| 1. |
- Hagström, Erica
(författare)
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Mellan människa och häst : Djur-blivande i den pedagogiska relationens mellanrum
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogy has been theorised as a process of becoming, throughout history, as well as in contemporary research. In an interplay between literary configuration as a form of arts-based research and analysis based in philosophy of education, this dissertation explores the in-between of the educational relation within a specific human–horse relationship in order to examine, re-symbolise and re-negotiate the very presumptions of what pedagogy can become. I am interested in the educational possibilities in the relational processes of becoming when the Other is a horse and, further, how imaginaries, enabled by a questioning of the anthropocentrism of processes of becoming, can contribute to think pedagogy as a relational process of becoming, rooted in becoming-animal. Firstly, against the backdrop of a critique of the discourse on animality, I analyse becoming-animal in depth. By working with the concept of figuration, I investigate the processes of becoming between human and other-than-human. As Rosi Braidotti’s (2002) notion of becoming-animal informs this specific, enfleshed relation between human and horse, this lived relation also concretises the notion of becoming-animal. Secondly, in the light of a cartography of the power relation, I claim, in line with Patton (2003), that it is nonetheless possible for ethical relations to emerge in and through that relation. By linking the idea of ‘being faced by animals’, as developed in Matthew Calarco’s (2008) work with the idea of ‘being addressed’ as developed in Gert Biesta’s (2012) work, I see the horse’s face appear as an educational and ethical questioning. Thirdly, drawing on Luce Irigaray’s (1993) concept of difference, yet in another way, and displacing space for wonder to the relational space between human and horse, I highlight how processes of becoming-animal break through. Further, I explore how re-configurations offer possibilities of shaking the idea, rooted in human subjectivity, out of which the living is classified into the ‘ontological categories’ of ‘Human’ and ‘Animal’. In conclusion, I discuss how educational possibilities emerge in relational processes when the Other is a horse in two different yet transversal ways: firstly, through the lived relation to the Other and secondly, through possibilities for other-than-anthropocentric imaginaries. The dissertation not only contributes to the field of education, and more specifically within the field of philosophy of education concerning educational relations. It also contributes to the development of the field of horse studies within the fields of humanities and social science.
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| 2. |
- Alerby, Eva, et al.
(författare)
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‘I miss the physical presence of the students’: Swedish teachers’ experiences of online teaching and learning during the COVID-19 pandemic
- 2021
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Ingår i: Education in the North. - Aberdeen : University of Aberdeen. - 0424-5512 .- 2398-0184. ; 28:3, s. 100-120
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Tidskriftsartikel (refereegranskat)abstract
- The demographic and economic conditions for education in the Nordic countries—especially in remote areas of this region—has led to an increasingly intensive use of information and communication technologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radical acceleration of the already ongoing change towards digitisation. In the wake of the current pandemic regulations, the purpose of this study was to illuminate and discuss Swedish secondary school teachers’ experiences of online teaching and learning—with a particular focus on the teaching dimension—based on synchronous teaching and learning modes. A specific research question was posed: What opportunities and challenges do online teaching and learning offer when it comes to forming a sense of belonging, authenticity, and presence? Theoretically, this study was based on a phenomenological lifeworld approach. The empirical data, collected from March 2020 to March 2021, consisted of written reflections from ninety-three teachers in a remote school district. Three themes showed how online teaching and learning redefines the bodily, temporal, and spatial conditions for teachers’ experiences of belonging, authenticity, and presence in education. The study also indicates how digitisation might serve as a disruption that not only reminds us of the pedagogical assignment at hand but also lets another possible pedagogical world announce itself.
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| 3. |
- Alerby, Eva, et al.
(författare)
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Renegotiating Embodiment and Presence in the Digitalized Classroom
- 2023
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Ingår i: ECER 2023: Abstracts. - : European Educational Research Association, EERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, as in many other countries in the world, there has been a massive shift in (higher) education towards distance education and online teaching. In the midst of this, some universities introduce and use telepresence robots. A telepresence robot provides a virtual presence – or a bodiless presence – to, for example, a remote student who cannot physically attend the classroom. The overall aim of this paper is to explore dimensions of corporeality and hyperreality in digitalized education. More specifically, the focus will be on the research question - how can embodiment and presence be understood when the students are situated, and their participation are mediated, through telepresence robots? The philosophies of Maurice Merleau-Ponty (see e.g. 1968, 1996) and Martin Heidegger (see e.g. 2001) will be used to analyze the complexity of corporeality and hyperreality in digitalized education. Merleau-Ponty’s theory of the lived body supports the analysis of the bodily presence in the room, whereas the Heideggerian ideas and concepts provide entries for an ontological understanding of the relational and spatio-temporal aspects of ‘Being-one’s-Self’ and what ‘Being-there’-with as well as the ‘Being-there’-with-of-Others might mean to students in digitized education. References:Merleau-Ponty, M. (1968): The Visible and the Invisible. Northwestern University Press. Merleau-Ponty, M. (1996): Phenomenology of Perception. Motilal Banarsidass Publisher. Heidegger, M. (2001): Heidegger Studies. Duncker & Humblot GmbH.
