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'Post-truth' schooling and marketized education: explaining the decline in Sweden's school quality

机译：“真相”学校教育和市场化教育：解释瑞典学校质量的下降

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摘要

The Swedish school system suffers from profound problems with teacher recruitment and retention, knowledge decline, and grade inflation. Absenteeism is high, and psychiatric disorders have risen sharply among Swedish pupils. In this pioneering analysis of the consequences of combining institutionalized social constructivism with an extensive marketization of education, we suggest that these problems are to no small extent a result of an unlikely combination of a postmodern view of truth and knowledge, the ensuing pedagogy of child-centered discovery, and market principles. We show how the stipulated view of truth and knowledge and the design of the system impacts on the incentives for the various agents involved: pupils, parents, teachers, principals, school owners, the municipality, the central government, and, ultimately, the general public. Our study implies that caution is necessary for countries that have a tradition of social-constructivist practices in their education systems and are considering implementing or expanding market-based school reforms.
机译：瑞典的学校系统遭受着教师招募和保留，知识下降和年级膨胀等严重问题的困扰。缺勤率很高，瑞典学生的精神疾病急剧上升。在对制度化的社会建构主义与广泛的教育市场化相结合的后果进行的开创性分析中，我们认为，这些问题在很大程度上是后现代的真理与知识观不可能结合的结果，随之而来的是儿童的教育学。集中发现和市场原则。我们将说明对真理和知识的规定看法以及系统的设计如何对涉及各种主体的激励措施产生影响：学生，父母，教师，校长，学校所有者，市政当局，中央政府，以及最终上市。我们的研究表明，对于在教育体系中具有社会建构主义传统的国家，并正在考虑实施或扩大基于市场的学校改革，这些国家必须谨慎行事。

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