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  • 101.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lifelong learning and confession: Changing relations between the public and the private2009In: 3rd Nordic conference on adult learning, 2009Conference paper (Other academic)
  • 102.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lifelong Learning and Employability2014In: Challenging the 'European Area of Lifelong Learning': A Critical Response / [ed] George Zarifis and Maria Gravani, Dordrecht: Springer Netherlands, 2014, 1, p. 99-107Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to analyse how governing operates in the present time through discourses on lifelong learning and employability. A special interest is directed at what kind of citizen is being shaped through such discourses and how those discourses are taken up and shaped by those who are their target. Drawing on a governmentality perspective, policy documents from the EU and OECD and interviews with care workers in elderly care participating in an in-service training programme have been analysed. The chapter illustrates how care workers are both positioned and position themselves as responsible for their own employability.

  • 103.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Livslångt lärande i Sverige: En teknik för att återskapa det vuxna utbildningsbara subjektet2007In: Att rätt förfoga över tingen: Historiska studier av styrning och maktutövning / [ed] Johannes Fredriksson & Esbjörn Larsson, Uppsala: Swedish Science Press , 2007, p. 135-156Chapter in book (Other academic)
    Abstract [sv]

    Hur ska vi förstå den omsorg som ägnas åt den enskilda individen i vårt moderna samhälle? Det sätt på vilket Michel Foucault närmat sig denna fråga i termer av maktutövning och styrning har under de senaste åren erhållit ett ökat intresse inom humaniora och samhällsvetenskap.

    Avsikten med detta samlingsverk är att presentera aktuell svensk forskning som tar sin utgångspunkt i Foucaults begreppsapparat. Antologin inleds med två bidrag som teoretisk och historiografiskt reflekterar över analysen av makt och styrning. Därefter följer en rad empiriska studier som ger spännande inblickar i bland annat svensk sinnessjukvårds rutiner under tidigt 1900-tal, 1800-talets förändrade definitioner av socialpolitik samt hur Ferdinand Tönnies distinktion mellan Gesellschaft och Gemeinschaft återanvänts i olika politiska och vetenskapliga sammanhang. Antologin avslutas med en artikel som med utgångspunkt i de övriga bidragen ställer frågor om vad det innebär att utföra studier i Foucaults anda

  • 104.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Livslångt lärande i Sverige som en teknik att återskapa det vuxna utbildningsbara subjektet - en genealogisk studie av styrningsrationaliteter2005In: Symosium om om styrning, maktutövning och governmentality,2005, 2005Conference paper (Other academic)
  • 105.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lärandets mångfald: Om vuxenpedagogik och folkbildning2013Collection (editor) (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning,folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras,vilket uppdrag de har och vilka pedagogiska ideal som råder.

    Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning,politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

    Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare,studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 106.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Mobilising a confessing technology and techniques in vocational teaching and assessment2011In: Paper presented at the annual conference of the Australian vocational education and training research association (AVETRA), Melbourne, April 28-29., 2011Conference paper (Other academic)
    Abstract [en]

    The aim of this article is to problematise how confession operates as a technology that shapes and fosters subjects within vocational education. By rehearsing parts of Foucault’s genealogy of confession as emerging among the Stoics and within Christianity, an in-service training program for care workers within elderly care is analyzed. Learning conversations and log-books are identified as confessional techniques through which care workers come to know who they are. These techniques work through the freedom of those they target and thus these techniques need to be problematised 

  • 107.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Monsters and confessing animals: A Foucauldian approach to vocational education2014Conference paper (Other academic)
    Abstract [en]

    We are encouraged today in contemporary liberal, democratic, capitalist societies to turn our gaze towards our inner self, scrutinizing who we are and disclosing this to teachers, counsellors, parents, friends and strangers. This disclosure of the self as a ‘confession’ has become quite familiar in educational settings. Pupils are asked to scrutinize themselves as learners, to evaluate their behaviour and disclose this so that they can be corrected and correct themselves. Confession is a technique embedded in the use of for example individual study plans, learning portfolios and learning guidance and counselling. Through confession in education and other walks of life we increasingly come to know, judge, and shape ourselves and others. I call these practices of self-disclosure a technology of the self of confession. Drawing on the work of Michel Foucault, I will problematize how confession operates within vocational education. Questions raised are: How does confession operate, and with what effects? Have we all become confessing animals? And is it possible to live the present otherwise, i.e. are we trapped within the confessional? 

