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Andersson, Ingrid
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Publications (10 of 31) Show all publications
Mutwarasibo, F., Canisius Ruterana, P. & Andersson, I. (2014). Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda. Higher Education Research and Development, 33(5), 962-977
Open this publication in new window or tab >>Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda
2014 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 33, no 5, p. 962-977Article in journal (Refereed) Published
Abstract [en]

Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.

Place, publisher, year, edition, pages
Taylor andamp; Francis (Routledge): SSH Titles, 2014
Keywords
higher education; generic skills; workplace; domain-specific knowledge; post-1994 Rwanda; graduate attributes; boundary crossing
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-111606 (URN)10.1080/07294360.2014.890577 (DOI)000342509500008 ()
Available from: 2014-10-27 Created: 2014-10-27 Last updated: 2017-12-05
Andersson, I., Kagwesage, A. M. & Rusanganwa, J. (2013). Negotiating meaning in multilingual group work: A case study of higher education in Rwanda. International Journal of Bilingual Education and Bilingualism, 16(4), 436-450
Open this publication in new window or tab >>Negotiating meaning in multilingual group work: A case study of higher education in Rwanda
2013 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 16, no 4, p. 436-450Article in journal (Refereed) Published
Abstract [en]

In this paper, we investigate how students handle the linguistic diversity they are exposed to during group-work sessions at a university in Rwanda. The data consist of five audio-recorded group-work sessions initiated by a lecturer in a management course. The data were analysed drawing on theories relating to code-switching and learning in multilingual settings. Our findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than exclusion of languages used in Rwanda.

Place, publisher, year, edition, pages
Routledge, 2013
Keywords
Higher education; multilingual group work; code-switching; language complementarities; translanguaging
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-90161 (URN)10.1080/13670050.2012.695771 (DOI)000320498800003 ()
Available from: 2013-03-20 Created: 2013-03-20 Last updated: 2017-12-06Bibliographically approved
Sandlund, M. & Andersson, I. (2011). Immigrant Teachers’ Struggle for Legitimacy at the Crossroads of Global Change. Paper presented at The 2011 conference of the ESREA research network Between global and local: adult learning and development, Istanbul April 28–30, 2011.
Open this publication in new window or tab >>Immigrant Teachers’ Struggle for Legitimacy at the Crossroads of Global Change
2011 (English)Conference paper, Published paper (Other academic)
Keywords
immigrant teacher
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-78022 (URN)
Conference
The 2011 conference of the ESREA research network Between global and local: adult learning and development, Istanbul April 28–30, 2011
Available from: 2012-06-04 Created: 2012-06-04 Last updated: 2013-05-06
Andersson, I. & Rusanganwa, J. (2011). Language and space in a multilingual undergraduate physics classroom in Rwanda. International Journal of Bilingual Education and Bilingualism, 14(6), 751-764
Open this publication in new window or tab >>Language and space in a multilingual undergraduate physics classroom in Rwanda
2011 (English)In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 14, no 6, p. 751-764Article in journal (Refereed) Published
Abstract [en]

This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’ academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturer's and students’ first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students’ understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.

Place, publisher, year, edition, pages
Routledge, 2011
Keywords
language policy and practice, space, footing, code-switching, tertiary education, language shift
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-72628 (URN)10.1080/13670050.2011.583337 (DOI)000298497600007 ()
Projects
NUR-LiU PhD-programme in Education
Note

Projektet har stöd av Sida/SAREC

Available from: 2011-12-01 Created: 2011-12-01 Last updated: 2017-12-08
Gahamanyi, M., Andersson, I. & Bergsten, C. (2010). Using mathematics as a tool in Rwandan workplace settings: the case of taxi drivers. In: V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Ed.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France). Paper presented at Sixth Congress of the European Society for Research in Mathematics Education (pp. 1484-1493). Lyon: INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE
Open this publication in new window or tab >>Using mathematics as a tool in Rwandan workplace settings: the case of taxi drivers
2010 (English)In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France) / [ed] V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello, Lyon: INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE , 2010, p. 1484-1493Conference paper, Published paper (Refereed)
Abstract [en]

The present study is part of an ongoing study of which the aims are twofold; to provide knowledge about why and how mathematics is involved in specific workplace settings, and to provide student teachers with culturally relevant examples to contextualise school mathematics for secondary school students. Observations and semi-structured interviews were conducted in the workplaces of two taxi drivers, one house constructor and one restaurant manager. The focus here is on taxi-drivers. The analyses draw on ideas from socio-cultural theory and the anthropological theory of didactics. A common main concern was economic profit and risk of loss; level of justification, mathematical problems to solve and techniques used differed. Among the taxi drivers, silent and taken-for-granted cultural knowledge were used.

