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- Centerwall, Ulrika, 1980-, et al.
(författare)
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Norm Critical Projects in Swedish School Librarian Practices
- 2022
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Ingår i: Nordic Journal of Library and Information Studies. - : Det Kgl. Bibliotek/Royal Danish Library. - 2597-0593. ; 3:2, s. 16-32
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the practices of school librarians with a specific focus on norm critical pedagogy, a distinctively Scandinavian concept with a basis in critical pedagogies. In Sweden, norm critique is a practice, a pedagogy and a discourse. Our article offers examples of school librarian practices that deal with issues of sexuality and gender conceptualized in their work with LGBTQ+ literature from a norm critical perspective. We analysed semi-structured interviews with eight librarians in four secondary and upper secondary schools through the lens of the theory of practice architectures (Kemmis & Grootenboer, 2008). Our findings demonstrate how the norm critical practices of school librarians are enabled and constrained by arrangements within the school site, as well as by management, colleagues and professional learning practices. The projects carried out by school librarians that employ norm critical perspectives are both strengthened and challenged by collaboration with principals and other education professionals at the school site. When teachers challenge the views of librarians, the latter have to re-think and re-negotiate normative positions. Hence, norm critical thinking is not only taught but also practiced in the everyday work in school libraries. This article argues that these norm critical perspectives and the librarians’ practices represent important contributions to the democratic assignment of Swedish schools.
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Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.].
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.
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- Kaukko, Mervi, et al.
(författare)
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Research that Facilitates Praxis and Praxis Development
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. - Singapore : Springer Publishing Company. - 9789811569258 - 9789811569265 ; , s. 39-63
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Bokkapitel (refereegranskat)abstract
- This chapter draws on an integrative literature review of the corpus of Pedagogy, Education and Praxis (PEP) publications between 2008 and 2018, examining research conducted in and for praxis, that is, research that helps us to understand and facilitate praxis. The chapter maps some of the central foundations that cut across educational research facilitating praxis and praxis development, including the theory of practice architectures and educational action research. It also touches upon approaches that, despite their connections with praxis, appear to be less common. The chapter also deliberates on the conditions under which research in and for praxis might be conducted, and by whom, in different educational settings and national contexts. The findings show that research in and for praxis is possible via multiple approaches and various positionalities, as long as the aim is to go beyond understanding praxis into realising its possibilities in actual educational sites. These multiple approaches include “insider”, “outsider”, and “in-between” researcher locations. Overall, our review reveals that the rich and varied works on, with, and for praxis discussed in the chapter can provide a powerful armoury with which to speak back to increasingly homogenised and homogenising research approaches in education. It also suggests that the emergence of new ideas and less dominant theories has the potential to further facilitate the (re)imagining of new possibilities for research/praxis development.
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- Langelotz, Lill, 1968, et al.
(författare)
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Action Research and Curriculum Development with Consideration of the Nordic Context
- 2022
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Ingår i: Oxford Research Encyclopedia of Education. - : Oxford University Press.
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Forskningsöversikt (refereegranskat)abstract
- In this overview, we examine action research and curriculum development from the last 50 years in various national and educational settings. Both action research (AR) and curriculum development are explored in diverse ways, depending on academic traditions and national contexts and languages. Hence, curriculum is differently conceptualized in, for example, English vis-à-vis Nordic traditions. The concept of curriculum development may, in the tradition of action research as an orientation toward educational change, incorporate both planned and unplanned student learning and practices of teachers. Several international scholar contributions as well as 50 journal articles from all around the world are explored. The point of departure, is however, in the Nordic traditions and understandings of curriculum development and AR. In other words, we are partly “coming from the side” when exploring literature, not mainly in our first language (Swedish), but in English. In the first part, we start in the early 1970s to show how curriculum development is embedded within an action research tradition with a strong emphasis on change and teacher experiences and engagement. We shed light on how curriculum development is a collaborative practice (in AR traditions in, for example, the United Kingdom and the Nordic countries) as well as an exercise of authority (in AR used by educational policymakers in Sweden) and as part of a global “practice turn.” In part two, we turn to 50 articles from 2000–2020, found in one data base and one research journal, to scrutinize the explicit relation between “action research” AND “curriculum development.” The analysis revealed three descriptive themes, as well as three underlying questions in the AR community, of what contributes to curriculum development. The themes—and questions—are: (a) Transforming the content in programs and courses (the “What”), (b) Professional learning and development (the “Who”), and (c) AR as an approach for curriculum development (the “How”). Teachers are still, as in the 1970s, the key agents and owners of the process in many of these studies. However, there are examples of AR being used to govern teachers’ professional learning and change their teaching approaches, and to implement specific curriculum changes. Policies and discourses of sustainable development have a significant impact on the chosen topics of curriculum development all over the world. Is this a change in the professional or the political dimension of action research? Maybe both. One can ask, whether the professional autonomy is empowered or not, when the issues, underpinning the development work, have their origin in the society rather than in the actual classroom practice in the local site. Is there room for teachers’ critical voices and own queries? Education has, however, to respond to global and local questions and dominant challenges for all citizens. Researchers and teachers responding to this situation, by using action research for curriculum development, become an important and necessary part of the global strive to engage in social and environmental problems.
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- Langelotz, Lill, 1968-, et al.
(författare)
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Continuing Professional Development – a Threat to Teacher Professionalism
- 2022
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Ingår i: AERA annual meeting San Diego 21-26 April 2022.
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Konferensbidrag (refereegranskat)abstract
- This paper asks following burning question: Where is a critical know-whyperspective on education, in teachers’ continuing professional development(CPD)? Point of departure is the first result of an ongoing (2020-2023)government funded research project in Sweden. A follow-the-money approachwas used to collect data. 1000 invoices, from three Swedish municipalities,were inductively analyzed and categorized. The results exposed how ethicalissues, climate crises, and social (in)justice are almost absent in the CPDcontentas is critical know-why professional knowledge. Framed by the notionof professionalism, we here further explore one of the municipalities anddiscuss fast policies imprint on local sites, the lack of cultivating know-whyknowledge, and how CPD might be a threat to teachers’ professionalism.
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