liu.seSearch for publications in DiVA
Change search
Refine search result
1234567 151 - 200 of 578
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 151.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Family makeover: Coaching, confession and parental responsibilisation2014In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 22, no 2, p. 169-188Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 152.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fostering entrepreneurial citizens2019In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 107-122Chapter in book (Refereed)
    Abstract [en]

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

  • 153.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fritidsgården och utanförskapets kraft – viljan att förebilda2018In: Förortsdrömmar: Ungdomar, utanförskap och viljan till inkludering / [ed] Magnus Dahlstedt, Linköping: Linköping University Electronic Press, 2018, p. 127-138Chapter in book (Other academic)
    Abstract [sv]

    Som vi kunde se i föregående kapitel så utgör idrotten en av de domäner där unga kan utöva meningsfull fritidsaktivitet. Vi ska i detta kapitel rikta intresse mot en annan domän där unga kan utöva meningsfull fritidsaktivitet, nämligen fritidsgården. För båda dessa domäner finns sedan länge en stark tilltro till deras potential när det gäller att med den meningsfulla fritidens positiva kraft som medel åstadkomma förändring och inkludering, inte minst av unga i utanförskapets områden (Lindgren & Lundström 2008).

    Liksom i föregående kapitel belyser vi här hur exkluderingens olika risker i arbetet med att åstadkomma inkludering inte enbart utgör utmaningar och begränsningar, något ont som med olika medel ska överkommas. Exkluderingens risker kan även utgöra något produktivt – de möjliggör inte minst tillblivelsen av förebilden. Det är nämligen just till stor del tack vare fritidsledarnas förmåga att utgöra goda förebilder för de unga, som inkludering blir möjlig. Ovan finner vi en sekvens hämtad från ett reportage i Göteborgs-Posten. I reportaget iscensätts den unga förortstjejen Joan Amangs resa från utanför till innanför, från Göteborgsförorten Bergsjöns ”svåra hemförhållanden” till ”högskolan i Växjö”. I berättelsen gestaltas en förebildande praktik, där förortstjejens resa beskrivs som möjliggjord av de ”positiva förebilder” hon inspirerats av och följt – inte minst i egenskap av de fritidsledare som hon mötte under sin uppväxt.

    Download full text (pdf)
    Fritidsgården och utanförskapets kraft – viljan att förebilda
  • 154.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Futures in line?: Occupational choice among migrant adult students in Sweden2019In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 38, no 1, p. 76-87Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 155.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Futures in line?: Occupational choice among migrant adult students in Sweden2020In: Decolonising Lifelong Learning in the Age of Transnational Migration / [ed] Shibao Guo & Srabani Maitra, Routledge, 2020, 1Chapter in book (Refereed)
  • 156.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hög tid att lämna ett extremt marknadssystem2017In: Skola och Samhälle, ISSN 2001-6727Article, book review (Other academic)
  • 157.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    In the Name of Freedom: Governmentality, Cognitive Behavioural Therapy and the Will to Activate2015In: Rights of children in the Nordic welfare states: Conceptual and empirical enquiries / [ed] Gro Hellesdatter Jacobsen, Copenhagen: NSU Press, 2015, 1, p. 51-71Chapter in book (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
    Download (jpg)
    presentationsbild
  • 158.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Market forces in Swedish education2019In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 1-12Chapter in book (Refereed)
    Abstract [en]

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

  • 159.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Neoliberalism and market forces in education: Lessons from Sweden2019Collection (editor) (Other academic)
    Abstract [en]

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

    Download (jpg)
    presentationsbild
  • 160.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Shaping entrepreneurial citizens: A genealogy of entrepreneurship education in Sweden2019In: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 60, no 4, p. 462-476Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 161.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolan, marknaden och framtiden2018Collection (editor) (Other academic)
    Abstract [sv]

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

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

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

  • 162.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolan och marknaden2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 15-31Chapter in book (Other academic)
  • 163.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Systemet med fritt skolval måste bytas ut2018In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 164.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Viljan att samtala: utbildning, deliberation och terapeutisk intervention2014In: Styrningskonst på utbildningsarenan: upphöjda begrepp i svensk utbildningsdiskurs / [ed] T. Axelsson, J. Balldin & J. Qvarsebo, Lund: Studentlitteratur, 2014, 1, p. 21-39Chapter in book (Other academic)
  • 165.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Gruber, Sabine
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Folkbildning på svenska?: En studie av språkintroduktion för migranter i studieförbundet Sensus regi2019Report (Other academic)
    Abstract [sv]

