| 1. |
- Nylund, Mattias, 1980, et al.
(författare)
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Socialisation and citizenship preparation in vocational education : Pedagogic codes and democratic rights in VET-subjects
- 2020
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 41:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.
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| 2. |
- Norqvist, Maria, 1974-
(författare)
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Fritidshemmets läroplan under förhandling : formulering, tolkning och realisering av del fyra i Lgr 11
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to contribute with knowledge about the negotiations behind formulating part four of the Swedish curriculum Lgr 11, with a focus on pedagogical codes and power relations between school and school-age educare (SAE), as well as the negotiations that are expressed when the curriculum text is interpreted and realised in SAE practice.To reach this aim, parts of Bernstein’s code theory is used. The strength/weakness of the classification and framing of a pedagogical practice constitutes an important basic structure in what Bernstein calls the pedagogical code (Bernstein, 2000). In the formulation arena, a thematic analysis was conducted on comments in working-documents, to identify the major negotiations throughout the formulation process. In the realisation arena, interviews with principals and staff were conducted in six SAEs, to capture unique features and identify common patterns both of interpretation of the curriculum text, and how the curriculum was realised in SAE practice.The results show that the comments indicate that the commenters perceived the proposal texts as too strongly educational-pedagogically coded, and during the formulation process they influenced the text so that its social-pedagogical and leisure-pedagogical coding was reinforced to some extent.In the realisation arena, the acceptance of the strongly educational-pedagogical coded concept of teaching was greater than in the comment material. In particular, staff with pedagogical education at university level with a focus on SAE had reinterpreted the concept of teaching and given it a wider meaning so that it better suited their social-pedagogically and leisure-pedagogically coded practices. The introduction of the curriculum text had also contributed to increased legitimacy for the SAE practice and strengthened the SAE staff in their professional role. However, frame factors like the organisation of the practices, the access to shared planning time, the access to their own premises, and whether the staff had educational training at university level with a focus on SAE affected the staff's ability to carry out the teaching as outlined in part four. Unequal power relations between SAEs and schools emerged in both the formulation arena and the realisation arena, and the weaker classified and framed SAE was often subordinated to the more strongly classified and framed school in the realisation arena.This shows that the formulation and realisation of a curriculum text is a complex process and that there are negotiations in the realisation arena about how the formulated curriculum can be interpreted and realised in pedagogical practice. Those who are supposed to interpret and realise the curriculum in practice, work in contexts characterised by pedagogical traditions and under different conditions, which means that a curriculum text receives somewhat different interpretations and is therefore realised in different ways in different practices.
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| 3. |
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| 4. |
- Rönnlund, Maria, 1962-
(författare)
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Student participation in activities with influential outcomes : Issues of gender, individuality and collective thinking in Swedish secondary schools.
- 2010
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Ingår i: European Educational Research Journal. - : European Educational Research Association (EERA)/Symposium Journals. - 1474-9041. ; 9:2, s. 208-219
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on a study in three Swedish lower secondary schools, this article examines how students engaged in the democratic processes involved in the formation of an action group intended to influence their school by making it more environmentally friendly. The aim is to acquire greater understanding of influential processes in relation to gender and both individualistically and collectively oriented ideas, including understanding of which students participate in such groups, the role gender plays in the likelihood of a student participating, how they act, and their experiences of participation. From observations of, and interviews with, four participants girls were found both to be more active participants and to have more positive experiences than boys. It is concluded that the group represents an arena for both individual and collective performance in which both individual and collective ideas are reflected. However, differences in the expectations of boys and girls concerning where and how they feel they should act and perform in school, seems to make the arena more suitable and more effective for girls than boys. While the girls’ participation provided them with political confidence, the two participating boys did not gain this from the experience.
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| 5. |
- Bergström, Peter, 1975-, et al.
(författare)
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Making the transition from teacher-centered teaching to students’ active learning : developing transformative agency
- 2023
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Ingår i: Creating dynamic places for learning. - : Springer Nature. - 9789811987489 - 9789811987519 - 9789811987496 ; , s. 99-115
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on a local school development project initiatedby teachers who experienced students’ lack of engagement, passive learning, andabsence from school. In order to achieve more active learning among the students,the teachers built an active learning classroom and set out to develop teaching methodsappropriate for the new classroom. This process turned out to be more complex thanexpected and raised questions not only about the teachers’ teaching, but also abouttheir learning and more specifically about how they as a collective created transformative agency. In this chapter, we highlight how the teachers gained transformativeagency and the situations that characterized this process. Inspired by cultural historical activity theory, we pay attention to stimuli that helped the teachers to bring forthand deal with conflicts of motives that led to break-outs from the teacher-centeredteaching and thereby created transformative agency toward a classroom practicecharacterized by students’ active learning.
