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  • 151.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Interculturality for decolonization: Indigenous alliances in South America, Geopolitics of Knowledge and Subaltern Paradigms2013Conference paper (Other academic)
    Abstract [en]

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

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

  • 152.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kista folkhögskola - den första muslimska folkhögskolan2011In: Mångfaldig (folk)bildning för det offentliga samtalet?: Tre minoriteters egna bildningsverksamheter / [ed] Robert Aman, Lisbeth Eriksson, Martin Lundberg, Thomas Winman, Stockholm: Folkbildningsrådet , 2011, p. 49-67Chapter in book (Other academic)
    Abstract [sv]

    Denna rapport är resultatet av ett ettårigt forskningsprojekt som Folkbildningsrådet finansierat. Projektet har genomförts av en grupp forskare vid Linköpings universitet: Lisbeth Eriksson, Martin Lundberg, Thomas Winman och Robert Aman.Forskarna undersöker hur olika religiösa och etniska gruppers skapande av “egna” folkbildande verksamheter kan förstås. I rapporten beskrivs de processer som lett fram till etablerandet av Kista folkhögskola, Agnesbergs folkhögskola, studieförbundet Ibn Rushd samt Samernas utbildningscentrum.

  • 153.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    The [Colonial] Power of the Intercultural Dialogue2010Conference paper (Refereed)
    Abstract [en]

    During the last few years, the European Union has put an increased focus on culture as a phenomenon both within and outside of the Community. In 2007 the European Commission published its first policy on culture and this document informs that globalization has increased the contact and exposure of other cultures around the world and, consequently, questions about “Europe’s identity and its ability to ensure intercultural, cohesive societies” (CEC 2007: 2) has emerged. Thus, the purpose of the agenda is to use the growing awareness about the EU’s “unique role to play in promoting its cultural richness and diversity, both within Europe and world-wide” (CEC 2007: 3). The acknowledged main instrument is the intercultural dialogue, a term that has become almost a prestige word and its presence in policy document of the European Union has been growing at an exponential rate, according to some scholars (cf. Dewey 2008). An arena where the intercultural dialogue is encouraged is education because these “institutions play an important role in fostering intercultural dialogue, through their education programmes, as actors in broader society and as sites where the intercultural dialogue is put in practice” (CEC 2008: 31).

    My overarching objective of this paper is to map and analyse the discourse of the “intercultural dialogue” as it evolves in EU policies. The reason for doing this is that the importance of the intercultural dialogue when dealing with other countries and regions outside of the Union is emphasised. Within such rhetoric there is an idea that other countries and regions may benefit the European legacy.  This could from a postcolonial perspective be seen as interlinked with a colonial legacy, where something is promoted to someone who has experience of being subjected by the very same product. The reason why this is even a possibility in the first place is due to Colonialism, since without it the “language links” between Europe and the rest of the World would not have existed.

    Thus, in this paper I will develop a postcolonial perspective, drawing on scholars such as Edward W. Said (1978, 1993), Anibal Quijano (2000, 2007) and Stuart Hall (1997), on those ingredients, definitions and meaning that are attached to the intercultural dialogue in EU policy documents. The purpose of the chosen theory is to investigate how ideas of Europe’s colonial past are part of the discourse of the intercultural dialogue. Through this it can be possible to conclude that the world system is asymmetrical structured as centre-periphery, where the others opposed to Europe are marginalised to its outer edges.

     

  • 154.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Double Bind of Interculturality and the Implications for Education2015In: Journal of Intercultural Studies, ISSN 0725-6868, E-ISSN 1469-9540, Vol. 36, no 2, p. 149-165Article in journal (Refereed)
    Abstract [en]

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

  • 155.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    The EU and the Recycling of Colonialism: Formation of Europeans through intercultural dialogue2012In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 44, no 9, p. 1010-1023Article in journal (Refereed)
    Abstract [en]

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

  • 156.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies2015In: Cultural Studies, ISSN 0950-2386, E-ISSN 1466-4348, Vol. 29, no 2, p. 205-228Article in journal (Refereed)
    Abstract [en]

