| 1. |
- Postmus, Iris, et al.
(författare)
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Pharmacogenetic meta-analysis of genome-wide association studies of LDL cholesterol response to statins.
- 2014
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Ingår i: Nature communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Statins effectively lower LDL cholesterol levels in large studies and the observed interindividual response variability may be partially explained by genetic variation. Here we perform a pharmacogenetic meta-analysis of genome-wide association studies (GWAS) in studies addressing the LDL cholesterol response to statins, including up to 18,596 statin-treated subjects. We validate the most promising signals in a further 22,318 statin recipients and identify two loci, SORT1/CELSR2/PSRC1 and SLCO1B1, not previously identified in GWAS. Moreover, we confirm the previously described associations with APOE and LPA. Our findings advance the understanding of the pharmacogenetic architecture of statin response.
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| 2. |
- Almahfali, Mohammed, et al.
(författare)
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Human Rights from an Islamic Perspective : A Critical Review of Arabic Peer-Reviewed Articles
- 2023
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Ingår i: Social Sciences. - : MDPI. - 2076-0760. ; 12:2
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Forskningsöversikt (refereegranskat)abstract
- The relationship between human rights and Islam is important in countries of the Arab world where religion plays a significant role in public debates and daily life. The topic is particularly relevant at a time of sharpening conflicts and polarization, when forms of government in the region, the current world order, and the legitimacy of international organizations are increasingly contested. Much of the scholarly work published in English on this topic draws on sources available in English. This review, therefore, aims to make a contribution to the field through analysis and discussion of academic papers published in Arabic. A search was made in Google Scholar in April 2022 which yielded 12 publications published in 2020 and 2021, after inclusion and exclusion criteria had been applied. These publications were analyzed drawing on the four framing categories. A summary is also given of the definitions, sources, and premises on which the arguments of the publications draw. The reviewed papers contrast the universal and divine foundation of Islamic human rights with the limitations of modern conceptualizations based on the Universal Declaration of Human Rights (UDHR). The latter is described as emanating from Western hegemonistic aspirations and as detached from moral and spiritual values. The papers consequently argue that human rights would be guaranteed globally by generalizing a system of governance based on Shari'a law and the ideal of the Rightly Guided Caliphs. Little attention is given to human rights abuses observed in Muslim societies, diverse interpretations of Islamic source texts, or concrete measures to improve human rights protections in practice. Importantly, the arguments presented in these papers tend to reinforce a contemporary discourse that frames conflicting visions on human rights as a 'clash of civilisations' between 'Islam' and 'the West'.
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| 3. |
- Arrueta, José Antonio, et al.
(författare)
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Education reform in Bolivia : Transitions toward which future?
- 2012
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Ingår i: Research in Comparative and International Education. - Oxford : SAGE Publications. - 1745-4999. ; 7:4, s. 419-433
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation.
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| 4. |
- Askerlund, Per, et al.
(författare)
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The Nordic forest garden : An educational opportunity for learning about ecological and emotional relationships between organisms
- 2014
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Ingår i: Education for sustainable development.
-
Konferensbidrag (refereegranskat)abstract
- Ecosystem services as a perspective on ecological processes is highlighted in the new curriculum for Biology in years 4-9 in Sweden. The ecosystem service-approach implies an anthropocentric perspective in education and an unidirectional view on the purpose and value of other organisms than humans. This study is part of a larger project exploring an educational situation in which 27 seven to eight year-olds participate in creating mini-projects in a forest garden in order to strengthen ecosystem services such as pollination. A forest garden is an edible polyculture landscape with different layers of vegetation. The forest garden is designed to maximise the yield of useful plants while minimizing the input of energy and resources, human labor included (Crawford, 2009). While planning for and establishing a forest garden there is a need to adapt to specific local conditions. The ground must be prepared in a way that makes best use of the solar energy and waterflow through the area and the plants should be placed so that they promote each another. This demands reflection and knowledge about relationships between different kinds of plants but also about relationships between plants and animals. The aim of this substudy is to describe how the children perceive their own relationships to other organisms, as well as how they perceive the relationships between different other organisms. This is investigated in focus group interviews with seven to eight year-olds. Also field notes, video recordings and photos from the children's visits in the forest garden have been collected. The videos and photos have been used for stimulated re-call (Stough, 2001) in a second focus group interview. The data will be analyzed qualitatively (Patton, 2002). In addition to providing insights about the children's perceptions, the project will give examples of how a Nordic forest garden can be used in an educational context. Preliminary findings show cognitive/emotional/moral/ themes describing how children perceive relationships between organisms.
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| 5. |
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| 6. |
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| 7. |
- Avery, Helen
(författare)
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A Library and School Network in Sweden : Social Literacies and Popular Education
- 2017
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Ingår i: Teacher and Librarian Partnerships in Literacy Education in the 21st Century. - Rotterdam : Sense Publishers. - 9789463008976 - 9789463008983 - 9789463008990 ; , s. 45-62
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Bokkapitel (refereegranskat)abstract
- The topic of this article is the Commons, an integrated school and public library network in an urban multi-ethnic neighbourhood in southern Sweden. In 2011, the Commons network was awarded a national prize as the best school library in Sweden for its outstanding collaboration with the teachers and its exemplary work in stimulating learning. The study explores ways this library – school partnership contributes to the development of literacy and democratic competencies, allowing children to become active members of their local community.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Avery, Helen, et al.
