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- Ahrenby, Hanna, 1978-
(author)
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Enacting the fundamental values in art education
- 2022
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In: Education and involvment in precarious times. - : School of Education, Univeristy of Iceland. - 9789935468222 ; , s. 169-170
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Conference paper (other academic/artistic)abstract
- 1. Research topic/aim: The overall purpose of this thesis is to describe and discuss preconditions for theenactment and the construction of fundamental values in art education in secondaryschool.2. Theoretical framework: The theoretical framework used in this study is a combination of policy enactmenttheory (Ball et al. 2012) and Bernsteins (2000) concepts Classification and Framing.This combination allowed to analyse the influence of context and existing subjecttraditions and teaching practice in art education.3. Methodology/research design: The study is based on ethnographic methods, including classroom observations,video recordings and interviews with art teachers and pupils. Three art teachers and36 pupils in grades eight and nine (age 14-16) have participated in the study.4. Expected results/findings: The results show that the conditions for policy enactment are created by severalfactors that interact. Together with existing subject traditions and teaching practicesin art education, the unique contextual mix that every school provide creates theconditions for enacting the fundamental values in art education. For example, the artsubject carries an image-making tradition that pushes aside more theoretical syllabuscontent, such as image analysis. The situated context influences the professionalculture and, therefore, they function as a lens for selecting and translating thecurriculum; hence, different groups of pupils receive different democratic education.Also, the school's goal and result management focus on measurable subjectknowledge and therefore marginalise the fundamental values. Together, this makes itchallenging to incorporate fundamental values in subject teaching.5. Relevance to Nordic educational research: Democratic education is essential in all Nordic countries, and these results helpexplain why it is not always easy to incorporate the more generic democratic goals inthe subject teaching.The poster will show a model of how different factors interact as the curriculum isenacted.References: Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactmentsin secondary schools. Routledge. https://doi.org/10.4324/9780203153185Bernstein, B. (2000[1996]). Pedagogy, symbolic control and identity: theory,research, critique. Rev. ed Lanham, Md.: Rowman & Littlefield Publishers
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| 2. |
- Ahrenby, Hanna, 1978-
(author)
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Renegotiating subject content when enacting a new syllabus in art education
- 2022
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In: Education and involvment in precarious times. - Reykjavik : School of Education, University of Iceland. - 9789935468222 ; , s. 17-18
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Conference paper (other academic/artistic)abstract
- 1. Research topic/aim: This research deals with enacting the art syllabus in the new curriculum (Lgr 22) inthe Swedish compulsory school. In this syllabus, the core content about images thatdeal with norms and values has been expanded and now includes schoolyear onethrough nine. The concept "norm" has been introduced in the art syllabus. Also, theconcept of "visual culture" has a protruding position in Lgr 22 compared to the formercurriculum (Lgr 11). Together, this shows a shift in subject content, which is meant tolead to changes in teaching practice. A change that often is slow and gradual (Åsén,2006). The aim of the study is to increase knowledge about and deepenunderstanding of how subject content is interpreted, renegotiated and takes shape atthe classroom level in the process of enacting a new syllabus.2. Theoretical framework: The theoretical point of departure is Ball et al. s' (2012) theory of curriculumenactment. Policy enactment is understood as a complex process where the contexthas a significant influence as different types of policy actors do policy (Ball et al.,2012).3. Methodology/research design: Central to the research design is policy ethnography, including observations,interviews, observations, and collection of teaching materials. The study is conductedin primary and secondary public schools and includes art teachers and pupils. Thefirst part of the study, starting spring 2022, consists of interviews with teachers andfocus upon their interpretation of the syllabus. The second part also includesclassroom observations and interviews with pupils.4. Expected results/findings: Expected results in the first part of this study will address how teachers interpret thenew syllabus in Lgr22. The analysis will show what influences teachers' interpretationand how they negotiate their understanding of the subject in relation to their subjectconception, professional culture and the school context. Preliminary results frominterviews will be presented at the conference.5. Relevance to Nordic educational research: Even though the art subject differs between the Nordic countries (Lindström, 2009),the results of this study are relevant to Nordic educational research as it contributesto the understanding of the process of and factors that influence policy enactment ina Scandinavian school context.References: Ball, S. J. Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactmentsin secondary schools. Routledge. https://doi.org/10.4324/9780203153185Lindström, L. (2009). Nordic visual arts education in transition: a research review.Vetenskapsrådet.Åsén, G. (2006) Varför bild i skolan? -en historisk tillbakablick på argument för ettmarginaliserat skolämne. In: Lundgren, U. P. (red.) Uttryck, intryck, avtryck: lärande,etetiska uttrycksformer och forskning, p. 107–122. Stockholm: Vetenskapsrådet.
