| 1. |
- Nylund, Mattias, 1980, et al.
(author)
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Socialisation and citizenship preparation in vocational education : Pedagogic codes and democratic rights in VET-subjects
- 2020
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In: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 41:1, s. 1-17
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Journal article (peer-reviewed)abstract
- Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.
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| 2. |
- Frelin, Anneli, Professor, 1969-, et al.
(author)
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Transitions in Nordic school environments – an introduction
- 2021
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In: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 12:3, s. 217-224
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Journal article (other academic/artistic)abstract
- In the Nordic countries, with their longstanding tradition of valuing education for the masses, a large number of schools have been built over a more than century-long period and therefore represent a variety of pedagogical and architectonical ideals (Bengtsson, 2011). For example, the school landscape represents traditional and progressive ideals and in terms of the buildings themselves, those that are currently considered as highly innovative exist in parallel with more traditional schools from earlier decades. However, a school design that was considered radical at the time of its construction may be considered old-fashioned and unfit for purpose today. Despite the importance of school buildings for education, research-based knowledge about them is limited, especially in educational research and in the Nordic countries. At present, such research is mostly conducted and published in the Australian, UK and US contexts. The special issue of this journal addresses this knowledge gap by focusing on the relations between educational practices and school environments in the Nordic countries and highlighting the intentions, complexities and negotiations relating to the design, building and use of schools at different levels.
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| 3. |
- Norqvist, Maria, 1974-
(author)
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Fritidshemmets läroplan under förhandling : formulering, tolkning och realisering av del fyra i Lgr 11
- 2022
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Doctoral thesis (other academic/artistic)abstract
- The aim of this study is to contribute with knowledge about the negotiations behind formulating part four of the Swedish curriculum Lgr 11, with a focus on pedagogical codes and power relations between school and school-age educare (SAE), as well as the negotiations that are expressed when the curriculum text is interpreted and realised in SAE practice.To reach this aim, parts of Bernstein’s code theory is used. The strength/weakness of the classification and framing of a pedagogical practice constitutes an important basic structure in what Bernstein calls the pedagogical code (Bernstein, 2000). In the formulation arena, a thematic analysis was conducted on comments in working-documents, to identify the major negotiations throughout the formulation process. In the realisation arena, interviews with principals and staff were conducted in six SAEs, to capture unique features and identify common patterns both of interpretation of the curriculum text, and how the curriculum was realised in SAE practice.The results show that the comments indicate that the commenters perceived the proposal texts as too strongly educational-pedagogically coded, and during the formulation process they influenced the text so that its social-pedagogical and leisure-pedagogical coding was reinforced to some extent.In the realisation arena, the acceptance of the strongly educational-pedagogical coded concept of teaching was greater than in the comment material. In particular, staff with pedagogical education at university level with a focus on SAE had reinterpreted the concept of teaching and given it a wider meaning so that it better suited their social-pedagogically and leisure-pedagogically coded practices. The introduction of the curriculum text had also contributed to increased legitimacy for the SAE practice and strengthened the SAE staff in their professional role. However, frame factors like the organisation of the practices, the access to shared planning time, the access to their own premises, and whether the staff had educational training at university level with a focus on SAE affected the staff's ability to carry out the teaching as outlined in part four. Unequal power relations between SAEs and schools emerged in both the formulation arena and the realisation arena, and the weaker classified and framed SAE was often subordinated to the more strongly classified and framed school in the realisation arena.This shows that the formulation and realisation of a curriculum text is a complex process and that there are negotiations in the realisation arena about how the formulated curriculum can be interpreted and realised in pedagogical practice. Those who are supposed to interpret and realise the curriculum in practice, work in contexts characterised by pedagogical traditions and under different conditions, which means that a curriculum text receives somewhat different interpretations and is therefore realised in different ways in different practices.
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| 4. |
- Rönnlund, Maria, 1962-, et al.
(author)
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Arbetsplatsförlagt lärande och medborgarfostran
- 2020
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In: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 111-124
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Book chapter (other academic/artistic)
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| 5. |
- Rönnlund, Maria, 1962-, et al.
