| 1. |
- Andersson, Erik, 1979-, et al.
(author)
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Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
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In: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
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Journal article (peer-reviewed)abstract
- Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.
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| 2. |
- Rodin, Lika, et al.
(author)
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Language training and well-being for qualified migrants in Sweden
- 2017
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In: International Journal of Migration, Health and Social Care. - : Emerald Group Publishing Limited. - 1747-9894 .- 2042-8650. ; 13:2, s. 220-233
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Journal article (peer-reviewed)abstract
- PurposeThe purpose of this paper is to examine the role of “Korta Vägen” (The short cut), a targeted language program for qualified migrants in Sweden, in self-maintaining, well-being and perspectives for socio-economic integration for foreigners with academic diploma.Design/methodology/approachIn-class observations, individual semi-structured interviews, focus-group interviews and written essays were used for data collection. A thematic analysis was applied as a method of data analysis. Amartya Sen’s capability approach constituted a theoretical framework of the research discussion.FindingsKorta Vägen provides various resources for the participants, some of which (language training and internship) can become real advantages for employment. Others (IT, interview training and CV writing) are less translatable into concrete outcomes. The study suggests that satisfaction with the program is modulated by commitment to one’s professional identity, initial language proficiency, scope of cultural knowledge, the participants’ goals and the flexibility of the training offered. The acculturation frame of the program does not necessarily correspond with the objective need of many participants for quick entry into the labor market.Originality/valueInsights into the social-psychological aspects of targeted language training as a measure for socio-economic integration can serve to enhance educational and institutional policies and professional practice.
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| 3. |
- Dahlstedt, Magnus, et al.
(author)
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Ana’s Tragedy – and Europe’s : A Contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration
- 2016
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In: European Journal of Futures Research. - : Springer Science and Business Media LLC. - 2195-4194 .- 2195-2248. ; 4:1
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Journal article (peer-reviewed)abstract
- This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not.
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| 4. |
- Olson, Maria, 1969-, et al.
(author)
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(Hidden) Normativity in Social Science Education and History Education
- 2015
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In: Journal of Social Science Education. - Bielefeld, Germany : sowi-online e.V. - 1618-5293. ; 14:1, s. 2-5
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Journal article (other academic/artistic)abstract
- Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:- Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter.Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.- Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.- Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.- By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges.
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| 5. |
- Olson, Maria, 1969-
(author)
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Textanalys - ett sätt att bygga ett innehållsligt fält för Homo Democraticus?
- 2001
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In: Samhällets diskurser [Discourses of Society], 2001.
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Conference paper (peer-reviewed)abstract
- Aiming to study societal discourses, we need adequate methodological tools. That is analytical ways of seeing and doing in order to clarify the task of scientific interest. One way of doing this is to study the field of education, more precisely, national schools´ assignments to bring up democratic citizens. In this paper I suggest some methodological ways of seeing and doing, in order to bring about such studies.
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| 6. |
- Sandberg, Fredrik, et al.
(author)
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Adult education as a heterotopia of deviation : a dwelling for the abnormal citizen
- 2016
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In: Adult Education Quarterly. - : Sage Publications. - 0741-7136 .- 1552-3047. ; 66:2, s. 103-119
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Journal article (peer-reviewed)abstract
- We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.
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| 7. |
- Willermark, Sara, 1988-, et al.
(author)
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Surviving or thriving? : Exploring school leaders’ perception of initiated digital transformation
- 2023
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In: School Leadership and Management. - Abingdon : Taylor & Francis Group. - 1363-2434 .- 1364-2626. ; , s. 1-23
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Journal article (peer-reviewed)abstract
- The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally. In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders’ perspectives in the context of Swedish high schools. The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types. The results reveal significant differences in school leaders’ views on how the transition has worked, whether they and their staff have developed their digital competence, and, how it will affect the school onwards. Contributions include theorising about school leaders’ experiences of navigating an accelerated digital transformation prompted by the pandemic. We introduce four school leader profiles: (a) the enthusiast, (b) the affirmative (c) the skeptical, and (d) the hesitant. These profiles serve to encapsulate the nuanced perspectives of school leaders, thereby enriching our comprehension of their diverse requirements and priorities.
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| 8. |
- Bernhardsson, Lennarth, 1954-, et al.
(author)
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Work-integrated-learning: So what? : A framework for describing the level of integration between work and learning
- 2017
-
In: ICERI2017 Proceedings<em></em>. - : IATED. - 9788469769577 ; , s. 443-451
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Conference paper (peer-reviewed)abstract
- The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.
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| 9. |
- Brekke, Morten, et al.
(author)
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Flexible learning and teaching : Thematic Peer Group Report
- 2024
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Reports (other academic/artistic)abstract
- European higher education institutions (HEIs) are facing increasing demands for more flexible learning and flexibility in learning paths.This report from a 2023 European University Association Learning & Teaching Thematic Peer Group on “Flexible learning and teaching” explores the complexity of implementing flexible learning at HEIs, starting by defining what it means and entails for the institution, and its members and entities (staff, students, leadership, faculties). With the view that the development of flexible learning is an essential condition for the future of learning at universities, the group identified challenges and examples of practice, and offered recommendations for institutions to reflect on their strategy and build capacity for flexible learning.
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| 10. |
- Fejes, Andreas, 1977-, et al.
(author)
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Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
- 2018
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
-
Journal article (peer-reviewed)abstract
- In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?
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