(författare)
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Access to Health in Emergency Contexts: New Models of International Curriculum Development to Address Global Challenges
- 2019
-
Konferensbidrag (refereegranskat)abstract
- Capacity-building in international cooperation projects is typically founded on a conceptualisation of transmission or transfer, and thus also typically contributes to the international diffusion of certain models, systems or technologies. In European policy, this approach has been part of the strategy to strengthen the position of European HE by making HE structures in other parts of the world compatible with European standards and structures (EUA, 2013; Jones et al., 2016). We can observe these processes and aims in the TEMPUS programme and in the Bologna processes (Wihlborg & Avery, 2017). Thus, in the Catania declaration of 2006 for cooperation in the Mediterranean region, it is stated that aims include to “Establish common education and training paths based on a system of transferable credits and on easily readable qualifications and exploitable as well by the labour market, by sharing criteria, evaluation methods and quality assurance schemes” (Catania Declaration, 2006).These dynamics are also at work in the area of curriculum development. Fundamentally, there is an assumption that both knowledge and professional competence are universal, and that excellence can be judged according to shared criteria. Among other consequences, the assumption leads to the notion that universal knowledge and competence can then be applied or adapted to local conditions (Robson & Wihlborg, in press). The assumptions underlying this paradigm have been contested by several scholars (see Singh, 2011; Ndofirepi & Gwaravanda, 2018), pointing to the fact that knowledge and competence are necessarily embedded in particular historical, geographical, institutional, social and cultural contexts. A paradigm of transmission in international collaboration for curriculum development will consequently lead to a centring of practices based in high-income countries with English language HEIs, and a corresponding de-centring of HEIs in the global south. Recognising the need for alternative models (cf. Goddard & Hazelkorn, 2016), various initiatives are emerging, such as the People’s Uni (WHO Bulletin).The study is drawn from an international collaboration project for equitable access to health, involving HEIs in Lebanon, Jordan, Yemen and Sweden. Travelling is currently restricted for Yemeni academics, due to visa requirements and cost. Networked forms of internationalisation, such as this project, can therefore provide access to some of the advantages otherwise offered by student and staff mobility. The Yemeni part of the project focuses on curriculum development for the health professions. Due to the war in Syria, Lebanon and Jordan have received large numbers of refugees, while in Yemen, many people are internally displaced. The region of Hadhramout has been relatively peaceful throughout the conflict and has therefore received people fleeing from other parts of the country where fighting has been intense. Local structures and humanitarian relief have been insufficient to address the needs of the displaced people, and available resources are likely to remain limited.The Yemeni partner of the project, the Community Health department at Hadhramout university has a focus on approaches relevant to equitable access to health, but the overall organisation of the university and the programmes for the health professions are conventional. An additional challenge for this context is that international models for community health often presuppose the existence of relatively cohesive and stable communities, while the ongoing conflict and situation of displacement has led to a situation of conflicting interests and low trust.Methodology, Methods, Research Instruments or Sources UsedAs a first stage of the ongoing project, a survey including open questions and scales to prioritise concerns will be developed and given to various types of practitioners and health professionals working in the Hadhramout region, to gain a comprehensive picture both of working conditions and needs of the concerned communities. Descriptive statistics are used to describe the basic features of the data in a study. In addition, a qualitative approach (Mayring, 2000) is used to analyse the content of the survey and identify main concerns. Contextual information and descriptions of practices will be summarised in narrative form (cf. Hansen, 2006), and survey excerpts used to illustrate typical situations and practices. The aim of this step is to have a sufficiently detailed understanding of existing challenges to discuss implications for training, in terms of competences and content, but also for how work can be organised across professions with available resources. In a second stage, results from this mapping will be used to develop the curriculum (Leask, 2015) in collaborative workshops both locally and jointly in the international network of partners for the project. Conclusions, Expected Outcomes or FindingsMany qualified Yemenis have received their training in other countries, oriented towards quite different conditions. An additional challenge are the different types of professions that need to cooperate in this context, and the generally low level of education of the displaced. Curricular development can in this case not be limited to a particular section of the university, or to academic actors, but needs to involve various kinds of practitioners as well as the concerned populations.Several of the characteristics of the situation observed in Hadhramout can be found also in Lebanon and Jordan (Sim et al., 2018; Al-Rousan et al., 2018). Although availability of resources and infrastructure is greater in Europe, and the number of refugees is comparatively small, Sweden like other European countries experiences similar structural tensions (cf. WHO, 2018). International collaboration on curriculum development therefore holds