| 1. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education
- 2022
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
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| 2. |
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| 3. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Powers forming the digitized teacher subjectivity: Self-technologies and algorithmic powers
- 2016
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Ingår i: Foucault at 90, University of West Scotland, Ayr campus. June 22-23 2016, Scotland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how social media sites, exemplified by activities within a large Facebook group of teachers with an interest in IT in the classroom, are part of forming a certain desirable teacher subjectivity, which can be defined as digitally present, competent and networking. Rather than presupposing or idealising social media activities, we are interested in how the teacher subjectivity is shaped by both social and technological powers. Empirically, we draw on material produced by collecting the interactions within a Facebook group with over 13,000 members between 2012 and 2015. This group is focused on ‘flipped classrooms,’ often described as a grass-roots movement of teachers interested in changing classroom practice by engaging students in pre-class activities through social media, user-generated content and online educational resources. This ‘movement’ is thereby heavily imbued with how social media operates and the ideals of a digitally competent, networked and self-managing teacher subjectivity. Our aim is to theorize and problematize the subjectivity formed in and by social media activities in the group. In particular, we want to address algorithmic powers (Beer, 2009), i.e. various filtering and sorting computational actions that shape what subjects encounters online. These actions are dependent on the data input of subjects, who thereby produce their own algorithmic profile. With this approach, we stress the user’s function as provider of profiled marketable data rather than solely as content provider (van Dijck, 2009). The questions raised concern how subjects conduct themselves and how social media surveillance mechanisms like algorithmic profiling co-constitute the subjectivity? We examine three distinct but intertwined aspects of how the Facebook group activities give shape to the subjectivity we call the ‘digitized teacher.’ Firstly, ways technologies of the self (Foucault, 1988) operate as teacher subjects are modifying and operating upon ‘digital selves’ by posting, commenting and liking. Secondly, ways Facebook algorithms individually curate and profile feeds and content based on algorithmic surveillance of user behaviour and input data within and outside the group. Lastly, we problematize how we as researchers co-produce social media surveillance and the subjectivity formation of the digitized teacher based on the methodology used. Beyond adding to educational research on emerging practices of liberal self-conducted powers shaping the digitized teacher subjectivity, the main contribution of this paper is to address questions of how self-powers are fuelled by surveillance powers, for example, as the notion of algorithmic powers seem to become incorporated in subjects’ own conduct of themselves. References Beer, D. (2009). Power through the algorithm? Participatory web cultures and the technological unconscious. New Media & Society 11(6), 985–1002. Foucault, M. (1988). Technologies of the self. In: L. H. Martin, H. Gutman and P. H. Hutton (Eds.). Technologies of the self. (pp. 16–49). Amherst: University of Massachusetts Press. Van Dijck, J. (2009). Users like you? Theorizing agency in user-generated content. Media, Culture & Society, 31(1), 41–58.
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| 4. |
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| 5. |
- Eliasson, Sara, et al.
(författare)
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A systematic literature review ofempirical research ontechnology education inearly childhood education
- 2023
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Ingår i: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 33:3, s. 793-818
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Forskningsöversikt (refereegranskat)abstract
- Technology education in early childhood education (ECE) has only recently been established internationally as a curriculum content area. The interdisciplinary character of technology education and its status as a field under development occasion a need to distinguish and define technology in the merging of disciplines. This literature review presents an overview of technology education in ECE in recent empirical studies. The literature review was carried out systematically, resulting in 23 studies that were scrutinised to present an overall picture regarding study design, findings and how technology is characterised. The analysis of the nature of technology in the reviewed studies builds on DiGironimo’s (Int J Sci Education, 33(10):1337–1352. https://doi.org/ 10. 1080/ 09500 693. 2010. 495400, 2011) conceptual framework, representing five distinct but merging dimensions of an ever-changing human technological creation process. In the synthesised findings, four subthemes derived from the studies’ overall themes were identified: two focusing on preschool teachers and pre-service teachers, and two focusing on technology activities with children. The aligned outcomes are discussed concerning the conceptual dimensions of technology, along with possibilities, challenges and implications for the current field of research on technology education in ECE.
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| 6. |
- Eliasson, Sara, et al.