  • 108.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mot ett vidgat medborgarskapsbegrepp: En forskningsansats2013In: Årsbok om folkbildning: Forskning & utveckling 2012 / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning , 2013, 1, p. 108-123Chapter in book (Other academic)
  • 109.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    New ways of governing the adult learner in Sweden and Europe - a genealogical analysis2006In: AERA annual meeting - American Educational Research Association,2006, 2006, p. 202-202Conference paper (Refereed)
    Abstract [en]

    This paper has as its objective to analyze how the adult learner is being governed in Sweden and how this way of governing is specific for the present time. This process will be related to processes taking place on the European level in its recent reforms on higher education. I-m inspired by the foucaultian concepts of genealogy and governmentality (Foucault 2003a, 2003b) as a tool for interpretation. A discourse analysis is made of official documents produced in Sweden concerning adult education and higher education during the last Century and European documents on higher education during the last decade. The results shows how the governing process have changed from a more collective to a more individualistic one.

  • 110.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    New wine in old skins - Chaning patterns in the governing of the adult learner in Sweden2004In: VI International summer school of lifelong learning - Lifelong learning and marginalisation,2004, 2004Conference paper (Other academic)
  • 111.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    New wine in old skins: Changing patterns in the governing of the adult learner in Sweden2005In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 24, no 1, p. 71-86Article in journal (Refereed)
    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.

  • 112.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ni har forskningen emot er2014In: Arbetarbladet, ISSN 1103-9027, Vol. 28 marsArticle in journal (Other (popular science, discussion, etc.))
  • 113.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Ny betygsskala – hot mot svensk högre utbildning?: Folkbladet, 5/3, 2004.2004Other (Other (popular science, discussion, etc.))
  • 114.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nytt betygssystem för högskolan leder till ytligare kunskaper.: Norrköpings tidningar, 13/1, 2004.2004Other (Other (popular science, discussion, etc.))
  • 115.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Olika verklighet för studenterna: Norrköpings tidningar: 18/6, 20012001Other (Other (popular science, discussion, etc.))
  • 116.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om PISA, Foucault och denna bok.2017In: Maktens skepander och effekter: Maktanalys i Foucaults anda / [ed] Thom Axelsson och Jonas Qvarsebo, Studentlitteratur, 2017, 1, p. 7-11Chapter in book (Other academic)
  • 117.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Policyetnografiska studier av styrningsrationaliteter: De lärande vuxna. Beviljad ansökan till vetenskapsrådets utbildningsvetenskapliga kommitté.2006Other (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 118.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Policyetnografiska studier av styrningsrationaliteter: De lärande vuxna2011Report (Other academic)
  • 119.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Politiker ignorerar forskningen2014In: Norrköpings tidningar, ISSN 1103-9779, Vol. 10 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 120.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Popular adult education and confession2009In: Civil Soceity as an Arena of Learning: ESREA resarch network active Democratic citizenship and adult learning conference, Stockholm, Sweden, June 11-13., 2009Conference paper (Other academic)
    Abstract [en]

    In this paper, I will argue that relation between the public and the private have been reconfigured in contemporary discourses on popular adult education and lifelong learning. What was previously seen as an effort, through a public concern for education, to shape the desirable future through planning and legislative measures, have now been reconfigured into a private concern for shaping the good future of the individual (and society) through technologies of the self. Thus, the public and private have merged. However, this does not mean that a public concern for education has disappeared. Instead, such concern is integrated into the very concern of each and every citizen.

