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- Nordén, Birgitta, 1952-
(författare)
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Networking in Higher Education Didactics for Joint Actions in Fostering Remote learning and Hybrid Sustainability Outreach
- 2024
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Ingår i: Education, Citizenship and Social Change: Building Bridges . - Malmö : Malmö University Press. - 9789178774029 ; , s. 56-57
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Konferensbidrag (refereegranskat)abstract
- The UNECE strategy (2022) empowers vital HESD initiatives and virtually extended, reality-based education. Challenges in hybrid meetings beyond classrooms need to be synchronized virtually connecting participants in different time zones. Challenges identified are on how an all-day programme could look like during a conference, focusing on how teachers can break through deep-rooted normative learning and teaching patterns and encourage eco-reflexive thinking to catch sustainability learning affordances inspired by non-formal (i.e., grassroots) organizations as a foundation towards sustainable development. The purpose of this study is to investigate what happens when student teachers are offered innovative tools to transform and design hybrid learning spaces for the Caretakers of the Environment International (CEI), an international sustainability focused network of school youth and subject teachers, ahead of an upcoming conference CEI 2024 in Sweden. A MOOC was launched as outreach at Malmö university for the CEI (n=350) from twenty countries. In a partnership with Landskrona Municipality and MaU Innovation Center a hackathon was conducted for further research and educational development of higher education didactics for sustainability, remote learning, didactic modelling, Bildung and critical eco-reflexive perspectives. Within that context, student teachers were designing learning activities in the prolonging of the MOOC course on "Education, Regulation and Collaboration for a Sustainable Future" for the CEI 2024, to advance awareness of the urgent knowledge formation in professional networks, pedagogical development of hybrid solutions and digitization of learning moments to share and implement critical knowledge capabilities between different actors in society. The findings illuminate student teachers’ struggle with innovative concepts i.e. entrepreneurial design versus stereotypes of teaching roles. The study concludes that subject didactics and didactic modelling are beneficial within a systematic design thinking framework to enable student teachers to deliver a substantive quality of powerful sustainability knowledge bridging to augmented learning reality via hybrid citizenship contexts.
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| 2. |
- Kesak, Hennie, et al.
(författare)
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Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden
- 2023
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Ingår i: Intercultural Education. - : Taylor & Francis Group. - 1467-5986 .- 1469-8439. ; 34:2, s. 180-198
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Konferensbidrag (refereegranskat)abstract
- The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the studies was collected in the upper secondary context in Sweden and consists of documents, field notes written up from fieldwork, and qualitative ethnographic interviews. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers–institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution (upper secondary school). This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
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| 3. |
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Välfärdspolitik i praktiken : om perspektiv och metoder i forskning
- 2007
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Förändringar av människors villkor i samhället kräver nya sätt att forska. I den här antologin presenteras olika redskap för kvalitativ forskning om välfärd. I antologin utgår forskarna från redan välkända traditioner inom samhällsvetenskaplig forskning, men argumenterar inte bara för etablerade forskningsmetoder och teoretiska perspektiv inom välfärdsforskningen utan också för nya. Antologin har arbetats fram inom ramen för Nordiska Sommaruniversitetet och därmed influerats av olika forskningstraditioner som förekommer vid universitet och högskolor i Norden. Nya forskningsmetoder där människornas egna utsagor och upplevelser tillvaratas kan tolkas utifrån redan etablerade teoretiska perspektiv som fenomenologi, hermeneutik och interaktionism. De forskningsansatser som presenteras möjliggör att människor även själva är med och formulerar bilden av sina livsvillkor. I antologin visas hur forskning med dessa ansatser kan ske tillsammans med människor i olika åldrar och livssituationer. I antologin visas också att komparativa ansatser kan öppna för nya insikter om olika dimensioner i välfärdsystemet som en kulturell praktik.
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| 4. |
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| 5. |
- Hammerin, Zofia, 1986-, et al.
(författare)
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Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions
- 2024
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Ingår i: International Journal of Social Pedagogy. - 2051-5804. ; 13:1, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.
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| 6. |
- Hammerin, Zofia, 1986-, et al.
(författare)
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The Role Of The Teacher In Working With Student Health Care: A Student Perspective
- 2024
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Ingår i: <em>International Online Scientific Conference ICT in Life, </em>Faculty of Education, Josip Juray Strossmayer University of Osijek, Croatia (20240517).. - Osijek, Croatia. ; , s. 12-12
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Konferensbidrag (refereegranskat)abstract
- This paper presents findings from a qualitative study conducted in two Swedish high schools. The aim of is to examine the students’ perspective of the role of the teacher in working with student health care. Interviews with 34 students aged 16-19 were carried out. Data was analyzed using qualitative content analysis resulting in four dominating roles: 1) Teachers who create joyful learning, 2) Teachers who create a sense of control, 3) Teachers who spread happiness and 4) Teachers who makes the students feel valued. These finding are largely in line with inclusive teaching. A conclusion is that the student perspective of the role of the teacher in student health care has great similarities with the role of the teacher in inclusive teaching. Viewing teachers’ work with student health care in close connection with inclusive teaching can offer a new, pedagogical perspective on the role of the teacher in student health care, perhaps a role where teachers feel comfortable as opposed to something new or outside of their profession.
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| 7. |
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Learning as social practice: Beyond education as an individual enterprise
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.
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| 8. |
- Jensen, Mikael, 1969
(författare)
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Ledarskapsteorier
- 2022
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Ingår i: Lärarens ledarskap - professionell pedagogisk praktik. - Malmö : Gleerups. - 9789151107172
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Bokkapitel (refereegranskat)abstract
- Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområdena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskrivas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.
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| 9. |
- Groglopo, Adrián, 1967, et al.
(författare)
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Rasismen kläs på nytt i en gammal toleransdräkt
- 2015
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Ingår i: Feministiskt Perspektiv. - 2002-1542.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Andra inlägget i debatten om rasismforskningens villkor är skrivet av Adrián Groglopo och Lena Sawyer, som ställer sig kritiska till regeringens och Göteborgs universitets ideologiska utgångspunkter. I synnerhet kritiserar de föreställningen om tolerans. De vill gärna se mer maktkritiska perspektiv.
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| 10. |
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