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| 6. |
- Öhrn, Elisabet, 1958, et al.
(författare)
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Rural education and migration : a study of the 2015 reception of young refugees in Sweden
- 2023
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Ingår i: Australian and International Journal of Rural Education. - : The Society for the Provision of Education in Rural Australia (SPERA). - 1036-0026 .- 1839-7387. ; 33:2, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.
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| 7. |
- Rönnlund, Maria, Professor, 1962-, et al.
(författare)
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School-to-work transitions in rural North Sweden : staying on in a reviving local labor market
- 2023
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680.
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses young people’s school-to-work transitions.The analysis draws on data from a Swedish ongoing qualitativelongitudinal project spanning over 10 years. In this article, wefocus on eight young people who grew up and still live in a smallrural inland town in North Sweden where the regional labormarket is going through a process of rapid reindustrializationafter decades of industrial decline and welfare stateretrenchment. The aim of the study is to explore the young rural‘stayers’ transitions in a region characterized by strong economicgrowth, yet with long-standing challenges in terms of socialreproduction, focusing on what kind of work they end up withand their speed of establishment on the labor market. At thetime of the latest interview all but one of the 8 participants inthis study had employment in local or regional industries,however, how fast they had managed to establish themselves onthe labor market varied between them. Further, their staying onlocally depended largely on regional mobility. We discuss theirtransitions in relation to the ongoing re-industrialization processin North Sweden but also what implications young stayers’school-to-work transitions might have in relation to the widersocial reproduction in the region.
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| 8. |
- Bergström, Peter, 1975-, et al.
(författare)
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Making the shift from the traditional classroom to the active learning classroom : possibilities and challenge
- 2019
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Ingår i: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019.
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’. The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.
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| 9. |
- Bergström, Peter, 1975-, et al.
(författare)
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Upper secondary school teachers’ first encounter with the active learning classroom : What can we learn from a perspective of power and control?
- 2020
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Ingår i: IADIS International Conference Educational Technologies 2020. - São Paulo : IADIS Press. - 9789898533982 ; , s. 57-64
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a research and development project based upon problems in upper secondary school, namely students’ lack of engagement, passive learning and students’ absence from school. Looking to solve this problem, a group of upper secondary school teachers came across and saw potential in the concept, physical space and method of the “Active Learning Classroom (ALC)”, a concept from higher education. The aim of this particular study was to explore teaching in the ALC from the perspective of power and control. The research questions embrace issues on both the physical learning environment of the ALC, teacher practices in the ALC and what kind of teacher practices enhance active learning. The theoretical framework was based on Bernstein’s concepts of power and control. The study applied methods of video recorded classroom observations and field notes. The findings indicate a designed physical learning environment where power was conferred to the students. That placed demands on the teachers with regard to how they handled control in practice. Findings further indicate that when teachers had more active control over pace and sequencing, this increased productivity and more active learning among the students.
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| 10. |
- Frelin, Anneli, Professor, 1969-, et al.
(författare)
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Transitions in Nordic school environments – an introduction
- 2021
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 12:3, s. 217-224
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In the Nordic countries, with their longstanding tradition of valuing education for the masses, a large number of schools have been built over a more than century-long period and therefore represent a variety of pedagogical and architectonical ideals (Bengtsson, 2011). For example, the school landscape represents traditional and progressive ideals and in terms of the buildings themselves, those that are currently considered as highly innovative exist in parallel with more traditional schools from earlier decades. However, a school design that was considered radical at the time of its construction may be considered old-fashioned and unfit for purpose today. Despite the importance of school buildings for education, research-based knowledge about them is limited, especially in educational research and in the Nordic countries. At present, such research is mostly conducted and published in the Australian, UK and US contexts. The special issue of this journal addresses this knowledge gap by focusing on the relations between educational practices and school environments in the Nordic countries and highlighting the intentions, complexities and negotiations relating to the design, building and use of schools at different levels.
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