(författare)
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Exploring dimensions of technology in Early Childhood Education activities
- 2021
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Ingår i: EECERA online-conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim is to explore what dimensions of technology are exposed by the teachers’ orchestration of preschool activities. Technology education in ECE is an emerging field, generally consisting of intervention projects or studies of preschool teachers’ perception of technology (Jones et al. 2013). The status as a field under development occasions more studies of ongoing technology activities in preschool settings (Johansson, 2020). Underpinned by sociocultural perspectives (Vygotsky, 1934) in situ technology activities was explored, drawing on diGironimo’s (2011) conceptual framework involving the five dimensions of technology as; i) artefacts, ii) creation processes, iii) human practices, iv) its historical ground and v) its interconnection with the evolving technology today. The empirical data of the qualitative study consists of ten video-documented technology activities involving eleven children aged 2-5 years and four preschool teachers in three Swedish preschool groups with a pronounced technology focus. Interaction analysis (Derry et al., 2010) was used to analyze the data. By following the ethical guidelines of The Swedish Research Council (2017), specific considerations were continuously given to aspects regarding research with young children (Dockett et al., 2009). The findings show that while four of the dimensions of technology are well elaborated, the historical dimension does not clearly appear in the data. Concluding reflections suggest that the weak presence of the historical dimensions of technology implies that technology education lacks its knowledge base involving the accumulated knowledge of humans, which is a valuable finding for the practice and for the field of research to continue exploring.
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| 7. |
- Eliasson, Sara, et al.
(författare)
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You don’t have to re-invent the wheel to implement technology activities in early childhood education
- 2024
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 52
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Tidskriftsartikel (refereegranskat)abstract
- This study on technology education in preschool aims to explore how technology activities in preschool are enacted and what knowledge, related to the five dimensions of the nature of technology, is made possible for the children to learn when inter-subjectivity is established in the interaction between the participants. The empirical data encompass three video-documented technology activities, involving five children and one preschool teacher. Drawing on the five dimensions of the nature of technology by DiGironimo, the participants’ interactions were analysed using interaction analysis. The results showed that the teacher, through well-defined and sensitive orchestration, enacted goal-oriented activities by allowing a play-oriented approach, and that intersubjectivity on technology was established related to four of the five dimensions of technology. The lack of knowledge related to the historical dimension of technology suggests further scrutiny and is discussed as essential in ECE technology education for contemporary children, growing up in high-tech societies.
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| 8. |
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| 9. |
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| 10. |
- Haglund, Björn, 1962, et al.
(författare)
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Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children
- 2017
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Ingår i: Journal for Research on Extended Education. - : Verlag Barbara Budrich GmbH. - 2196-3673 .- 2196-7423. ; 5:2, s. 188-206
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Tidskriftsartikel (refereegranskat)abstract
- Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants’ answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants’ discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident.
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| 11. |
- Hillman, Thomas, 1978, et al.
(författare)
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Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership
- 2021
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Ingår i: Computers and Education. - : Elsevier BV. - 0360-1315. ; 168
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Tidskriftsartikel (refereegranskat)abstract
- The role that moderation plays in the effective functioning of online communities is relatively well studied in relation to both general free-time social media groups and discussion groups that are part of formal educational and professional learning initiatives. However, at the intersection of these domains, there are a growing number of large-scale informally-developed professional-learning groups. While this kind of group has been studied more generally, little attention has been paid to the particular moderation concerns at play in these hybrid online spaces. In this study, we examine moderation over a three-year period in a teacher-professional Facebook group with over 13,000 members. Maintaining an interpretivist stance while drawing on an exploratory statistical analysis of trace data to identify critical instances in the activity of the group, we adopt a Goffmanian approach to examine how moderation is performed. Based on this analysis, we find that moderation in the case group involved a particular balance of three different moderation concerns. In addition to the facilitation role that moderators are often described as having in groups associated with formal educational and professional learning initiatives, our findings show that moderation can also involve the monitoring of group norms more commonly associated with general free-time social media groups and the third moderation concern of acting as an expert member.
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| 12. |
- Jonsson, Lars-Erik, 1946, et al.
