| 1. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Step by step - moving forward : Different resources for learning at vocational education on the handicraft programme
- 2023
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Ingår i: Book of abstracts.
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Konferensbidrag (refereegranskat)abstract
- In the vocational education classroom settings, teaching and learning are done in interaction between teacher and students. This study is a part of a larger VR-funded project (dnr 2017-03552) which explores vocational learning in technical upper secondary vocational education. In our study we aim to shed light on how learning takes place in a vocational classroom at the handicraft programme (hair- and makeup stylist) in actual teaching situations. When studying how learning takes place in a vocational and educational training classroom, we can reach more in-depth knowledge about the teacher-student interaction in a narrower scale. The purpose is to contribute with knowledge regarding how learning takes place and can be made visible with support of the concepts critical aspects features within variation theory (cf. Marton, 2015) and how learning is done in interaction (Sahlström, 2012) between the teacher and the student(s) in the learning settings. Methods/Methodology Our empirical data consists of video material of lessons in the Handicraft programme. Conversation Analysis and Variation Theory (CAVTA) are the basis of this study described by Kilbrink and Asplund (2020). To reach a more comprehensive knowledge of the what- and the how-aspects of learning, Conversation analysis and Variation Theory are merged into one common approach (cf. Emanuelsson & Sahlström, 2008). CAVTA is used as the analytical tool when analyzing the video material. Expected outcomes In the data we can see that it takes about 3-7 rounds of interactions where the student gets guidance step by step, before the student reach the learning content regarding the whole makeup procedure. The teacher comes back to the students learning process and negotiates continuously during the lesson. Learning occurs through negotiating when using artefacts, embodied movements, mirrors and tools. References Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205-223. https://doi.org/10.1080/00313830801915853Kilbrink, N., &Asplund, S.-B. (2020). “This angle that we talked about”: learning how to weld in interaction. International Journal of Technology and Design Education, 30(1), 83-100. https://doi.org/10.1007/s10798-018-9490-zMarton, F. (2015). Necessary conditions of learning. Routledge. Sahlström, F. (2012). "The truth lies in the detail": On student and teacher epistemic-stance displays in classroom interaction. In B. Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. (pp. 79-90). Sense publishers.
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| 2. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Using the Mirror as a Working Tool in Handicraft Education
- 2023
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Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). - Liverpool.
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Konferensbidrag (refereegranskat)abstract
- In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.
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| 3. |
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| 4. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Approaching life story interviews as sites of interaction : Integrating conversation analysis with a life story approach
- 2019
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Ingår i: Qualitative Research Journal. - : Emerald Group Publishing Limited. - 1443-9883 .- 1448-0980. ; 20:2, s. 175-187
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used in a rural working-class man’s identity construction.Design/methodology/approachThe conversation analysis methodology with its explicit focus on embodied social action, activity and conduct in interaction is integrated with a life story approach when analysing and describing the identity constructing processes that take place in life story interview settings.FindingsThrough a close and detailed analysis of the interaction between interviewer and interviewee, and by focusing and highlighting the phenomena and identities that are oriented to in the face-to-face interaction here and now (and in relation to there and then), descriptions of the complex and dynamic identity constructing processes that are set into play in the life story interview are possible.Research limitations/implicationsIt is argued that the approach has a lot to offer when approaching life story data, and thus is a method that can increase the transparency in life story interview research.Originality/valueThe paper explores the intersection of what is often seen as diametrically opposed forms of analysis: conversation analysis and narrative inquiry.
