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- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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Teaching and Learning in Technology Rich Schools : Traditional Practices in a New outfit
- 2016
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Ingår i: Education Applications & Developments II. - Lisboa : Science Press. - 9789899938977 ; , s. 205-216
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Twenty-five years ago an educational project was carried out in a school class in Melbourne Australia using one-to-one laptop computing for educational purposes. The project took place well before initiatives by global hard and software corporate giants to develop one-to-one computer actions as a global venture in the pursuit of profit. A discourse of technology optimism has worked as a driver in these developments, particularly at school levels. In it computer technology is claimed to solve problems and create educational change and effectiveness when it actually can’t and above all doesn’t. In the chapter we examine aspects of the discourse at work through critical ethnographic research.
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- Dovemark, Marianne, 1952, et al.
(författare)
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Skolan, marknaden och prekariatet
- 2018
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Ingår i: Dahlstedt, M. & Fejes, A. (red.) Skolan marknaden och framtiden. - Lund : Studentlitteratur. - 9789144119960
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Player-Koro, Catarina, et al.
(författare)
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Exploring the effects of the learning context: Comparing and contrasting on- and off-line qualifications providing programmes and courses for upper-secondary level and higher education matriculation
- 2014
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Ingår i: Rethinking Educational Ethnography Conference: Researching on-line communities and interactions; University of Copenhagen; Copenhagen 3-4 June 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This submission is based on research with a multi-sited design that targets and compares learning, interaction and outcomes. In it we discuss the challenges of doing research based evaluation of digitally innovative online learning. Empirically the article takes its point of departure from the main findings from research in four upper secondary schools in a 1:1 project (one laptop per student) and four classrooms that are part of the empirical study. Bernstein’s theoretical concept of the pedagogic discourse is used to make visible how the main incentive for teaching methods is the assessment system that recontextualises traditional discourses about teaching and learning. The conclusion is that fundamental transformations of education is less about technology and more about the changing of the structures and discourses about teaching, learning and education.
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- Player-Koro, Catarina, et al.
(författare)
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Networked ethnography as a way to investigate the influence of private actors on national policymaking in Sweden.
- 2016
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Ingår i: Paper presented at the European Conference on Educational research (ECER), Dublin..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The research in focus for this presentation is part of an on-going effort to contribute in investigating the operation and function of education policy processes through global policy networks. It-education policy making from a Swedish perspective has been taken as an example. The reason is that educational technology is a central part in contemporary global policy agenda and could be viewed upon as an example of the changing techniques of governance and political thinking of today. Networked governance is a complex and multi-faced process of privatisation that are taking place “… ‘of’, ‘in’ and ‘through’ public education and education policy making, ‘in’ and ‘through’ the work of educational business (where the marketization of IT-solutions to the educational sector play a central role) and the actions of the state” (Ball, 2008, p 83). Moreover, the analysis of this phenomenon is also part of an overall research aim to contribute in development of a critical perspective on educational technology.
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- Player-Koro, Catarina, et al.
(författare)
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The role of Conferences in Educational Policy making in Sweden through the digitalisations of schools
- 2016
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Ingår i: Paper presented at Rethinking Educational Ethnography: Researching on-line communities and interactions; University of Klaipeda.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Educational Policy making through the digitalisations of schools has been a growing feature of state education policymaking in Sweden since the start of the 1980s. However as has been previously highlighted (Player-Koro & Beach, 2013), during the past two decades the policy process has become part of the public to private transformation in education that has taken place through establishment of global networks involving diverse actor from business, philanthropy and governments (Ball, 2012). Policy networks are established and hold together on a global scale as well as on a national scale via electronic media for the most part but the opportunity to meet face-to-face has also a central function both for the exchange of knowledge and the establishment of contacts between actors in the network (Cook & Ward, 2012). Our previous studies illustrated, in line with Cook & Ward (2012), that an important node for information flow (policy flow) and policy relations was significantly comprised by conferences, in our case by two national exhibitions and conferences; the future of learning (Framtidens lärande) and SETT (Scandinavian Educational Technology Transformation) (Cook & Ward, 2012). SETT has been organized annually since 2012 and has in recent years expanded and is the only of the two conferences that will be arranged in 2016. The aim with the study reported on here is to study how policy ideas are framed and enacted during the annual conference SETT organised for information exchange about “.. the modern and innovative learning ”. It will involve engaging with delegates, initiating conversations with actors in different organisations as well as identifying who is the experts and what legitimate discourses of teaching and learning with technology is produced and where do they come from? Use of ethnographic methods in this case in the form of ‘network Ethnography’ has been an important methodology for us as a key technique for both the identifying of the infrastructure that supports the policy movements (a work that has been mainly conducted from our computer desktops) as well as in relation to what will be done in this study, examine a key site or node in the network infrastructure where policy actors are involved in conversations and meetings face-to-face. The paper will specifically discuss and elaborate on how ethnography and ethnographic perspectives can be adapted to the study of motilities of policies and actors in global network and what challenges this will have for the design of ethnographic studies
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Young people and marginalisation: Young people from immigrant families in Scandinavia
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book is the result of extensive ethnographic research that has analysed the experiences of young people from immigrant families in the Nordic cities of Copenhagen, Gothenburg and Oslo. Concepts of cultural and urban studies, sociology, education and other disciplines are used - inclusion/exclusion, territorial stigmatisation, post-colonialism and critical race theory. In many ways suburban youth are to be viewed as a class-in-itself: objectified by curricula and school practices, often vilified, downtrodden and symbolically exploited in the mainstream media and common understanding. At the same time their youth cultures evoke the other half of the Marxist class concept, the class-for-itself, in understanding youth sub-cultures as creative collective responses and resistance to a shared social situation. The hip-hop cultures of youth in multicultural areas are often postmodern in identity-play and aesthetics, but by no means de-politicised, and furthermore these youths display creativity in the social media where they challenge dominant discourses of place, identity and belonging in society. The Nordic countries are often seen as the home of egalitarianism and decent hosts of immigrants, but this book reveals a more complicated picture. Inclusion and multiculturalism may be key words in Nordic educational policy, but analyses of curricula and teaching practices show that these goals are far from realised. Curricula stress a Nordic, Western and Christian cultural heritage, school practices recommend migrants to adapt to life style of the natives and residential segregation is a central factor in mechanisms of exclusion. All major cities in the Nordic countries have immigrant-dense areas, primarily in suburbs that were originally built for the upwardly mobile native working class. This segregation means less opportunities in the educational system and it is difficult to apply for a job from ‘the wrong address’. At the same time these areas have become the nests of creative and resistant youth cultures.
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