– material conditions and consequences...hardy, ian 100 hart, adam 227 harter, christopher 717...
TRANSCRIPT
Learning and education – material conditions and consequences
23 - 25 March 2017Copenhagen · Denmark
NERA 2017 Abstracts
www.nera2017.org
Author index Bold = Presenting author
Name Abstract no.Aabro, Christian 538Aanstad, Camilla 463Adalbjarnardottir, Sigrun 601Adhikari, Basanta Prasad 55Adolfsson, Carl-Henrik 110Æsøy, Knut Ove 733Ågård, Dorte 515Agerbo, Jette 549Ahlskog-Björkman, Eva 440Åkerfeldt, Anna 632Åkerlund, Dan 348Allsopp, Benjamin Brink 565Almås, Aslaug Grov 354, 656Almqvist, Jonas 116Alvunger, Daniel 110Amhag, Lisbeth 596Andersen, Bente Kjeldbjerg Bro 408Andersen, Hanne Voldborg 707Andersson, Birgit 111, 304Andersson , Karin 149Andersson, Katharina 348Andersson, Per 75Andishmand, Catarina 372Ankerstjerne, Trine 736Anttila, Eeva 476Arneback, Emma 547, 562Aronsson, Lena 335Arrazola, Begoña Vigo 242Aslanian, Teresa 321, 456Asp Onsjö, Lisa 460Aspfors, Jessica 289Augustsson, Gunnar 261Backlund-Kärjenmäki, Elisabet 747Baldwin, Richard 541Ballangrud, Brit Bolken 634Baraldsnes, Dziuginta 625Baraldsnes, Dziuginta 591Barow, Thomas 306Bayati, Zahra 709Beach, Dennis 242Beach, Dennis 260Berg Brekkhus, Ashild 643Bergdahl, Lovisa 657Bergdahl, Nina 508Berggren, Caroline 642Bergh, Andreas 308, 404, 484Bergstedt, Bosse 613Bergström, Helena 137, 272Bergström, Peter 524, 610, 448Bergviken Rensfeldt, Annika 636Bernhard, Dorte 738Bertelsen, Eva 682Billmayer, Jakob 644Bjergkilde, Dorethe 326Bjerkholt, Eva Merete 342Bjordal, Ingvil 469Bjørkelo, Brita 656Björklund, Camilla 125Björkvall, Anders 414Bjørndal, Kristin Emilie 439
Name Abstract no.Bjørnestad, Elisabeth 407Bjornsdottir, Amalia 345, 693Bjøru, Anne-Mette 43Blåvarg, Christina 603Blöndal, Kristjana Stella 601Bodén, Linnea 529Bonde, Sussie 312Borgström, Eric 336Borup Jensen, Julie 398Boström, Lena 261Bourbour, Maryam 620Bozalongo, Juana Soriano 242Brænder, Birgit 729Brander, Birgitte Gade 732Brännström, Malin 301Bredesen Nordfjell, Ole 332Bredmar, Anna-Carin 160Brendløkken, Tone 333Brink Pedersen, Ann Sofie 538Brox, Hilde 676Bruun, Mette 396, 438Bruzell, Carina 342Buch, Anders 682Buch, Bettina 729Busk Kofoed, Lise 228Canto Moniz, Goncalo 322Cardona López, José Adán 332Carlsen, Kari 588Carlsten, Tone Cecilie 16, 241Cedersund, Elisabet 660Choshi, Daisuke 444Christensen, Ingrid Reite 284Christensen, Mathias 668Christiansen, Rene B 438Colbjørnsen, Tor 180Cronqvist, Marita 97Dahl, Anne Kristin 475Dahl, Birger 429Dahlstedt, Magnus 154Dal, Michael 292Dalgren, Sara 33Damber, Ulla 357, 304Dehlin, Erlend 516Dieste, Belene 242Dirckinck-Holmfeld, Lone 517, 527, 602Dovemark, Marianne 462Duch, Henriette 70Duek, Susanne 712Dychawy Rosner, Irena 341, 647Dýrfjörð, Kristín 639, 710Dyrnes, Eva Martinsen 360E. Andreasen, Karen 470Eckeskog, Helena 357Edling, Silvia 279Eide, Kristin 452Eide, Tom 634Eidevald, Christian 137, 272Einarsdottir, Johanna 278, 386Eiríksdóttir, Elsa 229Eklund, Gunilla 289
Author index Bold = Presenting author
Name Abstract no.Elm, Annika 359Elvstrand, Helene 275Engblom, Charlotte 348Englund, Tomas 168, 547, 562Engsig, Thomas 331Enochsson, Ann-Britt 147Eriksen Odegaard, Elin 493Eriksson, Anita 161, 260Eriksson, Christine 236Eriksson, Lisbeth 390Eriksson Barajas, Katarina 163Eriksson Bergström, Sofia 677Evenstad, Randi 429Ewins, Kristin 404Fahlén, Marie 158Fajersson, Karin Elise 429Faldet, Ann-Cathrin 259Falkner, Carin 330Fälling Andersen, Lisa Monica 675Fastén, Olof 701Fauskevåg, Odin 640Fejes, Andreas 154, 232Fernandez Vavrik, German 419Ferreira, Carolina 322Fonseca, Lars 387Fors, Uno 622Forsler, Ingrid 89Forsling, Karin 512Forsten, Markus 210Foss, Vigdis 328Foss Lindblad, Rita 507Fosse, Britt Oda 380Fossland, Trine 308, 484Fransson, Susanne 705Frelin, Anneli 179, 322Fremstad, Ester 484Fridman, Lauren 17Frølund, Sune 604, 616From, Tuuli 468Frostholm, Peter Hornbæk 641Furnes, Gila Hammer 378Furu, Ann-Christin 440Furu, Eli Moksnes 577Fylkesnes, Sandra 410Gaini, Firouz 332García, Alicia 214Garvis, Susanne 407, 493Gerber, Anthonie 731Gerrevall, Per 387Gfeller, Fabienne 700Giaever, Katrine 334Gilje, Øystein 574Gillund, Mari 463Gísladóttir, Karen Rut 579Gisselman, David 677Gjedde, Lisa 743Gloppen, Bjørg Herberg 263Gram, Helene 354Grams Davy, Sarah 320Gran, Lillian 263, 267
Name Abstract no.Granfors, Ulla 747Grannas, Jan 179, 322Gravesen, David Thore 633, 641Gravgaard, Mette Lykke 412Grethe Baustad, Anne 407Guðjónsdóttir, Hafdís 570, 579, 584Gudmundsson, Gestur 653Gundersen, Peter 91Gunnarsdóttir, Hildigunnur 560Gunnarsson, Karin 411Gunnarsson, Marie 673Gunnulfsen, Ann Elisabeth 105Gustavsson, Erik 492Gyllander Torkildsen, Lisbeth 464Haaland, Grete 728Haastrup, Lisbeth 501Haglind, Therése 20Haglund, Björn 261Hakala, Katariina 650Hakvoort, Ilse 305Hall, Jeffrey B. 180Hallbäck, Marie 673Halldorsdottir, Brynja 530Haltia, Nina 674Hämäläinen, Juha 688Hammarsten, Maria 57hamre, [email protected] 672Hamza, Karim 116Hanghøj, Thorkild 520Hannus-Gullmets, Britta 446Hansen, Friðgeir Börkur 614Hansen, Jens Jørgen 602Hansen, Joakim 465Hansen, Kari Henriette 728Hansen, Majken Svane 568, 576Hansen, Petteri 462, 523Hansson, Hege 522Hara, Yoshihiko 575Harada, Akiko 191Hardardottir, Gudrun Alda 543Harðardóttir, Eva 530Hardy, Ian 100Hart, Adam 227Harter, Christopher 717Hasling, Karen Marie 553Haugdal, Berit Kristin 16Haugen, Cecilie 78, 82Haukenes, Marie Brandvoll 192Hautopp, Heidi 91Hedegaard, Joel 337Hedlin, Maria 199Hegna, Hilde Margrethe 551, 724Hegna, Kristinn 589Heikkilä, Mia 332, 546Heikkinen, Mervi 332Heilä-Ylikallio, Ria 747Helakorpi, Jenni 526, 106Helgesen, Espen 385, 447Helleve, Ingrid 656Hellman, Annika 119
Author index Bold = Presenting author
Name Abstract no.Helms Jørgensen, Christian 229Helstad, Kristin 388Henningsen, Birgitte 223Henriksen, Øyvind 651Hermansson, Carina 418, 435, 494, 304, 613Hernwall, Patrik 351, 618, 622, 632Hilppö, Jaakko 493Hipkiss, Anna Maria 197Hirsh, Åsa 346Hirvensalo, Sanna 350Hjartarson , Torfi 179Hjelmér, Carina 437Hofverberg, Hanna 314Högberg, Sören 611Högström, Mats 340, 688Höjsgaard, Trine 366Holm, Ann-Sofie 106Holm, Gunilla 138, 468Holmqvist, Diana 143Holten, Ingeborg 662Hörmann, Bernadette 107Houmøller, Kathrin 495Huggler, Jørgen 667Hughes, Janette 17Hugo, Martin 337Hulten, Magnus 449, 108Hultin, Eva 611Hummelstedt-Djedou, Ida 358Hvid Thingstrup, Signe 312Ikonen, Leena 428Ilje-Lien, Johanne 364Ingimar Benediktsson, Artem 614Ingólfsdóttir, Jóna 720, 725Instefjord, Elen 670Insulander, Eva 632Irgens, Eirik 516Isenström, Lisa 266Ishida, Sachiyo 259Isopahkala-Bouret, Ulpukka 674Iversen, Ann-Merete 647Jaakonaho, Liisa 476Jääskelä, Päivikki 535Jackson, Carolyn 478Jacquet, Ewa 414Jahnke, Isa 524Jakhelln, Rachel 439Järvinen, Tero 229Jauhiainen, Annukka 674Jauhiainen, Annukka 593Jauhiainen, Arto 593Jendis, Mareike 304Jensen, Maybritt 421Jensen, Torben Elgaard 682Jenssen, Line 634Jeppesen, Stine 502Jepson Wigg, Ulrika 149Jobst, Solvejg 591Johannesen, Hedvig Skonhoft 719Johannesson, Peter 370Jóhannsdóttir, Vilborg 720, 725
Name Abstract no.Johansson, Caroline 199Johansson, Lotta 613Johansson, Monica 242Jokila, Suvi 531Jónasson, Jón Torfi 626, 696, 713Jonsdottir, Gudrun 360Jónsdóttir, Arna 386Jónsdóttir, Kristín 693Jónsdóttir, Svanborg Rannveig 579Jonsson, Bert 494Jönsson, Lise 397Jørgensen, Hanne Hede 198Juelskjaer, Malou 504Kaldahl, Anne-Grete 474Kantola, Mauri 210Kärkkäinen , Katarzyna 554Karlsdóttir, Jóhanna 584Karlsson, Göran 342Karlsson Heikio, Tarja 613Kärnebro, Katarina 357Karseth, Berit 500Katznelson, Noemi 35Kauko, Jaakko 462Kauppila, Aarno 83Kelder, Kersti 502Kesäläinen, Jonna 539Ketovuori, Heli 350Khalid, Md. Saifuddin 258Kilbrink, Nina 147Kim, Chung 472Kinnari, Heikki 83Klepstad Færevaag, Margaret 646Klerfelt, Anna 111Klinke, Christian-Alexander 34Klinke, Christian-Alexander 29Knudsen, Lars Emmerik Damgaard 179, 322Knudsmoen, Hege 540Knutas, Agneta 242Knutsson, Ola 618Koch, Anette Boye 198Koch, Marie 564Kolbæk, Ditte 79Kølsen, Camilla 602Konnerup, Ulla 527Kontio, Kimmo 655, 699Köpsén, Susanne 75Korenaga, Kanako 259Kornerup, Ida 412Kosunen, Sonja 462Kraus, Anja 234Krejsler, John Benedicto 145, 451Kristensen, Liv Kondrup 549Kristiansson, Lilia 382Kristin Solli , Schoien 551, 724Krøyer, Pia Rauff 198Kultti, Anne 123Kumpulainen, Kristiina 299Kvamme, Ole Andreas 605Lafton, Tove 662Lager, Karin 403, 407
Author index Bold = Presenting author
Name Abstract no.Lagerlöf, Pernilla 127Lahelma, Elina 171, 106Laiho, Anne 593Laiho, Anne 666Lang, Tarja 209Langaas, Ylva 333Langmann, Elisabet 657Lappalainen, Sirpa 106Lappalainen, Sirpa 229Larsen, Kristian 682Larsen, Vibe 504Larsson, anna 322Larsson, Gunvor 738Larsson, Jonna 407Larsson, Kristoffer 305Laursen, Hanne 198Leick Jepsen, Anne 312Lenz-Taguchi, Hillevi 613Lestinen, Leena 535Levinsen, Karin 534Levlin, Maria 494Lidskog, Marie 404Lilja, Annika 230Liljestrand, Johan 279Lillvist , Anne 546Lindblad, Sverker 507Linder Eknor, Eleonor 514Lindhé, Anna 435, 494Lindqvist, Henrik 21Lindqvist, Per 98Lipponen, Lasse 493Ljung Egeland, Birgitta 712Ljusberg, Anna-Lena 275Londen, Monica 467Louw, Arnt Vestergaard 223Luchinskaya, Elena 382Ludvigsson, Ann 330Luimes, Maike 355Lund, Birthe 251Lund, Daniel B. 728Lund, Torbjörn 464Lundahl, Christian 108Lundahl, Lisbeth 229Lundberg, Janna 25Lunde Frederiksen , Lisbeth 173Lundgren, Berit 494Lundqvist, Ulla 62Lundström, Agneta 305Lyden, Susan 716Lyngdal Sørensen, Uffe 329MacCrimmon, Kate 661Magnusson, Maria 123, 125, 129Maivorsdotter, Ninitha 314Månsson, Ingela 342Månsson, Niclas 297Mårell Ohlsson, Eva 524, 610Markström, Ann-Marie 277Marschall, Anja 495Matsuda, Yaka 375Matta, Corrado 133
Name Abstract no.Mausethagen, Sølvi 410, 268Maxwell, Gregor 566Melker, Kristina 374Mellgren , Elisabeth 407Meristö, Tarja 155Michelet, Simon 77Mikkelsen, Sidse Hølvig 641Millei, Zsuzsa 135Miller, Tanja 115Misfeldt, Morten 602Mjelve, Heidi 49Moe, Merete 606Moelgaard, Dorthe 173Møller, Jorunn 500Mølstad, Christina 268Moos, Lejf 58Morley, Louise 642Moxnes, Anna 662munger, ann-charlotte 277Munk, Kasper 299Myhr, Rannveig Oliv 671Myrvold, Hanne Berit 421Næsby, Torben 407Nakahara, Jun 444Nasiopoulou, Panagiota 407Nehez, Jaana 464Nes, Kari 259Neustrup, Anna 721Nielsen, Anne Mette 730Niemi, Anna-Maija 83Nihlfors, Elisabet 58Nilsen, Anders Grov 354Nilsen, Anne Birgitta 410Nilsson, Galina 382Nilsson Sjöberg, Mattias 613Nislin, Mari 539Nivala, Elina 510, 647, 688Noer Ahm, Jacob 687Nordänger, Ulla Karin 98Nordin, Andreas 101, 102Nordkvelle, Yngve 486Nordmark, Jonas 297Nordqvist, Ingrid 359Nordtømme, Solveig 522Nørgaard, Britta 36, 688Nørgaard, Cecilie 332Nørgaard, Jonas 520Norling, Martina 157Nørlund , Irene Michele 732Norlund Shaswar, Annika 494Northington Purdie, Cynthia 23, 34Nortvig, Anne-Mette 79Nyberg, Eva 197Nylander, Erik 232Nylund, Mattias 229Obiekwe, Jerry 52, 53Odegard, Nina 662Odenbring, Ylva 106Öhman, Lisa 632Öhman Sandberg, Ann 293, 694
Author index Bold = Presenting author
Name Abstract no.Öhrn, Elisabet 171, 106Økland, Magli Sofie 431Øksnes, Maria 671Ólafsdóttir, Sara Margrét 278Olin, Anette 116Olin, Anette 464Olsen, Mirjam Harkestad 497Olsson, Anders 706Omholt, Knut 542, 635Opstrup Larsen, Anna 538Orell, Miina 391Ørngreen, Rikke 223, 721Osbeck, Christina 230Osgood, Jayne 421, 429Óskarsdóttir, Edda 584Otrel-Cass, Kathrin 549Ottersland Myhre, Cecilie 421Otterstad, Ann Merete 429Ottesen, Eli 502Özalp, Ferruh 429Paaske, Karen Annette 408Palmer, Anna 613Palmér, Hanna 125Palovaara Søberg, Lilja 405Pasgaard, Niels Jakob 329Paulsen, Jan Merok 58Paulsrud, BethAnne 138Pedersen, Helena 613Perander-Norrgård, Katarina 467Perry, Kevin Anthony 93, 95Perselli, Ann-Katrin 663Perselli, Jan 663Persson Thunqvist, Daniel 229Peterson, Helen 642Pihlaja, Päivi 413, 666Pihlaja, Päivi 350Player-Koro, Catarina 161, 636Pless, Mette 35Pramling, Niklas 123Pramling Samuelsson, Ingrid 123Prøitz, Tine 101, 268Pugh, Heidi 568, 576Putra, Zetra Hainul 257Qvortrup, Ane 602Raaen, Finn Daniel 381Ræbild, Ulla 553Rafik Hama, Susan 614Rafik Hama, Susan 487Ragnarsdóttir, Guðrún 696Ragnarsdóttir, Hanna 487, 545Rahm, Lina 597Rajala, Antti 299, 700Rajala , Anttu 493Ramberg, Robert 618Raptopoulou, Anthemis 499Rasmussen, Connie Stendal 729Rasmussen, Lisa 682Rasmussen, Palle 451, 462Rasti Behbahani, Amin 39Reneland-Forsman, Linda 124
Name Abstract no.Riese, Hanne 344Riis, Marianne 517Ringblom, Natalia 351Ringskou, Lea 633, 687Risku, Mika 58Risløw, Tove Irene 338Rogberg, Martin 631Rognstad, May Sissel 274Roisehagen, Anne 224Rolf, Elisabeth 615Román, Henrik 245, 246Rømer, Thomas Aastrup 368Roness, Dag 344Rönnerman, Karin 100, 238Rönnlund, Maria 242, 322Rönnström, Niclas 384Rós Magnusdottír,, Berglind 462Rosvall, Per-Åke 229Rosvall, Per-Åke 242Rosvall, Per-Åke 229Roth, Solveig 18Røthe, Randi Hojem 338Runesdotter, Caroline 705Ruoslahti, Harri 155Ryberg, Lena 407Rydén Gramner, Anja 163Ryynänen, Sanna 510Saar, Tomas 418, 613Sadownik, Alicja 704Saeverot, Herner 291Sahlström, Fritjof 358, 649SAiler, Maximilian 655, 699Sajaniemi, Nina 413, 539Sakaguchi Nozaki, Midori 156Salminen Karlsson, Minna 478, 642Salokangas, Maija 217Sanders, Dawn 197Sandnes, Anne 724Sanli-Bulut, Merve 392Sataøen, Svein Ole 328Sato, Hiroki 599Scheie, Janne Thoralvsdatter 475Scheinin, Minna 210Schulte, Barbara 619Schumann, Claudia 658Segolsson, Mikael 346Selwyn, Neil 636Sernhede, Ove 680Severina, Elena 447Severinsson, Susanne 38Shavard, Galina 240Sheridan, Sonja 407Siekkinen, Frida 442Sigurðardóttir, Anna Kristin 179Sigurgeirsson, Ingvar 345Silander, Charlotte 642Simensen, Birgit 265Simola, Mari 578Simonsen, Berit 68, 115Sivenbring, Jennie 141