Place, publisher, year, edition, pages
Lyon: INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE, 2010
Keywords
mathematics at the workplace, Rwanda, anthropological theory of didactics
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-56841 (URN)978-2-7342-1190-7 (ISBN)
Conference
Sixth Congress of the European Society for Research in Mathematics Education
Available from: 2010-06-07 Created: 2010-06-07 Last updated: 2016-11-30
Andersson, I. & Andersson, S. (2009). Aesthetic representations among Himba people in Namibia. International Art in Early Childhood Research Journal, 1(1), 1-14
Open this publication in new window or tab >>Aesthetic representations among Himba people in Namibia
2009 (English)In: International Art in Early Childhood Research Journal, ISSN 1837-0020, Vol. 1, no 1, p. 1-14Article in journal (Refereed) Published
Abstract [en]

The research in the present study focuses on preliterate people’s ways of modelling and drawing. Our aim is to understand how the participants solve the problem of making three-dimensional sculptures and two-dimensional drawings of themselves or animals in their surroundings. Also, we compare the meanings of the participants’ first-ever drawings, based on one of two ways of starting the activity. The first group was asked to draw a human figure or an animal without first creating a sculpture. The second group was asked to create sculptures before drawing the same motives. We found that both children and adults drew tadpoles. However, single view representations were more common in the group who had only made drawings, while in the sculpture/drawing-group half of the drawings showed more than one view in their representations of human figures. There were examples of culture-specific features with significant recognizable social meanings in both sculptures and drawings. The findings are discussed in terms of socio-cultural theories on the development of imagination and creative combinations in settings where new tools and tasks are at hand

Place, publisher, year, edition, pages
University of New England, Armidale, Australia: , 2009
Keywords
socio-cultural theory, Namibia, first-ever-drawing, sculpture, exploring views
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-20826 (URN)
Available from: 2009-09-23 Created: 2009-09-23 Last updated: 2013-05-06Bibliographically approved
Andersson, I. & Ruterana, P. C. (2009). Child narration in a first and a second language. In: NERA 2009 Literacy as Worldmaking: NERA’s 37th Congress, Trondheim, 5-7 March 2009. Paper presented at NERA’s 37th Annual Congress of the Nordic Educational Research Association, 5-7 March, Trondheim, Norway (pp. 164).
Open this publication in new window or tab >>Child narration in a first and a second language
2009 (English)In: NERA 2009 Literacy as Worldmaking: NERA’s 37th Congress, Trondheim, 5-7 March 2009, 2009, p. 164-Conference paper, Published paper (Refereed)
Abstract [en]

The present study investigates three stories produced when a group of grade 6 children in a rural school in Rwanda are requested to tell a story of their own choice. The children speak Kinyarwanda, the first language of the majority of the people in Rwanda, but their medium of instruction at school is French. The findings show that all stories but one were told in Kinyarwanda. Here we want to explore similarities and differences between the story in French and two selected stories in Kinyarwanda. One of the Kinyarwandan stories is selected because it is of similar length as the one in French and the other story is selected because it is well elaborated. All stories are analysed in terms of content, narrative structure and language complexity. Our analysis is in progress but so far we have seen that all children have told stories with a clear high point (Labov, 1992). Moreover, all stories deal with gender issues of some kind. We have also seen that language choice seems to have an impact on where the story is situated.

National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-17812 (URN)
Conference
NERA’s 37th Annual Congress of the Nordic Educational Research Association, 5-7 March, Trondheim, Norway
Available from: 2009-09-29 Created: 2009-04-21 Last updated: 2013-05-06Bibliographically approved
Andersson, I. (2009). Pre-school children's story-making. In: NERA Literacy as Worldmaking: NERA'S 37th Congress, Tronheim, 5-7 March, 2009 (pp. 163).
Open this publication in new window or tab >>Pre-school children's story-making
2009 (English)In: NERA Literacy as Worldmaking: NERA'S 37th Congress, Tronheim, 5-7 March, 2009, 2009, p. 163-Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-17814 (URN)
Available from: 2009-09-29 Created: 2009-04-21 Last updated: 2009-09-29
Andersson, I. & Andersson, S. (2009). Uttrycksformer i skapande verksamhet hos himbafolket i Namibia (1ed.). In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild (pp. 185-207). Stockholm: Carlsson
Open this publication in new window or tab >>Uttrycksformer i skapande verksamhet hos himbafolket i Namibia
2009 (Swedish)In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlsson , 2009, 1, p. 185-207Chapter in book (Other academic)
Abstract [sv]

Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

Place, publisher, year, edition, pages
Stockholm: Carlsson, 2009 Edition: 1
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-20828 (URN)978-91-7331-229-5 (ISBN)
Available from: 2009-09-23 Created: 2009-09-23 Last updated: 2013-05-06Bibliographically approved
Andersson, I. & Andersson, S. B. (2008). Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers. Scandinavian Journal of Educational Research, 52(6), 643-660
Open this publication in new window or tab >>Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers
2008 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 6, p. 643-660Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.

Keywords
Newly qualified teachers, Boundary crossing, Social practice, Social space
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-16160 (URN)10.1080/00313830802497307 (DOI)
Available from: 2009-01-08 Created: 2009-01-07 Last updated: 2017-12-14Bibliographically approved
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