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  • 1.
    Aagaard, Kirsten
    et al.
    VIA University College, Denmark.
    Andersson, Per
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Halttunen, Timo
    University of Turku, Finland.
    Hansen, Brian Benjamin
    VIA University College, Denmark.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning2017Inngår i: The Learner at the Centre: Validation of Prior Learning strengthens lifelong learning for all / [ed] Ruud Duvekot, Dermot Coughlan and Kirsten Aagaard, Houten/Aarhus: European Centre Valuation of Prior Learning/ VIA University College , 2017, s. 89-102Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.

  • 2.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    "Becoming" a professional :: an interdisciplinary analysis of professional learning2011Bok (Fagfellevurdert)
    Abstract [en]

    ‘Becoming’ is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of ‘becoming’, as well as the arguments in the book are intended to encourage professionals—and those engaged in their education—to reflect on what it means to be a ‘professional’ in the twenty-first century, an era dominated by the discourses of globalisation, ‘new mangerialism’, multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic ‘public-service’ principle, are no longer tenable.

    The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual’s professional identity through formal education, workplace interactions and popular culture. It advocates the ‘ongoing’ modality of developing a professional self throughout one’s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional.

  • 3.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Torget, Kliniken och Meritagenturen: Didaktik för vuxna i praktiken2008 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [en]

    Human resources are the social capital of a firm or business, based on trust as well as on expertise, values, and cultural diversity. This calls for cross-cultural knowledge — an understanding of gender issues and individual differences in the social capital of the firm and society. The dialogue between women entrepreneurship and social capital theory/ research strengthens the fragmented voice of women entrepreneurship, providing the landscape for women entrepreneurs as creators of, and created by, social capital. It indicates how women entrepreneurs appear to have a special position in forming, developing, and reorganizing the social capital in the business world. This book explores social capital in the multiple relationships between gender, management, and entrepreneurship. Twenty-six researchers, representing a variety of disciplines from different parts of the world, provide findings on diverse aspects of the dialogue between women entrepreneurship and social capital. As a consequence, the central concepts — social capital, entrepreneurship, and gender — are given a variety of meanings. Women entrepreneurs and business owners — regardless of their cultural context, branch, and education — provide interesting ideas to the global debate on equality and social capital.

  • 4.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Bjuremark, Anna
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Reshaping doctoral education :: international approaches and pedagogies2012Bok (Fagfellevurdert)
    Abstract [en]

    The number of doctorates being awarded around the world has almost doubled over the last ten years. The authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education & the shape of change in this arena.

  • 5.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin. Linköpings universitet, Hälsouniversitetet.
    Foreman, Dawn
    Curtin University, Perth, Australia.
    Emerging criteria for assessment of interprofessional conference. Straddling the contexts of professional education and clinical practice2011Konferansepaper (Annet vitenskapelig)
  • 6.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Dyrdal Solbrekke, Tone
    Oslo universitet, Norway.
    Karseth, Berit
    Oslo Universitet, Norway.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    From university to professional practice: students as journeymen between cultures of education and work2014Inngår i: International handbook of research in professional and practice-based learning / [ed] Stephen Billett, Christian Harteis, Hans Gruber, Dordrecht: Springer Netherlands, 2014, 1, s. 461-484Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.

  • 7.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Grosjean, Garnet
    University of British Columbia, Vancouver, Canada.
    Lee, Alison
    University of Technology, Sydney, Australia.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    The graduate school in the sky: emerging pedagogies for an international network for doctoral education and research2011Inngår i: Reshaping doctoral education: international approaches and pedagogies / [ed] Alison Lee, Susan Danby, London: Routledge , 2011, 1, s. 173-186Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    A brief narrative description of the journal article, document, or resource.The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: (1) the changing nature of doctoral education; (2) the need for systematic and principled accounts of doctoral pedagogies; (3) the importance of disciplinary specificity; (4) the relationship between pedagogy and knowledge generation; and (5) issues of transdisciplinarity. "Reshaping Doctoral Education" provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. After an introduction, this book is divided into three parts. Part I, Old Basics/New Basics?, contains the following: (2) Framing Doctoral Pedagogy As Design and Action, Susan Danby and Alison Lee; (3) Writing as Craft and Practice in the Doctoral Curriculum (Claire Aitchison and Anthony Pare); (4) Learning from the Literature: Some Pedagogies (David Boote); (5) "Team" Supervision: New Positionings in Doctoral Education Pedagogies (Catherine Manathunga); (6) The Seminar as Enacted Doctoral Pedagogy (Madeleine Abrandt Dahlgren and Anna Bjuremark); (7) Taking a Break: Doctoral Summer Schools as Transformative Pedagogies (Miriam Zukas and Linda Lundgaard Andersen); and (8) "What's Going on Here?" The Pedagogy of a Data Analysis Session (Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and Members The Transcript Analysis Group (Tag)). Part II, Disciplinary and Transdisciplinary Pedagogies, contains the following: (9) Designing (In) the PhD in Architecture: Knowledge, Discipline, Pedagogy (Charles Rice and Linda Matthews); (10) Pedagogies for Creativity in Science Doctorates (Liezel Frick); (11) Creative Tensions: Negotiating the Multiple Dimensions of a Transdisciplinary Doctorate (Juliet Willetts, Cynthia Mitchell, Ku mi Absurdity and Dena Fame; (12) Cognitive Apprenticeship: The Making of a Scientist (Barbara J. Gabey's and Alina Bletch); and (13) Pedagogies of Industry Partnership (Barbara Adkins, Jennifer Summer ville, Susan Dan by and Judy Matthews). Part III, Inter-National and Intercultural Pedagogical Spaces, contains the following: (14) The Graduate School in the Sky: Emerging Pedagogies for An International Network for Doctoral Education and Research (Madeleine Brandt-Walgreen, Sofia Nostrum, Garnet Grossman and Alison Lee); (15) Ignorance and Pedagogies of Generative Equality: Internationalizing Australian Doctoral Education Programs and Pedagogies through Engaging Chinese Theoretical Tools (Michael Sing and Fang Chen); and (16) Expanding Pedagogical Boundaries: Indigenous Students Undertaking Doctoral Education (Liz McKinley and Barbara Grant). [Foreword by Erica McWilliam.]