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

  • 157.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Writing Interculturality, Reading Difference: A postcolonial analysis of literature on intercultural education2013Conference paper (Refereed)
  • 158.
    Aman, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lundberg, Martin
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Winman, Tomas
    Högskolan Väst.
    Associations of Ethnical, Cultural and Religious minorities from a Perspective of Social Pedagogic2010Conference paper (Refereed)
    Abstract [en]

    Historically the majority society in Sweden has categorized minority groups out of different inconsistent characteristics. It can be out ethnical or cultural belonging but sometimes it is out of religious believes and the point of departure for those categories can only be understood out of a historical perspective. Examples of those historically well established patterns of categorizations are Romans and Muslims. In the group of Romans there might be several different religions represented, and in the Muslim group there might be several ethnical belongings represented. The categories, Romans and Muslim, are historically often used to distinct people from a belonging to the majority in Sweden which has an excluding effect as it separates us from them. As an answer to this excluding or marginalizing process, the groups themselves have organised their activities within groups of associations. Those associations have served several purposes depending on the specific group of interest, such as education, culture issues, or building up communities of fellowship. From one perspective those associations can be seen as segregated groups which run the risk to strengthen the marginalization for their participants. But the associations themselves argue that they instead have a crucial role for the integration of marginalized categories of citizens, on both a group and an individual level. In this paper we discuss associations which origin from two minority groups (Muslims and Romanise) with a theoretical frame of social pedagogic. They are built upon different categories, ethnicity and religion, but participants themselves says that the need for their associations origin from experiences of exclusion and marginalization from the majority society as well as needs for social cohesion within the groups. The aim is to develop knowledge and discuss the associations own purposes where the dichotomy between adaptation and mobilisation are of certain interest, and moreover, adaptation or mobilisation, to what? Such a question entails a discussion about the relations between minority groups and the majority society. One core question is – how can this kind of associations be understood from a social pedagogical perspective? Is it a place where the groups can experience community or a place where knowledge, traditions and values can be transferred from one generation to another? Or is it more platforms for mobilization and consciousness awareness about the relation to the majority society, where the relations itself are seen as having a great impact on everyday life? The empirical data derives from interviews with stakeholders from the associations and observations of group activities. Theories about participation and communities form the base for our analyses and understandings about the associations own work with issues like education, fosterage, commitment and mobilisation. We also lean on theories about multi-culturally politics of identity to analyse the associations’ relation and position to the surrounding society. The expectations are that the results will show which meaning the associations have for the minority group’s inclusion and relation to the majority society where the question of us and them is significant.

  • 159.
    Aman, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ireland, TimothyFederal University of Paraiba, Brazil.
    Education and Other Modes of Thinking in Latin America2016Collection (editor) (Refereed)
    Abstract [en]

    After long periods of military dictatorships, civil wars, and economic instability, Latin America has changed face, and become the foremost region for counter-hegemonic processes. This book seeks to address contemporary paradigms of education and learning in Latin America. Although the production of knowledge in the region has long been subject to imperial designs and disseminated through educational systems, recent interventions – from liberation theology, popular education, and critical literacy to postcolonial critique and decolonial options – have sought to shift the geography of reason.

    Over the last decades, several Latin American communities have countered this movement by forming some of the most dynamic and organised forms of resistance: from the landless movements in Brazil to the Zapatistas in the Chiapas region of Mexico, from the indigenous social movements in Bolivia to Venezuela’s Chavistas, to mention but a few. The central question to be addressed is how, in times of historical ruptures, political reconstructions, and epistemic formations, the production of paradigms rooted in ‘other’ logics, cosmologies, and realities may renegotiate and redefine concepts of education, learning, and knowledge. Consequently, this book transcends disciplinary, epistemological, and methodological boundaries in education and learning by engagement with ‘other’ paradigms. 

  • 160.
    Aman, Robert
    et al.
    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.
    Muslimska bildningsinitiativ, svenskhet och konturer av motstånd2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 139-156Chapter in book (Refereed)
    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.