    Människor har i alla tider migrerat. Rörlighet är historiskt sett regel snarare än undantag. En del människor migrerar för att söka jobb, andra för att följa sin stora kärlek. Men många har också tvingats fly från krig, naturkatastrofer, förföljelse och annan misär. Flykten är inte sällan kantad av svåra utmaningar. För en del blir flykten den sista resan. För andra slutar resan med plats på ett flyktingboende och lång väntan på asylbeslut. Asylprocessen är tärande. Livet står på paus. Medan vissa får beslut om att de får stanna tvingas andra återvända till de länder de flytt ifrån.

    Sverige 2019. Hösten 2015 hade Sverige den största invandringen sedan andra världskriget. Många människor sökte skydd från krig, förföljelse och mänskligt lidande. Välfärdssystemet sattes under press. Debattens vågor gick höga. Sverige byggde murar mot omvärlden. Migrationsverket som har uppdrag att erbjuda asylsökande en meningsfull vardag, fick allt mer uppenbara problem att fullfölja detta uppdrag. Det civila samhället mobiliserades runtom i landet till stöd för de nyanlända. Regeringen satsade stora riktade resurser till studieförbunden, som gavs i uppdrag att erbjuda asylsökande en introduktion till det svenska språket och det svenska samhället. Det är om just denna verksamhet som denna forskningsrapport handlar.

    Migration, lärande och social inkludering

    Denna rapport har sitt ursprung i dels ett flerårigt samarbete mellan Bildnings-förbundet Östergötland och forskningsmiljön Vuxenpedagogik och folkbildning (där också Mimer – nationellt program för folkbildningsforskning är förlagt) vid Institutionen för beteendevetenskap och lärande vid Linköpings universitet. Dels har studien sitt ursprung i lanseringen av forskningsprogrammet Migration, lärande och social inkludering, ett samarbete mellan de båda forskningsmiljöerna Vuxenpedagogik och folkbildning samt Socialt arbete, vid Institutionen för samhälls- och välfärdsstudier, båda vid Linköpings universitet.

    I forskningsprogrammet riktas intresset mot frågan om på vilket sätt olika sammanhang för vuxna och unga vuxnas studier i det svenska språket och om det svenska samhället bidrar till deras sociala inkludering. I forskningsprogrammet är det flera olika sammanhang som studeras: Studieförbundens verksamhet med Svenska från dag 1 och vardagssvenska, utbildning i svenska för invandrare och språkintroduktionsprogrammet på gymnasieskola och folkhögskola. Forskningsprogrammet har en longitudinell forskningsdesign. Vi vill å ena sidan studera Sensus verksamhet och övriga studiesammanhang var för sig, här och nu. Vad är det som händer? Hur bedrivs arbetet? Hur resonerar verksamhetsledare och cirkelledare om verksamheten och om deltagarna? Men vi vill framför allt rikta intresset mot deltagarna och den mening som de skapar kring sina studier, och hur detta meningsskapande kan relateras till deltagarnas historia, deras liv här och nu, men också till deras drömmar om framtiden. På så sätt vill vi alltså ge en ögonblicksbild av respektive verksamhet här och nu, och den roll som denna verksamhet spelar i migranternas liv i bredare bemärkelse.

    Men för att skapa en större förståelse för den roll som dessa verksamheter spelar för migranter i deras väg mot potentiell inkludering i det svenska samhället planerar vi dessutom att genomföra uppföljningsintervjuer med samma deltagare, både tre och sex år efter det att den första intervjun genomförts. Vid dessa intervjuer intresserar vi oss för hur deltagarna retrospektivt resonerar om sitt deltagande i till exempel Svenska från dag 1, och vilka andra studier, möten och händelser som tillskrivs värde i deras bana mot potentiell inkludering i det svenska samhället. Ambitionen är att nitialt, i de olika studiesammanhang intervjua sammanlagt 200 migranter. I dagsläget har totalt 150 migranter intervjuats.

