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  • 151.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Vuxna elevers medborgaraktiviteter i och utanför vuxenutbildning och folkbildning2013Inngår i: VenueArtikkel i tidsskrift (Annet vitenskapelig)
  • 152.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    What's the use of Foucault in research on lifelong learning and post-compulsory education?: A review of four academic journals2008Inngår i: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 40, nr 1, s. 7-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article contributes to a discussion about the potential use of Foucault in relation to the field of lifelong learning and post-compulsory education. It is based on a qualitative analysis focusing on the uses of Foucault in articles published in four academic journals in this field between 1999 and 2006. Four main uses were construed: an interpretative strategy, an eclectic use, a way to pose an argument and decoration. Based on my findings, I argue that the uses of Foucault in this area of research as represented in these journals are, to a large extent, superficial and, to some extent, more in the nature of a revitalised critical discourse. Further, I argue that uses of Foucault, especially as a main interpretative strategy, help us to make visible our taken-for-granted ideas about adult education and lifelong learning; understand how power operates in these practices; and show the effects of such operations.

  • 153.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Working with Foucault in adult education research2013Inngår i: 7th triennial conference of ESREA, 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This chapter argues for the usefulness of Foucault in research on the education and learning of adults. The chapter begins with a short introduction to how the work of Foucault has been taken up in adult education research and what trends can be discerned in terms of how extensive such research is and what parts of Foucault’s work are used. Second, I argue for the usefulness of a governmentality perspective, inspired by Foucault, followed by an introduction to some key concepts such as governmentality, power, technologies of the self, and regime of practices. The chapter then goes on to introduce an argument of how policies on lifelong learning (in which adult education and adult learning are currently inserted) and the regime of practice of which it is part, fabricates certain kinds of citizens. The chapter ends with some concluding notes. 

  • 154.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Är du fullärd lille vän?: biblioteken och det livslånga lärandet2017Inngår i: Den femte statsmakten: bibliotekens roll för demokrati, utbildning, tillgänglighet och digitalisering / [ed] Erik Fichtelius, Eva Enarson, Krister Hansson, Jesper Klein, Christina Persson, Stockholm: Kungliga biblioteket, Nationell biblioteksstrategi , 2017, s. 291-315Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 155.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Andersson, Per
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective2009Inngår i: Vocations and Learning, ISSN 1874-785X, Vol. 2, nr 1, s. 37-55Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.

  • 156.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Ahn, Song Ee
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Andersson, Per
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Recognition of prior professional learning2003Inngår i: Nordic Educational Research Association Conference,2003, 2003, s. 20-20Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Initiatives in recognition of prior professional learning among immigrants have been taken in Sweden during the last years. The government started different projects aiming at finding methods for recognising aperson-s prior learning in the field of professional competence. This paper presents a study of how these projects were organised and what the starting points of them were. We also lookupon some problems arising when you try to recognise priorlearning. We found that the level of language knowledge in Swedishis essential in this process and that most of the projects had problems leaving the classical school tradition where the maindocumentation of competence is grades.

  • 157.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Gruber, Sabine
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Högberg, Ronny
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Introduktion på svenska: Om språkintroduktion för nyanlända på gymnasieskola och folkhögskola2018Rapport (Annet vitenskapelig)
    Abstract [sv]

    I kölvattnet av senaste årens migrationsrörelser har en rad olika initiativ tagits för att möjliggöra nyanländas etablering i det svenska samhället. En sådan insats har varit att på prov erbjuda gymnasieskolans språkintroduktionsprogram (SI) även på folkhögskola. Förhoppningen är att just denna utbildningsform är särskilt väl lämpad för nyanlända ungdomar. I denna forskningsrapport jämförs verksamheten inom SI såsom den bedrivs på två gymnasieskolor och två folkhögskolor. Analysen visar att folkhögskolans organisering av SI-verksamheten är mer flexibel och integrerad i övrig verksamhet, vilket också ger potential till en mer inkluderande undervisning.

    Studien är del av forskningsprogrammet Migration, lärande och social inkludering, som genom en longitudinell forskningsdesign söker svar på frågan om hur olika sammanhang för (unga) vuxnas språkliga lärande bidrar till deras sociala inkludering. Programmet är ett samarbete mellan forskningsmiljöerna Vuxenpedagogik och folkbildning och Socialt arbete vid Linköpings universitet.

