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  • 551.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Terning, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aqualitative vocational education and training: Education for quantity orquality?2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, no 1, p. 114-132Article in journal (Refereed)
    Abstract [en]

    Thisarticle discusses the contemporary discourse of ‘quality’ in upper secondaryvocational education in Sweden. The study is based on a selection of governmentpolicy texts that preceded the reform of upper secondary education in 2011. Thepurpose is to present how the concept of quality gets its meaning, and todiscuss this from a perspective of competence, knowledge and qualification inorder to renegotiate the concept of quality. Hence, the article also discusseshow an extended quality concept could contribute to a changed view of Swedishupper secondary vocational education and training (VET) from an economic,individual and social point of view, in terms of both content andattractiveness. A widened approach to quality in VET could lead to a change inthe view of, and the discussion about, VET as such. Our purpose is to emphasizethe importance of a broader understanding of how quality in VET can beunderstood and offer a more nuanced and expanded understanding to thecontemporary discourse of VET quality, and thus offer opportunities for a moreattractive VET.

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    fulltext
  • 552.
    Tsagalidis, Helena
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Terning, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    En kvalitativ yrkesutbildning – en utbildning mot kvantitet eller kvalitet?2016In: Fokus på gymnasial yrkesutbildning - En antologi om hur yrkesutbildningen kan förbättras, Sollentuna: World skills Sweden , 2016Chapter in book (Other academic)
    Abstract [sv]

    Synen på vad som uppfattas som kvalitet i yrkesutbildning, eller bristen på densamma, är något som diskuteras flitigt, inte minst i år, tillika det år som av Utbildningsdepartementet, LO Svensk Näringsliv har utnämnts till yrkesutbildningens år 2016 (Hadzialic, 2015). I denna artikel är syftet att diskutera och omförhandla betydelsen av begreppet kvalitet, såsom det omtalas i policytexter som handlar om den gymnasiala yrkesutbildningen. I den idag dominerande berättelsen om kvalitet inom yrkesutbildningen, som växte sig stark inför reformeringen av gymnasieskolan 2011, uttrycks kvalitet främst i relation till elevers grad av anställningsbarhet –med betydelsen en anpassning till arbetslivets krav på produktivitet. Ju mer eleverna redan inledningsvis i sin anställning kan producera, desto högre kvalitet uttalas yrkesutbildningen ha (Terning, in press). Vi menar att denna betydelse av begreppet kvalitet saknar aspekter såsom yrkeskunnande, kompetenser och kvalifikationer. Ett vidgat synsätt på kvalitet inom yrkesutbildningen skulle kunna medföra en höjning av synen på, och även talet om, yrkesutbildningen som sådan. Det skulle dessutom kunna initiera diskussioner kring vad det egentligen innebär att utbilda sig till ett yrke, att kunna detsamma samt vad som kan vara rimligt att som avnämare förvänta sig av yrkeseleven efter avslutad utbildning. Ett utvidgat kvalitetsbegrepp skulle på det här sättet kunna medverka till att attraktiviteten höjs på de gymnasiala yrkesutbildningarna.

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    fulltext
  • 553.
    Turunen, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Puutöitä ja kansalaisuutta2015In: Vapaa, vallaton ja vangittu sivistystyö. Sivistystyön vapaus ja vastuu -pamfletti 2015. / [ed] Jenni Pätäri, Annika Turunen & Ari Sivenius, Helsinki: Vapaa Sivistystyö ry , 2015Chapter in book (Other academic)
  • 554.
    Turunen, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Sivistystyö sopeuttamisen ja voimaannuttamisen ristipaineessa2013In: Aikuiskasvatus, ISSN 0358-6197, Vol. 33, no 3, p. 164-176Article in journal (Refereed)
  • 555.
    Wallin, Jessica
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Entreprenörskap i skolan: Formulering och transformering av GY11 inom gymnasieskolans hantverksprogram2014Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Syftet med studien är att undersöka hur entreprenörskap i skolan formuleras i läroplaner och tolkas av de som är verksamma inom gymnasieskolans hantverksprogram. Med utgångspunkt i ett läroplansteoretiskt perspektiv (Dahlgren, 1990; Lindensjö och Lundgren, 1986; Lindlensjö och Lundgren, 2000; Linde, 2000; Englund, 1997; Englund, 2005; Bernstein, 1971; Bernstein, 1990; Bernstein, 2000) studeras läroplanens formulerings- och transformeringsarenor, och relationen mellan dessa. Då den svenska läroplanen inte är fri från påverkan utifrån studeras även relationen mellan transnationella och nationella utbildningsdokument inom ramen för formuleringsarenan. Mer specifikt ställs följande forskningsfrågor i relation till båda arenorna:

    • Vad beskrivs vara mål och innehåll i entreprenörskap i skolan?
    • Varför ska entreprenörskap finnas med i undervisningen?
    • Hur beskrivs genomförandet av entreprenörskap i skolan?
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    Entreprenörskap i skolan: Formulering och transformering av GY11 inom gymnasieskolans hantverksprogram
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    omslag
  • 556.
    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)
  • 557.
    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.

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    Individanpassad vuxenutbildning: Med fokus på digitala verktyg
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  • 558.
    Wessbo, Simon
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Forsell, Johan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vestergren, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Open issue2017In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal (Other academic)
    Abstract [en]

    This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

  • 559.
    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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    fulltext
  • 560.
    Wilhelmsson, Niklas
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wirell, Staffan
    Linköping University, Department of Medical and Health Sciences, Radiology. Linköping University, Faculty of Health Sciences.
    Ledin, Torbjörn
    Linköping University, Department of Clinical and Experimental Medicine, Oto-Rhiono-Laryngology and Head & Neck Surgery. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping.
    Josephson, Anna
    Karolinska Institutet, Stockholm, Sweden.
    Phenomenographic study of basic science understanding-senior medical students' conceptions of fatigue2013In: Education for Health, ISSN 1357-6283, E-ISSN 1469-5804, Vol. 26, no 3, p. 156-163Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: Helping students learn to apply their newly learned basic science knowledge to clinical situations is a long-standing challenge for medical educators. This study aims to describe how medical students' knowledge of the basic sciences is construed toward the end of their medical curriculum, focusing on how senior medical students explain the physiology of a given scenario. Methods A group of final-year medical students from two universities was investigated. Interviews were performed and phenomenographic analysis was used to interpret students' understanding of the physiology underlying the onset of fatigue in an individual on an exercise bicycle.

    RESULTS: Three categories of description depict the qualitatively different ways the students conceptualized fatigue. A first category depicts well integrated physiological and bio-chemical knowledge characterized by equilibrium and causality. The second category contains conceptions of finite amount of substrate and juxtaposition of physiological concepts that are not fully integrated. The third category exhibits a fragmented understanding of disparate sections of knowledge without integration of basic science and clinical knowledge.

    DISCUSSION: Distinctive conceptions of fatigue based with varying completeness of students' understanding characterized the three identified categories. The students' conceptions of fatigue were based on varying understanding of how organ systems relate and of the thresholds that determine physiological processes. Medical instruction should focus on making governing steps in biological processes clear and providing opportunity for causal explanations of clinical scenarios containing bio-chemical as well as clinical knowledge. This augments earlier findings by adding descriptions in terms of the subject matter studied about how basic science is applied by students in clinical settings.

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  • 561.
    Ye, Rebecca
    et al.
    Stockholms Universitet, Stockholm, Sweden.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The transnational track: State sponsorship and Singapore’s Oxbridge elite2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 1, p. 11-33Article in journal (Refereed)
    Abstract [en]

    This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

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    fulltext
  • 562. Order onlineBuy this publication >>
    Åkerblom, Erika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Avdelningen för utbildningsvetenskap, Akademin för utbildning och ekonomi, Gävle, Sverige.
    Utbildning och hälsa i nationens intresse: Styrningsteknologier och formering av en förädlad befolkning2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis consists of four articles about civic education in order to create a well-functioning nation. The purpose of the thesis is to problematise how education and health operate as governing technologies aimed at the population within today's refinement discourse. The theoretical and analytical framework is based on Foucault's concepts of governmentality, biopolitics, discourse analyse and genealogy. The empirical material consists, among other things, of official documents such as SOUs, project reports and web pages. The results show that even if the population and its problems are described as different, it is assumed to be based on, and originate from, ignorance. To address this, education and educative measures operates to create a well-functioning population. The citizens are governed and regulated by neoliberal governance, where techniques such as control and discipline enable mapping, educational efforts, categorisation and regulation. The healthy citizen is expected to be autonomous, to have the will to constantly learn and be healthy in accordance with the norm. 