potential benefits for all partner HEIs.Implications of mismatches between local needs and the orientation of the curricula of professional programmes are serious. Programmes and curricular content in HEIs from the global south will tend to be organised to suit the needs of the global north, which at country levels can encourage brain drain of qualified professionals. Similar disparities between regions exist in Europe both within and across countries. Developing more collaborative models for international cooperation between HEIs in the area of curriculum development to better match local needs is therefore an important concern, not only to address the global challenges of Agenda 2030, but for the future of Europe, to reduce disparities and promote social justice (McAllister-Grande, 2018; Rumbley & Proctor, 2018; de Wit et al., 2017; Proctor, 2016; Altbach, 2004).ReferencesAl-Rousan, T., Schwabkey, Z., Jirmanus, L., & Nelson, B. D. (2018). Health needs and priorities of Syrian refugees in camps and urban settings in Jordan: perspectives of refugees and health care providers. Eastern Mediterranean Health Journal, 24(3).Altbach, P. G. (2004). Globalization and the university: Myths and realities in an unequal world. Tertiary Education and Management, 10, 3-25.Catania Declaration (2006). Euro-Mediterranean Area of Higher Education and Research.de Wit, H., Gacel-Avila, J., Jones, E., & Jooste, N. (Eds.) (2017). The Globalization of Internationalization: Emerging Voices and Perspectives. NY/London: Routledge. European University Association (2013) Internationalisation in European higher education: European policies, institutional strategies and EUA support. EUA Membership Consultation 2013. Brussels: EUA.Goddard, J. & Hazelkorn, E. (2016). Re-asserting the Public Good Role of Higher Education in Turbulent Times. November 25. Hansen, H. (2006). The ethnonarrative approach. Human Relations, 59(8), 1049–1075.Jones E., Coelen R ., Beelen J. & de Wit, H. (2016) Introduction (1-4) In Jones, Coelen,Beelen & de Wit (Eds.) Global and Local Internationalization. Global Perspectives on Higher Education, 34. Rotterdam: Sense Publishers.Leask, B. (2015). Internationalizing the Curriculum. Routledge, London/NY.McAllister-Grande, B. (2018). Toward humanistic internationalization. In Proctor & Rumbley (Eds.) The Future Agenda for Internationalization in Higher Education (pp. 123-132). NY: RoutledgeNdofirepi, A. P., & Gwaravanda, E. T. (2018). Epistemic (in) justice in African universities: a perspective of the politics of knowledge. Educational Review, 1-14.Proctor, D. (2016). The changing landscape of international education research. International Higher Education, 84, 19-21Robson, S. & Wihlborg, M. (in press /2019) Internationalization of Higher Education: impacts, challenges and future possibilities. Special edition EERJ. Rumbley, L.E. & Proctor, D. (2018). Perspective on internationalization from and for a new generation. In Proctor & Rumbley (Eds.) The Future Agenda for Internationalization in Higher Education (pp. 225-229). NY: Routledge.Sim, A., Bowes, L., & Gardner, F. (2018). Modeling the effects of war exposure and daily stressors on maternal mental health, parenting, and child psychosocial adjustment. Global Mental Health, 5.WHO (2018). Report on the health of refugees and migrants in the WHO European Region: no public health without refugee and migrant health.WHO Bulletin.https://www.who.int/bulletin/volumes/85/12/07-044388/en/ Wihlborg, M. & Avery, H. (2017) Opening or closing doors? Perspectives on Bologna from inside and outside the European Union. ECER 2017, Copenhagen.Wihlborg, M. & Robson, S. (2018) Internationalisation of higher education: drivers, rationales, priorities, values and impacts, EJHE 8(1), 8-18. Intent of PublicationEERJ or European Journal of Higher Education
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| 12. |
- Avery, Helen
(författare)
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Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire
- 2019
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Ingår i: AREF 2019. - : AREF. ; , s. 286-287, s. 286-287
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Konferensbidrag (refereegranskat)abstract
- The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning mathematics means understanding "concepts".
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| 13. |
- Avery, Helen
(författare)
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At the bridging point : tutoring newly arrived students in Sweden
- 2017
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 21:4, s. 404-415
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.
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| 14. |
- Avery, Helen
(författare)
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Att förebygga stora översvämningar : reflektioner om språk och mening i ett flerspråkigt och interdisciplinärt sammanhang
- 2009
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 14:4, s. 354-373
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln redogör för en intervjustudie som gjordes med 15 internationella studenter på ett mastersprogram med inriktning mot hållbar utveckling, där undervisningen ägt rum på engelska. Studenterna frågades i individuella intervjuer på engelska hur de ansåg att stora översvämningar kunde förebyggas. En intentional-expressiv dialogstruktur anpassades till att innefatta frågor om hur nyckeluttryck i deras svar kunde uttryckas på studenternas modersmål. Studenterna fick sedan jämföra och kontrastera uttryckssätten och betydelserna som de använt i sina förklaringar, på engelska och på modersmålet. Deras skiftande språkliga och ämnesmässiga bakgrund speglades generellt genom en bred variation i uppfattningarna av frågeställningen, och i studenternas reaktioner till intervjusituationen. Resultaten visar att dialogstrukturen dessutom fick många av studenterna att inkludera andra aspekter i sina förklaringar, när frågan om uttryck och innebörder på modersmålet infördes, än när de först förklarat enbart på engelska.
