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  • 101.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    To participate or not to in an exchange program: A study on the Swedish students’ attitudes on exchange programs in higher education2010Conference paper (Refereed)
    Abstract [en]

    This study explores students’ attitudes on international exchange programs in higher education in Sweden. Internationalization of higher education has been one of the main agendas during the last decades and increasing students’ international mobility has been one of the key issues in work of internationalisation of higher education. There are strong arguments and assumptions on the positive value of what internationalization of higher education would bring. For the individual students, it is often argued that students would gain international and intercultural knowledge and understandings by studying abroad. In addition

    it is not only educational merits but an advantage in employability and mobility in the future labour market, which is described to be international and intercultural.

    Exchange studies as an inclusive and integrated part of students’ education are aimed to make it easier for the students to move and study abroad. It is intended that studying abroad would be an open opportunity for students. Despite the accessibilities and universities’ ambitions and efforts in improving conditions for the students, not many students take this opportunity. In Sweden, the number of outgoing students is not impressive. For example during 2007-08, the percentage of outgoing students in higher education was only 1,8 % (Högskoleverket, 2009).

    The main question of the study investigates students’ attitudes on exchange programs and their choices; which groups of students are more likely to take part in exchange programs? The study is based on survey data collected from two different educational programs: one is over- represented and the other is under-represented in internationally mobile student groups. Independent variables such as gender, the parents’ socio-economic backgrounds and level of education are used to describe student groups and their attitudes. To gain better understanding on the students’ attitudes and participation in exchange programs, the study further explores; the students’ international experiences, the families’ international experiences and the students’ perceptions on their future labour market.

    Influenced by Bourdieu’s work, the concepts such as international capital, educational capital and educational trajectories are used to interpret the results. The results further discuss the students’ subjective attitudes and choices within the objective conditions and structures.

  • 102.
    Ahn, Song Ee
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Trajectories in a network - Korean exchange students in Sweden2004In: Nordic Educational Research Association Conference,2004, 2004, p. 62-62Conference paper (Other academic)
    Abstract [en]

    This descriptive study is about Korean exchange students in the Swedish higher education. Informal interviews with 15 students are used as method to understand how they understand their situation. The main questions are what made them to become an exchange student; their motives, expectations and life trajectory. Even though these questions are of personal characters, their stories are concerned with their relations in their universities, how their universities define this exchange student period, how each universities provide and limit the possibility for students, how the universities construct the students- time zone and what these factors mean to the students- trajectory. Drawing upon Actor network theory, the study suggests that the students- individual trajectory should be understood as a part of the collective narratives by considering their relations to other actors in the universities that is seen as a network in this study.

  • 103.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Unequal opportunities: considering student mobility as an effect of institutional practice2013In: Mobility as a tool to acquire and develop competences from childhood to seniority / [ed] M. Mendel & A. Atlas, Warszawa: Fundacja Rozwoju systemu Edukacji , 2013, p. 365-373Chapter in book (Other academic)
  • 104.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sociomateriella perspektiv på vuxen pedagogik2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur , 2013, p. 299-316Chapter in book (Other (popular science, discussion, etc.))
  • 105.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpilainen, Sanna
    University of Stirling, UK.
    Performing multiple realities: a study of action and agency in technology-enhanced simulation in medical education2013In: Book of Abstracts: 7th European Research Conference, 2013, p. 3-Conference paper (Other academic)
    Abstract [en]

    Drawing upon Actor network theory (ANT), the paper discusses the issue of agency in simulation training in medical education. Data is generated through observing technology-enhanced simulations in health care education where a mid-fidelity simulator (SimMan) is used. In the teaching session described in the paper, the students work and learn together in a-30 minutes emergency simulation with the SimMan as a patient called Sofia. The paper illustrates different examples of how the SimMan transforms from a "mannequin" and a "piece of technology" to a "female patient Sofia" as an effect of an assemblage of heterogeneous actors and how rapidly the transformation reverses back to a "mannequin", "piece of technology" when the assemblage fails to hold together. By drawing upon ANT, the paper argues that agency is not just a capacity of the students and teachers, but in webs of relations of human actors, materials, a scenario, techniques and the mannequin.

  • 106.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpilainen, Sanna
    University of Stirling, UK.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Fenwick, Tara
    University of Stirling, UK.
    Interprofessional training in technology-enhanced medical simulation: Locations and knowings2013In: Conference Programme Book: 8th International Conference on Researching Work and Learning 2013, 2013, p. 15-16Conference paper (Other academic)
    Abstract [en]

    This paper take an actor-network theory perspective on the use of medical simulators in professional education as a means of training students in medical education and nursing in handling acute emergency situations in health care.  The main aim of the study is to investigate what activities are performed in what material arrangements in a full cycle of simulation, i.e  the briefing, the simulation in the emergency room, the observations in the control room and the debriefing and what knowing is produced as an effect of these arrangements.

     The use of simulators has become a common teaching strategy in medical education. An ageing population, declining financial resources and lack of trained health care personnel are global trends that call for changing the system of health care practice as well as for professional education in the sector.  To build more effective health services, professionals are required to work more collaboratively and in partnership with health care consumers (WHO 2008; 2010). Recently, leading medical experts have also criticised the training of health personnel for not adequately preparing for cooperation and inter-professional communication (Frenk et al, 2010). In health care, this concern situations demanding effective communication for making prompt decisions that are of critical importance in emergency situations. Training of students and professionals by means of full-scale simulators is a response to accommodate for these needs.  Education in simulation-based environments is seen to offer opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress (Arafeh et al 2010; Östergaard et al,2011). Cook et al has shown in a meta analysis of more than 600 research articles, that in comparison with no intervention, technology-enhanced simulation is consistently associated with large effects for outcomes of knowledge, skills, and behaviors but moderate effects for patient-related outcomes (Cook et al 2011). A majority of the studies are effect studies with quantitative designs. The authors argue that there is a need for rigorous, theory based qualitative studies in order to clarify how and when to effectively use technology enhanced simulations in the training of health care professionals.