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| 4. |
- Alerby, Eva, et al.
(författare)
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The Digital Student : Beyond the Boundaries of the Body
- 2020
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Konferensbidrag (refereegranskat)abstract
- The Digital Student: Beyond the Boundaries of the BodyEva Alerby & Niclas EkbergResearch topic and aimIn the Nordic countries, as in many other countries in the world, there has been a massive shift in (higher) education towards distance education and online teaching. This shift is characterised by an increasingly common use of pre-recorded lectures and audio and video conferencing lessons and seminars as well as learning management systems for teacher–student and student–student interaction. In the midst of this, some universities introduce and use telepresence robots. A telepresence robot provides a virtual presence – or a bodiless presence – to, for example, a remote student who cannot physically attend the class(room). But what does it actually mean to be present in the (class)room, and how are interpersonal relationships affected when the student’s presence is transformed and situated beyond the boundaries of the body?The overall aim of this paper is to explore students’ bodily presence in the (class)room using the materiality of digital telepresence robots. More specifically, the focus will be on the considerations on (i) ethics and integrity, (ii) recognition and re-presentations of the Self and (iii) the significance of the dimension of ‘being-there’ – as a human condition of life as well as a pre-condition for educational relations and encounters. Theoretical framework and research designWe apply different perspectives to explore the bodily presence of the digital student – beyond the boundaries of the body. Our analysis is based on the philosophies of Maurice Merleau-Ponty, Alfred Schutz and Martin Heidegger. Merleau-Ponty’s theory of the lived body supports the analysis of the bodily presence in the room, whereas the addition of experienced social reality, suggested by Schutz, supports a re-consideration of presence and the formation of roles in education. Heideggerian ideas and concepts provide entries for an ontological understanding of the relational and spatio-temporal aspects of ‘Being-one’s-Self’ and what ‘Being-there’-with as well as the ‘Being-there’-with-of-Others might mean to students in digitised education. Expected findings/conclusionsWe illuminate and theorise the spatio-temporal and relational dimensions of (future) digitised education in terms of bodily presence in the (class)room. By moving into the unknown and uncertain, we explore the transformation of corporality in the digitised (class)room. Relevance to Nordic educational researchThe challenging demographic and economic conditions for higher education in the northern part of the Nordic countries lead to an increasingly intensive use of distance bridging and telepresence technologies. These technologies, in turn, mean that the practices, conditions and values of education are in a continuous process of renegotiation. To understand the meaning of these ongoing processes is of utmost relevance to Nordic educational research.
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| 7. |
- Brännström, Mats, 1958, et al.
(författare)
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Live birth after robotic-assisted live donor uterus transplantation.
- 2020
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Ingår i: Acta obstetricia et gynecologica Scandinavica. - : Wiley. - 1600-0412 .- 0001-6349. ; 99:9, s. 1222-1229
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Tidskriftsartikel (refereegranskat)abstract
- The proof-of-concept of uterus transplantation, as a treatment for absolute uterine factor infertility, came with the first live birth after uterus transplantation, which took place in Sweden in 2014. This was after a live donor procedure, with laparotomy in both donor and recipient. In our second, ongoing trial we introduced a robotic-assisted laparoscopic surgery of the donor to develop minimal invasive surgery for this procedure. Here, we report the surgery and pregnancy behind the first live birth from that trial.In the present study, within a prospective observational study, a 62-year-old mother was the uterus donor and her 33-year-old daughter with uterine absence as part of the Mayer-Rokitansky-Küster-Hauser syndrome, was the recipient. Donor surgery was mainly done by robotic-assisted laparoscopy, involving dissections of the utero-vaginal fossa, arteries and ureters. The last part of surgery was by laparotomy. Recipient laparotomy included vascular anastomoses to the external iliac vessels. Data relating to in vitro fertilization, surgery, follow up, obstetrics and postnatal growth are presented.Three in vitro fertilization cycles prior to transplantation gave 12 cryopreserved embryos. The surgical time of the donor in the robot was 360minutes, according to protocol. The durations for robotic surgery for dissections of the utero-vaginal fossa, arteries and ureters were 30, 160 and 84minutes, respectively. The remainder of donor surgery was by laparotomy. Recipient surgery included preparations of the vaginal vault, three end-to-side anastomoses (one arterial, two venous) on each side to the external iliacs and fixation of the uterus. Ten months after transplantation, one blastocyst was transferred and resulted in pregnancy, which proceeded uneventfully until elective cesarean section in week 36+1 . A healthy boy (Apgar 9-10-10) was delivered. Follow up of child has been uneventful for 12months.This is the first report of a live birth after use of robotic-assisted laparoscopy in uterus transplantation and is thereby a proof-of-concept of use of minimal invasive surgery in this new type of transplantation.