    Forskningsprogrammets design gör det möjligt att skapa unik kunskap om migranters sociala inkluderingsbanor i det svenska samhället. Inte, som ofta är fallet, genom att med kvantifierbara mått mäta olika slags indikatorer på inkludering (etablering på arbetsmarknaden, löneutveckling med mera). Utan snarare genom att bidra med ”tjocka” berättelser och beskrivningar med grund i deltagarnas egna erfarenheter och meningsskapande. I slutskedet av programmet kommer resultat från de olika studiesammanhang som undersökts att jämföras med varandra. Tillskrivs något sammanhang större värde än något annat? I sådant fall, varför, och i vilka hänseenden? Det är vår förhoppning att den kunskap som forsknings-programmet bidrar med kommer att vara av stort värde inte bara för beslutsfattare och för de som arbetar med denna typ av verksamhet, utan även för de som faktiskt deltar i den.

    Finansiering och medverkan

    Den forskning som presenteras i denna rapport är samfinansierad av AMIF via Sensus och projekt #fokus, Bildningsförbundet Östergötland och Linköpings universitet. Ansvariga för arbetet, tillika det vidare forskningsprogram som denna rapport är del av, är professor Magnus Dahlstedt, Institutionen för samhälls- och välfärdsstudier, och professor Andreas Fejes, Institutionen för beteendevetenskap och lärande. De har designat studiens upplägg, ansvarat för etikprövning, samordning och bemanning, samt deltagit i bearbetning och analys av material och författande av denna rapport. Docent Sabine Gruber har ansvarat för data-insamlingen, och har tillsammans med Dahlstedt och Fejes genomfört bearbetning och analys av materialet och skrivit denna rapport.

    Magnus Dahlstedt, Andreas Fejes och Sabine Gruber

    Norrköping och Linköping, 16 augusti 2019

    Download full text (pdf)
    Folkbildning på svenska?: En studie av språkintroduktion för migranter i studieförbundet Sensus regi
    Download (png)
    presentationsbild
  • 166.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan Dalarna, Sweden.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Longing to belong: Stories of (non)belonging in multi-ethnic Sweden2017In: Nordic Journal of Migration Research, ISSN 1799-649X, E-ISSN 1799-649X, Vol. 7, no 4, p. 197-204Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to an understanding of contemporary processes of negotiations concerning belonging and non-belonging to the Swedish social community. Taking on a theoretical approach on belonging inspired by Yuval-Davis and Jacobsen, the article analyses three individual stories of women who have migrated to Sweden. Out of this analysis, focusing on how these women claim their belonging to a Swedish social community at the same time as they in different ways are denied such belonging by others, we may conclude that although each of the stories told is unique and articulates an individual experience, there are striking similarities in how their claims of belonging, with its related implications for belonging, are not acknowledged by others. In a way, these individual stories tell us something about some of the crucial challenges regarding belonging in contemporary multi-ethnic Sweden, as well as Europe. 

    Download full text (pdf)
    fulltext
  • 167.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan Dalarna.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Medborgarskapandets paradoxer [Paradoxes of citizen formation]: Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid. [Citizenship positioning in stories about belonging in an era of migration]2017In: Sociologisk forskning, ISSN 0038-0342, Vol. 54, no 1-2, p. 31-50Article in journal (Refereed)
    Abstract [en]

     This article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them.

  • 168.
    Dahlstedt, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan Dalarna.
    Dissonant futures: Occupational trajectories, gender and class in contemporary municipal adult education in Sweden2018In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 31, no 1, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middleclass students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations.

    Download full text (pdf)
    fulltext
  • 169.
    Edelbring, Samuel
    et al.
    Karolinska Institutet.
    Dastmalchi, Maryam
    Karollinska Institutet.
    Lundberg, Ingrid E.
    Karolinska Institutet.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Virtual Patients in clinical education from a phenomenological perspective2009Conference paper (Refereed)
    Abstract [en]

    Background: Although Virtual Patients (VPs) are more commonly used today there is no clear-cut picture of the nature of VPs as a learning tool. This means that educators hesitate in further curricular integration of VPs. Students and educators need examples of how this innovation can support student learning in practice.

    Summary of work: We have analysed the use of VPs in a clinical rotation of medical students of rheumatology lasting 2-4 weeks. The phenomenological approach was used in order to maximise the student perspective. Focus lied with the character of VP learning and the immediate framework supporting meaningful learning with VPs at the clinic. We interviewed31 students followed by a phenomenological analysis of the transcriptions. This resulted inincreased knowledge of the value of VPs in this setting.

