| 1. |
- Korp, Helena, 1967-, et al.
(författare)
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Etnografi i forskning om ungdomars vardag
- 2013. - 1. uppl.
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Ingår i: Barn- och ungdomsforskning. - Lund. - 9789144075525 ; , s. 61-80
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- von Brömssen, Kerstin, 1952-, et al.
(författare)
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A "blind spot" : Reproduction of racism in educational landscapes
- 2021
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Ingår i: Rethinking education in light of global challenges. - London : Routledge. - 9781003217213 - 9781032108193 ; , s. 51-65
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter is divided into five sections. The first section starts with a narrative from one of our research projects on inclusion and equality for newly arrived students in elementary schools, which was a case study in two municipalities in Sweden (Korp et al., 20191). This narrative will be used for discussion on race and racism in the following sections, both in a historical and in a contemporary perspective. As argued by Martin Eriksson, there is quite a lot of research on race and racism in Sweden during the time period 1900–45, but Eriksson looks for research that does not stop at the end of this period, and studies the continuity between current racism and racial intolerance and those of earlier periods (Eriksson 2016, p. 17). This is a discussion we want to contribute to, arguing that racist discourses are vicious social constructions which both live on as historical memories, as well as being constantly renewed (cf. Schierup, Ålund & Neergaard, 2018). The issues of race and racism discussed in this chapter were not at the front of our initial research questions, but came to be an important result in relation to inclusion and equality for newly arrived students in Swedish elementary schools (Korp et al., 2019). The chapter ends with a section on silencing racism in school and how this can be related to a strong welfare state. Reflections on education, racism and silences on racism conclude the chapter.
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| 4. |
- Andersson, Åsa, et al.
(författare)
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Work Integrated Learning from the Perspective of Internationalization
- 2012
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Ingår i: The European Conference on Educational Research 2012.
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Konferensbidrag (refereegranskat)abstract
- The focus of this presentation is on work integrated learning in higher education that takes place in a cultural context different to that which the student is accustomed to. In higher education internationalization is often stated as a central vision both in relation to education and research. This is commonly expressed in policy documents in statements such as working for an open and border crossing university and having a distinct international perspective in all forms of higher education. The research project “Work integrated learning from the perspective of internationalization” is designed to highlight some of the conditions that surround such visions by examining learning in international settings from students' experiences of practice-related activities abroad. This involves activities that are directly work-oriented or field work carried out within the framework of a university course and / or a bachelor thesis. In the project we are thereby examining students' situated learning and thus highlight the contextual practice community they can access in an international environment. This includes both specific and more general aspects of learning in which different aspects are highlighted. Specific training related to special education programs focus on the development of professional identity while generally learning affects students from all programs in which learning outcomes such as wider perspectives and critical thinking are included.Our research focus is of exploratory nature where the approach is to examine students’ experiences of practice-related learning from the perspective of internationalization. This is being researched from three relating aspects. • Emotional and identity transformational aspects of learning. What does it mean to be in a relatively unknown social environment and there be faced with work-related tasks? What kind of interpretations and understandings of the situations occur? • Communicative aspects of students' practice-oriented learning – the importance of language and cultural codes. • Comparative aspects of students’ learning – the importance of comparisons for perspective taking and development of knowledge.Previous researched has been done on students’ practice-related learning in the field of work integrated learning. The forms of practice-oriented learning are of various kinds. It may be learning through the use of practical training related to establishing a profession-specific knowledge and identity. Other forms are the use of direct working connections or cultural settings outside the university through project work in course moments and / or for a bachelor thesis. What is common to these various forms is an endeavor of higher education to make the arena and cultural settings outside the university to a direct part in students’ learning. Given that the internationalization of higher education has increased, it is important also to examine students’ learning in various international contexts. The relevance of this can be found in theories of learning particularly those focusing on the contextual meaning from the idea that learning originates from the experience of interaction with the environment. Social aspects such as the relational and dialogic qualities are central already in the work of Vygotsky (1962) but according to Cooper (2008), it is only recently that this has been researched from an international perspective.MethodThe study is based on qualitative interviews with post graduate students who have completed internship or field work abroad. We have conducted in depth interviews using a guide with thematic questions focusing on emotional, communicative and comparative aspects of work integrated learning abroad. When processing the raw information the interviews were digitally-recorded and transcribed verbatim. The sample includes 12 in depth interviews, three students from each four different departments (social