(author)
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Utbildningen och framtiden
- 2020
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In: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 125-140
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Book chapter (other academic/artistic)
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| 6. |
- Bergström, Peter, 1975-, et al.
(author)
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Making the transition from teacher-centered teaching to students’ active learning : developing transformative agency
- 2023
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In: Creating dynamic places for learning. - : Springer Nature. - 9789811987489 - 9789811987519 - 9789811987496 ; , s. 99-115
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Book chapter (peer-reviewed)abstract
- This chapter focuses on a local school development project initiatedby teachers who experienced students’ lack of engagement, passive learning, andabsence from school. In order to achieve more active learning among the students,the teachers built an active learning classroom and set out to develop teaching methodsappropriate for the new classroom. This process turned out to be more complex thanexpected and raised questions not only about the teachers’ teaching, but also abouttheir learning and more specifically about how they as a collective created transformative agency. In this chapter, we highlight how the teachers gained transformativeagency and the situations that characterized this process. Inspired by cultural historical activity theory, we pay attention to stimuli that helped the teachers to bring forthand deal with conflicts of motives that led to break-outs from the teacher-centeredteaching and thereby created transformative agency toward a classroom practicecharacterized by students’ active learning.
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| 7. |
- Ledman, Kristina, 1972-, et al.
(author)
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Being and becoming a female student and worker in gendered processes of vocational education and training
- 2021
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In: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 33:5, s. 514-530
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Journal article (peer-reviewed)abstract
- This article reports results of an ethnographic study of how girls are positioned, and position themselves, in relation to gender regimes in three vocational programmes in Swedish upper secondary education: Restaurant Management & Food, Health & Social Care, and Vehicle & Transport. The comparison shows that there are different possible feminine positions where the girls resist and comply to varying degrees both within and between the programmes, with expectations interrelated with discourses of consumption, caring and production. However, generally the position of emphasised femininity is most prominent and becoming a female worker in the programmes’ settings involves complying with feminine ideals of a caring discourse, regardless of whether the VET is oriented towards education for masculine production work, or feminine consumption work.
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| 8. |
- Rönnlund, Maria, 1962-, et al.
(author)
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Life skills for ‘real life’: How critical thinking is contextualised across vocational programmes
- 2019
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In: Educational Research. - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 61:3, s. 302-318
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Journal article (peer-reviewed)abstract
- Background This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care. Purpose The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students? Method The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days ofcobservations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’. Findings and conclusions Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes.
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| 9. |
- Rönnlund, Maria, 1962-, et al.
(author)
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Teaching in a non-traditional classroom: experiences from a teacher-initiated design project
- 2021
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In: Teachers and Teaching. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 27:7, s. 587-601
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Journal article (peer-reviewed)abstract
- This participatory design-based research study addresses the relational character of the physical learning environment and pedagogical practice in the context of a design project carried out at a Swedish upper secondary school. Three teachers initiated the project with the intent to introduce student centred pedagogy and increase active learning. In collaboration with the research team, they designed and furnished a classroom supportive for communication and intense interaction between students, and where students and teachers could work and construct knowledge together. Drawing on observations, video recordings and design conversations with the teachers, the analysis, which is inspired by Actor Network Theory, concentrates on the six month period when the teachers started to teach in the new classroom with focus on their experiences, asking what they experienced as advantageous and challenging. Considering the new learning environment as a network of socio-material relations consisting of a) physical and spatial agents, b) organisational structural agents, and c) teacher/teaching agents, we conclude that whereas some actors corresponded well and contributed to a well-coordinated classroom practice facilitating the project’s intentions, some actors contradicted each other and challenged the same intentions.
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| 10. |
- Öhrn, Elisabet, 1958, et al.
(author)
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Rural education and migration : a study of the 2015 reception of young refugees in Sweden
- 2023
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In: Australian and International Journal of Rural Education. - : The Society for the Provision of Education in Rural Australia (SPERA). - 1036-0026 .- 1839-7387. ; 33:2, s. 1-15
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Journal article (peer-reviewed)abstract
- In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.
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