| 1. |
- Anderson, Theresa Dirndorfer, et al.
(författare)
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Storying Research : Conducting Research in New Formats and New Voices
- 2014
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Ingår i: iConference 2014 Proceedings. - : IDEALS/iSchools. ; , s. 1223-1226, s. 1223-1226
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The session engages with an acute tension evident in scholarly communication: We are witnessing a great deal of innovation and experimentation in relation to the way research is performed and shared. The push towards, and need for, innovation and creativity in academic research is being emphasized to an ever increasing extent. A rich set of digital tools and transdisciplinary engagements have opened the door for research conducted and reported in increasingly hybridised, dynamic and interactive ways. At the same time, academic research is increasingly being evaluated by focusing on quantitative analyses based on publications; analyses which privilege established scholarly practices and publication venues. In the session, we are interested in exploring collectively on the one hand, the voice in and position from which we report on research and - indeed - conduct research. On the other hand, how do we use documents and artefacts to tell our stories? Digital media provide new affordances through a broader selection of modes of representation to present data, results and argumentation. The session is conducted as a 'conversation café', where each café table focuses on one aspect of these opportunities.
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| 2. |
- Billmayer, Jakob, 1983-, et al.
(författare)
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A Becoming, Humanist Child : An analysis of Learning and Care in the Swedish Curriculum for the Preschool (Lpfö 18)
- 2019
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Ingår i: Education in the North. - Aberdeen : Northern College of Education. - 0424-5512 .- 2398-0184. ; 26:1, s. 42-55
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Tidskriftsartikel (refereegranskat)abstract
- A new, revised curriculum for the Swedish preschool came into effect in July 2019. According to the National Agency of Education, it differs from its predecessor by putting a greater emphasis on care and teaching. This paper studies how the child is conceptualized in relation to learning and care in the new curriculum. Informed by a posthumanist approach and childhood studies, it scrutinizes how the child is positioned as a being and/or becoming child, an entangled and/or separate child, and, an active and/or passive child. Furthermore, it explores how the child appears in relation to human and non-human agents. The dominant, recurring conceptualization of the child is the child as becoming and passive. Learning and caring processes mainly come across as unidirectional - from adult to child – and future orientated. Although the preschool child is connected to a social context, the child predominantly appears as separate from others rather than entangled.
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| 3. |
- Billmayer, Jakob, 1983-
(författare)
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Choose us, we are different! Free schools' self-descriptions and -positioning in the Swedish educational system.
- 2019
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Ingår i: Utbildning och Demokrati. - : Örebro universitet. - 1102-6472 .- 2001-7316. ; 28:1, s. 79-98
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Tidskriftsartikel (refereegranskat)abstract
- Since the beginning of the 1990s, Swedish parents have had the possibility of choosing schools for their children based on publicly funded school vouchers. At the same time, free schools started to develop, competing for the pupils. Even though the free schools are a part of the educational system, obligated to follow the same rules as the public schools, they describe themselves as different, something outside the system yet inside the system. The aim of the paper is to analyse and discuss the different strategies of integration into and differentiation within the educational system. Economic theory on competition and differentiation strategies is used to analyse the content of the three largest free school companies’ websites. The free schools mainly integrate into the legal aspects of the educational system and differentiate themselves from other schools by making claims about qualitative superiority. Different free schools position themselves differently relative to the educational system.
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| 4. |
- Billmayer, Jakob, 1983-
(författare)
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Choose us, we are so different! : Free schools’ self-descriptions and positioning on the Swedish school market
- 2018
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Konferensbidrag (refereegranskat)abstract
- Since the beginning of the 1990‘s, Swedish parents have had the possibility of choosing schools for their children freely by taking publicly funded school vouchers to the chosen school. At the same time free schools started to develop, competing for the pupils and the school vouchers. Even though the free schools are a part of the school system, obligated to follow the same laws and curricula as the public schools, they describe themselves as something else, something “outside the system inside the system”.The aim of the paper is to identify, analyze and discuss the different strategies of inclusion/exclusion in the educational system that are used in the self-descriptions of the free schools. The paper is theoretically and methodologically informed by Luhmann’s (2002) social theory, which allows to study how social systems (the free schools) describe – and establish – themselves in relation to other systems and society. To describe and analyze the different ways of differentiation, economical theory is used. Porter’s (1980)generic strategies for reaching competitive advantage and Mintzberg’s (1996) strategies for differentiation are used as analytical framework.The data for the study is based on official information that can be found on the three largest free schools‘ websites including introductions, welcoming words, presentation of the staff, teacher recruitment sites, statistics etc etc.The data is analyzed using semantic-analysis (Andersen 2003) which allows to study and discuss how meaning is made inside social systems and how they construct and relate to their environment .It will be discussed and compared how the different free schools describe themselves on the one hand as legitimate and worthy parts of the Swedish educational system at the same time as they – for reasons of competition and marketing – differentiate themselves from other players.The introduction of the free schools have been a major reform in Sweden which impact has not yet been studied intensively. Educational research has had more focus on the marketisation of the school system, than the free schools in their own right. This study is to be understood as a first step in a forthcoming larger study about free schools in Sweden and their impact on the educational system and society.ReferencesAndersen, Niels Åkerstrøm. 2003. Discursive Analytical Strategies - Understanding Foucault, Koselleck, Laclau, Luhmann. Bristol: The Policy Press.Luhmann, Niklas. 2002. Einführung in die Systemtheorie. Herausgegeben von Dirk Baecker. Heidelberg: Carl Auer.Mintzberg, Henry, Joseph Lampel, James Brian Quinn, und Sumantra Ghoshal. 1996. The Strategy Process: Concepts, Contexts, Cases. Harlow: Pearson Education.Porter, Michael E. 1980. Competetive Strategy - Thechniques for Analyzing Industries and Competitors. New York: Free Press.