  • 158.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Andersson, Per
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Historicising Validation: The 'New' idea of validation in Sweden and its promise for economic growth2007Inngår i: Adult education - Liberty, Fraternity, Equality? Nordic views on lifelong learning / [ed] Risto Rinne, Anja Heikkinen & Petri Salo, Turku: Finnish Educational Research Association , 2007, s. 161-181Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 159.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Andersson, Per
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Recognition of prior learning within elderly care work2015Inngår i: Working and learning in times of uncertainty: challenges to adult, professional and vocational education / [ed] Sandra Bohlinger, Ulrika Haake,Chrsitian Helms Jörgensen, Hanna Toiviainen, Andreas Wallo, Rotterdam: Sense Publishers, 2015, s. 145-156Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The aim of this chapter is to discuss in what ways recognition of prior learning and prior experiences exists as part of the process of in-service training, and whether new learning is an aspect of this process. To understand these concerns, 26 semi-structured interviews (Kvale, 1996) were undertaken with a total of 30 care workers, assistant nurses (some of them acting as supervisors of participating care workers), local managers, and teachers. The aim of the interviews was to see how the informants perceived their participation and work within the in-service training programme. Altogether, 14 participants, six local managers, five supervisors, and five teachers were interviewed. All the interviewees were female. Some of them were interviewed twice (two managers, two supervisors, and three participants), at the beginning of the process and four months after the process had ended. Twenty interviews were individual, and six were group interviews, with two to five care workers in each interview. The selection of interviewees was based on the nursing homes participating in the project in one specific municipality , which was chosen because it had made rapid progress with the project. We covered the entire project in this specific municipality so that we could develop a broad and deep understanding of the project.

    The analysis of interviews has been conducted using a qualitative interpretative approach focusing on discerning categories related to how the in-service training in the project was perceived by the interviewees regarding the role of experience, learning, and recognition. Firstly, we discuss the way the process of in-service training was organised and how prior learning was assessed. Secondly, we try to discern what role is ascribed to prior learning in the process of training/learning. Thirdly, we problematise the relation between experience, learning, and recognition.

  • 160.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Andersson, Per
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    To recognize prior learning: Understanding the relation between experience, learning and recognition from a constructivist perspective2007Inngår i: Proceedings of the 5th ESREA European Research Conference: Adult learning and the challenges of social and cultural diversity: Diverse lives, cultures, learnings and literacies. Vol. 3., Sevilla: Diálogos.red , 2007, s. 23-42Konferansepaper (Fagfellevurdert)
    Abstract [en]

       

  • 161.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Andersson, Per
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Transition of care workers to assistant nurses: recognition of prior learning in in-service training2007Inngår i: The 35th NERA conference,2007, 2007Konferansepaper (Annet vitenskapelig)
  • 162.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Andersson, Per
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Validering integrerad i lärprocesser: Erfarenheter av kompetensutveckling av omvårdnadspersonal inom ramen för Kompetensstegen2008Rapport (Annet vitenskapelig)
    Abstract [sv]

               

  • 163.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Andersson, Per
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Validering som styrningsteknik i svensk vuxenutbildning2007Inngår i: Studies in Educational Policy and Educational Philosophy, ISSN 1652-2729, Vol. 2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

      

  • 164.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Berglund, Gun
    Umeå Universitet.
    Employability: A (hi)story of the present2009Inngår i: The third internaional conference on training, employability and employment, Karlstad, June 16-17, Karlstad: Karlstad University , 2009, s. 84-96Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Employability has gained a renewed attention in contemporary political discussion during the last ten years. The concept is being used to legitimize action programmes in a number of political areas such as business, education, social welfare, labour market, and recently also including sustainable development. Being used in such a variety of contexts, employability is hard to define in any absolute sense. Rather, the concept should be understood in terms of the meanings that are construed within the different contexts where it is used. This paper suggests a Foucauldian understanding of such meaning formation as the result of a discursive power/knowledge production between the specific subjects forming a certain discourse. This paper gives a short background to the development of the discourses of employability internationally and locally in Sweden showing how different rationalities (logics), drive forces, measurements (actions) and actors have constructed and reconstructed the concept historically in different contexts. The paper uses the Foucauldian concept of governmentality to analyze how the rhetorical work of policy texts relates to individual subjectification as a relationship between the government of others and the government of the self.