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| 5. |
- Asplund, Stig-Börje, 1973-
(författare)
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Att skolas till en läsare – om den svenska skolans läsundervisning under 1990- och 2000-talet genom en ung arbetarmans berättelser : om den svenska skolans läsundervisning under 1990- och 2000-talet genom en ung arbetarmans berättelser
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - : Svensk Förening för Pedagogisk Forskning. - 1401-6788 .- 2001-3345. ; 27:1, s. 36-60
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln uppmärksammas en ung arbetarmans berättade erfarenheter av den svenska skolans läsundervisning. Utifrån en livsberättelseansats som sätter den berättande människan och dennes erfarenheter i centrum synliggörs hur fram-växandet av en läsarhistoria är ett resultat av ett komplext samspel mellan erfaren -heter och minnen av skolans läsundervisning och de erfarenheter som gjorts utanför denna kontext över tid. Den läsarhistoria som växer fram samspelar i sin tur med den specifika lokala och historiska kontext i vilken berättelserna ägt rum och med de upplevda förväntningar som vilat på berättaren att vara pojke och man i en svensk skogsbygd. Artikeln synliggör hur läsning görs till en socialt och kulturellt accepterad praktik inom en lokalt förankrad maskulin arbetarklasskultur genom processer där läsningen kopplas till konkreta fysiska handlingar och in-förlivas i en muntlig berättartradition. Genom dessa transformationsprocesser görs läsningen inte enbart till en ”nyttig” eller ”vettig” sysselsättning, utan också till en praktik genom vilken en ung arbetarman i skogsbygden utvecklar en identi-tet som läsare. Studien riktar ljuset mot frågor som kretsar kring vem som är en läsare, och vem som inte är det, vad läsning är och vad det inte är, och på vems eller vilkas villkor. Studien illustrerar också hur de möjligheter att diskutera läsningens vad, hur och varför i skolans läsundervisning riskerar att gå förlorade i en läsdiskurs som betonar läsning av pappersburen typografisk text och som utestänger andra, alternativa sätt att läsa och skapa mening i mötet med olika typer av texter.
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| 6. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Becoming a construction worker in the connected classroom : Opposing school work with smartphones as happy objects
- 2020
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:1, s. 65-94
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to fill a very specific and acute gap; in addition to the few studies on youth and digitalisation, smartphones and other mobile tools, it is very clear that the field of research concerning these issues in regards to vocational education and training is close to non-existent. By examining male Building and Construction programme students’ collective use of smartphones in interaction during classes, this study contributes to increased knowledge about some of the challenges and possibilities that arise with the digitalisation of vocational education and training. The study uses new and innovative methods regarding how students’ digital activities in the classroom could be captured and studied, and approaches video recorded data through the lens of Sara Ahmed’s ideas of happy objects (2010), and the concept of community of practice (Wenger, 1998). The analyses show how the identity constructing processes that take shape when the students orient towards the smartphone as a happy object intersect with the students’ future vocational identity as building and constructing workers, as well as explicating an anti-school culture.
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| 7. |
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| 8. |
- Asplund, Stig-Börje, 1973-
(författare)
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Being a skilled reader : Reception patterns in vehicle engineering students' literature discussion
- 2012
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 3:2, s. 243-257
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how four male vehicle engineering students at an upper secondary school in Sweden engage in literature discussion. The study combines a Conversation Analysis (CA) approach with a reception theory perspective and shows that the boys use direct reported speech (DRS) in their interaction as a technique to handle intimate and personal dimensions in the text, but also to construct themselves as skilled readers. Approaching the empirical data in this way makes it possible to go beyond the stereotyped images of (working class) boys presented in so many research papers and provide a more nuanced picture of boys' reception pattern in a school context.
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| 9. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Between oral and written culture : An exploration of a Swedish working class man’s learning trajectory
- 2020
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation explores the intersection of the literacy practices of home and school, when a rural working-class man reflects on his learning trajectory from the standpoint of the present. The data consists of five life story interviews conducted with Noel, a man in his 30s who lives in a small rural town in Sweden. The analysis of Noel’s learning trajectory shows that much of the learning that is going on (whether it be through conversation or through reading) is reappropriated by the ancestral culture that surrounds Noel. This presentation will elaborate further on these processes of re-appropriation with a focus on issues on masculinity, class and schooling.
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| 10. |
- Asplund, Stig-Börje, 1973-
(författare)
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Body Talk : Moving beyond speech when analysing literature discussions
- 2016
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Ingår i: Language and Literacy. - 1496-0974. ; 18:3, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.
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