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  • 251.
    Fejes, Andreas
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Sjölander, Kristin
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Interaktion - en väg till lärande2000In: Undervisning och lärande: 4:e universitetspedagogiska konferensen vid Linköpings universitet 16 november 2000 / [ed] Håkan Hult, Linköping: Linköping University Electronic Press, 2000, p. 11-14Conference paper (Other academic)
    Abstract [sv]

    Vi äŠr tvåŒ studenter som har studerat vid Linköšpings universitet under tre åŒrs tid vardera dŠär vi har haft måŒnga erfarenheter av undervisning inom enrad olika Šämnen påŒ grundutbildningsnivåŒ. VŒrt syfte med uppsatsen äŠr attuppmŠärksamma vikten av interaktion mellan student och lŠärare, studentoch student utifråŒn vŒåra erfarenheter.

  • 252.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sparrhoff, Gun
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Anställningsbarhetens olika innebörder2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 11-21Chapter in book (Other academic)
  • 253.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Handbok i kvalitativ analys2009Collection (editor) (Other academic)
    Abstract [sv]

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

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 254.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Handbok i kvalitativ analys2019Collection (editor) (Other academic)
    Abstract [sv]

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

    • grundad teori- hermeneutik
    • diskursanalys- diskursiv psykologi
    • aktör-nätverksteori
    • fenomenologi
    • fenomenografi
    • interpretativ fenomenologisk analys
    • textanalys
    • konversationsanalys
    • fältforskning
    • livsberättelser

    I denna uppdaterade tredje upplaga finns bl.a. ett nyskrivet kapitel om diskursiv psykologi och tips om litteratur för vidare läsning.

  • 255.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber , 2015, 2, p. 13-43Chapter in book (Other academic)
    Abstract [sv]

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

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 256.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber , 2009, 1, p. 13-37Chapter in book (Other academic)
    Abstract [sv]

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

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 257.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2019In: handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 16-43, p. 16-43Chapter in book (Other academic)
  • 258.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wildemeersch, Danny
    Leuven University, Belgium.
    Editorial: Cartographies of research on adult education and learning2015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 2, p. 97-101Article in journal (Other academic)
  • 259.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Zetterberg, Ingela
    Nilsson, Thomas
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Satsning på folkhögskolan ett sätt att möta skolkrisen2015In: Dagens NyheterArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Behov av lärarlyft. Skolans kunskapskris innebär att andelen ungdomar som har behov av en andra chans ökar. För att möta utmaningen efterlyser vi en satsning på folkhögskollärare motsvarande de satsningar som gjorts för lärare inom ungdomsskolan. Det skriver representanter för folkhögskolor och pedagogisk forskning.

  • 260.
    Köpsén, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkeslärares identiteter2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 121-138Chapter 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.

  • 261.
    Larsson, Staffan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Invisible colleges in research on adult learning: a bibliometric study on international scholarly recognition2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 73-97Chapter in book (Refereed)
    Abstract [en]

    An “economy of publications and citations” has emerged in academia, where databases as Web of Science and Scopus provide tools for “quality” measurements. The assumption is that such measurements are unbiased in terms of geography, language, gender etc. This is investigated by scrutinizing the “invisible colleges”, i.e. networks of citations in adult learning/education journals, indexed by Scopus. A bibliometric analysis is made of 151,261 direct citation links in 5 journals published between 2006–2014. The outcome shows a pattern of biases: a US/UK, anglophone, male domination. It also shows how the investigated field consists of many loosely connected invisible colleges. This might make the field weak in terms of academic power.

  • 262.
    Lindberg, Viveca
    et al.
    Göteborgs universitet.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Introduktion2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Lärarförlaget , 2017, 1Chapter in book (Other academic)
  • 263.
    Mbabazi, Penelope
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Students as learners through the eyes of their teachers in Rwandan higher education2012In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 31, no 4, p. 503-521Article in journal (Refereed)
    Abstract [en]

    In this study, we aim to explore and thematically analyze higher education teachers’ notions about the most important problems related to students’ learning, including the teachers’ notions of the approaches to learning that the students adopt. The study was carried out in Rwanda with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students’ learning problems were identified: dependence, physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as being interdependent. 

