| 1. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Spegeln som resurs i hår- och makeupstylistklassrummet : Yrkesämnesundervisning på hantverksprogrammet
- 2024
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Ingår i: Nordic Journal of Vocational Education and Training. - : Linköping University Electronic Press. - 2242-458X. ; 14:2, s. 30-54
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the interaction between students and teachers in subject-specificvocational education, specifically focusing on the hair and make-up stylist classroomwithin the handicraft programme in Swedish upper secondary school. The aim is tounderstand the role and significance of the mirror in enabling teacher-studentinteraction and mutual understanding. By integrating Conversation Analysis andVariation Theory into a unified approach (CAVTA), the study seeks to providecomprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enablesthe identification of the visible content in teaching and how it manifests in the stagedvocational education setting. The findings reveal the teacher’s strategic use of the mirrorto emphasise critical aspects of the Object of learning, in this study referring to theapplication of eye shadow. This utilisation of the mirror serves as a valuable teachingtool in the interaction between the teacher and student.
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| 2. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Step by step - moving forward : Different resources for learning at vocational education on the handicraft programme
- 2023
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Ingår i: Book of abstracts.
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Konferensbidrag (refereegranskat)abstract
- In the vocational education classroom settings, teaching and learning are done in interaction between teacher and students. This study is a part of a larger VR-funded project (dnr 2017-03552) which explores vocational learning in technical upper secondary vocational education. In our study we aim to shed light on how learning takes place in a vocational classroom at the handicraft programme (hair- and makeup stylist) in actual teaching situations. When studying how learning takes place in a vocational and educational training classroom, we can reach more in-depth knowledge about the teacher-student interaction in a narrower scale. The purpose is to contribute with knowledge regarding how learning takes place and can be made visible with support of the concepts critical aspects features within variation theory (cf. Marton, 2015) and how learning is done in interaction (Sahlström, 2012) between the teacher and the student(s) in the learning settings. Methods/Methodology Our empirical data consists of video material of lessons in the Handicraft programme. Conversation Analysis and Variation Theory (CAVTA) are the basis of this study described by Kilbrink and Asplund (2020). To reach a more comprehensive knowledge of the what- and the how-aspects of learning, Conversation analysis and Variation Theory are merged into one common approach (cf. Emanuelsson & Sahlström, 2008). CAVTA is used as the analytical tool when analyzing the video material. Expected outcomes In the data we can see that it takes about 3-7 rounds of interactions where the student gets guidance step by step, before the student reach the learning content regarding the whole makeup procedure. The teacher comes back to the students learning process and negotiates continuously during the lesson. Learning occurs through negotiating when using artefacts, embodied movements, mirrors and tools. References Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205-223. https://doi.org/10.1080/00313830801915853Kilbrink, N., &Asplund, S.-B. (2020). “This angle that we talked about”: learning how to weld in interaction. International Journal of Technology and Design Education, 30(1), 83-100. https://doi.org/10.1007/s10798-018-9490-zMarton, F. (2015). Necessary conditions of learning. Routledge. Sahlström, F. (2012). "The truth lies in the detail": On student and teacher epistemic-stance displays in classroom interaction. In B. Kaur (Ed.), Understanding teaching and learning: Classroom research revisited. (pp. 79-90). Sense publishers.
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| 3. |
- Arvidsson, Minna, 1981-, et al.
(författare)
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Using the Mirror as a Working Tool in Handicraft Education
- 2023
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Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). - Liverpool.
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Konferensbidrag (refereegranskat)abstract
- In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.
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| 4. |
- Asplund, Stig-Börje, 1973-
(författare)
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Att skolas till en läsare – om den svenska skolans läsundervisning under 1990- och 2000-talet genom en ung arbetarmans berättelser : om den svenska skolans läsundervisning under 1990- och 2000-talet genom en ung arbetarmans berättelser
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - : Svensk Förening för Pedagogisk Forskning. - 1401-6788 .- 2001-3345. ; 27:1, s. 36-60
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln uppmärksammas en ung arbetarmans berättade erfarenheter av den svenska skolans läsundervisning. Utifrån en livsberättelseansats som sätter den berättande människan och dennes erfarenheter i centrum synliggörs hur fram-växandet av en läsarhistoria är ett resultat av ett komplext samspel mellan erfaren -heter och minnen av skolans läsundervisning och de erfarenheter som gjorts utanför denna kontext över tid. Den läsarhistoria som växer fram samspelar i sin tur med den specifika lokala och historiska kontext i vilken berättelserna ägt rum och med de upplevda förväntningar som vilat på berättaren att vara pojke och man i en svensk skogsbygd. Artikeln synliggör hur läsning görs till en socialt och kulturellt accepterad praktik inom en lokalt förankrad maskulin arbetarklasskultur genom processer där läsningen kopplas till konkreta fysiska handlingar och in-förlivas i en muntlig berättartradition. Genom dessa transformationsprocesser görs läsningen inte enbart till en ”nyttig” eller ”vettig” sysselsättning, utan också till en praktik genom vilken en ung arbetarman i skogsbygden utvecklar en identi-tet som läsare. Studien riktar ljuset mot frågor som kretsar kring vem som är en läsare, och vem som inte är det, vad läsning är och vad det inte är, och på vems eller vilkas villkor. Studien illustrerar också hur de möjligheter att diskutera läsningens vad, hur och varför i skolans läsundervisning riskerar att gå förlorade i en läsdiskurs som betonar läsning av pappersburen typografisk text och som utestänger andra, alternativa sätt att läsa och skapa mening i mötet med olika typer av texter.