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| 5. |
- Billmayer, Jakob
(författare)
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Different Types of Order in Swedish and German Classrooms
- 2014
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Ingår i: WERA Focal Meeting, Edinburgh, 2014-11-20.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to examine which different kinds of classroom order there can be found in different countries. Schooling on the one hand is a global phenomenon and the classroom is usually seen as an integrated part of it. School systems on the other hand are nationally different. Therefore it is interesting to investigate whether, and to what extent, differences can be found in the classroom orders in different countries or if they are similar.The concept of disciplinary order formulated in Michel Foucault's book "Discipline and Punish" is the main theoretical framework of this study. Based on this concept an ideal type of "disciplinary classroom order" is formulated. This ideal type is the analytical starting point for describing different types of classroom order.The study is based on participant classroom observations, following German upper secondary school teachers and Swedish compulsory school teachers during their work week and in their classrooms.In the German examples, the classroom is the centre for teaching and learning activities at school; teachers and pupils are exclusively inside the classroom where the activities take place. The German classrooms are quite closed and the pupils are mainly static on their places whereas there is much movement in and out of the classroom as well as inside the classroom in the Swedish examples. This means that there are at least two different types of disciplinary classroom order to be found in the Swedish examples whereas only one in the German.
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| 6. |
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| 7. |
- Billmayer, Jakob, 1983-
(författare)
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En vision om framtidens lärarutbildning
- 2019
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Ingår i: Skola och Samhälle. - : Föreningen skola och samhälle. - 2001-6727. ; :2019-05-16
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 8. |
- Billmayer, Jakob
(författare)
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Film in the Teacher Education Classroom : Theoretical Basis and Areas of Application
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- One difficulty that teachers in teacher education are faced with is the relative distance between the place of teaching, the teacher education classroom, and the subject taught, being a teacher in a classroom. The question is therefore how to involve experiences of teaching into the teacher education classroom in a way that is both practical inside the given frames and worthwhile for all participants, both students who already have experiences of teaching and those who do not.Films and other mass media productions can be sources for such (vicarious) experiences, which can bring pictures of practice to the theoretical teacher education classroom with relatively small effort.This paper will start at that point and address two issues: 1) a theoretical framework to examine the knowledge theoretical premises and possibilities of using mass media productions in educational purpose. This theoretical framework is based on the works of Alfred Schütz about ideal types as concept for social understanding and Niklas Luhmann's thoughts on mass media's role in society. 2) The paper will show which aspects of being a teacher and teaching are especially suitable to discuss using films. Using some examples, the paper will point out which themes that are usually addressed in films and why and how they can be adapted for educational purposes.
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| 9. |
- Billmayer, Jakob, 1983-, et al.
(författare)
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Good and evil teachers : teaching and leading in the movie Hets
- 2013
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Konferensbidrag (refereegranskat)abstract
- Teachers' profession can be said to consist of at least two aspects, teaching and leading. Teaching summarizes subject matters and didactic knowledge, leading is the social part of teachers' work, for example arranging a learning environment, rules, discipline and teacher-pupil-interaction. Teachers are, of course, the formal leaders, managers, in schools and classrooms. They are put in this position by formal law and social customary. At the same time, teachers do have a choice how they exercise their part as a leader depending on personal preferences, their own education and, again, legal and social boundaries.. What is considered as good respectively bad leadership for a teacher is changeable.Teachers and schools are a common theme for film and television. The dramatic focus lies on the social aspects of school and classroom life, the relation between teachers and pupils for example, subject matters are rarely depicted. This means teachers are mainly portrayed in their role as leaders.Mass media, such as television and films, give direction to discourses in society. Analyzing them can give a clue to what matters concern at a certain time period and in a certain society. In Sweden the film Torment (Hets) written by Ingmar Bergman in 1944 has been influencing public discourse about school and teaching since then.In this paper we are going to analyze how teachers' leadership is depicted in this film. Using directed material as empirical data allows us to ask “Who is the good teacher and who is the bad – or evil – teacher?”In our discussion we will look at how the formal manager role that teachers get by law and social customary leaves space for different kinds of teachers' leadership. Will bigger juridical authority for teachers prevent evil teaching, or is the opposite more plausible? But even common ideas of morality will have to be considered and discussed; why is a certain type of leader connected with the role of the good hero and the other one is the evil villain? Is this the only way the different styles of leadership can be looked at?
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| 10. |
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