02601370.2014.896085
Bengtsson, A. (2011). European Policy of Career Guidance: the interrelationship between career self-management and production of human capital in the knowledge economy, Policy Futures in Education, 9(5), 616-627. doi:10.2304/pfie.2011.9.5.616
Konferenspapper (i urval)
Bengtsson, A. & Larsson, E. (2022). Constructing the legitimacy of profit-making in the educational system: the case of educational firms in Sweden. Organizing the World 2.0, A Score Conference October 2022. Stockholm University.
Bengtsson, A. (2019). Cultivating Resilient Students? Re-Visiting Foucault’s Analysis of Subjectivity, Truth-Telling and Care of the Self. Presentation på the American Educational Research Association (AERA) Annual Meeting 2019, Toronto, Kanada.
Bengtsson, A. (2016). Prevention of Radicalization in School: What can educators learn from Foucault's "truth-telling" and "self-care"? Workshop. Annual conference 1-3 April 2016, Philosophy of Education Society of Great Britain, New College, Oxford,UK.
Publikationer
I urval från Stockholms universitets publikationsdatabas
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Governance of Career Guidance
2016. Anki Bengtsson, Klas Roth, Maria Olson.
Avhandling (Dok)Läs mer om Governance of Career GuidanceThe overall aim of this thesis is to enquire into and problematize the governance of career guidance and how individuals’ career management is constructed within EU policy. The empirical material consists of European policy documents produced during 2000-2015. The two central research questions explore (1) how European career guidance is made governable, and (2) how individuals’ career management is constructed and governed. The Foucauldian governmentality perspective and the analytic method of problematization is utilized. The analysis focuses on the compositions of normative forms of reason, discursive practices and techniques by which governing is exercised and knowledge is produced. The thesis is based on four articles, three of which concern career guidance and career management. The fourth article concerns education of citizenship. The analysis shows that the formation of a policy space for comparison of national systems of career guidance is significant for making European career guidance amenable to governance. It is mobilized by governing practices for involvement of institutional actors and the construction of standards of performance. This form of governance becomes effective on the condition that institutional actors use and produce knowledge and practices about what works in career guidance, and this implies self-control and constant monitoring. It is a complex process of producing self-regulation of career guidance adjustable to change and innovation in which both standardization and modulation are inbuilt. Moreover, this is dependent on the interplay of governance and self-government. Knowledge and practices shape career management as an individual competence, which each individual is assumed to achieve. The use of guidance techniques supporting this design and self-regulating practices contributes to responsibilizing individuals to achieve this competence. Knowledge of individuals’ management of their careers includes civic competence. This led me to extend my use of the theoretical framework to investigate how knowledge of civic competence is constructed in European policy documents concerning teacher education from 2000 to 2012. My analysis shows that presumptions of teaching civic competence support the production of the active and learning subject.
Visa alla publikationer av Anki Bengtsson vid Stockholms universitet