| 61. |
- Sonesson, Kerstin, et al.
(författare)
-
Challenges and Learning Outcomes in a Mutual Municipal Partnership on Education for Sustainable Development from Southern African/North European Perspectives
- 2021
-
Ingår i: Book of Abstract: Vitalizing partnerships - Moving forward to a sustainable future. - : Sanord.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Two cities, Swakopmund and Malmö, in Namibia and Sweden have developed a strong mutual partnership on sustainable development. The collaboration started within The Municipal Partnership Programme at the Swedish International Centre for Local Democracy (ICLD), working with poverty reduction through local democracy development funded by SIDA. The municipal partnership aims to increase civil influence by strengthening local and regional political governance organization within certain core areas, e.g. equity/inclusion, transparency, possibility to demand accountability and/or citizen participation. During 2012-2014 the two cities collaborated on two projects; Education for Sustainable Development (ESD) and Eco Tourism. The aim of this study is to deepen the understanding of processes and learning outcomes of SDG 17 in a mutual municipal partnership in the ESD-project focusing experiences on challenges and solutions. Eight project team member i.e. municipal officials, teachers, museum- and marine pedagogues, as well as three senior municipal officials in the Project Steering Committee were interviewed using semi-structured questions in the second year of the ESD-project. A phenomenographic approach was applied to analyse the transcriptions of nearly six hours recorded interview material. The findings show the experience of various challenges the respondents faced, how the challenges were solved and the benefits of the learning outcomes. This were discussed also in longer terms to shed light on what South and North can learn from one another by being in a mutual partnership, focusing how work processes contribute to develop democratic governance locally in the municipalities.
|
|
| 62. |
- Greve, Rikke, et al.
(författare)
-
Interactive advantage, cementing of positions, and social pedagogical recognition : a narratively inspired analysis of professional actors' oral representations of health promotion, prevention, and remediation efforts
- 2021
-
Ingår i: Pedagogical Sciences: Theory and Practice. - Zaporizhia, Ukraine : Zaporizhzhya National Universit, Ukraine. - 2786-5622 .- 2786-5630. ; 39:3, s. 91-102
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to present new knowledge about the oral representations of the health promotion, prevention, and remediation efforts of professional actors working with young people who use alcohol and narcotics. The narrative empirical material is based on 36 interviews with professionals working with this population of young people within the context of upper-secondary school activities and outpatient treatment units in Sweden. In their oral representations, professional actors depict themselves as having an interactive advantage in relation to the verbal category of “young people who use alcohol and narcotics”. These verbal patterns seem to cement the professional actor as a superior who sets the agenda for placing these young people within a prevailing normative order. The analysis indicates that an inclusive approach by professionals is crucial to achieving several important aims. An inclusive approach also imposes demands, however, on how upper-secondary schools and outpatient treatment units collaborate with each other in this work with young people. This approach also plays a role in determining the support and room for manoeuvring that professional actors have relative to normatively right and deviant actions and to laws and policies that to some extent govern this practical work. Good relationships between young people and professional actors constitute an important dimension in which the social pedagogical recognition is based on caring, trust, and mutual interactions. It is crucial for professionals to take an approach of inclusion of young people (students) in the school and treatment contexts, with attention to their ability to develop and change in a social pedagogical and educational sense.
|
|
| 63. |
- Ramsten, Anna-Carin, 1969-, et al.
(författare)
-
Lärosätenas organisering av samverkan och modeller för resursfördelning
- 2015
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektet har syftat till att kartlägga modeller för hur lärosäten premierar strategisk samverkan i sin interna resursfördelning mellan lärosätesledningen och fakulteter/verksamhetsområden och i nästa led till institutioner eller andra aktiviteter. Som bakgrund till våra analyser har vi kartlagt hur lärosätena organiserar sitt arbete med extern samverkan såväl ledningsmässigt, akademiskt som administrativt. I projektet har även analyserats principer för resursfördelning och metoder för att samla in nödvändig information. En central frågeställning har varit i vad mån förutsättningar inom olika discipliner och utbildningsinriktningar kan jämföras. Ett av resultaten visar att lärosätenas modeller för resursfördelning samtidigt är både jämförbara och unika. Det förekommer sällan tydligt riktade satsningar på samverkan. Genomgången visar samtidigt att aktörer på olika nivåer inom universiteten visar stor skicklighet och uppfinnings ‐ rikedom när det gäller att indirekt påverka den interna fördelningen av fakultetsmedel för såväl utbildning som forskning och forskarutbildning. Ett betydande gemensamt lärande kan åstadkommas genom fortsatt samarbete mellan universitetsledningar och förvaltningar men även mellan fakulteter och institutioner vid respektive lärosäte.
|
|
| 64. |
|
|
| 65. |
- Avery, Helen, et al.
(författare)
-
From policy to practice : Roma education in Albania and Sweden
- 2017
-
Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
-
Tidskriftsartikel (refereegranskat)abstract
- This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.
|
|
| 66. |
|
|
| 67. |
- Strindberg, Joakim
(författare)
-
”Why Do We Even Bully?” : Exploring the Social Processes of Bullying in Two Swedish Elementary Schools
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to explore and deepen the understanding of pupils’ experiences of bullying and their reflections on why bullying may occur and be maintained in school, despite pupils’ understanding that bullying is wrong. This aim is examined in four articles. The results highlight how pupils emphasise the importance of the social perception of individual pupils. Pupils may thus assume different participant roles in bullying situations to emphasise, maintain, or protect their own social position in the group, but also in an effort to reduce the risk of being bullied. The participating pupils raise the importance of social stigmatisation as a significant social process in bullying and highlight social stigmatisation processes as closely related to social perceptions of “normality” and “difference”. Social stigmatisation is, in turn, related to processes of inclusion and exclusion. The results point to the importance of the institutional constraints of the school setting in the occurrence and maintenance of bullying, not least in how pupils relate these constraints to social status, friendship, and bullying. In conclusion, the results of the dissertation highlight the importance of understanding bullying as a socially intertwined phenomenon and part of a social ecology. Not only do societal norms shape pupils’ perceptions of how pupils “should” be as a girl or boy in school, but the social contexts of schools and classrooms are also significant for what is socially valued or rejected. The results of the dissertation underline that the social ecology of bullying is closely linked to pupils’ experiences of social marginalisation, loneliness, and bullying.
|
|
| 68. |
-
Vårdpedagogik. Vårdens kärnkompetenser från ett pedagogiskt perspektiv
- 2017
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Att ge vård och omvårdnad medför pedagogiska utmaningar i det dagliga arbetet. Dessa utmaningar kräver kunskap om bland annat lärandeprocesser, patientundervisning, rådgivning och handledning. I boken belyser författarna pedagogiska aspekter på professionella möten med studenter, kolleger, patienter och anhöriga. Boken ger både en teoretisk orientering och en praktisk tillämpning med exempel på evidensbaserade modeller och fallbeskrivningar.
|
|
| 69. |
- Ödalen, Jörgen, 1975-, et al.
(författare)
-
Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
- 2019
-
Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 38:2, s. 339-353
-
Tidskriftsartikel (refereegranskat)abstract
- Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
|
|
| 70. |
- Brodin, Jane, 1942-, et al.
(författare)
-
IRIS Teacher Training : CD
- 2009
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
|
|
