| 1. |
- Beach, Dennis, 1956-, et al.
(författare)
-
Rurality and education relations : metro-centricity and local values in rural communities and rural schools
- 2019
-
Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:1, s. 19-33
-
Tidskriftsartikel (refereegranskat)abstract
- Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
|
|
| 2. |
- Nylund, Mattias, 1980, et al.
(författare)
-
Socialisation and citizenship preparation in vocational education : Pedagogic codes and democratic rights in VET-subjects
- 2020
-
Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 41:1, s. 1-17
-
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.
|
|
| 3. |
- Frelin, Anneli, Professor, 1969-, et al.
(författare)
-
Transitions in Nordic school environments – an introduction
- 2021
-
Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 12:3, s. 217-224
-
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.
|
|
| 4. |
- Norqvist, Maria, 1974-
(författare)
-
Fritidshemmets läroplan under förhandling : formulering, tolkning och realisering av del fyra i Lgr 11
- 2022
-
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.
|
|
| 5. |
- Rönnlund, Maria, 1962-, et al.
(författare)
-
Arbetsplatsförlagt lärande och medborgarfostran
- 2020
-
Ingår i: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 111-124
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 6. |
- Rönnlund, Maria, 1962-, et al.
(författare)
-
Utbildningen och framtiden
- 2020
-
Ingår i: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 125-140
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
- Rönnlund, Maria, et al.
(författare)
-
Vocational or academic track? : Study and career plans among Swedish students living in rural areas
- 2018
-
Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 21:3, s. 360-375
-
Tidskriftsartikel (refereegranskat)abstract
- This ethnographic study explores how rural lower secondary school students reflect on study and career choices, focusing on the choice between vocational and academic upper secondary programs. Applying a spatial perspective, we analyze individual students’ reflections about study and career choices within a variety of rural regions, and compare patterns in the regions. The results indicate complex interactions between structural factors and individual dispositions. In places where education levels were low and the local labor market predominantly offered unskilled manual and service work, there was a stronger tendency to choose vocational programs than in places with higher education levels and access to a more varied labor market. Likewise, there was an association between strongly gendered labor markets and gender-typical choices. However, individual students positioned themselves actively in relation to the local place, its local labor market and social relations; their choices were place-bound to varying degrees, and chose upper secondary programs and presented ideas about prospective careers that were harmonious with the local labor market in some cases, but discordant in other cases. The results are discussed in the framework of individuals' horizon for actions.
|
|
| 8. |
- Bergström, Peter, 1975-, et al.
(författare)
-
Making the transition from teacher-centered teaching to students’ active learning : developing transformative agency
- 2023
-
Ingår i: Creating dynamic places for learning. - : Springer Nature. - 9789811987489 - 9789811987519 - 9789811987496 ; , s. 99-115
-
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.
|
|
| 9. |
- Ledman, Kristina, 1972-, et al.
(författare)
-
Being and becoming a female student and worker in gendered processes of vocational education and training
- 2021
-
Ingår i: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 33:5, s. 514-530
-
Tidskriftsartikel (refereegranskat)abstract
- This article reports results of an ethnographic study of how girls are positioned, and position themselves, in relation to gender regimes in three vocational programmes in Swedish upper secondary education: Restaurant Management & Food, Health & Social Care, and Vehicle & Transport. The comparison shows that there are different possible feminine positions where the girls resist and comply to varying degrees both within and between the programmes, with expectations interrelated with discourses of consumption, caring and production. However, generally the position of emphasised femininity is most prominent and becoming a female worker in the programmes’ settings involves complying with feminine ideals of a caring discourse, regardless of whether the VET is oriented towards education for masculine production work, or feminine consumption work.
|
|
| 10. |
- Rosvall, Per-Åke, 1970-, et al.
(författare)
-
Young people’s career choices in Swedish rural contexts: schools' social codes, migration and resources
- 2018
-
Ingår i: Journal of Rural Studies. - : Elsevier BV. - 0743-0167 .- 1873-1392. ; 60:3, s. 43-51
-
Tidskriftsartikel (refereegranskat)abstract
- Successful social and economic integration into Swedish society increasingly demands a post-compulsory education, but such education is increasingly centralised, posing problems for rural young people. To help efforts to address such problems, this article considers social codes and resources that may influence rural young peoples' trajectories to post-secondary and higher education. This is done by analysing how codes and resources (social, cultural and material) influenced thoughts of students preparing to leave compulsory education regarding their educational/career choices. The empirical data were gathered using ethnographic approaches (classroom observations, and interviews with students, teachers, heads and study/work counsellors) in six classes in six rural Swedish towns, differing in terms of size, access to post-compulsory education, unemployment and young peoples' trajectories. The theoretical framework is based on Massey's understandings of place and power geometry, i.e. the distinct ways different social groups and individuals are placed in relation to the flows and interconnections of socio-economic and cultural interactions. The results indicate that social resources such as siblings and cousins ‘paving the way’, or relatives in towns offering possible options, may influence choices of upper secondary school. Cultural resources such as institutional recognition, in the form of academic credentials or qualifications, were also important. So too were financial resources, partly because economically privileged students tended to pick the programme of their choice, without reflecting much about where they would live, while less privileged students had to consider potential accommodation problems. In conclusion, differences in resources seem even more important to rural young people than they reportedly are for their urban peers.
|
|