     

    To make my argument, I will analyze the practices of educational guidance and reflection as confession. Confession is here, inspired by Foucault, seen as a technology of the self which operates to shape desirable subjectivities. Through my two examples, I wish to illustrate how the confessional relation between the one doing the confession and the confessor have changed. No longer is there any need to have a public confessor to which one confesses. Instead, we have partly become our own confessors. Such reconfiguration of the relation to the self will serve as an example a more general shift in the relation between the public and the private.

     

    The paper will be divided in three sections. In the first section I will problematize contemporary discursive shifts in terms of new ways to reason about governance. In focus will be the shift from speaking about education to start speaking about learning. Such shift indicates new ways to reason about governance which will be explicated in the paper. In the second section I will, inspired by Foucault’s genealogy of the care of the self, historicise confession as it emerged within the Greco-Roman period and later on within early Christianity. Such endeavour will then be used as a lens when analyzing the contemporary practices of educational guidance and reflective practices as confessional practices. Such analysis is based on governmental white papers on popular adult education and lifelong learning.  

  • 121.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Reconstituting the adult learner2006In: International symposium on Foucault and adult education,2006, 2006Conference paper (Other academic)
  • 122.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Reconstituting the educable adult learner in Sweden - a genealogical analysis on rationalities of governing2005In: Nordic conference on adult education,2005, 2005Conference paper (Other academic)
    Abstract [en]

    This paper focuses on the idea of the educable adult learner in Sweden and the ways this idea of the educable subject has re-emerged in different discursive practices during the 20th Century. Official documents from the 20th Century and early 21st Century concerned with adult education in Sweden are analysed drawing on the foucauldian notions of genealogy and governmentality. The questions pursued are; what kinds of adult subjects are to be constructed in present time and what kinds of techniques are created to make such subject a reality? How is historical ideas inscribed into these discourses? I argue that the discourse of lifelong learning is creating an educable subject that is constantly learning. Adult education is created as a technique to help everyone to be included in lifelong learning. These narratives also construct a historical practice of exclusion. -The other-, those who don-t want or can-t participate, will be excluded. Further, I will argue that the educable subject is not a new idea. It was also constructed during the mid and early 20th Century, but in a different way. What we can see is the emergence of a new rationality of governing; from governing through the social to governing through the choices of the individuals. I end the paper with a few questions for the future.

  • 123.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Redo för komvux?: Hur förbereder ämneslärarprogrammen och yrkeslärarprogrammen studenter för arbete i kommunal vuxenutbildning?2019Report (Other academic)
    Abstract [sv]

    Syftet med studien som här avrapporteras är att svara på frågan om på vilket sätt, och i vilken utsträckning, lärarutbildningarna förbereder för arbete i vuxenutbildningen (komvux). Något som är av vikt av flera anledningar.

    • Komvux är del av det svenska utbildningsväsendet som regleras via skollagen. Sedan 2012 finns även en separat läroplan för vuxenutbildningen.
    • Utbildningarna till ämneslärare och yrkeslärare ska enligt högskoleförordningen förbereda för arbete i komvux.
    • Komvux berör många människor. Antalet lärare som jobbar i verksamheten är omfattande, samtidigt som komvux idag har fler elever än gymnasieskolan.
    • Komvux har annan funktion och annan form av styrning jämfört med barnoch ungdomsskolan.
    • Vuxenutbildningen har annan målgrupp än barn- och ungdomsskolan.
    • Undervisningen skall i komvux organiseras med en högre grad av flexibilitet och individanpassning än i barn- och ungdomsskolan.