  • 8.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Gustavsson, MariaLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, HELIX Competence Centre.Fejes, AndreasLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden2017Konferanseproceedings (Annet vitenskapelig)
    Fulltekst (pdf)
    Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
  • 9.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Gustavsson, Maria
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, HELIX Competence Centre.
    Fejes, Andreas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Professional practice, education and learning: A sociomaterial perspective2018Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, nr 3, s. 239-241Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 10.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Rystedt, HansDepartment of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.Felländer-Tsai, LiDepartment of Clinical Science, Intervention and Technology (CLINTEC) Division of Orthopedics and Biotechnology, Karolinska Institutet, Stockholm, Sweden.Nyström, SofiaLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Simulation in Health Care: Materiality, Embodiment, Interaction2019Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    Series editors abstract:

    A key goal of this book series is to contribute to discussions about and processes for improving the enactment of occupational capacities through professional practice- based experiences. A related goal is associated with understanding and enhancing the contributions that different kinds of experiences can make to the formation and continuity of those occupational practices. The volumes in this series have contrib- uted a range of perspectives, approaches and outcomes to these discussions. This volume continues that tradition through considerations of how simulation-based activities can contribute to enhancing occupational practices in which working and learning progresses inter- and intra-professionally within healthcare settings. The procedural concern here is to enhance patient safety through improving the quality of collaborative working and learning by healthcare workers. The conceptual concern here is to understand how such working and learning can be understood more fully as a process of interdependence amongst practitioners, and how such co- working and learning progresses, in what ways and for what outcomes. Added here are the ways in which technology comes to mediate and support that process. Perhaps only through such considerations, focused empirical work and detailed analysis will our understanding of human capacities, their enactment and evaluation transcend from either wholly individualised or wholly socialised accounts.

    The sections comprising this book are drawn from a large collaborative study hosted by three institutions that have longer and solid traditions of making contribu- tions to understanding the development of professional capacities through interpro- fessional practices (i.e. Linkoping), dedicated focuses on improving healthcare practices (Karolinska) and the use of technology in working and learning (Gothenburg). These collaborations have been informed and enriched by contribu- tors from other institutions who bring explanatory concepts. The attempt to utilise, accommodate and optimise these different contributions is exercised within the organisation of the sections of the book and chapters within it, highlighted by a process of dual considerations and separate commentaries. Each of these sections provides an overview, statements about procedural matters (e.g. how to conduct inquiries or how to analyse data), proposing and advancing particular explanatory accounts, and also offering perspectives on how educational or work practice might be enhanced. This structuring is particularly helpful as it provides focused consid- erations of particular phenomena (e.g. team-based approaches to simulation, use of video recordings, doing simulations) through description, analysis and commentary.

    In these ways, this volume offers contributions to discussions about the goals for, processes of and outcomes of professional and practice-based learning in a manner that is highly consistent with the ambitions of this book series.

    Download (jpg)
    presentationsbild
  • 11.
    Ahlstrand, Elisabeth
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för pedagogik i utbildning och skola, PiUS. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Lärares samarbete över professionsgränser2007Inngår i: Forskning om lärares arbete i klassrummet / [ed] Kjell Granström, Stockholm: Myndigheten för skolutveckling , 2007, s. 127-138Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Varje dag går en miljon elever och lärare till arbete i den svenska skolan. De allra flesta arbetar engagerat och når goda resultat. Eleverna lär sig, med stöd från sina lärare, läsa, skriva och räkna. De skaffar sig kunskap om sociala och naturvetenskapliga fenomen. De utvecklar kreativitet och estetisk kompetens. Naturligtvis finns både elever och lärare som upplever svårigheter i detta arbete, men de allra flesta får uppleva att arbetet fortskrider på önskat sätt. Den här boken handlar om elevernas och lärarnas arbete i klassrummet när det gäller skolans primära uppgift; att ge möjlighet till lärande och utveckling. Den handlar om arbetet med grundläggande färdigheter och lärande, om läraren som arbetsledare och ansvarig för val av arbetsformer, läxor, möblering liksom deras arbete med värdefrågor, genusfrågor och konfliktlösning. Den handlar också om lärares inbördes samarbete. Kort sagt en bok som handlar om lärarens breda uppdrag. Boken är skriven av forskare som alla arbetar med lärarutbildning och som själva har erfarenheter från arbete i skolan.

  • 12.
    Ahn, Song Ee
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    A good learning opportunity, but is it for me?: A study of Swedish students' attitudes towards exchange studies in higher education2014Inngår i: Journal of Research in International Education, ISSN 1475-2409, E-ISSN 1741-2943, Vol. 13, nr 2, s. 106-118Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article describes students’ involvement and interest in exchange programmes in Swedish higher education. Law and Engineering bachelor’s programmes were chosen to exemplify an over-represented and under-represented group respectively in terms of international mobility in this context. The study combines interview and survey data. The author argues that the different institutional practices in educational programmes impact on students’ experienced involvement in exchange studies.

  • 13.
    Ahn, Song Ee
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Teaching future mobile professionals2012Inngår i: ProPEL Conference  Programme Book 2012, 2012, s. 12-13Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Students are on the move. An increasing number of students move abroad for education, both as part of exchange programs and as “free movers”. In the field of higher education, increasing the international mobility of the student population has been a top priority. Studying abroad is often described as valuable educational and cultural experiences. In addition to the educational merits, cultural experiences and personal development, it is also argued that internationally mobile students are set to enjoy an advantage in employability and mobility in a supposed future international and intercultural labour market. Increasing demands have been placed on universities as social institutions to produce internationally mobile professionals.

    Evaluations of exchange programmes, for example ERASMUS, show that there may be some truth to the claim that international education provides an advantage in the labour market. However, the results of the studies are often cautiously positive.  

    While the discussion of international education and mobility is attracting more and more attention, it is often pointed out that it is difficult to define “international education”, and that it is better understood as aspects of transnational work. 

    This paper investigates how international education is translated and performed by Swedish educational programs. It deals with questions such as what makes a student internationally mobile and what it means for an educator to teach an international education and provide students and graduates with international competences. The empirical materials are interviews with teachers in Swedish higher education, working in three different international fields: a PhD with teaching experiences in courses in an international master program, a director of studies in international master program with additional experience in a national program and a director of studies in a national program with an international focus. 

    Drawing upon the sociomaterial perspective on mobility and education, the paper aims at tracing the different entities that enable student and graduate mobility and in which way international educations are performed. The paper discusses various entities such as policy documents, degrees, language, incoming and outgoing students as well as the labor market, and how they contribute to create a space for anticipation and limits of “international education” and “international mobility”. 

  • 14.
    Ahn, Song Ee
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Unequal opportunities: considering student mobility as an effect of institutional practice2013Inngår i: Mobility as a tool to acquire and develop competences from childhood to seniority / [ed] M. Mendel & A. Atlas, Warszawa: Fundacja Rozwoju systemu Edukacji , 2013, s. 365-373Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Ahn, Song Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Sociomateriella perspektiv på vuxen pedagogik2013Inngår i: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur , 2013, s. 299-316Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 16.
    Ahn, Song Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Rimpilainen, Sanna
    University of Stirling, UK.
    Performing multiple realities: a study of action and agency in technology-enhanced simulation in medical education2013Inngår i: Book of Abstracts: 7th European Research Conference, 2013, s. 3-Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Drawing upon Actor network theory (ANT), the paper discusses the issue of agency in simulation training in medical education. Data is generated through observing technology-enhanced simulations in health care education where a mid-fidelity simulator (SimMan) is used. In the teaching session described in the paper, the students work and learn together in a-30 minutes emergency simulation with the SimMan as a patient called Sofia. The paper illustrates different examples of how the SimMan transforms from a "mannequin" and a "piece of technology" to a "female patient Sofia" as an effect of an assemblage of heterogeneous actors and how rapidly the transformation reverses back to a "mannequin", "piece of technology" when the assemblage fails to hold together. By drawing upon ANT, the paper argues that agency is not just a capacity of the students and teachers, but in webs of relations of human actors, materials, a scenario, techniques and the mannequin.

  • 17.
    Ahn, Song Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Rimpilainen, Sanna
    University of Stirling, UK.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Fenwick, Tara
    University of Stirling, UK.
    Interprofessional training in technology-enhanced medical simulation: Locations and knowings2013Inngår i: Conference Programme Book: 8th International Conference on Researching Work and Learning 2013, 2013, s. 15-16Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper take an actor-network theory perspective on the use of medical simulators in professional education as a means of training students in medical education and nursing in handling acute emergency situations in health care.  The main aim of the study is to investigate what activities are performed in what material arrangements in a full cycle of simulation, i.e  the briefing, the simulation in the emergency room, the observations in the control room and the debriefing and what knowing is produced as an effect of these arrangements.

     The use of simulators has become a common teaching strategy in medical education. An ageing population, declining financial resources and lack of trained health care personnel are global trends that call for changing the system of health care practice as well as for professional education in the sector.  To build more effective health services, professionals are required to work more collaboratively and in partnership with health care consumers (WHO 2008; 2010). Recently, leading medical experts have also criticised the training of health personnel for not adequately preparing for cooperation and inter-professional communication (Frenk et al, 2010). In health care, this concern situations demanding effective communication for making prompt decisions that are of critical importance in emergency situations. Training of students and professionals by means of full-scale simulators is a response to accommodate for these needs.  Education in simulation-based environments is seen to offer opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress (Arafeh et al 2010; Östergaard et al,2011). Cook et al has shown in a meta analysis of more than 600 research articles, that in comparison with no intervention, technology-enhanced simulation is consistently associated with large effects for outcomes of knowledge, skills, and behaviors but moderate effects for patient-related outcomes (Cook et al 2011). A majority of the studies are effect studies with quantitative designs. The authors argue that there is a need for rigorous, theory based qualitative studies in order to clarify how and when to effectively use technology enhanced simulations in the training of health care professionals.

     The present study draws upon Actor-network theory (Latour, 2005).  This perspective which situates materiality as a part of the social practices, provides theoretical tools for observation and discussion of the relation between the material assemblages and human actors. Observations of full-scale simulations of acute trauma handling in the emergency room with ten groups of medical and nursing students make up the data for analysis. Preliminary findings indicate that the different locations and material arrangements of the simulation cycle produce different kinds of knowing and learning than the intended curriculum objectives. The findings can contribute to the theoretical knowledge of how to design simulation-based medical education.

     

     

     

     

     

  • 18.
    Ahn, Song Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Rimpiläinen, Sanna
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Three locations of technology enhanced medical simulation training and their effect on learning and knowing2014Inngår i: Professional Matters: Materialities and virtualities of professional learning, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This qualitative study aims to address the identified gap in literature concerning  the lack of rigorous, theory-based, qualitative studies to clarify how and when to effectively use simulations to train health care professionals (Cook, et al, 2011). By drawing upon actor-network theory (ANT) (Latour, 2005) an approach that situates materiality as a part of the social practices, and provides theoretical tools for observation and discussion of the relation between the material assemblages and human actors, we have investigated how learning takes place during a simulation-based medical training. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the socio-material networks gathered together and being performed into being in particular locations (Law, 2004; Rimpiläinen, 2011).  In this study we have focussed on observing the socio-material arrangements that emerged in three locations involved in the simulation – the simulation room, the observation room and the reflection room - and analysing what kinds of knowing and learning they have produced through which socio-material arrangements. Data for analysis consists of observations of full-scale simulations of acute trauma handling in the emergency room with ten groups of medical and nursing students.  Preliminary findings indicate that the different locations and material arrangements of the simulation cycle produce different kinds of knowing and learning from the intended curriculum objectives. The findings can contribute to the theoretical knowledge of how to design simulation-based medical education.

  • 19.
    Ahn, Song-ee
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Filosofiska fakulteten.
    Aktör-nätverksteori2015Inngår i: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber, 2015, 2, s. 115-130Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 20.
    Ahn, Song-ee
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Aktör-nätverksteori2019Inngår i: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 132-147, s. 132-147Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för hälsa, medicin och vård, Avdelningen för samhälle och hälsa. Linköpings universitet, Medicinska fakulteten.
    Holmqvist, Diana
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Lärandeteorier för vuxna2020Inngår i: Om vuxenutbildning och vuxnas studier: en grundbok / [ed] Andreas Fejes, Karolina Muhrman, Sofia Nyström, Lund: Studentlitteratur AB, 2020, 1, , s. 380s. 211-230Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Syftet med att delta i utbildning är att lära, men lärande kan inbegripa många olika fenomen och förklaras på olika sätt. Hur kan man förstå vuxnas lärande? Det är frågan vi ställer oss i detta kapitel.  

  • 22.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Edelbring, Samuel
    School of Health Sciences, Örebro University, Örebro, Sweden.
    Designing a virtual patient as an interprofessional enactment: lessons learnt from the process2020Inngår i: International Journal of Learning Technology, ISSN 1477-8386, E-ISSN 1741-8119, Vol. 15, nr 3, s. 204-218Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study is based on observations of the design process of a virtual patient (VP), which aimed to facilitate interprofessional learning. By following the design process of this particular VP, this study aimed to trace how different practices and the knowledge within these practices were enacted as a VP and to understand the design team's difficulties and challenges. Drawing upon actor-network theory (ANT), the study demonstrates how technology and various practices in healthcare and education were enrolled to build the VP and the different translations that took place during the process. We discuss the results by reflecting on the intertwined relationship among the different enactments of a patient in the different professional practices, the enactment of pedagogical intentions and the role of technology in the design process.

    Fulltekst (pdf)
    fulltext
  • 23.
    Ahn, Song-Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Hallqvist, Anders
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Harlin, Eva-Marie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Innovative folk high school programs2016Konferansepaper (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 24.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Hallqvist, Anders
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Harlin, Eva-Marie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation2018Inngår i: Folkhögskolan 150 år / [ed] Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander, Stockholm: Förening för Folkbildningsforsning och författarna , 2018, 1, s. 273-286Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 25.
    Ahn, Song-Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Harlin, Eva-Marie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Hallqvist, Anders
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Innovative Program Development in Swedish Folk High Schools2016Konferansepaper (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 26.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nya former för yrkeslärande: simulatorstödd undervisning2018Inngår i: Yrkesutbildning: mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, s. 85-100Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Simulation-based training in VET through the lens of a sociomaterial perspective2020Inngår i: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 10, nr 1, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article aims to review the pedagogical research on simulation training in voca-tional education and training (VET) and to discuss the emerging teaching practice from a socio-material perspective on learning and practice. Literature reviews on research into simulation training with pedagogical interests show that there are three main themes: 1) the effect of technology-enhanced simulation training, 2) the fidelity and authenticity of simulation and learning, and 3) pedagogical consideration and under-pinnings. The article draws on a sociomaterial perspective on learning and practice to problematise and discuss the findings of previous research. This theoretical perspec-tive makes it possible to discuss how technology, educational practice and social rela-tions are intertwined and precondition each other.

    Through the lens of sociomaterial theory, the article discusses how the introduction of the new technologies brings about changes and expectations of what can be learned, how the teaching practices are enacted and how this affects the relationship between teachers and students.

    Fulltekst (pdf)
    fulltext
  • 28.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    The professional bodies of VET teachers in the context of simulation-based training for vocational learning2023Inngår i: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 16, s. 141-156Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It is argued that the use of high-fdelity simulators is educationally efective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two diferent vocational education programmes at two upper secondary schools in Sweden. Three diferent cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.

    Fulltekst (pdf)
    fulltext
  • 29.
    Ahn, Song-Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Rimpiläinen, Sanna
    University of Gothenburg.
    Theodorsson, Annette
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för neuro- och inflammationsvetenskap. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Sinnescentrum, Neurokirurgiska kliniken US.
    Fenwick, Tara
    University of Stirling.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Learning in Technology-Enhanced Medical Simulation:Locations and Knowings2015Inngår i: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 5, nr 2, s. 1-12Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

    Fulltekst (pdf)
    fulltext
  • 30.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Rimpiläinen, Sanna
    Digital Health and Care institute.
    Maintaining Sofia – or how to reach the intended learning outcomes during a medical simulation training2018Inngår i: International Journal of Learning Technology, ISSN 1477-8386, E-ISSN 1741-8119, Vol. 13, nr 2, s. 115-129Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study aims to understand what makes a 'successful simulation', one that follows the planned sequence of events embedded in the simulated scenario, thus producing the intended learning path and learning outcomes for the participating students. The study is based on observations of 15 full-scale simulation sessions of acute trauma handling during inter-professional training of medical and nursing students. The study shows that the briefing preceding the simulation frames the students' emergent actions during the scenario by demarcating 'possibilities' and 'impossibilities' for actions during the exercise. This in turn defines what actions are 'appropriate' and 'inappropriate' when the scenario is enacted. The simulation exercises are emergent and co-constituted by the diverse participating, socio-material actors. The extent to which this socio-material assemblage manages to produce and maintain the enactment of the patient during the simulation signifies the success or failure of the intended learning path of the exercise.

    Fulltekst (pdf)
    fulltext
  • 31.
    Alphonce, Maria
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Workplace Learning Across Boundaries: An interview study on professional development and identity formation in intercultural work contexts2015Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

    In this thesis I discuss workplace learning during international assignments in a variety of work sectors. In addition to normal adjustments to a new workplace, foreign language acquisition and cultural adaptation are necessary. By collecting and analyzing narratives of a group of Swedish professionals with international work assignments, I have found some regularities and variations of workplace learning as well as some significant effects that these assignments had on their identity. Recommendations are given to providers of preparatory courses for international work assignments as well as sending organizations and employers.

    The main finding is that workplace learning for international workers follows a trajectory starting already long before departure and continues throughout different phases of the assignment. It also has effects on work life after the return to one’s home culture. The learning resulting from the work assignment affected all areas of life (not only work life) and contributed towards an intercultural identity. This kind of assignment often included networking with several organizations and groups of people of varying nationalities. Instead of working towards becoming full members of one work community, the participants in this study often found themselves in the peripheries of multiple ones. This peripheral albeit influential situation provided many opportunities for learning, both for the individual and the groups they work with. In this way, these international workers have the potential to be agents of change and development in all work communities they relate to. 

    Fulltekst (pdf)
    fulltext
  • 32.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Anna Haifish - konstnärernas krönikor2021Inngår i: Bild & Bubbla, ISSN 0347-7096, nr 229, s. 70-76Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 33.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Bamse 50 år – nu har den röda björnen blivit medelålders2023Inngår i: Östgöta Correspondenten, ISSN 1104-0394, nr 20 mars, s. 10-11Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Sveriges mest älskade björn har blivit medelålders. I femtio år har Rune Andréassons lille nalle i blå hängselbyxor och toppluva predikat vänlighet och vikten att stå upp mot orättvisor. Inte sällan med det prestationshöjande preparatet ”Dunderhonung” innanför pälsen. Serien har varit en framgångssaga från det första strecket.

  • 34.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Brecht Vandenbroucke – gör narr av samtiden2023Inngår i: Bild & Bubbla, ISSN 0347-7096, nr 234, s. 26-33Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 35.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Bridging the gap to those who lack: intercultural education in the light of modernity and the shadow of coloniality2013Inngår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 21, nr 2, s. 279-297Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Academic courses on interculturality have become a rapidly growing discipline in the West, where supranational bodies such as the European Union and UNESCO promote intercultural education as a path towards improved global cultural relations. Through interviews with students who completed a university course on interculturality, this essay investigates the tenets of interculturality and problematises whether this discourse merely reproduces a classificatory logic embedded in modernity that insists on differences among cultures. The argument put forward is that in the analysed context, interculturality tends to reproduce the very colonial ideas that it seeks to oppose. In doing so, interculturality reinforces the collective ‘we’ as the location of modernity by deciding who is culturally different and who is in a position that must be bridged to the mainstream by engaging in intercultural dialogue.

    Fulltekst (pdf)
    fulltext
  • 36.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Construyendo ciudadanos europeos: la Unión Europea entre visiones interculturales y herencias coloniales2012Inngår i: Cuadernos Interculturales, ISSN 0718-0586, E-ISSN 0719-2851, Vol. 10, nr 19, s. 11-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [es]

    El presente artículo se centra en la problematización de reclamación de la Unión Europea, según la cual, el diálogo intercultural constituye un método para hablar a través de las fronteras culturales, basadas en la empatía mutua y no la dominación. Más precisamente, el objetivo es analizar qué se está construyendo como contraparte del diálogo intercultural a través del discurso producido por la Unión Europea. Para responder a la pregunta, los documentos de la política europea sobre el diálogo intercultural se analizan sobre la base de una perspectiva postcolonial. Como una interpretación, la Unión Europea se apropia de los símbolos históricos y figuras del pensamiento colonial para autorizar y legitimar sus objetivos actuales. En el ámbito de la Unión Europea, los europeos son retratados como una existencia a priori histórica, mientras que los excluidos de este concepto son evocados para demostrar su diferencia en comparación con el europeo. Sin embargo, los resultados muestran que los sujetos no considerados como europeos sirven como marcadores de la actual multiculturalidad del espacio europeo. Por lo tanto, el diálogo intercultural parece consolidar las diferencias entre europeo y Otro - el “nosotros” y el “ellos” en el diálogo - y no, como en línea con su objetivo, acercar a sujetos entre sí.

    Fulltekst (pdf)
    Construyendo ciudadanos europeos: la Unión Europea entre visiones interculturales y herencias coloniales
  • 37.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Decolonising Intercultural Education : Colonial Differences, the Geopolitics of Knowledge, and Inter-Epistemic Dialogue2017 (oppl. 1)Bok (Fagfellevurdert)
    Abstract [en]

    At the centre of Decolonising Intercultural Education is a simple yet fundamental question: is it possible to learn from the Other? This book argues that many recent efforts to theorise interculturality restrict themselves to a variety of interpretations within a Western framework of knowledge, which does not necessarily account for the epistemological diversity of the world.

    The book suggests an alternative definition of interculturality, framed not in terms of cultural differences, but in terms of colonial difference. It brings analysis of the Latin American concept of interculturalidad into the picture and explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook, seeing interculturality as inter-epistemic rather than simply inter-cultural.

    Decolonising Intercultural Education will be of interest to educational practitioners, researchers and postgraduate students in in the areas of education, postcolonial studies, Latin American studies and social sciences.