     The present study draws upon Actor-network theory (Latour, 2005).  This perspective which situates materiality as a part of the social practices, provides theoretical tools for observation and discussion of the relation between the material assemblages and human actors. Observations of full-scale simulations of acute trauma handling in the emergency room with ten groups of medical and nursing students make up the data for analysis. Preliminary findings indicate that the different locations and material arrangements of the simulation cycle produce different kinds of knowing and learning than the intended curriculum objectives. The findings can contribute to the theoretical knowledge of how to design simulation-based medical education.

     

     

     

     

     

  • 107.
    Ahn, Song Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpiläinen, Sanna
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Three locations of technology enhanced medical simulation training and their effect on learning and knowing2014In: Professional Matters: Materialities and virtualities of professional learning, 2014Conference paper (Refereed)
    Abstract [en]

    This qualitative study aims to address the identified gap in literature concerning  the lack of rigorous, theory-based, qualitative studies to clarify how and when to effectively use simulations to train health care professionals (Cook, et al, 2011). By drawing upon actor-network theory (ANT) (Latour, 2005) an approach that situates materiality as a part of the social practices, and provides theoretical tools for observation and discussion of the relation between the material assemblages and human actors, we have investigated how learning takes place during a simulation-based medical training. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the socio-material networks gathered together and being performed into being in particular locations (Law, 2004; Rimpiläinen, 2011).  In this study we have focussed on observing the socio-material arrangements that emerged in three locations involved in the simulation – the simulation room, the observation room and the reflection room - and analysing what kinds of knowing and learning they have produced through which socio-material arrangements. Data for analysis consists of observations of full-scale simulations of acute trauma handling in the emergency room with ten groups of medical and nursing students.  Preliminary findings indicate that the different locations and material arrangements of the simulation cycle produce different kinds of knowing and learning from the intended curriculum objectives. The findings can contribute to the theoretical knowledge of how to design simulation-based medical education.

  • 108.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Ur kurs: Utbytesstudenters rörelser i tid och rum2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation is to study exchange students’ movement and exchange studies as a trajectory in time and space. The dissertation is based on interviews with fourteen Korean exchange students at Swedish universities. The theoretical framework is based on Actor–Network Theory (ANT). ANT argues that everything that does something is an actor (human and non-human) and that an actor cannot be separated from a network that acts through the actor. ANT also argues that one’s location is not explained only in terms of Euclidean space and time but also in terms of spatiality and temporality, which are a network’s production.

    The dissertation shows that the students were enrolled and mobilized in the exchange programs by heterogeneous actors and that there were specific network spaces that produced exchange students at the home universities. The exchange students were excluded at the Swedish host universities by being formally included without direction. At the host universities, they went off course from their educational trajectories because the curriculum disappeared during their exchange studies. The dissertation also shows that the exchange students were enrolled and mobilized in the networks of “international students” at the host universities. Theses exchange students instead moved in the same way as the other exchange students, which stabilized the networks of “international students” at the host universities. It describes how the exchange students acted at a distance as actor of networks in Korea. When they returned, many of them had to prolong their educational period. This was a result of the translation of exchange studies at the home universities.

    In this dissertation, it shows that the exchange program was performed not only by individual exchange students; rather, it was performed in the associations of heterogeneous actors.

  • 109.
    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.

  • 110.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Innovative folk high school programs2016Conference paper (Other academic)
  • 111.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Innovative Program Development in Swedish Folk High Schools2016Conference paper (Other academic)
  • 112.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpiläinen, Sanna
    University of Gothenburg.
    Theodorsson, Annette
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Department of Neurosurgery.
    Fenwick, Tara
    University of Stirling.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Learning in Technology-Enhanced Medical Simulation:Locations and Knowings2015In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 5, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

  • 113.
    Alasuutari, Maarit
    et al.
    Jyväskylä University, Finland.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Vallberg-Roth, Ann-Christin
    Malmö högskola.
    Assessment and Documentation in Early Childhood Education2014 (ed. 1)Book (Other academic)
    Abstract [en]

    Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child’s view.

    Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include:

    • Different forms of documentation and assessment
    • Documentation and listening to the children
    • Dilemmas of assessment and documentation
    • Participation by children
    • Involvement of parents

    This timely bookwill be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies.

  • 114.
    Albinsson, Anders
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”De va svinhögt typ 250 kilo”: Förskolebarns mätande av längd, volym och tid i legoleken2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time.

    The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context.

    The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.

  • 115.
    Albinsson, Anders
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Förskolebarn använder mätning i legoleken2016In: Venue, ISSN 2001-788XArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I legoleken använder förskolebarn mätning på många olika sätt. De växlar mellan olika mätredskap och måttenheter, beroende på kontext och önskat mätresultat. Genom mätningar löser barnen problem i legoleken. Mätresultatet kommuniceras genom att visa, förklara och argumentera med matematiska begrepp.

  • 116.
    Aleryd, Alexander
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Åtgärdsprogram på rätt nivåer: En intervjustudie med specialpedagoger kring arbete med åtgärdsprogram på grupp- och organisationsnivå2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Åtgärdsprogram ska utarbetas för de elever som är i behov av särskilt stöd. I dessa åtgärdsprogram ska hänsyn tas till individ-, grupp- och organisationsnivå. Forskning har dock visat att hänsyn bara tas till individnivån och analys av verksamheten uteblir. Syftet med föreliggande arbete är att undersöka hur fem specialpedagoger resonerar kring arbetet med åtgärdsprogram och särskilt stöd i dess relation till grupp- och organisationsnivå. Studien genomförs via semistrukturerade intervjuer utifrån en tematisk innehållsanalys. Intervjuerna kretsar kring begreppen särskilt stöd, grupp- och organisationsnivå, utredning och åtgärdsprogram. Dessutom lyfts specialpedagogernas beskrivningar av problem med att skriva åtgärdsprogram på grupp- och organisationsnivå fram. Arbetet utgår vidare från ett relationellt perspektiv där inte bara problem förläggs till individen.