    Rapporten baseras på en innehållsanalys av alla kursplaner och litteraturlistor för kurser inom ramen för den utbildningsvetenskapliga kärnan vid ämneslärarprogrammen med inriktning mot gymnasieskola, och vid yrkeslärarprogrammen, vid tolv universitet. Dessa utbildningar ger enligt gällande riktlinjer och regleringar behörighet för arbete i gymnasieskola likväl som i vuxenutbildningen. Enligt högskoleförordningen skall dessa utbildningar erbjuda studenterna ”kunskap och förmåga” för arbete inte bara i gymnasieskolan utan även för arbete i komvux. En innehållsanalys gör möjligt att se var kurserna lägger sitt fokus i termer av utbildningskontext (grundskola, gymnasieskola, vuxenutbildning) och målgrupp (barn, unga, vuxna), och därmed tydliggörs vad som prioriteras och vad som eventuellt ignoreras.

    Analysen av ämneslärarprogrammen visar hur innehåll med fokus på vuxenutbildningen och vuxna, med några få undantag, lyser med sin frånvaro. Ord som vuxenutbildning och vuxna förekommer sällan, och är i flera fall helt frånvarande. Den specifika läroplanen för vuxenutbildningen, som infördes 2012, listas endast på en litteraturlista vardera vid två av de tolv ämneslärarprogrammen, till skillnad från övriga läroplaner som listades totalt 46 gånger.

    Vid yrkeslärarprogrammen ser det något bättre ut, där vuxenutbildning och vuxna återkommer med något högre frekvens jämfört med på ämneslärarprogrammen, framförallt vid ett fåtal av lärosätena. Läroplanen för vuxenutbildningen listas dock endast på en litteraturlista vardera vid två av de sju yrkeslärarprogrammen, samtidigt som läroplanen för gymnasieskolan listas tio gånger.

    Sammantaget indikerar studien att inget ämneslärarprogram med inriktning mot gymnasieskola vid tolv av landets universitet har mål eller innehåll som påvisar att de förbereder sina studenter för arbete i vuxenutbildningen. Samma situation råder vid fem av de sju yrkeslärarprogrammen som ingått i studien. Även om vuxenutbildning och vuxna ibland nämns, är detta något som framförallt sker i förbifarten. Det kan t.ex. handla om skrivningar om ”barn, unga och vuxnas lärande”, där vuxna sedan inte följs upp i kursplanen för övrigt, och inte heller i litteraturlistan.

    Resultaten från studien indikerar vidare hur forskningsintressen och profiler hos den institution eller forskningsmiljö som ansvarar för specifika kurser tycks ha en direkt inverkan på de mål och det innehåll en kurs får. För att t.ex. få kunskap om vuxenutbildning och vuxna skall studenten ha tur att läsa sin utbildning vid lärosäte, där en forsknings- och utbildningsmiljö med kunskap om detta har ansvar för enskilda kurser inom den utbildningsvetenskapliga kärnan. Detta väcker frågan om statens styrning av lärarutbildningen, enskilda lärosätens samordning av sina utbildningar och prioriteringar, samt frågor om likvärdighet inom och mellan lärarutbildningar.

    Studien torde föranleda att berörda lärarutbildningar initierar ett reformarbete med syfte att de facto ha kunskapsinnehåll som bidrar till att förbereda studenterna för arbete i komvux såsom regleras i högskoleförordningen och som regeringen tydliggjorde i den proposition som ligger till grund för lärarutbildningen. Vidare torde UKÄ i sin granskning av lärarutbildningar rikta blicken mot just detta uppdrag. Från politikens sida torde studien ge underlag för att än tydligare, i högskoleförordningen, skriva fram kraven på att lärarutbildningarna skall förbereda för arbete i komvux. Uppenbarligen räcker inte dagens skrivningar och uppföljningssystem till för att få lärosätena att följa lagstiftningen.