Author index Bold = Presenting author
Name Abstract no.Sivesind, Kirsten 107Sjøbakken, Ola Johan 267Skar, Gustaf B. 336Skaug, Reidar 16Skott, Pia 631Skrefsrud, Thor-Andre 698Skrøvset, Siw 577Skundberg, Øystein 69Slettbakk, Åse 577Smeds, Mia 106Smeds-Nylund, Ann-Sofie 144Smidt, Søren 273Söderlind, Linda 147Söderman Lago, Lina 275Solbrekke , Tone Dyrdal 168, 287, 308, 388, 547, 562Somby, Hege Merete 96Sorensen, Elsebeth Korsgaard 734Sørensen, Asger 664Sørensen, Birgitte Holm 534Sørensen, Niels Ulrik 730Sporre, Karin 420Staahl, Mathilda 747Stadler-Altmann, Ulrike 179, 322Stalheim, Odd Rune 486Staunæs, Dorthe 600Stav, John Birger 622Stedt, Lisbeth 293Steensen, Jette 88Sten, Ulla 737Stokke, Hilde Sofie 342Stølen, Gerd 439Strindberg, Joakim 203Sugrue, Ciaran 168, 287, 308Suhonen, Eira 539Sülau, Veronica 309Sume, Helena 41Sundberg, Daniel 109Sundqvist, Christel 256Sundsdal, Einar 702Sundstedt, Andreas 747Sundström Sjödin, Elin 71Suson, Kriselle Lou 614Sutphen, Molly 308Suutari, Mika 210Svedlin, Renata 342Svendler Nielsen, Charlotte 476Svensson, Ann-Katrin 260Swennen, Anja 316Syed, Bushra Fatima 716Syrjämäki, Marja 413Tahirsylaj, Armend 586Tainio, Liisa 106Takala, Marjatta 41Tanner, Marie 624Tapio, Mari 647Tengberg, Michael 336Thomas, Ulrike 179Thorkelsdóttir, Rannveig 45Thornberg, Robert 21, 76, 203Thorsen, Kirsten E. 381
Name Abstract no.Þrastardóttir, Bergljót 332Timcenko, Olga 228Tjernberg, Catharina 27, 37Tobiassen, Roald 253Toivonen, Venla 106Tønder Hagen, Anna 229Torgersen, Glenn-Egil 241, 291Tran, Anh-Dao 545Triantafyllou, Evangelia 228Trippestad, Tom Are 316Trolle, Jeppe 729Trumberg, Anders 443Trygger, Sophie 351Tveit, Sverre 703Tvete, Ingrid 224Ulleberg, Inger 49Ulvik, Marit 344Umino, Ayumi 139Urban, Susanne 443V. Braüner, Ninna 396Vaahtera, Touko 222Vagle, Inger 728Valleala, Ulla Maija 535van Zanten, Agnès 419Veivo, Lea 167Vestergaard , Linda 438Vigmostad, Inger 463Vik, Stine 496Virolainen, Maarit 229von Wright, Moira 621Vonheim, Kristin 49Wahlström, Ninni 109Wakimoto, Takehiro 444Wallenius, Tommi 523Wallerstedt , Cecilia 127Wallner, Lars 164Weldemariam, Kassahun 201werler, tobias 291, 316Werler, Tobias 625, 646, 643Wermke, Wieland 217, 268Wernerson, Annika 21Westberg Broström, Anna 137, 272Weurlander, Maria 21Wied, Kia 600Wikstøl, Eva Augestad 724Williams, Pia 407Williamson, Ben 636Wilson, Dordy 96Wittek, Anne Line 388Wolf, Kristin Danielsen 184Woolner, Pamela 179Wozniczka, Anna Katarzyna 545, 570Ydesen, Christian 196Zakaria, Anne 115Zilliacus, Harriet 138Zou, Yihuan 196
Network 1
Adult learning – at work, in education and everyday life
[70]%TRANSITION%FROM%COURSE%TO%WORKPLACE:%ORGANIZATIONAL%OR%OCCUPATIONAL%PROFESSIONALISM%IN%VOCATIONAL%EDUCATIONS?%
!Henriette!Duch1!%%1Via$University$College,$Aalborg$University,$Aarhus$N,$Denmark!!Research%topic/Aim:%This!paper!focuses!on!the!material!conditions!in!the!transition!of!knowledge!from!courses!to!workplaces.!Managers!write!down!procedures!in!documents!while!teachers!move!around!in!the!physical!environment,!teaching!and!working!in!offices!together!with!colleagues.!Teachers’!material!conditions,!e.g.!offices!and!team!compositions,!can!lead!to!other!learning!outcomes!than!the!managers!intended.!
The!case!is!vocational!colleges!where!the!teachers!attend!a!pedagogical!course.!The!managers!choose!different!strategies!for!organizational!learning!(Elkjaer!&!Brandi,!2014).!Strategies!described!in!documents!show!how!the!teachers!are!supposed!to!develop!new!pedagogical!initiatives!or!pass!the!course.!This!type!of!management!is!’organizational!professionalism’!(Evetts,!2009).!However,!the!teachers!construct!other!learning!trajectories!by!moving!between!teaching!in!classrooms!and!colleagues!and!offices!as!part!of!‘occupational!professionalism’!(Evetts,!2009).!These!two!different!and!coinciding!processes!influence!the!transition!from!course!to!workplace.!The!research!question!is:!How!is!organizational!and!occupational!professionalism!in!the!transition!process!from!course!to!workplace?!!
Theoretical%frameworks:!The!theoretical!framework!is!Bourdieu’s!theory!of!practice.!Practice!is!situated!in!professional!contexts!as!”a!sociomaterial!and!organisational!perspective”!(Gherardi,!2012!p.!16).!This!perspective!is!combined!with!Evetts’!terms!organizational!and!occupational!professionalism!(Evetts,!2009)!and!three!perspectives!on!professionals’!learning!in!organizations:!“a!behavioral,!a!cognitive!and!a!practiceVbased!perspective”!(Elkjaer!&!Brandi,!2014!p.!6).!
Methodology/research%design:%The!method!is!documentary!analyses,!focus!group!interviews!with!managers!and!teachers,!and!observations!at!four!vocational!colleges.!
Expected%conclusions/Findings:!The!expected!conclusion!is!that!there!is!a!contradiction!between!organizational!professionalism!and!occupational!professionalism.!By!making!the!contradiction!visible!it!may!be!possible!to!discuss!how!to!improve!material!conditions!to!support!professionalism!in!the!transition!from!course!to!workplace.!!
Relevance%for%Nordic%Educational%Research:!The!paper!thereby!proposes!a!new!perspective!on!the!gap!between!theory!and!practice,!as!often!discussed!in!vocational!educations!in!Nordic!educational!research!(Smeby!&!Sutphen,!2015).!
References:%Bourdieu,!P.!(1990).!The$logic$of$practice.!Polity!Press.!Elkjaer,!B;!Brandi,!U.!(2014).!An!organisational!perspective!on!professionals´!learning.!I!International$Handbook$of$Research$in$Professional$PracticeCbased$Learning.!Springer.!Evetts,!J.!(2009).!New!Professionalism!and!New!Public!Management:!Changes,!Continuities!and!Consequences.!Comparative$Sociology,!8(2),!247–266.!Gherardi,!S.!(2012).!Docta!ignorantia:!professional!knowing!at!the!core!and!at!the!margins!of!a!practice.!Journal$of$Education$and$Work,!25(1),!15–38.!http://doi.org/10.1080/13639080.2012.644902!Smeby!J.VC.!&!Sutphen!M.!!(ed.).!From$Vocational$to$Professional$Education.!Routledge.
[143]%PROFESSIONAL%IDENTITY%IN%AN%AGE%OF%MARKETIZATION%
!Diana!Holmqvist1!%%1Department$of$Behavioural$Science$and$Learning,$Division$of$Adult$Education$and$Learning,$Linköping,$Sweden!!!Research%topic/Aim:%Marketization!in!education!has!become!a!global!phenomenon.!The!shift!to!neoVliberal!views!is!not!only!changing!the!way!in!which!education!is!delivered,!it!also!more!subtly!introduces!new!discourses!and!changes!the!way!in!which!students,!teachers!and!school!leaders!see!themselves!and!relate!to!each!other!(Ball!&!Youdell,!2008).!!
Despite!Sweden!having!one!of!the!most!marketised!educational!systems!in!the!world,!research!on!the!topic!has!mainly!focused!on!external!marketization!(cf!Lundahl!et!al,!2014,!Björklund!et!al,!2003).!Research!on!its!effects!on!the!internal!life!of!schools!is!limited!and!has!mostly!focused!on!compulsory!and!upper!secondary!schools!(cf.!Lundahl!et!al,!2014;!Holm,!2013;!Parding,!2012;!Fredriksson,!2009).!!
There!is!research!on!Swedish!adult!education!in!general!and!municipal!adult!education!(MAE)!in!particular!that!touches!upon!the!topic!of!marketization!and!its!consequences!(cf!Fejes!et!al,!2016;!Bjusell!et!al,!2015;!Sipoz!Zachrisson!&!Assarsson,!2008;!Fejes,!2006;!Beach,!2004;!Lumsden!Wass,!2004),!but!the!topic!has!only!drawn!limited!attention!among!researchers.!This!is!remarkable,!considering!that!MAE!differs!greatly!in!its!organization!from!other!education!systems!in!Sweden.!MAE!is!governed!through!a!procurement!system,!instead!of!the!free!school!system,!where!municipalities!can!employ!private!companies!to!carry!out!education!on!their!behalf.!The!short!nature!of!such!contracts!(often!as!short!as!two!years)!makes!for!a!special!working!situation!for!teachers,!which!warrants!further!investigation.!
The!aim!of!the!doctoral!study,!on!which!this!paper!is!based,!is!to!explore!how!marketization!influences!teachers’!work!and!their!professional!identity.!!
Theoretical%frameworks:!The!data!is!analyzed!drawing!on!a!socioVmaterial!approach!(Fenwick,!2010),!making!visible!the!material!context!of!teachers’!work!(Mulachy,!2011),!such!as!institutional!setting,!workplace!conditions!and!school!culture.!This!allows!focus!on!the!relational!and!contingent!enactment!of!teacher!identity!in!everyday!practice!(Aberton,!2012).!
Methodology/research%design:%Four!Swedish!municipal!adult!education!(MAE)!providers!in!two!urban!municipalities!are!being!studied.!The!sample!consists!of!one!municipality!that!procures!substantial!parts!of!its!adult!education!through!tendering!from!private!companies!and!one!municipality!that!does!not.!In!the!municipality!that!procures!education!through!tendering,!the!study!includes!both!the!municipal!provider,!as!well!as!two!different!private!providers.!I!draw!on!different!forms!of!data!in!each!of!the!four!locations,!such!as!observations,!interviews!with!teachers!and!students,!informal!conversations!and!documents!of!different!sorts.!!
Expected%conclusions/Findings:%Previous!research!(Lundahl!et!al,!2014;!Parding,!2012)!suggests!a!heterogeneous!picture,!where!teacher!identity!varies!a!lot,!depending!on!different!factors.!!
Relevance%for%Nordic%Educational%Research:%Knowledge!of!the!marketization!of!Swedish!MAE!will!further!contribute!with!new!knowledge!to!the!current!research!discussions!in!the!Nordic!countries!on!the!marketization!of!education.!
[156]%EDUCATION%OF%RECOGNITION:%A%CASE%OF%DAGHØJSKOLE%IN%DENMARK%
!Midori!Sakaguchi!Nozaki1!%%1Meijigakuin$University,$Department$of$Sociology,$MinatoCKu,$Tokyo,$Japan!!!Research%topic/Aim:%Daghøjskole!is!the!institution!for!nonVformal!adult!education!in!Denmark.!In!Daghøjskole,!no!particular!qualifications!are!required!to!participate!in!for!the!persons!of!18!years!and!above,!along!with!evening!schools!(Aftensskole)!or!folk!high!schools!(Folkehøjskole).!!It!is!the!institution!to!provide!an!extra!learning!opportunities!to!the!diverse!group!of!people!who!relatively!do!not!fit!into!the!general!educational!systems!that!the!society!offers.!!Although!the!number!of!Daghøjskole!in!Denmark!is!rapidly!decreasing!from!the!time!when!there!were!195!schools!in!1996,!25!of!them!survive!until!today!with!ceaseless!efforts,!and!each!institution!gives!unique!opportunities!for!the!youth!and!adults.!
Theoretical%frameworks:%The!questions!I!would!like!to!ask!here!are!twoVfold:!what!is!the!function!of!Daghøjskole!in!Danish!society!today,!and!what!does!it!mean!for!the!youth,!such!as!newcomers,!immigrants!or!refugees,!to!have!leaning!opportunities!in!nonVformal!adult!education!such!as!Daghøjskole.!!!
Methodology/research%design:%In!exploring!these!questions!above,!I!adopt!both!practical!and!theoretical!approaches.!!On!the!former,!a!series!of!qualitative!researches!I!have!been!conveying!at!five!different!Daghøjskole!in!Copenhagen,!Frederiksberg!and!Aalborg!since!2015,!including!the!interviews!with!the!school!directors,!teachers,!and!other!organization!staffs!who!are!woking!for!the!institution.!!On!the!latter,!I!will!firstly!refer!to!Charles!Taylor!who!poses!a!new!interpretation!of!the!concept!of!recognition!in!modern!age!of!multiculturalism!(Taylor!1994),!and!secondly,!I!will!refer!to!Will!Kimlylicka!who!attempts!to!reconcile!the!friction!between!neoliberal!multiculturalism!and!welfare!chauvinism!(Kymlicka!2015).!
Expected%conclusions/Findings:!In!doing!so,!I!will!try!to!explain!the!significance!of!nonVformal!adult!education!especially!for!marginalized!people!with!a!willingness!to!learn.!
Relevance%for%Nordic%Educational%Research:!It!would!emphasize!the!importance!of!Daghøjskole!in!Nordic!countries,!and!it!would!also!be!the!model!for!the!policy!of!lifelong!learning!in!many!societies!where!the!education!for!immigrants!or!minorities!is!imminent,!including!Japan.
[209]%EXPLORING%FACTORS%RELATED%TO%THE%APPEAL%OF%LIFELONG%LEARNING%
!Tarja!Lang1!%%1Omnia,$Joint$Authority$of$Education$and$A$Regional$Development$Center$in$Espoo,$Espoon$Kaupunki,$Finland!!Research%topic/Aim:%!Exploring!factors!related!to!the!appeal!of!lifelong!learning!
Theoretical%frameworks:!The!reform!of!vocational!education!and!the!cuts!in!public!finances!have!brought!about!structural!and!functional!changes!in!adult!education.!The!ongoing!reorganization!at!Omnia,!Joint!Authority!of!Education!in!the!Espoo!Region,!aims!at!forming!a!single!educational!institution!responsible!for!multisector!educational!tasks.!In!the!past,!liberal!adult!education!has!operated!separately!from!vocational!education,!but!is!now!in!the!process!of!integrating!with!the!whole!of!adult!education.!The!reform!process!also!includes!a!study!on!factors!broadening!the!appeal!of!adult!education!institutions!in!their!own!sector!of!operation!and!the!special!features!of!their!educational!task.!The!aim!of!the!study!was!to!analyze!the!present!and!potential!student!profiles!of!the!organization!and!to!assess!the!provision!of!education.!
Methodology/research%design:%The!data!of!the!study!comprised!literature,!statistics,!theme!interviews!(n=12)!and!an!online!questionnaire!(N=294)!and!they!were!analyzed!by!statistical!inference!and!discourse!analysis.!The!
Expected%conclusions/Findings:%The!results!indicated!that!the!strongest!appeal!lied!in!the!high!quality!of!the!main!task!of!the!institution,!i.e.!teaching!and!pedagogics,!and!the!ability!to!renew!it.!Teachers’!role!as!pedagogical!experts!is!shifting!more!towards!the!role!of!multiVtaskers!in!financial!administration.!Constant!renewal!and!innovativeness!is!essential!for!ensuring!the!appeal!of!education!provision.!For!teachers!this!means!the!ability!to!renew!their!informationVtechnological!competence!in!the!knowledgeVintensive!world.!
Relevance%for%Nordic%Educational%Research:!The!results!of!this!study!may!use!for!the!reform!of!Adult!Education!and!Liberal!Adult!Education!in!Nordic!Counties.!
Report!on!the!provision!of!adult!education!will!be!available!in!the!beginning!of!2017.!!!!!!!!!!!!!!!!!!!!
!
!
[223]%PERSONAL%DIGITAL%VIDEO%STORIES%LINKING%SCHOOL%AND%INTERNSHIPS%
!Birgitte!Henningsen1!,!Arnt!Vestergaard!!Louw1!,!Rikke!Ørngreen1!%%1Dep.$of$Learning$and$Philosophy,$Aalborg$University,$Copenhagen$S.V.,$Denmark!!Research%topic/Aim:%How!can!personal!stories!in!the!form!of!videos!(incl.!images,!animations!and!sound)!play!a!role!as!an!engaging!reflection!tool!between!school!and!companyVbased!internships!among!young!marginalized!people!in!vocational!educational!training!(VET)?!
Theoretical%frameworks:!!This!is!a!research!proposal!that!draws!on!transfer!theory!and!previous!findings!which!suggests!students’!meaningVmaking!processes,!in!the!interplay!between!school!and!internships,!are!difficult!but!vital!to!establish!(Aarkrog!2011;!Nielsen!2009).!Furthermore,!the!research!views!motivation!for!learning!as!a!socio!cultural!phenomenon,!which!among!others!puts!the!learning!context!rather!than!an!individual!in!focus!for!understanding,!how!young!VET!students!make!sense!of!their!education!(McLeod!&!Yates!2006,!Louw!2013;!Pless!et!al.!2015).!Finally,!the!research!draws!on!theories!of!Digital!Storytelling!(Lambert,2013)!as!a!way!of!empowering!marginalized!groups!through!individual!and!collaborative!userVdriven!media!and!personal!reflection!practices.!
Methodology/research%design:%This!research!project!is!inspired!by!DesignVBased!Research!(DBR),!including!applying!an!iterative,!contextual!and!userVdriven!process,!rather!than!more!traditional!hypothesisVdriven!methods!(Amiel!&!Reeves!2008).!The!DBR!project!is!designed!to!investigate!how!Personal!Digital!Video!stories!(PDVs)!supports!the!students’!social!relations,!learning,!reflection!and!their!professional!development!during!their!VET.!The!suggested!research!design!is!to!involve!two!different!schools,!involving!3V4!different!VET!programs!and!focus!on!the!critical!transitions!between!school!and!companyVbased!internships.!The!plan!is!to!follow!two!subsequent!classes!at!each!school,!in!a!total!of!2!½!years.!Thus!in!total,!the!DBR!projects!involves!6!VET!programs,!approximately!12!VET!teachers!and!150!VET!students.!The!research!data!will!consist!of!participatory!observations!from!coVworking!with!teachers!and!students!on!the!PDVs,!from!observing!the!processes!surrounding!the!PDVs!inVuse,!as!well!as!data!from!interviews!and!surveys!with!participants.!
Expected%conclusions/Findings:!Previous!research!indicates!that!video!productions!(in!many!formats!and!modalities)!potentially!scaffolds!reflection!and!supports!professional!thinking!and!“professional!proudness”!(Ørngren!2009;!Louw!2015).!The!process!of!making!a!movie!and!sharing!it!with!peers!holds!the!potential!of!mediating!engagement,!learning,!immersion!and!retention!of!the!subjects!depicted!in!the!movie!(Ørngreen,!Louw!&!Henningsen!2016).!The!intention!of!the!suggested!research!agenda!is!to!further!deploy!this!focus!to!youths,!who!are!schoolVweary!(which!can!be!youths!with!talent!and/or!youths!who!are!writing!and!reading!challenged!etc).!The!objective!is!therefore!to!support!a!professional!clarification!and!increase!the!professional!pride!and!willingness!to!carry!on,!and!relate!handsVon!practice!and!theory.!
Relevance%for%Nordic%Educational%Research:!Digitalizing!educations!is!a!fast!growing!tendency!across!the!educational!systems!and!nations.!The!educations!of!the!Nordic!countries!are!traditionally!well!equipped!with!digital!hardware.!However,!the!learning!outcome!of!the!digital!hardware!is!more!doubtful.!This!study!aims!to!shed!light!on!the!possibility!for!harvesting!the!benefits!of!multimodal!digital!tools!specifically!in!relation!to!digital!storytelling!in!VET,!thus!setting!inspirational!handsVon!examples!on!ways!to!digitalize!VET!programmes.
[263]%COMMUNITIES%OF%PRACTICE%IN%HIGH%SCHOOL%VOCATIONAL%BOARDS%
!Lillian!Gran1!,!Bjørg!Herberg!Gloppen1!%%1Hedmark$University$of$Applied$Sciences,$Hamar,$Norway!!Research%topic/Aim:This!paper!investigates!the!Norwegian!vocational!education!and!training!assessment.!In!2015!the!Norwegian!government!published!a!strategy!on!how!to!develop!the!competence!of!vocational!teachers!(VET).!The!strategy!includes!an!appreciation!of!examinational!boards'!expertise!and!special!skills!in!assessment.!Many!of!the!vocational!teachers!do!not!have!qualified!competence!as!formal!teachers.!In!2014!there!where!about!1000!vocational!teachers!working!in!schools!that!did!not!have!the!formal!teaching!competence.!Qualified!teachers!are!important!for!student!performance!and!implementation!in!VET.!Good!teachers!with!updated!expertise!provides!relevant!and!practical!training,!which!in!turn!contributes!to!more!complete!and!pass!with!a!craft!or!journeyman!(KD,!2015:!13).!It!is!essential!that!members!of!an!examination!board!also!have!expertise!in!judging!the!qualifying!examination!beyond!the!purely!vocational!skills.!
Our!research!question!is!
How$can$the$examination$boards$in$vocational$training$develop$communities$of$practice?$
Theoretical%frameworks:!Hedmark!university!college!have!been!involved!in!developing!the!assessment!competence!of!the!examination!board!members!since!2012.!The!elements!of!the!competence!development!consisted!of!communication,!observation!and!assessment!for!learning!as!the!main!focus.!The!main!focus!for!the!examination!boards!is!the!summative!evaluation!since!the!examination!is!the!final!assessment!of!the!apprentices.!Although!the!focus!of!assessment!for!learning!in!the!formative!part!of!assessment!also!applies.!!
The!competence!development!program!started!with!curriculum!goals!and!a!common!understanding!and!interpretation!of!the!main!aims.!Our!attention!is!directed!on!how!members!of!examinational!boards!can!develop!a!common!interpretation!community!to!ensure!that!candidates!receive!an!evaluation!based!upon!criteria!and!common!understanding!of!what!is!quality!in!the!various!fields.!
The!theoretical!approach!is!a!socioVcultural!perspective!where!members!dialogic!practice!will!form!the!foundation!for!the!development!of!knowledge!and!understanding.!This!will!form!the!basis!for!learning!in!the!organization.!
Methodology/research%design:%The!scientific!paper!connected!to!this!abstract!will!use!both!a!survey!within!the!three!levels!of!apprentices,!members!of!the!assessment!board!and!the!level!of!Hedmark!county,!the!main!stakeholder!in!this!programme,!observation!of!two!chosen!examinations!of!apprentices.!In!addition,!there!will!be!a!document!analyse!of!the!central!governmental!documents.!!
!
Expected%conclusions/Findings:%In!the!competence!programme!we!have!experienced!a!large!
enthusiasm!in!development!of!the!vocational!teachers’!competence.!Making!them!more!aware!and!
fit!to!do!their!jobs!as!examination!board!members.!This!is!a!very!unique!assessment!for!learning!
method!giving!the!apprentices!feedback!during!the!days!of!their!final!examination.!!
Relevance%for%Nordic%Educational%Research:!With!a!deeper!understanding!of!assessment!for!
learning!and!the!importance!of!a!common!practice!within!the!county!and!maybe!as!far!as!to!the!
Nordic!countries,!the!assessment!culture!will!satisfy!the!assessment!regulations!for!the!vocational!
training.!!
Literature%!
Black,!P.,!&!William,!D.!(1998).!Inside$the$black$box:$raising$standards$through$classroom$assessment.!London:!
GL!Assessment.!
fylkeskommune,!B.!(2016).!Plan$for$skolering$av$prøvenemnder$i$Buskerud.!Hentet!fra!
http://www.bfk.no/Documents/BFK/Utdanning/Fagoppl%C3%A6ring/Pr%C3%B8venemnd/Tiltaksplan!
skolering!pr%C3%B8venemnder!2016V2019.PDF!
Hagen,!A.,!&!Skule,!S.!(2008).!Kompetansereformen$og$livslang$læring:$status$2008!(Vol.!2008:07).!Oslo:!
Forskningsstiftelsen!FAFO.!
Harlen,!W.,!&!Winter,!J.!(2004).!The!development!of!assessment!for!learning:!Learning!from!the!case!of!science!
and!mathemathics.!Language!Testing.!21,$3,!390V408.!!
Kunnskapsdepartementet.!(2015).!Yrkesfaglærerløftet$–$for$fremtidens$fagarbeidere.!!Oslo.!Hentet!fra!
https://www.regjeringen.no/contentassets/a196e650447d459faa1b1e1879216f3e/kd_yrkesfaglarerlo
ftet_web_01.10.pdf!
Utdanningsdirektoratet.!(2008).!En!lærende!skole.!Å!utvikle!en!organisasjon!er!en!læringsprosess!
Men!det!er!ikke!så!lett!som!det!høres!ut!til,!for!det!er!så!mye!det!kommer!an!på.$Artikkel$5$$
Aamodt,!P.,!Olof,!Carlsten,!T.,!Cecilie!,!Caspersen,!J.,!Gøgaard,!B.,!Jens,!&!Røsdal,!T.!(2016).!Kompetanseutvikling$
blant$yrkesfaglærere.!NIFu.!Hentet!fra!http://www.udir.no/globalassets/filer/tallVogV
forskning/forskningsrapporter/kompetanseutvikling_blant_yrkesfaglarere.pdf!
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[337]%EDUCATION%AS%HABILITATION:%EMPIRICAL%EXAMPLES%FROM%AN%ADJUSTED%EDUCATION%IN%SWEDEN%FOR%STUDENTS%WITH%HIGH`FUNCTIONING%AUTISM%
!Martin!Hugo1!,!Joel!Hedegaard1!%%1Jönköping$University,$Högskolan$För$Lärande$Och$Kommunikation,$Jönköping,$Sweden!!Research%topic/Aim:%The!purpose!of!this!paper!is!to!highlight!empirical!examples!of!habilitation!effects!of!an!adjusted!education!for!young!adults!with!highVfunctioning!autism.!Our!paper!draws!upon!findings!from!a!project!researched!V!an!IT!education!called!the!ITVtrack!!V!which!is!an!example!of!an!initiative!that!has!had!the!intention!to!help!to!break!the!isolation!and!exclusion!in!favor!of!inclusion.!The!ITVtrack!started!in!January!2012!and!is!founded!by!The!European!Social!Fund!(ESF),!Region!Jönköping,!Höglandet’s!Coordinating!Association!and!Eksjö!Municipality.!It!targets!young!people!diagnosed!with!highVfunctioning!autism!between!19V30!years!old.!The!ITVtrack!offers!upper!secondary!and!university!courses!in!programming,!CAD!and!computer!systems,!as!well!as!internship!experience.!
Theoretical%frameworks:!!
• Supported!education!
• Supported!employment!
• Sense!of!coherence!
!
Methodology/research%design:%The!study!is!inspired!by!ethnographic!methodology!(Hammersley!&!Atkinson,!2007),!where!researchers!reside!within!the!environments!and!situations!they!want!to!learn!about.!Data!was!collected!by!way!of!participant!observations,!natural!conversations,!research!interviews!with!students!and!one!focus!group!interview!with!the!staff!(van!Manen,!1990).!The!different!data!collection!methods!complemented!each!other!and,!taken!together,!provide!a!rich!description!of!the!students’!experiences!of!the!ITVtrack.!!
Expected%conclusions/Findings:!The!context!of!the!present!study!is!focused!on!(i)!the!students’!experiences!of!the!ITVtrack,!(ii)!the!students’!previous!school!experiences,!and!(iii)!how!they!relate!to!their!future.!The!findings!involve:!
• Identified!adjustments!at!the!ITVtrack!• To!get!structure!in!everyday!life!• To!function!better!socially!with!others!!!• Extended!horizons!of!possibility!• Employment!and!internship!
!
Relevance%for%Nordic%Educational%Research:!!
The!findings!have!relevance!for!Nordic!educational!research!due!to!a!prior!lack!of!research!into!Asperger!syndrome!and!education.!This!paper!highlights!the!need!for!a!better!understanding!of!how!environments!can!be!adapted!in!order!to!be!supportive!and!contributing!to!learning!and!habilitation.!
[428]%RE`EMPLOYMENT%AFTER%PROFESSION%CHANGE%
!Leena!Ikonen1!%%1University$of$Jyväskylä,$Veikkola,$Finland!!Research%topic/aim:%This!is!an!onVgoing!grounded!theory!study!of!the!profession!change!process.!The!aim!is!to!gain!insight!into!the!profession!change!process!of!adults!enrolled!in!vocational!education!programs!and!on!this!basis!to!create!a!model!of!profession!change!process!and!to!examine!reVemployment!after!switching!to!another!profession.!The!research!question!which!is!addressed!by!this!proposal!is:!What!are!the!possibilities!for!reVemployment!after!profession!change?$
Theoretical%framework:%Research!phenomenon!is!associated!with!changes!in!working!life!in!general!and!with!desire!of!change!in!individual!level.!Context!of!this!study!is!vocational!adult!education!in!Finland.!Globally!unVsecure!economic!situation!reflects!to!the!labor!market!and!influences!to!employment!negatively!and!escalates!structural!unemployment.!Changes!in!labor!market!(or!personal!desire!to!change!work)!forces!employee!to!maintain!her!skills!and!acquire!suitable!knowledge!and!adapt!to!labor!market!needs.!Profession!change!is!one!option.!In!addition!the!work!itself!is!changing!and!work!can!be!combined!in!different!ways:!both!partVtime!work!and!fixedVterm!work!increase;!entrepreneurship,!seasonal!work!and!crossing!between!several!professions!become!more!common.!It!is!no!longer!typical!to!work!in!the!same!profession!or!with!the!same!employer!throughout!the!career.! $ !
Methodology/research%design:%The!focus!of!this!research!is!to!gain!insight!into!a!basic!social!process!and!to!generate!a!new!substantive!theory.!Becoming!results!are!based!on!the!data!which!are!collected!to!this!particular!study.%Ten!interviews!were!carried!where!participants!ranged!in!age!from!29!to!50!years.!They!included!both!men!and!women!from!different!professional!fields!an!all!have!switched!to!another!profession!through!vocational!adult!education.!Transcribed!interviews!were!analyzed!using!grounded!theory!openVcoding!procedure,!and!then!selectively!coded!by!the!constant!comparison,!combination!and!qualifying!of!the!material!until!the!saturation.!
Expected%conclusions/findings:%One!of!the%main!categories!is$Returning$back$to$work.!The!whole!profession!change!process!comprises!several!stages!and!break!points.!Process!is!mainly!following!a!chronological!order,!but!movement!back!and!forth!occurs!as!well.!ReVemployment!is!essential!factor!in!profession!change!process.!When!switching!to!another!profession,!one´s!career!status!and!educational!status!can!move!either!vertically!or!horizontally!(up!or!down)!depending!on!one´s!previous!education!and!position.!Varied!alternatives!of!reVemployment!are!presented.!
Relevance%for%Nordic%educational%research:%Changing!profession!through!adult!education!is!widespread!phenomenon!in!Finland.!This!societal!phenomenon!is!topical!and!applicable!in!the!Nordic!countries!in!general!and!profession!change!through!education!is!possible!in!the!Nordic!countries.!This!poster!is!assigned!to!the!following!NERA!network:!Adult!learning!–!at!work,!in!education!and!everyday!life.
[575]%A%STUDY%ON%SCHOOL%VALUE%IN%DANISH%FOLK%HIGH%SCHOOL%AND%ITS%CLASSIFICATION%
!Yoshihiko!Hara1!%%1Akita$University,$Akita$City,$Japan!!!Research%topic/Aim:%”!This!presentation!is!to!provide!types!of!values!of!Danish!folk!high!school.!Folk!high!school!Act!requires!each!school!to!show!its!school!value!on!the!school’s!website,!and!to!evaluate!itself!every!2!years.!!Evaluation!is!one!of!the!major!research!issue!of!Danish!folk!high!school.!But!there!is!no!formulated!method!of!evaluation,!so!this!has!been!a!research!subject!to!study!promptly.!Evaluation!is!carried!out!on!the!basis!of!an!achievement!degree!of!school!value.!In!this!sense,!school!value!is!one!of!the!most!important!things!for!evaluation.!School!value!has!to!be!analyzed!by!several!approaches.!They!are,!for!example,!who!made!it,!how!it!was!made,!what!contents!it!implies,!what!it!means,!and!how!it!can!be!measured.!In!this!presentation,!focusing!on!contents!or!meaning!of!school!values,!some!types!of!school!value!will!be!shown.!This!is!the!first!step!of!a!study!on!evaluation!of!the!Danish!folk!high!school.”!