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| 5. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Becoming a construction worker in the connected classroom : Opposing school work with smartphones as happy objects
- 2020
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:1, s. 65-94
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to fill a very specific and acute gap; in addition to the few studies on youth and digitalisation, smartphones and other mobile tools, it is very clear that the field of research concerning these issues in regards to vocational education and training is close to non-existent. By examining male Building and Construction programme students’ collective use of smartphones in interaction during classes, this study contributes to increased knowledge about some of the challenges and possibilities that arise with the digitalisation of vocational education and training. The study uses new and innovative methods regarding how students’ digital activities in the classroom could be captured and studied, and approaches video recorded data through the lens of Sara Ahmed’s ideas of happy objects (2010), and the concept of community of practice (Wenger, 1998). The analyses show how the identity constructing processes that take shape when the students orient towards the smartphone as a happy object intersect with the students’ future vocational identity as building and constructing workers, as well as explicating an anti-school culture.
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| 6. |
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| 7. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Between oral and written culture : An exploration of a Swedish working class man’s learning trajectory
- 2020
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation explores the intersection of the literacy practices of home and school, when a rural working-class man reflects on his learning trajectory from the standpoint of the present. The data consists of five life story interviews conducted with Noel, a man in his 30s who lives in a small rural town in Sweden. The analysis of Noel’s learning trajectory shows that much of the learning that is going on (whether it be through conversation or through reading) is reappropriated by the ancestral culture that surrounds Noel. This presentation will elaborate further on these processes of re-appropriation with a focus on issues on masculinity, class and schooling.
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| 8. |
- Asplund, Stig-Börje, 1973-
(författare)
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Books as happy objects : on Swedish rural masculine reader identities
- 2021
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Ingår i: Norma. - : Taylor & Francis. - 1890-2138 .- 1890-2146. ; , s. 98-117
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Tidskriftsartikel (refereegranskat)abstract
- Joining the research that emphasises the importance of the social and cultural context for reading and masculinities, this article focuses on the significance of book collection for a rural working-class man’s relationship to reading. The data consists of a series of life story interviews, conducted as go-along interviews, with a Swedish rural working-class man in his 60s who collects books. Using theories of class, masculinity and place, and drawing on (Sara Ahmed’s [2010]. The promise of happiness. Duke University Press.) theory of emotions and affect, this study illuminates the intersection of reading practices, identity and masculinity while showing how a working-class man’s reading practices align with and deviate from normative conceptions of being a man within the studied context. Highlighting the practices of interacting with books on a physical level – collecting, holding, sorting, viewing covers, and so on – the article also shows how these tactile practices contribute to a rural working-class man’s development of a reader identity.
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| 9. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities
- 2023
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Konferensbidrag (refereegranskat)abstract
- This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education.
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| 10. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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”Har jag en toppig haka!?” Känsliga (?) situationer i hantverksklassrummet
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ett återkommande inslag i undervisningen på Hantverksprogrammet med inriktning hår- och makeupstylist är att elever som läser programmet agerar kunder (modeller) när olika makeuptekniker ska utföras. I sådana situationer arbetar eleverna ofta parvis och de turas om att utföra makeuptekniker på varandra framför en spegel. Dessa situationer är, skulle vi vilja påstå, på många sätt unika för yrkesutbildningen i det att de kan sätta elever i undervisningssituationer där deras utseende kommenteras och bedöms utifrån estetiska förhållningssätt. I vår presentation riktar vi intresset mot sådana konkreta undervisningssituationer då lärare och elever på Hantverksprogrammet, med inriktning hår- och makeupstylist, riktar sin uppmärksamhet mot, och pratar om elevers ansikten i termer av färg och form, när elever utför olika makeuptekniker på varandra. Teoretiskt tar vi spjärn mot teorier som ser lärande som något som konstitueras i interaktion mellan människor, och mellan människor och artefakter i sina sammanhang (se exempelvis Sahlström, 2011). Genom analyser av videoinspelningar av undervisningssituationer i hantverksklassrummet visar vi vad som händer då lärare och elever hamnar i situationer då de pratar om elevers utseende.Det empiriska materialet är hämtat från ett pågående VR-projekt (ref no 2017-00052) där vi studerar lärares och elevers interaktion kring specifika lärandeinnehåll i yrkesundervisning. Studien kan närmare beskrivas som en videoetnografisk studie (se Tverbakk, 2021) där vi videofilmat den undervisning som sker när lärare och elever hanterar praktiska lärandeobjekt, och analyserat den med hjälp av CAVTA som teoretiskt ramverk (Asplund, Kilbrink & Asghari, under utgivning; Kilbrink, Asplund & Asghari, 2021). Vi har följt fyra klasser från fyra olika yrkesprogram inom teknisk gymnasial yrkesutbildning där hantverksprogrammet, med inriktning hår- och makeupstylist utgjort ett av programmen.I våra preliminära analyser av de undervisningssituationer då elevers ansikten pratas om i termer av färg och form kan vi se hur såväl lärare som elever orienterar sig mot det som det samtalas om som något potentiellt känsligt och laddat. Vi kan också se hur lärare och elever använder sig av flera olika kommunikativa resurser för att göra dessa situationer hanterbara, och hur detta sedan skapar möjligheter för lärare och elever att tillsammans och socialt etablera en gemensam förståelse för hur den specifika makeuptekniken ska utföras på den specifika elev som sitter modell.ReferencesAsplund, S-B., Kilbrink, N., & Asghari, H. (under utgivning). Teaching and Learning How to Handle Tools and Machines in Vocational Educational Workshop Sessions. Journal of Curriculum Studies.Kilbrink, N., Asplund, S. B., & Asghari, H. (2021). Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session. Journal of Vocational Education & Training, 1-26.Sahlström, F. (2011). Learning as social action. I J. K. Hall, J. Hellermann & S. P. Doehler (Red.), L2 interactional competence and development (ss. 43–62). Bristol: Multilingual Matters.Tverbakk, M. L. R. (2021). Metodiske og metodologiske vurderinger ved bruk av videoobservasjoner i forskning på læringskontekster. I F. Rusk (Red.), Videoforskning på ulike læringsarenaer: Mangfoldig videodata i pedagogisk forskning og utvikling (ss. 19–36). Cappelen Damm Akademisk.