    Resultatet av studien visar att särskilt stöd förklaras som undervisning utanför ordinarie undervisning där svårigheterna och åtgärderna förläggs till individen. Gruppnivå och organisationsnivå förklaras på flera olika sätt. En tendens är att grupp är det samma som klass och att organisationsnivån har med rektor att göra. Nivåerna och de åtgärder som är kopplade till grupp- och organisationsnivå beskrivs som att det handlar om vad gruppen och organisationen kan göra för individen. Arbetet handlar sällan i samband med åtgärdsprogram om att åtgärder är kopplade till annat än enskilda elever. Åtgärder sker dock på grupp- och organisationsnivå men de hamnar inte i åtgärdsprogram. Elever och föräldrar är inte heller delaktiga i arbete kring åtgärder som är inriktade mot grupp- eller organisationsnivå.

  • 117.
    Aleryd, Alexander
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Åtgärdsprogram på rätt nivåer: En intervjustudie med specialpedagoger kring arbete med åtgärdsprogram på grupp- och organisationsnivå2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Åtgärdsprogram ska utarbetas för de elever som är i behov av särskilt stöd. I dessa åtgärdsprogram ska hänsyn tas till individ-, grupp- och organisationsnivå. Forskning har dock visat att hänsyn bara tas till individnivån och analys av verksamheten uteblir. Syftet med föreliggande arbete är att undersöka hur fem specialpedagoger resonerar kring arbetet med åtgärdsprogram och särskilt stöd i dess relation till grupp- och organisationsnivå. Studien genomförs via semistrukturerade intervjuer utifrån en tematisk innehållsanalys. Intervjuerna kretsar kring begreppen särskilt stöd, grupp- och organisationsnivå, utredning och åtgärdsprogram. Dessutom lyfts specialpedagogernas beskrivningar av problem med att skriva åtgärdsprogram på grupp- och organisationsnivå fram. Arbetet utgår vidare från ett relationellt perspektiv där inte bara problem förläggs till individen.

    Resultatet av studien visar att särskilt stöd förklaras som undervisning utanför ordinarie undervisning där svårigheterna och åtgärderna förläggs till individen. Gruppnivå och organisationsnivå förklaras på flera olika sätt. En tendens är att grupp är det samma som klass och att organisationsnivån har med rektor att göra. Nivåerna och de åtgärder som är kopplade till grupp- och organisationsnivå beskrivs som att det handlar om vad gruppen och organisationen kan göra för individen. Arbetet handlar sällan i samband med åtgärdsprogram om att åtgärder är kopplade till annat än enskilda elever. Åtgärder sker dock på grupp- och organisationsnivå men de hamnar inte i åtgärdsprogram. Elever och föräldrar är inte heller delaktiga i arbete kring åtgärder som är inriktade mot grupp- eller organisationsnivå.

  • 118. Alexandersson, C.
    et al.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Säljö, R.
    Skattesystemet i medborgarperspektiv1984In: Att uppfatta sin omvärld / [ed] Ference Marton & Claes-Göran Wenestam, Stockholm: Almqvist & Wiksell , 1984Chapter in book (Other academic)
    Abstract [sv]

    En rad forskare inom olika områden behandlar frågor som skattesystemet, naturen och naturresurserna, lagtexter och datorsystem samt visar hur människor tänker i frågor som dessa, hur de kommer fram till sina slutsatser samt vilka faktorer som kan påverka deras tänkande

  • 119.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Säljö, Roger
    Göteborgs universitet.
    Vuxen att lära?1984Book (Other academic)
    Abstract [sv]

    En analys och diskussion kring främst frågor om undervisning, inte minst föreställningen om att vuxna skall undervisas med utgångspunkt av deras erfarenheter.

  • 120.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Fransson, Anders
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkbildningsideal och läroverksorganisation1991Report (Other academic)
    Abstract [sv]

    En genomgång av hur läroplanen för komvux formades och vad som låg bakom tillkomsten

  • 121.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Fransson, Anders
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Läroplanen i vuxenundervisningen - en projektpresentation1985Report (Other academic)
    Abstract [sv]

    En projektpresentation av en studie av den särsklida läroplanen för komvux. Kunskapssynen sattes i fokus.

  • 122.
    Alexandersson, Claes
    et al.
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Arbetets betydelse och utbildningens funktion. En empirisk studie av mejeriarbetares syn på sin livssituation1982Report (Other academic)
    Abstract [sv]

    En studie av mejeriarbetares situation i arbete och liv och hur utbildning kommer in i sammanhanget.

  • 123.
    Alm, Fredrik
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Mentor time; the Content and Meaning of a New Subject2006In: NERA,2006, 2006, p. 10-15Conference paper (Other academic)
    Abstract [en]

     Abstract: In the past 15 years several steps have been taken in the Swedish school system towards deregulation and decentralisation. The reforms have enhanced and increased possi¬bility and responsibility as to school staffs to choose educational methods, subject content, and to decide how to organise time. Schools in general, and 900 pilot schools with no set timetable in particular, are now empowered to decide for themselves how to arrange the school days of their pupils. A study of 326 time schedules from 33 schools indicates that many schools, especially grade 7-9, choose to allot time to Mentor time. A fact that gives rise to questions like: What is Mentor time? What is going on in these lessons? And what sense does Mentor time seem to give the pupils? Based on group interviews with pupils in grade 8 and 9, the main purpose of this paper is to investigate what the pupils perceive they are doing during Mentor time lessons, and to interpret what this might mean in -Curriculum terms-.    

  • 124.
    Alm, Fredrik
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Schemats roll i en skola utan timplan2005In: Utan timplan: forskning och utvärdering :en antologi från Timplanedelegationen, Stockholm: Fritzes, 2005, , p. 260p. 105-122Chapter in book (Other academic)
    Abstract [en]

    I den här artikeln behandlas inledningsvis kort schemat och schemats roll i skolan i förhållande till det senaste decenniets förändringar av den svenska skolans styrning. Därefter ges en övergripande bild av hur skolor utan timplan har valt att använda elevernas tid enligt deras scheman. Avslutningsvis ges förslag på frågor, modeller och resonemang som lärare och skolledare kan ta stöd av när man på en skola ska diskutera frågor om tidsanvändning och vad som ska schemaläggas. 