    Summary of results: VPs as a learning tool play a role of enhancing the value of other learning activities at the clinic. The immediate framework affects the way that students approach VPs. When students work in pairs, reflection and argumentation strengthen the learning experience.

    Conclusions: The study approach provided a way to characterise learning with VPs as enhancing the value of clinical education.

    Take-home messages: Phenomenological research interviews provide a way of discovering the value of innovations in medical education.

  • 170.
    Edvardsson Stiwne, Elinor
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Utbildning – Undervisning – Utmaning – Utveckling: En rapport från LiU:s utvecklingskonferens 10 mars 20112012Report (Other academic)
    Abstract [sv]

    LiU har en tradition av att lärare framgångsrikt har sökt och även erhållit, resurser för pedagogiska utvecklingsprojekt på den tiden när sådana medel fördelades i konkurrens på nationell nivå av t.ex. Rådet för grundutbildning, NSHU etc. Sedan 2008, när NSHU lades ner, finns inget sådan nationellt organ utan varje lärosäte har i uppdrag att själva arbeta med sitt interna kvalitetsarbete när det gäller utbildning. Under 2010 utlyste CUL medel för att stimulera sådana utvecklingsprojekt vid LiU, och tio projekt beviljades medel. I denna rapport finns bidrag från Laura Alvarez et.al; Madelaine Johansson et.al och Gunnel Östlund som är resultat av denna satsning. Under samma tid utlystes pedagogiska utvecklingsmedel inom LiTH, och bidragen från Ingrid Andersson och Johan Hedbrant, Henrik Brandén, Johan Renner och Björn Oskarsson är resultat av denna satsning. Utöver dessa personer bidrar också ett antal lärare med arbeten som grundar sig på deras kunskaper och insikter från deltagande i högskolepedagogiska kurser, undervisning och arbete med studenter, t.ex. på biblioteket. Bidrag från Chun-Xia Du, Ann-Sofie Bergeling, Christina Brage et.al och Magnus Dahlstedt är exempel på detta.

    Bidragen är skrivna på både svenska och engelska och varje författare är ensam ansvarig för innehållet. Vid redigeringen av bidragen har en ambition varit att de skall kunna läsas av icke ämneskunniga personer, men ibland är det svårt att förklara det konkreta genomförandet av kurser utan att använda fackuttryck. Vad gäller sättet att skriva referenser så har riktlinjerna varit att detta skall göras konsekvent, utifrån ett givet system, inom respektive bidrag. Bidragen är organiserade i tre delar:

    1. Lärandeideal och utformning av lärmiljöer
    2. Betydelsen av hur utbildning och kurser designas – för lärande och undervisning
    3. Utveckling och förändring av läraktiviteter och lärares förhållningssätt
    Download full text (pdf)
    Utbildning – Undervisning – Utmaning – Utveckling: En rapport från LiU:s utvecklingskonferens 10 mars 2011
  • 171.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Analysarbete inom fältforskning2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 218-237Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

  • 172.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Analysarbete inom fältforskning2019In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 235-254, p. 235-254Chapter in book (Other academic)
  • 173.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adaptation for Mobilization or Mobilization for Adaptation2015In: European Journal of Social Education, ISSN 1810-4789, no 26/27, p. 37-54Article in journal (Refereed)
    Abstract [en]

    This article focuses on immigrant courses and the way teachers talk about the goals and content of courses containing segments of citizenship education. The context is two Swedish folk high schools. These are schools in the non-formal education system called popular education. The results show that the citizen education, which is present in Sweden, can be described and understood as social pedagogical activities. The teaching has strong elements of adaptation, but there are also more mobilizing democratic ideas. The interpretation is that most of the teachers have the intention to be democratic and to work with mobilization, but in their efforts they sometimes turn to being adaptive.

