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  • 1.
    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.

  • 2.
    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.

  • 3.
    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)
  • 4.
    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.

  • 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.
    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)
  • 6.
    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.

  • 7.
    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.

  • 8.
    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.

  • 9.
    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.

  • 10.
    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.

  • 11.
    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.

  • 12.
    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.

  • 13.
    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)
  • 14.
    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)
  • 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, 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)
  • 16.
    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.

  • 17.
    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.

  • 18.
    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)
  • 19.
    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.

  • 20.
    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.

  • 21.
    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.

  • 22.
    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.

  • 23.
    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)
  • 24.
    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.

  • 25.
    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.

  • 26.
    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)
  • 27.
    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. 

  • 28.
    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.

  • 29.
    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.

  • 30.
    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.
    Viljan att samtala: utbildning, deliberation och terapeutisk intervention2014In: Styrningskonst på utbildningsarenan: upphöjda begrepp i svensk utbildningsdiskurs / [ed] T. Axelsson, J. Balldin & J. Qvarsebo, Lund: Studentlitteratur, 2014, 1, p. 21-39Chapter in book (Other academic)
  • 31.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Schönning, Elin
    Högskoleverket.
    The will to (de)liberate: Shaping governable citizens through cognitive behavioural programmes in school2011In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 26, no 3, p. 399-414Article in journal (Refereed)
    Abstract [en]

    Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature - democratic – citizens by being involved in dialogue. In the 1990s, calls for “democratic education” intensified in Sweden. This article analyze two pedagogical models influenced by programmes developed in the US that have recently had a large impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the “art of democratic deliberation”. By analyzing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a “democratic mentality”. Referring to Foucault, this kind of dialogue can seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities, as a way to change themselves and become democratic subjects.

  • 32.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Active citizenship and lifelong learning: governing in an age of neoliberal rule2007In: Active Democratic Citizenship and Adult Learning,2007, Braga: Braga University , 2007Conference paper (Refereed)
    Abstract [en]

      

  • 33.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Active Democratic Citizenship and Lifelong Learning: A governmentality Analysis2009In: The state, Civil Society and the Citizen: Exploring Relationships in the Field of Adult Education in Europe, Frankfurt Am Main: Peter Lang , 2009, 1, p. 79-95Chapter in book (Refereed)
  • 34.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Assistant Nurses Under Construction: Reflection as a Governing Technology2008In: In J. Groen & S. Guo (eds) Proceedings from Thinking Beyond Borders: Global Ideas, Global Values: Canadian Association for the Study of Adult Education, Vancouver: CASAE , 2008, , p. 101-106p. 101-106Conference paper (Refereed)
  • 35.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Att forma den ansvarsfulla undersköterskan: anställningsbarhet inom omvårdnadssektorn2009In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv, Lund: Studentlitteratur , 2009, 1, p. 153-167Chapter in book (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.

  • 36.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Att skapa den goda undersköterskan: reflektion som en teknologi för styrning2007In: Workshop om arbetslivets och yrkesutbildningens pedagogik,2007, 2007Conference paper (Other academic)
    Abstract [sv]

         

  • 37.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Betyg utan stöd2014In: Östgöta Correspondenten, ISSN 1104-0394, Vol. 1 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 38.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Björklund föreslår tidigare betyg mot bättre vetande2014In: Svenska dagbladet, ISSN 1101-2412, Vol. 22 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 39.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Flexibility and lifelong learning2007In: Higher education review, ISSN 0018-1609, Vol. 40, no 1, p. 80-82Article, book review (Other academic)
    Abstract [en]

      

  • 40.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Flexibility and lifelong learning2007In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 26, no 3, p. 356-357Article, book review (Other academic)
    Abstract [en]

      

  • 41.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Book review of: Michel Foucault: Materialism and Education by Mark Olssen.2007In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 39, no 2, p. 245-247Article, book review (Other academic)
    Abstract [en]

          

  • 42.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Reforming higher education in the Nordic countries2005In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 24, no 5, p. 448-449Article, book review (Other academic)
  • 43.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Book review of: "The future is not what it appears to be"2007In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 28, no 4, p. 567-569Article, book review (Other academic)
    Abstract [en]