work, teacher, health promoter, cultural studies and engineering) at a smaller Swedish university. Another category of material is the interviewed student’s written reports from their field work. A content-analysis is performed on all parts of the material according to the three mentioned aspects. The analysis is abductive, which means that it uses theoretical concepts in making sense of the material, but is also sensitive to the participants' own ways of conceptualizing their experiences and learning. Common as well as unique features in the students' stories will be presented and discussed and considered in regard to the students' personal, institutional and cultural contexts.Expected OutcomesPreliminary analysis suggest in line with previous studies that the interviewed students' experiences of practice-related learning in a different cultural context show linkage with the phenomenon of sojourning which means taking up temporary residence in another culture. The previous, more linear psychological explanatory model of "adapting" the self in a new country to study or work does not suffice to explain the students' various experiences and learning in their field of study/professional development or on a more general. Our primary analysis of the material rather indicate that these processes are best understood as a complex web of shifting links between mastery of communication, social interaction and personal development. It is the management of this web which gives the result of cross-cultural adaptation and renegotiation of the "identity". As previous studies in the field have shown, personal, educational and psychological factors are as important as organizational and social-cultural factors for influencing the learning outcome (Qing et al 2010). And when it comes to identity formation practice related learning abroad also shows deeply personal transformative possibilities (Ryanand & Viete 2009).ReferencesCooper, G. (2008) "Assessing International Learning Experiences: A Multi-Institutional Collaboration". In: Phi Kappa Phi Forum/ Vol. 88 Qing, G., Schweisfurthb, M. & Daya, C. (2010) "Learning and growing in a 'Foreign' Context: Intercultural Experiences of International Students" In: A Journal of Comparative & International Education. Vol.40, No. 1. Ryan, J. & Viete, R. (2009) “Respectful interactions: learning with international students in the English-speaking academy”. In: Teaching in Higher Education, Vol. 14, No. 3 Vygotsky, L. (1962) Thought and language. Cambridge: MA: M IT press
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| 6. |
- Henry, Alastair, 1963-, et al.
(författare)
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Generating Engagement : A Content Analysis of the Motivational Qualities in EFL Teachers’ Descriptions of Motivating Activities
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students’ declining motivation to learn English in school presents a major challenge for teachers (Ushioda, 2013) and motivation researchers need to help them “find ways of eliciting, enhancing, and sustaining students’ motivation” (Guilloteaux, 2013: 3). While recent publications (e.g. Dörnyei & Kubanyiova, 2014; Gregersen & Macintyre, 2014) offer theoretically-based, practically-oriented guidance on generating motivation, focus tends to be on the development of language-speaker/user self-concepts over longer timescales. In the research literature on materials design, itself an under-explored area (Gilmore, 2012), focus has been directed to the effectiveness of tasks as classroom input, rather than their motivational qualities. Faced with a daily need to deliver motivating activities, teachers are poorly supported by principled advice. With the aim of contributing to the development of effective practice, and recognizing that “the accumulated wisdom of best practices in the teaching profession considerably exceeds the significance of the findings of empirical investigations” (Dörnyei, 2009: 267), the purpose of the research presented here is to examine the language learning activities teachers themselves consider motivational.An electronic questionnaire was distributed to 325 teachers of English from a randomly-drawn sample of 65 secondary schools in Sweden. An open-ended question invited teachers to describe an activity carried out in the current/previous term which they experienced as generating student motivation. Quantitative and qualitative content analysis techniques were employed in the analysis of these descriptions. Drawing on activity-relevant motivational factors outlined by Dörnyei and Csizér (1998), Ushioda’s (2011) principles for motivating learners ‘to speak as themselves’, and Henry’s (2013) identification of the motivational potential of activities with ‘affinity space’ features (Gee, 2007), analyses were guided by five overarching motivational characteristics; Interest, Personal relevance, Autonomy, Invoking transportable identities and Affinity space features. Recurring themes, frequencies, and exemplar activities are presented and tentative proposals are made for practice development.SUMMARYIn delivering motivational activities, teachers are poorly supported by principled advice. The research objectives were to examine activities teachers consider motivational. Descriptions of activities provided by Swedish EFL teachers from a randomly-drawn sample (N=325) were analysed. Themes, frequencies, and exemplar activities are presented. Proposals for practice development are offered.
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| 7. |
- Henry, Alastair, 1963-, et al.
(författare)
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Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
- 2018
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; :2, s. 247-273
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Tidskriftsartikel (refereegranskat)abstract
- Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.
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| 8. |
- Jonsson, Anna-Carin, 1964-, et al.
(författare)
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Teachers’ implicit theories of intelligence : influences from different disciplines and scientific theories
- 2012
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 35:4, s. 387-400
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Tidskriftsartikel (refereegranskat)abstract
- A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most
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| 9. |
- Korp, Helena, 1967-, et al.