  • 174.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    "Att vara lärare är inte lätt..."2015In: Folkbildning & Forskning Årsbok 2014-2015 / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning , 2015, p. 67-86Chapter in book (Refereed)
  • 175.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Inledning2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Eriksson, L., Nilsson, G. & Svensson, L.A., Göteborg: Daidalos , 2013, 1, p. 11-20Chapter in book (Other academic)
  • 176.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Mobilisering för kollektiv självutveckling: en teoretisk ram2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Lisbeth Eriksson, Gunilla Nilsson, Lars A. Svensson, Göteborg: Daidalos, 2013, 1, p. 23-46Chapter in book (Other academic)
    Abstract [sv]

    Gemenskap är ett centralt begrepp i socialpedagogiken. Gemenskap med andra människor är nödvändigt för att man som individ ska utvecklas och kunna vara delaktig i samhället. Socialpedagogiken innehåller strategier för att skapa förutsättningar för gemenskap och samtal och kan därmed vara ett stöd för individen i dennes strävanden till ett aktivt liv tillsammans med andra.Men det finns många olika sätt att se på begreppet gemenskap inom socialpedagogiken och därtill olika sätt att uppfatta ämnet som sådant. De fjorton texterna i antologin "Gemenskaper. Socialpedagogiska perspektiv" belyser modern socialpedagogik ur teoretiska såväl som praktiska - verksamhetsmässiga - synvinklar. Boken tar oss med till en rad olika sociala sammanhang - ett sommarkollo, en samtalsgrupp för äldre, en mottagning för nyanlända, en trädgårdsterapeutisk verksamhet ...  - men inbjuder också till reflektion över hur vi resonerar kring mänskligt samspel.De medverkande är samtliga verksamma inom områden med relevans för socialpedagogisk forskning

  • 177.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Social Pedagogy in Sweden2015In: Diverse Aspects and Issues of Social Pedagogy: Comparative Study between Western and Asian Countires / [ed] Masuda, Takedo, Nagoya, Japan: Nagoya university , 2015, 1, p. 171-190Chapter in book (Other academic)
  • 178.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    The understandings of social pedagogy from norhern European perspectives2014In: Journal of Social Work, ISSN 1468-0173, E-ISSN 1741-296X, Vol. 14, no 2, p. 165-182Article in journal (Refereed)
    Abstract [en]

    Summary: This study examines understandings of social pedagogy. Interviews were conducted with nine social pedagogical researchers from Northern Europe. The interviewees were selected as representatives of their cultural and professional context and provided insight into their countries’ social pedagogical discourses. The interviewees were asked to talk about their understandings of social pedagogy from both theoretical and practical perspectives.                 

    Findings: The empirical data were divided into two discourses; the universalistic and the particularistic. In the interview statements it was evident that interviewees leaned towards one of the two discourses as a starting point for their understanding of social pedagogy. However, the way the two discourses were combined varied among the interviewees. In further analysis, three models were constructed, which can be regarded as ideal types. These models shows that social pedagogical way of thinking extend from an individualistic, adaptive, starting point through a democratic approach to a mobilising collective approach.                 

    Application: These models can be seen as an important contribution to understanding of social pedagogy that illustrate three different ways of understanding social pedagogy from northern European perspectives. The models elucidate the complexity embedded in the concept, but can also be used to facilitate analyses and interpretations of various social pedagogical activities. This findings has implications for how education in the field is constructed and implemented. Social pedagogy may not be definable in a simple way, but it can nevertheless be understood and described by the models constructed in this study.

  • 179.
    Eriksson, Lisbeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Arnsvik, Anders
    FoU-Nordväst.
    Fattiga familjer2012Report (Other (popular science, discussion, etc.))
  • 180.
    Eriksson, Lisbeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Hermansson, Hans-ErikHögskolan Väst, Trollhättan.Münger, Ann-CharlotteLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Socialpedagogik och samhällsförståelse: teori och praktik i socialpedagogisk forskning2004Collection (editor) (Other academic)
  • 181.
    Eriksson, Lisbeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lundberg, Martin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik2019Report (Other academic)
    Abstract [sv]

    Denna bok är skriven av en grupp forskare, som på olika sätt studerat olika aspekter av folkbildning. I sitt arbete har var och en blivit förtrogen med de begrepp och företeelser som vi här riktar ljuset på. Via ett anslag från Vetenskapsrådets Utbildningsvetenskapliga kommitté har vi kunnat samlas kring ett gemensamt tema, som vi valt att kalla mobiliseringsdidaktik. Begreppet är knappast etablerat, men vi har funnit att didaktikens frågor kan vara fruktbara även i ett sådant här sammanhang - den slags folkbildning som siktar på samhällsförändring. Projektet utgör även ett försök att se didaktiska val som dilemman. Boken har tagit formen av en antologi, där varje författare svarar för de empiriska fall som de studerat och de begreppsliga resonemang som präglat deras perspektiv. På så sätt uppstår en variation i tänkande inom ramen för det gemensamma: didaktik, design och dilemma.