  • 161.
    Amin, Tamer
    et al.
    Lebanese American University, Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Haglund, Jesper
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics2012In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 1098-237X, Vol. 5, no 96, p. 818-848Article in journal (Refereed)
    Abstract [en]

    Various features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university-level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed

  • 162.
    Aminoff, Christina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samtals- och skriftspråksorienterade lärarledda aktiviteter i förskoleklass2017Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Syftet med studien är att bidra med kunskaper om förskoleklassens verksamhet med fokus på lärares och barns handlingar i samtals- och skriftspråksorienterade lärarledda aktiviteter. Centrala frågor i studien handlar om vad som händer i mötet mellan läraren och barnen och vilka förutsättningar för barns samtalande och skriftspråkande som skapas i interaktion mellan läraren och barnen i de lärarledda aktiviteterna.

    Metoden har inspiration av etnografisk ansats. Datamaterial består framför allt av delvis deltagande observationer där fältanteckningar skrivits för att dokumentera dessa. I studien ingår tre förskoleklasser från tre olika skolor. Varje förskoleklass har observerats vid sju tillfällen. Datamaterialet har analyserats med hjälp av tematisk analys, begrepp från tidigare forskning samt utifrån studiens teoretiska utgångspunkt, det sociokulturella perspektivet.

    Av resultat framgår att alla barn till stora delar gör samma övningar under de lärarledda aktiviteterna. Läraren och barnen rör sig i höglästa berättelser på ett såväl intratextuellt som intertextuellt sätt och när de tillsammans arbetar med att skriva så förekommer både ett styrt och ett friare skrivande. Resultat visar även att det förekommer en viss upprepning av ett innehåll som vissa barn har kunskap och erfarenhet av sedan tidigare, exempelvis från förskolan.            

     

  • 163.
    Anderhag, Per
    et al.
    Educ Adm, Sweden.
    Wickman, Per-Olof
    Stockholm University, Sweden.
    Bergqvist, Kerstin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Jakobson, Britt
    Stockholm University, Sweden.
    Hamza, Karim Mikael
    Stockholm University, Sweden.
    Säljö, Roger
    University of Gothenburg, Sweden.
    Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation2016In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 100, no 5, p. 791-813Article in journal (Refereed)
    Abstract [en]

    In this paper, we review research on how students interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on secondary reports from students about their interest in science, these results are reexamined through our own extensive material from primary and secondary school on how interest is constituted through classroom discourse. Our results suggest the possibility that primary students do not lose their interest in science, but rather that an interest in science is never constituted. The overview indicates that studies relying on interviews and questionnaires make it difficult to ascertain what the actual object of interest is when students act in the science classroom. The possibility suggested should, if valid, have consequences for science education and be worthy of further examination.

  • 164.
    Andersson, Aina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Persson, Ing-Marie
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Svagt arbetsminne - orsaken till matematiksvårigheter?2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att se om det finns ett samband mellan matematiksvårigheter och elevens arbetsminne. Utifrån ett befintligt resultat från screeningtest valdes 19 elever ut med matematiksvårigheter, och ytterligare 20 som kontrollgrupp. Därefter genomfördes arbetsminnestester samt test av antalsuppfattning. Undersökningarna utfördes i år 3 och 4 på två olika skolor. Arbetsminnestesterna testade den centrala exekutiven, fonologiska loopen, visuella skissblocket, process-hastighet. Resultaten som analyserades med variansanalys visade att det finns samband mellan arbetsminne och matematiksvårigheter. Studien visar på specifika störningar i centrala exekutiven, men också störningar i den medfödda antalsuppfattningen.

     

  • 165.
    Andersson, Anna
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Glädje och engagemang: En studie om hur lärare motiverar och ger elever återkoppling2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med den här studien har varit att undersöka hur lärare i grundskolans senare år (år 7-9) arbetar med motivation och återkoppling i klassrummet. En kvalitativ studie har genomförts där semistrukturerade intervjuer och observationer har genomförts för att samla in empiri.

