Effects of public policy on the fragmentation of the Swedish education system and its impact on cultural diversity
DOI:
https://doi.org/10.17561/riai.v6.n2.7Palavras-chave:
decentralization, teachers' perception, cultural diversityResumo
Varied studies conclude that decentralization fragmented the Swedish education system and undermined cultural diversity. Evidence is the increasing inequality, segregation, and performance reduction of students of vulnerable groups. The study aims at finding out how public policy undermines the education system; the Swedish Agency of Education’s measures to stop the damage; whether teacher perception harms cultural diversity; and if suggestions to improve the system and cultural diversity would be welcomed. Method: Mixed. Design: Sequential Exploratory. Modality: Comparative and Derivative. Instrument: A five-dimensions Likert scale created ad hoc for the study and validated by expert judgment, and a semi structured interview. Participants: 423 teachers and five principals. The Kolmogorov-Smirnov normality and hypothesis test merited a Spearman rho test. Results: There is an unfavorable perception of cultural diversity among the respondents. Example. Respondents agree that diverse teachers benefit diverse students because they represent role models. However, respondents do not want diverse teachers in their schools. The principals show similar results. Education might not be the only target of public policy.
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