| 1. |
- Andersson, Per, 1964-, et al.
(författare)
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Effects of Recognition of Prior Learning as Perceived by Different Stakeholders
- 2012
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Ingår i: Prior Learning Assessment Inside Out. ; 1:2
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Tidskriftsartikel (refereegranskat)abstract
- Recognition of prior learning (RPL) is an integral part of in-service training programs targeting elder care workers in nursing homes. Our main research question is as follows: What are the effects, as perceived by different stakeholders, of participation in RPL programs? We examine this issue through questionnaires and qualitative, semi-structured interviews. The stakeholders included in the study are care workers, supervisors, teachers and managers. We identify effects related to individual care workers and the nursing home as an organization. Three kinds of individual effects and three kinds of organizational effects are identified. The perceived individual effects are the acquisition of knowledge, increased self-esteem and a more professional work attitude. The organizational effects include a growing interest in in-service training, the introduction of new and more effective methods of in-service training, and an increase in reflection and discussion at work.
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| 2. |
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| 3. |
- Andersson, Per, 1964-, et al.
(författare)
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Kunskapers värde : Validering i teori och praktik
- 2010. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Denna bok ger en introduktion till validering av kunskap och kompetens, närmare bestämt den ambition som finns i vårt samhälle att värdera och ge erkännande åt vad människor lärt sig oavsett var, när och hur detta skett. Författarna sätter validering i relation till hur vuxnas lärande organiseras och till de skilda sätt på vilka valideringstanken gestaltat sig. De visar hur validering förhåller sig till olika teorier om kunskap och lärande samt till den i sammanhanget så viktiga kunskapsbedömningen. I boken presenteras några modeller för hur validering kan organiseras och genomföras i praktiken, liksom de roller som olika aktörer har i en valideringsprocess. I denna nya upplaga har innehållet reviderats och uppdaterats, bland annat har ett kapitel lagts till som handlar om validering och lärande. Boken riktar sig främst till blivande och yrkesverksamma personalvetare, yrkes- och studievägledare samt lärare, men även till andra som berörs av frågor kring värdering av kunskap och kompetens.
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| 4. |
- Andersson, Per, et al.
(författare)
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Sweden : The developing field of validation research
- 2011. - 1
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Ingår i: Researching the Recognition of Prior Learning. - Leicester : NIACE. - 9781862014602 ; , s. 228-247
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Academic research on the Recognition of Prior Learning (RPL)/validation in Sweden has developed alongside the emergence of RPL as a policy area. Although activities that fit the description of RPL have long been present in Sweden, the introduction of validation as a concept has directed stronger policy attention to the phenomenon. As a consequence, researchers have placed the concept and its associated practices under scrutiny. This chapter focuses on validation in Sweden and on research undertaken since 2000. Six main themes or areas of research have emerged, which structure the piece: historical studies of RPL; research on recognition of vocational competence; RPL, immigration and gender; theories of assessment in RPL; RPL and governance; and comparative studies of RPL. Swedish academic RPL research has utilised various methodological approaches and theoretical perspectives. Qualitative approaches dominate thus far, but quantitative ideas have been introduced at a theoretical level, via discussions on reliability and validity. The theories and concepts that have been used to explore RPL focus on phenomena such as learning, governmentality, communication and gender. Theoretical selections relate to the disciplines that have been involved - educational research has been and is dominant, but researchers from human work science and from business administration have added new perspectives.
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| 5. |
- Dahlstedt, Magnus, et al.
(författare)
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The will to (de)liberate : Shaping governable citizens through cognitive behavioural programmes in school
- 2011
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Ingår i: Journal of education policy. - : Taylor and Francis. - 0268-0939 .- 1464-5106. ; 26:3, s. 399-414
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Tidskriftsartikel (refereegranskat)abstract
- Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature - democratic – citizens by being involved in dialogue. In the 1990s, calls for “democratic education” intensified in Sweden. This article analyze two pedagogical models influenced by programmes developed in the US that have recently had a large impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the “art of democratic deliberation”. By analyzing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a “democratic mentality”. Referring to Foucault, this kind of dialogue can seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities, as a way to change themselves and become democratic subjects.