    Download (jpg)
    presentationsbild
  • 38.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Delinking from Western Epistemology: En route from Universality to Pluriversity via Interculturality2016Inngår i: Decolonizing the Westernized University: Interventions in the Philosophy of Education from Within and Without / [ed] Ramón Grosfoguel, Roberto Hernández, and Ernesto Rosen Velásquez, Lexington: Lexington Books, 2016, s. 95-115Kapittel i bok, del av antologi (Fagfellevurdert)
  • 39.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Den interkulturella dialogens (o)möjlighet: den koloniala skillnaden och inter-epistemologi2018Inngår i: Interkulturell dialog, teori och praktik / [ed] Rasoul Nejadmehr, Göteborg: NordienT , 2018, s. 95-116Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 40.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    E. S. Glenn - amerikansk arvtagare till ligne claire2021Inngår i: Bild & Bubbla, ISSN 0347-7096, nr 229, s. 92-96Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 41.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Educating for decolonization: Interculturality in the Andes2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

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

  • 42.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Education and other modes of thinking in Latin America2015Inngår i: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 34, nr 01, s. 1-8Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    If the production of knowledge in Latin America has long been subject to imperial designs and disseminated through educational systems, recent interventions —from liberation theology, popular education, participatory action research, alternative communication and critical literacy to postcolonial critique and decolonial options—have sought to shift the geography of reason. The central question to be addressed is how, in times of historical ruptures, political reconstructions and epistemic formations, the production of paradigms rooted in ‘other’ logics, cosmologies and realities may renegotiate and redefine concepts of education, learning and knowledge.

  • 43.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    En la lengua del Otro: la Unión Europea y el diálogointercultural como instrumento de exclusión2012Inngår i: Universitas, ISSN 1390-3837, Vol. 10, nr 17, s. 51-68Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [es]

    El presente artículo se centra en la problematización de reclamación de la Unión Europea, según la cual, el diá- logo intercultural constituye un método para hablar a través de las fronteras culturales, basadas en la empatía mutua y no la dominación. Más precisamente, el objetivo es analizar qué se está construyendo como contrapar- te del diálogo intercultural a través del discurso producido por la Unión Europea. Para responder a la pregunta, los documentos de la política europea sobre el diálogo intercultural se analizan sobre la base de una perspecti- va poscolonial. Como una interpretación, la Unión Europea se apropia de los símbolos históricos y figuras del pensamiento colonial para autorizar y legitimar sus objetivos actuales. En el ámbito de la Unión Europea, los europeos son retratados como una existencia a priori histórica, mientras que los excluidos de este concepto son evocados para demostrar su diferencia en comparación con el europeo. Sin embargo, los resultados muestran que los sujetos no considerados como europeos sirven como marcadores de la actual multiculturalidad del espacio europeo. Por lo tanto, el diálogo intercultural parece consolidar las diferencias entre europeo y Otro -el “nosotros” y el “ellos” en el diálogo– y no, como en línea con su objetivo, acercar a sujetos entre sí.

    Fulltekst (pdf)
    fulltext
  • 44.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Folkbildning om svensk kolonialism: Lundströms och Vallvés Johan Vilde2023Inngår i: Bild & Bubbla, ISSN 0347-7096, nr 236, s. 62-69Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 45.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Frank Quitely: Nybliven doktor besatt av visuellt berättande2018Inngår i: Bild & Bubbla, ISSN 0347-7096, nr 214, s. 7s. 38-45Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 46.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Genuine Multiculturalism: The Tragedy and Comedy of Diversity2015Inngår i: Ethnic and Racial Studies, ISSN 0141-9870, E-ISSN 1466-4356, Vol. 38, nr 13, s. 2390-2392Artikkel, omtale (Fagfellevurdert)
  • 47.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Historien om Historieboken2022Inngår i: Det Grymma Svärdet, ISSN 1654-5842, nr 43, s. 52-69Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 48.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    How Ville Ranta Conquered France2024Inngår i: The Comics Journal, ISSN 0194-7869Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    Ville Ranta’s homepage offers links to two distinct comics blogs: one in Finnish, one in French. These choices are logical. Few other Nordic cartoonists have embraced the French comics scene with the same persistence as Ranta. In the autobiographical wing of his body of work, three books from a catalog of many more, Ranta expresses a constant longing for France. In the first two memoirs—2006's Papa est un peu fatigué ("Daddy’s a Little Bit Tired") and 2014's La Jérusalem du pauvre ("The Poor Man’s Jerusalem")—which focus on his struggles to balance an artistic career with family life, this theme serves predominately as a sidetrack. Ranta satisfies his yearning for France with the familiar accoutrements of a young Francophile: red wine, Serge Gainsbourg records and Breton striped shirts. But he also visits French comics festivals and attends drawing retreats in Paris. The third book, published in French by Edition Rackham in 2021, is fully devoted to his dream of making a name on the French comics scene. Succès, mode d’emploi ("Success: A User Manual"), known in Finnish by the even bolder title “How I Conquered France,” documents a challenging journey from humiliating experiences courting arrogant publishers and their broken promises to collaborating with Lewis Trondheim and having a book accepted into the Official Selection of the Angoulême International Comics Festival in 2011.

  • 49.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Impossible Interculturality?: Education and the Colonial Difference in a Multicultural World2014Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.

    Delarbeid
    1. The EU and the Recycling of Colonialism: Formation of Europeans through intercultural dialogue
    Åpne denne publikasjonen i ny fane eller vindu >>The EU and the Recycling of Colonialism: Formation of Europeans through intercultural dialogue
    2012 (engelsk)Inngår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 44, nr 9, s. 1010-1023Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    sted, utgiver, år, opplag, sider
    Wiley-Blackwell, 2012
    Emneord
    postcolonialism, European Union, EU, intercultural dialogue, intercultural education, multiculturalism, multicultural education
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-76574 (URN)10.1111/j.1469-5812.2011.00839.x (DOI)000310474700009 ()
    Tilgjengelig fra: 2012-04-11 Laget: 2012-04-11 Sist oppdatert: 2019-07-02
    2. In the Name of Interculturality: On Colonial Legacies in Intercultural Education
    Åpne denne publikasjonen i ny fane eller vindu >>In the Name of Interculturality: On Colonial Legacies in Intercultural Education
    2015 (engelsk)Inngår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 41, nr 3, s. 520-534Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This paper scrutinises the ways in which students who have completed a university course on interculturality distinguish between sameness and otherness in attempts to integrate, relate to and build a bridge to those deemed culturally different. It makes use of interviews to analyse the factors that shape the interpretation of otherness and difference in the students’ definitions of interculturality, as well as their statements about the relationships between us and them, and descriptions of instances of learning and teaching that have taken place between parties in different parts of the world. Theoretically, the paper is based on a postcolonial framework, highlighting the continuing influence of colonialism and Eurocentric ways of reasoning inside as well as outside the classroom in today’s society. One of the main conclusions of the paper is that in the process of transferring knowledge, there is a risk that the history of modern Europe will be sanctioned as the historical trajectory for the rest of the world to follow, with the accompanying supposition that this can only be made possible by extending a helping hand to the Other.

    sted, utgiver, år, opplag, sider
    John Wiley & Sons, 2015
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-106243 (URN)10.1002/berj.3153 (DOI)000356625000009 ()
    Merknad

    On the day fo the defence date, the status of this article was Manuscript.

    Tilgjengelig fra: 2014-04-30 Laget: 2014-04-30 Sist oppdatert: 2019-07-02bibliografisk kontrollert
    3. Three Texts on Intercultural Education and a Critique of Border Drawing
    Åpne denne publikasjonen i ny fane eller vindu >>Three Texts on Intercultural Education and a Critique of Border Drawing
    (engelsk)Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

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

    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-106244 (URN)
    Tilgjengelig fra: 2014-04-30 Laget: 2014-04-30 Sist oppdatert: 2019-07-02bibliografisk kontrollert
    4. Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies
    Åpne denne publikasjonen i ny fane eller vindu >>Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies
    2015 (engelsk)Inngår i: Cultural Studies, ISSN 0950-2386, E-ISSN 1466-4348, Vol. 29, nr 2, s. 205-228Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    sted, utgiver, år, opplag, sider
    Routledge, 2015
    Emneord
    interculturality; indigenous movements; delinking; modernity; coloniality; European Union
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-105523 (URN)10.1080/09502386.2014.899379 (DOI)000347522000006 ()
    Tilgjengelig fra: 2014-03-26 Laget: 2014-03-26 Sist oppdatert: 2019-07-02
    Fulltekst (pdf)
    Impossible Interculturality?: Education and the Colonial Difference in a Multicultural World
    Download (pdf)
    omslag
  • 50.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Filosofiska fakulteten.
    In the Name of Interculturality: On Colonial Legacies in Intercultural Education2015Inngår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 41, nr 3, s. 520-534Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper scrutinises the ways in which students who have completed a university course on interculturality distinguish between sameness and otherness in attempts to integrate, relate to and build a bridge to those deemed culturally different. It makes use of interviews to analyse the factors that shape the interpretation of otherness and difference in the students’ definitions of interculturality, as well as their statements about the relationships between us and them, and descriptions of instances of learning and teaching that have taken place between parties in different parts of the world. Theoretically, the paper is based on a postcolonial framework, highlighting the continuing influence of colonialism and Eurocentric ways of reasoning inside as well as outside the classroom in today’s society. One of the main conclusions of the paper is that in the process of transferring knowledge, there is a risk that the history of modern Europe will be sanctioned as the historical trajectory for the rest of the world to follow, with the accompanying supposition that this can only be made possible by extending a helping hand to the Other.

    Fulltekst (pdf)
    fulltext
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