  • 125.
    Alm, Fredrik
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Skolämnen och alternativen: Schemat som indikator på vad som händer i skolor utan timplan2003Report (Other academic)
    Abstract [sv]

     I Sverige genomförs för närvarande en försöksverksamhet där ca 900 grundskolor är fullständigt befriade från den nationella timplanen, som reglerar tid per ämne eller ämnesgrupp. Skolorna inom försöksverksamheten omfattas dock av samtliga övriga bestämmelser vad gäller mål och riktlinjer för grundskolan. Hur väljer då skolor lokalt att använda sin tid när timplanens reglering tas bort? Den frågan besvaras i den här studien utifrån analyser av skolors scheman. Det övergripande syftet med studien är att skapa en kartbild av skolterrängen med avseende på hur skolor som arbetar utan timplan organiserar elevernas lärande. Det empiriska material som samlats in består av 326 scheman från 33 grundskolor i fyra kommuner. De scheman som samlats in kom¬mer från grundskolans samtliga skolår, och avser en specifik vecka under läsåret 2001/2002. Det insamlade materialet har bearbetats med hjälp av dokumentanalys, i syfte att finna övergripande mönster/likheter och skillnader avseende manifesterat innehåll. Resultatet visar att en mängd olika schemabeteckningar används för att visa vad som ska ske i skolan. Såväl ämnen som andra beteckningar, vilka har benämnts Alternativa beteckningar, brukas. Exempel på alternativa beteckningar är Egen planering, Utvärdering, Stuga eller Social kompetens. De ämnen som förekommer mest frekvent på schemat är idrott och hälsa, slöjd, musik och hem- och konsumentkunskap. De ämnen som därefter är vanligast förekommande är matematik, svenska, engelska och bild. 317 av 326 scheman innehåller såväl ämnen som alternativa beteckningar. När alternativa beteckningar används istället för ämnen indikerar elevernas scheman att tid används till att: (a) fokusera ett visst arbetssätt, (b) elever och lärare träffas i mentorsgrupper, (c) eleverna planerar och utvärderar, (d) eleverna utöver ämnen som idrott och hälsa, bild och musik ägnar sig åt friskvård eller kulturella inslag, (e) arbeta med fostran och socialisation. Resultaten tyder på att skolorna, i viss utsträckning, på olika sätt nyttjar det friutrymme som skapas när timplanen slopas.  

  • 126.
    Alm, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Uttryck på schemat och intryck i klassrummet: En studie av lektioner i skolor utan timplan2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the present thesis is to study the existence and use of lesson designations on the schedules in schools that do not work according to a nationally set timetable, and to elucidate how pupils experience the local choices as regards some of these designations. The theoretical frame of reference is based on the didactical questions of selection and communication together with Bernstein’s concepts of classification and framing. The thesis includes two studies. Study I is a qualitative as well as quantitative analysis of 326 schedules from 33 schools that take part in an experiment where they work without the nationally set timetable. For the purpose of comparison 163 schedules from schools following the set timetable have also been analysed. In study II ten group interviews with a total of 41 pupils are carried out concerning three types of non-subject related lesson designations (team time, workshop, and mentor time), which frequently appear on the pupils’ schedules. In the thesis it is demonstrated that a large number of lesson designations (170 in all) are used to describe what the pupils and the teachers are doing at school. Apart from traditional subjects, working methods, group-based time, time for reading and writing as well as social interaction and recreation, and lessons, where pupils are involved in selecting, planning and evaluating activities, are included on the agenda. These types of alternative lesson designations are used to a significantly higher degree in schools without a timetable and in the lower grades. The use of alternative designations at the schools without timetable primarily leads to lessons with weak framing and weak classification and, in addition, to a change of focus from content to method or form. The pupils think that lessons with weak framing and classification have a meaningful content related to their everyday life but they are not as important as the ‘real’ subjects. They are sometimes experienced as a waste of valuable lesson time. The thesis has an overall didactic perspective, and the results of the two studies are discussed in the light of previous research about schools using no set timetable.

  • 127.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Colnerud, Gunnel
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Teachers' Experiences of Unfair Grading2015In: Educational Assessment, ISSN 1062-7197, E-ISSN 1532-6977, Vol. 20, no 2, p. 132-150Article in journal (Refereed)
    Abstract [en]

    Grading is often perceived as one of teacher's most difficult tasks. Despite most teachers endeavoring to grade their students as objectively as possible, many students feel that they are subjets to unfair grading. The aim of this study is to describe what it is about a teacher's grading that contributes to the perception of unfairness. This study used the critical incident technique, with 411 practicing teachers in Sweden contributing their own experiences of being assessed in a school context. The main findings from qualitative data analysis indicate that when teachers fail to follow guidelines of the current grading system, use undependable information, allow themselves to be influenced by irrelevant factors, or are ambiguous in their communication, the pupils percived the grading process as unfair. The findings are analyzed and discussed in relation to a theoretical model of teachers' grading, validity and reliability, and three ethical principles.

  • 128.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Academic commitment and self-determination among teacher students2011Conference paper (Refereed)
  • 129.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jungert, Tomas
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Nyantagna lärarstudenters motiv, motivation, självtillit och akademiska engagemang2014Report (Other academic)
    Abstract [sv]

    Det första studieåret vid universitet eller högskola har visat sig utgöra en kritisk period för nya studenter och en stor del av alla avhopp sker under den här perioden. Forskning har visat att hög studiemotivation, självtillit och högt akademiskt engagemang hos studenter predicerar goda studieresultat och motverkar avhopp.