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| 11. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Lessons from the welding booth : theories in practice in vocational education
- 2020
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Ingår i: Empirical Research in Vocational Education and Training. - : Springer. - 1877-6337 .- 1877-6345. ; 12:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- This article reports results from a Learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school. During three iterative cycles, two different theories (Conversational Analysis and Variation Theory) have gradually been incorporated when teaching how to TIG-weld. Through concrete empirical examples from video recorded lessons the article explores how these theoretical perspectives (termed CAVTA) can be used together and integrated in practice when analysing the teaching and learning processes that take shape when teacher and students interact in relation to the object of learning to TIG-weld, and how these theories can be used as didactical tools. The analyses highlights concrete changes in the teacher’s teaching, and it is argued that the approach used in the study can lead to a development where we can find forms for teaching specific subject content within vocational education.
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| 12. |
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| 13. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59
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Tidskriftsartikel (refereegranskat)abstract
- The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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| 14. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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När skogsmän läser. Situerade läspraktiker i rörelse
- 2021
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Konferensbidrag (refereegranskat)abstract
- Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning. I olika rapporter lyfts därför gruppen också återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De mer informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning.Vi kommer att presentera några arbetarmän i den svenska skogsbygden och deras situerade läspraktiker. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies (Barton & Hamilton, 1998/2012) visar vi hur dessa lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk. I ljuset av våra resultat kommer vi att diskutera betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig läsundervisning som både utmanar och inkluderar.
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| 15. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Reading practices in transformation : Re-designing print-based literacy mindsets in the Swedish digital classroom
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research (ARLE) in L1-Education, University of Amsterdam, Kluwer Academic Publishers. - 1567-6617 .- 1573-1731. ; 21:Special issue: Working with Literature in Nordic Secondary Education, s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong.
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| 16. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Rural Working-Class Males in Sweden and Reading : Processes for Re-appropriating Written Culture
- 2022
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Ingår i: Language and Literacy. - : University of Alberta. - 1496-0974. ; 24:3, s. 68-87
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the intersection of place-based reading practices of rural working-class males and reading practices in school. Life story interviews have been conducted with six men in different ages (age 19-63) living in a rural region in Sweden, focusing on their reflections on their own relation to reading across a life span from the standpoint of the present. The analysis shows that there is a unique combination of factors at work when rural working-class men culturally re-appropriate written culture in ways that are sympathetic, and socially acceptable to a manual working-class culture. These factors include the processes of oralising and manualising and are often related to things learned in specific ancestral heartlands.
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| 17. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
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| 18. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Teaching about reader identities. Stories from a reading project : [Undervisning om läsaridentiteter. Berättelser från ett läsprojekt]
- 2024
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Ingår i: Acta Didactica Norden. - : Universitetet i Oslo. - 2535-8219. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on findings from a reading project about reader identities carried out in collaboration with a teacher in the school subject Swedish in two classes in traditionally male dominated vocational programmes at an upper secondary school in Sweden. The study is based on the narrative research tradition where narratives and narration are important resources in the work of developing teaching, and on ecological literacy theories that emphasize the mutual interaction between the individual, the context, and reading as a social practice. Life story interviews have been conducted with four students in each class where the focus has been on rural boys’ narrated experiences of the reading instruction provided in the context of their vocational education. The study shows that the reading instruction has initiated a process among the boys of reevaluating what reading can be and themselves as readers. Further, some of the boys position themselves against the dominant discourse about boys and their problematic relationship to reading that they have encountered in various contexts. Through these counter-narratives, the boys also construct alternative narratives about themselves and other boys as readers where they are given space to talk about themselves as readers of different types of texts. The study shows that it is possible to set into play a reading instruction with quite limited efforts through which a group of students who are often described as reluctant readers show agency in their storytelling and both reconstruct and reclaim their reader identities.