  • 124.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Reflection as a confessional practice: Governmentality and technologies of the self in the care sector for elderly people2008In: ECER,2008, 2008Conference paper (Other academic)
    Abstract [en]

      

  • 125.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Regeringen ser inte studenternas hela situation.: Norrköpings tidningar, 28/9, 2001.2001Other (Other (popular science, discussion, etc.))
  • 126.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Sjugradig betygsskala?: Östgöta Corespondenten, 7/4, 2004.2004Other (Other (popular science, discussion, etc.))
  • 127.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Skapandet av den ständigt lärande vuxne - livslångt lärande, studievägledning och riskbedömning2007In: Viljan att styra: individ, samhälle och välfärdens styrningspraktiker / [ed] Sophia Lövgren & Kerstin Johansson, Lund: Studentlitteratur , 2007, 1, p. 85-104Chapter in book (Other academic)
    Abstract [sv]

      En samhällsvetenskaplig grundfråga är styrningsrelationen mellan individen och det samhälle hon lever i. Hur formas människor till funktionella samhällsmedlemmar? I denna bok introduceras Foucaults tankar om styrningsmentalitet (governmentality) och sätts in i ett svenskt sammanhang. Läsaren får ta del av en rad studier av styrningsprocesser i den moderna välfärdsstaten, från dess finrum och önskvärda praktiker till dess bakgård av missanpassade och bokstavsbarn. Grundläggande samhällsteoretiska frågor om makt, kunskap och ordning, begripliggörs med konkreta exempel från vårt eget samhälle.

  • 128.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolan är ingen reformverkstad2014In: Eskilstuna Kuriren, ISSN 1103-9221, Vol. 5 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 129.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Sluta betrakta studenter som andra klassens medborgare: Norrköpings tidningar: 11/6, 2001.2001Other (Other (popular science, discussion, etc.))
  • 130.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Standardising Europe: The Bologna Process and new modes of governing2008In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences , ISSN 1755-2281, Vol. 1, no 2, p. 25-49Article in journal (Refereed)
    Abstract [en]

    This article explores how the discourses of the Bologna Process have been accepted and adopted as the dominating ones in European higher education. It consists of a governmentality and discourse analysis inspired by Foucault and based on selected European and Swedish policy documents. The aims of the analysis are to illustrate how governing operates discursively and how it is legitimized, to identify what subjectivities are being shaped and fostered and to de-stabilise the taken-for-granted ideas of the present and so contribute to a space for reflection on how governing and power operate in higher education today.

  • 131.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Study guidance as a confessional practice fabricating the adult learner2006In: Nordic educational research association congress,2006, 2006Conference paper (Other academic)
  • 132.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Bologna process - Fabricating Europe through standardisation2005In: VII International summer school of lifelong learning - Lifelong learning: inside and outside school. Learning and transformative spaces,2005, 2005Conference paper (Other academic)
    Abstract [en]

    This article studies the rationalities of governing that makes it possible to govern higher education in Europe through a voluntarily process such as the Bologna process. 45 nations have signed it and try to accommodate to the ideas in it without anyone telling them they have to. Drawing on the foucaultian notion of governmentality official documents concerning the Bologna process, higher- and adult education on the European and Swedish levels are analysed. In the first part -planetspeak- discourses such as knowledge society, employability, lifelong learning, quality assurance and mobility are analysed. They create a configuration of thought that makes following the Bologna process a rational way to act. In the second part we analyse this process as a standardisation technique which creates a tension related to the idea of freedom. The narratives create exclusion; those nations who chose not to participate are created as -the other-, in need of remedy. In the third part we problematize how these ideas mesh with, and challenge local ideas about education. Even though the narratives produced in Sweden to major parts seem to adapt to the process, there is a creation of the -specific- Swedish. It acts as a persuasive technique for implement the ideas in the Bologna declaration.