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| 3. |
- Andersson, Anna-Lena, 1973-, et al.
(author)
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The stealth policy of inclusion of students with intellectual disability
- 2022
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In: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES. - : School of Education, University of Iceland. - 9789935468222 ; , s. 1039-1039
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Conference paper (peer-reviewed)abstract
- The Swedish school system is currently undergoing a change, one in which issues of inclusion for students with ID are at stake. Policy documents mirror ideas, beliefs and value systems that are expressed in the society. In order to better understand the processes of in(ex)clusion of students with ID there is a need to analyze policy. In this study we have analyzed 61 parliamentary texts, such as propositions, decisions and investigations from 2011- 2021 considering compulsory school for students with intellectual disabilities, CSSID (Grundsärskola). Specifically, the analysis focused on how inclusion and students with intellectual disability were fabricated by contemporary policy discourses. Findings indicated that inclusion was fabricated as equal rights to schooling, as the right to be assessed and accountability and as being closer to the norm. Furthermore, the results show a strive for alignment of the structure of schools for children without ID and children with ID to synchronize the work between the school forms, and that much emphasis is put on students’ equal participation in the assessment of knowledge. This seems to mean “sameness” regarding hours, and systems in place for assessment. From this our conclusion is that inclusion is above all to be an active neoliberal subject and the most important thing is then that the organizational structures are in alignment. Hence/ this is example on what Allan (2015) calls the Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. Allan, J. (2015). Stealth bureaucracy in Sally Tomlinsson’s irresistible rise of the SEN industry. In (Eds.), Chris Forlin, Phyllis Jones & Scott Danforth, Foundations of inclusive education research, International perspectives on inclusive education vol 6, p37-52. Bingley: Emerald Group Publishing Limited. The Open Parliament Laboratory (2021). Örebro universitets analystjänst för riksdagsdata. www.riksdagsdata.oru.se
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| 7. |
- Enochsson, Ann-Britt, 1956-, et al.
(author)
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Between education and work : Students learning with digital technology
- 2022
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In: Education and involvement in precarious times. - : School of Education, University of Iceland. - 9789935468222
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Conference paper (peer-reviewed)abstract
- In dual vocational education, learning takes place in several arenas. Research hasshown that it is often complicated for pupils to integrate learning from these differentarenas, since there is a perceived gap they are supposed to bridge. In previousresearch, we have studied how teachers use digital technology as boundary objectsto bridge the gaps and to facilitate the learning process for the pupils when they areat workplaces. The aim of this study is to gain more knowledge about how pupilsexperience their teachers’ efforts to facilitate their learning across arenas when usingdigital multi-modal logbook as a boundary object between school and workplaces invocational education.Theoretical framework.The study builds on theories of boundary crossing, which is based in cultural-historical activity theory (CHAT) (Tuomi-Gröhn & Engeström, 2003). The specific theoretical framework used as a complement to the CHAT framework, is a Multilevel Boundary Crossing framework developed by Akkerman and Bruining (2016). The levels in this framework are intrapersonal, interpersonal and institutional respectively.The combined analysis will enable the degree and kind of boundary crossing that facilitate student learning or may cause contradictions. This will give a more nuanced view of pupils’ learning when moving between learning arenas in their vocational education.The results from this study are relevant for understanding how digital technology can contribute to teaching and learning in vocational education which take place in two different learning arenas.
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| 8. |
- Fingalsson, Rebecka, et al.
