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- Andersson, Per, 1964-, et al.
(författare)
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Qualification paths of adult educators in Sweden and Denmark
- 2013
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Ingår i: Studies in Continuing Education. - : Routledge. - 0158-037X .- 1470-126X. ; 35:1, s. 102-118
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Tidskriftsartikel (refereegranskat)abstract
- The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator’s qualification path.
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| 4. |
- Björck, Ville, 1982-
(författare)
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The idea of academia and the real world and its ironic role in the discourse on Work-integrated Learning
- 2020
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Ingår i: Studies in Continuing Education. - 0158-037X .- 1470-126X. ; 42, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Work-integrated Learning (WIL) seeks to bridge the gap between ‘scholastic’ training and work. This study explores the ironic fact that the WIL discourse remains formed by the idea of academia and the real world, an idea that in decisive ways creates this gap. A genealogical discourse analysis of how this idea operates in 79 present and past official documents promoting the Cooperative Education (Co-op) WIL model is used to explore this ironic fact. Two accounts of this idea are dominant in both present and past documents – the deficit account, which merely creates the stated gap, and the collaborative account, which both creates and bridges this gap. I emphasise that the Co-op and other standard WIL models embody and (re)produce the stated idea because they locate ‘scholastic’ training outside the ‘real world’. This separation dates back to scholè – the ancient Greek school that aimed to disconnect ‘school’ from ‘work’. Because WIL has the opposite aim, I argue that this separation is in fact counterproductive for WIL. Finally, I argue that locating WIL in a third place outside university and working life can be a way of avoiding the separation that (re)produces the idea of academia and the real world.
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- Bolldén, Karin, 1980-
(författare)
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Teachers' embodied presence in online teaching practices
- 2016
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Ingår i: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X. ; 38:1
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to examine teachers’ embodiments online. The analysis is based ononline ethnographic data from two online courses in higher education settings usingdifferent information and communication technologies. The perspective of practicetheory and the concepts of being a body, having a body and the instrumental body wereused to analyse how teachers step into an embodied presence. The embodied presencedepends on both teacher judgements and what the technology offers. The finding addsto the understanding of the concept of teacher presence online, in showing that teacherembodiment occurs online and furthermore that the body could be understood asmultiple. The result also shows how online and offline bodies hang together,actualising the offline body in the online setting, which in turn raises questions onthe dualism of online and offline. Teachers also deliberately used their embodimentsand bodily traces online in order to sustain presence and to bring about certain teachingpractices. Their bodily positioning signalled what kind of teaching that would takeplace. A deliberate positioning of the online body in a virtual world also helped toreduce the complexity of the arrangements for the students.
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| 6. |
- Bradley, Linda, 1961, et al.
(författare)
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Professional development of Syrian refugee women: proceeding with a career within education
- 2022
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Ingår i: Studies in Continuing Education. - 0158-037X .- 1470-126X. ; 44:1, s. 155-172
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Tidskriftsartikel (refereegranskat)abstract
- © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This research investigates professional development with Syrian refugee women teachers settled in Lebanon and Sweden. Both countries offer professional training programmes for migrant teachers, enabling them to proceed with their careers. The purpose is to investigate how moving to a new country calls for an opportunity to engage in practice development and the role digital literacy plays in the refugees’ lives. We conducted interviews with twenty women in Lebanon and Sweden. The outcomes show that engaging in further career development is empowering and beneficial for strengthening and developing teaching and learning skills, and mobile literacy plays a role in overcoming the language barrier.
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- Bredlöv, Eleonor, 1982-
(författare)
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Becoming an emotional worker and student : exploring skin and spa therapy education and training
- 2021
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Ingår i: Studies in Continuing Education. - : Routledge. - 0158-037X .- 1470-126X.