    List of papers
    1. Constructing a healthy, knowledgeable and well-educated citizen: Motivational interviews and physical activity on prescription
    Open this publication in new window or tab >>Constructing a healthy, knowledgeable and well-educated citizen: Motivational interviews and physical activity on prescription
    2017 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 320-332Article in journal (Refereed) Published
    Abstract [en]

    In recent decades education has been suggested as an importantvsolution to current problems of the population’s health. A high level of education in general is construed as essential for the nation’s well-being and competitiveness. In this article we problematise the ways in which discourses on education, learning and health have become interlinked. Drawing on a post-structural theorisation inspired by Michel Foucault, we analyse Swedish policy documents on education and public health and direct our attention to how the healthy citizen is shaped and fostered. We illustrate how the healthy citizen emerges in opposition to the non-healthy, non-desirable and abnormal citizen. Citizens are made responsible for identifying their deficits and suggesting solutions. Governing techniques, such as motivational interviews and physical activity on prescription, operates in order to shape such citizens. Through these techniques, a confessional relation emerges, where citizens are invited to disclose their deficits and problems and in so doing shape themselves in a desired way.

    Keywords
    Education, Health, motivational interviews, physical activity on prescription, Foucault, Confession
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-138394 (URN)10.1080/0158037X.2017.1334641 (DOI)000410888200006 ()
    Available from: 2017-06-14 Created: 2017-06-14 Last updated: 2019-09-16
    2. Discourses of lifelong learning: health as a governing technique in the shaping of the Swedish population
    Open this publication in new window or tab >>Discourses of lifelong learning: health as a governing technique in the shaping of the Swedish population
    2019 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, p. 1-14Article in journal (Refereed) Published
    Abstract [en]

    This article focus on how the Swedish population is shaped into desirable citizens as resources for the nation?s prosperity. The aim is to analyse how health operates as a governing technique in discourses of lifelong learning. Within such current discourses the population is today described as generally well-educated and healthy, but not educated or healthy enough. When constructed as being in need of enhancement, measures of learning are suggested for regulating certain groups of the population into becoming what is regarded as desirable. Making use of Foucault?s notions of governmentality and genealogy, white and green papers from the Ministry of Health and Social Affairs from 1930s and today (2017) are analysed. The analysis shows that although the population is described as having different problems originating from ignorance, the solutions that are suggested in the different time periods are basically the same. The relation between learning and health is described in different ways in the 1930s and the present. In the 1930s learning is explained merely as a means to achieve a healthy population while in the present health is described both as a prerequisite and as an effect of learning. Further, there is also a difference in how the governing is conducted.

    Place, publisher, year, edition, pages
    Routledge, 2019
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-156983 (URN)10.1080/02601370.2019.1592252 (DOI)
    Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2019-05-20
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    Utbildning och hälsa i nationens intresse: Styrningsteknologier och formering av en förädlad befolkning
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  • 563.
    Åkerblom, Erika
    et al.
    Högskolan i Gävle, Sweden.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Constructing a healthy, knowledgeable and well-educated citizen: Motivational interviews and physical activity on prescription2017In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 320-332Article in journal (Refereed)
    Abstract [en]

    In recent decades education has been suggested as an importantvsolution to current problems of the population’s health. A high level of education in general is construed as essential for the nation’s well-being and competitiveness. In this article we problematise the ways in which discourses on education, learning and health have become interlinked. Drawing on a post-structural theorisation inspired by Michel Foucault, we analyse Swedish policy documents on education and public health and direct our attention to how the healthy citizen is shaped and fostered. We illustrate how the healthy citizen emerges in opposition to the non-healthy, non-desirable and abnormal citizen. Citizens are made responsible for identifying their deficits and suggesting solutions. Governing techniques, such as motivational interviews and physical activity on prescription, operates in order to shape such citizens. Through these techniques, a confessional relation emerges, where citizens are invited to disclose their deficits and problems and in so doing shape themselves in a desired way.