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| 8. |
- Brännström, Mats, 1958, et al.
(författare)
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Livebirth after uterus transplantation.
- 2015
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Ingår i: Lancet. - 1474-547X. ; 385:9968, s. 607-616
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Tidskriftsartikel (refereegranskat)abstract
- Uterus transplantation is the first available treatment for absolute uterine infertility, which is caused by absence of the uterus or the presence of a non-functional uterus. Eleven human uterus transplantation attempts have been done worldwide but no livebirth has yet been reported.
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| 9. |
- Brännström, Mats, 1958, et al.
(författare)
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One uterus bridging three generations: first live birth after mother-to-daughter uterus transplantation
- 2016
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Ingår i: Fertility and Sterility. - : Elsevier BV. - 0015-0282 .- 1556-5653. ; 106:2, s. 261-266
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To determine whether a uterus from the mother of a woman with absolute uterine factor infertility can be transplanted to daughter and carry a pregnancy with delivery of a healthy child. Patient(s): Twenty eight-year-old woman with uterine agenesis, her male partner, and her 50-year-old mother. Intervention(s): In vitro fertilization with embryo cryopreservation before live donor uterus transplantation (UTx). Induction immunosuppression. Embryo transfer 12 months after UTx, pregnancy controls, delivery, and hysterectomy. Main Outcome Measure(s): Results of IVF-ET, parameters of pregnancy/birth, and surgical data of transplantation/cesarean section/hysterectomy. Result(s): Two IVF cycles before UTx resulted in 10 cryopreserved embryos. Donor surgery included hysterectomy with vascular pedicles of uterine vessels and proximal vessels up to and including parts of internal iliacs. Recipient surgery was by bilateral vascular connections to external iliacs, vaginal-vaginal anastomosis, and uterine fixation. Pregnancy occurred at the first single ET, and the pregnancy proceeded uneventfully until gestational week 34, when the patient developed cholestasis with intense pruritus. Cesarean section was performed at 34+6, with delivery of a healthy boy (weight 2,335 g). Hysterectomy was performed 3.5 months after delivery. The weight of the healthy child at 12 months was 9.3 kg. Grandmother (uterus donor) and mother are in good health 3 years after UTx. Conclusion(s): This is the first report of a live birth after mother-to-daughter UTx, and it also represents the second birth ever after human UTx. (C) 2016 by American Society for Reproductive Medicine.
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| 10. |
- Brännström, Mats, 1958, et al.
(författare)
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Outcome of Recipient Surgery and 6-Month Follow-Up of the Swedish Live Donor Robotic Uterus Transplantation Trial.
- 2020
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Ingår i: Journal of clinical medicine. - : MDPI AG. - 2077-0383. ; 9:8
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Tidskriftsartikel (refereegranskat)abstract
- Uterus transplantation has proved to be a feasible treatment for uterine factor infertility. Herein, we report on recipient outcome in the robotic uterus transplantation trial of 2017-2019. The eight recipients had congenital uterine aplasia. The donors were six mothers, one sister, and one family friend. Donor surgery was by robotic-assisted laparoscopy. Recipient surgery was by laparotomy and vascular anastomoses to the external iliacs. The duration (median (ranges)) of recipient surgery, blood loss, measured (left/right) uterine artery blood flow after reperfusion, and length of hospital stay were 5.15 h (4.5-6.6), 300 mL (150-600), 43.5 mL/min (20-125)/37.5 mL/min (10-98), and 6 days (5-9), respectively. Postoperative uterine perfusion evaluated by color Doppler showed open anastomoses but restricted blood distribution in two cases. Repeated cervical biopsies in these two cases initially showed ischemia and, later, necrosis. Endometrial growth was not seen, and hysterectomy was later performed, with pathology showing partly viable myometrium and fibrosis but necrosis towards the cavity. The other six patients acquired regular menstrual cyclicity. Surgery was performed in two patients to correct vaginal stenosis. Reversible rejection episodes were seen in two patients. In conclusion, the rate of viable uterine grafts during the initial 6-months of the present study (75%) leaves room for improvement in the inclusion/exclusion criteria of donors and in surgical techniques. Initial low blood flow may indicate subsequent graft failure.
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