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- Avery, Helen
(författare)
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Moving together – conditions for intercultural development at a highly diverse Swedish school
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is a case study of a primary school in a highly diverse urban neighbourhood in Sweden. Basic pre-conditions for intercultural school development are studied by examining the overall organisation of teaching, learning and opportunities for collaboration in the investigated case. The study focuses on the targeted support measures to enhance learning for students with an immigrant background: Mother tongue instruction, Swedish as a Second Language, and tutoring in the mother tongue, as well as looking at pedagogical support provided by the school library. The latter has a mission to promote learning and inclusion, where non-native speakers of Swedish are a prioritised group.Communities of practice linked to the work organisation at a meso-level are investigated, and the collaborative relationships between professional groups at the school involved in the various support measures. Teacher relationships and categorisations implied by support measures impact the learning spaces that are shaped for students and the teaching spaces within which teachers work. Collaborative opportunities and convergence of concerns in the teaching spaces combine to shape the overall space for intercultural development.The raw data for the case study consists of interviews, national policy documents and additional information on local work organisation gained through documents and observations. Four articles resulted from the case study, each focusing a specific support measure. An overarching analysis is then made of findings from these articles and the other dimensions of the investigation. The analysis describes the organisation in terms of monocultural or intercultural school cultures, pointing to significant characteristics of the landscapes of practice, with respect to their overall implications for the spaces of school development. In the discussion, findings are considered in relation to research on professional development in education, collaboration, democracy and inclusive schooling.The relative positioning of languages and cultures is given particular attention, to ascertain if the school culture is monocultural or intercultural in the sense given by Lahdenperä (2008), and to what extent it could enable intercultural development. Such positioning plays a role interms of affordances for identity, participation and engagement discussed by Wenger (1998).This case study should be understood against the wider background of recent social developments in Europe linked to globalisation and technological changes. It is argued that looking at the concrete specifics which facilitate or obstruct school development, and simultaneously reflecting on how the different forms of teaching interrelate in the overall organisation and in policy may provide a useful vantage point from which structural changes can be contemplated.The discussion underlines the importance of the physical localisation of activities, continuity in personal contacts and time available for joint pedagogical reflection, as basic conditions for effective intercultural dialogue in the organisation. Finally, the impact of policy is considered, looking at connections between levels of policy, expressed in official steering documents, and conditions for teaching and learning at the level of an individual school.
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- Bagga-Gupta, Sangeeta, 1962-, et al.
(författare)
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Preface
- 2019
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Ingår i: Virtual sites as learning spaces. - Cham : Palgrave Macmillan. - 9783030269289 - 9783030269296 ; , s. xi-xv
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Bjursell, Cecilia, 1970-, et al.
(författare)
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Responsible implementation of AI in organizations as a trigger for learning
- 2021
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Ingår i: INTED2021 Proceedings.
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Konferensbidrag (refereegranskat)abstract
- Digital technologies, such as AI, are described as “disruptive” (Hampel 2019. Säljö 1999) in learning settings across a range of workplaces, since they trigger innovation and (re)formation of learning practices that target change and improvement. The aim of this study is to explore how strategies for implementation of AI shape learning content and associated social practices in public agencies. In order to gain insight into how public agencies that are vital for inclusive citizenship learn about digitalization and AI, and which knowledges and skills they identify as crucial for their future development, the study focuses on informal learning triggered by strategic initiatives. Informal learning is here understood as the pursuit of insights, knowledges, and/or skills that occurs without the presence of externally imposed curricular criteria (Livingstone, 2006: 206). In this case, the vast field of digitalization and AI form the learning content toward which the participating organizations are orienting their learning needs.The theoretical point of departure is anchored in the field of lifelong learning, and in the established view of knowledge and experiences as arising in interaction with others and with the environment. These are ideas that were expressed early on by thinkers such as philosopher, psychologist and educator, John Dewey, who has become known for an experience-based conception of learning, what has later come to be called "learning by doing". Talking about learning, rather than education, leads to a shift in focus from formal education to how an individual transforms experiences into knowledge, skills, attitudes and values at all ages, throughout life (Jarvis 2014). In the prolongation of Jarvis’ (2014) reasoning, learning involves experiential dimensions of the enacted social practices. The framing of social practices as transformational in a lifelong learning perspective, regarding knowledges and skills as well as the own professional identity, serves the analysis’ focus on movement. Analytical tools developed in practice theory (Hager and Beckett 2019) are used to identify successive stages in the learning, where the knowledge content progressively is formulated in interaction with participants and researchers.The empirical material was gathered during a series of three workshops where 11 employees from five organizations analyzed and discussed the situation at their workplace as part of their learning and implementation process. The methodological design is based on an interactive research approach (Ellström, et al., 2020) that emphasizes interactional dimensions between the research sphere and the professional sphere. The study is carried out with full awareness by all parties of two ongoing parallel processes with sometimes overlapping purposes: Emergent learning practices at work and the explorative research process. Based on the empirical material, we noticed that 1) learning needs to be framed by a specific organizational context, 2) that employees appeared to be learning by doing as they were entering unknown territory, and 3) that learning took place within the existing frames of references. To challenge these frameworks to address the identified gaps in the emergent learning practices, we discuss them in relation to the model for responsible AI in practice developed by Dignum (2019).