    I den här rapporten redogör vi för en studie av nyantagna lä-rarstudenters motiv för studieval, akademiska självtillit, studiemo-tivation och akademiska engagemang. I rapporten beskrivs även relationerna mellan dessa variabler och deras koppling till kön och lärarkategori. Studieavhopp analyseras i relation till kön, lärarkategori och studenternas initiala motiv för att läsa till lärare. En central teoribildning som forskningsprojektet utgår ifrån är teorin om själv-beslutsamhet (”self-determination theory”). Urvalet utgörs av stu-denter vid Linköpings universitet som avser att studera till grundskol- och gymnasielärare. Data har samlats in med enkäter och bearbetats med deskriptiv och analytisk statistisk.

    Av resultaten framgår att studenterna rapporterar att de i första hand har valt att läsa till lärare till följd av altruistiska och inre skäl, och att de i högre grad motiveras av autonom motivation än kontrollerad motivation i sina studier. De blivande lärarna i grundskolans senare år och gymnasiet (senarelärare) uppvisade en högre akademisk självtillit än de blivande lärarna i grundskolans tidigare år (tidigarelärare). För akademiskt engagemang var resul-tatet det omvända. Medelvärdena för självbeslutsamhet, akademisk självtillit och akademiskt engagemang i studien är dock inte högre än att det finns utrymme för att försöka höja dem för kommande kohorter av lärarstudenter. Andelen avhopp bland lärarstudenterna som ingår i studien ligger på drygt 40%. Andelen avhopp var större för senarelärarna än för tidigarelärarna. Resultaten visar också att altruistiska motiv bakom valet att studera till lärare sammanhänger med en lägre benägenhet till avhopp via akademiskt engagemang som medierande variabel. Avslutningsvis diskuteras pedagogiska implikationer av studien för lärarutbildningen.

  • 130.
    Alm, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Samuelsson, Joakim
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Utprovning av NTA i skolår 7-9. En studie av möjligheter och hinder i den vardagliga praktiken.2007Report (Other academic)
    Abstract [sv]

      

  • 131.
    Alm, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Villkor för implementering av naturvetenskap och teknik för alla, NTA2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 89-102Article in journal (Refereed)
  • 132.
    Almquist, Karin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Ett effektivt verktyg? Om explicit läsförståelseundervisning2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att undersöka vilka effekter två olika läsförståelsemodeller, Reciprocal Teaching och Transactional Strategies Instruction, har på elevers läsförståelse. Den metod som användes i studien var kvalitativ textanalys som applicerades på 7 forskningsartiklar. Resultatet visar att modellerna gett effekt, i olika åldrar, länder och grupper. Detta resultat visar att Reciprocal Teaching och Transactional Strategies Instruction är effektiva modeller att arbeta med för läsförståelseutveckling.

  • 133.
    Almqvist, Martina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Anttila, Isabelle
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Muntlig kommunikation i skolmatematik: En litteraturstudie om vikten av muntlig kommunikation i mellanstadiets matematikundervisning2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att redogöra för forskning kring muntlig kommunikation i matematik. Studien syftar till att se över vilka arbetssätt elever möter när muntlig kommunikation i matematik är i fokus, samt lärares val av matematiskt språk vid matematikundervisning. Syftet är dessutom att ta reda på vilken betydelse muntlig kommunikation i matematik har för kunskapsutvecklingen hos elever, bland annat för elever med dyslexi och elever med annat modersmål än svenska.

     

    I denna studie beskrivs muntlig kommunikation i matematik, arbetssätt, matematiskt språk samt kunskapsutvecklingen hos elever, utifrån existerande forskning, föregående läroplan samt nuvarande läroplan.

     

    Resultatet visar att utomhusmatematik är ett lämpligt arbetssätt för att elever ska kunna utveckla matematisk kommunikation. Även laborativ matematik har visat sig vara ett arbetssätt som bidrar till grupparbete och muntlig kommunikation. Elevers logiska tänkande utvecklas i samband med muntlig kommunikation i matematik och eleverna får möjlighet att utveckla förmågor som lyfts fram i Lgr11. Lärares val av det matematiska språket påverkar vilket språk elever använder när de kommunicerar med varandra. Det är viktigt att lärare möter elever på ett vardagsspråk men samtidigt måste lärare presentera matematiska begrepp på ett vetenskapligt språk för att undvika förvirring hos eleverna. Forskning visar även att det är viktigt för elever med svenska som andraspråk att lärare inte växelvis blandar mellan ett vardagsspråk och vetenskapligt språk. 

  • 134.
    Almén, Edgar
    et al.
    Linköping University, Department of Religion and Culture, Theology and Religious Studies. Linköping University, Faculty of Arts and Sciences.
    Furenhed, Ragnar
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Hartman, Sven
    Lärarhögskolan i Stockholm.
    Att undervisa om religion, livsfrågor och etik i skolan1994Book (Other academic)
    Abstract [sv]

    Att undervisa om religion, etik och livsfrågor hör till skolans svåraste uppgifter. Den här antologin är ett bidrag till utvecklingen av ett professionellt lärarkunnande i frågor som gäller skolans undervisning på livsåskådningsområdet. Texterna har skrivits särskilt för lärarutbildningen. Författarna är erfarna pedagoger verksamma inom lärarutbildningen

  • 135.
    Almén, Edgar
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Religion and Culture, Theology and Religious Studies.
    Hartman, Kent
    Linköping University, The Institute of Technology. Linköping University, Department of Electrical Engineering, Automatic Control.
    Lennartsson, Bengt
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Examination - utveckling eller kontroll?2000Report (Other academic)
  • 136.
    Alsaadi, Sarah
    et al.
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning.
    Wänström, Linda
    Linköping University, Department of Computer and Information Science, The Division of Statistics and Machine Learning.
    Sjögren, Björn
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Bjärehed, Marlene
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Collective moral disengagement and school bullying: An initial validation study of the Swedish scale version2016Conference paper (Refereed)
  • 137.
    Alsegård, Tove
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Barns rättigheter i praktiken: Erfarenheter från en etiopisk skola2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Konventionen om barnets rättigheter gör anspråk på att vara universell och har ratificerats av majoriteten av världens stater. I artikel 28 och 29 i konventionen står det att barn har rätt till utbildning och att den ska syfta till att lära barn om deras rättigheter. Dessa artiklar tillsammans med konventionens fyra grundprinciper utgör grunden till denna undersökning.

