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  • 201.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Monsters and confessing animals: A Foucauldian approach to vocational education2014Conference paper (Other academic)
    Abstract [en]

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

  • 202.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mot ett vidgat medborgarskapsbegrepp: En forskningsansats2013In: Årsbok om folkbildning: Forskning & utveckling 2012 / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning , 2013, 1, p. 108-123Chapter in book (Other academic)
  • 203.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ni har forskningen emot er2014In: Arbetarbladet, ISSN 1103-9027, Vol. 28 marsArticle in journal (Other (popular science, discussion, etc.))
  • 204.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om PISA, Foucault och denna bok.2017In: Maktens skepander och effekter: Maktanalys i Foucaults anda / [ed] Thom Axelsson och Jonas Qvarsebo, Studentlitteratur, 2017, 1, p. 7-11Chapter in book (Other academic)
  • 205.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Politiker ignorerar forskningen2014In: Norrköpings tidningar, ISSN 1103-9779, Vol. 10 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 206.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Redo för komvux?: Hur förbereder ämneslärarprogrammen och yrkeslärarprogrammen studenter för arbete i kommunal vuxenutbildning?2019Report (Other academic)
    Abstract [sv]

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

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

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

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

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

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

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

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

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    Redo för komvux?: Hur förbereder ämneslärarprogrammen och yrkeslärarprogrammen studenter för arbete i kommunal vuxenutbildning?
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  • 207.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolan är ingen reformverkstad2014In: Eskilstuna Kuriren, ISSN 1103-9221, Vol. 5 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 208.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The confessing academic and living the present otherwise: Appraisal interviews and logbooks in academia2016In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, no 4, p. 395-409Article in journal (Refereed)
    Abstract [en]

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

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  • 209.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The role of theory in research on the education and learning of adults2013Conference paper (Other academic)
    Abstract [en]

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

     

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

     

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

  • 210.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Traversing the confessional: Living the present otherwise2013Conference paper (Refereed)
    Abstract [en]

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

     

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

  • 211.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Using or mobilizing Foucault?: Choice remarks on eclecticism and trends in educational research2014In: A Companion to Research on Education / [ed] A. Reid, P. Hart & M. Peters, Dordrecht: Springer Netherlands, 2014, 1, p. 229-232Chapter in book (Refereed)
  • 212.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vem ansvarar för den enskildes anställningsbarhet?2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 77-91Chapter in book (Other academic)
  • 213.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenpedagogik som forskningsfält2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 19-34Chapter in book (Other academic)
    Abstract [sv]

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

  • 214.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenpedagogik som forskningsfält: Trender och tendenser2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 132-151Article in journal (Other academic)
    Abstract [sv]

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

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  • 215.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenutbildning och skolning av medborgare2015In: KOM: Kommunikation mellan vuxenutbildare, ISSN 0347-4445, Vol. 43, no 1, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 216.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxenutbildningens utmaningar i migrationens tidevarv2016In: Flerspråkighet som resurs: symposium 2015 / [ed] Björn Kindenberg, Stockholm: Liber, 2016, 1, p. 310-323Chapter in book (Other academic)
    Abstract [sv]

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

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

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

    vuxenutbildningssystemets utformning och därmed i förlängningen lärares möjligheter

    och begränsningar inom systemet.

  • 217.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vuxna elevers medborgaraktiviteter i och utanför vuxenutbildning och folkbildning2013In: VenueArticle in journal (Other academic)
  • 218.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Working with Foucault in adult education research2013In: 7th triennial conference of ESREA, 2013Conference paper (Refereed)
    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. 

  • 219.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Är du fullärd lille vän?: biblioteken och det livslånga lärandet2017In: 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, p. 291-315Chapter in book (Other academic)
  • 220.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Gruber, Sabine
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduktion på svenska: Om språkintroduktion för nyanlända på gymnasieskola och folkhögskola2018Report (Other academic)
    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.

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  • 221.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of prior learning within elderly care work2015In: 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, p. 145-156Chapter in book (Other academic)
    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.

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  • 222.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Becoming the role model: Youth recreational leaders, occupational choice and a will to include2018In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 39, no 6, p. 901-912Article in journal (Refereed)
    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? 

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  • 223.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Choosing one’s future?: Narratives on educational and occupational choice among folk high school participants in Sweden2020In: International Journal for Educational and Vocational Guidance, ISSN 0251-2513, E-ISSN 1573-1782, Vol. 20, p. 31-47Article in journal (Refereed)
    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.

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  • 224.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Den entreprenörskapande skolan2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 131-149Chapter in book (Other academic)
  • 225.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Folkbildning för nyanlända2019In: Folkbildning och forskning: Årsbok 2019 / [ed] K. Abrahamsson, L. Eriksson, M. Myrstener, L. Svensson & T. Persson, Stockholm: Föreningen för folkbildningdforskning , 2019, 1, p. 85-97Chapter in book (Other academic)
  • 226.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Lessons from Sweden2019In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 231-234Chapter in book (Refereed)
    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.

  • 227.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Living the present otherwise2014In: Foucault and a politics of confession in education / [ed] Andreas Fejes and Katherine Nicoll, New York: Routledge, 2014, p. 204-215Chapter in book (Other academic)
  • 228.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Popular education, migration and a discourse of inclusion2017In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 49, no 2, p. 214-227Article in journal (Refereed)
    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.

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  • 229.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Skolan och framtiden2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Studentlitteratur AB, 2018, 1, p. 293-296Chapter in book (Other academic)
  • 230.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    The Confessing Society: Foucault, confession and practices of lifelong learning2014 (ed. 1)Book (Refereed)
    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.

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  • 231.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    The Confessing Society: Foucault, Confession and Practices of Lifelong Learning2012 (ed. 1)Book (Other academic)
    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"--

  • 232.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Mešić, Nedžad
    Linköping University, Department of Social and Welfare Studies, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Svenska(r) från dag ett: En studie av ABFs verksamhet med asylsökande2018Report (Other academic)
    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.

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  • 233.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Olson, Maria
    Educational work, Dalarna University / Subject Education, Stockholm University, Sweden.
    Sandberg, Fredrik
    Lunds universitet.
    Adult Education and the Formation of Citizens: A Critical Interrogation2018Book (Other academic)
    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.

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  • 234.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    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 (ed. 1)Book (Other academic)
    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.

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  • 235.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fragoso, António
    University of Algarve, Portugal.
    Editorial: Open issue2015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 1, p. 7-8Article in journal (Other academic)
    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.

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  • 236.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fragoso, António
    University of Algarve, Portugal.
    Mapping power in adult education and learning2014In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 5, no 1, p. 7-11Article in journal (Other academic)
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  • 237.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fragoso, António
    University of Algarve, Spain.
    Jütte, Wolfgang
    University of Bielefeld, Germany.
    Kurantowicz, Ewa
    University of Lower Silesia, Poland.
    Merrill, Barbara
    University of Warwick, UK.
    Salling Olesen, Henning
    Roskilde University, Denmark.
    Wildemeersch, Danny
    Leuven University, Belgium.
    RELAs 10-year anniversary: What have we accomplished?2019In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 10, no 1, p. 7-12Article in journal (Other academic)
    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.

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  • 238.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Haake, Ulrika
    Pedagogiska institutionen, Umeå universitet.
    Caring and daring discourses at work: doing gender through occupational choices in elderly care and police work2013In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 6, no 2, p. 281-295Article in journal (Refereed)
    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.

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  • 239.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Holmqvist, Diana
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Komvux som marknad2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt, Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 71-91Chapter in book (Other academic)
  • 240.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Holmqvist, Diana
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Procurement as a market in adult education2019In: Neoliberalism and market forces in education: Lessons from Sweden / [ed] Magnus Dahlstedt & Andreas Fejes, Routledge, 2019, 1, p. 156-169Chapter in book (Other academic)
    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.

  • 241.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vocational teachers' identity formation through boundary crossing2014In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 27, no 3, p. 265-283Article in journal (Refereed)
    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.

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  • 242.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lindberg, Viveca
    Göteborgs universitet.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Yrkesdidaktisk forskning in i framtiden2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wävik, Stockholm: Lärarförlaget , 2017, 1, p. 269-275Chapter in book (Other academic)
  • 243.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lindberg, VivecaGöteborgs universitet.Wärvik, Gun-BrittGöteborgs universitet.
    Yrkesidaktikens mångfald2017Collection (editor) (Other academic)
    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.

  • 244.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    A confessing 'science' in education and lifelong learning2013Conference paper (Refereed)
    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'

  • 245.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling, Scotland, UK.
    An Emergence of Confession in Education2015In: Foucault and a politics of confession in education / [ed] Andreas Fejes & Katherine Nicoll, Routledge, 2015, 1, p. 3-17Chapter in book (Other academic)
    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.

  • 246.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling, UK.
    Approaches to research in the education and learning of adults2013In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 4, no 1, p. 7-16Article in journal (Other academic)
    Download full text (pdf)
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  • 247.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, KatherineUniversity of Stirling, Scotland, UK.
    Foucault and a politics of confession in education2015Collection (editor) (Other academic)
    Abstract [en]

    In liberal, democratic and capitalist societies today, we are increasingly invited to disclose our innermost thoughts to others. We are asked to turn our gaze inwards, scrutinizing ourselves, our behaviours and beliefs, while talking and writing about ourselves in these terms. This form of disclosure of the self resonates with older forms of church confession, and is now widely seen in practices of education in new ways in nurseries, schools, colleges, universities, workplaces and the wider policy arena. 

    This book brings together international scholars and researchers inspired by the work of Michel Foucault, to explore in detail what happens when these practices of confession become part of our lives and ways of being in education. The authors argue that they are not neutral, but political and powerful in their effects in shaping and governing people; they examine confession as discursive and contemporary practice so as to provoke critical thought. 

    International in scope and pioneering in the detail of its scrutiny of such practices, this book extends contemporary understanding of the exercise of power and politics of confessional practices in education and learning, and offers an alternative way of thinking of them. The book will be of value to educational practitioners, scholars, researchers and students, interested in the politics of their own practices.

  • 248.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Perspectives internationales de la recherche en éducation et formation des adultes2013In: Savoirs, ISSN 1763-4229, Vol. 33, no 3, p. 117-133Article in journal (Refereed)
  • 249.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Rhetorical activation of workers: A case study of Neo-liberal governance2012In: Practice, learning and change: Practice-theory perspectives on professional learning / [ed] Paul Hager, Alison Lee, Ann Reich, Dordrecht: Springer, 2012, 1, p. 167-181Chapter in book (Refereed)
    Abstract [en]

    The three concepts central to this volume--practice, learning and change--have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of 'practice' as an unexamined given, its co-location as a term with various classifiers, as in 'legal practice' and 'teaching practice', render it curiously devoid of semantic force. In this book, 'pr.

  • 250.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning och vuxenutbildning i skuggan av skolkrisen2014In: Skolan ut ur krisen: En forskarantologi om framtidens utbildningspolitik / [ed] Lina Stenberg, Stockholm: Tankesmedjan Tiden , 2014, 1, p. 93-105Chapter in book (Other (popular science, discussion, etc.))
2345678 201 - 250 of 578
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