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| 8. |
- Bradling, Björn
(författare)
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Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- “Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning“ är en litteraturdidaktisk studie i forskningsämnet pedagogik som tar syftestexten för litteraturundervisningen i det gymnasiala svenskämnet som utgångspunkt. Genom en förstudie där elva svensklärare och en skolbibliotekarie samtalar i fokusgrupper riktas projektet mot sitt huvudfokus som är en läsloggsintervention där 31 elever i gymnasiekursen Svenska 3 läser John Ajvide Lindqvists “Låt den rätte komma in” (Ordfront, 2004/2015). Med hjälp av begrepp från läsforskning (Rita Felski, “Uses of Literature”, Blackwell Publishing, 2008) och erfarenheter från förstudien för eleverna logg över sin läsning. Resultatet av läsloggsinterventionen visar att elevernas metareflektion hjälps framåt av begreppsanvändningen och att eleverna därmed tar steget in i en transformativ lärandeprocess. Licentiatavhandlingen innehåller en analys av den didaktiska potentialen för transformativt lärande med fokus på fokalisation och främmandegöring i Ajvide Lindqvists roman samt en praktisk modell för hur begreppsorienterad litteraturundervisning med läslogg på gymnasiet kan utformas.
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- Buch, Anders, et al.
(författare)
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Introduction: Exploring, Valuing, and (Re)enacting Futures in Postdigital Education
- 2024
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Ingår i: Framing futures in postdigital education. - Cham : Springer. - 9783031586217 - 9783031586248 - 9783031586224 ; , s. ix-xxiii
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The chapter, an introduction to the anthology Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices, explores the questions that prompted the research in this anthology and explains the rationale of the anthology in the context of education and the postdigital. Some chapters in the anthology single out key concepts in postdigital education and engage in in-depth discussions of the meanings invested in them with regard to datafication of educa-tion. Other contributions in the anthology explore the complexity of data-driven practices via empirical cases and studies in education. The approach of the anthology caters for critical examination and uses of concepts and methods that presently occur in a wide range of contexts. The chapters of the anthology address these aspects at conceptual levels that reflect observed practices in the making and the pursuit of methods to explore what futures are enacted in the present.
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- Cedergren, Mickaëlle, et al.
(författare)
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Akademisk forskning som litteraturförmedling – Om skönlitteratur från romanska språk inom svensk forskning
- 2017
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Ingår i: Romanska språk i Sverige – tradition och förnyelse.
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Konferensbidrag (refereegranskat)abstract
- Föreliggande studie syftar till att studera svenska högskolor och universitet som förmedlare av skönlitteratur från de romanska språken under perioden 1990–2015. Vårt föredrag avser i första hand att kartlägga vilken litteratur skriven på de romanska språken som uppmärksammas i akademisk forskning vid några utvalda lärosäten, såväl inom ämnena franska, spanska, italienska och portugisiska som inom ämnet litteraturvetenskap.Ytterst få studier har hittills undersökt hur den svenska forskningen medverkar till att förmedla litteratur, i synnerhet från de romanska språken. Man har dessutom undvikit de perspektiv som utgår från hur (semi)perifera länder som Sverige förhåller sig till och deltar i den globala diskussionen om litteratur. Vår utgångspunkt är att akademisk forskning i hög grad bidrar till att såväl bekräfta som omförhandla litteraturens värde, men att det saknas en självreflektion kring den egna funktionen som introduktör, kanonbildare och aktör med makt att legitimera och konsekrera skönlitterära verk och författarskap på det världslitterära fältet.Mer konkret kommer studien att fördjupa sig i följande frågeställningar: Vilken skönlitteratur från de romanska språkområdena förekommer inom forskning på akademisk nivå? Vilken relevans har den kanoniserade litteraturen i förhållande till andra typer av litteratur? Vilken betydelse har akademin som medskapare av bilden av kulturen och litteraturen från de romanska språkområdena?För att kunna besvara dessa frågor kommer hittills outforskat undersöknings- och grundmaterial att samlas in och analyseras. Materialet består främst av avhandlingar och vetenskapliga uppsatser men även uppgifter om olika aktiviteter inom forskning som konferenser, workshops, studiedagar och forskningsprojekt utgör en viktig stomme för studien.
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