    Studien genomförs på en privatskola i Etiopien. Med en kvalitativ etnografisk ansats har jag undersökt hur barns rättigheter realiseras i det pedagogiska arbetet på skolan.

    Studiens teoretiska referensram utgörs av sociokulturell inlärningsteori, Harts delaktighetsstege och hegemoni som maktstruktur. Vidare har jag tagit del av forskning inom barns rättigheter, delaktighet, relationer, disciplin i skolan och mångkultur.

    I studiens material framkom att relationerna mellan lärare – elev och mellan elev – elev har en stor betydelse för hur elevernas rättigheter realiseras. Lärarna har en auktoritär roll som ibland kan vara präglat av förtroende och legitimitet och ibland av rädsla och bestraffning. Förväntningarna på eleverna i skolan varierade mellan huruvida eleverna var hög eller lågpresterande. Det visade sig att de elever som ansågs vara högpresterande fick en större plats i skolan och att deras förhållande till läraren var av det mer förtroliga slaget. Jag diskuterar utrymmet för elevernas delaktighet. Hur delaktigheten har ett symbolvärde och bygger mycket på elevernas egen förmåga och initiativ att våga uttrycka sin åsikt. I studien presenteras också ett genusperspektiv.

    Genom att ge en inblick i en etiopisk skola vill jag bidra med att öka förståelsen för de elever som kommer till vår svenska skola från en annan kultur.

  • 138.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bridging the gap to those who lack: intercultural education in the light of modernity and the shadow of coloniality2013In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 21, no 2, p. 279-297Article in journal (Refereed)
    Abstract [en]

    Academic courses on interculturality have become a rapidly growing discipline in the West, where supranational bodies such as the European Union and UNESCO promote intercultural education as a path towards improved global cultural relations. Through interviews with students who completed a university course on interculturality, this essay investigates the tenets of interculturality and problematises whether this discourse merely reproduces a classificatory logic embedded in modernity that insists on differences among cultures. The argument put forward is that in the analysed context, interculturality tends to reproduce the very colonial ideas that it seeks to oppose. In doing so, interculturality reinforces the collective ‘we’ as the location of modernity by deciding who is culturally different and who is in a position that must be bridged to the mainstream by engaging in intercultural dialogue.

  • 139.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Colonial Differences in Intercultural Education: On Interculturality in the Andes and the Decolonization of Intercultural Dialogue2017In: Comparative Education Review, ISSN 0010-4086, E-ISSN 1545-701X, Vol. 61, no 2, p. 103-120Article in journal (Refereed)
    Abstract [en]

    This essay seeks to wean interculturality from its comfort zone of flat substitutability across cultural differences by pushing for the possibility of other ways of thinking about the concept depending on where (the geopolitics of knowledge) and by whom (the bodypolitics of knowledge) it is being articulated. In order to make a case for the importance of always considering the geopolitical and bodypolitical dimension of knowledge production within interculturality, this essay shifts focus away from policies of the European Union and UNESCO to the Andean region of Latin America. In that part of the world the notion of interculturalidad – translation: interculturality – is not only a subject on the educational agenda, it has also become a core component among indigenous social movements in their push for decolonization. With reference points drawn from a decolonial perspective and the concept of “colonial difference”, this essay makes the case that interculturalidad, with its roots in the historical experience of colonialism and in the particular, rather than in assertions of universality, offers another perspective on interculturality bringing into the picture other epistemologies. It concludes by arguing for the requirement to start seeing interculturality as inter-epistemic rather than simply inter-cultural.

    The full text will be freely available from 2018-03-28 17:00
  • 140.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Construyendo ciudadanos europeos: la Unión Europea entre visiones interculturales y herencias coloniales2012In: Cuadernos Interculturales, ISSN 0718-0586, E-ISSN 0719-2851, Vol. 10, no 19, p. 11-27Article in journal (Refereed)
    Abstract [en]

    The present article focuses on problematizing the European Union’s claim that intercultural dialogue constitutes an advocated method of talking through cultural boundaries based on mutual empathy and non-domination. More precisely, the aim is to analyze who is being constructed as counterparts of the intercultural dialogue through the discourse produced by the EU. To answer the question, European policy documents on intercultural dialogue are analyzed drawing on a postcolonial perspective. As an interpretation, the EU appropriates historical symbols and colonial figures of thought to authorize its current objectives. Within the realm of the EU, Europeans are portrayed as having an a priori historical existence, while the ones excluded from this notion are evoked to demonstrate its difference in comparison to the European one. The results show that subjects not considered as Europeans serve as markers of the multicultural present of the space. Thus, intercultural dialogue seems to consolidate differences between European and Other - the ‘We’ and ‘Them’ in the dialogue - rather than, as in line with its purpose, bringing subjects together.

  • 141.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    ¿Cómo están representados los indígenas y su cultura en los libros escolares suecos en comparación con sus equivalentes colombianos?2007In: Cuestiones: Revista del Centro de Investigación en Ciencias Sociales, Educación y Artes, ISSN 0121-0947, Vol. 4, no 8, p. 84-94Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to investigate how the indigenous people and the culture in Latin America is represented in Swedish high school schoolbooks in comparison with their equals in Colombia. The aim is to discover whether there are any differences or similarities between the reproductions in both countries. The theoretical part discusses the difficulties involved to determine both a Latin-American identity as well as a Colombian one. This is due to the fact that identity in Latin America is a product of colonization, which is to say that it came into being through the people who conquered the region because, prior to their arrival, Latin America didn’t exist as we know it. Multiculturalism within the region complicates this construction since different groups and nations construct their memory and ‘wear’ these concepts from which they get their proper sense of the past in function with the present and how it aspires to identify itself with the future. This means that not just one Latin America exists, but many. Part of the problem is, according to some scholars (cf. Díaz Geniz 2004), Latin Americans desire to identify themselves with the ‘other’, meaning the white, the European or the North American. The study concludes that there exists a European point of view in the books of both countries in their way of representing the history of the region.

