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  • 1.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, MariaLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Conference proceedings (editor) (Other academic)
    Download full text (pdf)
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 2.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Professional practice, education and learning: A sociomaterial perspective2018In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 239-241Article in journal (Other academic)
    Download full text (pdf)
    fulltext
  • 3.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Karlsson, Georg
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskap – synlig, standardiserad och jämförbar?2009In: Lärande på vuxnas vis: Vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 123-142Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 4.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Ahn, Song-Ee
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Recognition of Prior Vocational Learning in Sweden2004In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 36, no 1, p. 57-71Article in journal (Refereed)
    Abstract [en]

    Initiatives in the recognition of prior learning (RPL) have been taken in Sweden in recent years, mainly focusing on prior vocational learning among immigrants. The government started different projects to find methods for recognising a person’s prior learning in the field of vocational competence. This article presents a study of how these projects were organised and their starting points. Differences are identified concerning whether they were integrated with, or parallel to, the school system, and whether the starting point was a few vocations or a number of different vocations (depending on the background of the participants). The article then looks at some problems that arise when trying to recognise prior learning. We find that knowledge of the Swedish language is essential in this process, but that the demands are flexible and the criteria informal. The article also discusses the relationship between RPL and the educational system, where most of the projects had problems in not being too influenced by the school tradition where the main documentation of competence is grades. Finally, the article discusses conditions for the development of trust in RPL.

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  • 5.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Care work organisations on the move - effects of in-service training based on recognition of prior learning2007In: Meaning, Relevance and Variation. Second Nordic conference on Adult Learning.,2007, 2007Conference paper (Other academic)
  • 6.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Effects of Recognition of Prior Learning as Perceived by Different Stakeholders2012In: Prior Learning Assessment Inside Out, Vol. 1, no 2Article in journal (Refereed)
    Abstract [en]

    Recognition of prior learning (RPL) is an integral part of in-service training programs targeting elder care workers in nursing homes. Our main research question is as follows: What are the effects, as perceived by different stakeholders, of participation in RPL programs? We examine this issue through questionnaires and qualitative, semi-structured interviews. The stakeholders included in the study are care workers, supervisors, teachers and managers. We identify effects related to individual care workers and the nursing home as an organization. Three kinds of individual effects and three kinds of organizational effects are identified. The perceived individual effects are the acquisition of knowledge, increased self-esteem and a more professional work attitude. The organizational effects include a growing interest in in-service training, the introduction of new and more effective methods of in-service training, and an increase in reflection and discussion at work.

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    fulltext
  • 7.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Historical traces of recognition of prior learning - The "new" idea of validation and its promise of economic growth2005In: Nordic conference on adult education,2005, 2005Conference paper (Other academic)
  • 8.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskapers värde: Validering i teori och praktik2010 (ed. 2)Book (Other academic)
    Abstract [sv]

    Denna bok ger en introduktion till validering av kunskap och kompetens, närmare bestämt den ambition som finns i vårt samhälle att värdera och ge erkännande åt vad människor lärt sig oavsett var, när och hur detta skett. Författarna sätter validering i relation till hur vuxnas lärande organiseras och till de skilda sätt på vilka valideringstanken gestaltat sig. De visar hur validering förhåller sig till olika teorier om kunskap och lärande samt till den i sammanhanget så viktiga kunskapsbedömningen. I boken presenteras några modeller för hur validering kan organiseras och genomföras i praktiken, liksom de roller som olika aktörer har i en valideringsprocess. I denna nya upplaga har innehållet reviderats och uppdaterats, bland annat har ett kapitel lagts till som handlar om validering och lärande. Boken riktar sig främst till blivande och yrkesverksamma personalvetare, yrkes- och studievägledare samt lärare, men även till andra som berörs av frågor kring värdering av kunskap och kompetens.

  • 9.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Kunskapers värde: validering i teori och praktik2005 (ed. 1)Book (Other academic)
    Abstract [sv]

    Denna bok handlar om validering av kunskap och kompetens, närmare bestämt den ambition som finns i vårt samhälle att värdera och ge erkännande åt vad människor lärt sig oavsett var, när och hur detta skett. Ambitionen att validera sätts in i sitt sammanhang genom att relateras dels till hur vuxnas lärande har organiserats i olika former, dels till hur valideringstanken gestaltat sig på olika sätt. Författarna problematiserar validering i relation till olika teorier om kunskap och lärande samt till den kunskapsbedömning som är en central del av en validering. Några olika modeller för hur validering kan organiseras och genomföras i praktiken diskuteras, liksom de olika roller som finns i en valideringsprocess.

