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Nyström, S. & Ahn, S.-e. (2024). Teaching with simulators in vocational education and training – From a storing place to a new colleague. Teaching and Teacher Education: An International Journal of Research and Studies, 138, Article ID 104409.
Open this publication in new window or tab >>Teaching with simulators in vocational education and training – From a storing place to a new colleague
2024 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 138, article id 104409Article in journal (Refereed) Published
Abstract [en]

This study investigates the formation of VET teaching practice when using simulation as a teaching method to support students’ vocational learning at upper secondary schools in Sweden. The study is based on repeated interviews with twelve VET teachers from two schools over the course of three years. Drawing upon practice theory, the findings show that the use of simulators brought about both new knowledge and new relationships in teaching practice, as well as side effects such as dependency on other relatings outside the school. A new practice for vocational learning emerged, which required rearrangement of teachers’ work, roles and relatings.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
VET teacher, Teaching practice, Simulation, Practice theory
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-199411 (URN)10.1016/j.tate.2023.104409 (DOI)001124069100001 ()2-s2.0-85177828745 (Scopus ID)
Funder
Swedish Research Council, 2018-03822
Note

Funding: Swedish research councile [2018-03822]

Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2024-01-17Bibliographically approved
Rydell, M., Nyström, S. & Dahlstedt, M. (2023). Directing Paths Into Adulthood: Newly Arrived Students and the Intersection of Education and Migration Policy. Social Inclusion, 11(4), 91-100
Open this publication in new window or tab >>Directing Paths Into Adulthood: Newly Arrived Students and the Intersection of Education and Migration Policy
2023 (English)In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 11, no 4, p. 91-100Article in journal (Refereed) Published
Abstract [en]

This article is centred on the tendency to align education for newly arrived students with migration policy. Drawing on an in-depth analysis of interviews with four adult migrant students, we aim to investigate how the participants’ experiences of studying and how they imagine their future intersect with their immigration status. The interviews were conducted when they were first studying a language introduction programme, and then three years later. We focus on the participants’ narratives about transitions within the education system and later into the labour market. Using Sara Ahmed’s approach to the orientation of subjects in time and space, the analysis shows that all students expressed a desire to “be in line,” meaning finishing their studies and finding employment. Students with temporary and conditional residence permits were directed towards specific vocational tracks and sectors of the labour market. Migrant students are a heterogenous group and, based on the findings presented, we argue that immigration status constitutes a crucial part of this heterogeneity, influencing how students imagine their future in a new society.

Place, publisher, year, edition, pages
Lisbon, Portugal: Cogitatio Press, 2023
Keywords
education and migration policy; immigration status; language introduction programmes; migrant students; Sweden; the Upper Secondary School Act
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-197940 (URN)10.17645/si.v11i4.6825 (DOI)001089851100010 ()
Funder
Swedish Research Council
Note

Funding: Swedish Research Council [2019-03902]

Available from: 2023-09-18 Created: 2023-09-18 Last updated: 2024-02-12Bibliographically approved
Fejes, A., Dahlstedt, M., Colliander, H., Mesic, N., Nordmark, S., Nyström, S. & Rydell, M. (2023). Migration, språkligt lärande och social inkludering. In: Resultatdialog 2023: (pp. 44-47). Stockholm: Vetenskapsrådet, Sidorna 44-47
Open this publication in new window or tab >>Migration, språkligt lärande och social inkludering
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2023 (English)In: Resultatdialog 2023, Stockholm: Vetenskapsrådet , 2023, Vol. Sidorna 44-47, p. 44-47Chapter in book (Other academic)
Abstract [sv]

I detta projekt undersöker vi vilka sammanhang och aktiviteter som framträder som centrala för migranters sociala inkludering. Vi har följt 58 vuxna migranter i tre år och resultaten pekar på att det civila samhället spelar stor roll för deras bana mot inkludering. Vidare framträder migranternas bakgrund i termer av ålder, utbildning och yrkeserfarenhet som centrala faktorer som villkorar möjligheten till social inkludering.

Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2023
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-200723 (URN)
Available from: 2024-02-06 Created: 2024-02-06 Last updated: 2024-02-06Bibliographically approved
Nyström, S., Fejes, A. & Mesic, N. (2023). Social Inclusion Beyond Education and Work: Migrants Meaning‐Making Towards Social Inclusion. Social Inclusion, 11(4)
Open this publication in new window or tab >>Social Inclusion Beyond Education and Work: Migrants Meaning‐Making Towards Social Inclusion
2023 (English)In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 11, no 4Article in journal (Refereed) Published
Abstract [en]

In public discourse, the social inclusion of migrants is often regarded as a challenge demanding migrants to increase their engagement in adapting to the new host country. Such imaginaries commonly declare migrants as being unwilling to acquire language skills and specific cultural values. In parallel, formal education is often proposed as the single most important remedy to inclusion, which generally solely implies labor market participation. However, there is a range of other, often neglected, practices that migrants themselves regard as important for their social inclusion in society. This article aims to analyze what practices are assigned meaning by newly arrived migrants in Sweden on their path toward social inclusion in the country. This is a longitudinal interview study with 19 newly arrived adult migrants that were interviewed on two occasions, three years apart. Drawing on a sociocultural perspective, we understand social inclusion as an ongoing process by which individuals become members of different communities. The result shows that important for social inclusion is access to valuable relationships and close social ties. These relations are important in all communities in which the migrants participate. The analysis illustrates three different communities, outside of formal education and employment, that migrants ascribe meaning to concerning language learning and social inclusion. These communities are sports, internships, and civil society engagements. Through its longitudinal design, this study also illustrates how migrants’ narratives and their meanings shift with time and how migrants relate to these communities over time.

Place, publisher, year, edition, pages
COGITATIO PRESS, 2023
Keywords
meaning‐making; migrants; narratives; social inclusion; Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-196486 (URN)10.17645/si.v11i4.6984 (DOI)001089851100002 ()
Funder
Swedish Research Council
Available from: 2023-08-09 Created: 2023-08-09 Last updated: 2023-12-18
Ahn, S.-e. & Nyström, S. (2023). The professional bodies of VET teachers in the context of simulation-based training for vocational learning. Vocations and Learning, 16, 141-156
Open this publication in new window or tab >>The professional bodies of VET teachers in the context of simulation-based training for vocational learning
2023 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 16, p. 141-156Article in journal (Refereed) Published
Abstract [en]

It is argued that the use of high-fdelity simulators is educationally efective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two diferent vocational education programmes at two upper secondary schools in Sweden. Three diferent cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.

Place, publisher, year, edition, pages
SPRINGER, 2023
Keywords
Teaching practice; Teachers professional bodies; Practice theory; Simulation
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-192272 (URN)10.1007/s12186-023-09312-3 (DOI)000945788600001 ()
Funder
Swedish Research Council
Note

Funding: Linkoping University; Swedish research council

Available from: 2023-03-10 Created: 2023-03-10 Last updated: 2023-05-09
Karlsson, T., Muhrman, K. & Nyström, S. (2022). A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education. Vocations and Learning, 15(1), 111-128
Open this publication in new window or tab >>A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education
2022 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 15, no 1, p. 111-128Article in journal (Refereed) Published
Abstract [en]

Today’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.

Place, publisher, year, edition, pages
Springer Netherlands, 2022
Keywords
Adult student, Identity, Municipal adult education, Educational choice, VET
National Category
Pedagogy Learning Sociology
Identifiers
urn:nbn:se:liu:diva-180650 (URN)10.1007/s12186-021-09280-6 (DOI)000710095900001 ()2-s2.0-85117609747 (Scopus ID)
Note

Funding: Linkoping University

Available from: 2021-10-27 Created: 2021-10-27 Last updated: 2023-10-24Bibliographically approved
Gruber, S., Högberg, R. & Nyström, S. (2021). Att vara mer än lärare. In: Andreas Fejes, Magnus Dahlstedt (Ed.), Utbildning i migrationens tid: viljor, organisering och villkor för inkludering (pp. 69-87). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att vara mer än lärare
2021 (Swedish)In: Utbildning i migrationens tid: viljor, organisering och villkor för inkludering / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2021, p. 69-87Chapter in book (Other academic)
Abstract [sv]

Medan föregående kapitel handlande om deltagarna och deras ambitioner om inkludering, så handlar detta kapitel om lärarna och deras ambitioner att stötta deltagarna på deras väg mot inkludering. I kapitlet undersöker vi närmare bestämt hur lärare i språkintroduktion talar om sitt arbete med nyanlända elever och hur detta tal skapar olika lärarpositioner. Det är framför allt två lärarpositioner, positionen som den engagerade beskyddaren och positionen som den motvillige spärrvakten, som vi kan urskilja. Analysen visar att lärarna som vi mött i vår studie positionerar sig som något mer än enbart lärare i relation till sina elever, de framträder också som engagerade och viktiga vuxna i elevernas liv. Ämnet ger upphov till en rad angelägna frågor relaterade till etiska och moraliska dilemman i lärararbetet, vilka rör den professionella rollen som lärare, och som ytterst handlar om hur lärarna vill vara som människor i relation till sina elever.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
Keywords
Nyanlända, Språklärare
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-178142 (URN)9789144143255 (ISBN)
Available from: 2021-08-05 Created: 2021-08-05 Last updated: 2021-09-01Bibliographically approved
Fejes, A., Aman, R. & Nyström, S. (2021). “Branding Bildung”: Commodifying the Uniqueness of Popular Education. Adult Education Quarterly, 71(2), 111-127
Open this publication in new window or tab >>“Branding Bildung”: Commodifying the Uniqueness of Popular Education
2021 (English)In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 71, no 2, p. 111-127Article in journal (Refereed) Published
Abstract [en]