    Lärarna i studien använde sig av många strategier för att motivera elever samt ge dem återkoppling. Resultatet visade att lärares attityder har en stor inverkan på elevers motivation. När lärare visar ett stort engagemang för sitt ämne tenderar det att påverka elevers motivation positivt. Vidare visar resultatet att lärare upplever att det är viktigt att ge elever återkoppling på det de gör. Resultatet visar även att återkoppling är ett sätt att arbeta med elevers motivation. När elever får återkoppling tenderar deras motivation och tilltro till den egna kompetensen att öka.

  • 166.
    Andersson, Cristofer
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Vad hjälper och vad stjälper antimobbningsarbete?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Såväl internationell som nationell forskning påvisar att flertalet antimobbningsprogram samt antimobbningskomponenter, som av forskare och experter förordats, i många fall kan vara ineffektiva tillika kontraeffektiva. Då varje fall av mobbning är unikt blir således metoden att bekämpa det också sådant. I Sverige har Skolverket (2011) gjort en omfattande undersökning där de försökt finna vilka antimobbningskomponenter som är bäst lämpade i förhållande till kön. Till detta har fler studier börjat uppkomma, där ansatsen har utgått från elevernas erfarenheter, föreställningar och reflektioner i syfte att finna diskrepanser och egeliteter med tidigare forskares resultat och kungörelser.

    Syftet med detta examensarbete är att undersöka vilka antimobbningskomponenter gymnasielever finner vara effektivast. För att uppnå detta har studien utgått från en kvantitativ metod i form av enkätundersökning på en större gymnasieskola i en medelstor svensk tätort. 

    Resultatet visar att respondenterna tenderar att förespråka komponenter där interventioner från lärare är höga. Likaså hyser de stor tilltro till att det är mobbaren man aktivt skall arbeta med. Någon större tillit till stöd från andra elever – peer supporters – eller att skolan har speciella schemalagda lektioner, som enbart handlar om mobbning, visade de inte.

    Resultatet visar också att det föreligger skillnader könen emellan, samt mellan de av Salmivalli definierade, deltagarroller eleverna skattat sig ha agerat i enlighet med. 

  • 167.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Deltagarröster om folkbildning på distans - motiv, betydelser och datoranvändning2006Book (Other academic)
    Abstract [sv]

    Folkbildningen representerar en på många sätt unik och annorlunda tradition för att göra människor delaktiga i kollektiva kunskaper och färdigheter. Det självvalda engagemanget i kunskapssökande, och tilliten till det demokratiska och jämbördiga samtalet som en ram för lärande, är två framträdande drag i den ideologiska konception som förknippas med folkbildning. Lärande och kunskapsbildning blir ett sätt att vara tillsammans, föra samtal och utveckla sig själv, sina intressen och ytterst samhället i sin helhet. I relation till denna tradition för bildning känns uttryck som undervisning, inlärning och kanske till och med utbildning alltför begränsade. Hela det målrationella språk som under senare år vuxit sig starkt i synen på lärande som ett sätt att ”förädla humankapitalet” och göra människor ”anställningsbara” blir missvisande. När lärande reduceras till att enbart bli medel för att nå andra, vanligtvis ekonomiskt mätbara, mål riskerar verksamheten bli inordnad i en förment rationell process där människors intressen och värderingar inte blir drivkrafter utan i stället kommer att uppfattas som kontraproduktiva för en närmast ingenjörsvetenskapligt målstyrd lärprocess.

  • 168.
    Andersson, Eva
    et al.
    Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dimensions of power: The influence of study circles2013In: Popular education, power and democracy: Swedish experiences and contributions / [ed] Ann-Marie Laginder, Henrik Nordvall, Jim Crowther, NIACE - National Institute of Adult Continuing Education, 2013, 1, p. 99-121Chapter in book (Other academic)
    Abstract [en]

