| 1. |
- Fabri, Anna, et al.
(författare)
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Improving a Swedish health practice for refugees through participatory action research : potentials and constraints
- 2023
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Ingår i: Educational action research. - : Routledge. - 0965-0792 .- 1747-5074. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- his paper reports on a two-year project focusing on health com-municators working with refugees in Sweden. By employing parti-cipatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred between the participating researcher and the health communicators during the project were the primary source for collaboration, development, and data collection. The findings show that perceptions of limitations due to existing power structures initially hindered the group from experimenting with new activities for the groups of refugees. However, as the communicators gained experience, the conversations in the joint meeting practice changed, which facilitated the action research process. By challenging common working methods, which were initially perceived as causes for concern, the communicators recog-nised that the concretisation of the health information they wanted to convey could also function as a useful pedagogical tool. The analysis shows that, despite constraints during the working process, the participatory action research practice created a democratic work process which empowered all participants. Collective talks in the communicative space nurtured an architecture that generated new ideas and made it possible to leave the classroom-based teaching situation for new ways of learning about health and physical activity. The findings also show that participatory action research made the communicators aware of their capacity to imple-ment change by offering various movement-based activities that benefited the participating refugees and increased their agency and empowermentT
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| 2. |
- Günther-Hanssen, Anna, fil. Doktor, et al.
(författare)
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From swings, through physics, with pendulums, to gendering : Re-turning diffractive analyses on science and gender in preschool
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:2, s. 21-43
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we re-turn (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomena in the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are always part of other events, both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emerge with each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be used to think-with and approach gendering in preschool.
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| 3. |
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| 4. |
- Serder, Margareta, Universitetslektor i utbildningsvetenskap, 1971-, et al.
(författare)
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Vetenskaplig läskunnighet
- 2021. - 1
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Ingår i: Vetenskapliga teorier för lärare. - Stockholm : Natur och kultur. - 9789127827608 ; , s. 26-48
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Ideland, Malin, 1970-, et al.
(författare)
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”En hemlig skola röjer det orimliga"
- 2020
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Ingår i: Svenska Dagbladet. - Stockholm : Svenska Dagbladet. - 1101-2412. ; :2020-08-30
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det är affärslogiken som styr när statistik om skolor och betyg nu ska sekretessbeläggas. Samtidigt visar detta hemlighetsmakeri tydligt att friskolan blivit norm och att andra värden felaktigt får stå tillbaka, skriver forskare.
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| 7. |
- Ideland, Malin, 1970-, et al.
(författare)
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Problem solved! How eduprenuers enact a school crisis as business possibilities
- 2021
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:1, s. 83-101
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how a growing apparatus of edupreneurial actors offers solutions for the current ‘school crisis’ and how these commercial actors become taken for granted in the public school system. The Swedish case is interesting, as it involves a once-strong welfare state that is now associated with both the neoliberal discourse of competition and the outsourcing of policy work. Two examples – research-based education and the digitalization of education – serve to illustrate how a crisis narrative is translated into edupreneurial business ideas and how companies become established in the edupreneurial market through ‘public/private statework’. Bacchi’s notion of problematization is used to analyse processes through which the crisis has become a hegemonic truth and thus an obvious object for (business) intervention. In addition, this study shows how the commodification of school limits what becomes the ‘research base’ for schooling. The results point to the importance of how the problem is constructed and what is represented (or not) in this problematization process, for example, how critical research is left out. Another important conclusion is that the crisis narrative and policy reforms nurture the existence of these private companies.
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| 8. |
- Jobér, Anna, 1975-
(författare)
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Almedalen 2015: Stora skillnader – samma möjligheter? Kan skolan ge alla elever en chans?
- 2015
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Annan publikation (populärvet., debatt m.m.)abstract
- För tio år sedan var svensk skola, trots de problem som diskuterades då, en av de mest likvärdiga i världen. Resultaten i internationella skoljämförelser var mycket goda och skillnaderna mellan elevers och skolors resultat var mindre än i nästan alla andra länder. Det är inte bara resultatskillnaderna som nu ökat utan skolor med elever från en högre social klass rapporterar också att de har bättre resurser och lättare att rekrytera behöriga lärare. Ett alltmer segregerat skolsystem växer fram i dagens Sverige. Vad kan lärare göra för att motverka ökade skillnader och hur kan en undervisning som stöttar alla elever se ut? Hur kan kommunikation skapas mellan elever med olika kulturellt kapital? Studier visar att lärarna inte använder ordet klass när de pratar om eller med eleverna samtidigt som de uppenbart har olika förväntningar på elever med olika bakgrund. Lärande och framgång måste ses som något som kan tränas upp och inte som en inneboende egenskap hos eleven.
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| 9. |
- Jobér, Anna, 1975-, et al.