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| 19. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Teaching and learning how to handle tools and machines in vocational educational workshop sessions
- 2022
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 54:6, s. 809-831
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Tidskriftsartikel (refereegranskat)abstract
- The importance of students developing the knowledge required to handle different tools and machines is specified in the curriculum of vocational education as well as emphasized in research. However, there are very few studies that focus on the learning processes that take place when teachers and students attend to tools and machines as a vocational learning content in workshop teaching sessions. This article aims to shed light on these processes by exploring how tools and machines are constituted through the interaction between vocational teachers and students in Swedish upper secondary vocational education. Leaning on the theoretical and methodological framework CAVTA (Conversational Analysis and Variation Theory Approach) when analysing video-recorded lessons, the study shows that the teaching about tools and machines takes place as a result of suddenly emerging problems that the students encounter. The study also shows that the teaching about tools and machines is conducted through the framing method of individualization, which leads to situations in which some students are given the opportunity to learn specific things about tools and machines, and others are not, even within the same session.
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| 20. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Towards a future vocational profession : Longitudinal orientations in vocational teaching practices
- 2021
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Konferensbidrag (refereegranskat)abstract
- This presentation focuses on the future-oriented movements that take shape when vocational teachers and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational workshop settings. The data consists of video recorded lessons from four vocational programmes in Swedish upper secondary school, and the analysis is based on the theoretical and methodological framework of CAVTA (Conversation Analysis and Variation Theory Approach). By focusing on the longitudinal orientations towards a future doing that are set into play in the teaching situations, we will show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space by a vocational learning content of a more general nature. We argue that the specific and the general vocational learning content does not necessarily have to be in conflict with each other in the teaching situation. Rather, they can complement each other and open up for more in-depth vocational learning. As such, our study emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
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| 21. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Visualising the intended practical doing : Future-oriented movements in swedish vocational school workshop settings
- 2021
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Ingår i: International Journal for Research in Vocational Education and Training. - : European Research Network Vocational Education and Training. - 2197-8638 .- 2197-8646. ; 8:2, s. 160-185
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Tidskriftsartikel (refereegranskat)abstract
- Context: This article focuses on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consist of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
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| 22. |
- Axelsson, Jan, 1969-, et al.
(författare)
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”Du hör att nu liksom spinner han som en katt” : Transformation av ett yrkeskunnande till ett undervisningsinnehåll
- 2023
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 1:11, s. 29-54
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Tidskriftsartikel (refereegranskat)abstract
- Transformation av yrkeskunnande till ett undervisningsinnehåll behandlas i denna studie. I fokus är hur svetslärare synliggör ljud och hörselintryck i förhållande till lärandeobjektet ’inställningar av strömkällan i svetsmetoden MIG/MAG’, samt hur elevers förståelse kan uppvisas i undervisningen. Det saknas både praktiknära studier och ämnesdidaktisk forskning i det forskningsfält som behandlar yrkesutbildning. Syftet är därför att bidra med kunskap om vad som händer när svetslärare i en learning study systematiskt transformerar yrkesämneskunskap i undervisning av ett lärandeobjekt i svetsmetoden MIG/MAG.Empirin består av dokumenterade lärarlagssamtal och filmade undervisningspass. Resultaten påvisar yrkesämnesdidaktikens komplexitet och däri görs kopplingar till ett yrkeskunnandes transformation till ett undervisningsinnehåll.
