Anki Bengtsson 2

Anki Bengtsson


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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-16 49 27
Besöksadress Frescativägen 54
Rum 2624
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Anki Bengtsson, Fil. dr


Current teaching and course leader, Education in Career Counselling at the Department of Education

  • Education Policy and Education System
  • Politics and Society

  • Work Life and Change of work 

Master's Programme i Education

  • Critical Perspectives on Career Processes
  • Policy, Evaluation and Development

In addition, she supervises students at all levels (BA, MA and PhD).



To become a "Swedish teacher": A study of 'Snabbspåret' for recently immigrated teachers 

In 2016, as part of a new labour market policy, the Swedish government launched a fast-track professional development programme for recently immigrated teachers, Snabbspåret. This project, which is run jointly by Anki Bengtsson and Larissa Mickwitz, involves focus group interviews with the participants in the educational programme, direct observation in school settings and public policy analysis. We aim to investigate the informants' professionalization process, and, further, attend to issues and aspects concerning organisation and governance. The project is funded by IFAU - The Institute for Evaluation of Labour Market and Education Policy. 


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. 

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 competencePolicy 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. (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. & Mickwitz, L. (2019). Recently Immigrated Teachers’ Entering into a New School System: Challenges and Possibilities. Presentation på the American Educational Research Association (AERA) Annual Meeting 2019, Toronto, Kanada.

Bengtsson, A. & Mickwitz, L. (2018). The fast-track programme for recently immigrated teachers in Sweden: an investigation of institutional conditions in the re-professionalisation process. Presented at the symposium “Recently immigrated teachers in Europe between inclusion and exclusion: (Re-)professionalisation through bridging programs”, ECER 4-7 September 2018, Bolzano, Italy.

Bengtsson, A. (2017). On Radicalization: What Can Educators Learn from Foucault's Understanding of Parrhēsia. ECER 22 - 25 August 2017, Copenhagen, Denmark. 

Bengtsson, A. (2017) The Maker Movement and the Emergence of Heterodox Economic Spaces in Neoliberal Crises. 7th Nordic Geographers Meeting 18–21 June 2017, Stockholm University, Seeden.

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.

Bengtsson, A. (2015). Managing People 'at-risk': risk, governmentality and European career guidance policy. Paper presented at IAEVG's annual international conference 13-21 September 2015, Tsukuba, Japan.

Bengtsson, A. (2013). Regulation of Career Guidance for Adult Learning in Strategies for Future Europe. Paper presented at the ESREA triennial research conference 4-7 September 2013, Humboldt-University, Berlin, Germany.


I urval från Stockholms universitets publikationsdatabas
  • 2016. Anki Bengtsson, Klas Roth, Maria Olson.

    The 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

Senast uppdaterad: 25 maj 2019

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