  • 142.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Educating for decolonization: Interculturality in the Andes2013Conference paper (Other academic)
    Abstract [en]

    The thrust of this essay is to study how interculturality, as a path to decolonization, is being articulated and understood among indigenous alliances in the Andean region of Latin America. Empirically, the analysis is based upon interviews with students and teachers from local academic courses on interculturality in Bolivia, Ecuador and Peru. Although interculturality and intercultural education are common features also in Western educational rhetoric, the imposition to learn from indigenous movements have failed to attract any substantial interest in the West (cf. Deere & Leon 2003; Patrinos 2000). To illustrate this further, Robert Young (2012) argues that indigenous struggles seldom are regarded as a central issue even within postcolonial studies, a disjunction related to the use among indigenous movements of paradigms not easily translated to the Western theories and presuppositions commonly used in this scholarship (Young 2012). Given this picture, there are strong reasons for engaging seriously in a discussion about the proposition for interculturality to break out of the prison-house of colonial vocabulary – modernity, progress, salvation – as it lingers on in official memory; and there are also good reasons to problematize the universalizing claims that have characterized Western philosophy in the implicitly assumed epistemological hierarchies.

    In this paper, I will focus specifically on visions of decolonization in terms of retrieved languages, reinscribed histories, production of knowledge; beginning the essay with an elaboration of the logic of domination as rooted in the modern/colonial world – here referred to as coloniality. Shortly thereafter, with reference points drawn from the work of Walter Mignolo and his notion of delinking, I introduce the theoretical backdrop that guides my analysis. In the major part of the paper, I develop an argument for interculturality to be understood as inter-epistemic based on knowledge produced beyond the discursive order of Western educational systems.

  • 143.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Education and other modes of thinking in Latin America2015In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 34, no 01, p. 1-8Article in journal (Refereed)
    Abstract [en]

    If the production of knowledge in Latin America has long been subject to imperial designs and disseminated through educational systems, recent interventions —from liberation theology, popular education, participatory action research, alternative communication and critical literacy to postcolonial critique and decolonial options—have sought to shift the geography of reason. The central question to be addressed is how, in times of historical ruptures, political reconstructions and epistemic formations, the production of paradigms rooted in ‘other’ logics, cosmologies and realities may renegotiate and redefine concepts of education, learning and knowledge.

  • 144.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El indígena ‘latinoamericano’ en la enseñanza: Representación de comunidad indígena en manuales escolares europeos y latinoamericanos2010In: Estudios pedagógicos, ISSN 0718-0705, Vol. 36, no 2, p. 41-50Article in journal (Refereed)
    Abstract [en]

    In this article we compare how the native population of Latin America and their culture is represented in History schoolbooks both in Sweden and in Colombia. The aim was to find out if there are differences and similarities in the reproduction of the native community in both countries. The study shows that Colombian schoolbooks give information more thoroughly, describing and explaining the facts, however, both countries consistently show the trend to represent the natives as being different and inferior, especially when describing their way of living and their knowledge. We find explanations about what they owned and what they did not own, what they knew and did not know, all focused from a Eurocentric perspective.

  • 145.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    En la lengua del Otro: la Unión Europea y el diálogointercultural como instrumento de exclusión2012In: Universitas, ISSN 1390-3837, Vol. 10, no 17, p. 51-68Article in journal (Refereed)
    Abstract [en]

    The present article focuses on problematizing the European Union’s claim that intercultural dialogue cons- titutes an advocated method of talking through cultural boundaries based on mutual empathy and non-do- mination. More precisely, the aim is to analyze who is being constructed as counterparts of the intercultural dialogue through the discourse produced by the EU. To answer the question, European policy documents on intercultural dialogue are analyzed drawing on a postcolonial perspective. As an interpretation, the EU appropriates historical symbols and colonial figures of thought to authorize its current objectives. Within the realm of the EU, Europeans are portrayed as having an a priori historical existence, while the ones excluded from this notion are evoked to demonstrate its difference in comparison to the European one. The results show that subjects not considered as Europeans serve as markers of the multicultural present of the space. Thus, intercultural dialogue seems to consolidate differences between European and Other – the ‘We’ and ‘Them’ in the dialogue – rather than, as in line with its purpose, bringing subjects together.

  • 146.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Esclavitud en América Latina: Visión histórica representada en libros escolares suecos y colombianos2009In: Teré: Revista de Filosofía y Socio política de la Educación, ISSN 1856-0970, Vol. 5, no 10, p. 31-39Article in journal (Refereed)
    Abstract [en]

    In this article we compare how ‘slavery’, among Indian population during the colonization in Latin America, is represented in History schoolbooks both in Sweden and in Colombia. The aim of the subject is an intent to point out similarities and differences in the reproduction in both countries. The study shows that Colombian schoolbooks transmit more profound information and give more space to the facts. However, in the schoolbooks of both countries, the connection between the hard work burden which the slavery ment and the change for the worst of the immunsystem in the explinations of the diminishing of the Latin-American indigenous population.

  • 147.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Genuine Multiculturalism: The Tragedy and Comedy of Diversity2015In: Ethnic and Racial Studies, ISSN 0141-9870, E-ISSN 1466-4356, Vol. 38, no 13, p. 2390-2392Article, book review (Refereed)
  • 148.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Impossible Interculturality?: Education and the Colonial Difference in a Multicultural World2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.

    List of papers
    1. The EU and the Recycling of Colonialism: Formation of Europeans through intercultural dialogue
    Open this publication in new window or tab >>The EU and the Recycling of Colonialism: Formation of Europeans through intercultural dialogue
    2012 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 44, no 9, p. 1010-1023Article in journal (Refereed) Published
    Abstract [en]

    The present essay focuses on problematizing the European Union’s claim that interculturaldialogue constitutes an advocated method of talking through cultural boundaries—inside as wellas outside the classroom—based on mutual empathy and non-domination. More precisely, theaim is to analyze who is being constructed as counterparts of the intercultural dialogue throughthe discourse produced by the EU in policies on education, culture and intercultural dialogue.Within the Union, Europeans are portrayed as having an a priori historical existence, whilethe ones excluded from this notion are evoked to demonstrate its difference in comparison to theEuropean one.The results show that subjects not considered as Europeans serve as markers of themulticultural present of the space. Thus, intercultural dialogue seems to consolidate differencesbetween European and Other—the‘We’ and ‘Them’ in the dialogue—rather than, as in line withits purpose, bringing subjects together.