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| 23. |
- Axelsson, Jan, 1969-
(författare)
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Hur allt smälter samman i handlingens centrum : En yrkesämnesdidaktisk studie av transformation, variation och interaktion i svetsundervisning
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande licentiatuppsats är en yrkesämnesdidaktisk studie som behandlar praktiska lärandemoment på det industritekniska programmet, med inriktning svetsteknik.Det övergripande syftet med licentiatuppsatsen är att bidra med kunskap om undervisnings- och lärandeprocesser när lärare systematiskt transformerar ämnesinnehåll och yrkeskunnande till svetsundervisning. Faktorer som påverkar undervisning av praktiska moment i svetsteknik behandlas med stöd av begreppet transformation och i studien utforskas hur svetslärare kan synliggöra lärandeobjekt och stimulera elevers uppvisande av förståelse och färdigheter i undervisningssituationer av praktiska moment. Studien har samlat empiri från ett praktiknära forskningsprojekt som har vilat på det teoretiska ramverket CAVTA, en kombination av samtalsanalys och variationsteori. Projektet har designats med inspiration av learning study. Olika perspektiv av det övergripande syftet behandlas i de två delstudier som innefattas i licentiatuppsatsen. Delstudie 1 utforskar undervisnings- och lärandeprocessen när svetslärare dels transformerar ämnesinnehåll och yrkeskunnande genom synliggörande av ljud och hörselintryck i förhållande till lärandeobjektet, inställningar av utrustningen i svetsmetoden MIG/MAG, dels stimulerar elever att uppvisa förståelse och färdigheter av undervisningsinnehållet i undervisningspassens interaktion. Delstudie 2 behandlar synliggörande av ett lärandeobjekt och elevers uppvisande av förståelse och färdigheter i svetsmetoden TIG. Denna delstudie fokuserar användandet av CAVTA och modellen learning study i teknisk yrkesutbildning. I resultaten framträder hur ett ämnesinnehåll, som är vagt definierat i kursplaner, bland annat genom svetslärares yrkeskunnande transformeras till undervisning av praktiska moment i svetsteknik. Studien visar hur undervisningen systematiskt utvecklas med stöd i det teoretiska ramverket CAVTA och ansatsen learning study. Ett snävt urval av lärandeobjekt och ett tydligt avgränsat fokus ger den undervisande läraren möjlighet att i variation synliggöra aspekter i undervisningssituationer och samtidigt stimulera den enskilde eleven att på olika sätt uppvisa sin förståelse och sina färdigheter i undervisningspassens interaktion. Förslag över hur modellen learning study kan utvecklas för användning i studier rörande praktiska moment i svetsundervisning förs fram. Implikationer från studien rör framför allt undervisning av praktiska moment i svetsning där resultaten av systematisk integrering av variation i interaktion verkar lovande, även om vissa utmaningar lyfts fram. I ett större perspektiv kan resultaten vara intressanta för utveckling av lärandeobjekt av praktiska moment inom annan teknisk yrkesutbildning.
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| 24. |
- Axelsson, Jan, 1969-, et al.
(författare)
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Subject Specific Pedagogy in Technical Vocational Education : The Implementation of a New Way of Teaching.
- 2023
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Ingår i: The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference 2023, Liverpool..
-
Konferensbidrag (refereegranskat)abstract
- Research regarding classroom pedagogy of subject specific contents in the field of technical vocational education is scarce, nationally in Sweden, but also in an international perspective. This paper presents results from a Swedish action research project and it aims at exploring the process of a learning study, which deals with the settings in MIG/MAG welding and the intervention of the new pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach). The empiric material consists of video recorded welding education in a workshop and documented meetings in a welding teacher team. The theoretical toolbox of CAVTA permeates the teaching and learning processes as the teachers in the intervention try to implement patterns of variation in the planning, enactment and evaluation of the teaching and learning processes. In combination with the variation theoretic principles embedded in the teaching, ideas inspired by conversation analysis are implemented – the main element being an enhanced interaction, thus enabling for the students to display their understanding of the subject specific contents. The results show how CAVTA can be integrated in the teaching of settings regarding MIG/MAG welding, so that certain aspects of the object of learning is visualized. Furthermore, the findings show how the integration of CAVTA support the manifestation of a student’s understanding of the object of learning. How variation and the use of several senses and simultaneous different semiotic resources are activated as essential components in the teaching and learning processes, is made explicit in the paper. Plans for a recently launched research project including several different technical vocational education programs are also presented. The lack of classroom studies regarding technical vocational education calls for exploration in research, but should not avoid the ambition of development. This study captures the design and the development of a new pedagogic approach. Our hope is that the study will contribute to a growing body of knowledge within the field of technical vocational education and spur on further studies in this field of research.
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| 25. |
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| 26. |
- Bomström Aho, Erika
(författare)
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Villkor för lärande : Utbildning på språkintroduktionsprogrammet ur lärar- och elevperspektiv
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Using the third space theory, the overall aim of this thesis is to study and problematize conditions for learning which are provided for newly arrived students in the Language Introduction Program in upper secondary school. By highlighting factors that affect these students' education in four sub-studies, the study contributes in-depth knowledge about the Language Introduction Program. The program is one of five introductory programs in Swedish upper secondary school that admits newly arrived students from the ages of 16 to 19. The thesis adopts an ethnographically inspired approach and consists of four qualitative sub-studies that highlight factors and issues that affect the education of students in the program. The data consist of observations of lessons in five different subjects, interviews with teachers and students, and assessment material that looks at the prior knowledge and experiences of students. The theoretical framework of the thesis is Bhabha’s third space theory, which is employed for the analysis of the results and conclusions.The findings indicate that knowledge in Swedish and knowledge learned in Swedish schools is highly valued by the teachers. What teachers and students say demonstrates that knowledge of Swedish is perceived as key to employment and a place within society. The results also show that some school knowledge gained earlier by students, in addition to knowledge acquired in Swedish schools, is more highly valued and made visible in a different way than the knowledge gained in other ways. The findings also indicate that what teachers say about knowledge in relation to Language Introduction students positions the students as students not knowing Swedish, or as some of the participating teachers put it, students who do not "have the language", indicating specifically Swedish. The students themselves talk about how they lack Swedish and how they must learn Swedish, which corresponds then with what the teachers say. Furthermore, the results show that some teachers use the term "students without background" to refer to students with little or no experience of formal schooling. This makes knowledge gained through formal schooling visible, and knowledge gained in other ways by students "without background" invisible. A conclusion that can be drawn from this thesis is that the students at Language Introduction are stereotyped as students with different knowledge than expected, that the education on the program is not based on the students' conditions and that their opportunities for learning are therefore not equivalent to those of students in other programs in Swedish schools.