  • 10.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kunskapers värde: Validering i teori och praktik2023 (ed. 3)Book (Other academic)
    Abstract [sv]

    Denna bok ger en introduktion till validering av kunskap och kompetens, närmare bestämt den ambition som finns i vårt samhälle att värdera och ge erkännande åt vad människor lärt sig oavsett var, när och hur detta skett.Validering sätts i relation till hur vuxnas lärande organiseras och till de skilda sätt på vilka valideringstanken gestaltat sig. Vidare visas hur validering förhåller sig till olika teorier om kunskap och lärande samt till den i sammanhanget så viktiga kunskapsbedömningen. I boken presenteras några modeller för hur validering kan organiseras och genomföras i praktiken, liksom de roller som olika aktörer har i en valideringsprocess. I denna nya upplaga har innehållet reviderats och uppdaterats, bland annat har ett kapitel om kvalitet i validering lagts till. Boken riktar sig främst till blivande och yrkesverksamma personalvetare, yrkes- och studievägledare samt lärare, men även till andra som berörs av frågor kring värdering av kunskap och kompetens.

  • 11.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Mobility of knowledge as a recognition challenge: experiences from Sweden2010In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 29, no 2, p. 201-218Article in journal (Refereed)
    Abstract [en]

    This article focuses on the tensions between mobility, knowledge and recognition, and what the impact of migration could be on lifelong education and society. This is discussed with the case of Sweden as the starting point. The main issue in Sweden concerning migration is the admission of refugees. Sweden has had a relatively open policy concerning refugees in recent decades, and a large number of refugees have also been granted residence permits. Thus, they have not come to Sweden due to a labour shortage, and the demand for their knowledge in the labour market has not been high. Their knowledge is not recognised in terms of employment in vocations where their prior learning could be utilised. This means that Sweden has faced challenges concerning questions of recognition and lifelong education. In this article, we take as our starting point the policy in this area, including policy texts and national initiatives as well as experiences from such initiatives, to discuss the role of lifelong education and recognition of prior learning in a situation where mobility concerns not only migration of people but also of knowledge. We discuss how this knowledge, which has been situated in another national context, can be recognised and included in further lifelong education, and what type of lifelong education or lifelong learning is needed in this situation.

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    FULLTEXT01
  • 12.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mobility of knowledge as a recognition challenge: Experiences from Sweden2013In: Transnational Migration and Lifelong Learning: Global Issues and Perspectives / [ed] Shibao Guo, London and New York: Routledge, 2013, p. 54-71Chapter in book (Refereed)
    Abstract [en]

    This article focuses on the tensions between mobility, knowledge, and recognition, and what the impact of migration could be on lifelong education and society. This is discussed with the case of Sweden as the starting point. The main issue in Sweden concerning migration is the admission of refugees. Sweden has had a relatively open policy concerning refugees in recent decades, and a large number of refugees have also been granted residence permits. Thus, they have not come to Sweden due to a labour shortage, and the demand for their knowledge in the labour market has not been high. Their knowledge is not recognized in terms of employment in vocations where their prior learning could be utilized. This means that Sweden has faced challenges concerning questions of recognition and lifelong education. In this article, we take as our starting point the policy in this area, including policy texts and national initiatives as well as experiences from such initiatives, to discuss the role of lifelong education and recognition of prior learning in a situation where mobility concerns not only migration of people but also of knowledge. We discuss how this knowledge, which has been situated in another national context, can be recognized and included in further lifelong education, and what type of lifelong education or lifelong learning is needed in this situation.

  • 13.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy2005In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 20, no 5, p. 595-613Article in journal (Refereed)
    Abstract [en]

    This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and governmentality. The result shows that this technique for governing and fabricating the adult subject is not new. It has been present during all periods analysed. However, there is a difference in how the ideas of competence and knowledge are stressed. Today the focus is on the subject's specific experience, which means competence. You are constructed as an adult with experiences that are to be evaluated. During the 1960s and 1970s the focus was rather on general experience. There was also discussion concerning the subject's ability to study. During the 1950s this figure of thought focused on ability was dominant. Those with the talent/ability to study were to be accepted for adult education.

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    FULLTEXT01
  • 14.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Svensk forskning om validering av vuxnas lärande: Trender och tendenser2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 4-5, p. 324-344Article in journal (Refereed)
    Abstract [sv]

    Denna artikel tar upp några olika teoretiska perspektiv som kan användas och har använts för att förstå bedömning som företeelse i pedagogiska sammanhang. Diskussionen tar sin utgångspunkt i ett exempel på bedömning som förekommer främst inom utbildning för vuxna, nämligen validering. Inledningsvis ges en definition av validering, som kort sagt handlar om att synliggöra, bedöma och ge erkännande åt de kunskaper som utvecklats i sammanhang utanför det formella skolsystemet, men även i utbildningssammanhang i andra kontexter än där man befinner sig (till exempel i andra länder). Därefter presenteras och diskuteras, med utgångspunkt i tidigare svensk forskning, såväl vår egen som andras, ett antal teoretiska perspektiv som använts för att förstå och analysera validering som företeelse. Exempel på perspektiv är teori om situerat lärande, Habermas teori om kommunikativt handlande och Foucaults diskursanalytiska perspektiv. Till sist diskuteras teorierna tillskott och användbarhet i analys och förståelse av bedömning mer generellt.