    Popular education, a distinctive Swedish tradition of lifelong learning, has always concerned itself with the relationship between learning, power, and democracy in society, rather than having a purely individualistic and instrumental approach to learning for employability, which has dominated policy and practice. Through the themes of power and democracy, this book examines popular education's contribution to enhancing people's lives in communities. It reflects on the wider significance and explores the impact on the political culture of the state and the cultural politics of society within and outside Sweden, including the US, Japan, Canada, and Tanzania. As a comprehensive and unique collection, the book balances historical reflection, contemporary issues, and the international impact of popular education, combining theoretical analysis and empirical data.Show more Show less

  • 169.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Distansstudier - motiv och betydelser. Några preliminära resultat från det pågående projektet "Distans, IKT, folkbildning och vardag" (Folklikt)2002In: Forskning i Norden,2002, 2002Conference paper (Other academic)
  • 170.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Popular Adult Education as Distance Learning - The Significance for Participants2003In: NFPFs 31 kongress,2003, 2003Conference paper (Other academic)
  • 171.
    Andersson, Eva
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    "Studierna blev möjliga att genomföra..." Om samspelet mellan distansstudier och vardag2004In: Folkbildning och lärande med IKT-stöd.: En antologi om felxibelt lärande i folkhögskolor och studieförbund / [ed] Eva Andersson,Mikael Andersson och Per Andersson, Stockholm: Fritzes , 2004, p. 121-144Chapter in book (Other academic)
  • 172.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    "Studies become possible..." About the interplay between distance studies and everyday life2004In: 4th ESREA European Research Conference,2004, 2004Conference paper (Other academic)
  • 173.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    "Studies have become possible..." The interplay: distance studies and everyday life2005In: 'Old' and 'New' Worlds of Adult Learning / [ed] Agnieszka Bron, Wroclaw: Wydawnictwo Naukowe DSWE , 2005, p. 118-134Chapter in book (Other academic)
    Abstract [en]

    A large number of the contributions in this book reveal and illuminate how ‘worlds of adult learning’ both reflect contemporary changing societies but also individuals and their response to this; or, in other words, the subjects of learning and learning contexts. Every ‘world of learning’ is constructed in terms of both elements – the individual and social dimensions. They are constructed from the point of view of individuals and of society, of the play of history and of the possibilities offered to individuals by the distribution of knowledge in particular lives.

  • 174.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Möjligheter och dilemman - om folkbildning på distans2007In: Årsbok om folkbildning. Forskning och utveckling 2006, Stockholm: Föreningen för folkbildningsforskning , 2007, p. 202-221Chapter in book (Other (popular science, discussion, etc.))
  • 175.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Distans, IKT, folkbildning och vardag (Folklikt)2006In: Mimers årliga forskarkonferens,2006, 2006Conference paper (Other academic)
  • 176.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Learning at a distance - between studies and everyday life.2005In: Adult Education - Liberty, Fraternity, Equality,2005, 2005Conference paper (Other academic)
  • 177.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Learning at Distance within Popular Adult Education - Where is the Context?2007In: Adult Education - Liberty, Fraternity, Equality? Nordic Views on Lifelong Learning / [ed] Risto Rinne, Anja Heikkinen & Petri Salo, Turku: Finnish Educational Research Association , 2007, p. 359-377Chapter in book (Other academic)
    Abstract [en]

    Liberté, Egalité, Fraternité were the symbolic words and shouts of millions and millions hopes in the mouths of millions and millions people all around the world in the 18th and 19th century. Liberté, Egalité, Fraternité are still the symbols of democracy during the 20th and 21st century. These wishful words have not lost their meaning during the centuries, although they historically represent the birth of the modern world and reflect the thoughts of enlightenment already in the 18th century. They were realized in the French revolution and the tricolor flag. The Nordic countries have taken seriously the whispers of the enlightenment. They have transferred the words into the field of education. In the name of enlightenment Nordic countries were among the first to develop a wide adult education system in order to cultivate their adult population. They believed, that it is education which gives the people the liberty, equality and fraternity. The very core of the idea of the Nordic welfare state is educational equality as the spearhead to the social equality of the whole nation. In this book we reflect together the state of the art of adult education research in the Nordic countries in the beginning of the third millenium. What is left of the historical tradition of enlightenment and the hopes of the people? Has there been a change in the politics of Nordic adult education research towards the neo-liberalism? What are the challenges of today and how they may be answered? What has the Nordic adult education research to offer to the wider audience of the globalising world? Some answers to these questions are suggested in this book. The answers are presented by the most eminent as well as by junior researchers within the field in Nordic adult education research. Have a seat and read.