  • 133.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Bologna process - governing higher education in Europe through standardisation2005In: Bologna process and the shapening of the future knowledge societies / [ed] Tor Halvorsen, Attle. Nyhagen, Bergen: University of Bergen , 2005, p. 219-231Chapter in book (Other academic)
    Abstract [en]

    This article studies the rationalities of governing that makes it possible to govern higher education in Europe through a voluntarily process such as the Bologna process. 40 nations have signed it and try to accommodate to the ideas in it without anyone telling them they have to. Drawing on the foucauldian notion of governmentality official documents concerning the Bologna process, higher- and adult education on the European and Swedish levels are analysed. In the first part -planetspeak- discourses such as knowledge society, employability, lifelong learning, quality assurance and mobility are analysed. They create a configuration of thought that makes following the Bologna process a rational way to act. In the second part I analyse this process as a standardisation technique which creates a tension related to the idea of freedom. The narratives create exclusion; those nations who chose not to participate are created as -the other-, in need of remedy. In the third part I problematize how these ideas mesh with, and challenge local ideas about education. Even though the narratives produced in Sweden to major parts seem to adapt to the process, there is a creation of the -specific- Swedish. It acts as a persuasive technique for implement the ideas in the Bologna declaration.

  • 134.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Bologna process - Governing higher education in Europe through standardisation2005In: The third conference on Knowedge and politics,2005, 2005Conference paper (Other academic)
    Abstract [en]

    This article studies the rationalities of governing that makes it possible to govern higher education in Europe through a voluntarily process such as the Bologna process. 40 nations have signed it and try to accommodate to the ideas in it without anyone telling them they have to. Drawing on the foucauldian notion of governmentality official documents concerning the Bologna process, higher- and adult education on the European and Swedish levels are analysed. In the first part -planetspeak- discourses such as knowledge society, employability, lifelong learning, quality assurance and mobility are analysed. They create a configuration of thought that makes following the Bologna process a rational way to act. In the second part I analyse this process as a standardisation technique which creates a tension related to the idea of freedom. The narratives create exclusion; those nations who chose not to participate are created as -the other-, in need of remedy. In the third part I problematize how these ideas mesh with, and challenge local ideas about education. Even though the narratives produced in Sweden to major parts seem to adapt to the process, there is a creation of the -specific- Swedish. It acts as a persuasive technique for implement the ideas in the Bologna declaration.

  • 135.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Bologna process and the making of European citizens - a governmentality analysis2006In: ECER,2006, 2006Conference paper (Other academic)
  • 136.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Bologna Process: Governing Higher Education in Europe through Standardisation2006In: Revista Española de Educación Comparada, ISSN 1137-8654, E-ISSN 2174-5382, Vol. 12, p. 203-231Article in journal (Refereed)
    Abstract [en]

    This article studies the rationalities of governing that makes it possible to govern higher education in Europe through a voluntarily process such as the Bologna process. 45 nations have signed it and try to accommodate to the ideas in it without anyone telling them they have to. Drawing on the foucaultian notion of governmentality official documents concerning the Bologna process, higher- and adult education on the European and Swedish levels are analysed. In the first part -planetspeak- discourses such as knowledge society, employability, lifelong learning, quality assurance and mobility are analysed. They create a configuration of thought that makes following the Bologna process a rational way to act. In the second part we analyse this process as a standardisation technique which creates a tension related to the idea of freedom. The narratives create exclusion; those nations who chose not to participate are created as -the other-, in need of remedy. In the third part we problematize how these ideas mesh with, and challenge local ideas about education. Even though the narratives produced in Sweden to major parts seem to adapt to the process, there is a creation of the -specific- Swedish. It acts as a persuasive technique for implement the ideas in the Bologna declaration.

  • 137.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The confessing academic and living the present otherwise: Appraisal interviews and logbooks in academia2016In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, no 4, p. 395-409Article in journal (Refereed)
    Abstract [en]

    In this paper, drawing on the work of Michel Foucault, I argue that academics are enmeshed in power relations in which confession operates, both on and through academics. Drawing on Foucault’s genealogy of confession, I illustrate how academics are not only invited to reflect on performance, faults, temptations and desires in their work and private life, but as teachers they mobilise the same kind of technology in relation to students. These power relations are connected to wider changes in society, where discourses on New Public Management have become all pervasive in organising and governing public institutions. The examples of the use of appraisal interviews and logbooks as governing techniques illustrate how government currently operates through the freedom of the individual. The paper ends with a discussion on how books of life could introduce a different relation of the self to the self in academia, and thus provide opportunities to live the present otherwise. 