  • 264.
    Mbabazi, Penelope
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Owe
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A phenomenographic study of students' conceptions of quality in learning in higher education in Rwanda2013In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 3, p. 337-350Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time.

  • 265.
    Merrill, Barbara
    et al.
    Universty of Warwick, UK.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Intersectionality and adult education2018In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 9, no 1, p. 7-11Article in journal (Other academic)
  • 266.
    Mesic, Nedzad
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. 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.
    Fejes, Andreas
    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. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Use-Values for Inclusion: Mobilizing Resources in Popular Education for Newly Arrived Refugees in Sweden2019In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 7, no 2, p. 85-95Article in journal (Refereed)
    Abstract [en]

    In times of market reforms and international migration, the Swedish welfare model has been seriously challenged. In the context of the arrival of refugees in 2015-2017, the state turned to civil society in facing up to the challenges. In this article, we direct our attention to the Workers Educational Associations (ABF) state-funded work with refugees, with a specific focus on the activities conducted, the resources making them possible and the use-value of the resources mobilised. The article is based on observations and interviews with study circle leaders, managers and asylum seekers. The analysis illustrates that ABF, in line with its historical legacy, the broader workers movement, the strong notion of popular education as free and voluntary, has, with its well-established connections throughout the country, not solely taken on the task defined by the state. In solidarity, ABF has also responded to the needs of the refugees. As highlighted in the analysis, ABF has mobilized a wide range of resources, not least providing refugees with social networks and help in contacting the authorities. With such mobilization, opportunities were provided for the inclusion of refugees in Sweden.

  • 267.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Governing health care workers in elderly care: Unintentional learning as a regime of practice and rationality of care: Paper presented at the ESREA triennial European research conference, Linköping University, Sweden, September 23-26  2010Conference paper (Other academic)
  • 268.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lifelong Learning: A Pacification of 'Know How'2011In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, no 4, p. 403-417Article in journal (Refereed)
    Abstract [en]

    A tendency of previous studies of lifelong learning to focus on learning and learning subjectivities may have led to an underestimation of potential effects in terms of a system of knowledge constitutive processes that operates powerfully to shape our societies. In this paper we explore lifelong learning and practices in the construction of knowledge at the point where a new relationship is being attempted between university courses and workplaces through programmes for learning. Drawing from Foucault and others we argue a strategic relation between discourses of lifelong learning and knowledge practices in such locations. Discourses of lifelong learning appear to support the reaching out of disciplinary practices into the workplace where theoretical knowledge is combined with knowledge derived from work experience, as a new form of knowledge that has use value. Discipline as a modality of power appears reconfigured and multiplied in new power-knowledge constellations which aim to subdue the desire and power of know how. Rather than lifelong learning as learning apparatus and strategy in the promotion of a will to learn as has been suggested elsewhere, we offer an alternative account. Here the promotion of a will to learn articulates with the will to knowledge through discourses of lifelong learning. Practices of knowledge constitution support the pacification of know how through its reconfiguration as knowledge that can be codified and mobilized for economic innovation.

  • 269.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Mobilitzant Foucault en els estudis de l'educació permanent2010In: Foucault i l'aprenentatge permanent: Governant el subjecte / [ed] Andreas Fejes & Katherine Nicoll, Xàtiva: Denes Editorial , 2010, p. 37-59Chapter in book (Other academic)
    Abstract [ca]

    Durant els últims vint anys ha hagut un interès creixent en el treball de Michel Foucault en sociologia i en particular el relacionat amb l'educació. Aquest és el primer llibre que utilitza el seu treball per a considerar l'educació permanent por sí mateix, explora la importància de les polítiques i les pràctiques de l'educació permanent (...) aquest llibre ofereix visions en qüestions com:

    ¿Quines són els efectes de les polítiques de l'educació permanent dins dels sistemes socio-polítics de govern?

    ¿Què fa l'educació permanent per la nostra comprensió de nosaltres mateixos com a ciutadans?

    ¿Com actua l'educació permanent en la regulació i la reordenació d'allò que les persones fan?

    Suggereix que la interpretació de l'educació permanent com a contribució a l'economia del coneixement, la globalització o el nou ordre del treball pot necessitar ser revisada si hem d'entendre el seu impacte de manera més completa.

  • 270.
    Nicoll, Katherine
    et al.
    Institute of Education University of Stirling.
    Fejes, Andreas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Mobilizing Foucault in studies of lifelong learning2008In: Foucault and lifelong learning: Governing the subject / [ed] Andreas Fejes and Katherine Nicoll, London: Routledge , 2008, p. -218Chapter in book (Other academic)
    Abstract [en]

       

    Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.

    With a breadth of international contributors and sites of analysis, this book offers insights into such questions as:

    • What are the effects of lifelong learning policies within socio-political systems of governance?
    • What does lifelong learning do to our understanding of ourselves as citizens?
    • How does lifelong learning act in the regulation and re-ordering of what people do?

    The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.

  • 271.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Movilizando a Foucault en los estudios de la educación permanente2010In: Foucault y el aprendizaje permanente: Gobernando el sujeto / [ed] Andreas Fejes & Katherine Nicoll, Xàtiva: Ediciones del CREC , 2010, 1, p. 33-56Chapter in book (Other academic)
    Abstract [ca]

    Durant els últims vint anys ha hagut un interès creixent en el treball de Michel Foucault en sociologia i en particular el relacionat amb l'educació. Aquest és el primer llibre que utilitza el seu treball per a considerar l'educació permanent por sí mateix, explora la importància de les polítiques i les pràctiques de l'educació permanent (...) aquest llibre ofereix visions en qüestions com:

    ¿Quines són els efectes de les polítiques de l'educació permanent dins dels sistemes socio-polítics de govern?

    ¿Què fa l'educació permanent per la nostra comprensió de nosaltres mateixos com a ciutadans?

    ¿Com actua l'educació permanent en la regulació i la reordenació d'allò que les persones fan?

    Suggereix que la interpretació de l'educació permanent com a contribució a l'economia del coneixement, la globalització o el nou ordre del treball pot necessitar ser revisada si hem d'entendre el seu impacte de manera més completa.

  • 272.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    What happens through lifelong learning?: Constituting a learning apparatus2009In: 5th International Conference of the centre for for research in lifelong learning at the University of Stirling, 24-26 June, 2009Conference paper (Other academic)
  • 273.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Why Foucault in Education and Education Research?2010In: The first international theorising education conference, 2010Conference paper (Other academic)
    Abstract [en]

    This paper considers the question of why we might draw on resources from the work of Michel Foucault to explore questions related to education and education research. These are questions of the exercise of power and government.

    The paper is written in three main parts. First, the perspective offered through Foucault’s work is outlined. This is a perspective through which the education and education theory can be explored as the exercise of power. This perspective is positioned as diagnostic and analytic, and set in contrast to positivist and interpretative approaches and theories.

    Second, we develop an argument that Foucault’s notions of government and governmentality offer an alternative approach to the analysis of government as it is commonly drawn upon in educational research and practice. This approach is outlined in terms of its intentions and effects. The analytics of government is presented as one that aims not for description and unification, as is often the case in education theory and practice, but for diagnosis of the fragmented and serendipitous, complex and contradictor lines of action and thought, and agents that seek to govern conduct, so as to better understand how we come to act and think as we do within the present (Rose 1999). It is presented as one whereby the activities for the government of ourselves, the government of others and the government of the state can be shown in their complex relationships, and whereby the ways in which our thought operates within the taken-for-granted ways that we do things can be identified and described.

    Third, the perspective is elaborated in some detail. Here the interest in analysis is depicted as that directed towards the specific ways human beings are made objects of knowledge within educational research and practice and their subjection through different techniques. In this section specific such techniques are identified and described. For example, educational guidance and counseling is considered as a practice of confession that operates to shape a specific subjectivity – an individual who is self-responsible and possessing of a will to learn. Through expressing inner desires, the student becomes an object of knowledge through which the exercise of power can more efficiently and effectively target the body and be channeled through it by the guide or counselor (Fejes 2006). As two further examples, rationalities of professional development in education, characterized as the technical expert and reflective practitioner, are examined for their work in the constitution of particular forms of assignment work, and considered for the subjectivities these then fashion and the limits to possibilities that are then set (Nicoll 2007).

  • 274.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan i Skövde.
    Biesta, Gert
    University of Stirling.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Citizen Formation: Beyond Educational Practice and Policy2010In: 38th Annual Conference of the Nordic Educational Research Association, 2010Conference paper (Other academic)
  • 275.
    Nicoll, Katherine
    et al.
    School of EducationStirling, University of Stirling, United Kingdom.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Akademin Utbildning, Hälsa och samhälle, Högskolan Dalarna.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Biesta, Gert
    Department of Education, Brunel University London, UK.
    Opening discourses of citizenship education: A theorization with Foucault2016In: Michel Foucault and education policy analysis / [ed] Stephen J. Ball, Routledge, 2016, 1, p. 96-114Chapter in book (Refereed)
    Abstract [en]

    We argue two major difficulties in current discourses of citizenship education.The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the ‘contemporary limits of the necessary’, drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement.

  • 276.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Stockholms Universitet.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Biesta, Gert
    University of Luxembourg.
    Opening discourses of citizenship education: a theorization with Foucault2013In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 28, no 6, p. 828-846Article in journal (Refereed)
    Abstract [en]

    We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement.

  • 277.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning och vuxenutbildning i skolkrisorkanens öga2014In: KOM : kommunikation mellan kommunala vuxenutbildare, ISSN 0347-4445, Vol. 42, no 3, p. 4-8Article in journal (Other (popular science, discussion, etc.))
  • 278.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The research field of adult education and learning: widening the field2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Cham: Springer, 2019, 1, p. 229-234Chapter in book (Refereed)
    Abstract [en]

    We began this book by launching a series of questions on what the adult education and learning research field looks like, how it has emerged historically and how it is transformed through contemporary policy and research practice. The chapters have, in different ways, contributed to answering these questions by case studies, as well as by looking at the transnational power relations across countries. In the debate on comparative adult education research finalising this book, Field, Künzel and Schemmann posed the rather provocative question of whether the chapter of international comparative adult education has now come to a close (see Chap.  10). We would argue that such research is still alive and possible to carry out, but that the conditions under which research is conducted also need to be taken into serious consideration. In the various contributions to this book, several chapters show how a comparative perspective on the field of research can contribute to our understanding of how knowledge about adult education and learning is produced. They also demonstrate how this knowledge is stratified across regional and national borders, as well as between individual scholars positioned in relation to one another.

  • 279.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Exploring the Adult Learning Research Field by Analysing Who Cites Whom2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 113-131Article in journal (Refereed)
    Abstract [en]

    In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006–2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades – sociocultural perspectives on learning - occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

  • 280.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Exploring the adult learning research field by analysing who cites whom2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 55-72Chapter in book (Refereed)
    Abstract [en]

    In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006–2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades – socio- cultural perspectives on learning – occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

  • 281.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vem citerar vem?: Forskningskluster och citeringsbiografier i internationella tidskrifter inom vuxenpedagogik2015Conference paper (Other academic)
  • 282.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Who cites who in research on adult education and workplace learning?2015Conference paper (Other academic)
  • 283.
    Olson, Maria
    et al.
    Högskolan Dalarna, Sweden.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 95-103Article in journal (Refereed)
    Abstract [en]

    The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.

  • 284.
    Olson, Maria
    et al.
    Stockholm University, Sweden.
    Fejes, Andreas
    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.
    Nicoll, Katherine
    University of Stirling, UK.
    Citizenship discourses: production and curriculum2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, p. 1036-1053Article in journal (Refereed)
    Abstract [en]

    This paper explores citizenship discourses empirically through upper secondary school students understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible freecitizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.

  • 285.
    Olson, Maria
    et al.
    Stockholm University, Sweden.
    Fejes, Andreas
    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.
    Nicoll, Katherine
    University of Stirling, Scotland, UK.
    Citizenship production beyond the curriculum2013Conference paper (Other academic)
  • 286.
    Rahm, Lina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Digital media and citizenship in adult education2014Conference paper (Other academic)
    Abstract [en]

    This paper is based on an on-going case study, drawing on interviews with adult students. The research question is: what narratives of citizenship are actualized in the everyday practices of adult students and how is citizenship enacted (or prevented from being enacted)? More specifically, this paper addresses the importance of interactive media in narratives of citizenship in the everyday practises of adult students. The study builds on 37 interviews with students enrolled at Folk high schools in Sweden. The students have, based on their own definition of the terms, been asked to participate in interviews about (and photo-document) their notions of citizenship and citizenship activities. The results of interest to this paper are statements about what we may refer to as ubiquitous computing (i.e. ever-present media technologies). It would seem that an important basis for students’ notions of citizenship is the practice of ‘living in media’. That is, students’ narratives continuously return to the entanglement of the Internet (and other new media) and notions of citizenship.

  • 287.
    Rahm, Lina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Educating the digital citizen: a genealogy of computer skills in Swedish popular education2015In: Citizenship in the Making – Adult and Popular Education as Bunkers of failures, computers and recognition, 2015Conference paper (Refereed)
  • 288.
    Rahm, Lina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Popular education and the digital citizen: a genealogical analysis2017In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 8, no 1, p. 21-36, article id rela9113Article in journal (Refereed)
    Abstract [en]

    This paper historicises and problematises the concept of the digital citizen and how it is constructed in Sweden today. Specifically, it examines the role of popular education in such an entanglement. It makes use of a genealogical analysis to produce a critical ‘history of the present’ by mapping out the debates and controversies around the emergence of the digital citizen in the 1970s and 1980s, and following to its manifestations in contemporary debates. This article argues that free and voluntary adult education (popular education) is and has been fundamental in efforts to construe the digital citizen. A central argument of the paper is that popular education aiming for digital inclusion is not a 21st century phenomenon; it actually commenced in the 1970s. However, this digitisation of citizens has also changed focus dramatically since the 1970s. During the 1970s, computers and computerisation were described as disconcerting, and as requiring popular education in order to counter the risk of the technology “running wild”. In current discourses, digitalisation is constructed in a non-ideological and post-political way. These post-political tendencies of today can be referred to as a post-digital present where computers have become so ordinary, domesticized and ubiquitous in everyday life that they are thereby also beyond criticism

  • 289.
    Rahm, Lina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ubiquitous computing, digital failure and citizenship learning in Swedish popular education2015In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 10, no 2, p. 127-141Article in journal (Refereed)
    Abstract [en]

    How do adult students enact citizenship, and what discursive and material conditions make certain enactments more or less possible? This article draws on 37 interviews with adult students at Swedish Folk High Schools and focuses on the everyday material-discursive enactments of interactive media in adult students’ statements about citizenship. Drawing on a post-constructional perspective, the analysis illustrates how students’ statements about citizenship are made possible by ever-present media technologies and the associated practices of ‘living in media’. Students’ statements continuously reiterate how notions of citizenship are entangled with the Internet (and other new media). However, while new media are deeply embedded in the everyday lives of citizens and enables important citizenship enactments, they are also a source of discomfort, giving rise to ambiguous statements. These double-edged statements refer on the one hand to negative implications on physical health, distraction from important tasks and an over-reliance on the Internet as an everyday need, and on the other hand to improved access to information, convivial communities and empowered citizenship.

  • 290.
    Ruschkowski, Andreas
    et al.
    Hagabergs folkhögskola, Sweden.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Shaping the democratic, relational, and reflective youth recreation leader2019In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 38, no 6, p. 632-643Article in journal (Refereed)
    Abstract [en]

    Youth recreation centres have been a key institution in providing young people with meaningful activity after school, going back to the mid- twentieth century in Sweden. These centres have been the focus of research, but very few studies have paid attention to the youth recreation leader, the person working in these centres. In this article, we direct our focus towards youth recreation leaders by analysing how a discourse on the ideal youth recreation leader takes shape through policy, how it operates, and with what effect. We are inspired by the work of Foucault in understanding discourse, power, and subjectivity. Our analysis illus- trates how a democratic, relational, and reflective ideal youth recreation leader is shaped and fostered through current policy discourses in Sweden. Such a subjectivity emerges through technologies of power and the self, of which the confession is one. Through the confession, the youth recreation leader is simultaneously governed and governs others – the conduct of conduct. The case presented here can tell us more about the way in which governing operates in contemporary society.

  • 291.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Olson, Maria
    Dalarna University, Falun; Stockholm University, Stockholm; Skövde university, Skövde, Sweden .
    Adult education as a heterotopia of deviation: A dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.   

  • 292.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholms Universitet, Skövde University.
    The last exodus?: Discourses on the production of citizens in adult education2015Conference paper (Refereed)
  • 293.
    Shan, Hongxia
    et al.
    University of British Columbia, Canada.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Editorial Material: Skill regime in the context of globalization and migration in STUDIES IN CONTINUING EDUCATION, vol 37, issue 3, pp 227-2352015In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 37, no 3, p. 227-235Article in journal (Other academic)
    Abstract [en]

    n/a

  • 294.
    Sparrhoff, Gun
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Anställningsbarhet: perspektiv från utbildning och arbetsliv2016Collection (editor) (Other academic)
    Abstract [sv]

    Anställningsbarhet är numera ett centralt policybegrepp i Sverige.Det förekommer ofta i diskussioner om utbildning och arbetsliv.Men många gånger används begreppet okritiskt och dess betydelse kan vara oklar.

    Boken utforskar olika innebörder och möjliga konsekvenser av diskursen om anställningsbarhet, sett ur utbildningens och arbetslivets perspektiv. Exempel på frågor som behandlas är: Hur kommer det sig att anställningsbarhet är så populärt i dag? I vilka olika sammanhang och på vilka sätt kan vi se att det används?Leder utbildning till att den studerande blir anställningsbar? Vilka sorters medarbetare ses som mer åtråvärda än andra i diskussioner om anställningsbarhet, och vilka exkluderas därmed?

    Den andra upplagan är kraftigt omarbetad och innehåller ett antal nya kapitel. Tre grundläggande teman strukturerar diskussionen: Anställningsbarhet som begrepp och politisk vision,sammanlänkningen mellan utbildning och arbetsliv samt inkludering och exkludering.

    Anställningsbarhet – perspektiv från utbildning och arbetslivvänder sig till universitetsstuderande inom samhällsvetenskapliga ämnen samt policymakare, politiker, chefer, rekryterare och utbildningsplanerare i olika typer av verksamheter.

  • 295.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitet och generaliserbarhet i kvalitativa studier2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 256-278Chapter in book (Other academic)
    Abstract [sv]

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

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 296.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kvalitet och generaliserbarhet i kvalitativa studier2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2009, 1, p. 216-235Chapter in book (Other academic)
    Abstract [sv]

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

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 297.
    Thornberg, Robert
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitet och generaliserbarhet i kvalitativa studier2019In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 273-295, p. 273-295Chapter in book (Other academic)
  • 298.
    Wallin, Jessica
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Entreprenörskap i hantverksprogrammet2017In: Yrkesdidaktikens mångfald / [ed] Andreas Fejes, Viveca Lindberg, Gun-Britt Wärvik, Lärarförlaget , 2017, 1, p. 73-85Chapter in book (Other academic)
  • 299.
    Wallin, Pontus
    et al.
    Skolforskningsinstitutet, Solna strand.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hrastinski, Stefan
    Enheten för digitalt lärande, Kungliga tekniksa högskolan KTH, Stockholm.
    Nilsson, Staffan
    Institutionen för pedagogik och didaktik, Stockholms universitet.
    Individanpassad vuxenutbildning: Med fokus på digitala verktyg2019Report (Refereed)
    Abstract [sv]

    Skolforskningsinstitutet arbetar kontinuerligt med att ringa in undervisningsnära ämnesområden där behovet av vetenskapligt grundad kunskap bedöms vara stort. Det sker i dialog med verksamma i skolan, med representanter för myndigheter och or­ganisationer inom skolväsendet samt med forskare inom det utbildningsvetenskapliga fältet.

    Ett viktigt område som har identifierats under det arbetet gäller individanpassad undervisning inom vuxenutbildning. I behovsinventeringen framkom också att det finns behov av att sammanställa forskning om hur digitala verktyg används inom bland annat distansundervisning inom vuxenutbildning. Genom denna systematiska översikt vill vi sammanställa sådan forskning och göra den tillgänglig för lärare och andra verksamma inom komvux i Sverige.

    Översikten utgår ifrån följande övergripande frågeställningar:

    1. Vad kännetecknar individanpassad undervisning som möter vuxna elevers olikheter?
    2. Hur kan lärare använda digitala verktyg för att individanpassa undervisningen?

    Individanpassad undervisning inom vuxenutbildning

    Med individanpassad undervisning inom vuxenutbildning menar vi lärares metoder och arbetssätt som möter vuxna elevers olikheter i form av förutsättningar för lärande och behov i undervisningen. Vi har identifierat tre övergripande strategier för individanpassad undervisning:

    • gruppering

    • differentierad undervisning

    • individuell handledning.

    Gruppering innebär att elever delas in i grupper eller kurser utifrån deras förutsättning­ar och behov. Differentierad undervisning innebär att lärare tar hänsyn till elevers olikheter inom ramen för en kurs eller undervisningsgrupp. Individuell handledning innebär att elever ges individuellt stöd av läraren. I de studier som ingår i översikten relaterar forskarna oftast till någon eller några av dessa strategier för individanpassad undervisning.

    Resultat

    Det vetenskapliga underlaget består av 15 studier. Fyra av studierna har genomförts vid komvux i Sverige. Två studier har genomförts vid vuxenutbildning i övriga Skan­dinavien, vilken i hög utsträckning liknar komvux i Sverige. Ytterligare nio studier har genomförts i sammanhang som liknar komvux i Sverige men som också kan skilja sig något i fråga om hur utbildningen organiseras eller vilka elever som deltar.

    De ingående studierna skiljer sig i fråga om vilken forskningsmetod som använts. Även om studierna är av olika karaktär ger alla en förståelse för eller förklaringar till vad som kännetecknar individanpassad undervisning som möter vuxna elevers olikheter. En del av studierna kan dessutom beskriva eller förklara hur lärare kan använda digita­la verktyg för att individanpassa undervisningen.

    Undervisning som möter vuxna elevers olikheter

    Lärare har en nyckelroll i hur undervisningen utformas och genomförs. Men läraren är inte den enda som påverkar elevers lärande i en undervisningssituation. För den enskilda eleven kan andra elever också spela en viktig roll. Speciellt elever som har liten erfarenhet av studier kan vara beroende av att ta efter mer erfarna elever. Att imitera andra elever kan möjliggöra för elever med liten erfarenhet av utbildning att lära sig studieteknik och det sammanhang som undervisningsmiljön innebär. Lärare som vill individanpassa sin undervisning behöver överväga hur undervisningsmiljön möjlig­gör för elever att imitera andra elever för att på så sätt nå ett framgångsrikt lärande.

    Vuxna elever kan ha en mångfald av erfarenheter som lärare kan knyta an till i undervisningen. Genom att visa kunskap om och intresse för elevers tidigare erfaren­heter kan läraren bedriva en undervisning som är anpassad för den enskilda eleven. Genom en sådan undervisning kan en typ av resonans uppnås mellan elevens erfaren­heter och ämnesinnehållet i undervisningen. Eleven kan på så vis finna igenkänning i kunskapsinnehållet och engagemang för undervisningen.

    En undervisningsmiljö är också en plats för att skapa en gemensam kultur och en social arena som stimulerar till lärande. Betydelsen av interaktion och dialog mellan elever samt mellan elever och lärare ska inte underskattas vid skapandet av en miljö som gynnar elevers lärande. Det kan finnas elever som först behöver etablera relationer och interaktionsmönster i en undervisningsmiljö för att ett lärande ska bli möjligt.

    Att individanpassa undervisningen med hjälp av digitala verktyg

    Att introducera digitala verktyg i undervisningen kan påverka möjligheterna till individanpassning på olika sätt. Till digitala verktyg räknar vi teknisk utrustning, pro­gramvara och it-tjänster. Om digitala verktyg används för att genomföra exempelvis distansundervisning påverkas förutsättningarna för att individanpassa undervisningen på ett sätt som både innebär möjligheter och utmaningar. Ett exempel på möjlighet är att lärare på ett enkelt sätt kan förmedla ett omfattande kursmaterial till eleverna. Till utmaningarna hör bland annat att lärare kan få sämre överblick över vad eleverna gör och hur de lär sig.

    Vuxna elever har olika förutsättningar att tillgodogöra sig undervisning som sker med stöd av digitala verktyg. En lärare som är medveten om detta kan vara uppmärk­sam på om en elev har behov av extra hjälp och stöd. Lärare kan erbjuda elever olika sätt att studera för att kunna hitta ett upplägg som passar dem. För vissa elever kan exem­pelvis distansutbildning vara det bästa alternativet medan samma typ av distansutbild­ning bland annat kan innebära en förhöjd risk för avhopp för andra elever.

    Digitala verktyg kan fungera som ett komplement i och till klassrumsundervisningen. Digitala verktyg erbjuder lärare möjligheter att bland annat tillhandahålla in­spelade lektioner som elever vid behov kan ta del av vid upprepade tillfällen. Att påkalla lärarens uppmärksamhet i en klassrumssituation för att be om repetition kan upplevas som svårt av vissa elever. Med tillgång till inspelade lektioner kan elever med behov av repetition få ett extra stöd. En förutsättning är att eleverna har tillgång till och förmåga att använda digitala verktyg på avsett sätt.

    En god introduktion till digitala verktyg är viktigt. Samtliga elever kan behöva stöd för att kunna använda digitala verktyg för lärande. Med tydlighet kring verktygen för lärande kan eleverna ta ansvar för sin användning av verktygen, göra det som förväntas av dem och be om hjälp vid behov.

    Användning av resultaten

    Undervisningen inom skolväsendet i Sverige ska vila på vetenskaplig grund och be-prövad erfarenhet. Vidare ska vuxenutbildningen anpassas utifrån individens behov och förutsättningar. Därmed är lärare inom komvux ålagda att utforma och genom­föra en individanpassad undervisning som vilar på vetenskaplig grund och beprövad erfarenhet. Resultaten i den här systematiska översikten utgör en vetenskaplig grund för lärare att utgå ifrån. Men översikten visar också att det finns mycket mark kvar att bryta. Forskare har ett viktigt arbete framför sig med att förstärka den vetenskapliga grunden på området.

    Det finns aspekter av undervisningen som lärare inte kan råda över. Omfattningen av grupperingen av elever och resurser till individuell handledning kan vara på förhand givna. Men oavsett sådana förutsättningar kan lärare ta inspiration av forskningen som ingår i den här översikten. Resultaten från de vetenskapliga studierna ger lärare möjlighet att reflektera kring och utveckla sin undervisning. Forskningen ger inga tydliga svar på frågan om vad som är den bästa generella metoden för att bedriva en lyckad individanpassad undervisning som möter vuxna elevers olikheter. Existerande forskning på området kan bara ge exempel på vad som händer i en undervisningssituation i olika sammanhang med givna förutsättningar. Genom att inta ett vetenskapligt förhållningssätt bör lärare också vara kritiska till resultaten och själva avgöra hur exempel som lyfts i studierna relaterar till den egna undervisningssituationen.

    Urvalet av forskning

    Vi har gått igenom 16 845 sökträffar, varav 251 studier har granskats i fulltext. Av dessa bedömdes totalt 15 studier kunna bidra till att besvara den systematiska översiktens frågeställningar.

    Studierna som utgör underlag för översikten fokuserar på olika aspekter av un­dervisningen samt användningen av digitala verktyg inom ramen för undervisningen. Några studier undersöker vad elever inom vuxenutbildning har för förutsättningar för lärande. Sådana studier kan hjälpa till att beskriva och förklara grundförutsättningarna för lärares undervisning inom vuxenutbildning. I andra studier som ingår i översikten är syftet snarare att undersöka vad vuxna elever har för behov i sitt lärande. Dessa studier kan hjälpa lärare att identifiera vad de kan göra för att utforma individanpassad under-

    visning i specifika undervisningssituationer. Slutligen finns det artiklar i underlaget som utforskar och prövar olika metoder och arbetssätt som lärare använder för att individanpassa undervisningen för att möta elevers olikheter. Dessa studier kan ge lära­re vägledning för hur undervisningen kan utformas och genomföras. Endast ett fåtal studier undersöker vad undervisningen ger för effekter på elevers kunskapsresultat.

  • 300.
    Wildemeersch, Danny
    et al.
    Leuven University.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Citizenship and the crisis of democracy: What role can adult education play in matters of public concern?2018In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 9, no 2, p. 133-137Article in journal (Other academic)
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