  • 178.
    Andersson, Eva
    et al.
    Göteborgs Universitet.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Salo, Petri
    Åbo akademi.
    Stenöien, Jorun M
    NTNU ViLL.
    Tösse, Sigvart
    NTNU ViLL.
    Adult Education and Lifelong Learning Research in the Nordic Countries: A mapping of recent articles in international journals2008In: Paper at NERA/NFPF´s 36th Congress, Copenhagen March 6-8, 2008, 2008, p. 1-29Conference paper (Other academic)
  • 179.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Learning and Everyday Life - Crossing Boundaries. The significance of popular adult education at distance2007In: ESREA European research conference,2007, Sevilla: Diálogos.red , 2007, p. 201-Conference paper (Refereed)
  • 180.
    Andersson, Eva
    et al.
    Institutionen för pedagogik och didaktik Göteborgs universitet.
    Landström, Inger
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Laginder, Ann-Marie
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Lärande och vardag. Om gränsöverskridande i folkbildning på distans2006In: Lärande, IKT och samhällsomvandling. Två rapporter om folkbildning på distans / [ed] Inger Landström, Ann-Marie Laginder, Eva Andersson, Stockholm: Folkbildningsrådet , 2006, p. -156Chapter in book (Other academic)
    Abstract [sv]

    Att studera på distans blir allt vanligare, även inom studieförbund och folkhögskolor. Men vad innebär egentligen detta för deltagarna? Frågan belyses i denna rapport, som bygger på intervjuer med ett tjugotal deltagare i distansorganiserad och IKT-baserad folkbildning.

    I rapportens första del, Lärande och vardag. Om gränsöverskridande i folkbildning på distans , diskuteras gränserna mellan deltagarnas studier och deras vardagsverksamheter – och vad ett eventuellt överskridande av dessa gränser får för konsekvenser. I den andra delen, Datorkunskaper på köpet. Om folkbildning på distans, IKT och samhälle , fokuseras på distansstudiernas roll, när det gäller deltagarnas motivation, tillgång till och förmåga att använda digital teknik. Lärande, IKT och samhällsomvandling ingår i forskningsprojektet Distans, IKT, folkbildning och vardag. Rapporten är utgiven av Folkbildningsrådet, som fi - nansierat projektet i samarbete med KK-stiftelsens forskningsprogram LearnIT. Inom projektet har tidigare utgivits rapporten

    Deltagarröster om folkbildning på distans . Eva Andersson är universitetslektor i pedagogik vid Institutionen för pedagogik och didaktik, Göteborgs universitet. Hon är där knuten till Enheten för lärande i vuxenliv. Eva Andersson har arbetat med folkbildningsforskning sedan mitten på 1990-talet, senast i projektet

    Distanspedagogik bland folkbildare (2001–2004).

    Ann-Marie Laginder är fi losofi e doktor i teknik och social förändring. Hon är universitetslektor vid Institutionen för beteendevetenskap, Linköpings universitet och föreståndare för Mimer – nationellt program för folkbildningsforskning. Hon har tidigare forskat bland annat om studiecirklars betydelse för deltagare och lokalsamhälle.

    Inger Landström är fi losofi e doktor i pedagogik och forskarassistent vid Institutionen för beteendevetenskap, Linköpings universitet. Hennes senare forskning gäller hur informations- och kommunikationstekniken (IKT) används och påverkar folkbildningsorganisationernas verksamhet och identitet.