    Författarna

    Download full text (pdf)
    Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik
    Download (png)
    presentationsbild
  • 182.
    Eriksson, Lisbeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lundberg, Martin
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik2013Report (Other academic)
    Abstract [sv]

    Denna bok är skriven av en grupp forskare, som på olika sätt studerat olika aspekter av folkbildning. I sitt arbete har var och en blivit förtrogen med de begrepp och företeelser, som vi här riktar ljuset på. Via ett anslag från Vetenskapsrådets Utbildningsvetenskapliga kommitté har vi kunnat samlas kring ett gemensamt tema, som vi valt att kalla mobiliseringsdidaktik. Begreppet är knappast etablerat, men vi har funnit att didaktikens frågor kan vara fruktbara även i ett sådant här sammanhang - den slags folkbildning, som siktar på samhällsförändring. Projektet utgör även ett försök att se didaktiska val som dilemman. Boken har tagit formen av en antologi, där varje författare svarar för de empiriska fall som de studerat och de begreppsliga resonemang, som präglat deras perspektiv. På så sätt uppstår en variation i tänkande inom ramen för det gemensamma: didaktik, design och dilemma.

    Författarna

    Download full text (pdf)
    Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik
  • 183.
    Eriksson, Lisbeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Nilsson, GunillaJönköpings högskola.Svensson, LarsHögskolan Väst, Trollhättan.
    Gemenskaper: socialpedagogiska perspektiv2013Collection (editor) (Other academic)
    Abstract [sv]

    Gemenskap är ett centralt begrepp i socialpedagogiken. Gemenskap med andra människor är nödvändigt för att man som individ ska utvecklas och kunna vara delaktig i samhället. Socialpedagogiken innehåller strategier för att skapa förutsättningar för gemenskap och samtal och kan därmed vara ett stöd för individen i dennes strävanden till ett aktivt liv tillsammans med andra.Men det finns många olika sätt att se på begreppet gemenskap inom socialpedagogiken och därtill olika sätt att uppfatta ämnet som sådant. De fjorton texterna i antologin "Gemenskaper. Socialpedagogiska perspektiv" belyser modern socialpedagogik ur teoretiska såväl som praktiska - verksamhetsmässiga - synvinklar. Boken tar oss med till en rad olika sociala sammanhang - ett sommarkollo, en samtalsgrupp för äldre, en mottagning för nyanlända, en trädgårdsterapeutisk verksamhet ...  - men inbjuder också till reflektion över hur vi resonerar kring mänskligt samspel.

  • 184.
    Eriksson, Lisbeth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Hanna
    Stockholms universitet.
    Ung i Sollentuna: drive-in-fotboll, ett lokalt utvecklingsprojekt2014Report (Other academic)
    Abstract [sv]

    I denna rapport redovisas ett uppdrag FoU-Nordväst fått från Sollentuna kommun. Uppdraget har dels bestått i en kartläggning av hur situationen för ungdomar i Sollentuna upplevs av olika aktörer och då inte minst ungdomarna själva. Den andra delen är en utvärdering av projektet drive-in-fotboll som startade i Sollentuna hösten 2013. Insamlingen av data har till största delen skett genom intervjuer med ungdomar och andra aktörer. Intervjuerna har gjorts vid två olika tidpunkter, dels innan drive-in-fotbollen startade dels när den avslutats.

    I rapportens resultatdel presenteras först olika aktörers upplevelser av hur situationen gestaltar sig för ungdomarna i Sollentuna. Ungdomarnas egna röster får här stor plats. Efter detta beskrivs upplevelser och tankar kring drive-in-fotbollsprojektet. Intervjuer har gjorts med olika kommunala tjänstemän, med närpolisen, med representant för den lokala fotbollsföreningen samt med deltagande ungdomar och ledare. Rapporten avslutas med en sammanfattande analys.