        

  • 44.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: "The future is not what it appears to be"2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 4, p. 316-318Article, book review (Other academic)
    Abstract [en]

       

  • 45.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Book review of: Transforming a learning society2006In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 25, no 2, p. 186-187Article, book review (Other academic)
  • 46.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Changing experiences of education: Book review of: Sutherland, P. & Crowther, J. (eds) (2008) Lifelong learning: Concepts and Contexts. London: Routledge.2009In: Higher Education Review, ISSN 0018-1609, Vol. 41, no 3, p. 90-91Article, book review (Other academic)
  • 47.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Confession and Education: Reconfiguring the relation between the public and the private2008In: Education as a matter of public concern,2008, Leuven: Leuven University , 2008, p. 65-81Conference paper (Other academic)
  • 48.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Confession, in-service training and reflective practices2011In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 37, no 5, p. 797-812Article in journal (Refereed)
    Abstract [en]

    This article focuses on how confession operates in contemporary discourses on reflective practices. By revisiting and mobilising Foucault’s genealogy of confession in relation to how reflective practices are mobilised in an in-service training programme for health care assistants (HCA) in elderly care, it is argued that the HCAs are shaped as their own confessors. It is further argued that we need to take into account traces from both Stoic and Christian times to fully understand how reflective practices operate and shape subjects. The empirical material consists of interviews with HCAs, their managers, supervisors and teachers in an in-service training programme where the use of reflective practices was a key component.

  • 49.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Confession, in-service training and reflective practices2013In: Social theory and education / [ed] Mark Murphy, Sage Publications, 2013, 1, p. -232Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.

  • 50.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Constructing the adult learner: a governmentality analysis2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this dissertation is to study how the adult learner is constructed through dif-ferent techniques of governing in the practice of adult, liberal adult, and higher educa-tion. Further, the aim is to analyse what rationality of governing such governing practices create and are created by. The theoretical framework is based on Michel Foucault’s concepts of governmentality and genealogy. Governmentality refers to a specific way of viewing questions of governance where the focus is on ideas concerning how governing should be practiced. These ideas are constructed through discourse. Central questions are: what is the problematic of government, what is to be governed, how is governing to be practiced and what is the teleos (the goal to be reached) of government? Genealogy refers to at specific way of viewing history. The starting point is the figures of thought that are part of the discourses of today. In this dissertation, these discourses are adult education and lifelong learning. What are these discourses made up of and what is the descent and emergence of some of its figures of thought? Here, history is seen as non-linear and containing ruptures and irregularities. The aim is not to tell the story of how it really was, where causality is central. Instead, genealogy is a way for me to destabilize the taken-for-granted ideas of the present concerning the adult learner. A discourse analysis has been conducted based on official documents produced since the 1920s and up to the present day concerning the practices mentioned above. The results point to neo-liberal governmentality dominating the discourses of adult education and lifelong learning today. According to the texts, Sweden and Europe need to make sure that all their citizens are constantly learning as a way of facing an uncertain and constantly changing future. Thus, the adult learner is constructed as a constantly learning and competent subject. All citizens have to become autonomous, self-regulating humans who are constantly learning and who constantly make choices according to their inner desires. Several techniques of governing such as guidance, risk, auditing, assessment, diversity, etc., are constructed as a way of constructing such a subject.

    List of papers
    1. New wine in old skins: Changing patterns in the governing of the adult learner in Sweden
    Open this publication in new window or tab >>New wine in old skins: Changing patterns in the governing of the adult learner in Sweden
    2005 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 24, no 1, p. 71-86Article in journal (Refereed) Published
    Abstract [en]

    This paper investigates students' initial encounters with the seminar as a working form in higher education. The main interest was to explore how the communication pattern, the aim of the seminar and meaning were negotiated. The results originate from an ethnographic field study where we followed a group of students in a Masters program in Social Science during their first five weeks. Data were analyzed from a socio-cultural perspective and the concepts of participation and reification. We found that there was an implicit negotiation of the communication pattern, what to discuss and the function of the seminar. In these processes, the students and teacher participated in the negotiation of meaning. Different objects were created through a reification process, around which the negotiation of meaning took place.