    As an empirical example, we use a study of a work-related educational project aiming at increasing the employability of health care assistants (HCA). Through educational activities during work time, the HCAs were able to have their prior learning recognized and thus receive the degree from the health care program at upper secondary school level. Thus, they could be employed as licensed practice nurses. Our main interest is to understand how the HCA is positioned as a subject in terms of responsibility for becoming employable. This question will be addressed by analysing three different practices: trans-national policy documents; Swedish national governmental reports on health care work; interviews with health care assistants. Drawing on the concepts of translation and governmentality, we argue that the responsibilisation of the individual for her/his own employability, which is present in the trans-national discourse, is translated rather differently in national policy discourse. Here, the “state” and the employer as subjects are construed as partners who are responsible for shaping an employable work force in relation to elderly care, while the individual is encouraged to avail her/himself of the opportunities thus created. However, within the local practice of the interviews with the health care assistants, individuals are once again positioned as responsible for her/his own employability, while the “state” and the employer are construed as subjects who, through partnership, should enable the individual to take charge of her/his own responsibility. 

  • 165.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Berglund, Gun
    Umeå Universitet.
    Employability: Significant Signs of the Present2010Inngår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 16, nr 2, s. 11-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Employability has gained renewed attention in contemporary political discussions during the last ten years. The concept has emerged as a signifier which has replaced the previous way of describing the workforce, thereby producing different kinds of pictures of whom is a desirable worker. This article aims to gain a broader understanding of how discourses on employability position care workers in elderly care as responsible for their own employability. Drawing on the Foucauldian concept of governmentality, transnational policy texts and interview transcripts from interviews with  care workers are analysed and compared. The main questions are: How are care workers in elderly care made responsible for their own employability and how does this relate to the responsibility assigned to entities such as employers and the state?

  • 166.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Berglund, Gun
    Umeå Universitet .
    Olika perspektiv på anställningsbarhet2009Inngår i: Anställningsbarhet: Perspektiv från utbildning och arbetsliv, Lund: Studentlitteratur , 2009, 1, s. 11-25Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    De senaste åren har anställningsbarhet vuxit fram som ett centralt policybegrepp i Sverige. Det används ofta i diskussioner inom både utbildning och arbetsliv. Vanligt ställda frågor är: Leder utbildning till ökad anställningsbarhet? Får de studerande lära sig vad som krävs för att bli anställda? Ofta används begreppet okritiskt och dess betydelse är otydlig. I denna bok diskuteras och analyseras  anställningsbarhet och dess användning kritiskt. Exempel ges från bland annat personalvetarprogrammet, läkar- och civilingenjörsutbildningar, yrkes- och yrkeslärarutbildningar, hälsopreventivt arbete på arbetsplatsen och från kompetensutveckling av vårdbiträden inom omsorgen. Genom dessa exempel får läsaren bilder av vad anställningsbarhet kan vara, hur det tar sig uttryck till exempel genom införandet av olika managementidéer, och vilka konsekvenser det får för arbetets organisering och individers handlande. Boken vänder sig till blivande personalvetare, studie- och yrkesvägledare samt studerande inom pedagogik med inriktning på arbetsliv och vuxnas lärande.

  • 167.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Becoming the role model: Youth recreational leaders, occupational choice and a will to include2018Inngår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 39, nr 6, s. 901-912Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to analyse how a discourse on the role model operates in youth recreational work. Drawing on Michel Foucault’s concepts of subjectivity, discourse and power/knowledge, the article analyses interviews with youth recreation leader students enrolled at a folk high school, and their talk about occupational choice. The analysis illustrates how a discourse on the role model emerge and operate through the ways students’ descriptions of ‘being’, and ‘doing’ intersect with their becoming as role models. The analysis raises several important questions. Should youth recreational work only target those young people who are already marginalised? Are there other subject positions than the role model, available to take up in youth recreation work? Are experiences of marginalisation necessary in order for a desirable youth recreation leader to emerge? 

  • 168.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Choosing one’s future?: Narratives on educational and occupational choice among folk high school participants in Sweden2019Inngår i: International Journal for Educational and Vocational Guidance, ISSN 0251-2513, E-ISSN 1573-1782Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article poses these questions: How do participants on two different courses in folk high schools in Sweden, a basic course and a theatre course, motivate their educational and occupational choices, and what similarities and differences can be identified? We analyse interviews with students drawing on a narrative approach. Five trajectories emerge: desire to get away; desire to get back on track; desire for employment; desire to change occupation; and desire to realise one’s dreams. We argue that these trajectories reproduce existing social stratification in society, whereby certain futures are available to some people, and not to others.