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    fulltext
  • 564.
    Öhman, Eva
    et al.
    Karolinska Institute, Sweden; Stockholm County Council, Sweden.
    Alinaghizadeh, Hassan
    Karolinska Institute, Sweden.
    Kaila, Paivi
    Karolinska Institute, Sweden.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nilsson, Gunnar H.
    Karolinska Institute, Sweden.
    Salminen, Helena
    Karolinska Institute, Sweden.
    Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care2016In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, article id 308Article in journal (Refereed)
    Abstract [en]

    Background: Clinical learning takes place in complex socio-cultural environments that are workplaces for the staff and learning places for the students. In the clinical context, the students learn by active participation and in interaction with the rest of the community at the workplace. Clinical learning occurs outside the university, therefore is it important for both the university and the student that the student is given opportunities to evaluate the clinical placements with an instrument that allows evaluation from many perspectives. The instrument Clinical Learning Environment and Supervision (CLES) was originally developed for evaluation of nursing students clinical learning environment. The aim of this study was to adapt and validate the CLES instrument to measure medical students perceptions of their learning environment in primary health care. Methods: In the adaptation process the face validity was tested by an expert panel of primary care physicians, who were also active clinical supervisors. The adapted CLES instrument with 25 items and six background questions was sent electronically to 1,256 medical students from one university. Answers from 394 students were eligible for inclusion. Exploratory factor analysis based on principal component methods followed by oblique rotation was used to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of CLES instrument. Results: The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65, and the overall Cronbachs alpha was 0.95. All items loaded similarly with the dimensions in the non-adapted CLES except for one item that loaded to another dimension. The CLES instrument in its adapted form had high construct validity and high reliability and internal consistency. Conclusion: CLES, in its adapted form, appears to be a valid instrument to evaluate medical students perceptions of their clinical learning environment in primary health care.

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  • 565. Order onlineBuy this publication >>
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning i global (o)rättvisa: Makt och motstånd i folkhögskolans internationalisering och transnationella kurser2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the Swedish folk high schools’ (FHS) engagement with global (in)justice, its emergence and contemporary practices, with a focus on transnational courses in global development. The study addresses social, political and historical aspects of this engagement, concentrating on the FHS as an educational institution. The theoretical perspectives are inspired by critical discourse analysis, postcolonial and feminist theory and cultural sociology. The results show how development issues have emerged, since the 1950s, as an important educational area that has become incorporated into the institutional identity of the FHS, and how this educational area has been negotiated and changed over time. Overall, this transnational engagement is characterized by a growing reflexivity of being both involved in, and actively opposing, an unfair world order, which in turn conditions what becomes (im)possible to accomplish through educational practices. The thesis concludes that there is no single story about FHS engagement for global justice. On the contrary, the stories are diverse, and are expressed differently depending on when, how and where the struggle for global justice is performed. Being both "in and against" here involves the reproduction of existing power relations, as well as renegotiating, navigating and unlearning of hegemonic knowledge. In line with this, the FHS is also changing as an institution, in step with its time

    List of papers
    1. (Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–1969
    Open this publication in new window or tab >>(Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–1969
    2018 (Swedish)In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 1, p. 51-72Article in journal (Refereed) Published
    Abstract [en]

    Folk High Schools in Sweden have a long history of engaging internationally, especially as regards courses on development studies (u-landslinjer) that emerged in the late sixties. The purpose of this article is to track some of the dis- courses about internationalisation, development and aid that preceded those courses, as well as to scru- tinise ideas of the role of the Folk High School (folkhögskola) in the emerging field of development aid. Analysing material from Tidskrift för svenska folkhögskolan (Journal of the Swedish Folk High School) between 1950 and 1969, the study shows that the discourse on internationalism takes its starting point from an already established nationalism and nordism. National security also arises as an argument for engaging in development issues. The analysis also shows that there is a shift in the role of the Folk High School in the evolving development work; from “helping” to “advocating.” The results raise questions about how we can understand today’s Folk High School courses on global development against the background of the debates of the fifties and sixties.

    Place, publisher, year, edition, pages
    Umeå, Sweden: Nordic Journal of Educational History, Umeå Universitet, 2018
    Keywords
    Folk High Schools, development aid, Popular Education, transnational courses, Transnationell folkbildning, folkhögskolor, u-landslinjer, global utveckling
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-155786 (URN)
    Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-09-18Bibliographically approved
    2. Könade (klass)resor och solidaritetsparadoxer inom folkhögskolans transnationella kurser i global utveckling
    Open this publication in new window or tab >>Könade (klass)resor och solidaritetsparadoxer inom folkhögskolans transnationella kurser i global utveckling
    2019 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 1, p. 55-78Article in journal (Refereed) Published
    Abstract [en]

    Nordic popular education (folkbildning) has a history of emancipatory endeavours. At the same time it has also been involved in, and reproducing, different structures of power. By studying participants on a Folk High School course on global development, where intersectional power orders are critically challenged while also permeating and enabling the course, this article addresses this paradox. Interviews are analysed with tools from critical and cultural sociological theory. The purpose of the study is to deepen the understanding of the conditions and significance of critical popular education. The stories depict how the courses become alternatives to more male-dominated elite courses at the Folk High School; how class is mirrored as the course becomes a tool for either upward class mobility or (middle) class reproduction; and how a moral subjectivity is created through a relation to, and distancing from, discourses of tourism and traditional aid.

    Place, publisher, year, edition, pages
    Örebro, Sweden: Örebro Universitet, 2019
    Keywords
    popular education, folk high schools, global development, gender, class.
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-160085 (URN)
    Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-18Bibliographically approved
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    Folkbildning i global (o)rättvisa: Makt och motstånd i folkhögskolans internationalisering och transnationella kurser
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  • 566.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    (Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–19692018In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 1, p. 51-72Article in journal (Refereed)
    Abstract [en]

    Folk High Schools in Sweden have a long history of engaging internationally, especially as regards courses on development studies (u-landslinjer) that emerged in the late sixties. The purpose of this article is to track some of the dis- courses about internationalisation, development and aid that preceded those courses, as well as to scru- tinise ideas of the role of the Folk High School (folkhögskola) in the emerging field of development aid. Analysing material from Tidskrift för svenska folkhögskolan (Journal of the Swedish Folk High School) between 1950 and 1969, the study shows that the discourse on internationalism takes its starting point from an already established nationalism and nordism. National security also arises as an argument for engaging in development issues. The analysis also shows that there is a shift in the role of the Folk High School in the evolving development work; from “helping” to “advocating.” The results raise questions about how we can understand today’s Folk High School courses on global development against the background of the debates of the fifties and sixties.

    Download full text (pdf)
    fulltext
  • 567.
    Österborg Wiklund, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Arbouz, Daphne
    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.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Research on popular education in transformation: a bibliographic analysis of doctoral theses in Sweden 1991-20142014Conference paper (Other academic)
    Abstract [en]

    Swedish research on popular education [folkbildning] has since the 1980s emerged into a rather well established field of research. From being a single theme in a few dissertations, the field of research has now developed into an organized community of researchers including a national network and secretariat (Mimer), an annual national research conference, and an active association for researchers and popular educators with interest in research on popular education. The expansion we have witnessed this last decades is not only limited to aspects of infrastructure and the growing number of researchers inhabiting this field, but also in terms of disciplinary and academic affiliation among researchers themselves as well as researched scopes and objectives. This present paper illustrates these transformations through a bibliographic analysis of 162 doctoral theses, produced between the years 1991-2014 and all of them are reported in Mimer’s newsletter. The theses have been coded based on their disciplinary production, academic affiliation, researched topics, and context, including the authors’ gender. The paper highlights in particular three issues/challenges to the field of popular education research: The effects of the emerging economy of publications and citations; the transformations surrounding the disciplinary nature of knowledge production; Gender and the representation of power. 

  • 568.
    Österborg Wiklund, Sofia
    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.
    Könade (klass)resor och solidaritetsparadoxer inom folkhögskolans transnationella kurser i global utveckling2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 1, p. 55-78Article in journal (Refereed)
    Abstract [en]

    Nordic popular education (folkbildning) has a history of emancipatory endeavours. At the same time it has also been involved in, and reproducing, different structures of power. By studying participants on a Folk High School course on global development, where intersectional power orders are critically challenged while also permeating and enabling the course, this article addresses this paradox. Interviews are analysed with tools from critical and cultural sociological theory. The purpose of the study is to deepen the understanding of the conditions and significance of critical popular education. The stories depict how the courses become alternatives to more male-dominated elite courses at the Folk High School; how class is mirrored as the course becomes a tool for either upward class mobility or (middle) class reproduction; and how a moral subjectivity is created through a relation to, and distancing from, discourses of tourism and traditional aid.