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| 15. |
- Avery, Helen
(författare)
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Att förebygga stora översvämningar
- 2009
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788. ; 14:4, s. 354-373
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln redogör för en intervjustudie som gjordes med 15 internationella studenter på ett mastersprogram med inriktning mot hållbar utveckling, där undervisningen ägt rum på engelska. Studenterna frågades i individuella intervjuer på engelska hur de ansåg att stora översvämningar kunde förebyggas. En intentional-expressiv dialogstruktur anpassades till att innefatta frågor om hur nyckeluttryck i deras svar kunde uttryckas på studenternas modersmål. Studenterna fick sedan jämföra och kontrastera uttryckssätten och betydelserna som de använt i sina förklaringar, på engelska och på modersmålet. Deras skiftande språkliga och ämnesmässiga bakgrund speglades generellt genom en bred variation i uppfattningarna av frågeställningen, och i studenternas reaktioner till intervjusituationen. Resultaten visar att dialogstrukturen dessutom fick många av studenterna att inkludera andra aspekter i sina förklaringar, när frågan om uttryck och innebörder på modersmålet infördes, än när de först förklarat enbart på engelska.
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| 16. |
- Avery, Helen, et al.
(författare)
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Att medverka till förändring : Kulturarv och demokrati
- 2008
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Ingår i: Kanon och kulturarv : Historia och samtid i Danmark och Sverige - Historia och samtid i Danmark och Sverige. - : Makadam i samarbete med Centrum för Danmarksstudier. - 1651-775X. - 9789170610509 ; :19, s. 275-289
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- Avery, Helen, et al.
(författare)
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Crafting Futures in Lebanese Refugee Camps : The Case of Burj El Barajneh Palestinian Camp
- 2019
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Ingår i: FORMakademisk. - Oslo : OsloMet - Oslo Metropolitan University. - 1890-9515. ; 12:2
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Tidskriftsartikel (refereegranskat)abstract
- The initiative at the Burj El Barajneh camp is run by a network of local associations, and aims at improving living conditions, services, infrastructure and livelihoods for the inhabitants. Burj el Barajneh has a large number of active associations and many highly educated professionals. However, in this kind of complex hyperdense context any kind of change needs to be carefully considered, there are no simple recipes, and existing professional expertise does not necessarily match the specific conditions of the locality. By working with collective design and collaboration between the camp's inhabitants, it becomes possible to envisage larger coordinated efforts, and to solve issues that remain blocked at an individual level.
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| 22. |
- Avery, Helen
(författare)
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De la nation-foyer à la nation-forteresse : quelles implications pour l’éducation des réfugiés en Suède?
- 2019
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Ingår i: AREF 2019. ; , s. 209-210
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Konferensbidrag (refereegranskat)abstract
- The tensions between tendencies to support and reject that can be observed in reception measures for newly-arrived students in Sweden are a consequence both of the general climate of hostility towards immigration in Europe, and features particular to Sweden. The paper summarises the historical background to the present situation, from the 1960s onwards, and points to some of the impacts for teachers and for civil society. The analysis will above all focus on three diverging but parallell trends and which overlap: dynamics of integration, dynamics of competition and social segregation; dynamics of 'securitisation'. These dynamics evolve within different conceptualisations of education, but also relate to social developments and conflicting visions for society as a whole.
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| 23. |
- Avery, Helen
(författare)
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Dynamics of becoming in intercultural and interprofessional educational collaboration configurations
- 2016
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Konferensbidrag (refereegranskat)abstract
- The seminal work of Engestrom (1987) has given rise to a vast body of literature looking at how tensions and dilemmas can generate creativity and ultimately lead to so-called expansive learning. Expansive learning can typically take place when different value systems come in contact, since members of the concerned communities of practice are then exposed to conflicting norms by which to evaluate and direct their work. This type of situation is common in cases of collaboration within or across professional groups. In her theorisation of intercultural school development, Lahdenperä (2008) further argues that it is productive to creat a climate of trust where differences can be explicitly discussed rather than avoided. Nevertheless, in practice the benefits of conflicting input on work processes are not always obvious in the context of educational collaboration. The paper will present a reflection on the elements that may obstruct or facilitate expansive learning in collaboration, based on two case studies of intercultural educational work: a study of a library network and a study of study support for newly arrived students. It will be argued that alongside power relationships, specifics in the configuration of the collaborative arrangement can determine the outcome.
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| 24. |
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| 25. |
- Avery, Helen, et al.
(författare)
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Education in Transition
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Refugee education: 2015 witnessed a rapid surge in the number of Middle Eastern refugees coming to neighbouring countries and to Europe. This presentation summarises some of the main challenges of refugee education, from the perspective of national policies, local classrooms and the refugees themselves. Based on experiences in raising teacher competences in both countries, situations in Lebanon and Sweden are compared, pointing to pitfalls as well as best practices observed. Finally, possible directions for reforming curricula and pedagogical strategies are envisaged, to prepare young people to make positive contributions to host countries, as well as building foundations for reconstruction and return.
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| 26. |
- Avery, Helen, et al.