  • 138.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    The Planetspeak Discourse of Lifelong Learning in Sweden: What is an Educable Adult?2006In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 21, no 6, p. 697-716Article in journal (Refereed)
    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.

  • 139.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The reflective care worker: To govern oneself and others through reflection2007In: The 35th NERA conference,2007, 2007Conference paper (Other academic)
  • 140.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The role of theory in research on the education and learning of adults2013Conference paper (Other academic)
    Abstract [en]

    Research in the education and learning of adults is diverse and draws inspiration from quite different disciplines, traditions and conceptual domains such as cultural and gender studies, policy studies, psychology, sociology, history, and working life research. One might say that such research is interdisciplinary, and although perhaps still closely related to that of the wider field of education research it has a specific flavour in its agendas and concerns. Research on the education and learning of adults is thus, as will be argued in this presentation, not a separate discipline, rather it is a practical field of knowledge that has emerged as a response to political initiatives and the emergence of diverse institutions and practices in which adults are invited and engaged in learning activities. Thus, one might think that the theories mobilised within such area of research are diverse. Even though this might be correct to some extent, as will be illustrated in this paper there are certain theories and theorisations that are more popular than others.

     

    The aim of this presentation is to discuss the present day situation regarding the use of theory and theorisations in the study of adult education and learning. What trends can be discerned of what theories and theorisations are mobilised? Do mobilisations of certain theories have specific geographical locations? To what extent are Nordic scholars in the field engaged in such debates? And what might be the role of theory in the study of adult education and learning?

     

    In order to elaborate on these questions, I will firstly discuss what constitutes and characterise the field of adult education and learning research and what the forces are that might strengthen and weaken the field. Secondly, all articles published during 2011 in four academic journals within the field of adult education and learning are analysed with a focus on what theories and theorisations are mobilised. The four journals represent four different geographical locations, Europe, the UK, USA and Australia. A special attention will be directed at how Nordic scholars are represented in these journals. The presentation ends with a discussion about the role of theory in adult education and learning research. 

  • 141.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    To be one’s own confessor - Educational guidance and governmentality2008In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 29, no 6, p. 653-664Article in journal (Refereed)
    Abstract [en]

    Educational guidance is often seen as something good and empowering for the individual. In this article, such taken-for-granted ideas will be destabilised by analysing educational guidance as a practice in which confession operates as a technology which fosters and governs specific subjectivities. White papers produced by the Swedish Ministry of Education will be analysed drawing on Foucault’s concepts of technologies of the self and governmentality. I will argue that the practice of educational guidance fosters our will to learn through the technology of confession. We are not only confessing ourselves to, and are the confessors of others, we are also our own confessors, i.e. we confess our inner desires to ourselves, thus participating in shaping desirable subjectivities. Our desires in life coincide with the political ambition to govern, thus we govern ourselves.

  • 142.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    To foster our will to learn: Study guidance as a confessional practice2007In: AERA annual meeting,2007, 2007Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to analyse the discourse of lifelong learning in Europe and how it constructs the European citizen as one who is always learning. Drawing on the Foucauldian concept of governmentality my interest will be directed at questions concerning governing of such a citizen. Who is the European citizen to become; how should such a citizen be governed; why should governing be practiced (the teleos of government)? In this paper, I will especially focus on analysing practices of study guidance as part of the process of fostering our will to learn.

  • 143.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Traversing the confessional: Living the present otherwise2013Conference paper (Refereed)
    Abstract [en]

    The symposium of which this paper is part will illustrate how power operates across different practices of lifelong learning and how confession is an important technology through which subjects are shaped and governed. On a general level, we are all inscribed in relations of confession. Foucault (1998: 59) argues, ‘[T]he confession became one of the West’s most highly valued techniques for producing truth. We have since become a singularly confessing society… Western man has become a confessing animal’. This argument supports the idea that confession operates almost everywhere. If this contention would be within the “true”, we pose the following question: are we trapped within the confessional in which the end product is a self-governing lifelong learner?