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| 27. |
- Fredholm, Kent
(författare)
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Genvägar, omvägar och irrvägar : Gymnasieelevers användning av maskinöversättning under uppsatsskrivande på spanska
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on four published articles on Swedish upper secondary school pupils’ use of online resources during essay writing in Spanish L3, this thesis in educational work and Romance languages focuses, from a language education perspective, on the use of machine translation. Two of the articles observe pupils’ use of online resources in general, and of Google Translate in particular, revealing a complex weave of strategies where Swedish, Spanish, and English are used to search, change and control word sequences, simultaneously including lexical, morphological, and syntactic aspects of the languages. The other articles study the effects of machine translation on text length and on lexical, morphological, and syntactic accuracy and complexity, as compared to texts written with printed dictionaries as the only translation tool. The results point to small but statistically significant positive and negative effects on complexity and accuracy. As for effects on vocabulary, the use of machine translation is shown to increase lexical diversity as long as it remains in use, the effect, however, vanishing when the tool is no longer utilised.In the introductory chapters of the thesis, the results from the articles are re-analysed from a Gibsonian ecological affordance perspective, focusing on the pupils’ explorative and performative interactions with the affordances of machine translation, and on the pupils’ strengths and challenges when handling the Spanish language.The thesis contributes to a deepened understanding of the complexity of foreign language learners’ interactions with machine translation, and further points to the importance of strengthening (meta-)linguistic awareness, linguistic self-confidence, and technological know-how in foreign language education. The thesis also underscores the importance of language teachers’ taking an active part in reinforcing the above-mentioned areas, and raises key questions about the future of writing in foreign language education.
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| 28. |
- From, Tuuli, et al.
(författare)
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Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach
- 2023
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Konferensbidrag (refereegranskat)abstract
- This paper presents a subproject that aims to examine inclusion and democratization in Nordic basic schools by adopting a life history approach. The focus is on the students of the 70’s and their narratives about school experiences as they talk about their memories and experiences from the standpoint of the present. We ask how the basic school spaces provided opportunities for pupils to engage in social relations with peers with diverse social backgrounds, and what the perceived long-term implications are of the relations established in school.The theoretical framework of this study is grounded on the concepts of space, place and time, seeking analytical connections between physical objects, narrated experiences, bodies and places. Informed by Doreen Massey’s (2005) notion of throwntogetherness, we aim to describe the plurality of individual trajectories that come together in the construction of the school as a social and physical space. This enables us to explore how the different social backgrounds of pupils have merged in the construction of schools as meeting places in the past and how these encounters have further influenced the lives of the previous pupils.Methodologically, this study sets out from interviews of informants who attended the partner schools of this project in the 70’s. The interviews include elements of walk-along interviews where informants are encouraged to interact with objects and photos that can set into play storytelling that informs the analysis of social relations, interactions, and material, cultural and historical constructions in which the life story is embedded. The interviews will be conducted in and near the school buildings and in the informants’ present homes or other places of their preference. 8-12 informants will be recruited and interviewed 2-3 times each. First interviews are carried out in Sweden and Finland in the fall 2022 and the spring 2023. The interviews will be analyzed in a framework of narrative analysis with a life history approach.The life history approach will give access to the narrated memories and experiences of the school as a meeting place, the opportunities it provided to the informants and the difficulties they encountered. It also contributes with knowledge of what these lived experiences of the social relations established in the local school as a meeting place with its specific architectural divisions and spatial arrangements have meant for the students of the 70’s across the lifespan, providing socio-historical insight into the development of the Nordic basic school as a political and a educational project.
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| 29. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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Att lägga en TIG-svets : En learning study baserad på CAVTA
- 2020
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Ingår i: Forskning om undervisning och lärande. - : Stiftelsen SAF i samverkan med Lärarförbundet. - 2000-9674 .- 2001-6131. ; 8:1, s. 29-54
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel beskriver en learning study om hur svetsundervisning kan utvecklas med hjälp av samtalsanalys och variationsteori. Kombinationen av teorierna har vi valt att kalla CAVTA (Conversation Analysis and Variation Theory Approach) och i artikeln visar vi exempel på hur CAVTA används som en undervisningsteori för att synliggöra undervisningsinnehållet i interaktionen mellan lärare och elever med fokus på lärandeobjektet att lägga en TIG-svets. Studien har genomförts i tre iterativa cykler i ett samarbete mellan två forskare och en svetslärare på industritekniska programmet. Resultaten visar på hur man systematiskt kan arbeta med att utveckla svetsundervisning på vetenskaplig grund och hur detta kan bidra till att synliggöra innehållet för elever och att etablera en gemensam förståelse för det som undervisas om.