(författare)
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Education of Refugees
- 2023. - 4
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Ingår i: International Encyclopedia of Education : Globalization and the Shifting Geopolitics of Education - Globalization and the Shifting Geopolitics of Education. - : Elsevier. - 9780128186305 - 9780128186299 ; 1, s. 135-147
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Bokkapitel (refereegranskat)abstract
- The educational opportunities of refugee learners are shaped by forces of globalization, restrictive mobility regimes and geopolitical agendas, that place them in a position of structural disadvantage. The majority of the world's refugee learners have fled due to armed conflict and reside in neighboring countries in the global South. In many cases forced displacement is protracted, with limited global commitment to take responsibility for education. Compared to international education which sees mobility as valuable, few efforts are made to provide education oriented toward transnational lives, or that provide the flexibility refugee learners need due to the uncertainties of their futures.
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| 27. |
- Avery, Helen, et al.
(författare)
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Educational leadership in a state of protracted crisis : refugee education in Lebanon
- 2018
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Ingår i: The Primary Colours of Education #3 «School Leadership Matters». - Zagreb : Network of Education Policy Centers. ; , s. 20-21
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Konferensbidrag (refereegranskat)abstract
- The presentation is based on a series of interviews with school leaders working with refugee children in Lebanon, both within the Lebanese schools and in various NGOs. Questions focused the social, pedagogical and economic dimensions of their work, as well as their strategies for organising training and functioning structures.In Lebanon, there are different groups of refugee and migrant pupils in need of education, at primary and secondary levels. These include Palestinians born in Lebanon, or recently arrived as refugees, Syrian refugees, refugees from other countries, and children of migrant workers. The residence and work status of their parents varies. The Syrian refugees constitute a very large group, but the exact numbers are uncertain.The uncertain and precarious situation of the refugees, lack of resources and poor living conditions are major dimensions of the work of school leaders in these contexts, both for those working within the Lebanese schools, and for those who have leadership functions within the NGOs.
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| 28. |
- Avery, Helen, et al.
(författare)
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Empowering communities with health promotion labs: result from a CBPR programme in Malmö, Sweden
- 2022
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Ingår i: Health Promotion International. - : Oxford University Press (OUP). - 1460-2245 .- 0957-4824. ; 37:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The study describes findings from a community-based participatory and challenge-driven research programme, that aimed to improve health equity through a health promotion platform in an ethnically diverse low-income neighbourhood of Malmo, Sweden. Local residents, together with lay health promoters living in the area, were actively involved in the planning phase and decided on the structure and content of the programme. Academic, public sector and commercial actors were involved, as well as NGOs. In this study, empowerment was used as a lens to analyse focus group interviews with participants (n=322) in six co-creative health-promoting labs on three occasions in the period 2017-2019. The CBPR interview guide focused on the dimensions of participation, collaboration, and experience of the activities. The CBPR approach driven by community members contributed to empowerment processes within the health promotion labs. Findings indicate that health promotors were able to build trust in social places for integration; participants motivated each other by social support, and that the programme design enabled them to act for community health in a wider circle. To understand the processes of change and empowerment on the community level, the CBPR Health promotion programme should be followed up longitudinally with community participants.
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| 29. |
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| 30. |
- Avery, Helen
(författare)
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Enabling local action : issues of inclusion and empowerment
- 2010
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Ingår i: Alphamatrix, UMSS, Cochabamba. ; 1:1, s. 121-131
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Any new technology and any form of contact between cultures will necessarily lead to change. ICTs are in this sense far from unique. However, ICTs have rapidly come to occupy a prominent position our societies, and are shaping the lives of young people in ways that we could not have imagined only a decade ago. These technologies allow almost immediate access to a wealth of knowledge and knowhow, at the same time that contacts can take place between almost any individuals all over the globe. The question today is not whether we shall apply ICTs – they are here in any case, and play important roles in the lives of young people. The question is rather: how can we apply ICTs in education, to ensure that the changes they bring with them are desired and positive?In this article, two issues of particular interest will be discussed. The first is the question of ICTs and inclusion. Do ICTs diminish or aggravate existing inequalities? What can we do to ensure that the use of these technologies does not widen the gaps in society? The second issue is the question of empowerment. How do we make sure that ICTs strengthen the position of the users, rather than weakening them? Which aspects need to be considered to make these technologies into an asset for the local communities?
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| 31. |
- Avery, Helen
(författare)
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Encouraging Participation, Expression and Culture in a Highly Diverse Environment: Intercultural Practices of a School Library Network
- 2013
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Ingår i: Creativity and Innovation in Educational Research.
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Konferensbidrag (refereegranskat)abstract
- The European Community has a clear policy in favour of multilingualism and diversity. For instance, Figel (2006), responsible for Education, Training, Culture and Youth, has stressed that:"Respect for diversity is a key element of creativity and innovation, and is central for solidarity and mutual understanding."In the Commission’s consultation on multilingualism 57 different languages were included. Ten per cent of the respondents declared their mother tongue to be other than one of the 23 official languages of the EU (European Commission 2007, p. 6). With changing and volatile global conditions, this diversity steadily increases, posing practical problems in terms of how to organise multilingual and inclusive education. Also, despite formal policies at the European level, in practice native-like competence in the language of instruction is assumed to function as a basis to develop knowledge and competencies at school. While some localities may comprise a small number of languages, others are highly diverse, posing a particular challenge in terms of providing mother tongue support as well as for accommodating cultural diversity. The situation in European urban environments can today be compared to traditionally highly diverse countries, such as Bolivia. In Bolivia, where bilingual intercultural education has been practiced for many years, EIB programmes appeared successful in rural localities with relatively homogenous populations, while they encountered less success among the mixed populations of urban conglomerations (Arrueta & Avery, 2012). High diversity thus poses a different type of educational challenge than environments that comprise a limited number of linguistic minorities. Identifying promising approaches to inclusive intercultural forms of education that are well adapted to highly diverse communities is therefore an urgent issue.In a recent literature review by Pihl (2012), it appeared that the role of the library in intercultural education has been very little researched to date. Libraries further occupy a priviliged position allowing them to bridge formal and informal learning contexts. Finally, they are not bound by the constraints of school curricula, and can therefore to a higher extent base their activities on the learner’s own interests and intrinsic motivation (Fink & Samuels, 2008), which also are important factors in developing creativity (Hennessey, 2004).The present study investigates the practices of the school library network of a multiethnic neighbourhood in the outskirts of Lund, Sweden. The network was awarded for best librarians in 2009 and received the national prize as the best school library in 2011, motivated by the exemplary practices in integrating library and school activites. The library in question is an integrated network of school libraries and public library, working in very close collaboration with the local schools, special needs resource centres, activity centres and various NGOs. The study proposes to look closer at which aspects in the library’s practices may be particularly significant for its success. MethodThe study is a case study based on semi-structured in-depth interviews conducted 2012 with librarians and staff at activity centres. Interviews focused on their short and long term aims, relationships with local residents and organisations, as well as striving to obtain a detailed description of both organisation and practices. Steering documents and locally formulated action plans were analysed. The analysis aims to capture how library practices and collaboration impacted the collective dynamics in the neighbourhood, rather than focusing correlations between isolated practices and individual library users. The present situation has also been interpreted against the background of how the neighbourhood and its institutions have evolved over the past decades. The neighbourhood has a very diverse population, and nineteen main languages are spoken, as well as a number of less common languages. Inhabitants include recent refugees, a large proportion of first and second generation immigrants, foreign students and university staff, as well as several Roma groups. Educational backgrounds are highly diverse, and social and cultural cohesion therefore pose an additional challenge. The lower secondary school in the neighbourhood has a cultural profile and works with an inquiry-based and collaborative approach inspired by Vygotskyian pedagogics. The pre-schools largely work with Freirian pedagogics.Expected OutcomesPreliminary results indicate a number of factors that contribute to successful practices. Multiple complementary approaches mutually support each other in developing creative competences: - The library actively supports mother tongue literacy irrespective of whether the language is large or small. - Multi-modal literacy is supported, as well as multiple forms of cultural expression. - Active participation is encouraged, learning to produce culture rather than only consume. - There is close collaboration between school library and activity centres for extra-curricular activities. - Librarians work both with specific individual interests and peer-group dynamics. - An exploring attitude is encouraged and initiatives are welcomed, rather than focusing on steering, evaluating or assessing academic achievement. - Multiple opportunities are provided to express ideas concretely in the local community – becoming visible and assuming an active role in the public space. The study hopes to describe practices and interaction with sufficient detail to be of use for professionals working with both school and public libraries, as well as administrators and decision-makers, particularly in the fields of educational planning and coordination at neighbourhood and local community levels. It additionally presents a contribution to research on intercultural education, with respect to strategies that support plurilingual literacy and develop creative competences in highly diverse environments.ReferencesArrueta, J. A. & Avery, H. (2012) Education Reform in Bolivia: transitions towards which future?, Research in Comparative and International Education, 7(4), 419-433. Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years. Analytical review commissioned by the Unesco Education sector. Cheesman, E. & De Pry, R. (2010) A Critical review of culturally responsive literacy instruction. Journal of Praxis in Multicultural Education. 5 (1), 83-99. Cohen, L, Manion, L & Morrison, K. (2000). Research Methods in Education. London and New York: Routledge. European Commission (2007). Outcomes of the European Commission’s public consultation on multilingualism 14 September – 15 November 2007. Figel, J. (2006). Multilingualism: a key component of the European Union’s strategy. Speech given at Bridge Forum Dialogue, Luxemburg, June 15. Fink, R. & Samuels, S. J. (2008) Inspiring reading success: Interest and motivation in an age of high-stakes teaching. International Reading Association. Florida, R & Tinagli, I. (2004). Europe in the Creative Age. London : Demos. Garcia, O. & Fishman J.A. (2012). Power sharing and cultural autonomy: some sociolinguistic principles. International Journal of the Sociology of Language. 213, 143-147. Hennessey, B.A. (2004). The Social Psychology of Creativity: The Beginnings of a Multi-Cultural Perspective. In S. Lau (Ed.), Creativity: When East Meets West (pp. 201-226). Hong Kong: World Scientific Publishing. Parlement européen (2010) Résolution du Parlement européen du 18 mai 2010 sur les compétences clés dans un monde en mutation. Pihl, J. (2012) Can library use enhance intercultural education? Issues in Educational Research. 22, 1, 79-90. Street, B.V. (2001). The New Literacy Studies. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacy: A Critical Sourcebook. Boston: Bedford St Martin’s. Yin, R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.
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| 33. |
- Avery, Helen, et al.
(författare)
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Entre les mesures spéciales de soutien et l’enseignement : la réception des nouveaux-arrivants en Suède
- 2020
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Ingår i: Allophonie. Inclusion et langues des enfants migrants à l’école. - 9782359353006 ; , s. 39-52
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Bokkapitel (refereegranskat)abstract
- The system of welcoming newly arrived students in Sweden has experienced numerous modifications since its inception. Additionally, because the interpretation of education laws us left to the municipalities and head teachers, the various policies have resulted in a multitude of local practices. Over the years, a very wide range of models for organising newcomer reception have therefore been tried out in Sweden. This makes it possible to draw some conclusions regarding didactic implications, and to identify the most critical aspects. Across the various experiences, it is noteworthy that the reception system remains placed at the margins of the education system as a whole, which leads to inadequacies in teacher training as well as obstacles to the collaboration required across teams, professional groups and institutions. The pedagogy is based on a general perception ofthe incapacity of the student, while the many "special measures" that aim to compensate for perceived deficits do not result in teaching approaches that facilitate the transition between education systems or take into account expectations of the students and their families.
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| 34. |
- Avery, Helen, 1960-
(författare)
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Entre les mesures spéciales de soutien et l’enseignement: la réception des nouveaux-arrivants en Suède [Between special support measures and teaching: receiving newcomers in Sweden]
- 2020
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Ingår i: Allophonie. - Limoges : Lambert-Lucas. - 9782359353006
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Bokkapitel (refereegranskat)abstract
- The system of welcoming newly arrived students in Sweden has experienced numerous modifications since its inception. Additionally, because the interpretation of education laws us left to the municipalities and head teachers, the various policies have resulted in a multitude of local practices. Over the years, a very wide range of models for organising newcomer reception have therefore been tried out in Sweden. This makes it possible to draw some conclusions regarding didactic implications, and to identify the most critical aspects. Across the various experiences, it is noteworthy that the reception system remains placed at the margins of the education system as a whole, which leads to inadequacies in teacher training as well as obstacles to the collaboration required across teams, professional groups and institutions. The pedagogy is based on a general perception ofthe incapacity of the student, while the many "specialmeasures" that aim to compensate for perceived deficits do not result in teaching approaches that facilitate the transition between education systems or take into account expectations of the students and their families.
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| 37. |
- Avery, Helen, et al.
(författare)
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From policy to practice : Roma education in Albania and Sweden
- 2017
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Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.
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| 39. |
- Avery, Helen, et al.
(författare)
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Future-Oriented Methodologies for Sustainability
- 2022. - 1
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Ingår i: Handbook of Sustainability Science in the Future : Policies, Technologies and Education by 2050 - Policies, Technologies and Education by 2050. - 9783030680749
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Bokkapitel (refereegranskat)abstract
- Both in the social and natural sciences, methodologies have been developed to deal with relatively stable conditions, where findings can be validated based on past experiences. At a time when both social and natural phenomena are rapidly changing, new approaches are urgently needed to produce knowledge for systemic change, inform high-stakes decisions, and enable sustainability transitions in the face of great uncertainty. To develop methodologies better suited to address the urgent and existential challenges of our times, fundamental assumptions need to be reexamined, while the adequacy of current approaches and scientific practices must be reassessed. This chapter outlines some of the key features required from future-oriented methodologies, including creativity, agility, and collaborative boundary-crossing explorative approaches, as well as conditions that may support or impede methodological development and innovation.
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| 41. |
- Avery, Helen, et al.
(författare)
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Futures as seen from the diaspora : the Syria 2040 workshops
- 2018
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Ingår i: Presented at The Refugees, Borders and Membership Conference. - Malmö : Malmö University.
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Konferensbidrag (refereegranskat)abstract
- The Syria 2040 workshops were initiated in 2016 by the International Institute for Industrial Environmental Economics and the Centre for Middle Eastern Studies, Lund University, and ran for one and a half years, using scenario methodology. Syrians with diverse backgrounds and political standpoints, living in Sweden and other European countries, collectively reflected on possible scenarios for future developments in Syria. Since the debate in situations of conflict tends to be structured around the immediate conflict (and those who “win” or lose through this), it can be especially constructive to reflect on a longer time perspective. Also, many discussion fora are directed by particular interest groups or are financed by international actors with their own interests in the outcome. The workshops were intended as a space where more open discussions could take place across dividing lines, considering ways forward. This presentation focuses on reflections from one of these workshops, which dealt with possible roles for the Syrian diaspora and civil society. Although various factions and diverging agendas of the diaspora might sustain and aggravate tensions it was concluded that the diaspora can play a constructive role provided that it learns how to play a more active part and find suitable structures.
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| 46. |
- Avery, Helen, 1960-, et al.
(författare)
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Higher Education as a Socio-economic Advancement Opportunity for Refugees
- 2017
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Ingår i: 33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 september 2017, Jena, Tyskland.
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Konferensbidrag (refereegranskat)abstract
- This conceptual paper addresses the relationships between higher education policies for refugees and the wider issues of social justice, transition to sustainability, peacebuilding and post-conflict recovery in the Middle East. The paper draws on an overview of current options for refugees to access higher education, as well as research on long term impacts in post conflict contexts. Perspectives adopted in the paper involve theorizing the ways higher education shapes socio-technical systems in the Middle East, and the effects this can have for economic recovery and autonomy. Today, the world is facing the greatest refugee and displacement crisis since the Second World War. The immediate causes of the crisis seem to be armed conflicts and radicalisation of societies. At closer inspection, we can see that this crisis reflects a repeated failure of the international economic and political system in addressing certain major challenges, including social justice and adequate education. While international politics has failed to support stability or prevent political conflicts, growing neoliberalism and ineffective development strategies have instead contributed to social injustice and economic instability at national and international levels. Higher education plays a key role in stabilisation, modernization and de-radicalisation of societies, but has to date only received limited attention in development assistance strategies or in the context of humanitarian aid for refugees. Young refugees and displaced academics are therefore insufficiently equipped to work as catalysts for peacebuilding in their own or host countries. Moreover, they are under severe economic and social pressure to earn money for their family’s survival. Given these circumstances, opening up opportunities for higher education for young refugees (O'Keeffe and Pásztor 2017) not only give them the hope to improve their socioeconomic situation, but will also change their personal status as a “refugee”. Crucially, a well-educated generation is a fundamental condition for successful reconstruction, social recovery and sustainable development in the post conflict future (Emtairah et al. 2016). Attention must be devoted to the form and content of higher education, however, to address challenges, create capacity needed in recovery efforts, and avoid future dependencies (cf. Dryden-Peterson 2016).
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| 47. |
- Avery, Helen, et al.
(författare)
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Higher Education for Refugees : The Case of Syria
- 2017
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Ingår i: Policy & Practice. - : Centre for Global Education. - 1748-135X. ; :24, s. 104-125
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Tidskriftsartikel (refereegranskat)abstract
- The refugee crisis is also a crisis in education. While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding. Education prospects and content are drivers of onwards migration, but also affect economic structures on return. Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised. The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular. Foreign interests can fuel sectarianism as well as creating economic structural dependencies. Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments.
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| 48. |
- Avery, Helen, et al.
(författare)
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Higher Education for Refugees: The Case of Syria
- 2021
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Ingår i: Policy and Practice: A Development Education Review: Fifteenth Anniversary Special Edition. - 2053-4272. ; , s. 318-331
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Bokkapitel (refereegranskat)abstract
- The refugee crisis is also a crisis in education. While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding. Education prospects and content are drivers of onwards migration, but also affect economic structures on return. Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised. The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular. Foreign interests can fuel sectarianism as well as creating economic structural dependencies. Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments.
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| 49. |
- Avery, Helen
(författare)
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How to manage change creatively: unravelling the conundrum of business-state relations
- 2019
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Konferensbidrag (refereegranskat)abstract
- Numerous vulnerabilities have been noted in the current structures of the Gulf economies, including dependency on hydrocarbon exports, the need for fiscal reforms and alternative sources of state revenue, as well as limited incentives in the status-quo for initiative and productive activities. However, diversification, business development and transition away from hydrocarbon dependency require the capacity to make informed and strategic long-term choices, based on not only on existing strengths and competitive advantages within the current global landscape, but taking into account foreseeable needs and future developments. These include both regional or domestic developments and the likelihood of major shocks in global economic landscapes. It has been observed that major restructuring of economies was made possible historically through state intervention (Wade, 2004). States clearly have a privileged position for enabling change, since they can provide necessary infrastructure and create a stable climate that supports investment, allowing businesses to operate with a minimum of risk. Clear and credible visions for the future are a vital condition for long term investments in the domestic economies, while excessive regulations, clientelism and the fear of political upheavals can act as deterrents. In the case of the Gulf states, the question is thus how to develop wise policies and mechanisms, by identifying critical points of leverage rather than using blanket measures.To avoid defensive reactions or flight of capital and capacity, visions for domestic development need to generate confidence and trust, giving sufficient attention to mechanisms of enabling change that simultaneously permit a smooth phasing out of dysfunctional structures. Major challenges observed today include the demographic profile of the countries, expectations as well as the mismatch between existing skills of the labour force and the capacity needed for restructuring the economies. Maintaining a social contract will therefore continue to depend on measures of distribution and ensuring employment for young people in the region, while at the same time orienting the economy towards new types of production.The paper will consider possible pathways towards economic sustainability in the Gulf states drawing on systems and transition theory (Geels, 2005; Twomey & Gaziulusoy, 2014). In the context of the Gulf, it has been argued that conventional distinctions between private and public sectors can be misleading, to the extent that public actors can be stakeholders in the economy. In the analysis, emphasis will therefore be on implications of policy choices for the real economy and future capacity, rather than on public versus private ownership. The analysis will further outline the heterogeneity of the economic fabric and discuss both synergies and conflicts of interest between different sectors and industries.
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