Theoretical%frameworks:!”!This!study!is!based!upon!evaluation!theory.!Evaluation!cannot!be!done!without!clear!goals.!!And!if!there!are!evaluation!items/indices!that!match!with!each!content!of!the!goals,!and!if!evaluation!items!can!be!measurable!with!evaluation!indices,!evaluation!can!goes!well.!To!make!appropriate!goals!is!the!first!step!for!successful!evaluation.”!
Methodology/research%design:%”!There!are!now!70!folk!high!schools!in!all!around!in!Denmark.!!I!will!research!for!school!value!of!all!those!schools.!!I!plan!to!analyze!words!and!sentences!seen!in!statement!of!folk!high!school’s!value.!To!put!it!concretely,!first,!I!will!investigate!structure!of!value!expression.!!Second,!I!will!statistically!analyze!kinds!and!meaning!of!words,!and!times!of!appearance!of!a!word.!Third,!I!will!derive!the!tendency!and!characteristic!seen!in!statistics!result!above.”!
Expected%conclusions/Findings:!”!Generally!Danish!folk!high!school!is!classified!into!7!types.!They!are!general!and!Grundtvigian!school,!special!school,!gymnastics!school,!Christian!school,!senior!school,!and!youth!school.!School!value!may!have!some!relation!with!such!school!types.!But!even!if!school!types!are!the!same!between!more!than!two!schools,!all!school!values!are!not!the!same.!School!value!seems!to!be!influenced!by!school’s!own!history,!founder,!forstander(school!master),!school!board!or!process!of!making!school!value.!There!may!be!a!type!of!value!regarded!upon!personality!development,!one!regarded!upon!individual’s!growth!or!health,!one!regarded!upon!relation!with!society,!and!so!on.”!
Relevance%for%Nordic%Educational%Research:!”!This!presentation!contributes!to!not!only!studies!on!Danish!folk!high!school!but!also!studies!on!evaluation!of!any!other!adult!education!institutes!or!programs.!Furthermore,!result!of!this!study!is!useful!for!folk!high!school!in!other!Nordic!countries.”!
!
!
!
[599]%INITIATIVES%FOR%VALIDATION%OF%PRIOR%LEARNING%IN%DENMARK―DISPARITY%AMONG%NON`FORMAL%ADULT%EDUCATIONAL%INSTITUTIONS %
!Hiroki!Sato1!%%1Niigata$University$of$Health$and$Welfare,$Niigata,$Japan!!!Research%topic/Aim:%In!the!recent!years,!European!countries!have!been!focusing!on!increasing!their!competitiveness!as!knowledgeVbased!societies.!Thus,!lifelong!learning!programs!are!being!developed!for!the!unemployed,!immigrants,!school!dropouts,!and!elderly.!The!significance!of!‘validation!of!prior!learning’!is!not!limited!to!formal!education.!These!validations!also!provide!a!social!system!that!recognises!various!nonVformal/informal!learning!experiences,!including!leisure!activities!and!work!experience,!which!can!help!individuals!in!their!career.!
This!study!aims!to!determine!the!use!of!validation!of!prior!learning!!(Realkompetencevurdering:!RKV!and!Individuel!kompetencevurdering:!IKV)!in!Denmark,!since!the!year!2000,!with!a!focus!on!nonVformal!adult!education!institutions!and!the!disparity!of!each!kinds!of!nonVformal!adult!educational!institutions.!
Theoretical%frameworks:!Recognition!of!accomplishments!based!on!nonVformal/informal!learning!focuses!on!the!economic,!educational,!social,!and!individual!merits.!However,!it!is!difficult!to!standardise!and!rank!voluntary!learning!activities,!and!the!asymmetry!between!the!evaluator!and!the!person!being!evaluated!could!lead!to!issues.!
This!study!analyses!and!discusses!the!important!aspects!of!the!relevant!policies!in!Denmark,!educational!institutions!and!role!of!their!staff,!and!the!practical!application!of!this!framework.!!
Methodology/research%design:!In!this!qualitative!study,!two!methods!were!used!to!collect!data:!literature!review!and!interview!survey!in!Denmark.!
Expected%conclusions/Findings:A!twoVsided!approach,!topVdown!and!bottomVup,!has!been!developed!with!regard!to!validation!of!prior!learning!in!Denmark.!The!government!frames!the!general!guidelines!for!the!system,!budget,!and!quality!assurance.!However,!the!implementation!is!decentralised!and!entrusted!to!the!educational!institutions.!
Thus,!a!disparity!exists!between!individual!nonVformal!adult!education!institutions.!In!Folkehøjskole!and!Produktionskole,!These!institutions!focus!on!clarifying!personal!and!social!competences!together!with!the!professional!profiles!and!training!for!instructors!is!provided.!On!the!other!hand,!students!at!Aftenskole!and!Folkeuninversitet!tend!to!be!aged!50!years!and!above,!and!they!are!not!proactive!for!validation!of!prior!learning..!!
In!addition,!validation!practitioners,!such!as!guidance!counsellors!and!assessors!in!Nordic!countries!are!developing!models!based!on!the!skills!and!attributes!that!are!necessary!at!different!stages!of!the!process.!
Relevance%for%Nordic%Educational%Research:!Adult!learning at!work,!in!education!and!everyday!life
[663]%THE%DIFFERENCE%BETWEEN%TEACH%AND%SHOW%IN%THE%LIBRARY%
!AnnVKatrin!!Perselli1!,!Jan!Perselli2!%%1Department$of$Education,$Linnaeus$University,$Kalmar$,$Sweden!2Pedagogik,$Växjö,$Sweden!!!Research%topic/Aim:%The!aim!is!to!illuminate!the!pedagogical!role!of!librarians!teaching!and!supporting!students!learning!of!seeking!information!with!aim!to!deepen!their!thesis!and!to!examine!the!two!concepts!‘teach’!and!‘show’!which!both!university!lecturers!and!librarians!do.!!
Theoretical%frameworks:!The!theoretical!starting!point!in!our!discussion!of!pedagogy!and!librarians,!concepts!and!ways!of!seeing!and!explaining!things,!is!based!on!the!phenomenological!method!of!understanding!the!world.!
Methodology/research%design:%There!are!two!studies!included!in!the!paper,!both!are!based!on!qualitative!interviews!and!observations.!
Expected%conclusions/Findings:!The!studies!show!two!interesting!things,!firstly!there!is!a!problem!in!the!relationship!between!university!lecturer!and!librarians,!as!an!embarrassment,!secondly!it!reveals!differences!between!showing!and!teaching.!Teaching!is!about!to!explain,!and!explain!how!to!understand!something,!ie,!trying!to!convey!a!way!of!relating!to!attain!knowledge.!But!what!is!to!show,!and!what!are!the!differences!between!them?!Perhaps!it!is!so!that!a!lot!of!the!lecturer’s!activities!with!the!students!also!have!the!character!of!to!show!rather!than!to!teach.!Often,!lecturers!have!to!show!students!how!to!use!word!processing,!how!to!search!in!databases,!how!to!use!Dropbox!and!Google!Docs,!etc.,!to!make!documents!available!to!each!other.!These!things!we!are!showing,!students!todays!often!lacking!knowledge!about.!It!seems!that!both!librarians!as!lecturers!and!teachers!both!teach!and!show!in!their!respective!businesses.!Both!categories!performing!both!teaching!and!showing.!Probably!teach!teachers!more!and!show!less!and!vice!versa!for!librarians.!But!many!librarians!still!teach!more!than!they!show.!To!continue!to!develop!librarians!teaching!work,!there!are!several!approaches.!The!Department!of!Education!(UTV)!in!Härnösand!Mid!Sweden!University,!conduct!a!development!project!to!give!information!seeking!a!deeper!role!in!teacher!education!programs,!together!with!the!University!Library.!University!librarians!at!Mid!Sweden!University!Library!has!developed!a!plan!of!progression!with!the!aim!to!give!information!retrieval,!educational!media!monitoring,!reference!management!and!source!criticism,!should!run!as!a!red!thread!through!the!hole!teaching!training!education.!Course!coordinating!teachers!have!worked!to!develop!elements!in!the!courses!where!these!aboveVmentioned!parts!in!the!plan!of!progression!in!one!way!or!another!are!included.!We!think!that!a!teacher!and!a!librarian!carry!out!students'!first!education!in!information!seeking!together.!Together,!university!teachers!and!librarians!can!provide!support!for!the!students!at!their!first!meeting!with!information!retrieval.!We!see!it!as!important!that!the!education!of!students!in!information!retrieval!is!crossVborder!cooperation!between!teachers!and!librarians.!
Relevance%for%Nordic%Educational%Research:!The!subject!has!a!Swedish!educational!context!and!is!concerning!student!teaching!situations!at!Swedish!universities.!
[673]%WHAT'S%SO%GREAT%ABOUT%FLIPPED%LEARNING?%
!Marie!Gunnarsson1!,!Marie!Hallbäck1!%%1Department$of$Pedagogy,$Växjö,$Sweden!!Research%topic/Aim:%Flipped!learning!(FL)!is!a!popular!way!to!organise!teaching,!it!extends!the!borders!concerning!who!can!participate!in!higher!education,!because!it!allows!a!flexibility!regarding!time!and!geography.!Our!standpoint!is!that!the!resources!in!terms!of!teacher!hours!that!the!FL!might!release!must!be!used!primarily!to!raise!the!quality!of!education!and!thus!the!learning!outcomes!of!the!participating!students,!and!secondarily!to!allow!a!higher!quantity!of!students!passing!through!the!course.!The!aim!of!this!project!is!to!present!student’s!experiences!from!flipped!learning!activities,!and!from!this!knowledge!develop!an!understanding!of!how!students!learn!in!flipped!classrooms.!!
Theoretical%frameworks:!Flipped$Learning$is$a$pedagogical$approach$in$which$direct$instruction$moves$from$the$group$learning$space$to$the$individual$learning$space,$and$the$resulting$group$space$
is$transformed$into$a$dynamic,$interactive$learning$environment$where$the$educator$guides$students$
as$they$apply$concepts$and$engage$creatively$in$the$subject$matter.$(Flipped!Learning!Network!2014)!
As! defined! by! Flipped! Learning! Network,! Flipped! learning! does! not! nessesarly! consist! of! just!removing! lectures! from! the! classroom! but! rather! by! deliberately! shifting! instruction! to! a! learnerVcentered! approach.! The! network! stress! that! four! requisites! need! to! be! present! to! call! it! not! only!Flipped!Classroom!but!Flipped!learning.!These!are:!
{!!!!!!!!!Flexible!environment!
{!!!!!!!!!Learning!culture!
{!!!!!!!!!Intentional!content!
{!!!!!!!!!Professional!educator!
When!FL!are!to!be!studied!another!concept!sometimes!is!used!interchangeably,!namely!Active!learning!(Freeman,!Eddy,!McDonough,!Smith,!Okoroafor,!Jordt!&!Wenderoth!2014).!In!comparing!the!efffiancy!of!constructivist!versus!expositionV!centered!course!designs!in!STEM!(science,!technology,!engineering,and!mathematics)!metaanalys!has!shown!that!active!learning!approaches!enhance!student!performance!!substantially.!Results!indicate!that!increased!achievements!are!shown!across!all!of!the!STEM!disciplines!and!also!independently!of!class!size,!course!type!and!course!level!(Freeman!et!al!2014).!!
Methodology/research%design:%The!methodology!of!the!project!is!an!online!questionnaire,!directed!to!approximately!60!students!enrolled!in!campus!respectively!distance!education.!!Questionnaire!includes!questions!of!closed!as!well!as!open!character.!!Operationalisation!will!be!based!on!concepts!of!FL!and!active!learning.!
Expected%conclusions/Findings:!We!expect!to!find!how!students!perceive!flipped!learning!and!what!they!consider!necessary!guidance,!support!and/or!resources!in!order!to!master!flipped!learning.!
Relevance%for%Nordic%Educational%Research:!As!FL!and!active!learning!currently!are!presented!as!a!better!alternative!to!traditional!lecturing!there!is!a!great!need!of!empirical!data!of!how!students!perceive!participating!in!FL!and!what!prerequisites!are!needed!to!transform!to!an!active!learner.!
[682]%MATERIALITY,%BODY,%AND%LEARNING%
!Eva!Bertelsen1,!Lisa!Rasmussen2!,!Kristian!Larsen3!,!Anders!Buch4!,!Torben!Elgaard!Jensen4!%%1University$of$Copenhagen,$Department$of$Media,$Cognition$and$Communication,$København$S,$Denmark!2Aarhus$University,$Danish$School$of$Education,$København$NV,$Denmark!3Aalborg$University,$Institut$for$Læring$Og$Filosofi,$Copenhagen,$Denmark!4Aalborg$University,$Department$of$Learning$and$Philosophy,$København$Sv,$Denmark!%
1.%The%title%of%the%symposium%
Materiality,!body,!and!learning!–!central!theories!with!similarities!and!differences!
2.%An%abstract%describing%the%entire%symposium%
Human!activities!are!always!already!located!in!material!conditions,!but!materiality!is!often!more!or!less!absent!
in!research!related!to!learning,!education,!and!socialization.!In!this!symposium,!we!focus!on!different!types!of!
relationships!between!body!and!materiality!in!a!broad!sense.!Informal!socialization,!workplace!learning,!
education,!and!formal!pedagogical!situations!are!increasingly!mediated!by!and!related!to!materiality!(including!
technology,!physical!space,!and!designs),!and!the!interface!between!formal!and!informal!learning!is!becoming!
more!and!more!blurred.!Danish!researchers!will!present!different!theoretical!approaches!to!empirical!data,!and!
it!is!the!ambition!to!show!and!discuss!similarities!and!differences!in!relation!to!theoretical!perspectives.!With!
inspiration!from!Lefebvre,!Bourdieu,!Latour,!and!modern!practice!theoretical!approaches!inspired!by!the!
philosophical!legacies!of!primarily!Heidegger!and!Wittgenstein,!researchers!will!present!and!discuss!empirical!
data!ranging!from!bodyVmateriality!in!hospitals,!schools,!or!universities,!to!interactions!in!design!
collaboratories.!
In!the!presentations,!concepts!like!materiality!will!be!related!to!concepts!like!subject,!performance,!structure,!
network,!dominance,!and!interVobjectivity.!The!abstracts!will!use!different!research!designs!and!produce!
different!findings;!however,!in!this!symposium,!presentation!and!discussion!of!theoretical!and!methodological!
perspectives!will!be!highlighted.!
!
Chair:!Professor!Kristian!Larsen,!Aalborg!University!
Discussant:!Professor!Monica!Nerland,!University!of!Oslo!
3.%The%names%of%the%contributors,%titles%of%their%presentations%and%their%abstracts%
Contribution!1:!
!
Professor!Kristian!Larsen,!PhD!
Department!of!Learning!and!Philosophy!
Aalborg!University!
!
!
WHY!STABILITY!RATHER!THAN!CHANGE?!BOURDIEU!INSPIRATION!ON!RELATIONS!OF!TECHNOLOGIES,!BODIES!
AND!PRACTICES!IN!THE!HEALTHCARE!FIELD!
!
Anthropological!and!sociological!studies!show!how!bodies!are!situated!in!the!history!and!structures!involving!
other!bodies!and!materiality.!They!also!reveal!how!power,!knowledge,!materiality,!and!the!body!are!related.!
These!studies!often!involve!single!approaches,!such!as!the!organizational,!professional,!network,!or!material!
perspective.!
The!work!of!Pierre!Bourdieu!in!Outline!(1977),!Distinction!(1984),!and!The$Weight$of$the$World!(1999)!provides!
additional!instruments!for!analysing!social!fields!and!subfields!involving!relations!that!are!interrelated!and!
thereby!constituting!inertia!in!the!social!space.!It!is!argued!that!“There!is!no!space!in!a!hierarchized!society!that!
is!not!itself!hierarchized!and!that!does!not!express!hierarchies!and!social!distances”!()!“social!space!translates!
into!physical!space!but!the!translation!is!always!more!or!less!blurred”!(Bourdieu!1999,!p.!124).!Part!of!the!
inertia!of!the!structures!of!social!space!results!from!the!fact!that!they!are!inscribed!in!physical!space.!Also!
highly!relevant!is!the!idea!that!social!structure,!space!structure,!and!bodyVmental!structures!are!related.!
In!this!paper,!I!will!present!how!concepts!such!as!field,!position,!habitus,!and!capital!and!structural!homology!
have!inspired!my!work!related!to!materiality!and!health.!Examples!from!empirical!studies!(observation,!
interview,!statistics,!document!analysis)!in!the!Danish!healthcare!field!provide!a!background!for!reflecting!on!
stability!and!change!in!the!field.!The!paper!draws!on!empirical!work!comprised!of!sociological!and!educational!
studies!of!inequality!in!health;!studies!of!practice!and!learning!among!doctors,!nurses,!and!patients;!studies!of!
investment!and!health!strategies!among!social!groups;!and!studies!on!medical!prestige!hierarchy.!Diverse!
studies!involving!different!methodological!angles!provide!access!to!see!how!the!body!and!materiality!are!
interrelated.!In!the!healthcare!field,!the!issue!of!how!subfields!of!organizations,!subfields!of!professions,!
subfields!of!knowledge,!and!subfields!of!materiality!have!some!degree!of!autonomy!but!at!the!same!time!are!
interrelated!and!connected!to!each!other!will!be!presented.!This!theoreticalVempirical!contribution!serves!as!an!
outline!for!explaining!the!fact!that!the!healthcare!field!has!a!tendency!to!be!rather!stable,!although!changes!do!
take!place!in!organizations!(new!governance!and!leadership),!among!professions!(new!areas!of!practice!and!
new!investment!strategies),!in!knowledge!systems!(new!types!of!knowledge!are!requested!and!produced),!or!in!
materiality!(new!types!of!medical!technology).!
Contribution!2:!
!
Professor!Anders!Buch,!PhD!
Department!of!Learning!and!Philosophy!
Aalborg!University!
!
MATERIALITY,!BODIES!AND!LEARNING!–!A!PRACTICE!THEORETICAL!PERSPECTIVE!
!
From!the!perspective!of!practice!theories,!the!interplay!between!materiality,!bodies!and!processes!of!learning!
must!be!understood!in!terms!of!social!actions,!activity!and!practices.!Practice!theoretical!approaches!have!
made!their!entry!in!the!social!sciences!and!humanities!over!the!last!30!years.!Still!more!scholars!in!different!
disciplines!and!with!different!research!interests!and!backgrounds!have!focused!on!the!dayVtoVday!practices!of!
actors!in!their!studies!and!attended!to!the!material,!bodily!and!social!processes!of!learning.!This!orientation!has!
been!identified!as!a!‘turn!to!practice’!in!the!social!sciences!and!humanities.!!
This!paper!sets!out!to!introduce!and!discuss!modern!practice!theoretical!approaches!inspired!by!the!
philosophical!legacies!of!primarily!Heidegger!and!Wittgenstein.!Secondly,!the!practice!theoretical!conception!of!
human!activity!as!unfolding!in!nexuses!of!social!practices!and!material!arrangements!will!be!explained!and!
illustrated!with!examples!from!the!supervision!practices!at!contemporary!universities.!Thirdly,!the!paper!will!
examine!accounts!of!the!components!and!dynamics!of!social!practices!in!order!better!to!understand!the!
ontological!assumptions!of!practice!theories.!Fourthly,!the!discussion!will!zoom!in!on!how!bodies!and!
embodied!activities!are!understood!through!the!‘doings’!and!‘sayings’!of!actors!in!situated!activity.!Bringing!up!
the!relation!constructed!between!social!practices!and!material!arrangements!in!practice!theories!will!fifthly,!
extend!this!discussion.!Here,!I!will!discuss!how!social!practices!and!material!arrangements!are!related!in!
various!modes,!e.g.!through!causation,!constitution!and!affordance.!!
This!exposition!of!practice!theories!will,!sixthly,!enable!a!discussion!of!how!processes!of!learning!are!conceived!
in!this!theoretical!framework.!Here!it!becomes!essential!to!understand!how!practitioners!transform!and!are!
transformed!through!their!engagement!and!participation!in!social!practices!and!amidst!material!arrangements.!!!
Seventhly!and!finally,!I!will!briefly!bring!up!methodological!questions!that!needs!to!be!addressed!in!order!for!
practices!theories!to!become!a!‘practical’!and!instrumental!approaches!for!researchers!interested!in!
understanding!processes!of!learning!in!situated,!embodied!and!material!contexts.!
!
Contribution!3:!
!
Professor!Torben!Elgaard!Jensen,!PhD!
Department!of!Learning!and!Philosophy!
Aalborg!University!
!
THIS!IS!THE!OFFICE!OF!THE!FUTURE!!
!The!presentation!is!an!empirical!analysis!of!how!a!Scandinavian!startVup!company!was!able!to!persuade!a!
number!of!business!journalists!that!it!represented!‘the!future’.!It!analyses!how!visitors!to!the!firm!were!met!
with!a!specific!and!persuasive!combination!of!rhetorical!and!material!resources.!It!suggests!that!the!persuasive!
power!of!the!firm!was!based!on!its!ability!to!evoke!and!articulate!a!series!of!pointed!contrasts!between!the!
attractive!working!life!within!the!firm!and!the!ordinary!and!problematic!work!life!elsewhere.!The!article!
suggests!that!this!strategy!of!drawing!contrasts!together!differs!from!the!mode!of!persuasion!usually!described!
by!STS.!The!analysis!contributes!to!a!broader!discussion!on!the!role!played!by!material!arrangements!in!the!
making!of!knowledge!claims.!
!
Contribution!4:!
Associate!professor,!Lisa!Rosén!Rasmussen,!PhD!
Danish!School!of!Education!
Aarhus!University!
and!
Assistant!professor,!Eva!Bertelsen,!PhD!
Department!of!Media,!Cognition!and!Communication!
University!of!Copenhagen!
!
!SCHOOLS!FOR!THE!FUTURE!V!BUILDING!TO!CHANGE!!
This!presentation!concerns!a!recent!shift!in!the!understanding!of!school!buildings,!their!design!and!functioning.!
A!development!already!established!in!the!Danish!field!of!primary!school,!and!a!development!seemingly!moving!
towards!the!level!of!tertiary!education!(universities!and!university!colleges).!Prominent!in!this!shift!–!across!the!
levels!of!education!–!stands!an!understanding!of!school!buildings!as!capable!of!changing!e.g.!educational!
cultures.!As!an!understanding!of!space$as$productive!gain!ground!in!newer!school!build,!the!architectural!
design!is!meant!to!both!manage!and!transform!the!schools!in!direction!of!future!demands!to!schooling.!This!
transformation!can!be!seen!as!a!manifestation!of!historical!shifts!in!how!space!is!perceived!in!a!pedagogical!
context:!from!seeing!space!as!supportive!to!see!it!as!an!agent!of!change.!Moreover!this!shift!seems!to!feature!a!
shift!in!who!is!defining!the!pedagogical!meaning!of!spaces!and!buildings!and!thus!a!displacement!of!where!
pedagogical!ideas!of!schooling!are!produced:!from!teachers!and!other!practitioners!to!the!processes!
surrounding!the!construction!of!buildings,!that!is!both!the!political!and!the!architectural!processes.!
In!the!paper,!we!explore!the!conceptualization!of!two!educational!buildings!in!Copenhagen!build!on!this!side!of!
the!millennium.!We!show!how!specific!ideas!about!education!and!learning!not!only!play!into!the!process!but!
also!seem!to!be!actively!produced.!We!point!to!how!the!architectural!spaces!of!the!two!buildings!are!expected!
to!influence!the!pupils’!bodies!in!specific!ways.!In!this!the!belief!in!architecture!as!a!driver!of!cultural!change!
becomes!legible.!Theoretically,!the!project!subscribes!to!a!Lefebvrian!understanding!of!space!as!a!social!
production.!It!is!framed!by!his!tripartite!analysis!of!space!as!perceived,!conceived!and!lived!and!it!draws!on!his!
later!writings!about!rhythm!analysis!(Lefebvre!1991).!This!opens!up!to!an!analysis!and!a!theoretical!discussion!
of!the!relations!between!space,!body,!space!and!pedagogy.!
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NETWORK 2
Arts Culture and Education
Network 2
Arts Culture and Education
[45]%UNDERSTANDING%DRAMA%TEACHING%IN%COMPULSORY%EDUCATION%IN%ICELANDA%MICRO`ETHNOGRAPHIC%STUDY%OF%THE%PRACTICES%OF%TWO%DRAMA%TEACHERS%
!Rannveig!Thorkelsdóttir1!%%1University$of$Iceland,$Reykjavík,$Iceland!!!!Research%topic/Aim:%The!aim!of!the!study!is!to!contribute!to!an!understanding!of!how!drama,!as!part!
of! the! formal! learning! area! in! Icelandic! compulsory! education,! is! implemented! by! drawing! up! a!
cultural! portrait! of! the! situation.! The! purpose! is! thus! to! contribute! to!more! knowledge! and! to! an!
increased!understanding!of!drama!as!a!key! learning!area!within! the!arts! in!education.!The!study! is!
mainly! focused! on! understanding! the! teacher’s! perspectives,! but! the! perspectives! of! the! students!
and! the! principals! are! also! included.! The! rationale! for! this! study! is! that! drama!was! included! in! the!
national!curriculum!framework!in!Iceland!for!the!first!time!in!2013.!As!a!result,!there!were!considerable!
tensions! connected! with! how! Icelandic! schools! could! or! should! embrace! this! newcomer! to! the!
curriculum,! whether! the! necessary! competence! existed! to! teach! the! subject! and!what! kind! of! status!
drama!could!achieve!among!the!other!subjects! in!school.!The!overarching!research!question! is:!How$is$
drama$as$a$subject$implemented$in$Icelandic$compulsory$education?!
!
Theoretical%frameworks:!Within!a!socioVcultural!framework!of!understanding,!an!ethnographic!study!of!
the!culture!and!the!context!for!the!implementation!of!drama!was!carried!out.!The!ethnographic!account!
is!based!on!thick!descriptions!and!thematic!narrative!analyses!summed!up!as!a!cultural!portrait!of!the!
drama!teaching!practices!in!Hillcrest!(grade!5)!and!MountainVline!(grade!6)!schools,!respectively.!
Methodology/research%design:%The!teaching!practices!of!the!drama!teachers!are!described!and!
interpreted!from!four!perspectives,!representing!different!curricular!levels!according!to!John!Goodlad.!
The!theory!of!practice!architectures!by!Stephen!Kemmis!and!Peter!Grootenboer!is!used!to!interpret!the!
findings.!In!this!practice!theory,!practice!is!defined!as!a!nexus!of!sayings,!doings!and!relatings,!dependent!
on!the!arrangements!in!the!practice!architectures.!Enabling!and!constraining!arrangements!in!the!practice!
architectures!connected!to!the!implementation!of!drama!as!a!subject!in!compulsory!education!are!
identified!and!discussed.!
!
Expected%conclusions/Findings:!An!ecology!model!is!suggested!as!a!theoretical!contribution!and!as!an!
interpretive!tool!when!analyzing!how!the!classroom!arena!inhabited!by!teachers!and!students!interacts!
with!the!different!curriculum!levels!and!the!societal!arena!and!culture.!!A!dialectical!tension!is!illustrated!
by!a!response!loop!influencing!what!can!be!achieved!from!the!learning,!including!the!influence!of!what!
Elliot!Eisner!calls!an!invisible!curriculum.!The!study!calls!for!changes!in!opportunities!for!the!professional!
development!of!drama!teachers.!!Further,!it!calls!for!a!reconceptualization!of!how!a!drama!teacher’s!
learning!trajectory!could!be!designed!in!order!to!support!the!drama!teacher!and!his!or!her!resilience!and!
motivation!to!transform!the!teaching!for!the!benefit!of!the!learning!of!the!students.!!!
!
Relevance%for%Nordic%Educational%Research:!Iceland!is!the!first!country!to!have!drama!in!the!national!
curriculum!and!there!for!it!is!relevance!for!Nordic!educational!research.
[89]%IMAGE%ECOLOGIES%:%TECHNOLOGIES%OF%VISUAL%ART%EDUCATION%IN%SWEDEN%AND%ESTONIA.%
!Ingrid!Forsler1!%%1Södertörn$University,$Huddinge,$Sweden!!!Research%topic/Aim:%The!proposed!poster!is!a!visual!interpretation!of!the!media!ecologies!in!
which!Swedish!and!Estonian!art!teachers!operate.!The!study!wants!to!add!to!the!body!of!
research!on!technology!and!educational!by!combining!a!media!ecology!perspective!with!
digital!methods!that!is!"thinking!along"!with!the!devices!and!the!objects!of!new!media.!
Theoretical%frameworks:!The!concept!media$ecologies! is!used!here!to!address!the!dynamic!
relationships! between! groups! of! living! things! and! their! environments.! Leaning! on! Felix!
Guattari's! (2000)! idea!of! an! ecosophy,! this! understanding!of!media! ecologies! includes!not!
only!physical! systems!but! also! social! and!mental! processes! that! constantly! intertwine! and!
overlap.!The!overall!presence!of!digital!media!also!encourages!an!understanding!of!media!as!
ecological!in!the!way!that!they!form!the!conditions!of!our!existence.!The!term!technology!is!
used! here! in! a! broader! sense,! including! both!material! technology! and! different! forms! of!
governance.!!
Methodology/research% design:% The! study! builds! on!material! from! social! network! analysis!
performed! in! four! open! Facebook! groups! and!one! Twitter! chat,! as!well! as! from! in! depthV
interviews! with! Swedish! art! teachers.! The! analysed! Facebook! groups! consisted! of! 1)! An!
Estonian!group!for!art!teachers!2)!A!Swedish!group!for!teachers!in!all!subjects!interested!in!
computing!and!coding!3)!A!university!group!for!Swedish!art!teacher!education!4)!A!university!
group!for!Estonian!art!teacher!education.!The!Twitter!analysis!was!performed!on!a!weekly!
hashtag!driven!Twitter!chat!for!art!teachers!in!Sweden.!The!visualizations!were!made!using!
the!open!software!Gephi!and!shows!activity!and!connectedness!in!the!social!forums.!Based!
on!the!interviews,!these!graphs!of!online!collaboration!in!relation!to!other!technologies!are!
visually!conceptualized!as!magnifications!of!organisms!in!a!model!of!the!educational!media!
ecosystem.!!
Expected% conclusions/Findings:! The! network! analysis! shows! that! local! networks! matters!
also! in!online! communities.!Geography!and!alumni! affiliation! creates! local! communities! in!
the!networks.! Estonia,! being! the! smaller! country! in! the! study,! is! concentrated!around! the!
major! university! for! art! education.! The! network! analysis! also! shows! that! the! Twitter! chat!
inhabits!a!more!coherent!community!than!the!Facebook’s!groups.!The!network!analysis!read!
through!the!interviews!with!art!teachers!suggest!an!entanglement!of!both!technologies!and!
temporality,! such! as! the! dialectic! relationships! between! local! practices,! everyday! visual!
culture!and!policy!as!well!as!the!dynamics!between!past! imaginaries,!present!teaching!and!
future!projections.!!
Relevance% for% Nordic% Educational% Research:! Sweden! and! Estonia! share! with! the! other!
Nordic!countries!a!high!internet!penetration!and!an!ongoing!digitalization!of!the!KV12!school.!
The! educational! systems! in! these! countries! are! thus! in! the! process! of! infrastructural!
reshaping,! both! in! terms! of! digital! technology! and! of! “soft! infrastructure”! such! as! policy!
documents! and! professional! societies.! This! study! highlights! how! these! changes! are!
negotiated! and! managed! in! online! communities! as! well! as! how! these! collaborative!
environments! are! part! of! a! larger! educational! eco! system.!!!
[314]%MAKING,%RECYCLING%AND%LEARNING%`%AN%EMPIRICAL%ANALYSIS%ON%HOW%STUDENTS%LEARN%WITH%MATERIALS%IN%A%REMAKE%SCHOOL%PROJECT%
!Hanna!Hofverberg1!,!Ninitha!!Maivorsdotter2!%%1Department$of$Education,$Uppsala$University,$Malmö,$Sweden!2School$of$Health$and$Medical$Sciences,$Örebro$University,$Skövde,$Sweden!!!Research%topic/Aim:%!
Creative! remakes! using! recycled! material! are! common! educational! projects! of! promoting!
environmental!and!sustainability!actions.! In!the!Swedish!educational!sloyd!curriculum,!for!example,!
the!curriculum!states!that!students!‘should!be!given!opportunities!to!choose!and!handle!materials!in!
order! to! promote! sustainable! development’! (Swedish! National! Agency! for! Education,! 203).! This! is!
further!expressed!as!‘economizing!on!the!use!of!resources,!such!as!through!repairs!and!recycling!of!
materials’!(205).!In!relation!to!these!curriculum!writings!remake!projects!are!common,!which!means!
that!students!make!new!products!from!used!materials,!such!as!garments!or!fabrics.!However,!as!yet!
no!research!has!been!conducted!on!how!students!learn!when!taking!part!in!such!a!remake!project.!!
In!this!paper,! the!aim! is! to!examine!how!students! learn!with!materials!when!engaging! in!a!remake!
project.!The!exploration!is!conducted!in!an!educational!sloyd!class!in!Sweden!as!a!case.!!
Theoretical%frameworks:!!
The!paper!draws!on!a!transactional!theory!of!learning!(Dewey!and!Bentley!1949/1991)!informed!by!
Bennett’s! (2010)! notion! of! actant.! An! actant! can! refer! to! any! entity! or! process! that! makes! a!
difference! in!the!making!process.! In!order!to!show!how!human!and!nonVhuman!entities!transact! in!
the! learning! process! of!making!we!have! developed! a! theoretical! concept! using! transactants! as! an!
analytical!object.!
Methodology/research%design:%%
Practical!epistemology!analysis!(PEA)!(Maivorsdotter!et,!al,!2015)!is!used!as!a!method!and!offers!an!
analytical! framework! that! illustrates! the! lived! experiences! associated! with! acquiring! or! failing! to!
acquire!a!certain!subject!content.!In!the!outcomes!of!the!embodied!processes!involving!the!students!
and!other!transactants!it!is!possible!to!analyse!how!students!learn!when!using!recycled!material!in!a!
specific!educational!context.!!
Expected%conclusions/Findings:!!
The!findings!show!how!students!transact!with!the!idea!of!a!product,!the!material’s!capabilities!and!
the! remake! techniques,! all! of! which! are! intertwined! in! the! learning! process.! The! participating!
transactants!show!what!twists!up!the!learning!process!and!makes!it!turn!in!a!specific!direction.!The!
findings!also!show!how!the!product’s!future!function,!how!ideas!need!to!be!embodied!in!the!recycled!
material!and!working!with!limited!resources!are!crucial!aspects!of!the!remake!process.!!
Relevance%for%Nordic%Educational%Research:!!
Hence,! arguing! that! the! general! concept! of! recycling! promotes! environmental! and! sustainability!
actions!is!not!possible.!This!is!not!to!say!that!recycling!as!a!remake!project!has!no!worth!or!relevance!
in! and! for! Environmental! and! Sustainability! Education! (ESE).! However,! when! this! general! idea! of!
recycling!is!framed!into!a!specific!learning!practice,!such!as!a!remake!project!in!educational!sloyd!or!
other! ESE! practices,! we! need! to! be! attentive! to! how! the! learning! process! unfolds,! rather! than!
assuming!that!it!always!promotes!environmental!and!sustainable!actions.!
References%
Dewey,! John! and! Bently,! Arthur,! F.! (1949/1991).! Knowing$ and$ the$ known.! Boston:! Beacon! Press.!
Bennett,!Jane!(2010).!Vibrant$Matter:$A$Political$Ecology$of$Things.$Durham:!Duke!University!Press.!%
Maivorsdotter,! Ninitha,! Quennerstedt,! Mikael! and! Öhman,! Marie! (2015)! “Students’! Aesthetic!
Experiences! of! Playing! Exergames:! A! Practical! Epistemology! Analysis! of! Learning”.! International$
Journal$of$GameCBased$Learning,!5(3),!11V24.!doi:!0.4018/IJGBL.2015070102!!
Swedish!National!Agency!for!Education.!(2011).!Curriculum$for$the$compulsory$school,$preschool$class$
and$the$recreation$centre$2011.$Stockholm:$Ordförrådet!AB!
[447]%A%PHOTOBOOK%APPROACH%TO%YOUNG%CHILDREN'S%UNDERSTANDING%OF%MATHEMATICAL%CONCEPTS%
!Elena!Severina1!,!Espen!Helgesen2!%%1Western$Norway$University$of$Applied$Sciences,$Department$of$Teacher$Education,$Bergen,$Norway!2Bergen$University$College,$Department$of$Teacher$Education,$Bergen,$Norway!!!!
Research%topic/Aim:%”With!recent!technological!developments!allowing!for!lower!cost!and!
increased!portability,!the!use!of!digital!photography!has!become!widespread!in!Norwegian!
kindergartens.!Although!often!used!primarily!by!adults!to!document!children's!activities,!the!
potential!for!using!digital!photography!as!a!pedagogical!tool!has!received!increased!
attention!in!recent!years.!This!paper!aims!to!develop!a!childVcentered!approach!to!digital!
photography!in!early!education,!supported!by!findings!from!the!authors’!ongoing!research!
project!on!how!children!express!and!develop!mathematical!knowledge!during!the!creation!
of!photobooks.”!
!
Theoretical%frameworks:!”The!paper!addresses!the!interrelation!of!learning!and!play!in!children’s!
creation!of!photobooks!through!an!emphasis!on!the!embodied!nature!of!children’s!engagement!with!
digital!technology.!Moving!beyond!an!interpretative!analysis,!the!paper!employs!a!phenomenological!
approach!to!investigate!the!embodied!nature!of!mathematical!knowledge!as!it!is!expressed!through!
participants’! drawing! and! moving! of! objects! on! SmartBoards! and! tablet! computers,! as! well! as!
through!their!use!of!gestures!and!metaphors!while!talking!about!these!processes.”!
!
Methodology/research%design:%”The!paper!presents!findings!from!an!ongoing!research!project!in!
a!Norwegian!kindergarten,!which!investigates!children’s!understanding!of!mathematical!concepts!in!
a!naturalistic!setting.!In!the!study,!a!group!of!kindergartners!(age!3V6)!were!given!cameras,!and!asked!
to! photograph! their! outdoor! environment! based! on! themes! and! ideas! suggested! by! the! children!
themselves.! The! children! were! then! asked! to! work! in! groups! to! organize! their! photographs! into!
photobooks.! Data! is! drawn! from! video! recordings! of! the! children,! as! well! as! fieldnotes! by—and!
interviews!with—kindergarten!teachers!and!teacher!students.”!
!
Expected%conclusions/Findings:!”The!aim!of!the!study!is!twofold.!The!first!aim!is!to!identify!how!
activities!such!as!photographing,!photoVediting,!layout,!and!presentation!of!photobooks!can!provide!
surface! evidence! of! children’s! existing! mathematical! understanding.! The! second! aim! is! to! raise!
awareness!about!the!pedagogical!potential!of!using!digital!photography!in!general,!and!photobooks!
in!particular,!to!further!develop!children’s!understanding!of!mathematical!concepts.”!
!
Relevance% for% Nordic% Educational% Research:! ”Norway! ranks! among! the! top! countries! in! the!
world!when!it!comes!to!access!to!digital!technologies,!and!most!children! in!Norway!have!access!to!
advanced!technologies!from!an!early!age.!Accordingly,!early!education!in!Norway!is!a!key!site!if!we!
want!to!understand!how!children!learn!through!the!use!of!digital!technology.!Equipping!children!with!
cameras! opens! new! scaffolding! opportunities! for! educators! as! they! are! able! to! view! the! world!
through!children’s!eyes,!and!also!has! the!potential! to!empower!children!by!making!them!the!main!
contributors! to! their! own! learning! processes.”
[501]%PLACES%AND%PROCESSES%BETWEEN%ART%AND%EDUCATION.%%%
!Lisbeth!Haastrup1!%%1Aarhus$University,$Dpu,$Afdelingen$for$Fagdidaktik,$Copenhagen,$Denmark!!!Research%topic/Aim:%The!expanding!field!of!crossVinstitutional!and!interdisciplinary!projects!between!art/culture!and!education!calls!for!didactical!reflections!on!the!material!and!spatial!settings!for!that!kind!of!projects!and!the!intended!ends!and!learning!processes.!Different!kinds!of!partnerships!between!artists!and!teachers!and!forms!of!cooperation!between!cultural!institutions!and!schools!are!finding!their!way.!!
Theoretical%frameworks:!The!Danish!Arts!Foundation's,!and!the!Danish!Ministry!of!Culture!initiatives!aimed!at!children!and!young!people's!meetings!with!art,!will!be!analyzed!with!of!framework!of!material!culture!didactics!to!highlight!how!the!meeting!between!different!interpretations!of!art!and!education!creates!dilemmas!in!all!phases!of!the!schemes.!From!an!ongoing!research!project!in!the!Danish!“Huskunstnerordning”!the!paper!will!focus!on!how!the!participant!movements!between!sites!and!institutional!and!professional!framework!are!practiced!and!experienced.!!
Methodology/research%design:%Methodological!reflections!on!how!learning!processes!for!all!involved!can!be!documented!and!interpreted!as!aesthetic,!bodily!and!linguistic!forms!of!expression!will!be!discussed.!!
Expected%conclusions/Findings:!Formulate!how!the!material!and!spatial!framework!will!have!an!impact!on!art!educations!projects!that!force!the!participants!to!cross!between!institutions,!expectations!and!forms!of!practice!and!expression.!Contribute!to!methodological!development!from!a!materiel!culture!didactic!point!of!view.!
Relevance%for%Nordic%Educational%Research:!The!case!of!the!“Huskunstnerordning”!will!be!the!starting!point!for!a!discussion!of!the!Nordic!initiatives!within!art!education!in!relation!to!“and!Open!school!in!Denmark,!the!Cultural!“Skolesek”!in!Norway!and!the!Creative!school!in!Sweden.!
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[553]%SUSTAINABLE%DESIGN%TRAINING%CARDS%AS%A%WAY%TO%PROMOTE%ACTIVE%LEARNING%
!Karen!Marie!Hasling1!,!Ulla!Ræbild1!%%1Design$School$Kolding,$Kolding,$Denmark!!Research%topic/Aim:%This!paper!focuses!on!training!cards!as!a!way!to!promote!active!and!conscious!learning,!here!with!focus!on!sustainable!design!approaches.!In!the!paper!this!will!be!based!on!findings!from!the!development!of!training!cards!for!a!collaborative!project!with!a!company!and!two!freelance!designers.!
Theoretical%frameworks:!The!theoretical!framework!takes!overall!departure!in!a!constructivist!learning!tradition!and!focuses!on!active!learning!as!a!way!to!approach!the!reflective!practitioner!(Schön,!1987,!1983).!In!novel!or!nonVroutine!situations,!experimentation!is!necessary!as!no!or!limited!theoretical!or!practical!basis!exists!(e.g.!Basadur,!2005;!Daalhuizen,!2014).!In!our!educational!institution!we!have!a!long!experience!with!using!training!cards,!such!as!inspirational,!method!or!process!cards,!as!tools!to!promote!active!learning!in!nonVroutine!situations.!Here!they!have!shown!to!help!making!things!concrete!and!outline!relevant!topics!(Friis!and!Gelting,!2014,!2016).!Furthermore,!‘game!pieces’!can!speed!up!the!process!and!create!common!ground!when!working!in!teams!(Hornecker,!2014).!!
Methodology/research%design:%The!paper!is!based!on!findings!from!a!research!report!on!ways!to!understand!sustainability!in!a!corporate!organisation!working!with!materials!and!products!for!the!fashion!market!(authors,!2016).!Here!the!training!cards!translate!and!operationalise!these!findings!in!the!organisation!as!a!communication!tool.!!
The!training!cards!were!developed!as!a!methodsVfocused!side!project!that!followed!a!design!project!conducted!by!two!fashion!designers!running!from!August!to!December!2016.!Based!on!an!existing!collection!of!sustainable!training!cards!used!in!teaching,!a!draft!version!of!the!cards!was!introduced!to!the!designers!in!September!2016.!In!the!following!months!interviews!have!been!conducted!with!the!designers!to!understand!and!discuss,!how!the!cards!have!been!used.!Based!on!these!conversations,!the!cards!have!been!continuously!modified.!After!ending!the!project,!the!cards!will!be!integrated!in!the!organisation!as!a!way!to!communicate!sustainable!approaches!and!in!teaching!sustainability!in!fashion!and!textiles!design!education.!
In!the!paper!we!want!to!discuss,!why!and!how!training!cards!can!promote!active!learning!and!be!used!to!obtain!knowledge!on!chosen!and!often!complex!topics!in!a!simplified!manner.!This!will!be!based!on!our!experiences!with!the!developed!training!cards!in!the!corporate!organisation!and!in!teaching!sustainability!in!our!institution.!!
Expected%conclusions/Findings:!Our!findings!from!the!project!are!that!designers!use!the!cards!in!different!ways,!which!is!partly!influenced!by!the!designers’!preliminary!experience!with!sustainability!and!awareness!on!methods!use.!Nevertheless,!all!express!the!value!of!having!and!using!the!training!cards!to!structure!their!process!and!externally!communicate!their!ideas!and!thoughts.!Furthermore,!a!conclusion!is!that!training!cards!show!potentials!to!be!a!means!to!learn!about!sustainability!in!organisations!supported!by!the!cards.!
Relevance%for%Nordic%Educational%Research:!This!paper!is!relevant!for!Nordic!educational!research!as!it!explores!the!cards!as!teaching!materials!to!make!complex!fields!of!knowledge!more!tangible,!understandable!and!operational!in!education.!
[564]%A%NARRATIVE%OF%THE%LEARNING%SELF%
!Marie!Koch1!%%1Copenhagen$Institute$of$Interaction$Design,$Ciid,$København$K,$Denmark!!
Research%topic/Aim:%The!paper!investigates!first!the!manner!of!which!an!individual,!who!has!completed!an!education!of!long!duration,!Ph.D.,!is!created!in!the!meeting!with!the!formal!structures!of!society,!e.g.!universities,!and!secondly,!the!manner!in!which!this!individual!is!created!within!the!informal!interaction!with!other!individuals!in!social!space.!
Theoretical%frameworks:!The!theoretical!approach!of!the!paper!is!grounded!in!new!cultural!studies!(Sørensen!2010)!and!theory!of!education!(pedagogy)!with!special!attention!to!doing/making!the!artifact!(Davies!2006;!Johansson!2002).!!
Methodology/research%design:%The!empirical!basis!of!the!paper!is!the!narrator!who!considers!herself!to!be!an!individual!who!transgresses!borders!both!geographically,!culturally!and!educationally.!The!paper!focuses!on!the!individual’s!learning!and!identity!in!several!formal!(institutions!and!corporations)!(Koch,!2012)!and!informal!(social)!learning!spaces!(Davis,!2010).!
Expected%conclusions/Findings:!The!paper!is!based!upon!the!author´s!research!(Koch!2012)!on!learning!and!identity!among!subcultural!activists!(textile!graffiti,!yarn!bombing,!urban!knitters,!etc.)!who!through!their!activism!operate!in!informal!spaces!and!are!in!turn!shaped!by!the!meeting!between!their!produced!artifacts!and!city!spaces.!Extending!the!point!made!above,!the!researcher,!who!is!the!focus!of!this!paper,!must!submit!to!her!own!inner!sense!of!security!and!the!knowledge!about!herself;!that!she,!in!the!meeting!with!other!individuals!outside!academia,!is!able!to!negotiate!the!legitimacy!she!was!officially!given!by!the!university,!instead!of!merely!living!out!the!identity!she!acquired!through!institutional!trials!and!rituals.!This!is!a!rather!difficult!task!to!embark!upon!as!she,!in!this!transitional!period!of!moving!from!a!position!as!a!student!to!a!graduated!Ph.D.,!must!value!her!own!knowledge!and!skills!in!the!relational!meeting!so!that!she!can!demonstrate!a!strong!sense!of!her!own!identity!as!an!individual!who!is!able!to!perform!the!researcher!identity!convincingly.!From!the!perspective!of!cultural!studies!rituals!are!linked!to!the!secular!society!where!rituals!means!the!confirmation!of!ones!identity!and!social!status.!
Relevance%for%Nordic%Educational%Research:!The!result!of!the!analysis!exemplifies!the!negotiated!nature!of!the!legitimacy!of!individuals’!social!positions!(Butler,!1997;!Søndergaard,!1999),!in!that!the!individual!through!interventions!among!fellow!citizens/the!others!negotiates!the!understanding!of!a!researchVI!and!its!legitimate!practices.!This!means!that!the!knowledge!gained!by!the!researcher!through!the!research!process!and!the!subjectivization!of!body!and!intellect!entailed!in!the!performative!term!‘to!do!research’!leads!the!subject!to!a!different!kind!of!education!and!identity!formation!(Butler,!1993;!Davies,!2000,!2006).!What!we!see!in!this!performing!identity!is!the!learning!researcher,!who!through!performance!carries!new!understandings!and!connotations!of!research!identity!into!the!future.!!
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[588]%ACTION,%MATERIALS%AND%TOOLS%`%SMALL%CHILDREN'S%CREATIVE%ACTING%ELUCIDATED%IN%THE%TENSION%BETWEEN%PRAGMATISM%AND%POST`HUMANIST%THEORIES%
!Kari!Carlsen1!%%1Høgskolen$I$SørøstCNorge,$Notodden,$Norway!!Research%topic/Aim:%The!choice!of!epistemological!perspective!is!crucial!to!explore!and!comprehend!how!children!learn!in!the!kindergarten,!and!may!help!to!expose!different!pedagogical!traditions!in!Nordic!Early!Childhood!education.!Different!perspectives!on!how!children!learn!have!consequences!for!the!content!and!organization!of!educational!activities!and!research!with!small!children.!The!aim!of!the!presentation!is!to!discuss!fruitful!ways!to!understand!matter!and!materiality!in!children’s!learning.!The!paper!presentation!lifts!the!following!questions!to!discussion:!!
• In!what!way!does!the!pragmatic!vs.!the!postVhumanist!perspective!give!contributions!to!the!understanding$of$matter$and$materiality?!
• How!does!the!pragmatic!vs.!the!postVhumanist!perspective!give!opportunities!to!understand$children’s$activity$with$materials?!!
• How!does!the!pragmatic!perspective!vs.!the!post!humanist!perspective!give!appropriate!concepts!for!understanding$children’s$aesthetic$activity!in!kindergarten?!
• In!what!way!does!the!postVhumanist!perspective!offer!potential$for$new$questions!in!the!work!with!forming!and!children’s!creative!actions!in!kindergartens?!
Theoretical%frameworks:!This!presentation!questions!reflexive!materialism!as!epistemological!position!and!propose!that!the!understanding!of!the!interV!or!intraVplay!between!children!and!materials!could!be!well!rooted!in!John!Dewey's!pedagogical!philosophy!(Dewey!2005/!1934).!Dewey’s!pragmatism!have!had,!and!has!considerable!influence!on!education!and!research!on!education!in!the!arts!and!craft/forming/making!professions.!On!the!other!hand,!research!on!preschool!education!with!reflexive!materialism!as!angle,!build!their!approach!on!postChumanist$
theories!(Barad,!2007,!2008).!It!is!of!special!interest!that!arts!and!craft!education!shares!the!field!of!physics,!which!is!the!basis!for!Karen!Barad’s!philosophy,!the!use!of!tools!and!experimentation!in!the!intense!and!active!relation!to!matter.!
Methodology/research%design:%The!presentation!builds!on!an!empirical!study!of!small!children's!exploring!processes!with!materials!and!tools!in!a!Norwegian!preschool!context!(Carlsen,!2015).!The!study!was!run!during!six!months!in!a!Reggio!EmiliaVinspired!kindergarten,!with!visual!ethnography!as!methodological!approach.!
Expected%conclusions/Findings:!The!analysis!of!the!empirical!material!from!Carlsen!(2015),!gives!the!opportunity!to!read!small!children's!cooperation!with!material!in!various!ways.!For!the!mentioned!theories,!a!main!issue!is!the!connection!between!human!beings,!matter,!environment,!and!the!construction!of!meaning!(ref.!Dahlberg,!Moss!&!Pence,!1999).!Teachers!working!with!making!has!always!been!aware!of!the!connection!between!children's!aesthetic!exploring!with!materials!and!their!learning!processes,!and!have!the!need!for!epistemological!grounding!of!their!practise.!!
Relevance%for%Nordic%Educational%Research:!Reflexive!materialism!as!epistemological!base!for!understanding!small!children's!construction!of!knowledge!has!grown!in!the!Nordic!countries!(see:!Hultman!&!Lenz!Taguchi,!2010;!Lenz!Taguchi!2000,!2010,!2012;!Otterstad,!2012),!and!seems!to!be!one!of!the!preferred!epistemological!positions!in!discussions!of!small!children's!learning!among!preschool!teacher!educators!and!Vresearchers!at!the!moment.!
[635]%DIALOGUES%WITH%MATERIAL%CONDITIONS%
!Knut!Omholt1!%%1Norwegian$University$of$Life$Sciences,$Aas,$Norway!!Research%topic/Aim:%In!this!paper!I!present!a!project!where!students!used!their!smartphones!to!photograph!everyday!objects!in!order!to!explore!their!relationship!to!the!material!conditions!surrounding!them.!The!research!topic!was!inspired!by!the!artist!Joseph!Beuys’!statement!that!an!object!can!‘speak’.!Within!the!literature!of!sustainable!education!it!is!often!maintained!that!a!solution!to!the!environmental!problems!we!now!face!is!to!allow!people!to!connect!to!things!around!them.!The!word!‘connection’!frequently!stands!as!a!magic!formula!without!qualification.!The!aim!of!the!project!was!to!explore!what!conversations!might!evolve!with!things!and!how!the!content!of!the!dialogue!influences!the!kind!of!relationship!that!results.!
Theoretical%frameworks:!The!theoretical!framework!turns!on!the!reciprocity!of!our!meeting!with!an!object.!Phenomenology!emanating!from!Maurice!MerleauVPonty!posits!that!every!object!invites!the!participation!of!our!senses.!Psychologist!James!Hillmann!has!revived!the!idea!of!‘anima!mundi’!implying!that!each!thing!has!a!soul.!From!this!point!of!view!the!beauty!of!an!object!consists!in!its!potential!for!stirring!the!imagination.!As!an!object!in!its!expression!of!itself!mirrors!the!secrets!of!our!own!soul!we!can!learn!to!know!ourselves!better!by!acquainting!things.!Concerning!the!use!of!photography!I!refer!to!Roland!Barthes’!concepts!of!‘studium’!and!‘punctum’!deducing!that!the!moment!to!take!a!picture!of!an!object!is!when!a!certain!element!in!it!attracts!the!photographer!and!changes!the!way!he/she!looks!at!it.!!
Methodology/research%design:%The!research!design!is!within!the!employment!of!the!arts!V!in!this!case!photography!V!in!qualitative!research.!The!project!was!carried!out!in!a!craft!and!design!class!in!secondary!school.!It!consisted!of!three!parts:!At!first!I!had!a!presentation!introducing!the!idea!of!Beuys.!After!that!the!students!were!to!work!for!themselves.!I!asked!them!to!choose!a!kind!of!object,!enter!into!a!conversation!with!it!by!taking!photos,!search!for!its!essence,!and!describe!the!relationship!that!resulted.!Next!week!I!met!with!the!class!again.!The!students!showed!slides!of!their!photos!and!told!what!had!evolved.!I!wrote!down!notes!as!they!talked!and!completed!them!immediately!afterwards.!!
Expected%conclusions/Findings:!The!essence!of!the!findings!were!that!the!students!became!able!to!distinguish!what!and!how!aspects!of!an!object!influenced!them.!In!the!paper!I!give!examples!of!what!sort!of!visual!dialogues!emerged!and!what!the!students!extracted!from!them.!!
Relevance%for%Nordic%Educational%Research:!The!relevance!of%the!project!for!Nordic!educational!research!is!that!it!points!at!a!pedagogy!that!can!be!elaborated!further!to!promote!students’!relationship!to!themselves!and!to!the!environment!simultaneously.!This!kind!of!topic!is!how!students’!engagement!with!the!aesthetics!of!things!in!the!environment!can!provoke!their!reflection!on!their!own!identity,!questioning!the!split!between!inner!self!and!outer!world.!This!implies!including!in!the!material!conditions!in!teaching!and!learning!not!only!those!formally!connected!to!the!study!but!also!those!constituting!the!students’!surroundings!in!general.!!
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[675]%CRAFT%AND%DESIGN%IN%THE%DANISH%PRIMARY%SCHOOL%`%NEW%SUBJECT,%NEW%DIDACTIC%AND%NEW%MATERIAL%CONDITIONS%
!Lisa!Monica!Fälling!Andersen1!%%1Dpu,$Copenhagen,$Denmark!!Research%topic/Aim:%I!present!an!excerpt!of!my!PhD!thesis,!which!deals!with!the!process!of!formation!of!the!subject!craft!and!design!in!the!Danish!school.!The!excerpt!is!based!om!the!material!conditions!and!consequences!related!to!this.!
The!presentation!focuses!on!the!opportunities!and!challenges!that!arise!in!the!development!of!the!physical!environment!from!the!traditional!subjectVspecific!workshops!in!needlework!and!woodwork!to!the!multiVfunctional!workshop!in!crafts!and!design,!where!also!digital!materials!are!included.!
And!the!new!challenges!and!opportunities!that!the!workshops!as!well!as!curriculum!provides!for!the!didactic!planning!e.g!the!more!traditional!method!of!classroom!teaching,!where!everyone!works!toward!the!same!product,!likely!will!be!replaced!by!a!more!individual!tutoring,!where!pupils!work!in!different!stages!with!different!design!processes!and!products!in!mind.!
Including!how!the!multifunctional!workshop!supports!the!policy!intentions!of!the!new!subject,!where!the!design!process!and!the!individual!idea!can!be!pursued,!but!where!the!material!conditions!and!lack!of!teaching!skills!can!make!it!difficult!to!live!up!to!the!intentions.!
Theoretical%frameworks:!The!Ph.d.!project!is!theoretically!based!on!Practice!theory,!primarily!represented!by!Thomas!Højrup!structural!cultural!analysis!(Højrup!2002)and!material!culture!didactic!theory,!primarily!represented!by!Lisbeth!Haastrup!and!Lars!Damgaard!Knudsen's!topos!/!logo!model!(Haastrup!&!Knudsen!2015)!and!Frede!V.!Nielsen´s!didactic!theory!(Nielsen!2010).!
Methodology/research%design:%The!school!subject's!process!of!formation!is!explored!on!several!levels!–!ministerial!level,!at!the!teacher!education!level!and!at!the!primary!school!level.!The!qualitative!methods!for!collecting!empirical!data!range!widely!from!observations!of!teaching!practice!and!material!conditions,!interviews!of!teachers,!trainers!and!others,!photo!documentation!of!the!material!conditions!of!different!practices!and!document!analyzes!of!the!subject!policy!documents!and!other!documents!that!create!the!school!subject!craft!and!design.!
By!this!the!school!subject!is!seen!from!the!inside!of!practice,!through!longVterm!fieldwork!in!primary!school!as!well!as!seen!from!the!outside!and!in,!through!short!fieldwork!in!the!various!practices!that!through!relation!and!interpellation!creates!the!practice!of!the!school!subject.!
Relevance%for%Nordic%Educational%Research:!The!project!will!contribute!to!an!understanding!of!the!process!of!formation!of!new!subjects!in!the!primary!school.!
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[677]%ENTREPRENEURS%LIMINAL%SPACE,%CREATIVITY%AND%UNDERSTANDING%
!Sofia!Eriksson!Bergström1!,!David!Gisselman2!%%1Sundsvall,$Department$of$Education,$Mid$Sweden$University,$Sundsvall,$Sweden!2Technichus$Science$Center,$Härnösand,$Sweden!!Research%topic/Aim:%Creativity!is!today!regarded!as!one!of!the!most!valuable!attributes!a!person!can!have,!at!least!in!Western!societies!(Craft,!2003).!Whatever!not!raised!so!much!yet!in!this!research!is!whether!the!physical!space!can!create!conditions!to!children's!creativity.!
The!aim!of!this!paper!is!to!present!and!discuss!the!results!of!a!substudy!of!a!research!project!called!Liminal!space,!creativity!and!understanding.!This!project!aims!to!explore!and!understand!how!spatial!factors!can!influence!and!create!conditions!for!entrepreneurial!learning,!creativity,!and!development!of!understanding.!
In!two!environments!that!explicitly!are!intended!and!planned!to!stimulate!children's!creativity!we!aim!to!investigate!the!motives!behind!the!affordances!available!and!how!children!perceive!these!offers.!How!do!children!handle!and!discover!these!offers?!What!happens!in!the!interaction!between!the!children!and!these!offers!planned!to!increase!creativity?!
Theoretical%frameworks:!The!theoretical!framework!in!the!project!is!based!on!theories!concerning!the!physical!environment,!entrepreneurial!learning!(Hörnqvist!&!Leffler,!2013),!creativity!(Vygotskij!(1978;!Glaveany,!2011))!och!understanding!(Gärdenfors,!2010).!Since!our!knowledge!interest!lies!in!exploring!relations!between!individuals!and!the!physical!place!and!the!materials!the!theories!we!use!are!all!characterized!by!interactivity.!!!
To!understand!the!empirical!material!in!the!substudy!the!concept!of!affordance!(J.J.!Gibson,!1986)!has!been!used.!Environments!can!be!considered!as!a!set!of!potential!affordances!that!are!there!to!discover.!
Methodology/research%design:%The!empirical!evidence!in!the!study!is!based!on!both!video!observations!and!interviews.!We!have!used!a!mobile!videocamera!and!on!some!occasions,!we!have!planned!for!the!children!to!use!agent!glasses.!In!that!way,!we!get!an!empirical!data!that!give!us!a!fantastic!opportunity!to!discover!what!affordances!the!children!direct!their!attention!to.!
We!have!interviewed!pedagogues!from!the!two!different!environments.!What!affordances!have!they!planned!for?!And!what!has!motivated!these!affordances?!The!next!step!was!to!study!the!children’s!activities!in!these!two!environments.!Which!affordances!do!children!discover?!And!not?!This!step!we!are!at!the!moment!completing.!
Expected%conclusions/Findings:!The!project!aims!to!develop!a!method!and!a!concept!of!how!spatial!conditions!for!creativity!and!entrepreneurial!learning!can!be!developed.!
The!project!will!seek!for!knowledge!of!such!practical!concrete!nature!that!it!could!even!be!possible!to!name!the!factors!that!a!learning!environment!need!to!stimulate!and!create!opportunities!for!entrepreneurial!learning,!creativity!and!critical!thinking.!
Relevance%for%Nordic%Educational%Research:!Children!today!are!growing!up!in!a!crossVpressure!where!they!both!should!meet!society's!expectations!of!agents,!skills,!drive!and!motivation,!and!at!the!same!time,!they!have!never!before!been!so!framed!by!the!institutions!and!the!expectations!of!even!understand!the!codes!that!frame!the!school.!
At!a!time!when!PISAresultat!shows!that!Swedish!students!for!the!first!time!perform!below!the!OECD!average!in!both!mathematics!and!reading!comprehension!and!science,!a!considerable!focus!on!the!factors!that!are!the!cause!of!this!are!devised.!Children's!creativity!is!something!that!today!starts!to!be!related!to!the!educational!skills!and!school!success!which!mainly!come!to!be!judged!and!measured!by!International!Studies,!national!tests!and!grades.!
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[728]%VOCATIONAL%EDUCATION%`%CONTENT%AND%STRUCTURE%(CONSTRUC)%
!Kari!Henriette!!Hansen1!,!Daniel!B.!Lund2!,!Grete!Haaland2!,!Inger!Vagle2!%%1Plu/$Ntnu,$Trondheim,$Norway!2Hioa,$Kjeller,$Norway!!Through!the!last!twenty!years,!the!Norwegian!vocational!education!has!gone!through!major!changes!(Reform!V94,!The!Knowledge!Promotion!2006;!Olsen!2010;!DeichmanVSørensen!2015)!and!will!meet!even!new!changes!within!the!year!2017.!Low!capacity!and!disparity!between!the!number!of!students!and!the!number!of!passed!final!exams,!is!one!of!the!trigger!factors!for!changes.!(Vibe!et!al.!2012;!Roseveare!2014).!
!The!project!Construc!(Instruk)!is!a!national!research$project,!which!ambition!is!to!contribute!the!education!policy!discussion!concerning!the!future!vocational!education!in!Norway,!with!research!based!knowledge!about!how!to!achieve!sustainability!and!vocational!relevance!for!all!students!who!are!heading!for!different!vocational!educations!within!the!same!basic!years.!The!project!is!a!partnership!between!Norwegian!University!of!Science!and!Technology!(NTNU)!og!Oslo!and!Akershus!Univercity!college!(HiOA).!
!Studies!of!significant!factors!important!for!students’!motivation,!for!their!learning!activities,!the!reasons!for!their!choices!makes!a!central!part!of!the!project.!(Hansen!&!Sund,!2015;!Sund!2005;!Vagle!&!Møller!2015).%
!Main!issue:!How!to!develop!sustainable!quality!in!vocational!education!and!training?!
In!this!project!sustainable!quality!should!be!understood!as:!vocational!education!assessed!related!to!the!occupations,!enterprices!and!the!societies!need!of!competence,!the!students!and!apprentices!quality!criteria!and!national!regulations!and!guidelines.%
!The!findings!and!result!of!this!research!project!includes!educations!content,!vocational!relevance!and!marketability,!the!vocational!skills!status!or!attractiveness!and,!based!on!different!actors!educational!experiences,!and!the!balance!og!sexes!in!the!different!vocational!education!programmes.%
The!Norwegian!”three!part!cooperation”!(between!the!employeeV,!employersV!and!teachers!organisations)!has!got!long!and!strong!traditions!in!Norway,!and!the!project!has!looked!into!their!roles!and!influence!on!the!future!changes!of!Norwegian!vocational!education.%
Through!the!findings!from!this!project,!we!will!bring!forward!the!students!and!teachers!voices!to!the!national!authorities,!the!employee!and!employers!organisations,!before!changes!of!structure,!content!and!curricula!are!made.!The!findings!will!also!be!presented!for!teacher!educators,!who!can!benefit!in!their!improvement!of!vocational!teacher!education.!(BødtkerVLund!2008;!Amble!2014).%
!A!multi!methodical,!phenomenological!research!approach!is!designed!to!enlighten!the!main!issue.!!Finding!the!central,!underlying!meaning!about!an!experienced!experience,!is!what!phenomenological!research!is!about!(Postholm,!2005).!!
Four!of!the!nineteen!Norwegian!counties!participate!with!approximately!3500!students,!from!basic!and!second!year!in!vocational!schools,!in!an!electronic!survey.!Additionally!384!apprentices!from!foodV,!health,!design!and!electro!programmes!have!participated.!!
SemiVstructured!group!interviews!are!made!with!a!strategic!selection!of!twentyeight!vocational!teachers!and!with!the!Ministry!of!educations!professional!advisors.!(Kvale,!2001).!
!The!last!research!activity!is!made!with!a!group!of!vocational!education!experts!joining!a!kind!of!workshop,!where!findings!and!tendencies!from!the!electronic!survey!and!the!interviews!were!presented,!discussed!and!summarized!in!form!of!suggested!activities!concerning!content!and!structure!of!the!future!Norwegian!vocational!education.!The!experts!were!representatives!from!studentsV,!teachers,!employee$and$employers$
organisations,!vocational!teachers,!counties!(vocational!school!owners)and!the!Ministry!of!educations!professional!advisors!(Vocational!training!council!and!The!national!council!for!VET!vocational!education!and!training).%
!The!theoretical!foundation!concerns!educational!quality,!vocational!identity,!learning,!motivation!and!vocational!culture.!Our!inspiration!is!obtained!from!different!source,!such!as!%
Deci!&!Ryan!(2000),!Illeriss!(2013)!and!Dewey!(2010,!2000).!Students!choice!of!vocational!education!and!future!skills!is!based!on!the!individuals!identity!and!experienced!competence,!within!a!local!context!(Simonsen,!2000;!Jørgensen,!2009;!Vibe,!Frøseth,!Hovdhaugen!&!Markussen!2012).%
!The!conference!paper!and!presentation!will!give!answer!to!the!main!issue.!
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Four of the nineteen Norwegian counties participate with approximately 3500 students, from basic and second year in vocational schools, in an electronic survey. Additionally 384 apprentices from food-‐, health, design and electro programmes have participated.
Semi-‐structured group interviews are made with a strategic selection of twentyeight vocational teachers and with the Ministry of educations professional advisors. (Kvale, 2001).
The last research activity is made with a group of vocational education experts joining a kind of workshop, where findings and tendencies from the electronic survey and the interviews were presented, discussed and summarized in form of suggested activities concerning content and structure of the future Norwegian vocational education. The experts were representatives from students-‐, teachers, employee and employers organisations, vocational teachers, counties (vocational school owners)and the Ministry of educations professional advisors (Vocational training council and The national council for VET vocational education and training).
The theoretical foundation concerns educational quality, vocational identity, learning, motivation and vocational culture. Our inspiration is obtained from different source, such as
Deci & Ryan (2000), Illeriss (2013) and Dewey (2010, 2000). Students choice of vocational education and future skills is based on the individuals identity and experienced competence, within a local context (Simonsen, 2000; Jørgensen, 2009; Vibe, Frøseth, Hovdhaugen & Markussen 2012).
The conference paper and presentation will give answer to the main issue.
NETWORK 3
Early Childhood Research
Network 3
Early Childhood Research
[33]%SPONTANEOUS%LEARNABLES%AND%EMBEDDED%TEACHING%`%EDUCATIONAL%PRACTICE%IN%PRESCHOOL%
!Sara!Dalgren1!%%1Department$of$Social$and$Welfare$Studies,$Linköping$University,$Norrköping,$Sweden!!!Research%topic/Aim:%%In!the!educational!practice!of!preschool,!play,!learning!and!care!are!intertwined.!This!presentation!will!focus!on!how!that!educational!practice!is!accomplished!in!the!everyday!interaction!between!preschool!teachers!and!children.!The!presentation!builds!on!my!PhD!project!and!the!overarching!aim!of!the!study!is!to!elucidate!how!the!social!interaction!between!preschool!teachers!and!children!in!everyday!activities!is!sequentially!organized!and!to!demonstrate!how!educational!practice!is!accomplished!in!the!interaction.!!
Theoretical%frameworks:!The!study’s!theoretical!and!analytical!framework!draws!on!Ethnomethodology!and!Conversation!Analysis!(CA).!Put!simply,!Ethnomethodology!can!be!understood!as!the!study!of!members’!methods!in!social!interaction,!and!in!CA,!detailed!and!sequential!analyses!of!talkVinVinteraction!are!being!conducted.!!!!