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| 6. |
- Fejes, Andreas, 1977-, et al.
(författare)
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A confessing 'science' in education and lifelong learning
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper we identify resources drawn on from Foucault that are distinctive and pertinent for specific forms of analyses of what is happening in the turn to confessional practices in education and lifelong learning. We identify that confessional practices have come to shape and govern the Western world; they have emerged across the practices of the human sciences and are now intrinsic to our everyday lives and understandings of ourselves. Education and learning have a key position in promulgating confessional practices as a new social norm. They are key as perpetrators of this new kind fashioning of ourselves as human kinds in a particular way. We describe a regime and apparatus of power of education and lifelong learning which has confession intrinsic to its maintenance and productive force. Confession is described as technology, conduit of power, operating one person in relation to another, and dominating today in the production of specific forms of confessing people. We call this ‘strategy’. Within this regime, in education and policy circles and more widely, we identify a shift in the talk accompanying and surrounding the emergence of these techniques: whereas before educators and policy makers talked about education, they now talk of learning. Lifelong learning and the learning society, the knowledge economy, society and Knowledge Age are themes that have come to dominate the texts emanating from the cloistered grounds of governmental offices and intra-national agencies. The question remains therefore of where this strategy takes us in terms of its wider social and political effects in western societies.The paper identifies and explores other previous educational and lifelong learning research that has considered confessional practices to consider whether or not these find answers to the question of what is happening today'
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| 7. |
- Fejes, Andreas, 1977-, et al.
(författare)
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A Vocational Calling : Exploring a caring technology in elderly care
- 2010
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104. ; 18:3, s. 353-370
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Tidskriftsartikel (refereegranskat)abstract
- In this article we explore the relationship of care of a group of health care workers in elderly care, through their descriptions of themselves and their work. We have an interest in how relationships of care may be explored and characterised in and across disparate vocational settings. This is a critical response to policy discourses of citizenship that are currently emerging for re-emphasis in Europe through citizenship education and the idea of the active citizen.We mobilise two notions to help us in the analysis of interview transcripts. First, ‘calling’ is used as a figure of thought. Past religious and secular discourses of calling to God and nursing provide us with glimpses of past relations of vocation and care through which to consider present descriptions. The term ‘technology of the self’ is one drawing specifically from the work of Michel Foucault, through which we theorise the calling to care emerging from our interviewee descriptions as such a technology. Our analysis indicates that a specific calling to care and technology is mobilised by these health care workers in elderly care. We conclude that it is through such stabilisations of description that the health care workers’ shape context-specific subjectivities, as caring citizens.
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| 8. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Activating the worker in elderly care : A technique and tactics of invitation
- 2011
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Ingår i: Studies in Continuing Education. - : Taylor and Francis. - 0158-037X .- 1470-126X. ; 333:3, s. 235-249
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Tidskriftsartikel (refereegranskat)abstract
- Relatively little attention has been paid to questions of how language acts in and through the interactions of language in situations where people are encouraged to learn to be active in contexts of work. This paper argues that detailed analysis is needed to understand how activation through language acts in the shaping and governing of workers. By combining resources from Michel Foucault and the conversation analysis of Jonathan Potter, we analyse observational notes and records of conversation from work activities at a nursing home for elderly people in Sweden. A technique and tactics of invitation are identified as operating through language interactions at work in attempts at the shaping of activate and responsibilise workers. This analysis contributes to wider discussions over how attempts are made to shape subjectivities at work.
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| 9. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Approaches to research in the education and learning of adults
- 2013
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Ingår i: European Journal for Research on the Education and Learning of Adults. - Linköping : Linköping University Electronic Press. - 2000-7426 .- 2000-7426. ; 4:1, s. 7-16
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Caring and daring discourses at work : doing gender through occupational choices in elderly care and police work
- 2013
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Ingår i: Vocations and Learning. - Dordrecht : Springer Netherlands. - 1874-785X .- 1874-7868. ; 6:2, s. 281-295
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to problematise how gender is being done—1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender” perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender-neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas.
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