    Place, publisher, year, edition, pages
    Wiley-Blackwell, 2012
    Keyword
    postcolonialism, European Union, EU, intercultural dialogue, intercultural education, multiculturalism, multicultural education
    National Category
    Educational Sciences Languages and Literature Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-76574 (URN)10.1111/j.1469-5812.2011.00839.x (DOI)000310474700009 ()
    Available from: 2012-04-11 Created: 2012-04-11 Last updated: 2018-01-12
    2. In the Name of Interculturality: On Colonial Legacies in Intercultural Education
    Open this publication in new window or tab >>In the Name of Interculturality: On Colonial Legacies in Intercultural Education
    2015 (English)In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 41, no 3, p. 520-534Article in journal (Refereed) Published
    Abstract [en]

    This paper scrutinises the ways in which students who have completed a university course on interculturality distinguish between sameness and otherness in attempts to integrate, relate to and build a bridge to those deemed culturally different. It makes use of interviews to analyse the factors that shape the interpretation of otherness and difference in the students’ definitions of interculturality, as well as their statements about the relationships between us and them, and descriptions of instances of learning and teaching that have taken place between parties in different parts of the world. Theoretically, the paper is based on a postcolonial framework, highlighting the continuing influence of colonialism and Eurocentric ways of reasoning inside as well as outside the classroom in today’s society. One of the main conclusions of the paper is that in the process of transferring knowledge, there is a risk that the history of modern Europe will be sanctioned as the historical trajectory for the rest of the world to follow, with the accompanying supposition that this can only be made possible by extending a helping hand to the Other.

    Place, publisher, year, edition, pages
    John Wiley & Sons, 2015
    National Category
    Educational Sciences Cultural Studies
    Identifiers
    urn:nbn:se:liu:diva-106243 (URN)10.1002/berj.3153 (DOI)000356625000009 ()
    Note

    On the day fo the defence date, the status of this article was Manuscript.

    Available from: 2014-04-30 Created: 2014-04-30 Last updated: 2017-12-05Bibliographically approved
    3. Three Texts on Intercultural Education and a Critique of Border Drawing
    Open this publication in new window or tab >>Three Texts on Intercultural Education and a Critique of Border Drawing
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    This essay explores the ways in which boundaries of estrangement are produced in the academic literature assigned for courses on interculturality. As the existence of interculturality is dependent on the ascription of content to culture, since the notion, by definition, always involves more than one singular culture, this essay seeks to provide an answer to the question of what this literature implicitly defines in terms of sameness vis-à-vis otherness and thereby chart the conditions for becoming intercultural. This question is especially important because theself in interculturality has to be, in principle, generalizable: it should be such that it signifies a position available for occupation by anybody with proper training in this approach. Starting from the assumption that different experiences, languages and identities, under the name of culture already intersect, and are contaminated by, one another, and are therefore already intercultural before being subjected to study under the auspices of ‘interculturality’ as an educational topic, the essay goes on toproblematize the way in which interculturality tends to construe sameness and difference along national lines and does little to cater for multiple, as opposed to national, or other unified, identities.

    National Category
    Educational Sciences Cultural Studies
    Identifiers
    urn:nbn:se:liu:diva-106244 (URN)
    Available from: 2014-04-30 Created: 2014-04-30 Last updated: 2014-04-30Bibliographically approved
    4. Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies
    Open this publication in new window or tab >>Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies
    2015 (English)In: Cultural Studies, ISSN 0950-2386, E-ISSN 1466-4348, Vol. 29, no 2, p. 205-228Article in journal (Refereed) Published
    Abstract [en]

    Interculturality is a notion that has come to dominate the debate on cultural diversity among supranational bodies such as the European Union and UNESCO in recent years. The EU goes so far as to identify interculturality as a key cultural and linguistic characteristic of a union which, it argues, acts as an inspiration to other parts of the world. At the same time, the very notion of interculturality is a core component of indigenous movements in the Andean region of Latin America in their struggles for decolonization. Every bit as contingent as any other concept, it is apparent that several translations of interculturality are simultaneously in play. Through interviews with students and teachers in a course on interculturality run by indigenous alliances, my aim in this essay is to study how the notion is translated in the socio-political context of the Andes. With reference points drawn from the works of Walter Mignolo and the concept of delinking, I will engage in a discussion about the potential for interculturality to break out of the prison-house of colonial vocabulary – modernization, progress, salvation – that lingers on in official memory. Engagement in such an interchange of experiences, memories and significations provides not only recognition of other forms of subjectivity, knowledge systems and visions of the future but also a possible contribution to an understanding of how any attempt to invoke a universal reach for interculturality, as in the case of the EU and UNESCO, risks echoing the imperial order that the notion in another context attempts to overcome. 

    Place, publisher, year, edition, pages
    Routledge, 2015
    Keyword
    interculturality; indigenous movements; delinking; modernity; coloniality; European Union
    National Category
    Educational Sciences Cultural Studies
    Identifiers
    urn:nbn:se:liu:diva-105523 (URN)10.1080/09502386.2014.899379 (DOI)000347522000006 ()
    Available from: 2014-03-26 Created: 2014-03-26 Last updated: 2017-12-05
  • 149.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Indianer, erövring och slaveri: Representerad historiesyn i svenska och colombianska läroböcker2008In: Fönster mot språk och litteratur, Karlstad: Karlstad University Press , 2008, p. 77-91Conference paper (Refereed)
  • 150.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Interculturalism, Geopolitics of Knowledge and the Colonial Difference2011Conference paper (Refereed)
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