    Keyword
    Adult education, Sweden, Foucault, Governmentality, Genealogy
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-12536 (URN)10.1080/026037042000317356 (DOI)
    Note
    Original publication: Andreas Fejes, New wine in old skins: Changing patterns in the governing of the adult learner in Sweden, 2005, International Journal of Lifelong Learning, (24), 1, 71-86. Copyright © Taylor & Francis Group, an informa businessAvailable from: 2008-09-12 Created: 2008-09-12 Last updated: 2017-12-08Bibliographically approved
    2. Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy
    Open this publication in new window or tab >>Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy
    2005 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 20, no 5, p. 595-613Article in journal (Refereed) Published
    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.

    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-12535 (URN)10.1080/02680930500222436 (DOI)
    Note
    Original publication: Per Andersson and Andreas Fejes, Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy, 2005, Journal of Education Policy, (20), 5, 595-613. Copyright © Taylor & Francis Group, an informa business Available from: 2008-09-12 Created: 2008-09-12 Last updated: 2017-12-08
    3. The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?
    Open this publication in new window or tab >>The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?
    2006 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 21, no 6, p. 697-716Article in journal (Refereed) Published
    Abstract [en]

    This article focuses on the idea of the educable adult subject in Sweden and the ways this idea has re-emerged in different practices during the twentieth century. It's a policy analysis where official documents from the twentieth century and early twenty-first century concerned with adult education in Sweden are analysed based on the Foucauldian notion of governmentality. The results show that the idea of the educable adult subject has been present during the major part of the twentieth century. But there are differences in how it is inscribed into the practices. The main difference is that the educable subject today is created in relation to a new rationality of governing where it is governed and constructed through its own choices and actions instead of through institutions based on knowledge produced by the social sciences and experts. Further, the ambition today is that everyone should be included in lifelong learning. At the same time, these ambitions also create exclusion. What happens to those who cannot or do not want to participate in lifelong learning? I argue that such practices of inclusion/exclusion are present in all the documents analysed, but that today, this practice has taken a specific shape.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-12534 (URN)10.1080/02680930600969266 (DOI)
    Note
    Original publication: Andreas Fejes, The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?, 2006, Journal of Education Policy, (21), 6, 697-716.Copyright © Taylor & Francis Group, an informa businessAvailable from: 2008-09-12 Created: 2008-09-12 Last updated: 2017-12-08Bibliographically approved
    4. European citizens under construction: the Bologna process analysed from a governmentality perspective
    Open this publication in new window or tab >>European citizens under construction: the Bologna process analysed from a governmentality perspective
    2008 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, Vol. 40, no 4, p. 515-530Article in journal (Refereed) Published
    Abstract [en]

    This article focuses on problematizing the harmonisation of higher education in Europe today. The overall aim is to analyse the construction of the European citizen and the rationality of governing related to such a construction. The specific focus will be on the rules and standards of reason in higher education reforms which inscribe continuums of values that exclude as they include. Who is and who is not constructed as a European citizen? Documents on the Bologna process produced in Europe and in Sweden are analysed drawing on the Foucauldian notion of governmentality, showing a neoliberal rationality of governing. The European citizen needs to become flexible, autonomous and self-regulating as a way of facing the threats of the constantly changing future. The technique of diversity is a condition of possibility for constructing such a citizen and for harmonising higher education in Europe. Further, the current power relations in the discourse define what is and what is not European, thus constructing 'the other', the one who is excluded.

    Keyword
    governmentality, Europe and higher education, Bologna process, policy analysis
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-13814 (URN)10.1111/j.1469-5812.2007.00362.x (DOI)
    Note
    The definitive version is available at www.blackwell-synergy.com: Andreas Fejes, European citizens under construction – the Bologna process analysed from a governmentality perspective, 2008, Educational Philosophy and Theory, (40), 4, 515-530.http://dx.doi.org/10.1111/j.1469-5812.2007.00362.x. Copyright: Blackwell Publishing www.blackwell-synergy.comAvailable from: 2008-11-12 Created: 2008-10-17 Last updated: 2009-04-27Bibliographically approved
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