    Download full text (pdf)
    fulltext
  • 185.
    Escher, Cecilia
    et al.
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Rystedt, Hans
    Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
    Creutzfeldt, Johan
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Meurling, Lisbet
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Edelbring, Samuel
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Nordahl Amorøe, Torben
    Simulator Centre West, Sahlgrenska University Hospital, Gothenburg, Sweden.
    Hult, Håkan
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden.
    Felländer-Tsai, Li
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Method matters: impact of in-scenario instruction on simulation-based teamwork training2017In: Advances in Simulation, E-ISSN 2059-0628, Vol. 2, no 25Article in journal (Refereed)
    Abstract [en]

    Background

    The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out.

    Methods

    A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators, and the physical environment. After that, the entire material was revisited to further examine and elaborate the initial findings.

    Results

    The material displayed four distinct methods for facilitators to convey information to participants in simulation-based teamwork training. The choice of method had impact on the participating teams regarding flow of work, pace, and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication.

    Conclusions

    In-scenario instruction is an essential component of simulation-based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate pace is necessary for professionals to engage in training of medical emergencies, novices may gain from a slower tempo to train complex clinical team tasks systematically.

    Download full text (pdf)
    fulltext
  • 186.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education and the fostering of asylum seekers as “full” citizens2019In: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 65, no 2, p. 233-250Article in journal (Refereed)
    Abstract [en]

    The role of adult education in the shaping and fostering of democratic citizens is prevalent in current transnational and national policy discussions; a significance which has been further infused by the past few years’ historically high migration flows. This article focuses specifically on the role of adult education in shaping asylum seekers into “full” citizens in Sweden. Drawing on a poststructural discursive theorisation, the author analyses policy reports as well as interviews with project managers and leaders of study circles (a particular form of collaborative adult learning in Sweden) involved in a state-funded initiative called Svenska från dag ett [Swedish from Day One]. This programme emerged in the wake of the arrival of high numbers of asylum seekers in Sweden in the autumn of 2015 and onwards, providing them with an introduction to the Swedish language and to Swedish society. The author’s analysis illustrates how a discourse on asylum seekers as “not yet citizens” emerges, where “they” still lack certain knowledge and capabilities deemed necessary to potentially become “full” citizens in Sweden. Such knowledge, besides language, concerns (Swedish) cultural and institutional (e.g. healthcare and taxation) knowledge. The article concludes by raising some questions regarding the way in which the need for country-specific language as a basis for inclusion is taken for granted.

    Download full text (pdf)
    Adult education and the fostering of asylum seekers as “full” citizens
  • 187.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Betyg utan stöd2014In: Östgöta Correspondenten, ISSN 1104-0394, Vol. 1 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 188.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Björklund föreslår tidigare betyg mot bättre vetande2014In: Svenska dagbladet, ISSN 1101-2412, Vol. 22 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 189.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Confession, in-service training and reflective practices2013In: Social theory and education / [ed] Mark Murphy, Sage Publications, 2013, 1, p. -232Chapter in book (Other academic)
    Abstract [en]

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

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

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

  • 190.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    'Dangeorus' pedagogical techniques: Foucault, confession and education2014In: European Educational Research Conference (ECER), University of Porto, Porto, Portugal, September 2-5, 2014, 2014Conference paper (Refereed)
  • 191.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Discursus sobre la empleabilidad: Creando un ciudadano2013In: Las políticas de formación profesional en España y en Europa: Perspectivas comparadas / [ed] Antonio Luzón & Mónica Torres, Barcelona: Octaedro , 2013, 1, p. 199-220Chapter in book (Other academic)
    Abstract [es]

    Los sistemas de educación y formación profesional están sometidos a procesos de reformas tanto a nivel nacional como a nivel europeo para hacer frente a los nuevos retos que plantea la economía mundial y que implican una nueva forma de entender y concebir la educación y la formación profesional, así como el diseño de novedosas políticas educativas.Este libro pretende ofrecer una perspectiva teórica de gran utilidad para reflexionar en torno a las relaciones entre trabajo y educación, al mismo tiempo que enriquece el debate de la educación y formación profesional. Está estructurado en tres secciones. La primera de ellas engloba contribuciones que abordan la transformación de los conceptos de economía y educación y su relación con la formación profesional. Conceptos tales como la empleabilidad y las competencias, con sus diferentes tradiciones intelectuales, se han convertido en un nuevo imperativo a nivel individual y político. La segunda parte analiza la educación y la formación profesional desde una perspectiva europea, con contribuciones críticas con el discurso educativo generado en las últimas décadas. Y, finalmente, la tercera está dedicada al estudio de la formación profesional en España desde una perspectiva interdisciplinar. En definitiva, he aquí una obra que aborda  problemáticas y cuestiones relativas a las competencias, la gobernanza, la economía y la producción de conocimiento, la educación y la formación continua, así como la empleabilidad en el marco fijado por unas fronteras cada vez más difusas y cambiantes.