(författare)
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Between transport and transfer : Schoolbags in the lives of pupils and classrooms
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There are objects that are so strongly attached with a situation that they become hard to distinguish from the situation itself. They “become invisible”, although crucial for the emergence and the actual becoming of the situation.The overarching aim is to investigate such an invisible object, i.e., schoolbags and how their contents function in the lives of pupils. Of special interest is the connection between the privacy of the home and the public, societal world of school and classroom. Whilst earlier studies have focused on ergonomics this study aims at contributing to an understanding of the complex functions of schoolbags, providing new perspectives on their pedagogical and social role.Socio-materialist theory is used as an ontological stance understanding schoolbags as objects that establish and maintain actions and norms in a given social context. The uniqueness of the study calls for a more basic approach on the analytical level, carefully investigating and describing the content of the schoolbags as well as their context, i.e., the German school system. The study’s original point of departure has been a genuine curiosity for and interest in the school bag’s (educational) place particularly in the German context.The study is thus deeply rooted in the data material which consists of photographs of the contents of 16 German satchels provided by middle-school pupils. The contents were unpacked, carefully arranged and photographed by helpers at the school. The resulting photographs are carefully analysed alongside a description of exterior appearances of schoolbags as well as the material context of the classroom based on results from earlier research, both by the involved researchers and others.Findings show that the function of the schoolbags exceeds their obvious transportation purposes, and that they are a complex, entangled object in the construction of “schooling” and “the pupil”. At the same time they contain anchors to the private family lives of the pupils, and such time that are intimate and deeply personal. The findings call for more research on invisible items within education and the role they play when transporting not only pens and paper but norms and values.
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| 10. |
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| 11. |
- Jobér, Anna, 1975-
(författare)
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Dressed for success : Making an appearance at an educational technology event
- 2022
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Ingår i: Intimate Accounts of Education Policy Research. - New York & London : Routledge. - 9780367642280 - 9781003123613 ; , s. 77-90
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Bokkapitel (refereegranskat)abstract
- This chapter gives an intimate account on the research process when participating in and gathering data at a four-day school development trip to London, England, arranged by a large private educational technology company from Sweden. Using a sociomaterial perspective and the war paint metaphor the chapter reflects on ethics, alcohol, clothes and identity discussing camouflage, appearance and disappearance. The chapter shows how researchers and participants appearances are multiple and contingent, always relational and never completely in their own hands. It also shows that these processes are linked to policy processes. Moreover, the chapter displays a new layer in policy networking within education whose informal characteristics are different from traditional policy networking used to be studied in earlier research.
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| 12. |
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| 13. |
- Jobér, Anna, 1975-, et al.
(författare)
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Helping hands? Exploring “policy retailers” in an unruly and unruled educational landscape.
- 2016
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Annan publikation (populärvet., debatt m.m.)abstract
- The project aims to understand under what conditions, in what forms and with which consequences non-educational actors engage in schools. It explores how a discourse of Swedish school’s failure is translated in and through different contexts and activities outside the formal edu-political system; “school’s external actor-network”. We ask what it means that parts of education are distributed to diverse actors on a non-regulated, unruly market.
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| 14. |
- Jobér, Anna, 1975-, et al.
(författare)
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Hopes and Anticipations within Artificial Intelligence in Education.
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The digitalization of the school has been an ongoing process for over 50 years. Often, investments in digital technology have been argued for in relation towards the future, mainly to a future society and working life where new knowledge (linked to the new digital technology) is needed. However, the expectations associated with digital technology have rarely been met and the recurring initiatives have, after evaluations, been followed by a debate on failure, which is not infrequently directed at the school and its staff (Eriksson- Zetterqvist et al., 2006). The concept of disruptive innovation taken from marketing theory has been used by Christo Sims (2017) to describe this phenomenon. There are signs that AI in education (AIED), is the next major digital innovation directed to schools, discursively described as a disruptive innovation with great potential for improving, changing and streamlining education (Sims, 2017). This presentation reports from a literature review that aims to explore the discourses that surround AIED and the hopes that are put into education through AIED. The review will focus on research from the last decades in the area of AIED, to investigate hopes and anticipations tied to AI and what problems AI should solve in education. Methodologically, the literature review will start with a systematic analysis of peer-review articles that will quantify the articles in different categories. The articles will thereafter be analysed with a theoretical framework labelled by Bacchi (2012) as a “What’s the problem represented to be” – analysis. Expected finding could be related to the fact that digitalisation of education has more than many other fields within been influenced by corporate edu-businesses (Ideland, Jobér, & Axelsson, 2021; Player-Koro, Bergviken Rensfeldt & Selwyn, 2018; Williamson, 2015). One hypothesis is therefore that financial arguments could be found rather than possibilities for AIED to increase equality, democracy, and diversity (Dixon-Román et al., 2019; Hsratinksy et al., 2019). E.g., have democracy become a commodity to trade within the ed-tech business? The results from the analyses will be related to the Nordic context and the Nordic steering documents and what they state regarding digitalization in general and AIED more specifically. The conclusion focuses on what kind of narratives that are brought forward in order to identify further research needs but also discuss how this shape and form the future ed-tech field.