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    fulltext
  • 15.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Sweden: The developing field of validation research2011In: Researching the Recognition of Prior Learning: International Perspectives / [ed] Judy Harris; Mignonne Breier; Christine Wihak, Leicester: NIACE , 2011, 1, p. 228-247Chapter in book (Other academic)
    Abstract [en]

    Academic research on the Recognition of Prior Learning (RPL)/validation in Sweden has developed alongside the emergence of RPL as a policy area. Although activities that fit the description of RPL have long been present in Sweden, the introduction of validation as a concept has directed stronger policy attention to the phenomenon. As a consequence, researchers have placed the concept and its associated practices under scrutiny. This chapter focuses on validation in Sweden and on research undertaken since 2000. Six main themes or areas of research have emerged, which structure the piece: historical studies of RPL; research on recognition of vocational competence; RPL, immigration and gender; theories of assessment in RPL; RPL and governance; and comparative studies of RPL. Swedish academic RPL research has utilised various methodological approaches and theoretical perspectives. Qualitative approaches dominate thus far, but quantitative ideas have been introduced at a theoretical level, via discussions on reliability and validity. The theories and concepts that have been used to explore RPL focus on phenomena such as learning, governmentality, communication and gender. Theoretical selections relate to the disciplines that have been involved - educational research has been and is dominant, but researchers from human work science and from business administration have added new perspectives.

  • 16.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Att visa vad man kan: Erfarenheter från ett regionalt nätverk för validering av yrkeskompetens2003Report (Other academic)
  • 17.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering av invandrade akademikers yrkeskompetens: Erfarenheter från Nätverk Sörmland2003Report (Other academic)
  • 18.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Johanna
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Nylund, Mattias
    Göteborgs Universitet, Sweden.
    Lärares tolkning och tillämpning av styrdokument i kommunal vuxenutbildning2023Report (Other academic)
    Abstract [sv]

    I denna forskningsrapport presenteras en omfattande studie av hur lärare verksamma inom komvux olika skolformsdelar tolkar och tillämpar de läroplansanknutna styrdokumenten i sin undervisning. Med hjälp av läroplansteoretiska begrepp diskuteras resultat från en enkät som har besvarats av 1321 lärare och intervjuer som har genomförts med 63 lärare. Studien visar att de läroplansanknutna styrdokumenten utgör en ram som tolkas och tillämpas av lärare i relation till en rad andra ramar som exempelvis tid, elevsammansättning, läromedel, marknadsorganisering och fragmentisering. Sammantaget pekar resultaten på ett behov av en översyn av komvux styrdokument likväl som villkoren för lärarnas undervisning med syfte att få dem mer samstämmiga.

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  • 19.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introducing research on recognition of prior learning2013In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 32, no 4, p. 405-411Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 20.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduction: Introducing research on recognition of prior learning2015In: Recognition of Prior Learning: Research from around the globe / [ed] Per Andersson, Andreas Fejes, Fredrik Sandberg, London & New York: Routledge, 2015, 1, p. 1-7Chapter in book (Other academic)
    Abstract [en]

    This is the introduction chapter of an anthology of research on recognition of prior learning, previously published as a special issue of the International Journal of Lifelong Education.

  • 21.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Sandberg, FredrikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of Prior Learning: Research from around the globe2015Collection (editor) (Refereed)
    Abstract [en]

    Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.

    This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.

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  • 22.
    Andersson, Per
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Åsa
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Validering av utländsk yrkeskompetens - en studie av den utökade försöksverksamheten2002Report (Other academic)
  • 23.
    Berglund, Gun
    et al.
    Umeå Universitet , Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Anställningsbarhet: Perspektiv från utbildning och arbetsliv2009Collection (editor) (Other academic)
    Abstract [sv]