  • 192.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fakta om friskolor ger komplex bild2015In: Östgöta Correspondenten, 21 november 2015Article in journal (Other (popular science, discussion, etc.))
  • 193.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolan, komvux och den individualistiska medborgaren2018In: Folkhögskolan 150 år / [ed] Ann-Marie Laginder, Eva Önnesjö, Irma Carlsson och Erik Nylander, Stockholm: Föreningen för folkbildningsforskning , 2018, 1, p. 343-360Chapter in book (Other academic)
  • 194.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forskning om folkbildning och vuxenutbildning2017In: Årsskrift 2017 för Oscar Olsson Museet i Malmö / [ed] Jan Gyllenbok, Malmö: Oscar Olsson museet i Malmö , 2017, p. 15-22Chapter in book (Other (popular science, discussion, etc.))
  • 195.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Foucault, confession and education2016In: Encyclopedia of educational philosophy and theory / [ed] Michael Peters, Singapore: Springer, 2016, 1, p. 1-5Chapter in book (Refereed)
    Abstract [en]

    If something useful about the present is said by Foucault’s (1998) argument that Western man has become a confessing animal and that confession has become the most valuable technique for producing truth in society, we will argue that we live in a confessing society. One of the primary arguments made by Foucault (1998) is that verbalization has become a central method through which people make themselves visible to themselves and to others and that people come to know who they are through verbalization. In his writing, psychoanalysis is used as an example of how previous Christian practices of confession have become appropriated by a secular scientia sexualis (Foucault 1998), which has spread to most aspects of private life. In this context, confession does not spec ...

  • 196.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Foucault, confession and reflective practices2013In: Social theory and education research: understanding Foucault, Habermas, Bourdieu and Derrida / [ed] Mark Murphy, London: Routledge, 2013, 1, p. 52-66Chapter in book (Other academic)
    Abstract [en]

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

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

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

  • 197.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Följ forskningen vid reformer i skolan2014In: Svenska Dagbladet, ISSN 1101-2412, Vol. 25 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 198.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kortutbildade och Vuxenutbildning: en kunskapsöversikt. Underlagsrapport2015Report (Other academic)
    Abstract [sv]

    Följande rapport är skriven på uppdrag av Stockholms stad inom ramen för kommissionen för ett socialt hållbart Stockholm, utvecklingsområde arbete och försörjning. Fördjupningstemat för utvecklingsområdet hösten 2015 har varit kortutbildade och vuxenutbildningen med fokus på att ”kartlägga och utreda utmaningarna inom vuxenutbildningen för målgruppen kortutbildade upp till förgymnasialnivå, för att långsiktigt förenkla för målgruppen att vidareutbilda sig”. Föreliggande rapport är kopplad till delaktiviteten att ”koppla in forskare inom området med förslag till insatser/åtgärder förankrade i erfarenheter och forskning”.

    Med utgångspunkt i uppdragets inramning, är syftet med föreliggande rapport att bidra med en forskningsöversikt med fokus på kortutbildade i relation till vuxenutbildning som kan ligga till grund för diskussion om möjliga åtgärder som kan bidra till ökat deltagande och större frekvens av studieframgång hos denna målgrupp. I rapporten använder jag begreppet vuxenutbildning åsyftandes den kommunala vuxenutbildningen och Sfi. Ibland talar jag specifikt om kommunal vuxenutbildning alternativt Sfi, och då är det just dessa delar av vuxenutbildningen som diskuteras.

    Download full text (pdf)
    Kortutbildade och Vuxenutbildning: Underlagsrapport
    Download (jpg)
    presentationsbild
  • 199.
    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.

  • 200.
    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.

1234567 151 - 200 of 578
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf