| 1. |
- Boesch, Markus, et al.
(författare)
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Adipose tissue macrophage dysfunction is associated with a breach of vascular integrity in NASH
- 2024
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Ingår i: Journal of Hepatology. - 0168-8278 .- 1600-0641. ; 80:3, s. 397-408
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Tidskriftsartikel (refereegranskat)abstract
- Background & Aims: In non-alcoholic fatty liver disease (NAFLD), monocytes infiltrate visceral adipose tissue promoting local and hepatic inflammation. However, it remains unclear what drives inflammation and how the immune landscape in adipose tissue differs across the NAFLD severity spectrum. We aimed to assess adipose tissue macrophage (ATM) heterogeneity in a NAFLD cohort. Methods: Visceral adipose tissue macrophages from lean and obese patients, stratified by NAFLD phenotypes, underwent single-cell RNA sequencing. Adipose tissue vascular integrity and breaching was assessed on a protein level via immunohistochemistry and immunofluorescence to determine targets of interest. Results: We discovered multiple ATM populations, including resident vasculature-associated macrophages (ResVAMs) and distinct metabolically active macrophages (MMacs). Using trajectory analysis, we show that ResVAMs and MMacs are replenished by a common transitional macrophage (TransMac) subtype and that, during NASH, MMacs are not effectively replenished by TransMac precursors. We postulate an accessory role for MMacs and ResVAMs in protecting the adipose tissue vascular barrier, since they both interact with endothelial cells and localize around the vasculature. However, across the NAFLD severity spectrum, alterations occur in these subsets that parallel an adipose tissue vasculature breach characterized by albumin extravasation into the perivascular tissue. Conclusions: NAFLD-related macrophage dysfunction coincides with a loss of adipose tissue vascular integrity, providing a plausible mechanism by which tissue inflammation is perpetuated in adipose tissue and downstream in the liver. Impact and implications: Our study describes for the first time the myeloid cell landscape in human visceral adipose tissue at single-cell level within a cohort of well-characterized patients with non-alcoholic fatty liver disease. We report unique non-alcoholic steatohepatitis-specific transcriptional changes within metabolically active macrophages (MMacs) and resident vasculature-associated macrophages (ResVAMs) and we demonstrate their spatial location surrounding the vasculature. These dysfunctional transcriptional macrophage states coincided with the loss of adipose tissue vascular integrity, providing a plausible mechanism by which tissue inflammation is perpetuated in adipose tissue and downstream in the liver. Our study provides a theoretical basis for new therapeutic strategies to be directed towards reinstating the endogenous metabolic, homeostatic and cytoprotective functions of ResVAMs and MMacs, including their role in protecting vascular integrity.
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| 2. |
- Gericke, Martin, et al.
(författare)
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The European Polysaccharide Network of Excellence (EPNOE) research roadmap 2040: Advanced strategies for exploiting the vast potential of polysaccharides as renewable bioresources
- 2024
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Ingår i: Carbohydrate Polymers. - : Elsevier BV. - 0144-8617 .- 1879-1344. ; 326
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Tidskriftsartikel (refereegranskat)abstract
- Polysaccharides are among the most abundant bioresources on earth and consequently need to play a pivotal role when addressing existential scientific challenges like climate change and the shift from fossil-based to sustainable biobased materials. The Research Roadmap 2040 of the European Polysaccharide Network of Excellence (EPNOE) provides an expert's view on how future research and development strategies need to evolve to fully exploit the vast potential of polysaccharides as renewable bioresources. It is addressed to academic researchers, companies, as well as policymakers and covers five strategic areas that are of great importance in the context of polysaccharide related research: (I) Materials & Engineering, (II) Food & Nutrition, (III) Biomedical Applications, (IV) Chemistry, Biology & Physics, and (V) Skills & Education. Each section summarizes the state of research, identifies challenges that are currently faced, project achievements and developments that are expected in the upcoming 20 years, and finally provides outlines on how future research activities need to evolve.
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| 3. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Powerful knowledge and transformations processes across school subjects: interdisciplinary perspectives from the field of subject didactics
- 2018
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Konferensbidrag (refereegranskat)abstract
- In this paper we outline an empirical research framework building on the concepts of powerful knowledge and transformation. Powerful knowledge as an idea was coined by Michael Young (2009) to re-establish the importance of knowledge in teaching and curriculum development. Powerful knowledge is defined by Young as a subject specific coherent conceptual disciplinary knowledge that when learnt will empower students to make decisions, and become action-competent in a way that influence their lives in a positive way. We develop the concept of powerful knowledge in two important ways. First, instead of only discussing powerful knowledge as an idea related to educational practices, we take a research position suggesting that powerful knowledge could be used as a tool in educational research related to subject specific education. In doing so we, in line with Deng (2015), propose to align the curricular concept of powerful knowledge to the European research tradition of didactics in general, and subject didactics in particular. Second, we develop the concept of powerful knowledge by refuting the dichotomization suggested by Young (2015) that curriculum (‘what to teach’) can be separated from pedagogy (‘how to teach’). Instead we view these two questions as interrelated in didactical research.We suggest an expansion of the concept of powerful knowledge by using the analytical concept of transformation as a key concept in describing powerful knowledge in different disciplines, institutions and school subjects. The reason for this is that the concept of transformation is a central issue for didactical research from different European research traditions. Transformation as we understand it can be described as an integrative process in which the content knowledge is transformed into knowledge that is taught and learned through various transformation processes outside and within the educational system in relation to individual, institutional and societal level. Such processes of transformation are apparent in concepts related to a number of different frameworks including: ‘transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit et al. 2012), and are also reflected in the work of Bernstein (1971) in relation to the concept of ‘re-contextualisation’ within the curriculum tradition. The school subject is never a simple reduction of the discipline. The content knowledge is always transformed to fit the educational purpose of teaching. Hence, to study the concept of powerful knowledge within school subjects we need to study its transformation processes, and address the ‘why’ question in addition to the ‘what’ and ‘how’ questions.Moreover, the concept of powerful knowledge and the transformation processes the content of powerful knowledge undergo, must be placed in a wider context, where questions addressing societal challenges are raised. In a changing society the argument is being made that it is not obvious that powerful knowledge only stems from academic disciplines. For example, how does the emerging and rapidly changing media landscape affect powerful knowledge and how could powerful knowledge be understood in a connected classroom? How should interdisciplinary topics such as sustainability and migration be taught? What is powerful knowledge in such topics then emerges as a relevant question.
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| 4. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Powerful knowledge, transformations and the need for empirical studies across school subjects
- 2018
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Ingår i: London Review of Education. - London : UCL Press. - 1474-8460 .- 1474-8479. ; 16:3, s. 428-444
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.
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| 5. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Researching powerful knowledge and epistemic quality across school subjects
- 2022. - 1
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Ingår i: International Perspectives on Knowledge and Curriculum. - London : Bloomsbury Academic. - 9781350167094 - 9781350167124 - 9781350167100 ; , s. 1-16
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Bokkapitel (refereegranskat)abstract
- Niklas Gericke Brian Hudson Christina Olin-Scheller Martin Stolare Knowledge building in schools can be a transformative and empowering process, transforming pupils’ capacities, sense of self-efficacy and agency, while also acting as a powerful engine of social justice and social transformation (Muller 2016) . Still, knowledge building is notorious for sometimes being a dry and inert process that makes little difference to pupils’ lives and entrenches social inequality (Young and Muller 2010) . This book aims to develop understanding of how educators and education systems can ensure that school-based knowledge building reaches its transformative potential. In so doing, it draws on the concepts ‘powerful knowledge’ and ‘epistemic quality’ to help understand knowledge building’s qualities when it is effective and empowering, and how educational processes can build and develop these characteristics. The underlying research studies focus on the ways in which knowledge itself is transformed as it is re-contextualized at the individual,...
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| 6. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Trajectories of epistemic quality and powerful knowledge across school subjects
- 2022. - 1st
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Ingår i: International Perspectives on Knowledge and Curriculum. - London : Bloomsbury Academic. - 9781350167094 - 9781350167124 - 9781350167100 ; , s. 197-221
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Bokkapitel (refereegranskat)abstract
- In reflecting on the studies outlined in this book, we return to the KOSS research questions with respect to how the nature of powerful knowledge and epistemic quality in different school subjects can be characterized. We also consider how one may describe the transformation processes related to powerful knowledge and epistemic quality. As we do so, we develop a theoretical framework based on the concepts outlined earlier in the volume: powerful knowledge, transformation processes and epistemic quality. Our ambition with this book, and this chapter in particular, is to help create a common conceptual framework as well as a language for subject-specific research and scholarship as concerns different disciplines and school subjects. In this way, we try to find common ground for use by teachers, scholars and educational researchers interested in subject-specific research. In this final chapter, we will not once again...
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| 7. |
- Hudson, Brian, et al.
(författare)
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Trajectories of powerful knowledge and epistemic quality : analysing the transformations from disciplines across school subjects
- 2023
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 55:2, s. 119-137
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK).
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| 8. |
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International perspectives on knowledge and curriculum : Epistemic Quality across School Subjects
- 2022. - 1st
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
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| 9. |
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International Perspectives on Knowledge and Quality : Implications for Innovation in Teacher Education Policy and Practice
- 2022. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
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