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Fejes, Andreas
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Publications (10 of 236) Show all publications
Fejes, A. & Dahlstedt, M. (2018). Den entreprenörskapande skolan (1ed.). In: Magnus Dahlstedt, Andreas Fejes (Ed.), Skolan, marknaden och framtiden: (pp. 131-149). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Den entreprenörskapande skolan
2018 (Swedish)In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 131-149Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
Entreprenörskap, läroplan, genealogi, problemlösning, ansvar, Skola
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-144502 (URN)9789144119960 (ISBN)
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-02-01Bibliographically approved
Dahlstedt, M. & Fejes, A. (2018). Fritidsgården och utanförskapets kraft – viljan att förebilda. In: Magnus Dahlstedt (Ed.), Förortsdrömmar: Ungdomar, utanförskap och viljan till inkludering (pp. 127-138). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Fritidsgården och utanförskapets kraft – viljan att förebilda
2018 (Swedish)In: Förortsdrömmar: Ungdomar, utanförskap och viljan till inkludering / [ed] Magnus Dahlstedt, Linköping: Linköping University Electronic Press, 2018, p. 127-138Chapter in book (Other academic)
Abstract [sv]

Som vi kunde se i föregående kapitel så utgör idrotten en av de domäner där unga kan utöva meningsfull fritidsaktivitet. Vi ska i detta kapitel rikta intresse mot en annan domän där unga kan utöva meningsfull fritidsaktivitet, nämligen fritidsgården. För båda dessa domäner finns sedan länge en stark tilltro till deras potential när det gäller att med den meningsfulla fritidens positiva kraft som medel åstadkomma förändring och inkludering, inte minst av unga i utanförskapets områden (Lindgren & Lundström 2008).

Liksom i föregående kapitel belyser vi här hur exkluderingens olika risker i arbetet med att åstadkomma inkludering inte enbart utgör utmaningar och begränsningar, något ont som med olika medel ska överkommas. Exkluderingens risker kan även utgöra något produktivt – de möjliggör inte minst tillblivelsen av förebilden. Det är nämligen just till stor del tack vare fritidsledarnas förmåga att utgöra goda förebilder för de unga, som inkludering blir möjlig. Ovan finner vi en sekvens hämtad från ett reportage i Göteborgs-Posten. I reportaget iscensätts den unga förortstjejen Joan Amangs resa från utanför till innanför, från Göteborgsförorten Bergsjöns ”svåra hemförhållanden” till ”högskolan i Växjö”. I berättelsen gestaltas en förebildande praktik, där förortstjejens resa beskrivs som möjliggjord av de ”positiva förebilder” hon inspirerats av och följt – inte minst i egenskap av de fritidsledare som hon mötte under sin uppväxt.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
Series
Linköping Studies in Social Work and Welfare ; 2018:3
National Category
Social Work Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-144520 (URN)9789176853542 (ISBN)
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-01-26Bibliographically approved
Fejes, A. & Dahlstedt, M. (2018). Skolan och framtiden (1ed.). In: Magnus Dahlstedt, Andreas Fejes (Ed.), Skolan, marknaden och framtiden: (pp. 293-296). Studentlitteratur AB
Open this publication in new window or tab >>Skolan och framtiden
2018 (Swedish)In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Studentlitteratur AB, 2018, 1, p. 293-296Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2018 Edition: 1
Keywords
Skola, marknad, framtid, skolval, marknadisering
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-144503 (URN)9789144119960 (ISBN)
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-02-01Bibliographically approved
Olson, M., Dahlstedt, M., Fejes, A. & Sandberg, F. (2018). The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education. Educational Philosophy and Theory, 50(1), 95-103
Open this publication in new window or tab >>The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education
2018 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 95-103Article in journal (Refereed) Published
Abstract [en]

The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Adult education; citizenship; reactive nihilism; capitalism; desire
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-143269 (URN)10.1080/00131857.2017.1338933 (DOI)000427695700010 ()2-s2.0-85021143099 (Scopus ID)
Available from: 2017-11-28 Created: 2017-11-28 Last updated: 2018-04-11Bibliographically approved
Abrandt Dahlgren, M., Gustavsson, M. & Fejes, A. (Eds.). (2017). Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden. Paper presented at 3rd International ProPEL Conference 201714-16 June 2017, Linköping University, Sweden. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
2017 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. p. 81
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-148794 (URN)
Conference
3rd International ProPEL Conference 201714-16 June 2017, Linköping University, Sweden
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-06-19Bibliographically approved
Sandberg, F., Fejes, A., Dahlstedt, M. & Olson, M. (2016). Adult education as a heterotopia of deviation: A dwelling for the abnormal citizen. Adult Education Quarterly, 66(2), 103-119
Open this publication in new window or tab >>Adult education as a heterotopia of deviation: A dwelling for the abnormal citizen
2016 (English)In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed) Published
Abstract [en]

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.   