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| 30. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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Defining critical aspects in interaction : Examples from a learning study on welding based on CAVTA
- 2022
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 11:5, s. 16-29
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Tidskriftsartikel (refereegranskat)abstract
- Purpose The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests. Design/methodology/approach In this study, the authors focus on empirical examples from a learning study on welding conducted in six iterative cycles, with conversation analysis and variation theory approach (CAVTA) as a theoretical basis. The welding lessons have been video-recorded, and in the study, the authors analyze examples where the teachers try to identify critical aspects of a vocational practical object of learning in interaction. CAVTA permeates the complete process, where the analysis has been part of the iterative cycles and further developed when the six cycles were completed. Findings The results show how critical aspects can be made visible in the interaction between teacher(s) and student(s) in the enacted learning situation. In the process, the authors work with the three concepts expected critical aspects, displayed critical aspects and targeted critical features in relation to a vocational practical object of learning where conducting a pre-test to define critical aspects is not educationally possible. Originality/value Teaching vocational practical objects of learning could be seen as something different from teaching other kinds of objects of learning and the use of the traditional pre-tests in learning studies may be problematic. From that follows, that other ways of finding the critical aspects for the students regarding a vocational practical object of learning might be needed. In this study, such a way is presented.
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| 31. |
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| 32. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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Introducing the object of learning in interaction : Vocational teaching and learning in a plumbing workshop session
- 2023
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Ingår i: Journal of Vocational Education and Training. - : Taylor & Francis. - 1363-6820 .- 1747-5090. ; 75:2, s. 323-348
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Tidskriftsartikel (refereegranskat)abstract
- In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.
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| 33. |
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| 34. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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“This angle that we talked about” : learning how to weld in interaction
- 2020
-
Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30, s. 83-100
-
Tidskriftsartikel (refereegranskat)abstract
- The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical approach, our analysis shows that the teaching focus alternates between the process as a whole and details about the welding process, and how the relation between the critical aspects are negotiated in the teaching situations. Furthermore, the teacher and the student together build up a common resource of experiences to which they can relate the parts and the whole, and the teaching becomes increasingly subject specific as the teacher and student build up more common experiences. The approach used in this article sheds light on the complexity of learning to weld, and also facilitates an understanding of welding as an object of learning as such.
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| 35. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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To Teach and Learn Technical Vocational Content : Ongoing Research in Swedish Upper Secondary Education
- 2021
-
Ingår i: Techne series. - 1238-9501 .- 1893-1774. ; 28:2, s. 287-293
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes ongoing research focusing on how vocational learning content in different technical vocational programmes in upper secondary schools is taught and learned in close interaction in the midst of practical learning situations. The study shows that the technical vocational learning content have some aspects in common – such as the interplay between theoretical and practical knowledge, the use of working tools, the problem solving and the complexity of interacting critical aspects. However, there are also differences between the learning content in the teaching of different vocational subjects, in relation to working methods and the nature of the objects of learning. Still, more studies are needed in order to claim that the differences are subject specific. Furthermore, the study shows that teachers often aimed to teach the learning content in a broad perspective, which could be at the expense of a clear focus for the student. In one of the studied programmes an intervention study was conducted. This study shows that an enhanced focus on fewer, specific critical aspects of the object of learning might support the learning process.
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| 36. |
- Kilbrink, Nina, 1974-, et al.
(författare)
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Vocational learning : empirical examples from vocational education workshop sessions
- 2021
-
Ingår i: Trends in vocational education and training research. ; , s. 144-149
-
Konferensbidrag (refereegranskat)abstract
- In Sweden, upper secondary vocational education is organised as school-based as well as workplace-based learning, just like in other European countries. However, few studies focus on the programme-specific teaching and learning in the school-based part of the education. In a three-year project, we address this lack of research in different sub-projects. In this paper we present empirical examples from four of those sub-projects concerning teaching and learning in vocational education workshop sessions carried out in four vocational programmes. Video-recorded teaching and learning in workshop sessions have been analysed based on CAVTA (Conversation Analysis and Variation Theory Approach), with a specific focus on the learning processes that take shape when vocational teachers and upper secondary students interact with tools and materials in relation to technical objects of learning. Altogether, these examples show complex and dynamic interactive processes, which become visible in the analysis of the interaction between teacher(s) and student(s) while teaching and learning in vocational workshops.
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| 37. |
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| 38. |
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| 39. |
- Ljung Egeland, Birgitta, 1965-, et al.
(författare)
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Berättelser om lokala läspraktiker som kraftfull professionell kunskap för svenskundervisning i gymnasieskolan.