  • 181.
    Andersson, Eva
    et al.
    Göteborgs universitet.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Principer bakom lokala konstruktioner av vuxenutbildning: Fallet Trollhättan.1997In: NFPFs jubileumskongress i Göteborg, 6 - 9 mars 1997,1997, 1997Conference paper (Other academic)
    Abstract [sv]

    En fallstudie, som handlar om hur vuxenutbildning skapas

  • 182.
    Andersson, Eva
    et al.
    Institutitionen för pedagogik och didaktik Göteborgs universitet.
    Sundgren, Gunnar
    Institutionen för pedagogik Lärarhögskolan i Stockholm.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Larsson, Staffan
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Cirkelsamhället. Studiecirklars betydelser för individ och lokalsamhälle: delbetänkande / av Utredningen för statlig utvärdering av folkbildningen1996Book (Other academic)
  • 183.
    Andersson, Gerhard
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Gustafsson, Tore
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lundén, Charlotte
    Landstinget Dalarna.
    Henriksson, Oskar
    Psykologifabriken AB.
    Fattahi, Kidjan
    Psykologpartners , Linköping.
    Zetterqvist Westin, Vendela
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Carlbring, Per
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Hesser, Hugo
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Internet-based Acceptance and Commitment Therapy for tinnitus patients2011Conference paper (Other academic)
  • 184.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Analyses of newly qualified teachers' perspectives on learning in social practice2005In: The 1st International Congress of the International Society for Cultural and Activity Research, ISCAR, Acting in changing worlds: learning, communication and minds in intercultural activities,2005, 2005Conference paper (Other academic)
  • 185.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Literacy development in a first, second or a foreign language? A study of grade one children in Namibia2000In: Perspectives on language and communication in multilingual education / [ed] Kaj Sjöholm & Anna Østern, Vasa: Åbo Akademi University , 2000, p. 91-104Chapter in book (Other academic)
  • 186.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Lärares reflektioner över arbete och lärande2006In: Lärares arbete - Pedagogikforskare reflekterar utifrån olika perspektiv: en antologi från en konferens anordnad av Myndigheten för skolutveckling / [ed] Ann-Kristin Boström och Birgitta Lidholt, Stockholm: Myndigheten för skolutveckling , 2006, p. 69-78Chapter in book (Other academic)
    Abstract [sv]

    Lärares pedagogiska uppdrag är komplicerat i sig, men det innehåller också relationer mellan lärare, elever och andra aktörer inom utbildningsområdet. Beroende på vilken bakgrund och vilket intresse den betraktande har, går allt att se från en mängd olika perspektiv. Denna antologi om lärares arbete och roll är resultatet av en konferens anordnad av Myndigheten för skolutveckling. De medverkande forskarnas samlade erfarenheter sträcker sig över en stor del av utbildningssystemet och alla har skrivit sina texter utifrån sitt specialområde. Hur hanterar dagens lärare den uppsjö av förväntningar, begränsningar och orimligheter som omger deras yrkesgärningar? Vilka förändringar har skett beroende av omstrukturering och kvalitetskontroll? Antologin riktar sig till lärare, lärarstudenter, forskare och andra intressenter inom och utanför utbildningssystemet

  • 187.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Newly qualified teachers' reflections on workplace socialization2005In: NERAs 33nd Congress A Nordic Dimension in Education and Research - Myth or Reality,2005, 2005Conference paper (Other academic)
  • 188.
    Andersson, Ingrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Social, academic and managerial dimensions of commitment: A Swedish perspective2002In: American Educational Research Association EARA,2002, 2002Conference paper (Other academic)
  • 189.
    Andersson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Andersson, Sven
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    A Sociocultural Analysis of Innovative Learning: Somali Refugees' Construction of Societal Knowledge2002In: American Educational Research Association AERA,2002, 2002Conference paper (Other academic)
  • 190.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Aesthetic representations among Himba people in Namibia2007Conference paper (Other academic)
    Abstract [en]

      