Place, publisher, year, edition, pages
Sage Publications, 2016
Keywords
Heterotopia of deviation, Adult Education, Foucault, Power, Citizenship, Precarious employment, poststructuralism
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-123359 (URN)10.1177/0741713615618447 (DOI)000373217300001 ()
Available from: 2015-12-12 Created: 2015-12-12 Last updated: 2017-12-01Bibliographically approved
Sparrhoff, G. & Fejes, A. (Eds.). (2016). Anställningsbarhet: perspektiv från utbildning och arbetsliv (2ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Anställningsbarhet: perspektiv från utbildning och arbetsliv
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Anställningsbarhet är numera ett centralt policybegrepp i Sverige.Det förekommer ofta i diskussioner om utbildning och arbetsliv.Men många gånger används begreppet okritiskt och dess betydelse kan vara oklar.

Boken utforskar olika innebörder och möjliga konsekvenser av diskursen om anställningsbarhet, sett ur utbildningens och arbetslivets perspektiv. Exempel på frågor som behandlas är: Hur kommer det sig att anställningsbarhet är så populärt i dag? I vilka olika sammanhang och på vilka sätt kan vi se att det används?Leder utbildning till att den studerande blir anställningsbar? Vilka sorters medarbetare ses som mer åtråvärda än andra i diskussioner om anställningsbarhet, och vilka exkluderas därmed?

Den andra upplagan är kraftigt omarbetad och innehåller ett antal nya kapitel. Tre grundläggande teman strukturerar diskussionen: Anställningsbarhet som begrepp och politisk vision,sammanlänkningen mellan utbildning och arbetsliv samt inkludering och exkludering.

Anställningsbarhet – perspektiv från utbildning och arbetslivvänder sig till universitetsstuderande inom samhällsvetenskapliga ämnen samt policymakare, politiker, chefer, rekryterare och utbildningsplanerare i olika typer av verksamheter.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016. p. 237 Edition: 2
Keywords
Anställningsbarhet, utbildning, arbetsliv, Övergång från skola till arbetsliv, Arbetsmarknad, Anställbarhet
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-124039 (URN)9789144104904 (ISBN)
Available from: 2016-01-18 Created: 2016-01-18 Last updated: 2016-11-15Bibliographically approved
Fejes, A. & Sparrhoff, G. (2016). Anställningsbarhetens olika innebörder (2ed.). In: Gun Sparrhoff, Andreas Fejes (Ed.), Anställningsbarhet: perspektiv från utbildning och arbetsliv (pp. 11-21). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Anställningsbarhetens olika innebörder
2016 (Swedish)In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 11-21Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016 Edition: 2
Keywords
anställningsbarhet, utbildning, arbetsliv
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-124040 (URN)9789144104904 (ISBN)
Available from: 2016-01-18 Created: 2016-01-18 Last updated: 2016-11-15Bibliographically approved
Fejes, A. (2016). Foucault, confession and education (1ed.). In: Michael Peters (Ed.), Encyclopedia of educational philosophy and theory: (pp. 1-5). Singapore: Springer
Open this publication in new window or tab >>Foucault, confession and education
2016 (English)In: Encyclopedia of educational philosophy and theory / [ed] Michael Peters, Singapore: Springer, 2016, 1, p. 1-5Chapter in book (Refereed)
Abstract [en]

If something useful about the present is said by Foucault’s (1998) argument that Western man has become a confessing animal and that confession has become the most valuable technique for producing truth in society, we will argue that we live in a confessing society. One of the primary arguments made by Foucault (1998) is that verbalization has become a central method through which people make themselves visible to themselves and to others and that people come to know who they are through verbalization. In his writing, psychoanalysis is used as an example of how previous Christian practices of confession have become appropriated by a secular scientia sexualis (Foucault 1998), which has spread to most aspects of private life. In this context, confession does not spec ...

Place, publisher, year, edition, pages
Singapore: Springer, 2016 Edition: 1
Keywords
Foucault, confession, philosophy of education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125362 (URN)10.1007/978-981-287-532-7_256-1 (DOI)9789812875891 (ISBN)9789812875327 (ISBN)
Available from: 2016-02-21 Created: 2016-02-21 Last updated: 2016-11-21Bibliographically approved
Fejes, A. (2016). The confessing academic and living the present otherwise: Appraisal interviews and logbooks in academia. European Educational Research Journal (online), 15(4), 395-409
Open this publication in new window or tab >>The confessing academic and living the present otherwise: Appraisal interviews and logbooks in academia
2016 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, no 4, p. 395-409Article in journal (Refereed) Published
Abstract [en]

In this paper, drawing on the work of Michel Foucault, I argue that academics are enmeshed in power relations in which confession operates, both on and through academics. Drawing on Foucault’s genealogy of confession, I illustrate how academics are not only invited to reflect on performance, faults, temptations and desires in their work and private life, but as teachers they mobilise the same kind of technology in relation to students. These power relations are connected to wider changes in society, where discourses on New Public Management have become all pervasive in organising and governing public institutions. The examples of the use of appraisal interviews and logbooks as governing techniques illustrate how government currently operates through the freedom of the individual. The paper ends with a discussion on how books of life could introduce a different relation of the self to the self in academia, and thus provide opportunities to live the present otherwise. 

Place, publisher, year, edition, pages
Sage Publications, 2016
Keywords
Foucault, confession, appraisal interviews, logbooks, higher education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125363 (URN)10.1177/1474904116636637 (DOI)
Available from: 2016-02-21 Created: 2016-02-21 Last updated: 2017-11-30Bibliographically approved
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