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pojkar med arbetarklassbakgrund pekas ofta ut som en grupp med ett bekymmersamt förhållande till läsning och de lyfts återkommande fram som målgrupp för olika läsfrämjande insatser. Utgångspunkten för sådana insatser har dock varit en syn på läsning där den skönlitterära och tryckta boken utgör normen. De informella läspraktiker arbetarpojkar engagerar sig i utanför skolans domäner har inte uppmärksammats tillräckligt, och därför inte heller införlivats i skolans läsundervisning. Med teoretisk och metodologisk utgångpunkt i life history (Bertaux & Thompson, 1997; Goodson, 2013) och local literacies (Barton & Hamilton, 1998/2012) har vi i tidigare studier visat hur dessa lokala läspraktiker har starka kopplingar till en muntlig berättartradition och kroppsliga aktiviteter som jakt, fiske och skogsbruk (Asplund, 2021; Asplund & Ljung Egeland, 2020). Vi kommer att presentera ett planerat projekt om gymnasieskolans svenskundervisning som har fokus på läsaren, det vill säga på undervisning om läsaridentiteter där pojkarnas berättelser om läsning får ta plats. Vi tar utgångspunkt i arbetarpojkar i den svenska skogsbygden och deras situerade läspraktiker. Projektet handlar om hur deras berättade erfarenheter kan göras till kraftfull kunskap (Young, 2013; 2016) för både lärare och elever transformerad i undervisning. Vi diskuterar betydelsen av att införliva lokalt förankrade och situerade läspraktiker i en likvärdig, hållbar läsundervisning som både utmanar och inkluderar.
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| 40. |
- Nilsberth, Marie, 1965-, et al.
(författare)
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Nordic basic schools as past, present and future sites for diversity and inclusion in diverse knowledge-based societies
- 2023
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Konferensbidrag (refereegranskat)abstract
- In a changing world, Nordic societies face the challenge of maintaining a just and inclusive society while undergoing rapid ideological, economic and social changes. In this development, basic education as well as teacher education play a key role but also faces new challenges related to increasing diversity among students’ backgrounds. On-going digitalisation and hybrid sociality made possible by mobile phones and computers have contributed to increased individualisation and to weakening of the classroom as a shared space where students from different backgrounds meet. These are challenges that education systems at large, including teacher education, has to prepare for in relation to a future we know little about. This presentation is part of a Nordic research project that examines how the ideals and practices of “One school for all” as a core of the Nordic welfare state has developed from the 70’s until today. Through multidisciplinary studies of four different Nordic schools, we explore their changing role for inclusion and exclusion over a time-span of approximately 50 years, attempting to shed light also on future challenges related inclusive and knowledge based education. The research material consists of policy documents and archive material from the selected schools, interviews with former students about their life histories, small projects carried out collaboratively with students, video material, field notes, and interviews from the schools today. Taking the Swedish school as our case, this presentation mainly draws on some initial data from interviews and observation studies with former and present students attending the same school, but 50 years apart. Based on these preliminary findings, we aim to discuss possible contributions from our project and what could be implications for teaching and teacher education.
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| 41. |
- Olin-Scheller, Christina, 1958-, et al.
(författare)
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Social Excursions During the In-between Spaces of Lessons : Students’ Smartphone Use in the Upper Secondary School Classroom
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:4, s. 615-632
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the in-between spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one’s phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.
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| 42. |
- Scholes, Laura, et al.
(författare)
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The making of male reader identities across generations : assemblages of rural places in shaping life as a male reader in Australia and Sweden
- 2021
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Ingår i: British Journal of Sociology of Education. - : Taylor & Francis. - 0142-5692 .- 1465-3346. ; 42:8, s. 1192-1209
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on interviews we explore the centrality of belonging to rural places, embedded within time, in shaping life as a male reader, regardless of country of origin, or generation. Place theory explored the assemblages of spaces important for 6 boys (10–11 year-olds) from Australia and 6 men (25 year-olds and 60 year-olds) from Sweden in their reader identities. Findings illustrate how assemblages of geography, resourcing, relationships with the land, and desires to connect to broader cultural affinity spaces become ingrained for males in rural places and distinguish them from working class males in metropolitan contexts. Classroom experiences related to ‘academic reading’ became embodied in non-reader identities and shaped life as a reader through the lifespan, while peer group cultures and connections to place offered alternative spaces to engage with reading a range of texts related to cultural life worlds with a shared sense of meaning, purpose, and value.
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| 43. |
- Stahl, Garth, et al.
(författare)
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Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement
- 2024
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Ingår i: Review of Education/Pedagogy/Cultural Studies. - : Routledge. - 1071-4413 .- 1556-3022.
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Tidskriftsartikel (refereegranskat)abstract
- Internationally, boys from working-class backgrounds are often the most likely to disengage from their formal education. Research on the educational experience of working-class boys has focused heavily on their identity barriers, often positioning these young men as either vulnerable or volatile in their formal education. Social theorists have sought to address the historical and cultural embedded (gendered) practices which influence the identity work of working-class boys. This conceptual article contributes to the study of working-class boyhood and education through first synthesizing key themes present in the historic and contemporary literature before adopting a feminist post-structural stance to consider how these themes are informed by our understandings of the discursive production of masculinities. Then, in the second half of the paper, we make visible what has been at the margins in the scholarship - identity versatility - which we define as contextual and agentic adaptation. Attention to versatility, we feel, offers the potential for a nuanced analysis regarding working-class boyhood, learner identities and educational engagement.
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