    De senaste åren har anställningsbarhet vuxit fram som ett centralt policybegrepp i Sverige. Det används ofta i diskussioner inom både utbildning och arbetsliv. Vanligt ställda frågor är: Leder utbildning till ökad anställningsbarhet? Får de studerande lära sig vad som krävs för att bli anställda? Ofta används begreppet okritiskt och dess betydelse är otydlig. I denna bok diskuteras och analyseras  anställningsbarhet och dess användning kritiskt. Exempel ges från bland annat personalvetarprogrammet, läkar- och civilingenjörsutbildningar, yrkes- och yrkeslärarutbildningar, hälsopreventivt arbete på arbetsplatsen och från kompetensutveckling av vårdbiträden inom omsorgen. Genom dessa exempel får läsaren bilder av vad anställningsbarhet kan vara, hur det tar sig uttryck till exempel genom införandet av olika managementidéer, och vilka konsekvenser det får för arbetets organisering och individers handlande. Boken vänder sig till blivande personalvetare, studie- och yrkesvägledare samt studerande inom pedagogik med inriktning på arbetsliv och vuxnas lärande.

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  • 24.
    Bolander, Eva
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Diskursanalys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 90-114Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Läs merFörfattarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.Om författarnaBokens huvudredaktörer är Andreas Fejes, docent i pedagogik, och Robert Thornberg, fil.dr i pedagogik, vid Linköpings universitet.

  • 25.
    Bolander, Eva
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Diskursanalys2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber , 2009, 1, p. 81-105Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Läs merFörfattarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.Om författarnaBokens huvudredaktörer är Andreas Fejes, docent i pedagogik, och Robert Thornberg, fil.dr i pedagogik, vid Linköpings universitet.

  • 26.
    Bolander, Eva
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Diskursanalys2019In: handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockolm: Liber, 2019, 3, Vol. Sidorna 91-115, p. 91-115Chapter in book (Other academic)
  • 27.
    Colliander, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The re-emergence of Suggestopedia: teaching a second language to adult migrants in Sweden2021In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 34, no 1, p. 51-64Article in journal (Refereed)
    Abstract [en]

    Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers and students in four classes. The analysis reveals the existence of several mediational mechanisms, in terms of e.g. different visual, aural and fictive artefacts, as well as of scaffolding through a certain sequencing of tasks and mediational texts to help students learn Swedish. Although Suggestopedia as an approach serves to facilitate the students learning in many ways, greater attention can be paid to the students experiences when conducting the lessons.

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  • 28.
    Colliander, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordmark, Sofia
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Society, Division of Social Work.
    Dahlstedt, Magnus
    Linköping University, Department of Culture and Society, Division of Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Komvux i svenska för invandrare: Möjliggörande eller begränsande för social inkludering?2022Report (Other academic)
    Abstract [sv]

    Kommunerna är ansvariga för att erbjuda språkutbildning till migranter i behov av kunskaper i svenska. Komvux i svenska för invandrare (sfi) är en insats som över tid har tagit form både som formell språkutbildning och som en insats för att öka migranters möjligheter att försörja sig och delta i samhället och för kommuner att förse arbetsgivare med arbetskraft (Carlson, 2004; Lindberg & Sandwall, 2007; Rosén 2014). Ett grundläggande syfte i utbildningen är att eleverna ska utveckla språkkunskaper för deltagande i studie-, arbets-, vardags- och samhällsliv (Skolverket, 2018a). I denna rapport undersöker vi hur sfi organiseras på lokal nivå med fokus på om och i så fall på vilket sätt sfi kan bidra till migranters sociala inkludering. Följande forskningsfrågor ställs:

    1. Hur organiseras sfi för att bidra till migranters sociala inkludering?
    2. Hur beskriver migranter sitt deltagande i sfi och dess betydelse för social inkludering?
    3. Vilka deltagarbanor kan identifieras bland de migranter som deltar i sfi?
    4. På vilka sätt möjliggör eller begränsar sfi migranters sociala inkludering?

    I följande punkter sammanfattas rapportens centrala resultat.

    • Båda kommuner som ingår i studien erbjuder plats på sfi för migranter som är i behov av språkutbildning inom den tid som regleras enlig lag. Vidare har de ett kursutbud som anpassas efter olika elevgruppers utbildningsbakgrund och de följer upp studieavbrott för att utveckla kunskap om hur dessa kan förebyggas. Kommunerna har även en, i nationell jämförelse, hög andel behöriga lärare.
    • En utmaning i organiseringen av sfi handlar om hur kommunerna ska lyckas erbjuda en likvärdig utbildning till en heterogen elevgrupp. Detta då elevunderlaget varierar över tid både vad gäller storlek och elevernas förutsättningar och behov.
    • Kommunernas mål och uppdrag med sfi är att öka migranters anställningsbarhet och därigenom tillgodose den lokala arbetsmarknadens behov av arbetskraft. I den meningen handlar social inkludering först och främst om försörjning och sysselsättning.
    • Sfi-undervisningen fokuserar på ett funktionellt språkbruk och att utveckla elevernas kunskaper om och för deltagande i arbete och samhälle. På så sätt kan sfi potentiellt bidra till social inkludering. Undervisningen präglas även av en normativ ansats där lärarna föreskriver vad eleverna bör göra för att bli inkluderade i samhället. På så sätt osynliggörs elevernas erfarenheter och tankar.
    • De nationella sfi-provens form och innehåll styr vilka kunskaper som värdesätts och ges utrymme i undervisningen. Godkända prov och betyg från sfi tillskrivs betydelse som en slags entrébiljett till fortsatt deltagande i studier och arbetsliv. Samtidigt fungerar sfi som ett hinder. Långdraget deltagande för att nå upp till kraven i sfi, och misslyckanden på prov hindrar elever från vidare deltagande i en rad samhälleliga sammanhang.
    • Sfi beskrivs av migranterna som betydelsefullt för att utveckla språkkunskaper och kunskap om utbildning och arbetsliv i Sverige. För vissa elever fungerar läraren som vägvisare in i det svenska samhället. Inte sällan är läraren en av få personer med svenska som modersmål som migranterna möter i sin vardag. Vidare beskrivs sfi som ett socialt rum där det är möjligt att öva svenska i en trygg miljö, och få hjälp med att orientera sig i samhället och vardagslivet. I detta rum erbjuds dessutom möjligheter att skaffa vänner som delar erfarenhet av att migrera och att skapa ett liv i Sverige.
    • Att lära sig språket och försörja sig själv är centrala inslag i migranternas deltagarbanor och i deras strävan att känna sig och erkännas som inkluderade i Sverige. Vidare är en god boendesituation och möjlighet att delta i meningsfulla sammanhang viktiga förutsättningar för att kunna vara del i samhället. Gemensamt för deltagarbanorna är att migranterna beskriver sig som aktiva när det gäller att ta sig vidare genom att lära sig svenska och visa att de vill bli del av samhället. Ett hinder i deras banor är avsaknaden av sociala sammanhang utanför sfi där det är möjligt att öva på svenska språket och skapa sociala kontakter med svensktalande.
    • Sfi organiseras framför allt som en formell språkutbildning präglad av läroplan och nationella prov. Inom ramen för utbildningen framställs social inkludering ske främst genom kunskap i svenska språket och framgång i att erhålla anställning. Språket förs med andra ord fram som nyckeln till inkludering. En sådan framställning delas i stort av migranterna i vår studie. Samtidigt kan vi se hur migranterna i vår studie även lyfter fram boende, trygghet och social gemenskap som centrala förutsättningar för social inkludering. Språkutbildning är således inte den enda nyckeln in i det svenska samhället.
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  • 29.
    Dahlgren , Lars Owe
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Abrandt-Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Trowald, Nils
    Swedish University of Agriculture.
    Grading systems, features of assessment and students' approaches to learning2009In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 14, no 2, p. 185-194Article in journal (Refereed)
    Abstract [en]

    The Bologna process aims at harmonising the higher education systems in the Europe. One of the most important tools proposed for such a purpose is the European Credit Transfer System. A significant element of this system is a common seven-step grading scale. It has previously been shown that assessment characteristics impact on students' approaches to learning. Furthermore, there is also empirical evidence that judgement criteria have an effect on students' learning. The focus of this article is on the relationships between grading systems, assessment characteristics and students' learning. Empirical evidence from a Swedish survey study indicates that multi-step grading scales may have detrimental repercussions on the nature of the assessment tasks and thereby indirectly on the students' approaches to learning. We suggest that the effects of grading systems need to be considered in the current discussion in order to support quality in learning.

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  • 30.
    Dahlgren, Lars Owe
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Trowald, Nils
    Lantbruksuniversitetet.
    Promoting mobility or prohibiting learning?: The illusion of comparability through a common grading scale2009In: Learning in academia: Socio-cultural and political perspectives / [ed] Małgorzata Cackowska, Gdansk: Wydawnictwo Uniwesytetu Gdanski , 2009, p. 39-51Chapter in book (Other academic)
  • 31.
    Dahlgren, Lars-Ove
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    ECTS - att mäta eller mota lärande2004In: Högskoleverkets kvalitetskonferens - om kvalitets- och förbättringsarbete i högre utbildning, Jönköping 26-28 Oktober 2004.,2004, Jönköping: Högskoleverket , 2004, p. 13-13Conference paper (Other academic)
    Abstract [sv]

    Fokus ligger på den sjugradiga ECTS - betygsskala som av en departementsskrift är föreslagen att införas som huvudalternativ i svensk högskola. Ett av huvudargumenten är att ett införande av sådant betyg leder till ökad jämförbarhet mellan utbildningar i olika länder. Vi kommer att argumentera emot de, som vi anser, felaktiga premisser som läggs fram i skriften angående detta. Vidare kommer vi att argumentera för att ett flergradigt betygssystem inverkar negativt på studenters lärande.

  • 32.
    Dahlgren, Lars-Ove
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    ECTS skalan: att mäta eller mota lärande?2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 1, p. 24-34Article in journal (Refereed)
    Abstract [sv]

     Den s k Bolognaprocessen fokuserar på att harmonisera den högre utbildningen i Europa. En del i detta är strävan att göra utbildningar jämförbara. En student ska lätt kunna röra sig mellan olika länders utbildningssystem samt konkurrera på den europeiska arbetsmarknaden. Som ett led i detta förordar departementsskriften »Högre utbildning i utveckling – Bolognaprocessen i svensk belysning», ett införande av ECTS-systemet (European Credit Transfer System) i Sverige. Bland annat förordas införandet av en sjugradig betygsskala och det är denna punkt detta bidrag uppehåller sig vid. Vi kommer att argumentera emot de, som vi anser, felaktiga premisser som läggs fram i skriften om ökad jämförbarhet mellan utbildningar genom ett gemensamt betygssystem. Ett målrelaterat betygs-system är inte jämförbart med ett relativt betygsystem. Lika betygsskala ger i sig inte heller någon jämförbarhet. Variationen mellan länder, lärosäten och utbildningar är stor. Vidare kommer vi att argumentera för att ett flergradigt betygssystem inverkar negativt på studenters lärande. Betyg flyttar studenters fokus från lärandet till bety-gen och effekten blir större om flera grader används.

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  • 33.
    Dahlgren, Lars-Ove
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Trowald, Nils
    Promoting mobility or prohibiting learning? The illusion of comparability through a common grading scale2006Chapter in book (Refereed)
  • 34.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att organisera för inkludering: om språkintroduktionsprogram på gymnasieskola och folkhögskola2019In: Ensamkommandes uppleveler & professionellas erfarenheter: integration, inkludering och jämställdhet / [ed] Mehrdad Darvishpour, Niclas Månsson, Stockholm: Liber, 2019, Vol. Sidorna 154-167, p. 154-167Chapter in book (Other academic)
  • 35.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Culture and Society, Division of Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att skapa en framtid2021In: Utbildning i migrationens tid: viljor, organisering och villkor för inkludering / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2021, Vol. Sidorna 169-185, p. 169-185Chapter in book (Other academic)
    Abstract [sv]

    I föregående kapitel i denna antologi har vi undersökt nyanländas och migranters möten med olika utbildningssammanhang i en tidig fas av etableringen i Sverige. I detta kapitel riktar vi uppmärksamheten mot hur migranter i en senare fas möter ett annat utbildningssammanhang, nämligen gymnasiala studier inom komvux. Med utgångspunkt i tre elevers livsberättelser undersöker vi hur elevernas migrationsbakgrund på olika vis formar deras tillvaro, i dåtid, nutid och inför framtiden. Även om eleverna har en bakgrund från andra delar av världen och befinner sig i ett annat utbildningssammanhang än de studerande vi mött i föregående kapitel, så kan vi se vissa likheter. Inte minst när det gäller erfarenheter av att ses och bemötas som annorlunda.

  • 36.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Det finns inget stöd för att språkplikt behövs2018In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Culture and Society, Division of Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Det svenska marknadsexperimentet2020In: Perspektiv på skolans problem: vad säger forskningen? / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020, Vol. Sidorna 189-203, p. 189-203Chapter in book (Other academic)
    Abstract [sv]

    Fritt skolval, fri etableringsrätt för friskolor och möjlighet till vinstuttag i en offentligt finansierad skola - marknadsexperimentet inom svensk utbildning har inneburit drastiska förändringar. I detta kapitel argumenterar vi för att de svenska marknadsreformerna inom utbildning inte bara har bidragit till ökad ojämlikhet och segregation, utan även till en orättvis tillgång till välfärd. Därmed har utbildningens kompensatoriska uppdrag alltmer kommit att åsidosättas. Först beskriver vi kort några av de genomgripande förändringar som skett inom det svenska utbildningssystemet under de senaste decennierna, för att sedan lyfta fram några av de allvarliga konsekvenserna av dagens marknadsorienterade system.

  • 38.
    Dahlstedt, Magnus
    et al.
    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.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Family makeover: Coaching, confession and parental responsibilisation2014In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 22, no 2, p. 169-188Article in journal (Refereed)
    Abstract [en]

    Today, there is a widespread idea that parents need to learn how to carry out their roles as parents. Practices of parental learning operate throughout society. This article deals with one particular practice of parental learning, namely nanny TV, and the way in which ideal parents are constructed through such programmes. The point of departure is SOS family, a series broadcast on Swedish television in 2008. Proceeding from the theorising of governmentality developed in the wake of the work of Michel Foucault, we analyse the parental ideals conveyed in the series, as an example of the way parents are constituted as subjects in the ‘advanced liberal society’ of today. The ideal parent is a subject who, guided by the coach, is constantly endeavouring to achieve a makeover. The objective of this endeavour, however, is self-control, whereby the parents will in the end become their own coaches. 

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  • 39.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Culture and Society, Division of Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhemmet 2.02021In: Utbildning i migrationens tid: viljor, organisering och villkor för inkludering / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2021, Vol. Sidorna 187-198, p. 187-198Chapter in book (Other academic)
    Abstract [sv]

    Med utgångspunkt i olika utbildningssammanhang och olika människors berättelser har vi med denna bok velat skapa en berättelse om ett Sverige i förändring. De analyser av intervjuer med aktörer som befinner sig på dessa utbildningar som presenteras i boken säger oss något inte bara om dessa miljöer och människor som befinner sig där. De säger oss också något om samhället där utanför - det samhälle som utbildningarna är del av. I detta avslutande kapitel vill vi med utgångspunkt i några huvuddrag i bokens kapitel resonera kring ett land i förändring, och föra fram några tankar om framtiden.

  • 40.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fostering entrepreneurial citizens2019In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 107-122Chapter in book (Refereed)
    Abstract [en]

    The focus of this chapter is the discourse of entrepreneurship education in Sweden. Drawing on a genealogical approach, the analysis draws attention to how this discourse is shaped in the curriculum today and how it has come to emerge. Focusing on two key events that constitute this discourse, responsibility and problem-solving, and tracing these events back in time, the analysis illustrates how the discourse on entrepreneurship education today shapes a specific kind of citizen, one who is responsible for themselves and who has developed a constant will and desire for learning, thus being able to adapt to the constant changing future. Such a citizen is distinctly different from the one emerging in the 1960s and 1980s, where a citizen who shows solidarity with others, and especially the weak, and who develops problem-solving skills in order to actively engage in the development of society, emerges. These results can be related to wider trends in education policy, where neoliberal rationalities have become more central, in Sweden as well as in other countries, where there has been a shift of focus, from an understanding of education as a common good, to an understanding of education as a private good.

  • 41.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fritidsgården och utanförskapets kraft – viljan att förebilda2018In: 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.

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    Fritidsgården och utanförskapets kraft – viljan att förebilda
  • 42.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Futures in line?: Occupational choice among migrant adult students in Sweden2019In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 38, no 1, p. 76-87Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to analyse the ways in which migration plays outin adult students’ narratives about their occupational choice and future,focusing on three individual narratives of adult students with variousexperiences of migration to Sweden. Drawing on Sara Ahmed’s conceptionof orientation, our results show how the adult students’ narrativeson their future occupations are formed on the basis of migration, pertainingto their particular experiences of being recognised as migrantOthers. Among the three students, similar challenges emerge in terms oftheir claims for belonging. One the one hand, the students do claimbelonging to the Swedish social community. On the other hand, theyare – as ‘migrants’ – repeatedly reminded of their non-belonging to thiscommunity. In various ways, they feel out of place. Although migration,in the narratives, is not played out one and the same way, but in variousways, engagement in adult education as a means of finding a job appearas the main orientation guiding the futures of the adult students, asbeing an important way of finding a future and claim one’s belonging tothe Swedish social community.

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    fulltext
  • 43.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Culture and Society, Division of Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Futures in line?: occupational choice among migrant adult students in Sweden2020In: Decolonising Lifelong Learning in the Age of Transnational Migration / [ed] Shibao Guo, Srabani Maitra, Routledge, 2020, 1, p. 76-87Chapter in book (Refereed)
  • 44.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hög tid att lämna ett extremt marknadssystem2017In: Skola och Samhälle, ISSN 2001-6727Article, book review (Other academic)
  • 45.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    In the Name of Freedom: Governmentality, Cognitive Behavioural Therapy and the Will to Activate2015In: Rights of children in the Nordic welfare states: Conceptual and empirical enquiries / [ed] Gro Hellesdatter Jacobsen, Copenhagen: NSU Press, 2015, 1, p. 51-71Chapter in book (Refereed)
    Abstract [en]

    The focus of this chapter is on education as a social right and particularly the formation of ‘active citizens’ through cognitive behavioural techniques adopted by schools across Sweden. On the basis of interviews with staff from two different schools, as well as manuals, the analysis focuses on two therapeutic programmes. The theoretical point of departure is the theorization of governmentality developed in the wake of the work of Michel Foucault. The various techniques initiated within these programmes make a certain kind of governing possible – ‘governing in the name of freedom’. Overall, the teaching within these programmes can be viewed as expressing an advanced liberal governance, which involves educating children into active citizens, with the responsibility for developing their own future and both willing and able to take responsibility for their actions, rather than into passive bearers of rights.

