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- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Equity and social justice for whom and by whom in contemporary Swedish higher and adult education
- 2020
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Ingår i: Learning and Teaching. - : Berghahn Books. - 1755-2273 .- 1755-2281. ; 13:3, s. 82-110
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students’ opportunities to access upper and post-upper secondary education.
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- Bäcke, Maria, 1969-, et al.
(författare)
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Lost opportunities for globalisation, digitalisation, and socially sustainable education? Advocating for digital and global Bildung in Swedish upper secondary schools
- 2024
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Ingår i: FRONTIERS IN EDUCATION. - : Frontiers Media S.A.. - 2504-284X. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we point to how the making visible of diverse linguistic, digital, and cultural competences can contribute to more sustainable and inclusive classroom contexts and future societies. Western notions of universal knowledge reproduces a western way of viewing the world and, as a result, this usually discounts alternative knowledge systems, which perpetuates inequality and may cause tensions in today's diverse classrooms. Our 2022 pilot study, drawing on an online survey with more than 700 respondents and focus group interviews with 27 participants, indicates that for some multiethnic, multi-abled, and otherwise diverse upper secondary students underlying, often ethnocentric, norms of Swedish education create hurdles in educational contexts. Firstly, in the Swedish context, non-normative and often global experiences are not recognised at school. Secondly, topics addressed in the courses they take are primarily focused on aspects originating in a Swedish, Nordic, or Western tradition. Curricular policies and classroom practices must take lost opportunities, which we argue are not socially sustainable, into account as a more global and holistic approach when articulating what educational learning is supposed to be about, for, and for whom, and thus integrating learning, digitalisation, and social sustainability.
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- Lange, Stefan, 1948, et al.
(författare)
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Students at a crossroad: A cross-sectional survey gauging the impact of COVID-19 on medical and biomedical graduates in the United States and Sweden
- 2023
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Ingår i: Biochemistry and Molecular Biology Education. - 1470-8175. ; 51:5, s. 508-519
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Tidskriftsartikel (refereegranskat)abstract
- Graduate programs in medicine and biomedical sciences have been severely impacted by the SARS-CoV-2/COVID-19 pandemic over the last 2 years. Following 2 years since beginning of the pandemic, data on student support, educational and academic performance as well as sentiment on changes to educational programs are starting to emerge. We performed and compared results of two cross-sectional surveys of Swedish and U.S.-based medical and biomedical graduate students on how the pandemic has affected their studies, research productivity and career trajectory. Students were also asked to assess support provided by the university and supervisors. The surveys also captured student demographics and a range of other factors, such as pressures brought on by caretaking and financial responsibilities. We analyzed answers from 264 and 106 students attending graduate programs in universities in Sweden and the United States, respectively. U.S.-based students faced more severe restrictions on their research program compared to students in Sweden, reporting more delays in productivity, scientific output and graduation, and increased worries about their career trajectory. Swedish students had more caretaking responsibilities, although these did not cause any delays in graduation. While support by universities and supervisors was comparable between the countries, financial worries and mental health concerns were particularly prominent in the U.S. cohort. Student performance and outlook was hugely dependent on the breadth of the restrictions and the available support. Besides the governmental and university-led approach to counter the pandemic, societal differences also played a role in how well students were handling effects of the pandemic.
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