    Download full text (pdf)
    fulltext
  • 569.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Maj 20152015Other (Other academic)
    Download full text (pdf)
    Mimerbladet Maj 2015
  • 570.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20142014Other (Other academic)
    Download full text (pdf)
    Mimerbladet Mars 2014
  • 571.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Svenman, Nina (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20162016Other (Other academic)
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    Mimerbladet Mars 2016
  • 572.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Pastuhov, Annika (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20192019Other (Other academic)
    Download full text (pdf)
    Mimerbladet Mars 2019
  • 573.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20202020Other (Other academic)
    Download full text (pdf)
    Mimerbladet Mars 2020
  • 574.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet September 20142014Other (Other academic)
    Download full text (pdf)
    Mimerbladet September 2014
  • 575.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet September 20152015Other (Other academic)
    Download full text (pdf)
    Mimerbladet September 2015
  • 576.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Pastuhov, Annika (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet September 20182018Other (Other academic)
    Abstract [sv]

    I detta nummer fortsätter vi att uppmärksamma folkhögskolans 150-års­jubileum. På s. 2 kan du läsa Staffan Larssons anmälan av den antologi om utbildningsformens senaste halvsekel som Föreningen för folkbildningsforsk­ning publicerat.

    Vi bjuder också, härinvid, på en an­mälan av Johan Lövgrens doktorsav­handling om värderingar och religion som del av lärandeprocesserna på norsk folkhögskola.

    Möjligen skapar det starka ljuset på folkhögskolan i år en forskningsskug­ga över andra delar av folkbildningen, så som studieförbundens omfattande verksamhet.

    Glädjande är därför den satsning på folkbildningsforskning som ABF nu ge­nomför. Under året har en ny skriftserie om folkbildningsforskning tagit form (se s. 4). En imponerade boklåda, i form av åtta vackert inbundna böcker, har dess­utom tagits fram för internt bruk. In­om dessa pärmar återfinns, i urval av Stellan Boozon och Jörgen Hammarin, klassiska texter av Oscar Olsson och Richard Sandler, liksom bidrag av ar­betarrörelseintellektuella och folkbild­ningsforskare.

    ABF är emellertid inte unikt bland studieförbunden när det gäller att knyta an till och ge ut folkbildningsforskning. Folkuniversitetet fortsätter sin ambi­tiösa utgivning av publikationer med forskning inom fältet. Studieförbundet Vuxenskolan involverar forskare när de uppdaterar sina utbildningsmaterial för studiecirkelledare.

    Mimerkonferensen, som i år äger rum på Folkhögskolan Hvilan den 6–7 november (se inbjudan s. 3), hoppas vi kan bidra till fler kontakter i denna rikt­ning. Välkomna!

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    Mimerbladet September 2018
  • 577.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Pastuhov, Annika (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet September 20192019Other (Other academic)
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    Mimerbladet September 2019
  • 578.
    Muhrman, Karolina (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ämnesdidaktik vid Linköpings universitet2020Report (Other academic)
    Abstract [sv]

    Denna skrift ger en översikt av de ämnesdidaktiska miljöerna vid Linköpings universitet. Var och en av de ämnesdidaktiska miljöerna presenteras i ett kapitel där ämnets historia och utveckling beskrivs, hur den nuvarande forskningsfronten ser ut och var Linköpings universitet befinner sig i denna. Författarna ger exempel på pågående och genomförda forskningsprojekt samt andra aktiviteter som sker i de ämnesdidaktiska miljöerna, till exempel seminarier. De beskriver också vad det sker för samverkan och samarbeten med andra universitet, skolor, företag eller myndigheter. I varje kapitel finns kontaktuppgifter till företrädare för respektive ämnesdidaktisk miljö.

    Syftet med skriften är att ge en översiktsbild av vad ämnesdidaktik kan innebära samt den forskning och de aktiviteter som sker inom ämnesdidaktik på LiU. Skriften vänder sig både internt till medarbetare på LiU och externt till skolhuvudmän, skolledare, lärare, myndigheter osv. Genom att presentera LiU:s ämnesdidaktiska verksamheter kan vi öppna upp för samarbeten såväl internt som externt, för att utveckla den ämnesdidaktiska forskningen vidare, eller för att ge ämnesdidaktiskt stöd i olika sammanhang.

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