  • 169.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Den entreprenörskapande skolan2018Inngår i: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, s. 131-149Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 170.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Folkbildning för nyanlända2019Inngår i: Folkbildning och forskning: Årsbok 2019 / [ed] K. Abrahamsson, L. Eriksson, M. Myrstener, L. Svensson & T. Persson, Stockholm: Föreningen för folkbildningdforskning , 2019, 1, s. 85-97Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 171.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Lessons from Sweden2019Inngår i: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, s. 231-234Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Through the establishment of a free school choice, the right to establish independent schools, and possibilities to make profit on publicly funded schools, Sweden has developed one of the most market-oriented education systems in the world. Currently, Chile and New Zealand are two of the few countries where similarities to the extreme market orientation in Swedish education can be traced (see Chapter 5). Even the OECD have critiqued the Swedish education system for having become too market oriented, contributing to an increase in inequalities and segregation. This critique is highly interesting in that the OECD is a global organisation that for decades has been promoting a market-liberal reform agenda throughout the world. In the report Improving Schools in Sweden – an OECD Perspective, on the state of the Swedish education system, the organisation concludes:

    Providing full parental school choice can result in segregating students by ability and/or socio-economic background and generate greater inequities while not necessarily raising performance… . Swedish school choice arrangements do not currently have a consolidated approach to ensure equity while supporting quality. There are no clear guidelines for schools, and funding strategies do not necessarily prioritise disadvantaged students across all municipalities, possibly implying that independent schools become more selective towards more advantaged students, given the same student costs.

    (OECD, 2015, p. 101) The current market-oriented system in Sweden was also elaborated in the school commission, commissioned by the government, delivering its final report in 2017 (SOU 2017:35). The commission was made up of researchers, as well as representatives from teacher trade unions as well as public and independent schools, and had the task to make a complete overview of the entire education system in Sweden. At large, the commission confirms, based on existing research, the assessment made by the OECD, in terms of an extreme market orientation in 232Sweden, contributing to an increase in inequality and segregation. However, rather than suggesting a makeover of the Swedish education system, as was made in the early 1990s when the market reforms were introduced and implemented, the commission provides suggestions on how the current system could be fine-tuned. Or rather, the neoliberal ideas behind the last decades’ makeover of the Swedish education system were further reinforced by the commission.

  • 172.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Living the present otherwise2014Inngår i: Foucault and a politics of confession in education / [ed] Andreas Fejes and Katherine Nicoll, New York: Routledge, 2014, s. 204-215Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 173.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Popular education, migration and a discourse of inclusion2017Inngår i: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 49, nr 2, s. 214-227Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, we focus on how a discourse on inclusion operates through language learning programmes for migrants. We direct our attention to a new form of activities funded by the Swedish government, Swedish from day 1, organised by popular education institutions. These activities emerged in connection to the migra- tion flows in 2015, receiving large sums in funding from the gov- ernment. They target newly arrived migrants who are waiting for a decision on their resident permit application, and the aim is to provide an introduction to the Swedish language as well as to Swedish society. Drawing on a Foucault-inspired theorization, we direct our attention to how a discourse of inclusion operate through the way these initiatives are spoken about, how these activities are described, what they are intended to attain, and what kind of citizen is shaped through such a way of speaking. We analyse policy documents produced by different actors involved in the process of Swedish from day 1, as well as case study descriptions of courses. We argue that the discourse on inclusion that emerges encompasses a wider as well as an instru- mental notion of inclusion. Migrants are positioned as ‘in deficit’, in need of knowledge in order to become included. Such know- ledge does not limit itself to knowledge of the Swedish language and knowledge about Swedish society, but also knowledge of health issues, and knowledge about how the migrants can market themselves and their competencies. We end the article by relating this discourse on inclusion to a wider discussion on neoliberal rationalities of governing.

