| 1. |
- Björck, Ville, 1982-
(författare)
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The idea of academia and the real world and its ironic role in the discourse on Work-integrated Learning
- 2020
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Ingår i: Studies in Continuing Education. - 0158-037X .- 1470-126X. ; 42, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Work-integrated Learning (WIL) seeks to bridge the gap between ‘scholastic’ training and work. This study explores the ironic fact that the WIL discourse remains formed by the idea of academia and the real world, an idea that in decisive ways creates this gap. A genealogical discourse analysis of how this idea operates in 79 present and past official documents promoting the Cooperative Education (Co-op) WIL model is used to explore this ironic fact. Two accounts of this idea are dominant in both present and past documents – the deficit account, which merely creates the stated gap, and the collaborative account, which both creates and bridges this gap. I emphasise that the Co-op and other standard WIL models embody and (re)produce the stated idea because they locate ‘scholastic’ training outside the ‘real world’. This separation dates back to scholè – the ancient Greek school that aimed to disconnect ‘school’ from ‘work’. Because WIL has the opposite aim, I argue that this separation is in fact counterproductive for WIL. Finally, I argue that locating WIL in a third place outside university and working life can be a way of avoiding the separation that (re)produces the idea of academia and the real world.
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| 2. |
- Bradley, Linda, 1961, et al.
(författare)
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Professional development of Syrian refugee women: proceeding with a career within education
- 2022
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Ingår i: Studies in Continuing Education. - 0158-037X .- 1470-126X. ; 44:1, s. 155-172
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Tidskriftsartikel (refereegranskat)abstract
- © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This research investigates professional development with Syrian refugee women teachers settled in Lebanon and Sweden. Both countries offer professional training programmes for migrant teachers, enabling them to proceed with their careers. The purpose is to investigate how moving to a new country calls for an opportunity to engage in practice development and the role digital literacy plays in the refugees’ lives. We conducted interviews with twenty women in Lebanon and Sweden. The outcomes show that engaging in further career development is empowering and beneficial for strengthening and developing teaching and learning skills, and mobile literacy plays a role in overcoming the language barrier.
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| 3. |
- Bredlöv, Eleonor, 1982-
(författare)
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Becoming an emotional worker and student : exploring skin and spa therapy education and training
- 2021
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Ingår i: Studies in Continuing Education. - : Routledge. - 0158-037X .- 1470-126X.
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Tidskriftsartikel (refereegranskat)abstract
- This study connects to the term‘emotional labour’, coined by [Hochschild, A. R. (1983) 2003.TheManagedHeart:Commercialization of Human Feeling. 2nd ed. Berkeley, CA:University of California Press], and explores how skin and spatherapy students are constructed as emotional workers inlearning processes surrounding the body. Drawing on apoststructural approach, inspired by Foucault, regularities ofdescription and self-description were analysed in the material, which consist of interviews andfield notes derived fromobservations of classroom interaction. The results show howstudent subjectivities are produced as a response to thepresumption about body availability in the educationalarrangements. It also shows how students are positioned andposition themselves as emotional workers through threereoccurring issues surrounding the body; the body as a privatesphere, the body as a place of pain, and disgusting peculiaritiesof the body. Here, struggling subjectivities emerge, striving to overcome the obstacles that the body might entail in becoming aprofessional. The participants self-position and are positioned asresponsible concerning each other’s’learning processes, makingtheir bodies available for their classmates to practice on, communicating their thoughts and feelings as posing clients, developing their empathic abilities towards future clients. Thus, the participants are not only produced as emotional workers, but emotional students, pinpointing the necessity of educational research on emotional labour.
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| 4. |
- Fejes, Andreas, et al.
(författare)
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A place called home: the meaning(s) of popular education for newly arrived refugees
- 2022
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Ingår i: Studies in Continuing Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0158-037X .- 1470-126X. ; 44:1
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we direct our focus on some of the recent activities undertaken by popular education institutions in Sweden in relation to the refugee challenge in 2015. The aim is to analyse how these popular education activities are shaped as specific communities of practice, through the ways they are described by those who organised these, and what meaning newly arrived refugees create regarding their participation in these practices. Drawing on a socio-cultural understanding of participation and learning, we analyse interviews with newly arrived refugees, principals, managers, teachers and study circle leaders. Our analysis illustrates how popular education emerge as specific communities of practice different compared to the regular education system; how these practices are shaped as practices of stability and learning; and how newly arrived refugees construe these practices as important in their current engagement across a range of communities in the role as newcomers.
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| 5. |
- Gustavsson, Maria, et al.
(författare)
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Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services
- 2023
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Ingår i: Studies in Continuing Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0158-037X .- 1470-126X.
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates stakeholders’ learning and transformative action when developing a collaboration platform between a Swedish regional authority organisation (RAO) and civil society organisations (CSOs) to find new ways to provide welfare services. The material is based on 22 semi-structured interviews and observations of seven general meetings at which RAO officials and CSO representatives met. In addition, notes were taken during two workshops with key stakeholders and interviewees, respectively. Learning and transformative action were analysed through a TADS approach. The findings reveal that a signed agreement, stipulating collaboration between the two sectors (public and civil society) became a second stimulus for shared transformative agency. After signing the agreement, conflicts of motives arose, which challenged learning between stakeholders. Surprisingly, it was not the conflicts of motives between the two sectors, but those within each sector that constituted the most severe expansive learning challenges, and consequently also a delay in the development of the collaboration platform that was to provide welfare services. Nonetheless, the conflicts also contributed to small, incremental, steps of transformative action toward what they had set out to do.