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Tidskriftsartikel (refereegranskat)abstract
- This study connects to the term‘emotional labour’, coined by [Hochschild, A. R. (1983) 2003.TheManagedHeart:Commercialization of Human Feeling. 2nd ed. Berkeley, CA:University of California Press], and explores how skin and spatherapy students are constructed as emotional workers inlearning processes surrounding the body. Drawing on apoststructural approach, inspired by Foucault, regularities ofdescription and self-description were analysed in the material, which consist of interviews andfield notes derived fromobservations of classroom interaction. The results show howstudent subjectivities are produced as a response to thepresumption about body availability in the educationalarrangements. It also shows how students are positioned andposition themselves as emotional workers through threereoccurring issues surrounding the body; the body as a privatesphere, the body as a place of pain, and disgusting peculiaritiesof the body. Here, struggling subjectivities emerge, striving to overcome the obstacles that the body might entail in becoming aprofessional. The participants self-position and are positioned asresponsible concerning each other’s’learning processes, makingtheir bodies available for their classmates to practice on, communicating their thoughts and feelings as posing clients, developing their empathic abilities towards future clients. Thus, the participants are not only produced as emotional workers, but emotional students, pinpointing the necessity of educational research on emotional labour.
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| 8. |
- Bredlöv, Eleonor
(författare)
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Shaping the female student : an analysis of Swedish beauty school recruitment texts
- 2016
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Ingår i: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X. ; 38:2, s. 243-258
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the recruitment of adults to the beauty industry in Sweden. It is concerned with a move in (beauty) education away from state and towards private provision in a wider context where education is becoming more heavily marketised. Drawing on a poststructural approach inspired by the work of Foucault and feminist theory, the shaping of student subjectivity in recruitment material for private beauty schools is analysed. A poststructural approach provides analytical tools that make visible the process of how power shapes subjectivities, and the use of feminist theory gives special focus to the gendered aspects of this process. The study includes a textual analysis of website homepages of beauty schools, beauty schools’ Facebook pages and web pages that provide compiled information on educational programs and courses connected to the beauty industry. The analysis shows how consumption is constituted and feminised through specific marketing strategies and thereby becomes both a starting point and a resource for the shaping of student subjectivity. Thus, a particular form of gendered entrepreneurial self is shaped in this femininised educational context, and this study therefore highlights the importance of vocational research that takes into account the shaping of student subjectivity.
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| 9. |
- Fejes, Andreas, et al.
(författare)
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A place called home: the meaning(s) of popular education for newly arrived refugees
- 2022
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Ingår i: Studies in Continuing Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0158-037X .- 1470-126X. ; 44:1
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we direct our focus on some of the recent activities undertaken by popular education institutions in Sweden in relation to the refugee challenge in 2015. The aim is to analyse how these popular education activities are shaped as specific communities of practice, through the ways they are described by those who organised these, and what meaning newly arrived refugees create regarding their participation in these practices. Drawing on a socio-cultural understanding of participation and learning, we analyse interviews with newly arrived refugees, principals, managers, teachers and study circle leaders. Our analysis illustrates how popular education emerge as specific communities of practice different compared to the regular education system; how these practices are shaped as practices of stability and learning; and how newly arrived refugees construe these practices as important in their current engagement across a range of communities in the role as newcomers.
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| 10. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Activating the worker in elderly care : A technique and tactics of invitation
- 2011
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Ingår i: Studies in Continuing Education. - : Taylor and Francis. - 0158-037X .- 1470-126X. ; 333:3, s. 235-249
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Tidskriftsartikel (refereegranskat)abstract
- Relatively little attention has been paid to questions of how language acts in and through the interactions of language in situations where people are encouraged to learn to be active in contexts of work. This paper argues that detailed analysis is needed to understand how activation through language acts in the shaping and governing of workers. By combining resources from Michel Foucault and the conversation analysis of Jonathan Potter, we analyse observational notes and records of conversation from work activities at a nursing home for elderly people in Sweden. A technique and tactics of invitation are identified as operating through language interactions at work in attempts at the shaping of activate and responsibilise workers. This analysis contributes to wider discussions over how attempts are made to shape subjectivities at work.
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