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- Avery, Helen, et al.
(författare)
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From policy to practice : Roma education in Albania and Sweden
- 2017
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Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
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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.
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| 2. |
- Avery, Helen
(författare)
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A Library and School Network in Sweden : Social Literacies and Popular Education
- 2017
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Ingår i: Teacher and Librarian Partnerships in Literacy Education in the 21st Century. - Rotterdam : Sense Publishers. - 9789463008976 - 9789463008983 - 9789463008990 ; , s. 45-62
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Bokkapitel (refereegranskat)abstract
- The topic of this article is the Commons, an integrated school and public library network in an urban multi-ethnic neighbourhood in southern Sweden. In 2011, the Commons network was awarded a national prize as the best school library in Sweden for its outstanding collaboration with the teachers and its exemplary work in stimulating learning. The study explores ways this library – school partnership contributes to the development of literacy and democratic competencies, allowing children to become active members of their local community.
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| 3. |
- Avery, Helen
(författare)
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At the bridging point : tutoring newly arrived students in Sweden
- 2017
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 21:4, s. 404-415
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.
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| 4. |
- Avery, Helen, et al.
(författare)
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Higher Education for Refugees : The Case of Syria
- 2017
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Ingår i: Policy & Practice. - : Centre for Global Education. - 1748-135X. ; :24, s. 104-125
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Tidskriftsartikel (refereegranskat)abstract
- The refugee crisis is also a crisis in education. While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding. Education prospects and content are drivers of onwards migration, but also affect economic structures on return. Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised. The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular. Foreign interests can fuel sectarianism as well as creating economic structural dependencies. Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments.
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| 5. |
- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
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Redesign of an Outdoor Space in a Swedish Preschool : Opportunities and Constraints for Sustainability Education
- 2020
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Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 52, s. 319-335
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: Children’s early engagement in design of outdoor spaces can form the basis of laterattitudes and responsible action for sustainability. The present study is part of a participatoryaction research project in an urban multi-ethnic preschool in Sweden,involving children, parents, preschool staff and management with a focus on improvingthe preschool playground. The methodology involved children taking pictures ofthe outdoor space, informal participant observation by one researcher and conversationswith children and teachers. Analyses completed of selected fieldwork excerptsfocus on learning opportunities for children and adults, children’s participation,cooperation and leadership for sustainability. Deeper awareness and confidence, andpractical pedagogies for staff in preschools are required for effective sustainabilityeducation. A joint frame of reference on pedagogical practices and processes forreflection is needed within and across early childhood institutions. More continuoustraining of staff and preschool leadership would be of benefit. However, such commitmentis ultimately a matter of policy to invest in giving preschools the means todevelop and realise ambitions for environmental and sustainability education. Résumé: L’engagement précoce des enfants dans la conception des espaces extérieurs peutconstituer une base d’attitudes ultérieures et d’action responsable en faveur de ladurabilité. La présente étude fait partie d’un projet de recherche-action participa-* Birgitta Nordénbirgitta.norden@mau.se1 Department of Science, Mathematics and Society, Faculty of Education and Society, MalmöUniversity, Nordenskiöldsgatan 10, 211 19 Malmö, Sweden2 Centre for Middle Eastern Studies and Centre for Environmental and Climate Research, LundUniversity, Lund, Sweden3 Department of Languages, Faculty of Arts and Humanities, Linnaeus University, Kalmar,SwedenB. Nordén, H. Avery1 3tive (RAP) dans un établissement préscolaire multiethnique urbain en Suède, oùles enfants, les parents, le personnel et la direction sont impliqués dans un objectifd’amélioration du terrain de jeux de leur maternelle. La méthodologie utilisée faitappel à des prises de photos de l’espace extérieur par les enfants, une observationinformelle des participants par une personne de la recherche et une discussion avecles enfants et les enseignants. Les analyses réalisées sur des extraits sélectionnés detravaux de terrain sont centrées sur: les occasions d’apprentissage pour les enfants etles adultes, la participation des enfants, et la coopération et le leadership des adultesenvers la durabilité à l’intérieur des institutions et entre celles-ci. Une éducation efficaceà la durabilité exige une sensibilisation et une confiance plus profondes, ainsique des pratiques pédagogiques chez le personnel des établissements préscolaires.Un cadre de référence commun sur les pratiques pédagogiques et les processus deréflexion est nécessaire à l’intérieur et entre les établissements de la petite enfance.Il serait bénéfique d’assurer davantage de formation professionnelle continue chez lepersonnel, y compris pour la direction d’établissements préscolaires. Toutefois, detels engagements relèvent en fin de compte des politiques d’investissement pour donneraux établissements préscolaires les moyens d’établir et de réaliser leurs ambitionsen matière d’éducation à l’environnement et au développement durable.
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| 8. |
- Avery, Helen, et al.
(författare)
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Att medverka till förändring : Kulturarv och demokrati
- 2008
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Ingår i: Kanon och kulturarv : Historia och samtid i Danmark och Sverige - Historia och samtid i Danmark och Sverige. - : Makadam i samarbete med Centrum för Danmarksstudier. - 1651-775X. - 9789170610509 ; :19, s. 275-289
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
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| 10. |
- Avery, Helen, et al.
(författare)
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We can only do it together: Addressing global sustainability challenges through a collaborative paradigm. : Session 4: Comprehensive approaches to Sustainable Development: the integration of Curriculum, Research and Operations
- 2021
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Konferensbidrag (refereegranskat)abstract
- Urgent structural change is required in higher education, to allow collaboration both within and across universities, so that achieving rapid sustainability transition can become not only the overarching but the main purpose of education, research and work in society. A review of the literature reveals that fragmentation caused by traditional hierarchical faculty and disciplinary organisation is a major obstacle to such goals. Additionally, universities today operate under a competitive paradigm which prevents the transfer and application of available knowledge, as well as blocking the development of new knowledge and coherent future-oriented approaches. Fragmentation and competition prevent universities from pooling resources, understanding phenomena holistically and using systemic approaches in the way we address major challenges. Political agendas, funding priorities, as well as existing mechanisms of dissemination and evaluation of academic activity contribute to inertia. Rather than applying fragmented sustainability goals within rigid silo structures, it is therefore argued that action for sustainability needs to be coordinated among academic actors, horizontally and diagonally. This requires spaces for concertation and strategical thinking. Insights achieved in strong sustainability research environments need to direct efforts, and priority must be given to structures, networks and research that already enable concertation and collaboration.
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