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| 6. |
- Gustavsson, Maria, et al.
(författare)
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Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services
- 2023
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Ingår i: Studies in Continuing Education. - 0158-037X .- 1470-126X. ; 46:2, s. 197-212
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates stakeholders’ learning and transformativeaction when developing a collaboration platform between aSwedish regional authority organisation (RAO) and civil societyorganisations (CSOs) to find new ways to provide welfareservices. The material is based on 22 semi-structured interviewsand observations of seven general meetings at which RAOofficials and CSO representatives met. In addition, notes weretaken during two workshops with key stakeholders andinterviewees, respectively. Learning and transformative actionwere analysed through a TADS approach. The findings reveal thata signed agreement, stipulating collaboration between the twosectors (public and civil society) became a second stimulus forshared transformative agency. After signing the agreement,conflicts of motives arose, which challenged learning betweenstakeholders. Surprisingly, it was not the conflicts of motivesbetween the two sectors, but those within each sector thatconstituted the most severe expansive learning challenges, andconsequently also a delay in the development of thecollaboration platform that was to provide welfare services.Nonetheless, the conflicts also contributed to small, incremental,steps of transformative action toward what they had set out to do.
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| 7. |
- Holmgren, Robert, 1958-, et al.
(författare)
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Who should i talk to? : informal workplace learning among teachers in police education
- 2024
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Ingår i: Studies in Continuing Education. - : Routledge. - 0158-037X .- 1470-126X. ; 46:1, s. 82-100
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has shown that teachers' informal learning in social networks is of great importance for their professional development. Participation in social networks is often characterised by knowledge exchange between employees with the aim of dealing with work-related challenges or improving the work practice. In this study, attention was focused on teachers at a Swedish police education unit and their participation in work-related social networks. The findings were based on two data collections, logbooks of social networking interactions and follow-up interviews with 23 teachers. The purpose was to explore who they talked to, for what purpose and what means of communication they used, and the analysis included mapping of their interactions in social networks and a qualitative analysis of their narratives. Overall, the study shows that the teachers' participation in social networks was extensive and valuable for their professional development as teachers. Furthermore, the analysis shows that the teachers' interactions in social networks are usually intentional and based on knowledge needs related to pedagogical aspects of teaching, that the composition of course content and teaching teams can affect teachers' readiness to participate in several different networks and that the type of knowledge need affects which means of communication are used.
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| 8. |
- Köpsén, Johanna, 1984-
(författare)
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Demands-based and employer-driven curricula: defining knowledge in higher vocational education and training
- 2020
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Ingår i: Studies in Continuing Education. - : Taylor & Francis Group. - 0158-037X .- 1470-126X. ; 42:3, s. 349-364
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Tidskriftsartikel (refereegranskat)abstract
- Access to, and participation in, higher education is expanding. Commonalities in the organisation of this expansion are distinctive vocational pathways, liberal marketisation and significant employer influence. However, whether this expanded access to higher education in vocational pathways is contributing to opportunities of social mobility for the students accessing higher education in this way is questioned. This article explores one way to investigate this by focusing on knowledge in VET curricula – specifically knowledge which students in higher VET get access to. Knowledge in VET curricula can both reproduce existing social divisions and inequalities or support social mobility, as knowledge may both include and exclude from social power. Thus, possible reproduction of stratification may be tracked in formation of curricula. In this article, the Swedish system of higher VET established in 2009 serves as the case for a policy analysis examining what knowledge policy defines for higher VET curricula. The analysis shows a dominant definition of legitimate knowledge as that generated in the production of goods and services and selected by locally involved employers. This is a definition of knowledge for higher VET in line with a global focus on differentiation in higher education rather than on equality of outcomes.
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| 9. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Risk for professional learning when the academic community is forced online?
- 2021
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Ingår i: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X.
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Tidskriftsartikel (refereegranskat)abstract
- Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.
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| 10. |
- Liljeholm Bång, Maria, et al.
(författare)
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The mismatch between teaching and assessing professionalism : a practice architecture analysis of three professional programmes
- 2024
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Ingår i: Studies in Continuing Education. - : Routledge. - 0158-037X .- 1470-126X.
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Tidskriftsartikel (refereegranskat)abstract
- While there is broad agreement about their importance, courses in professionalism have proven difficult to teach and assess. Furthermore, there is currently a lack of knowledge regarding problems that are common across professional boundaries. The purpose of this article is to examine what teaching and assessing professionalism in higher education entails in three distinctly different professional education contexts in Sweden: medical, police, and social-work education. The study is qualitative and comparative, with data consisting of documents (curricula, syllabi, course content n > 200), interviews (n = 18), and participant observations (∼30 h) of how professionalism is taught and assessed in each programme. The results describe the practice architectures of teaching and assessing professionalism, where problems and dilemmas are made visible. The results also show a tension between the ambition to practise and the ambition to assess, which leads to what we call 'assessment avoidance'.
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