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  • 1.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldrastöd genom skolan: Diskursiva tillämpningar av nationell politik inom en svensk kommun2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 1, p. 70-83Article in journal (Refereed)
    Abstract [en]

    The present paper conducts a conceptual analysis of how parent support is recontextualised when connected to the education system in a Swedish local authority. Official documents and interviews with officials are analyzed. The study shows that in the discourse on parent support, supporting activities are commonly connected to the teachers, and consequently the teachers are made responsible for the provision of support. The student health services or other professionals such as leisure time personnel are less prominent in the discourse. The paper asks for reflection on the part of compulsory schooling in health promoting and risk preventing work.

  • 2.
    Bernhard, Dörte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Swedish Folk High Schools and Inclusive Education2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 87-102Article in journal (Refereed)
    Abstract [en]

    This article focuses on Swedish folk high schools’ participants with disabilities, and their learning environment within adult education. Facilitating factors are presented and discussed, as well as developmental factors regarding the adjustment of the learning environment. The basis for this empirical study is data from Statistics Sweden and a self-designed online questionnaire with respondents representing the folk high schools (N=212). Theoretical reference is given to concepts such as adult education and inclusive education. The results show there are an increased number of participants with disabilities in Swedish folk high schools. Furthermore, the study emphasizes the meaning of pedagogics with a personalized, individualized approach, and highlights a need for further education of adult educators about disability. The conclusion is that a stronger inclusive-education perspective with focus on learners’ diversity reflects only one side of practice, as this practice is also challenged by welfare system-steered processes that may conflict with an ideal of adult education as empowerment.

  • 3.
    Gruber, Sabine
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Nationella föreställningar och gränser i skolans insatser mot "hedersrelaterat" våld2011In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, ISSN Online: 1891-5949, Vol. 31, no 3, p. 149-164Article in journal (Refereed)
    Abstract [en]

    This article analyses how efforts to combat «honour-related» violence are linked to and reproduce nationalist ideas. On the basis of theories that discuss the concept of nation and conceptions of belonging and origins I investigate how notions about Swedish values and gender are central in school staffs discussions and understanding of honour-related violence. The empirical material is based on documentary material, participant observations and interviews with welfare staff working at different compulsory schools and colleges of further education in the county of Östergötland in Sweden. The analysis underline the fact that notions of «us» and «the others» are ambiguous and in no way homogenous. It shows how «honour-related» violence is dissociated from Swedishness and how this defines borderlines between those who belong to the nation and those who do not belong.

  • 4.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folk High School Teachers’ Professional Development: Supported by watching videos of their own teaching2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 103-112Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the understanding of folk high school teachers’ professional development. Forty-three students, during the last part of their folk high school teacher education, video-recorded and viewed their own teaching sessions. Two years later, eight of them were chosen to do the same again, now as working teachers. The collected data from first occasion was in the form of written reflection documents; the second time it was interview transcripts. Ideas from pragmatism and symbolic interactionism were used when analysing the data. The findings showed that the video tool contributed to the teachers’ professional development, by offering them an image of themselves acting in the classroom. This supported a reflective habit, and gave them more confidence. It helped them to develop on their own terms, in relation to the local context, and to ideas associated with Nordic popular education.

  • 5.
    Horton, Paul
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Towards a critical educational perspective on school bullying2018In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 4, p. 302-318Article in journal (Refereed)
    Abstract [en]

    This theoretical article posits a critical educational perspective on school bullying, whereby focus shifts from the individuals involved to the structural aspects of schooling. The article draws inspiration from critical pedagogy and the sociology of education to critically consider how power relations in schools relate to school bullying through a theorization of the importance of four features of schooling outlined by Duncan (2013): compulsion, compression, control, and competition. The article suggests that rather than merely studying the negative social interactions of individuals or groups of individuals, there needs to be more critical consideration of the educational context within which bullying occurs.

  • 6.
    Krejsler, John Benedicto
    et al.
    Aarhus University, Denmark.
    Olsson, Ulf
    Institutionen för pedagogik och didaktik, Stockholms universitet, Sweden.
    Petersson, Kenneth
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    The transnational grip on Scandinavian education reforms: The open method of coordination challeging national policy-making2014In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 34, no 3, p. 172-186Article in journal (Refereed)
    Abstract [en]

    This article reveals how templates that emerge from opaque albeit often inclusive policy processes in transnational forums (EU, OECD & the Bologna Process) affect education reform policy in Scandinavian countries, such as Denmark and Sweden. The open method of coordination is the mother template of the political technologies (standards, performance indicators, scorecards, best practices) that are instrumental in fashioning reforms. This template commits countries in consensus-making ways to comparison, and normalizes the competitive incentive of mutual peer pressure. The authors draw on post-Foucauldian governmentality-studies to scrutinize policy documents and literature on policy reform to display the forces make up reforms, which to date have not figured prominently in national debates.

  • 7.
    Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Jag har oftast ingen att leka med” [“Usually I have no-one to play with”]: Sociala exkludering på fritidshem [peer rejection in leisure-time centres]2019In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 2, p. 104-120Article in journal (Refereed)
    Abstract [en]

    This study examines pupils’ social relations and especially social exclusion in leisure-time centres (LTCs). Based on categorization of the material from the field, exclusion has emerged as a key action in pupils’ relationships with each other. The result shows various types of exclusion events and how exclusion is made possible in the LTC context. In LTCs, the events of conditional participation, invisibility, and rejection are actions through which pupils in LTCs exclude other pupils. No or little teacher presence is characteristic of these events, and the pupils themselves are left to negotiate inclusion and exclusion with each other. For some pupils, this means a socially vulnerable situation, and these events can be interpreted as social actions that may lead to, or be interpreted as, bullying.

  • 8.
    Lövgren, Johan
    et al.
    MF Norwegian School of Theology, Oslo, Norway.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    A short introduction to research on the Nordic folk high schools2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 61-68Article in journal (Other academic)
    Abstract [en]

    Although some shared characteristics may be found among folk high schools in the Nordic countries - such as the role as a pedagogical alternative to the public-school system, the frequency of boarding schools and the informal relations between teacher and student - they have originated and developed differently. Based on previous research, this introduction points out such national differences related to both philosophical foundations and geopolitical factors. Before introducing the articles for the thematic issue, a table is presented which depicts the number of folk high schools, offered credits and types of courses in each country.

  • 9.
    Pastuhov, Annika
    Åbo Akademi, Åbo, Finland.
    Medborgarskap mellan närhet och distans: en etnografisk studie i en studiecirkel i filosofi2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 116-129Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to contribute to the understanding of enactments of citizenship through participation in a study circle in philosophy. Citizenship is viewed as comprising acting and being in-and-through the study circle. This links citizenship to social contexts, actions and education. The study was conducted as an ethnographic field study over eight months. In total nine people, men and women of different ages, gathered once a month. The participants shared an ambition to form an open group for all interested in philosophy. Here, the ideals of freedom and voluntary participation led to both inclusion and exclusion.

  • 10.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att hantera vardagsnära utmaningar mot ett socialt system: Ur blivande slöjdlärares perspektiv2019In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 9, no 3Article in journal (Refereed)
    Abstract [en]

    In a case study, 36 future sloyd teachers, who have taken a leading role in working with pedagogical development, describe their experience of pupils’ unmotivated and disruptive behaviour. It was revealed that the teachers were disturbed by pupils whose risk-filled behaviour was aggressive or destructive, as well as by pupils who were reluctant to take risks in their constructive or passive behaviour. It was also revealed that these types of behaviour occurred periodically or permanently, which in different ways challenged the sloyd lesson as a social system. From an ecological perspective, the teachers employed various strategies in their attempts to maintain a balance, social sustainability in the classroom. They had various strategies for directly handling challenges, such as attempting to keep the pupils in the classroom, and other strategies for indirectly handling challenges outside the classroom. In this way, the teachers hindered, stopped, brought back or removed pupils who were unmotivated or disruptive. It was also revealed that dealing with these challenges was energy- and time-consuming and that it shifted focus from the teachers’ didactic management of sloyd class.

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