| 1. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Expanding the notion of 'ownership' in participatory research involving teachers and researchers
- 2021
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288. ; 44:5, s. 463-473
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a conceptual discussion of 'ownership' in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both 'risks' and 'benefits' as well as to both 'rights' and 'obligations'. Thereby, we can make visible some of the circumstances that steer ownership towards the teachers or researchers. For example, we highlight that ownership distribution may be influenced by guidelines for research ethics and inequalities in terms of administrative support structures available to researchers and teachers. Based on our discussion, we suggest a number of questions to initiate and support a continuous dialogue between teachers and researchers who plan to engage in participatory research.
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| 2. |
- Allan, Julie, et al.
(författare)
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Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Yrkesetik handlar om att hantera motstridiga värden på ett professionellt sätt. Olika dilemman är ständigt närvarande i skolans vardag och kan handla om att minimera risken för att elever ska exkluderas eller om att säkerställa att elever får möjlighet att visa sina kunskaper på rätt sätt. I sin yrkesroll ställs specialpedagogen inför mångfacetterade arbetsuppgifter som omfattar att stödja barn och elever i svårigheter, vara en kvalificerad samtalspartner i pedagogiska frågor och samverka med andra yrkesgrupper för att utveckla skolans verksamhet. Arbetet innebär val mellan olika handlingsalternativ som kräver både kunskap och förmåga att urskilja och värdera etiska aspekter i komplexa sammanhang. I boken diskuteras både dilemman och möjligheter där etiska perspektiv spelar en viktig roll. Kapitlen tar upp frågor med praktiknära innehåll som lämpar sig för såväl individuell reflektion som kollegiala samtal med syftet att skapa ett gemensamt yrkesetiskt språk. Boken vänder sig till blivande och praktiserande specialpedagoger samt andra yrkeskategorier med arbetsuppgifter inom det specialpedagogiska området.
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| 5. |
- Areljung, Sofie, et al.
(författare)
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Troubling ownership in teacher-researcher collaborations
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teacher-researcher collaborations inevitably dissolve the border between who is teaching and who is researching, which in turn pushes discussions on research ethics as well as how to define, measure and ensure research validity. In an attempt to deepen the discussion on validity and ethical issues in teacher-research collaboration in science education research, this proposal seeks to disentangle how the notion of ‘ownership’ is transformed in various forms of teacher-researcher collaborations. The paper builds on data from three recent research projects in science education, representing different forms of teacher-researcher collaborations. The analysis focuses how the teachers’ and researchers’ ownership is played out in four stages of the research process; problem stating, design and implementation, analysis, and dissemination. The results indicate that ownership becomes actualised and altered in different ways, and at different stages, depending on the form of collaboration. A conclusion is that ownership needs to be accounted for in in all stages in the research process in order for science education research to accomplish deep relevance and justified implications. Since the question of ownership appears to be particularly troublesome in the last stages of the research process, a suggestion for future teacher-researcher collaboration is to plan for the project’s end, for example in terms of the participants’ anonymity and time to take part in analysis and dissemination of the results, already at the beginning.
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| 6. |
- Areljung, Sofie, et al.
(författare)
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Troubling ownership in teacher-researcher collaborations
- 2017
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Teacher-researcher collaborations inevitably dissolve the border between who is teaching and who is researching, which in turn pushes discussions on research ethics as well as how to define, measure and ensure research validity. In an attempt to deepen the discussion on validity and ethical issues in teacher-research collaboration in science education research, this proposal seeks to disentangle how the notion of ‘ownership’ is transformed in various forms of teacher-researcher collaborations. The paper builds on data from three recent research projects in science education, representing different forms of teacher-researcher collaborations. The analysis focuses how the teachers’ and researchers’ ownership is played out in four stages of the research process; problem stating, design and implementation, analysis, and dissemination. The results indicate that ownership becomes actualised and altered in different ways, and at different stages, depending on the form of collaboration. A conclusion is that ownership needs to be accounted for in in all stages in the research process in order for science education research to accomplish deep relevance and justified implications. Since the question of ownership appears to be particularly troublesome in the last stages of the research process, a suggestion for future teacher-researcher collaboration is to plan for the project’s end, for example in terms of the participants’ anonymity and time to take part in analysis and dissemination of the results, already at the beginning.
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| 7. |
- Bonnier, Gaga, et al.
(författare)
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Kirunas Framtid - Kan man flytta en stad? : restaureringskonst på sin spets
- 2010
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Rapport (populärvet., debatt m.m.)abstract
- Ar 2004 konstaterade gruvbolaget LKAB att en på världsmarknaden ökad efterfrågan på järnmalm innebär att marken ovanför brytningsområdet i Kiruna spricker i takt med att malmen bryts. Detta deformationsområde kommer att omfatta större delen av den gamla staden inklusive kyrkan och stadshuset. Osäkerheten är stor om hur man skall gå till väga och de konkreta frågorna är ännu obesvarade. Diskussionen handlar om vart man skall flytta och den pendlar mellan ytterligheterna att helt avstå från det gamla och bygga helt nytt eller skapa ett nytt område med de gamla husen musealt återuppbyggda i ett landskapssammanhang som så långt möjligt påminner om det gamla. Den avgörande frågan är, menar vi, hur staden och dess invånare kan behålla sin identitet och sitt minne - framtiden för kulturmiljön i vidaste bemärkelse.Omvandlingen och den successiva flytten av Kirunas centrala delar är en av de riktigt stora samhällsbyggnads- och bevarandefrågorna i vår samtid, en samhällsförändring med global räckvidd - restaureringskonst på sin spets.
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| 8. |
- Edvardsson, Jenny, et al.
(författare)
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Högstadielärares tankar om att arbeta med skönlitteratur i ämnena biologi, fysik och kemi
- 2024
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Konferensbidrag (populärvet., debatt m.m.)abstract
- This presentation reports from a sub study that is part of a PhD-project with the overall aim to study how literary texts can be incorporated in science teaching in ways that enhance student interest and engagement in science. In the sub study Swedish secondary biology, chemistry and physics teachers (n=100) answered a questionnaire about their experiences connected to the incorporation of literary texts in secondary science teaching. The questionnaire was followed up by interviews (n=10). The preliminary results presented here show that teachers have an interest in using literary texts in science education especially in biology and physics. According to the teachers there are specific parts of the curriculum in biology, physics and chemistry that is better suited for literary texts (e.g. content related to health and environment) and there are also specific types of texts and literary genres that are more relevant for science education (e.g. short stories and science fiction). Even if teachers show interest in using literary texts in their teaching, they have limited experience of it, according to the survey. The PhD-project is expected to contribute with didactic models that can aid teachers in their planning and implementation of incorporating literary texts in science teaching.
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