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  • 46.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Market forces in Swedish education2019In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 1-12Chapter in book (Refereed)
    Abstract [en]

    The shift towards neoliberalism in education in Sweden connects up with wider agendas promoted by influential transnational actors such as the OECD and the EU. Sweden has been quite involved in OECD activities and is part of the major assessment programme, and even though the EU does not have any mandate in terms of educational policies, its agenda on lifelong learning has been picked up and mobilised in a Swedish context. Such a lifelong learning agenda is shaped within a wider neoliberal notion of governing. Here education is seen as an investment whose rewards can be evaluated in terms of increased growth and international competitiveness. As such, the focus of education has been directed towards employability. Competitiveness thus emerges as the more or less overall objective of education to strive for. The meaning and role of education thereby changes, from being seen as a fundamental social right to being seen as a commodity, a product on the market offered to individuals in their search for skills and competences considered necessary. Such changing views of education also change the way the role of public institutions is seen – from one of planning, organising and delivering services, to one that follows up and evaluates the services provided. How did Sweden end up here? What made such developments possible? This chapter begins to answer those questions, which are then further elaborated on in the following chapters in the book.

  • 47.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Neoliberalism and market forces in education: Lessons from Sweden2019Collection (editor) (Other academic)
    Abstract [en]

    Neoliberalism and Market Forces in Education provides a wide perspective onvthe dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. With contributions from researchers across a wide range of scientific disciplines, the book provides examples of the consequences of market orientation in education in terms of increase in inequality as well as in terms of what the market orientation means for principals, teachers and students. It considers how Sweden has developed one of the most marketized education systems in the world and the possible consequences of such processes, as identified by research. Neoliberalism and Market Forces in Education will be of great interest to educational practitioners, politicians, scholars in the field, and postgraduate and research students in education.

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  • 48.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Shaping entrepreneurial citizens: A genealogy of entrepreneurship education in Sweden2019In: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 60, no 4, p. 462-476Article in journal (Refereed)
    Abstract [en]

    The focus of this article is the discourse of entrepreneurship education in Sweden. Drawing on a genealogical approach, the analysis draws attention to how this discourse is shaped in the curriculum today, and how it has come to emerge. Focusing on two key events that constitute this discourse, responsibility and problem-solving, and tracing these events back in time, the analysis illustrates how the discourse on entrepreneurship education today shapes a specific kind of citizen, one who is responsible for themselves and who has developed a constant will and desire for learning, thus being able to adapt to the constant changing future. Such a citizen is distinctly different from the one emerging in the 1960s and 1980s, where a citizen that shows solidarity with others, and especially the weak, and who develops problem- solving skills in order to actively engage in the development of society, emerges. These results can be related to wider trends in education policy, where neoliberal rationalities have become more central, in Sweden as well as in other countries, where there has been a shift of focus, from an understanding of education as a common good, to an understanding of education as a private good. 

    Download full text (pdf)
    fulltext
  • 49.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolan, marknaden och framtiden2018Collection (editor) (Other academic)
    Abstract [sv]

    Sverige har genom det fria skolvalet och rätten till vinster i välfärden skapat ett av världens mest marknadsutsatta utbildnings­system. Vilka konsekvenser har detta fått för skolans likvärdighet och kompensatoriska uppdrag, och hur påverkar systemet lärare och elever? Dessa är några av de mest brännande frågorna i ­dagens diskussion om skolan och dess utveckling, frågor som ­diskuteras i denna bok.

    I boken, en av de första som samlar forskare från olika ­discipliner som studerat marknadsorienteringens konsekvenser för den svenska ­skolan, påvisas hur marknadsutsättningen bidragit till ökad ojämlikhet, ­differentiering, samt deprofessionalisering av ­lärare och deras arbete. Bokens redaktörer efterlyser en utredning sammansatt av forskare som genomlyser marknadsreformerna och deras effekter, som kan ligga till grund för skarpa förslag för införande av ett system som på ett bättre sätt bidrar till ökad likvärdighet och minskad segregation.

    Boken vänder sig till lärarstuderande, lärare, skolledare,skolpolitiker och en intresserad allmänhet.

  • 50.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolan och marknaden2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 15-31Chapter in book (Other academic)
1234567 1 - 50 of 345
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