  • 174.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Skolan och framtiden2018Inngår i: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Studentlitteratur AB, 2018, 1, s. 293-296Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 175.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle. Linköpings universitet, Institutionen för studier av samhällsutveckling och kultur. Linköpings universitet, Filosofiska fakulteten.
    The Confessing Society2012Konferansepaper (Annet vitenskapelig)
  • 176.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    The Confessing Society: Foucault, confession and practices of lifelong learning2014 (oppl. 1)Bok (Fagfellevurdert)
    Abstract [en]

    Today, people are constantly encouraged to verbalise and disclose their "true" inner self to others, whether on TV shows, in newspapers, in family life or together with friends. Such encouragement to disclose the self has proliferated through discourses on lifelong learning through which each citizen is encouraged to become a constant learner. The Confessing Society takes a critical stance towards the modern relentless will to disclose the self and argues that society has become a confessing society. Drawing on Foucault’s later work on confession and governmentality, this book carefully analyses how confession operates within practices of lifelong learning as a way to shape activated and responsible citizens and provides examples of how it might be possible to traverse the confessional truth of the present time. Chapters include:

    • Reflection and Reflective Practices
    • Deliberation and Therapeutic Intervention
    • Lifelong Guidance
    • Medialised Parenting

    This controversial book is international in its scope and pursues current debates regarding trans-national policy and to research discussions on education, lifelong learning and governance, and it will provoke lively debate amongst educational practitioners, academics, postgraduate and research students in education and lifelong learning in Europe, North America and Australasia.

  • 177.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle. Linköpings universitet, Filosofiska fakulteten.
    The Confessing Society: Foucault, Confession and Practices of Lifelong Learning2012 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [en]

    "Lifelong learning has become an increasingly important theme in contemporary society through which each citizen is encouraged to become a constant learner. Such narratives are often seen as positive and all-inclusive. In this book, practices of lifelong learning will be considered as practices of confession. Today, people are constantly encouraged to verbalize themselves to others, whether on TV shows, in newspapers, in family life or together with friends. In The Confessing Society, the authors argue that society has become a confessing society by illustrating how confession operates in the practices of family involvement in school, in-service training, educational guidance, through coaching in the media, etc. Together, such practices shape and govern an active and responsible citizen. The authors, drawing on Foucault's later work on confession and governmentality, carefully analyse how confession operates within practices of lifelong learning as a way to shape activated and responsible citizens. Chapters include: - Reflection and Reflective Practices - Deliberation and Therapeutic Intervention - Lifelong Guidance - Medialised Parenting This book is international in its scope and the argument pursued is related to current debates regarding trans-national policy and to research discussions on education, lifelong learning and governance, and it will provoke lively debate amongst educational practitioners, academics, postgraduate and research students in education and lifelong learning in Europe, North America and Australasia"--

  • 178.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Mešić, Nedžad
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, REMESO - Institutet för forskning om migration, etnicitet och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Svenska(r) från dag ett: En studie av ABFs verksamhet med asylsökande2018Rapport (Annet vitenskapelig)
    Abstract [sv]

    Svenska(r) från dag ett är den andra forskningsrapporten i ABFs skriftserie folkbildning och forskning.

    Rapporten beskriver folkbildningen och specifikt ABFs verksamhet för asylsökande i satsningen ”Svenska från dag ett”. Den tar upp hur verksamheten bidrar till migranters sociala inkludering, hur lärandet organiseras och den speciella ovissa situation som deltagaren befinner sig i samt hur det påverkar ledare och lärandet.

    Den har tillkommit i samarbetet mellan ABF och Linköpings universitet och är en del av forskningsprogrammet Migration, lärande och social inkludering.

  • 179.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Olson, Maria
    Educational work, Dalarna University / Subject Education, Stockholm University, Sweden.
    Sandberg, Fredrik
    Lunds universitet.
    Adult Education and the Formation of Citizens: A Critical Interrogation2018Bok (Annet vitenskapelig)
    Abstract [en]

    Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship.

    Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.

    Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.

  • 180.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Olson, Maria
    Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet.
    Sandberg, Fredrik
    Sociologiska institutionen, Lunds universitet.
    Medborgarskap och utbildning för vuxna: om komvux, folkhögskola och medborgarskapandets praktiker2018 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [sv]

    Utbildning för vuxna lyfts ofta fram som en lösning på en rad aktuella samhällsutmaningar. Allt från miljöfrågor till den mer övergripande målsättningen att skapa ekonomisk tillväxt. Men vuxenutbildningen har också ett tydligt demokratiskt och medborgerligt uppdrag och i denna bok utforskas detta medborgerliga uppdrag utifrån dess grundläggande antaganden, verkningssätt och konsekvenser. Det är en berättelse som å ena sidan handlar om inkludering, erkännande, framtidstro och realiserandet av drömmar, å andra sidan om normalisering, exkludering och villkorad gemenskap. Med andra ord, att bli en god samhällsmedborgare handlar inte enbart om att tillägna sig relevant kunskap. Det är lika mycket en process av att forma en person – dennes självuppfattning och -uttryck – vilket öppnar upp för en diskussion om gränserna för vuxenutbildningens uppdrag.


    Boken vänder sig till studenter inom lärarutbildningarna, yrkes- verksamma lärare, skolledare, studievägledare, folkbildare och politiker som intresserar sig för frågor om vuxenutbildningens och folkbildningens roll i att fostra framtida medborgare.

  • 181.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Fragoso, António
    University of Algarve, Portugal.
    Editorial: Open issue2015Inngår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, nr 1, s. 7-8Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    In this open issue we present five papers covering different adult education and learning contexts across different geographical spaces, ranging from Spain, Germany, Eastern Europe to Canada. The topics of research range from young people to retired people, adult educators and men and women reading self-help literature.

  • 182.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Fragoso, António
    University of Algarve, Portugal.
    Mapping power in adult education and learning2014Inngår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 5, nr 1, s. 7-11Artikkel i tidsskrift (Annet vitenskapelig)
  • 183.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Fragoso, António
    University of Algarve.
    Jütte, Wolfgang
    University of Bielefeld.
    Kurantowicz, Ewa
    University of Lower Silesia.
    Merrill, Barbara
    University of Warwick.
    Salling Olesen, Henning
    Roskilde University.
    Wildemeersch, Danny
    Leuven University.
    RELAs 10-year anniversary: What have we accomplished?2019Inngår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 10, nr 1, s. 7-12Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    The first issue of RELA was published in 2010, so with this issue we enter the 10-year anniversary. In this editorial, we will firstly elaborate on what we as editors find that RELA has accomplished. Secondly, we introduce changes that are taking place while entering 2019, and lastly, we introduce the papers which are included in this issue.

  • 184.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Haake, Ulrika
    Pedagogiska institutionen, Umeå universitet.
    Caring and daring discourses at work: doing gender through occupational choices in elderly care and police work2013Inngår i: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 6, nr 2, s. 281-295Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper aims to problematise how gender is being done—1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender” perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender-neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas.

  • 185.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Haake, Ulrika
    Umeå universitet.
    Caring and daring discourses at work: doing gender through occupational choices within elderly care and police work2011Inngår i: Paper presented at the conference of the ESREA research network on working life and learning research in Linköping, Sweden., 2011, s. 1-15Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Occupational choices are made based on extrinsic and/or extrinsic reasons. These choices are not gender neutral but intertwined with gendered societal traditions and expectations on abilities, skills and competencies for women and men. This paper aims to problematise how gender is being done through occupational choices within two occupations who traditionally (and still are) gender divided: elderly care work and police work. Interviews with care workers and police officers are analysed drawing on a post-structural theorization inspired by Michel Foucault and drawing on a doing gender perspective. We argue that a caring discourse operates within care workers and police officers occupational choices while a daring discourse operates within the occupational choices and through work division within the police. Through these discourses gender is being done where caring dispositions are construed as female while a macho attitude is construed as male. Such constructions have social consequences in terms of dividing work tasks within the police, where male officers work with more prestigious areas while female officers work with less prestigious ones.

  • 186.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Holmqvist, Diana
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Komvux som marknad2018Inngår i: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, s. 71-91Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 187.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Holmqvist, Diana
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Procurement as a market in adult education2019Inngår i: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, s. 156-169Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In this chapter, we will focus on a less talked about education system currently used in Sweden, namely that of municipal adult education (MAE). Here, the market emerges through a system where municipalities contract private providers through public procurement. This in contrast to the voucher system and free school choice operating in the compulsory and upper secondary school system in Sweden. While the latter system positions students and their parents as customers, the former has municipalities decide if and who they want to contract. In MAE, students can choose what courses to take, but it is the municipality that decides who provides said courses. In other words, marketisation in MAE is not based on the student’s power to choose, but on the municipality’s discretion. This makes for a different type of privatisation of education that, potentially, has different consequences for those involved. In this chapter, we look at privatisation of MAE in Sweden, specifically focusing on what consequences this might have for those engaging in MAE, i.e. students, teachers and principals. Firstly, we elaborate on MAE as an institution, beginning with its history and by providing some descriptive statistics. We then explain the way procurement takes place in this context and end the chapter by providing some notes on what consequences this kind of system might have for those involved.

  • 188.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Johansson, Kristina
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Making the entrance into higher education2003Inngår i: Nordic Educational Research Association Conference,2003, 2003, s. 99-99Konferansepaper (Annet vitenskapelig)
  • 189.
    Fejes, Andreas
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Johansson, Kristina
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.
    Studenternas inträde i universitetsstudier2003Inngår i: Bredd och djup: 6:e universitetspedagogiska konferensen vid Linköpings universitet 14 november 2002,2002, Linköping: CUL , 2003, s. 162-176Konferansepaper (Annet vitenskapelig)
  • 190.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Johansson, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Learning to play the seminar game: Some students’ initial encounter with a basic working form in higher education2005Inngår i: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 10, nr 1, s. 29-41Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 191.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Köpsén, Susanne
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Identity formation among vocational teachers: A sociocultural approach2011Inngår i: Paper presented at the conference of the ESREA research network on working life and learning research, 2011, s. 1-15Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Vocational teachers’ prior occupational experience is construed as that which will guarantee high-quality vocational education, at the same time as they are no longer required to have formal teaching qualifications in order to be employed as teachers in Sweden. This raises the issue of vocational teacher’s preparedness to teach their vocational subject. Drawing on a socio-cultural understanding of identity, and based on twenty semi-structured interviews with vocational teachers in different subject areas, this articles deals with vocational teacher’s identity formation through boundary crossing between the community of practice of the prior occupation, the occupation as a teacher and the community of teacher training. The analysis illustrates how teachers who manage to balance a teacher identity with an occupational identity by keeping their participation across the different communities seem to be those who are best prepared to teach their vocational subject. As many of those we interviewed do not manage to keep such a balance, we argue for the need of in-service training for vocational teachers so that they are able to keep up to date and continue to participate in the community of their former occupation.

  • 192.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Köpsén, Susanne
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Vocational teachers' identity formation through boundary crossing2014Inngår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 27, nr 3, s. 265-283Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Vocational teachers’ prior occupational experiences are construed as those that will guarantee high-quality teaching in vocational education, although individuals are no longer required to have formal teaching qualifications to be employed as teachers in Sweden. This lack of strict requirements raises the issue of the preparedness of vocational teachers to teach their subject matter. Drawing on a socio-cultural understanding of identity, and based on twenty semi-structured interviews with vocational teachers in different subject areas, this article addresses vocational teachers’ identity formation through boundary crossing; these individuals cross boundaries between the community of the prior occupation’s practice, the teaching occupation and the community of teacher training. The analysis illustrates how teachers who manage to balance their teacher identities with their occupational identities by maintaining their participation in the different communities seem to be the best prepared to teach their vocational subjects. As many of those we interviewed do not manage to keep such a balance, we argue for the need for in-service training for vocational teachers to help them keep up to date with, participate in and continue to belong to the communities of their former occupations.

  • 193.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Larsson, Staffan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Paldanius, Sam
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Roeslius, Staffan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Livslångt lärande i nöd och lust2009Inngår i: Lärande på vuxnas vis: Vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, s. 19-42Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 194.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Lindberg, Viveca
    Göteborgs universitet.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Yrkesdidaktisk forskning in i framtiden2017Inngår i: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wävik, Stockholm: Lärarförlaget , 2017, 1, s. 269-275Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 195.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Lindberg, VivecaGöteborgs universitet.Wärvik, Gun-BrittGöteborgs universitet.
    Yrkesidaktikens mångfald2017Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Vad är yrkesdidaktik? Hur ser yrkesämnenas didaktik ut? Tolv lärare på gymnasieskolans yrkesprogram som bedrivit egna licentiatstudier belyser här, tillsammans med några forskare, hur yrkesdidaktik kan ta form i en svensk kontext. Författarna lyfter viktiga aspekter av yrkeslärares arbete, så som bedömning, yrkesidentitet och relationen mellan yrkesämnen och gymnasiegemensamma ämnen. Yrkesdidaktikens mångfald synliggör kunskapsområdet yrkesdidaktik för såväl yrkesverksamma lärare och skolledare på yrkesprogrammen som för yrkeslärarprogrammets studenter, lärarutbildare och handledare.Antologin är ett resultat av en forskarskola i yrkesämnenas didaktik, där flera lärosäten samverkat. Redaktörer för antologin är Andreas Fejes, professor i vuxenpedagogik vid Linköpings universitet, Viveca Lindberg, docent i didaktik och lektor i pedagogik vid Göteborgs universitet samt Gun-Britt Wärvik, docent i pedagogik och lektor vid Göteborgs universitet.

  • 196.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nicoll, Katherine
    University of Stirling.
    A confessing 'science' in education and lifelong learning2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we identify resources drawn on from Foucault that are distinctive and pertinent for specific forms of analyses of what is happening in the turn to confessional practices in education and lifelong learning. We identify that confessional practices have come to shape and govern the Western world; they have emerged across the practices of the human sciences and are now intrinsic to our everyday lives and understandings of ourselves. Education and learning have a key position in promulgating confessional practices as a new social norm. They are key as perpetrators of this new kind fashioning of ourselves as human kinds in a particular way.

     

    We describe a regime and apparatus of power of education and lifelong learning which has confession intrinsic to its maintenance and productive force. Confession is described as technology, conduit of power, operating one person in relation to another, and dominating today in the production of specific forms of confessing people.  We call this ‘strategy’. Within this regime, in education and policy circles and more widely, we identify a shift in the talk accompanying and surrounding the emergence of these techniques: whereas before educators and policy makers talked about education, they now talk of learning. Lifelong learning and the learning society, the knowledge economy, society and Knowledge Age are themes that have come to dominate the texts emanating from the cloistered grounds of governmental offices and intra-national agencies. The question remains therefore of where this strategy takes us in terms of its wider social and political effects in western societies.

    The paper identifies and explores other previous educational and lifelong learning research that has considered confessional practices to consider whether or not these find answers to the question of what is happening today'

  • 197.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Nicoll, Katherine
    University of Stirling.
    A Vocational Calling: Exploring a caring technology in elderly care2010Inngår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 18, nr 3, s. 353-370Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we explore the relationship of care of a group of health care workers in elderly care, through their descriptions of themselves and their work. We have an interest in how relationships of care may be explored and characterised in and across disparate vocational settings. This is a critical response to policy discourses of citizenship that are currently emerging for re-emphasis in Europe through citizenship education and the idea of the active citizen.We mobilise two notions to help us in the analysis of interview transcripts. First, ‘calling’ is used as a figure of thought. Past religious and secular discourses of calling to God and nursing provide us with glimpses of past relations of vocation and care through which to consider present descriptions. The term ‘technology of the self’ is one drawing specifically from the work of Michel Foucault, through which we theorise the calling to care emerging from our interviewee descriptions as such a technology. Our analysis indicates that a specific calling to care and technology is mobilised by these health care workers in elderly care. We conclude that it is through such stabilisations of description that the health care workers’ shape context-specific subjectivities, as caring citizens.

  • 198.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Nicoll, Katherine
    University of Stirling.
    Activating the worker in elderly care: A technique and tactics of invitation2011Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 333, nr 3, s. 235-249Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Relatively little attention has been paid to questions of how language acts in and through the interactions of language in situations where people are encouraged to learn to be active in contexts of work. This paper argues that detailed analysis is needed to understand how activation through language acts in the shaping and governing of workers. By combining resources from Michel Foucault and the conversation analysis of Jonathan Potter, we analyse observational notes and records of conversation from work activities at a nursing home for elderly people in Sweden. A technique and tactics of invitation are identified as operating through language interactions at work in attempts at the shaping of activate and responsibilise workers. This analysis contributes to wider discussions over how attempts are made to shape subjectivities at work.

  • 199.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nicoll, Katherine
    University of Stirling, Scotland, UK.
    An Emergence of Confession in Education2015Inngår i: Foucault and a politics of confession in education / [ed] Andreas Fejes & Katherine Nicoll, Routledge, 2015, 1, s. 3-17Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Confession is emerging as a technology that encourages learners to know who they ‘truly’ are. This technology has become common over the last years in education settings, supported in part through discourses of the learner, learner-centeredness, learning to learn and life narrative. In this chapter, we locate this emerging technology in relation to such discourses, but also to wider social change were practices of confession extend a domain of government into everyday life. We introduce the idea of confession as a political technology and exercise of power, for confession is not neutral in its attempts in shaping the learner and people more widely today. Confession is also a theorization emerging through the writing of Michel Foucault. We thus orient the reader to some of Foucault’s conceptual resources, outlining the emergence of confession historically. And we point to our purpose of this collection of chapters, in considering confession in education anew and from a critical angle, in a politics of government that can ask what it may do in shaping our ‘selves’ and our thinking.

  • 200.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nicoll, Katherine
    University of Stirling, UK.
    Approaches to research in the education and learning of adults2013Inngår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 4, nr 1, s. 7-16Artikkel i tidsskrift (Annet vitenskapelig)
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