(author)
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Constructing a ‘Nordic Nativeness’ in Swedish Sexuality Education
- 2022
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In: Education and involvement in precarious times. - Reykjavik, Iceland : School of Education, University of Iceland. - 9789935468222
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Conference paper (other academic/artistic)abstract
- The Nordic countries' progressive sexuality education (SE) has become synonymous with gender equality, sex-positive attitudes, and norm-critical awareness (Allen & Rasmussen, 2016; Bengtsson & Bolander, 2020; Zimmerman, 2015). In global comparison, Nordic SE is perceived to be a queer utopia regarding LGBTQ rights (Kjaran, 2017). Despite the prominence, feminist scholars argue it to cultivate forms of sexuality through notions of secularism and progressive pedagogy (Scott, 2018). According to Scott (2018) has Western sexual freedom represented the “fulfilling of natural inclinations of all women” (p. 157) in which sexual desire becomes a defining attribute of the human and a form of “natural law outside of history” (ibid). Svendsen (2017) argues the secular logic within Norwegian SE to be an ‘operating technology’, constructing a secular native and a religious Other. Similar constructions have been found by Honkasalo (2018) in Finnish textbooks, where culture is assigned to non-Finnish Others in contrast to liberal and progressive ""Finnish"" sexuality. When seemingly neutral and depoliticized notions of sexuality, the human body, health, and morality are addressed in SE, it becomes crucial to think about how these notions affect educational practices. In this paper we continue the path of critique and explore Swedish SE to understand how ‘Nordic nativeness’ is constructed through educational practices. Our data consists of observations, interviews, and textbooks in which we highlight how ‘the native’ and ‘the Other’ are represented. In our paper, we use a thematic analysis to flesh out how positions of ‘nativeness’ and ‘otherness’ are represented in SE. Our preliminary findings support previous research but also present a paradox in which attempts of widening perspectives simultaneously re-construct and re-position nativeness and otherness. Although the empirical example is from a Swedish context, the paper’s results are of interest to a wider audience because it contributes to an understanding of how sexuality education is actively positions different ethical, social, political, and cultural values.
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| 10. |
- Hammar Chiriac, Eva, Professor, 1961-, et al.
(author)
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Teachers´ perspectives on factors influencing their everyday efforts in facilitating and sustaining a positive school climate
- 2022
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In: Education and involvement in precarious times. Abstract book. NERA confrence 2022. - Reykjavik. - 9789935468222 ; , s. 241-242
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Conference paper (other academic/artistic)abstract
- Teachers with their unique key position in school, their everyday influence on school climate, and their professional responsibility to establish a positive and healthy school climate, possess crucial information for facilitating and sustaining a positive school climate. Previous research commonly describes the multidimensional features acting as precondition for the school climate in four domains: academic climate, community, safety, and institutional environment. Each domain contributes individually but also jointly to the school climate and how it is collectively experienced both from inside and outside the school. While teachers have a significant impact on the school climate, less is known about teachers’ perspectives on these matters. To better understand teachers’ everyday efforts in influencing the school climate, the aim of this study was to explore and analyse a) teachers’ perspectives on factors influencing the school climate and b) the teachers’ apprehension of their possibility to influence these factors Bronfenbrenner’s social-ecological theory was adopted as a theoretical framework in the present study. Data were collected by means of 14 semi-structured focus groups interviews with 73 teachers from two compulsory schools in southeast Sweden. The analysis was guided by a constructivist grounded theory approach. The results reveal that teachers experienced the school climate as both positively and negatively influenced by several internal and external factors perceived as either influenceable or uninfluenceable. According to how teachers reasoned, four types of factors affected the quality of the school climate and their everyday efforts in facilitating and sustaining a positive school climate: Social processes and values in school (i.e. influenceable internal factors), school premises and support structures (i.e. uninfluenceable internal factors impossible to influence), external relations (i.e. influenceable external factors) and external means of control (i.e. uninfluenceable external factors). The conclusion is that the teachers’ talked about school climate as a multidimensional and malleable phenomenon, emanated by a complex interplay across multiple agents and contexts both within and outside the school aligning with all domains and features acting as precondition for the school climate. The findings are relevant to Nordic educational research and suggest that teachers try to accommodate desired school climate and work with the conditions that exist in a constructive way. Further, the findings shed light on a contemporary societal discussion about what characterises the responsibility of the school. Notwithstanding, highlighted in this study, there are factors outside the school influencing the school climate that are beyond the influence of the school and its teachers.
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