(författare)
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Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this questionnaire-based study is to investigate whether differences in ways in which teachers of English view the challenge of generating pupil motivation, and the nature and qualities of the activities they regard as motivational, are related to (i) school-type and (ii) pupil demographics. The study is part of a larger project investigating ways in which teachers relate to pupils’ increasing encounters with English in out-of-school contexts as observed recently in the Nordic countries (Simensen, 2010; Sundqvist, 2009). The study draws on responses of teachers (n = 111) who completed an online survey sent in 2014 to a randomly-drawn sample of grade 6 – 9 English teachers (N =250). The questionnaire comprised Likert-scale items focusing on factors identified as having a positive impact on language learning motivation (Dörnyei & Ushioda, 2011; Henry, 2013). These were: (i) self-reported recognition of the value of youth culture in goal-directed teaching, (ii) knowledge and use of digital medias, (iii) creation of networked environments, (iv) creation of activities emphasizing creativity and self-expression, and (v) attempts to link out-of-school English experiences with in-school learning. The questionnaire additionally included an open-ended question inviting teachers to describe a task they found particularly motivated their pupils. Mean scores were calculated for the scales and cluster analysis was used to identify teachers with differing approaches to generating motivation. Responses to the open question were content analyzed and quantitatively coded. Preliminary analyses indicate that teachers who report types of practice that draw on pupils’ out-of-school encounters with English, create learning activities that engage with pupils’ interests and identities and which embody features of networked communication are overrepresented in (i) independent schools and (ii) schools with relatively high proportions of pupils from academic home backgrounds and a low share of pupils with minority backgrounds. In that performance is mediated by motivation (Dörnyei, 2009), the presence of such patterns sheds light on school- and pupil-related differences in attainment found in Nordic and other settings.
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| 10. |
- Korp, Helena, 1967-, et al.
(författare)
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Exploring multi-sited ethnography as an approach for studying good practice in the L2 classroom
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- IntroductionThis paper explores multi-sited ethnography (Marcus, 2011) as a research strategy in L2 classroom research in regard to a specific project: Bridging the Gap between in and out-of-school English: Learning from good practice (hence forth BTG). Using an online survey, we aim to identify English teachers in Swedish lower secondary schools (grades 6-9) who in their teaching are committed to exploring and drawing on students’ experiences and use of English in their free-time. After establishing contact and reaching agreements with selected teachers, we plan to do in-depth classroom studies through observations, interviews with teachers and students, collected instructional materials and student work, and other possible sources. We will also collect data from students in these classes about their use of English outside of school. The classroom studies will be carried out by three or four researchers, each spending about three weeks with four teachers which means that we will get data from the classrooms of about 16 teachers (which means approximately 48 weeks of classroom studies). Such a design, where a phenomenon is elicited based on the analysis of observational and other kinds of data from several settings has been termed “multi-sited ethnography” Coleman & von Hellermann, 2011).With this design we hope to combine many of the benefits of classic ethnography, based on rich data from the extensive study of one case, with the opportunity to explore the complex interplay between learning tasks, processes, teaching and classroom culture in various pedagogic contexts. We also intend to examine what kind of tasks that are motivating for different students, and which students get the opportunity to feel that their cognitive and cultural resources are recognized and drawn upon in class. Realizing that we can never predict how a pedagogical action or task would be interpreted and work out in a new context or from all students’ point of view (Willis & Trondman, 2000), our hope is still that we will be able to convey the results of BTG in such a way that teachers could use them, not as a manual, but as a starting point for reflecting on how such processes could develop in their classrooms, with their students.The purpose of the current paper is to discuss how ethnography, and particularly multi-sited ethnography could be applied in our project, given the purpose and theoretical framing of the study as well as practical concerns. We will do this through a review of literature on methodology in classroom ethnography and of second language (L2) studies in the same vein as our project.The review is not based on a systematic selection of readings, but is an effort to outline a map of the methodological and theoretical landscape where we, at this moment, see it as relevant to place and discuss our study. Another purpose of this paper is to provide it as a point of departure for critical and creative discourse with experienced ethnographers in OEC about design and methods, and thus help us work these out soundly. Willis & Trondman (2000, p. 12) argue concerning theory in ethnography thatthe criterion for relevance is maximum power in relation to the data for purposes of illumination, not theoretical adequacy or sophistication for its own sake. ‘Analytic points’ can be made without recourse to a full account of the whole intellectual history of the traditions from which theory is drawn: the necessity is for sufficient, perhaps quite brief, account of the specific theoretical work that a concept or view can bring to the subject of study, its usefulness in context.The paper is organised as follows: a presentation of the purpose and theoretical framing of the project, the literature review, an outline in more concrete detail of our planned design of the project BTG (based on our application for grants, and inspired by the accounted readings and by other empirical L2 studies in the same vein). We conclude with some ideas and questions regarding our research project.
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