Ingrid Carlgren, Institutionen för lärarutbildning, Uppsala universitet. För artikeln “National curriculum as a social compromise or discursive politics? Some reflections on a curriculum-making process”, publicerad i Journal of Curriculum Studies, 1995, 27(4), s 411-430. Se vidare Nordisk Pedagogik, nr 2 1997 s 126.
Juryns motivering var: “Artikkelen trekker inn et nytt perspektiv på hvordan den konkrete og administrative læreplanutviklingsprosessen foregår. Samtidig representerer den en skarp kritikk av hvordan sentrale aktører håndterer et nasjonalt ansvar på en tilfeldig og ufaglig måte.”
Steinar Kvale, Psykologisk institut, Århus universitet. För artikeln “Research apprenticeship”, publicerad i Nordisk Pedagogik, 1997, 17(3), s 186-194. Se vidare Nordisk Pedagogik, nr 4 1999 s 272.
Juryns motivering var: “Artiklen indeholder en tankevækkende kritik af konventionel tilrettelæggelse af forskerutddannelsen og sætter spørgsmålstegn ved rationaliteten bag moderne uddannelsestænkning i almindelighed.”
Dennis Beach, Institutionen för pedagogik och didaktik, Göteborgs universitet. För artikeln “Alienation and Fetish in Science Education”, publicerad i Scandinavian Journal of Educational Research, 1999, 43 (2), s 157-172.
Juryns motivering var: “Artikkelen bruker et marxistisk perspektiv på en kreativ måte som er eksemplarisk i sin forening av empirisk konkretisering og teoretisk tolkning. Den er også spennende i sin uortodoxa kombinasjon av tolkningsteori og studieobjekt.”
Elina Lahelma, Department of Education, University of Helsinki. For the article School is for “Meeting Friends: secondary school as lived and remembered”, published in British Journal of Sociology of Education, 2002, 23(3), p. 367-381.
The statement of the jury: “New aspects of young people´s manifold and ambivalent feelings towards school are revealed in this article, based upon data gathered by a variety of creatively combined methods.”
Yngve Troye Nordkvelle, Faculty of Social Science, Lillehammer University College. For the article “Didactics: From Classical rethoric to kitchen-latin”, Published in Culture & Society, 2002, 11(3), 315-330.
The statement of the jury: “Yngve Troye Nordkvelle is writing about such a theme that has been under research about 300 hundred years and still he has succeded to present some new viewpoints. The theme itself is a kind of watershed between European and Anglo-American approaches to the study of education.”
Hannu Simola, University of Helsinki, Finland receives the Ahlström award for 2007 for the article “The Finnish miracle of Pisa: historical and sociological remarks on teaching and teacher education” published in Comparative Education 41:4, November 2005, pp 455-470.
The article is a well written, broadly based text adding new perspectives to the understanding of the success of the Finish comprehensive school in international measurements of school achievement. The article discusses the Finnish school, its teachers, their education and status in the light of historical and geopolitical aspects of Finnish societal development. A particular focus is on the development of the Finnish school in a country where de-industrialisation took place rather late and where different aspects of modernisation happened extremely fast in a homogeneous society which still is characterised by traditional and collectivistic ideals.
The article brings a much needed alternative perspective to our understanding of a current educational issue and presents a research based and independent position.
(The Jury: Ingrid Carlgren & Gunnar Handal)
The Ahlström Award was not granted.
Staffan Larsson receives the Ahlström Award for 2011 for the article ‘An emerging economy of publications and citations’ published in Nordic Studies in Education, 2009, no 1, p. 34-52.
Hansjörg Hohr, University of Oslo receives the Ahlström Award for 2013 for the article ‘Aesthetic quality in scientific experience: The problem of reference in John Dewey’s aesthetics’ published in Nordic Studies in Education, 2012, no 3-4, p. 196-208.
Dennis Beach, Marianne Dovemark, Anneli Schwartz and Elisabet Öhrn receive the Ahlström Award for 2015 for the article ‘Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis.’ published in Nordic Studies in Education, 2013, no 4, p. 254-268.
The authors have an exciting and innovative approach to the theme of educational inclusion. Their article is both resilient and original, opening up new perspectives in a field that has changed a lot in recent years due to socio-economic changes, new developments in school policy and increased migration. The article also provides interesting suggestions for a discussion that not only goes on in the Nordic countries, but also internationally. As such, the article provides an important contribution in both the Nordic and the international debate. The article is well structured, and is characterized by an analysis which is clear and consistent. The use of method is innovative and helps to grasp important details which have previously been overlooked.