| 1. |
- Davies, Bronwyn, et al.
(författare)
-
Constituting "the subject" in poststructuralist discourse.
- 2006
-
Ingår i: Feminism & Psychology. - : SAGE Journals. - 0959-3535. ; 16:1, s. 87-103
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we describe a collective biography that we convened in order to revisit the site of the radical theoretical break with the liberal humanist individual marked by the poststructuralist work of Henriques and colleagues and the feminist poststructuralist work of Weedon. These writers suggest that the new subject of poststructuralist theory will be more open to the changes desired by feminist and social justice movements. They describe the break with the liberal humanist subject as a break that heralds new possibilities of personal and cultural transformation. In this article, using the medium of collective biography stories, we revisit the relation between the liberal humanist individual and the transformative possibilities poststructuralist writers envisaged for the new subject of poststructuralism. We situate the discussion in the context of our transformation into neoliberal subjects over the last three decades.
|
|
| 2. |
- Nilsson, Monica, et al.
(författare)
-
Will this be on the exam? : The tension between use value and exchange value in higher education and its relation to forms of learning
- 2007
-
Konferensbidrag (refereegranskat)abstract
- This paper explores discourses in higher education viewing two pairs of concepts, on the one hand, the concepts of use- vs. exchange value and on the other, the concepts of deep vs. surface learning. Drawing on Yrjö Engeströms’ position of use- vs. exchange value, and his elaboration on the activity system, we assert that any component in an activity system combines two inherent forces which compete yet presuppose one other. It is this dialectical relationship which makes systems dynamic and thus change over time. The paper is based on an empirical study using data from a distance- and net based course in general pedagogy at a Swedish university. In the context of higher education, the tension between use- and exchange value is present on a daily basis in the life and work of instructors and students. A student has to pay attention to rules and regulations that form the structure of the educational institution. For example, the Swedish educational system requires that a student maintain a certain number of credits per semester in order to qualify for a study loan. On the other hand, the university’s state funding is based on how many students pass their exams. For the student, the credit requirement often leads to a strategic approach to learning governed by a wish to pass the test as the major goal. For the instructor, the funding rule compels her to organize the interpreted curriculum so that the content of the course becomes achievable within the course time limit and the level of achievement is measurable. Thus, the student and the instructor have a shared interest. We define these interests as the exchange value of education. However, both the instructor and the student have an interest in reaching a goal beyond the immediate satisfaction of obtained credits. This goal is about developing competence, capabilities, skills and insights held as important in higher education. We define these goals as use value of education.At a first glance one would tend to relate the exchange value of education with what has been defined as the surface approach to learning (Marton & Booth, 1997). The surface approach to learning focuses on what can be called the sign, for example, a text itself (ibid). This implies that memorization, replication and rote learning become the main approaches to learning. A student’s attitude rests on the belief that knowledge is to be declared as rather fixed answers and tested in terms of right and wrong. This is in contrast to the belief that knowledge is constructed through an understanding of complex phenomenon and concepts involving the act of relating previous knowledge and experiences with new knowledge. On the other hand, the concept of the deep approach to learning could easily be related to the use value of education since this approach focuses on what which is signified, for example, the meaning of a text. The deep approach to learning also focuses on using organizing principles to integrate ideas (Marton & Booth, 1997). Hence, this approach leads to a more durable and complex set of competencies, skills, and insights. However, under present conditions this approach might require a longer process, which might not be available within the existing institutional structures. Thus, we assert that, there are a bound to be consequences for higher education in terms of the quality of learning.In this paper, though, we are interested in understanding the dialectical relationship between use- and exchange value and the link to learning. Thus, we want to go beyond the immediate perception of the relationship between exchange value and surface learning, on the one hand, and use value and deep level learning, on the other. In this paper we ask the following two questions. What are the signs of use- and exchange value in communication between students and instructors in higher education? How are manifestations of use- and exchange value approached by students and instructors in higher education aiming at a deep approach to leaning? Thus, the purpose of the paper is to contribute to an understanding of the dialectical tension in the object of the activity of higher education and its relationship to forms of learning. With forms of learning we here refer to surface- and deep approaches to learning but we might also include expansive learning though that is not the main focus of this study.On an applied level, higher education institutions aiming at deep approach to learning and durable and complex competencies, skills, and insights should benefit from this study.
|
|
| 3. |
- Svensson, Lennart, et al.
(författare)
-
Internationalisation in the Swedish nurse education from the perspective of teachers involved: An interview study
- 2007
-
Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 53:3, s. 279-305
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents results from an interview investigation with teachers in Swedish nurse education especially interested in internationalising the education. The aim has been to study teachers' understandings and experiences of internationalisation against the backdrop of the strong concern for internationalisation expressed in policy documents. The results are seen in the context of globalisation, constraints to educational change, in a cultural perspective, and in relation to the need of a curriculum theory. The teachers united the global, in the form of personal experiences of other countries and cultures, with the national and local. Their experiences abroad were a basis for their interest in, and choice of content in, their teaching, considered to represent internationalisation of the education. The teachers were interpreting internationalisation in line with there understanding of nursing and the general approach to nursing in the education, without making any clear distinction concerning what specifically was internationalisation. The teachers seem to represent an important resource in internationalising the education. However, their understanding of and approach to internationalisation did not represent a shared culture and there was no shared curriculum including a distinct understanding of internationalisation. This is seen as a big challenge to both policy makers and teachers.
|
|
| 4. |
|
|
| 5. |
- Wihlborg, Monne, et al.
(författare)
-
Internationalizing Higher Education
- 2007
-
Konferensbidrag (refereegranskat)abstract
- Wihlborg, M: At the INQAAHE International Quality Assurance in Higher Education. Conference on the theme: “Quality Assurance: Coming of Age-lessons from the Past and Strategies for the Future” in Toronto, Canada, April 2007 at the Sharaton Centre. Authors: Lennart Svensson LU & Monne Wihlborg, Lund University & Inst., of Technology Blekinge. Sweden. Submitted - conference proceedings.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Wihlborg, Monne
(författare)
-
The Pedagogical Dimension of Internationalisation : A Challenging Quality Issue in Higher Education for the Twenty-First Century
- 2009
-
Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 8:1, s. 117-132
-
Tidskriftsartikel (refereegranskat)abstract
- What are the pedagogical impacts of internationalisation on the development of higher education in Europe? How can we proceed in this process and take a pedagogical stance on the issue? This theoretical article is partly based on a series of empirical studies, conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. Here, some further implications of these studies are examined and discussed in relation to recent publications and research concerned with internationalisation in higher education in various ways. Underpinned by the findings of earlier studies, this article argues that even though the internationalisation of higher education has been extensively researched in recent decades, more qualitative studies are needed. In particular, there is a lack of studies from the perspective of teachers and students concerned with their experience of internationalisation, and with how they interpret various aspects of this process in relation to their respective educational contexts. The empirical results of the series of studies conducted earlier in this area by the author show that teachers’ and students’ experience of internationalised contexts varied, and that they were experienced as ambiguous and difficult to grasp. Both teachers and students experienced such contexts as difficult to evaluate in terms of learning outcomes. This article argues in favour of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice. Adopting this perspective not only sheds light on issues of meaning making in learning and understanding knowledge content, but also raises significant questions of a general order, concerned with the nature of knowledge development in international educational contexts.
|
|
