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- Lund, Sandra
(författare)
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Ledarskap och professionellt lärande i geografiskt perifera grundskolor : en etnografisk studie av relationen mellan praktiker samt deras arrangemang
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Leadership and professional learning are extra important in geographic peripheral schools because there is a spatial inequality according to education development. In addition, the Swedish law tells that teaching should be based on a scientific foundation and proven experience. In the absence of scientific studies on teaching in small geographic peripheral schools, structures are needed to strengthen proven experience through professional learning. The focus is the relationship between leadership practices and teachers' professional learning practices in small geographically peripheral primary schools. The study uses the theory of practice architecture to analyse the data from an ethnographic study in three village schools. The findings show that professional learning practices in village Schools occur through spontaneous conversations, while in the district, meetings need to be planned due to geographical spread. The relationship between practices is mutually dependent. Leadership practices have been distinguished from predetermined leadership positions. Leadership could be understood as project protector or as organisers. Practices of community development have been identified in ecologies of practices.
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| 3. |
- Öhrn, Elisabet, 1958, et al.
(författare)
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Rural education and migration : a study of the 2015 reception of young refugees in Sweden
- 2023
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Ingår i: Australian and International Journal of Rural Education. - : The Society for the Provision of Education in Rural Australia (SPERA). - 1036-0026 .- 1839-7387. ; 33:2, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.
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