| 1. |
- Kesak, Hennie, et al.
(författare)
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Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden
- 2023
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Ingår i: Intercultural Education. - : Taylor & Francis Group. - 1467-5986 .- 1469-8439. ; 34:2, s. 180-198
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Konferensbidrag (refereegranskat)abstract
- The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the studies was collected in the upper secondary context in Sweden and consists of documents, field notes written up from fieldwork, and qualitative ethnographic interviews. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers–institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution (upper secondary school). This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
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| 2. |
- Cronhjort, Mikael, et al.
(författare)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 3. |
- Hammerin, Zofia, 1986-, et al.
(författare)
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The Conscious Use of Relationship - How Teachers Promote Student Health in Their Everyday Teaching
- 2023
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Ingår i: European Conference on Educational Research, ECER.
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Konferensbidrag (refereegranskat)abstract
- IntroductionThis study explores the role of the teacher in working with student health in high school. Teachers have been identified as crucial in promoting student health and wellbeing but it is traditionally not considered a teacher task. The article presents findings from an empirical study in which the views of the teachers are in focus.School is considered a suitable and vital arena for working with the health of children and young people. This can be done by implementing various programmes and initiatives lead by teachers or other professionals, or in a more informal way in the everyday school practice.Student health has been and still is a concern for the Student Health Services (SHS). It is however with the teacher that the students spend most of their time in school. A good relationship with the teacher, support from the teacher in meeting academic demands and classroom participation has proven beneficial to student health. There is also a well-documented reciprocal relationship between health and academic achievement. Overall, the same factors which promote learning, also promote health.In Sweden, where the study is set, student health work “shall be primarily preventive and promoting” (Education Act, 2010:800). Teachers are not explicitly tasked with health promotion but stipulated to cooperate with the SHS regarding student health. While the teacher is not presented as a central actor in the Education Act, other guiding documents highlight the teacher as important for student health. Teachers thus have a role in working with student health but what this role entails is not clear in the governing documents.The aim of the article is to contribute knowledge about how Swedish high school teachers describe their role(s) in working with student health.Brief Previous ResearchStudent health work has been empirically explored before but the role of the teacher in this work is a field in need of further empirical investigation. Much of the research regarding teachers’ involvement in student health work examines various programmes and initiatives implemented at the respective schools. The focus of this article is how teachers describe their role in the informal, everyday student health work, not in a programme or an initiative.Teacher involvement in health promotion has been criticized. Student mental health promotion can be regarded as an additional task to the existing abundance of teacher tasks. Expanding the role of the teacher is criticized as it can cause added stress and pressure. Lastly, teachers’ increased awareness of mental health problems among children and adolescents, can result in teachers starting to identify many behaviors and experiences previously deemed ordinary or understandable, as indicative of mental health problemsThis study contributes knowledge about how teachers describe their roles in student health promotion. This knowledge can be used to improve student health promotion further and contribute added understanding of the complex professional role of the teacher.Theoretical Points of DepartureThe study is based on theories of social constructivism in which social phenomena are understood and become active deeds by means of human interaction; people interpret, reinterpret, negotiate, and use various strategies to influence which interpretation takes precedence, thereby influencing how a phenomenon is understood.Methodology, Methods, Research Instruments or Sources UsedThe empirical data used in this article was collected in connection with a larger qualitative study conducted in two Swedish high schools. Ten teachers participated in the study, with teaching experience from between four and 22 years.The data was collected using semi-structured individual interviews where six open-ended questions guided the interviews. Follow-up questions were formulated in order to gain a deeper understanding of their answers. The interviews were recorded and transcribed verbatim.The data was analysed using qualitative content analysis. After the interviews were read through several times, sections of the interviews pertaining to the aim of the article were selected. These sections were read again and meaning units, i.e. statements that uncovered something related to the aim, were extracted. The extracted meaning units were condensed and coded, resulting in 102 codes. These codes were then grouped into themes, in an iterative process involving, re-reading of the selected interview sections as well as the whole interviews. The groupings were based on the relationship and underlying meanings regarding differences and similarities.Conclusions, Expected Outcomes or FindingsThe teachers clearly recognize and describe their work with student health in the everyday teaching.Tentative results show one main theme and four themes describing the different internal roles of the teacher as health promotor. The main theme is Conscious use of relationship to facilitate health and learning. The themes are The role of a caring adult, The role of a coach, The role of a student centred pedagogical leader and The role of security creator. The purpose of all the internal roles mentioned above, is to create a professional relationship with the students which is health promoting.There are no colclusions yet, but it is clear that the teachers consider health promotion a teacher task, not in conflict with their professional role but rather integrated with it.References Burr, V. (2015). Social constructionism. Routledge. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001 Gustafsson, J.-E., Allodi Westling, M., Alin Åkerman, B., Eriksson, C., Eriksson, L., Fischbein, S., Granlund, M., Gustafsson, P., Ljungdahl, S., Ogden, T., & Persson, R. S. (2010). School, Learning and Mental Health: A systematic review. Hammerin, Z., Andersson, E., & Maivorsdotter, N. (2018). Exploring student participation in teaching: An aspect of student health in school. International journal of educational research, 92, 63-74. https://doi.org/10.1016/j.ijer.2018.09.007 Partanen, P. (2019). Health for learning - learning for health. The Swedish National Agency of Education. Phillippo, K. L., & Kelly, M. S. (2014). On the Fault Line: A Qualitative Exploration of High School Teachers’ Involvement with Student Mental Health Issues. School Mental Health, 6(3), 184-200. https://doi.org/10.1007/s12310-013-9113-5 Pössel, P., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & Bjerg, A. C. (2013). Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. Developmental Psychology, 49(11), 2135-2146. https://doi.org/http://dx.doi.org/10.1037/a0031767