Popular education has a long history in Sweden, dating back to the mid-1800s and having developed in close relationship with the state. This relationship has been sustained over the years by the way popular education is spoken of as being “unique”—as being complementary to formal education. In this article, we focus on how the uniqueness of popular education is shaped today, and how it operates to legitimize further support. We draw on Barthes’ notion of myth, analyzing interviews with managers, principals, study circle leaders and teachers working with adult asylum seekers and refugees at study associations and folk high schools. We argue that the myth of the uniqueness of popular education is made up of three rhetorical figures that are mobilized by a range of actors legitimizing state support for popular education. The myth thus becomes a “tool” that commodifies popular education, that is, that turns the myth into monetary funds.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
popular education, bildung, Ronald Barthes, myth, commodification
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-169353 (URN)10.1177/0741713620957944 (DOI)000571077800001 ()2-s2.0-85090973952 (Scopus ID)
Available from: 2020-09-14 Created: 2021-04-02 Last updated: 2021-09-01Bibliographically approved
Fejes, A., Aman, R. & Nyström, S. (2021). Folkbildningens särart. In: Magnus Dahlstedt, Andreas Fejes (Ed.), Utbildning i migrationens tid: viljor, organisering och villkor för inkludering (pp. 113-129). Lund: Studentlitteratur AB, Sidorna 113-129
Open this publication in new window or tab >>Folkbildningens särart
2021 (Swedish)In: Utbildning i migrationens tid: viljor, organisering och villkor för inkludering / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2021, Vol. Sidorna 113-129, p. 113-129Chapter in book (Other academic)
Abstract [sv]

I föregående kapitel undersökte vi formella utbildningsinstitutioner och deras arbete för inkludering. I det här kapitlet går vi vidare med att undersöka icke-formella utbildningsinstitutioner. Mer specifikt handlar det om institutioner verksamma inom det bredare fältet folkbildning, och hur det kommer sig att just folkbildningen fått en sådan framskjuten roll när det gäller inkludering av nyanlända. Här fokuserar vi på den diskussion som framträder i vårt empiriska material, där folkbildningen och dess särart pekas ut. Just folkbildning ses som en god grund för att framgångsrikt jobba med nyanlända.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
Keywords
Nyanlända, Folkbildning
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-178360 (URN)9789144143255 (ISBN)
Available from: 2021-08-19 Created: 2021-08-19 Last updated: 2022-09-27Bibliographically approved
Mešić, N., Dahlstedt, M., Fejes, A. & Nyström, S. (2021). Mobilisering av resurser. In: Magnus Dahlstedt, Andreas Fejes (Ed.), Utbildning i migrationens tid: viljor, organisering och villkor för inkludering (pp. 147-168). Lund: Studentlitteratur AB, Sidorna 147-168
Open this publication in new window or tab >>Mobilisering av resurser
2021 (Swedish)In: Utbildning i migrationens tid: viljor, organisering och villkor för inkludering / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2021, Vol. Sidorna 147-168, p. 147-168Chapter in book (Other academic)
Abstract [sv]

Tidigare i boken har det uppmärksammats hur och varför folkbildningen har kommit att spela en viktig roll i arbetet med nyanlända. I detta kapitel undersöker vi hur folkbildningen, närmare bestämt studieförbundet ABF, konkret bedriver detta arbete. Mer specifikt undersöker vi de resurser ABF mobiliserar för att kunna genomföra arbetet, bland annat genom vittförgrenade nätverk och kontakter runtom i landet. Genom sin förankring på både nationell och lokal nivå kunde ABF snabbt svara upp mot de stora och akuta behov av insatser för asylsökande som uppstod under 2015.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
Keywords
Arbetarnas bildningsförbund, Nyanlända
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-178365 (URN)9789144143255 (ISBN)
Available from: 2021-08-19 Created: 2021-08-19 Last updated: 2023-08-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1649-2690

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