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| 2. |
- Alerby, Eva, 1958-, et al.
(författare)
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Philosophical reimaginings of educational places and policy : Through the metaphor of a wardrobe
- 2019
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Ingår i: Policy Futures in Education. - : Sage Publications. - 1478-2103. ; 17:4, s. 460-473
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CF Lewis (1950). By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.
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| 3. |
- Alerby, Eva, et al.
(författare)
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The embodied classroom - A phenomenological discussion of the body and the room
- 2014
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Ingår i: Journal of Pedagogy. - : Walter de Gruyter GmbH. - 1338-1563 .- 1338-2144. ; 5:1, s. 11-23
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Tidskriftsartikel (refereegranskat)abstract
- A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow.As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of a reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room-we are affected by and affect the room in a mutual interplay.In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.
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| 4. |
- Alerby, Eva, et al.
(författare)
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Ömsesidig samverkan mellan pedagogisk forskning och pedagogisk praktik
- 2010
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Ingår i: Utbildning på vetenskaplig grund. - Stockholm : Lärarförbundet. - 9789197808835 ; , s. 22-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad innebär det i praktiken att skolans och förskolans verksamhet skall vila på vetenskaplig grund och beprövad erfarenhet? Det vi tycker är intressant att lyfta fram är på vilket sätt forskningen bedrivs, hur forskningsfrågorna kommer till och hur resultaten kommer den pedagogiska praktiken tillgodo. I denna artikel diskuterar och problematiserar vi relationen mellan den pedagogiska forskningen och förskolans och skolans verksamhet. Diskussionerna exemplifieras från ett konkret forsknings- och samverkansprojekt, där forskning och praktik har gått hand i hand. Vidare ger en forskare, en doktorand, en lärarutbildare, en skolledare och en lärare sin personliga syn på samverkan mellan pedagogisk forskning och praktik.
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| 7. |
- Arndt, Sonja, et al.
(författare)
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Places and Spaces for Embodiment : Developing an Aotearoa New Zealand/Sweden Partnership
- 2017
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Ingår i: Realising Innovative Partnerships in Educational Research. - Rotterdam : Sense Publishers. - 9789463510622 ; , s. 291-300
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Bokkapitel (refereegranskat)abstract
- Put together three researcher/lecturers at a philosophy of education conference and what do you get? Our first meeting in Chiayi, Taiwan at the Philosophy of Education Society of Australasia (PESA) conference in 2012 is responsible for our Aotearoa New Zealand/Swedish partnership, which is now an internationally funded research project
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| 9. |
- Bergmark, Ulrika, 1973-, et al.
(författare)
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Att utveckla undervisningen i förskola på vetenskaplig grund och beprövad erfarenhet: Förskollärares professionella lärande i ett aktionsforskningsprojekt
- 2022
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Ingår i: Utbildning & Lärande. - : Högskolan Dalarna. - 2001-4554. ; 16:1, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish preschool has undergone some radical education policy changes during recent years, all of which have affected teachers’ work. The focus of this article is on the changes relating to the demand for research-based education and how the concept of teaching has been introduced in preschool. The aim of this article was to study preschool-teachers’ professional learning in relation to research-based education within an action research project which focused a new conversation method with the children. The theoretical framework of the study was based on social learning theory and communities of practice. The empirical data consists of collegial conversations and written documents produced in the action research project. The results show that the preschoolteachers in a mutual agreement persistently examined and negotiated conversation methods so that they could be adapted to their view of teaching, their professional self, and children and children’s participation and learning. Through a common repertoire of scientific tools and social learning processes, they reflected each other’s teaching in an open, trustful, and appreciative collaboration, and together, they critically reviewed and problematized their earlier experiences and their teaching in relation to research.
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| 10. |
- Bergmark, Ulrika, et al.
(författare)
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Co-creating curriculum in higher education : promoting democratic values and a multidimensional view on learning
- 2016
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Ingår i: International journal for academic development. - : Taylor & Francis. - 1360-144X .- 1470-1324. ; 21:1, s. 28-40
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable, thought-provoking, motivational, collaborative, and transformative aspects. The conclusion points to the importance of challenging traditional roles of students and teachers as well as organizational structures and regulations, and argues that academic developers have a vital role in supporting teachers in creating spaces for larger-scale student engagement initiatives.
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