  • 191.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Aesthetic representations among Himba people in Namibia2009In: International Art in Early Childhood Research Journal, ISSN 1837-0020, Vol. 1, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The research in the present study focuses on preliterate people’s ways of modelling and drawing. Our aim is to understand how the participants solve the problem of making three-dimensional sculptures and two-dimensional drawings of themselves or animals in their surroundings. Also, we compare the meanings of the participants’ first-ever drawings, based on one of two ways of starting the activity. The first group was asked to draw a human figure or an animal without first creating a sculpture. The second group was asked to create sculptures before drawing the same motives. We found that both children and adults drew tadpoles. However, single view representations were more common in the group who had only made drawings, while in the sculpture/drawing-group half of the drawings showed more than one view in their representations of human figures. There were examples of culture-specific features with significant recognizable social meanings in both sculptures and drawings. The findings are discussed in terms of socio-cultural theories on the development of imagination and creative combinations in settings where new tools and tasks are at hand

  • 192.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2007Conference paper (Other academic)
    Abstract [en]

      

  • 193.
    Andersson, Ingrid
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Andersson, Sven
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Micropolitical Perspectives on Newly Qualified Teachers' Reflections2004In: The Positioning of Education in Contemporary Knowledge Society, NERA,2004, 2004Conference paper (Other academic)
  • 194.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Uttrycksformer i skapande verksamhet hos himbafolket i Namibia2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlsson , 2009, 1, p. 185-207Chapter in book (Other academic)
    Abstract [sv]

    Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 195.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Andersson, Sven B
    Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers2008In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 52, no 6, p. 643-660Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.

  • 196.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Language Diversity and Learning in Higher Education in Rwanda2008Conference paper (Other academic)
  • 197.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Arts Media and Social Sciences, English, Butare, Rwanda.
    Negotiating meaning in multilingual group work: A case study of higher education in Rwanda2013In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 16, no 4, p. 436-450Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate how students handle the linguistic diversity they are exposed to during group-work sessions at a university in Rwanda. The data consist of five audio-recorded group-work sessions initiated by a lecturer in a management course. The data were analysed drawing on theories relating to code-switching and learning in multilingual settings. Our findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than exclusion of languages used in Rwanda.

  • 198.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Language and space in a multilingual undergraduate physics classroom in Rwanda2011In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 14, no 6, p. 751-764Article in journal (Refereed)
    Abstract [en]

    This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’ academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturer's and students’ first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students’ understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.

  • 199.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Rusanganwa, Joseph
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kagwesage, Anne Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Learning within a multilingual context: The case of Higher Education in Rwanda2008Conference paper (Other academic)
    Abstract [en]

    In this paper, we investigate strategies employed by students, lecturers and academic administrators to facilitate learning within a university in Rwanda. On a political level, the potential of linguistic diversity is a tool for nation building and, in times of globalization, access to information, communication, technology and business with international communities. However, on a societal and individual level, using foreign media of instruction may hamper the implementation of targeted goals.

    The focus of this study is on how students handle the linguistic diversity they are exposed to. The research tools used to gather data are questionnaires, interviews and audio-recorded group work. The data were analysed drawing upon theories related to learning in multilingual settings. Findings show that language diversity has a great potential of facilitating learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. However, what the participants described as “lack of background knowledge” might be a sign of an underlying language problem, where students memorise lecturers’ notes and reproduce them during any kind of evaluation, without questioning and reflecting on the material in order to convert information into knowledge.

  • 200.
    Andersson, Ingrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Ruterana, Pierre Canisius
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Child narration in a first and a second language2009In: NERA 2009 Literacy as Worldmaking: NERA’s 37th Congress, Trondheim, 5-7 March 2009, 2009, p. 164-Conference paper (Refereed)
    Abstract [en]

    The present study investigates three stories produced when a group of grade 6 children in a rural school in Rwanda are requested to tell a story of their own choice. The children speak Kinyarwanda, the first language of the majority of the people in Rwanda, but their medium of instruction at school is French. The findings show that all stories but one were told in Kinyarwanda. Here we want to explore similarities and differences between the story in French and two selected stories in Kinyarwanda. One of the Kinyarwandan stories is selected because it is of similar length as the one in French and the other story is selected because it is well elaborated. All stories are analysed in terms of content, narrative structure and language complexity. Our analysis is in progress but so far we have seen that all children have told stories with a clear high point (Labov, 1992). Moreover, all stories deal with gender issues of some kind. We have also seen that language choice seems to have an impact on where the story is situated.

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