(författare)
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Sharing thoughts in computer-mediated communication
- 2005
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Ingår i: L. Dirkinck-Holmfeld, B. Lindström, M.Svendsen, M. Ponti (red). Conditions for productive learning in networked learning environments. Aalborg, Denmark. Kaleidoscope, Aalborg University.. ; , s. 74-83
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 13. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Preschool Children’s Play and Alignments in a Bracketed Framing of a Music-technological Breakdown
- 2018
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Ingår i: Research on Children and Social Interaction. - : Equinox Publishing. - 2057-5807 .- 2057-5815. ; 2:1, s. 120-142
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Tidskriftsartikel (refereegranskat)abstract
- Music technologies are becoming important in children’s play in everyday life, but research on children’s communication and interaction in such activities is still scarce. This study examines three children’s social interaction in an ‘experimental’ activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children’s interpretive framings of the adult’s introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children’s social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children’s definitions of situations and to consider children’s experiences of participation in popular media culture.
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| 14. |
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| 15. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Sharing repertoires in a teacher professional Facebook group
- 2017
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 15, s. 44-55
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Tidskriftsartikel (refereegranskat)abstract
- This study explores participation in a teacher self-organised profession-based Facebook group discussing the Flipped Classroom (FC) approach. Methodologically our findings are based on computational content analysis of group activity and accompanying in-depth analysis of the communication in selected discussion threads. The findings show that sharing of material and social exchange becomes intertwined and that three double-edged participatory themes emerge: (1) requesting and giving tips, (2) asking for and providing concrete instructional examples, and (3) questioning and justifying the FC approach. In instances where the established repertoires are challenged, critical discussions emerge that nurture collegial learning and stimulate reflections on teaching practices.
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| 16. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Upp till IT - Digitala utmaningar i lärarutbildning
- 2012
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Ingår i: 2012. ; NU 2012 - Gränslöst Lärande
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Konferensbidrag (refereegranskat)abstract
- Idag används digitala teknologier i de flesta verksamheter i samhället, men genomsyrar ännu inte utbildning i någon betydande utsträckning. Som tidigare forskning visat har de många försök att använda digitala teknologier i utbildningssammanhang under de senaste decennierna varken förändrat eller förbättrat undervisning och lärande på det sätt som förutsagts. En utgångspunkt för vår planerade studie är att om en förändring av utbildning och lärandeaktiviteter ska komma till stånd bör studenters användande av IT komma i fokus. I detta sammanhang utgör den nya lärarutbildningen såsom den iscensätts från och med hösten 2011 ett intressant fall. I propositionen om den nya lärarutbildningen (2009/10:89) skrivs informations- och kommunikationsteknik som utbildningsresurs fram som ett av fyra perspektiv som ”genomgående ska prägla och genomsyra all lärarutbildning”. Detta innebär mer specifikt en förändring där IT ska representeras på nya sätt och utgöra bärande element i lärarutbildningen. Forskning har dock visat att IT inte används på ett genomtänkt sätt i lärarutbildningen (t.ex. Enochsson & Rizza, 2009, Ung Kommunikation, 2011). Vidare visar dessa studier att studenter ser IT som viktigt för deras framtida yrke och därigenom en kompetens som de förväntar att de ska få utveckla i lärarutbildningen. Av den anledningen blir det viktigt att inte enbart fokusera praktiskt handhavande utan att också ge studenterna möjligheter att utveckla teoretiskt förankrad förståelse och förhållningssätt i relation till IT. Vår planerade studie fokuserar hur IT blir en del av, används och diskuteras i aktiviteter inom lärarutbildningen. Syftet är att identifiera vad studenter anger som exempel där IT används så att det praktiska, teoretiska och pedagogiska samspelar. Syftet med runda-bords-samtalet är att diskutera möjligheter och dilemman med att implementera IT som en integrerad och pedagogisk del av utbildning i allmänhet och lärarutbildning i synnerhet. Runda-bords-samtalet vänder sig till praktiker och forskare som har ett intresse för frågor som rör IT i högre utbildning, hur man kan studera detta och hur resultat kan återföras till praktiken. Fördelen med att studera en utbildning i sitt initiala skede är att kunskaper och insikter kan tillvaratas och komma utbildningen till godo medan den ännu är aktuell. Målet med denna forskningsdesign är inte att utvärdera utan att bidra till att stärka IT som ett eget kunskapsfält inom utbildning. Runda-bords-samtalet organiseras genom en kort introduktion av vår planerade studie som presenterats ovan. Genom att ta utgångspunkt i några dilemman förs en öppen diskussion som kan bidra till erfarenhetsutbyte. I runda-bords-samtalet presenteras en planerad studie av studenters erfarenheter av IT i lärarutbildningen för en öppen diskussion och erfarenhetsutbyte. Syftet är att diskutera möjligheter och dilemman med att implementera IT som en integrerad och pedagogisk del av utbildning i allmänhet och lärarutbildning i synnerhet.
