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- Bergh, Andreas, et al.
(author)
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Deliberative communication : Stimulating collective learning?
- 2020
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In: Leading higher education as and for public good. - Abingdon : Routledge. - 9780367205102 - 9780367205126 - 9780429261947 ; , s. 92-106
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Book chapter (peer-reviewed)abstract
- Chapter 6 reports on a study of how an academic developer (AD) plans and leads a seminar in university pedagogy on constructive alignment by the means of deliberative communication. The overriding purpose is to deepen our understanding of the promises and challenges of deliberative communication as a means of leading and teaching as, and for, public good. To fulfil this aim, we use a combination of self-reflection, deliberative communication and insider–outsider perspectives to examine if, and how, such an approach opens up and stimulates collective learning between the AD and the two critical friends. The chapter concludes by emphasising how fruitful it is to reflect and collaborate among colleagues in a structured way. Raising awareness of the limitation of all models, tools or approaches, like constructive alignment, may help academics to acknowledge that the improvement of leadership and teaching needs be far more of a collective endeavour than at present. An important issue for further exploration, therefore, is how creative meetings between individual professional and inter-professional skills, through communication, can contribute to raising awareness of what teaching as, and for, public good might mean, and how it can be enacted.
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| 3. |
- Ginnerskov, Josef, 1989-
(author)
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Quest for Sociology : Revisiting Prevailing Understandings of a Discipline with Computational Text Analyses of Dissertations
- 2024
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Doctoral thesis (other academic/artistic)abstract
- What is sociology? For centuries sociologists have struggled to answer this question and repeatably proclaimed that their discipline is in crisis. The problem has generated a field of its own, the sociology of sociology, where sociologists of knowledge offer concepts for how the paradigmatic status of discipline and its crisis ought to be understood. Yet, the foundation of these understandings has often been limited to conceptual reasonings, historical exposes, and anecdotes from prominent scholars. Following the increasing availability of digitized texts and the development of computational techniques, new venues have been opened for investigating the empirical bearing of what sociology is. This dissertation offers a synthesis of, and a contribution to, this growing literature at the intersection of the sociology of knowledge and computational social science.The starting point is a review of literature in the sociology of sociology that has found that our discipline is believed to exist in a state of fragmentation, lacks a paradigm, and is conditioned by the context of its production. Akin to the supposed crisis, these conceptualizations are often taken for granted rather than being empirically put to test. This is why this dissertation aims to shed new light on the crisis of sociology by empirically scrutinizing prevailing disciplinary understandings with an interpretative and theory-driven methodological approach to computational text analysis (i.e., word correlation networks, topic modeling, stylometry, and shallow neural networks). To account for textual representations of sociological knowledge that are firmly institutionalized and exist across different local contexts, hundreds of dissertations in this discipline published in Sweden between 1980 and 2019 by five main universities have been digitized to form two corpora – 380 full-texts and 850 abstracts. Using these corpora, the conceptualizations are operationalized to be able to scrutinize, and trace, reoccurring instances where dissertations allude to certain images of sociology, which, drawing on the work of Margaret Masterman, can be regarded as crude replicas of paradigms. The study design allows us to problematize prevailing understandings of what sociology is.In contrast to the notion of fragmentation, the corpora are constituted by a core conditioned by local institutions attuned to different paradigmatic images of sociology. A discrepancy is also found between the two corpora where the abstracts appear to follow a divide between qualitative and quantitative research, and the full-texts are characterized by five paradigms with distinct methodological, epistemological, and ontological positions. These results suggest that the coexistence of multiple paradigms has been conflated with fragmentation and that sociologists tend to present their knowledge along the lines of simplified dichotomies. In response to the crisis, a more fruitful approach might be to embrace paradigm pluralism.As a contribution to the sociology of knowledge, this dissertation is an example of how the methodological divide can be overcome by merging insights from the conceptual strand with a hermeneutical take on computational methods to empirically explore taken-for-granted assumptions behind the production of disciplinary knowledge.
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| 7. |
- Wickström, Johan, Teologie doktor, 1975-
(author)
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Didaktikens språk behöver odla sin metaforik
- 2023
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In: Skola och Samhälle S.O.S.. - 2001-6727.
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Journal article (other academic/artistic)abstract
- Det språk som idag används för undervisning och dess betydelse är inte tillräckligt, menar didaktikern Johan Wickström, som i sin reviderade excellensföreläsning föreslår metaforer som bättre fångar vad god undervisning innebär (red).
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| 9. |
- Wickström, Johan, Teologie doktor, 1975-
(author)
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Klassmedvetande, historia och arbetarrörelsen
- 2019
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In: Clarté: partipolitiskt obunden socialistisk tidskrift. - Bagarmossen. ; :1, s. 52-53
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Journal article (pop. science, debate, etc.)
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| 10. |
- Wickström, Johan, Teologie doktor, 1975-
(author)
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Komparativ religionsundervisning : Teoretiska förutsättningar och didaktiska implikationer
- 2022
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In: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:4, s. 47-77
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Journal article (peer-reviewed)abstract
- This article focuses how comparisons could be made within RE. The study is a theoretical review of research that culminates in some practical didactic implications för conscious comparisons. The article examines how previous research within the History of Religions and Religious Education has understood and applied comparisons as a method. By identifying ideological and epistemological problems in this research, especially in the phenomoneology of religion and in the everyday practice of RE, the article attempts to formulate some basic principles for more conscious comparisons. The article states that comparisons are central to knowledge-building, but that previous comparisons have had strong biases. Six didactical implications for teaching RE in the elementary school are formulated: 1. Problematize the concepts of religion, 2. Make limited comparisons, 3. Designe the comparison categories consciously, 4. Discuss the aims and results of the comparisons, 5. Focus on similarities and differences and give "thick" context descriptions and 6. Use first-hand sources and texts. By this approach the article provides practical advice for teachers who want to work with comparisons in their teaching while avoiding the most blatant pitfalls.
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