     

    As Foucault’s genealogy of confession illustrates, there have been other modes of governing and other ways through which we construe the relation of the self to the self. Additionally, the point of genealogy is to render the taken-for-granted-ness of the present visible in order to open a space to live the present otherwise (cf. Fejes & Dahlstedt, 20120; Simons and Masschelein 2009). However, living the present otherwise will not take us outside of power relations. Power is everywhere and it is productive. Thus, living otherwise may traverse power relations that allow different subjectivities to emerge. In this paper, we will provide three examples of how subjectivity might be shaped in a different way compared to the way subjectivity is shaped through the technology of confession in the present. These alternatives should not be seen as prescriptions. Rather, they should be seen as “examples” of how it might be otherwise than what is. The three examples provided are; Pierre Riviére who slaughtered his mother, brother and sister (Foucault, 1975); books of life (Foucault, 1994) and humour, satire and laughter.

  • 144.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Using or mobilizing Foucault?: Choice remarks on eclecticism and trends in educational research2014In: A Companion to Research on Education / [ed] A. Reid, P. Hart & M. Peters, Dordrecht: Springer Netherlands, 2014, 1, p. 229-232Chapter in book (Refereed)
  • 145.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vem ansvarar för den enskildes anställningsbarhet?2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 77-91Chapter in book (Other academic)
  • 146.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenpedagogik som forskningsfält2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 19-34Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

  • 147.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenpedagogik som forskningsfält: Trender och tendenser2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 132-151Article in journal (Other academic)
    Abstract [sv]

    Den professur i vuxenpedagogik jag tillträdde 1 oktober 2012 är den enda i sitt slag i Sverige. Genom riksdagsbeslut inrättades den med syfte att stärka forskning inom det vuxenpedagogiska området. Inte minst var det del i satsning på att stärka forskningsbasen vid folkhögskollärarprogrammet vid Linköpings universitet, det enda lärosäte där detta program har funnits och för tillfället finns. Först att inneha professuren var Kjell Rubenson som innehade den från 1983, men som efter flytt till University of British Columbia i Vancouver, Kanada, på heltid ersattes av Staffan Larsson 1993. Att detta är den enda professuren i Sverige inom området kan å ena sidan ses som något unikt. Å andra sidan kanske frågan väcks om det kan indikera att vuxenpedagogik är något perifert i Sverige. Är det något som finns i andra länder? Kanske väcker benämningen i sig också frågan om vad vuxenpedagogik kan tänkas vara. Handlar det om kunskap om hur man lär vuxna att lära sig något?

  • 148.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Vuxenprofil vid lärarutbildningen i Linköping - Att utbilda sig till lärare för vuxna2007In: KOM : kommunikation mellan kommunala vuxenutbildare, ISSN 0347-4445, Vol. 33, no 1, p. 10-12Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

       

  • 149.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenutbildning och skolning av medborgare2015In: KOM: Kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 43, no 1, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 150.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenutbildningens utmaningar i migrationens tidevarv2016In: Flerspråkighet som resurs: symposium 2015 / [ed] Björn Kindenberg, Stockholm: Liber, 2016, 1, p. 310-323Chapter in book (Other academic)
    Abstract [sv]

    I detta kapitel ställs den samhälleliga organiseringen av vuxenutbildning i en historisk

    belysning, som visar hur vuxenutbildningen har svarat och idag svarar mot samhälleliga

    krav och mot politiska strömningar. Kapitlet är en hjälp att bättre förstå

    vuxenutbildningssystemets utformning och därmed i förlängningen lärares möjligheter

    och begränsningar inom systemet.

1234567 101 - 150 of 301
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