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| 17. |
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| 18. |
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| 19. |
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| 20. |
- Lundin, Mona, 1976, et al.
(författare)
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Higher education dominance and siloed knowledge: a systematic review of flipped classroom research
- 2018
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Ingår i: International Journal of Educational Technology in Higher Education. - : Springer Science and Business Media LLC. - 2365-9440. ; 15
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Forskningsöversikt (refereegranskat)abstract
- This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources (‘flips’) followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.
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| 21. |
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| 22. |
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| 23. |
- Oshiro, A., et al.
(författare)
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Understanding the psychology of a trickster tale: 5-year-old Japanese kindergarten children collaboratively retelling a kitsune story
- 2017
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 8:1, s. 58-74
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Tidskriftsartikel (refereegranskat)abstract
- How children understand the psychology of a story (i.e., the intentions and experiences of its characters) is pivotal to comprehending its point. In this study we investigate empirically how 5-year-old children in a Japanese kindergarten manage mental state verbs and adjectives when collaboratively retelling a tale heard. The tale, an example of a kitsune trickster story about anthropomorphized foxes interacting with humans, contains a number of critical events concerning expected and actual discrepancy between intentions/expectations and outcomes of actions. The empirical data consist of collaboratively retold stories. These have been recorded and transcribed. Theoretically, the study is informed by a sociocultural perspective, emphasizing the appropriation of the intramental function of cultural tools (importantly, in this case, of mental state discourse) through intermental communication, such as joint storytelling. The findings show how the children make use of mental state verbs and adjectives denoting psychological (intellectual and emotional) processes when retelling the story as well as afterwards for rendering their impressions of the story.
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| 24. |
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| 25. |
- Peterson, Louise, 1965, et al.
(författare)
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“Going on Trial”: Teachers’ team performance in social media groups when facing problematic work-related issues
- 2019
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Ingår i: Virtual Learning Sites as Languaging Spaces - Critical Issues on Languaging Research in Changing Eduscapes. - Cham, Switzerland : Palgrave Macmillan. - 9783030269296 ; , s. 241-268
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Bokkapitel (refereegranskat)abstract
- This study examines how a problematic work-related issue is raised in a large self-organized thematic professional Facebook group and how the topic is continued in the discussion that follows. Based on big data from a large corpus assembled through the Facebook Application Programming Interface, a unique case thread is selected for in-depth analysis. The aim is to analyse how social support is performed through professional identity work in moment-by-moment online interactions. The findings illustrate how the performance of social support in a thread includes both supportive and remedial interchanges that reveal emergent impression management and a mutually shaped professional teacher identity. Further, the findings indicate that member performance, generally relatively neutral in non-critical discussion threads, changes in relation to the problematic work-related issue in the post that challenges the collective identity of the group. This means that the interaction engenders cooperative and supportive interchanges that motivate members to perform as a team and cooperate as supportive team members.
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| 26. |
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| 27. |
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| 28. |
- Peterson, Louise, 1965, et al.