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| 4. |
- Häggström, Margaretha, 1962
(författare)
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Become Your Opposite Person-Participation and Communication by Visual Representation
- 2015
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Ingår i: Risks and Opportunities for Visual Art Education in Europe. Culturgest, Lisbon, Portugal 7-9 juli, 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to present and discuss the findings from a study investigating the potential of an aesthetic approach to an inclusive pedagogy. Research questions: •How can we design aesthetic methods to assist high school students, who need scaffolding, socially as well as mentally, with engaging in group activities and individual learning processes? •How may aesthetic methods assist these specific high school pupils with deeper self-understanding and confidence according to their sense of shortcomings and failures? •How do these pupils experience and think of the aesthetic methods practiced in the study? Aesthetic learning activities in this study are designed to provide pupils with opportunities to express themselves, to get to know each other and learn something about themselves and to communicate in different ways. One of the methods used was photo elicitation, which is a visual method where you use photos and images to elicit views, storytelling, personal meanings and values. This method was combined with performing art and drama exercises. In the study I used a variety of data sources and analysis methods: Classroom observations, photo elicitation, interviews and aesthetic products of pupils. Findings indicate that these aesthetic methods help these specific high school students to participate on their own conditions and help them communicate. Furthermore their self-confidence will increase.
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| 5. |
- Serholt, Sofia, 1986, et al.
(författare)
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Teachers’ Views on the Use of Empathic Robotic Tutors in the Classroom
- 2014
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Ingår i: 23rd IEEE International Symposium on Robot and Human Interactive Communication, Edinburgh, Scotland. - : IEEE.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.
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| 6. |
- Lindstrand, Fredrik
(författare)
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Grasping action in multimodal transformative processes
- 2018
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Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 23-23
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Konferensbidrag (refereegranskat)abstract
- Grasping action in multimodal transformative processes Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story. ReferencesDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.Kress G. (2003) Literacy in the New Media Age. London: Routledge.Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.
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| 7. |
- Sonesson, Kerstin, et al.
(författare)
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Challenges and Learning Outcomes in a Mutual Municipal Partnership on Education for Sustainable Development from Southern African/North European Perspectives
- 2021
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Ingår i: Book of Abstract: Vitalizing partnerships - Moving forward to a sustainable future. - : Sanord.
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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.
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| 8. |
- Basic, Goran, 1972-, et al.
(författare)
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Crimes Against Humans and Crimes Against Humanity : Analysis of Documents Produced During Trials at Tribunals After the War in North-West Bosnia and Herzegovina
- 2018
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Ingår i: Book of Abstracts. Crimes Against Humans and Crimes against Humanity. Implications for Modern Criminology. 18th Annual Conference of the European Society of Criminology, European Society of Criminology and University of Sarajevo, Sarajevo, Bosnia and Herzegovina (20180829-20180901)..
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Konferensbidrag (refereegranskat)abstract
- The aim of the study is to analyse documents produced during trials at the International Criminal Tribunal for the former Yugoslavia and the Section for War Crimes of the Court of Bosnia and Herzegovina concerning the 1992 war in north-west Bosnia and Herzegovina. The documents construct and reconstruct the categories of victim and perpetrator at a symbolic level. Punishing the offenders for war crimes is a means by which local and international courts attempt to eliminate the ideology on which the atrocities were based. The study interprets the documents as rhetorical warnings to future belligerents. Warfare that targets civilians and lack of respect for human rights are construed as unacceptable. In revealing the scope of war crimes committed during the period, the documents represent an attempt to influence the local and international community. They implicitly define the categories of victim and perpetrator, highlighting the individual and visible punishment to which the latter are subject while implying that their ideology has thereby been eliminated. The documents emphasize the role of individual responsibility in future wars. The presumption is that peer pressure is no excuse for war crimes and that civilians are never to be targeted.
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| 9. |
- Björkum, Klara, et al.
(författare)
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Future students’ perspectives on higher education. A social pedagogical analysis
- 2024
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Ingår i: 2st online scientific conference ICT in Life. - : Josip Juraj Strossmayer University of Osijek. - 9789538371271 ; , s. 13-13
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Konferensbidrag (refereegranskat)abstract
- The aim is to contribute to the development of scientific knowledge regarding discursive representations by future university students of conditions for further study at the university level. Qualitative interviews were collected and analysed to answer the research question, How do future university students in rural areas describe the conditions for further studies at the university level? Their descriptions create and reproduce a series of significant representations in two discursive categories: proximity/distance to studies and education offerings. Proximity and distance involved analysed narratives regarding physical distance to studies, commuting by public transport or private car, and moving to the home city of a higher education institution. The category of education offerings involved narratives around the importance of location in education, remote learning, and doubts about pursuing higher education/higher education choices. Representations in both categories were performed as tense and balanced between depicted conflict and consensus. This balancing act represents a means of creating and re-creating cohesion, involvement, integration, participation, unity, and normality in the discourse and can be interpreted as a form of social pedagogical recognition that is important for the actor’s success in the context that the narratives reflect.
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| 10. |
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