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| 15. |
- Jobér, Anna, 1975-
(författare)
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How to Become Indispensable : Private Tuition and Policy Processes within Swedish Education System
- 2020
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Ingår i: SISYPHUS JOURNAL OF EDUCATION. - Lissabon : Universidade de Lisboa. - 2182-8474. ; 8:2, s. 7-25
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Tidskriftsartikel (refereegranskat)abstract
- During the 00s, the hiring of private tutors became a common and profitable practice in Sweden. The aim of this article is to illuminate educational policy space and policy processes through the case of private tuition practice in Sweden. The article offers a critical analysis and illuminates discourses that build up a private tuition network with shared ways of acting and talking, contributing to policy in the making. The data foremost consist of newspaper articles, interviews and websites and were analysed with network ethnography and the What’s the problem represented to be? approach. The analysis shows a network involving human and non-human actors highlighting an education that is in a crisis – a message underpinned with assumptions that suit the network’s needs, thus becoming indispensable for actions. The network occupies space, and through problematisation, determine what is considered to be significant in education and society, in Sweden as well as elsewhere.
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| 16. |
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| 17. |
- Jobér, Anna, 1975-
(författare)
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Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs
- 2024
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Ingår i: Journal of education policy. - : Taylor & Francis. - 0268-0939 .- 1464-5106. ; 39:1, s. 20-39
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Tidskriftsartikel (refereegranskat)abstract
- As the privatisation of the public sector has grown rapidly in Sweden in the last decade, private companies have become an imperative part of education. Private companies sell and deliver consultancy, hardware, software, services, etc. to schools and municipalities. This study examines a growing rate of activities from companies and businesses working within public sectors. It also examines consequences of cooperation between private and public actors. Findings show that multiple actors meet in different forms and with different functions, in multiple ways and with diverse agendas. What can be discerned is strong Public-Private Partnerships (PPP), where actors and networks are linked together, directly or indirectly, in fluid and flexible relations and partnerships. Private actors on educational markets not only becomes edupreneurs but policyneurs, a new concept introduced. As private actors engage in the policy making and the public sphere, a complex and disorganised landscape with new formations of strong actors emerge, entailing a number of consequences. One implication is the establishment of lobbyism in the Swedish educational landscape, with potentially negative consequences for democracy. One conclusion is that new formations of power dissolve the roles and functions of private and public actors within education, with implications on decision-making, transparency, and democracy.
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| 18. |
- Jobér, Anna, 1975-, et al.
(författare)
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Vetenskapliga teoriers funktion och roll i utbildning
- 2021. - 1
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Ingår i: Vetenskapliga teorier för lärare. - Stockholm : Natur och kultur. - 9789127827608 ; , s. 15-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I denna antologi har vi samlat en mängd teorier som är betydelsefulla för förskolans och skolans verksamhet, och i synnerhet de som gäller undervisning, fostran och barngruppens eller klassrummets ledarskap. I det här kapitlet beskriver vi de olika funktioner som teorier oftast har i det utbildningsvetenskapliga fältet och ger en introduktion till boken och hur du som läsare kan närma dig olika teoriers begreppsväldar.
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| 19. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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De-politicised effects with networked governance? : An event ethnography study on education trade fairs
- 2021
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores educational trade fairs as part of the contemporary networked governance of public sector education. The focus is on the forms and functions of network governance in educational trade fairs and how different powers of private and public networking actors and ideas are played out, including the wider implications for education. Based on an event ethnographic case study of a Nordic educational technology fair, the study identifies three significant forms of how network governance powers are constituted: through consensual culture, blurred public-private actor roles, and market individualised addresses. Together this network governance has de-politicising effects that mask power imbalances and evoke democratic challenges for public sector education. The paper discusses how diffused market networking powers shape a national public education sector, and the forms of resistance and responsibilities within such governance. The merits of in-depth process-based event ethnography, which includes social media data, are raised and problematised.
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| 20. |
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| 21. |
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Vetenskapliga teorier för lärare
- 2021. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den utbildningsvetenskapliga kärnan är gemensam för alla lärarstuderande i Sverige och ska innehålla de grundläggande kunskaper och färdigheter som blivande förskollärare och lärare behöver. Den fungerar därmed som en gemensam bas och utgör i förlängningen grunden för ett gemensamt professionsspråk.Antologin beskriver en bred palett av teorier och perspektiv från olika kunskapsdiscipliner, däribland sociologiska, psykologiska, didaktiska, pedagogiska och naturvetenskapliga kunskapsområden. Boken diskuterar också hur vetenskap kan läsas och förstås i ett kapitel som behandlar vetenskaplig läskunnighet. Kursboken Vetenskapliga teorier för lärare riktar sig i första hand till lärarstuderande, men kan med fördel läsas också av aktiva lärare och VFU-handledare. Teorier är redskap både för vetenskaplig kunskapsproduktion och för att tolka och förstå såväl kunskaper som egna erfarenheter. På så sätt är teoretiskt kunnande en väsentlig del i det som lärare i en utbildning som ska vila på vetenskaplig grund och beprövad erfarenhet behöver erövra.
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