(författare)
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Professional identity management in a thematic Facebook group
- 2017
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Ingår i: European Association for Research on Learning and Instruction conference, EARLI. 29 August – 2 September, University of Tampere, Tampere, Finland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Peterson, Louise, 1965
(författare)
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Values in Play – Interactional Life with the Sims
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study arises from pedagogical discussion about learning potential with computer games – more precisely, that one game genre called open-ended (sandbox) games can make players explore the game content in such a way that they learn about a specific content or phenomenon while playing. These arguments are strong in the constructionist tradition but are seldom backed up by empirical results. This study scrutinizes the social activity of game play with OESG. Video recordings of 19 play sessions in home environments generated the empirical data. The study comprises 39 players in groups of two or three, aged 10 to 14, as they were playing The Sims or The Sims 2 for one hour. The theoretical tools in the analysis were assembled within a sociocultural perspective on learning and communication, and also by using Vygotsky’s ideas on fantasy and creativity and Goffman’s ideas on social interaction. Drawing from analyses of the video recorded play activities, this study gives an account of how meaning and values are negotiated during actual game play. Whereas previous research indicates that this particular game genre might hold progressive potential, insofar as it challenges the players’ prevailing values and norms, this empirical study brings forth a counterargument by showing how the “freedom” in the computer game assists instead in reproducing prevailing values and norms. This is because the players proved to be using their sociocultural experiences – what they already know – as a resource in their interactions. This suggests that the educational potential of games might not be in exploring, but rather in the fact that rule-based activities make participants orientate themselves to specific topics. Hence, open-ended exploration within immersive game worlds might not be an appropriate way to challenge young people’s preconceptions and stereotypes. These findings suggest that if a concept of challenged stereotypes is desired in video games, the design must present more of a contest to prevailing norms, accentuating alternative subject positions.
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| 30. |
- Peterson, Louise, 1965
(författare)
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Vikten av ett kritiskt granskande förhållningssätt
- 2014
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Ingår i: Lärare i den uppkopplade skolan. Annika Lantz-Andersson (red.); Roger Säljö (red.). - Malmö : Gleerups. - 9789140687159 ; , s. 197-230
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Pihl, Agneta, 1967, et al.
(författare)
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Children remembering and reshaping stories in retelling
- 2018
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Ingår i: Journal of Early Childhood Education Research. - 2323-7414 .- 2323-7414. ; 7:1, s. 127-146
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns the processesof storytelling and remembering in the context of how 4-5-year-old children orally retell stories they have been told by a teacher. Understanding children’s retellings as a sense-making activity, the analytic focus is on what children pick up from, and how they transform, the story. The storytelling activities have been video recorded, transcribed and analyzed from a sociocultural theoretical perspective. With an interest in studying the nature of narrative activity, three retelling activities of one focuschild were chosen for analysis. The results show that the child remembers details, introduces new elements and in various ways transforms the story. On a more overarching level, the study shows how the child’s retelling and remembering are clearly relatedto the sense she makes of the story and the activity she engages in. This implies that narrative practices contain an important reflexivity; when teachers support the processes of storytelling and remembering, they also support children’s sense making, and conversely, when supporting children’s understanding of stories, teachers assist children’s remembering.
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| 32. |
- Pihl, Agneta, 1967, et al.
(författare)
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Children's re-storying as a responsive practice
- 2017
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Ingår i: Narratives in Early Childhood Education. - London : Routledge. - 9781315640549 ; , s. 89-101
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 33. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology
- 2023
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Ingår i: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer International Publishing. - 2468-8746. ; , s. 145-152
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Bokkapitel (refereegranskat)abstract
- A common observation at workshops in collaborative research between ECEC personnel and researchers is that the educational professionals express an expectation that the research partners should tell them what to do and how something is. This clashes with a foundational premise of research – that research entails generating new knowledge – and thus we cannot say beforehand how it is or what should more specifically be done by teachers. In this chapter, the discussion moves beyond this identified challenge, through theoretical analysis of the language used in interprofessional communication. It is argued that the linguistic process of transforming verbs into nouns (i.e., nominalisation) and its ensuing reification (making-into-things), recontextualised in relation to researcher-ECEC personnel collaboration, needs to be problematised through metacommunicating. This is critical in order to avoid constituting knowledge as objects existing beforehand to simply be transmitted from knower (researcher) to receiver (ECEC personnel). Such a view constitutes the latter group as lacking knowledge. In order to recognise different participating groups’ contributions, more active and dynamic metaphors of knowledge – in this text, the notion of knowledging is suggested (cf. languaging and knowing) – are needed in order to promote mutual recognition and agency among participants, an issue at the heart of interprofessional collaborative work.
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| 34. |
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