Methodology/research%design:%The!method!of!the!study!could!be!defined!as!a!videoVbased!study.!Interactions!between!preschool!teachers!and!children,!in!three!different!Swedish!preschools,!have!been!videotaped.!Ethical!considerations!are!taken!into!account!in!relation!to!Swedish!rules!and!have!been!conducted!continuously!and!cautiously.!
Expected%conclusions/Findings:!The!main!findings!of!the!study!provide!knowledge!about!details!of!the!interaction!of!preschool!teachers!and!children.!More!specifically!it!is!shown!how!questionCanswer$sequences!can!function!as!interactional!as!well!as!educational!resources!when!the!teachers!and!children!together!accomplishes!spontaneous$learnables!(Majlesi,!2014;!Majlesi!&!Broth,!2012)!in!mundane!preschool!activities.!It!is!also!shown!how!the!youngest!children!are!able!to!get!involved!and!participate$actively!in!preschool!meals!through!multimodal$interaction.!!!
Relevance%for%Nordic%Educational%Research:!The!study!highlights!and!deepens!our!understanding!of!a!fundamental!condition!for!early!childhood!education,!namely!the!interaction!between!preschool!teachers!and!children,!and!is!in!that!way!relevant!for!Nordic!educational!research.!The!study!makes!visible!how!play,!learning,!socialization!and!care!are!intertwined!in!everyday!preschool!activities!and!how!educational!practice!in!preschool!is!coVconstructed!by!the!teachers!and!children!in!their!interaction.!In!detail,!the!study!demonstrates!how!embedded$teaching!(Tate,!Thompson,!&!McKerchar,!2005)!is!carried!out!and!how!spontaneous$learnables!is!generated!in!the!interaction!between!preschool!teachers!and!children!in!everyday!activities.!!!!!
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[123]%CHALLENGES%IN%DEVELOPING%PLAY`BASED%DIDACTICS%IN%A%DEVELOPMENT%AND%RESEARCH%PROJECT:%THE%TEACHERS´%PROCESSTHE%ABSTRACT%IS%INCLUDED%IN%THE%SELF`ORGANIZED%SYMPOSIUM:%CHALLENGES%IN%DEVELOPING%PLAY`BASED%DIDACTICS:%A%DEVELOPMENT%AND%RESEARCH%PROJECT%IN%COLLABORATION%BETWEEN%UNIVERSITY%AND%PRESCHOOL%
!Maria!!Magnusson1!,!Ingrid!!Pramling!Samuelsson2!,!Anne!Kultti2!,!Niklas!!Pramling3!%%1Department$of$Education$,$Kalmar,$Sweden!2Department$of$Education,$Communication$and$Learning$,$Göteborg,$Sweden!3Department$of$Education,$Communication$and$Learning,$Göteborg$,$Sweden!!!!Research%topic/Aim:%The!aim!of!this!presentation!is!to!render!insight!into!some!of!the!challenges!of!developing!playVbased!didactics!in!early!childhood!education.!In!this!presentation!we!focus!on!the!process!of!the!project,!and!more!specifically,!the!teachers’!process,!together!with!researchers,!of!responding!to!the!posed!challenge!of!developing!playVbased!didactics.!!
Theoretical%frameworks:!Theoretically,!the!study!is!informed!by!developmental!pedagogy!(Pramling!Samuelsson!&!Asplund!Carlsson,!2008),!a!framework!generated!from!decades!of!empirical!research!in!preschool.!A!part!of!the!framework!that!is!central!and!in!need!of!further!development!concerns!how!to!more!specifically!outline!didactics!based!on!play.!The!present!project!intends!to!contribute!to!this!development.!!
Methodology/research%design:%The!teachers!document!playVandVlearning!activities!with!children.!These!video!observations!are!then!collaboratively!viewed!and!analyzed!by!teachers!and!researchers!at!joint!seminars.!On!the!basis!of!these!analyses,!a!next!round!of!recordings!is!made,!and!so!forth,!in!an!iterative!process.!!
Expected%conclusions/Findings:!Looking!at!the!teachers’!process,!we!can!see!that!they!face!a!number!of!challenges:!First,!to!play$along!with!the!child,!regarding!play!as!free!for!the!child!to$explore!in!a!novel!and!playful!ways!but$not$free$from!the!teachers!involving.!Second,!the!ability!to!discern!what’s!going$on!in!the!children’s!play!in!terms!of!contents!that!may!be!developed,!i.e.,!identify!the!potentials!for!expanding!learning!beyond!social!competence.!Third,!to!take!advantage!of!“the$window$of$opportunity”!for!learning!in$and$for$play,!contingent!on!coordination!of!perspectives!and!contributing!with!posing!challenging!questions.!!
Relevance%for%Nordic%Educational%Research:!How!to!outline!a!didactics!relevant!to,!and!aligned!with,!the!tradition!of!Nordic!early!childhood!education!(preschool)!is!the!most!pressing!issue!to!this!institution!today!for!research!to!contribute!with!knowledge!about.!This!presentation!makes!such!contributions!(cf.!also!the!adjacent!presentations).!
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[125]%PLAYING%TO%LEARN%OR%LEARNING%AS%A%PREREQUISITE%TO%PLAY?%`%AN%EXAMPLE%OF%MATHEMATICAL%LEARNING%CONTENT%THE%ABSTRACT%IS%INCLUDED%IN%THE%SELF`ORGANIZED%SYMPOSIUM:%CHALLENGES%IN%DEVELOPING%PLAY`BASED%DIDACTICS:%A%DEVELOPMENT%AND%RESEARCH%PROJECT%IN%COLLABORATION%BETWEEN%UNIVERSITY%AND%PRESCHOOL%
!Camilla!Björklund1!,!Maria!!Magnusson2!,!Hanna!!Palmér3!%%1Department$of$Education,$Communication$and$Learning$,$Göteborg,$Sweden!2Department$of$Education$,$Kalmar,$Sweden!3Department$of$Mathematics,$Växjö,$Sweden!!Research%topic/Aim:%Our!concern!in!this!study!is!the!content!of!learning!in!preschool!that!seems!to!become!more!and!more!academic!and!differentiating!play!from!learning.!However,!contemporary!pedagogy!in!Nordic!preschool!education!–!Developmental!pedagogy!–!provides!a!theoretical!basis!for!consolidating!play!and!learning.!A!recent!project!investigates!this!theory!as!a!framework!for!developing!preschool!didactics!where!learning!content!is!on!equal!footing!with!play.!Our!aim!with!this!study!is!to!take!the!example!of!mathematics!and!study!how!mathematical!learning!content!is!made!possible!to!consolidate!with!and!in!the!context!of!children’s!play.!Interaction!between!teachers!and!children!and!in!particular!dialogues!where!the!meaning!of!mathematical!concepts!is!challenged!is!at!the!center!of!attention!in!our!investigation.!
Theoretical%frameworks:!The!theoretical!orientation!is!Developmental!pedagogy.!The!underlining!theory!has!a!focus!on!the!learner’s!perspective!as!a!necessary!starting!point!and!outcome!of!learning.!The!learning!content!(what!to!learn)!is!intertwined!with!how!to!learn,!emphasizing!variation!as!a!necessary!condition!for!learning.!The!teacher’s!role!in!early!childhood!education!can!be!understood!as!supporting!children’s!awareness!and!senseVmaking!of!a!wide!repertoire!of!phenomena,!for!example!emergent!literacy!and!different!mathematical!concepts.!Within!this!perspective,!playing!and!learning!are!seen!as!intertwined.!Metacommunication!is!a!key!concept,!used!in!the!frames!of!play!to!open!up!for!negotiations!of!meanings!and!frames.!To!establishing!intersubjectivity!–!coordination!of!perspectives!–!is!considered!central!to!support!children’s!learning!as!well!as!play!and!is!therefore!a!key!concept!within!this!theoretical!framework.!!
Methodology/research%design:%This!study!is!one!of!several!studies!conducted!within!a!collaborative!project!including!researchers!and!preschool!teachers!investigating!and!developing!playVbased!preschool!didactics.!Our!analysis!focuses!on!the!interaction!between!teacher!and!children,!to!identify!in!what!ways!the!mathematical!learning!content!is!framed!within!or!outside!the!playVframe.!Specific!attention!is!directed!towards!the!intersubjectivity,!whether!it!is!established!between!the!participants!or!not!and!the!consequences!for!the!development!of!the!child’s!play.!The!results!presented!here!are!based!on!analysis!of!observations!from!a!sample!of!teachers’!documentations!of!their!playVandVlearning!activities!with!preschool!children.!!
Expected%conclusions/Findings:!Our!analysis!of!the!documentations!of!playVandVlearning!activities!reveal!two!dichotomies!in!approaches:!One!way!of!introducing!mathematics!to!children!in!their!play!transforms!it!into!isolated$mathematical$tasks$outside!the!frames!of!the!play,!whereas!the!other!way!promotes!mathematics!that!is!relevant!to!the!child’s!play!and!opens!up!for!further!exploration!which!develops$the$child’s$play.!These!different!ways!to!approach!mathematics!are!discussed!in!terms!of!consequences!for!how!children!respond!to!the!content!and!what!is!made!possible!to!learn.!
Relevance%for%Nordic%Educational%Research:!Play!and!teaching!in!preschool!is!an!issue!of!current!debate!in!the!Nordic!countries.!Our!study!will!contribute!to!this!debate!by!pinpointing!what!characterizes!approaches!that!integrate!content!for!learning!in!play,!for!the!sake!of!the!play.!!
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[127]%"THEN%I%WILL%SING":%FRAMING%A%POPULAR%MUSIC%PERFORMANCE%AS%A%PLAY%ACTIVITY%THE%ABSTRACT%IS%INCLUDED%IN%THE%SELF`ORGANIZED%SYMPOSIUM:%CHALLENGES%IN%DEVELOPING%PLAY`BASED%DIDACTICS:%A%DEVELOPMENT%AND%RESEARCH%PROJECT%IN%COLLABORATION%BETWEEN%UNIVERSITY%AND%PRESCHOOL%%
!Pernilla!!Lagerlöf1!,!Cecilia!Wallerstedt!2!%%1Department$of$Education,$Communication$and$Learning,$Göteborg,$Sweden!2Department$of$Education,$Communication$and$Learning$,$Göteborg,$Sweden!!Research%topic/Aim:%We!will!present!preliminary!results!from!a!study!with!Swedish!preschool!children’s!musical!play!in!focus.!Music!is!today!an!important!part!of!young!children’s!everyday!lives!since!it!has!become!more!accessible!through!digital!media!and!streamed!onVline!services,!why!children’s!musical!cultures!are!increasingly!intertwined!in!their!play!at!preschool.!A!traditional!view!is!that!music!and!play!are!understood!in!terms!of!children’s!individual!abilities.!It!is!also!regarded!as!children’s!free!expressions,!meaning!that!many!teachers!rely!on!an!approach!with!as!little!interference!from!adults!as!possible.!The!overarching!aim!of!our!presentation!is!to!problematize!the!image!of!the!competent,!musicVmaking!and!communicating!child.!
Theoretical%frameworks:!A!core!of!preschool!didactics!(Pramling!&!Pramling!Samuelsson,!2011)!as!well!as!developmental!pedagogy!is!that!development!is!a!result!of!learning!where!language!and!communication!play!central!roles.!The!study!highlights!how!attending!to!children’s!perspectives!on!musical!play!activities!is!a!way!to!gain!insight!into!children’s!musical!fields!of!interest!and!also!to!understand!the!learning!processes!children!are!engaged!in!when!they!are!left!to!their!own!devices.!!
Methodology/research%design:%According!to!Sommer!(2012),!children!become!competent!and!resilient!related!to!relationships!and!cultural!context!and!therefore!recommends!studying!children!through!observations!of!their!everyday!actions!and!interactions.!We!provide!an!analysis!of!empirical!data!from!a!videoVrecorded!session!with!6!preschool!children!playing!a!roleVplay!in!a!playroom!at!their!preschool.!We!are!focusing!on!the!children’s!interaction.!The!study!is!part!of!an!intervention!project!on!theorizing!playVbased!preschool!didactics,!carried!out!in!collaboration!between!preschool!teachers!and!researchers.!!
Expected%conclusions/Findings:!The!result!shows!how!children!actualize!and!use!experiences!from!popular!media.!It!also!shows!that!the!children!are!competent!in!how!to!characterize!a!practice,!such!as!a!music!talent!show,!but!also!how!they!lack!resources!to!frame!the!play!activity!as!a!music!performance.!!
Relevance%for%Nordic%Educational%Research:!The!concept!of!“the!competent!child”!is!more!or!less!established!in!contemporary!discussions.!In!the!Nordic!countries!there!is!a!debate!on!how!to!define!the!concept!since!it!risks!viewing!children!to!be!all!competent!and!therefore!not!needing!to!be!educated!in!the!domain!of!music,!only!encouraged.!However,!this!study!indicates!to!how!early!childhood!education!can!respond!to!and!scaffold!young!children’s!music!experiences!in!contemporary!childhood.!
[129]%SELF`ORGANIZED%SYMPOSIUM:%CHALLENGES%IN%DEVELOPING%PLAY`BASED%DIDACTICS:%A%DEVELOPMENT%AND%RESEARCH%PROJECT%IN%COLLABORATION%BETWEEN%UNIVERSITY%AND%PRESCHOOL%%
!Maria!!Magnusson1!%%1Department$of$Education$,$Kalmar,$Sweden!!
The!basis!for!this!symposium!is!ongoing!research!on!playVbased!didactics!in!preschool.!In!Sweden,!preschool!is!part!of!the!formal!education!system!with!a!tradition!integrating!care,!play!and!learning.!However,!such!integration!is!a!challenge!often!resulting!in!advocating!for!either!teaching/learning!or!play.!In!contrast,!in!the!present!project!a!premise!is!that!such!dichotomy!is!unfruitful!for!understanding!and!supporting!children’s!development.!Rather,!a!challenge!for!Swedish!(Nordic)!preschool!is!to!develop!a!playVbased!preschool!didactics.!What!happens!when!teachers!get!involved!in!children’s!play!with!an!aim!to!facilitate!opportunities!for!learning?!The!symposium!presents!preliminary!findings!to!discuss!some!core!challenges!faced!by!the!teachers!taking!on!this!challenge!(Abstract!1),!mathematics!relevant!to!develop!the!child’s!play!(Abstract!2),!and!the!image!of!the!“competent!child”!related!to!musicVmaking!and!communicating!(Abstract!3).!
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[137]%MEDIA%NARRATIVES%ABOUT%PRESCHOOL%CHILD%SEXUAL%ABUSE%IN%SWEDEN%%
!Helena!Bergström1!,!Christian!Eidevald1!%%1Department$of$Child$and$Youth$Studies,$The$Early$Childhood$Education$Section,$Stockholm,$Sweden!!Research%topic/Aim:%This!paper!is!focusing!on!media!narratives!about!child!sexual!abuse!(CSA)!in!Swedish!preschools!during!2014V2015.!However!not!only!focusing!on!CSA!as!such.!Rather!on!the!knowledge!produced!in!narratives!about!CSA.!Furthermore,!the!article!is!based!on!an!assumption!that!narratives!about!CSA!not!solely!discusses!CSA,!but!also!children,!pedagogues,!preschools!and!gender!equality.!The!following!question!is!guiding!the!analysis:!What!discourses!are!available!in!Swedish!newspapers!to!understand,!explain!and!discuss!child!sexual!abuse!in!preschools?!!
Theoretical%frameworks:!The!analysis!is!inspired!by!critical!discourse!analysis!(Fairclough!1992).!We!are!interested!in!the!texts,!the!discourse!practices!and!the!social!practices.!!
Methodology/research%design:%The!empirical!material!consists!of!Swedish!newspaper!articles!published!2014V2015.!Our!reading!has!paid!attention!to!form!and!content:!what!is!said!and!how!is!it!said?!The!following!theoretical!concepts!is!guiding!our!analysis:!text!(the!newspaper!articles),!discourse$practices$(the!way!CSA!in!preschool!is!understood,!explained!and!discussed),!social$practices$(preschools!in!Sweden),!intertextuality$(the!way!a!text!relates!to!other!texts),!interdiscursivity$(how!discourses!relates!to!other!discourses)!and!the$order$of$discourse!(the!way!discourses!are!hierarchically!structured).!We!aim!to!say!something!about!the!effects!that!media!discourses!may!have!on!Swedish!preschools.!!
Expected%conclusions/Findings:!Two!main!questions!are!discussed!in!the!material.!Can!preschools!be!trusted?!Can!men!be!trusted?!Furthermore,!it!is!stated!that!male!childcare!workers!for!various!reasons!are!important!for!children.!Children!in!general!are!safe!when!attending!preschools.!CSA!is!described!as!an!unthinkable!and!unpredictable!crime.!The!offender!is!categorized!as!a!previously!trusted!person!fooling!everyone.!In!this,!there!are!more!victims!than!the!abused!child.!!Male!childcare!workers!in!general!are!described!as!victims!when!CSA!occurs!in!preschools.!Furthermore,!no!one!is!held!responsible!for!the!abuse,!except!the!abuser.%%
Relevance%for%Nordic%Educational%Research:!Backman!(2012),!Briggs!(2014),!and!Lindblad!&!Kaldal!(2000)!describe!different!preschool!pedophile!cases!in!Sweden,!Norway,!the!UK,!Australia!and!New!Zealand,!all!of!which!have!led!to!national!discussions!about!security!for!children!who!attend!childcare!institutions.!Other!articles!describe!a!fear!of!CSA!occurring!in!preschools!(Munk!et!al!2013),!different!ideas!and!myths!about!abusers!or!potential!abusers!(Brendgen!et!al.!2006,!Briggs!&!Potter!2004,!Bunting!2007,!Kenny!et!al!2008,!Nentwich!et!al.!2013)!and!the!vulnerability!of!preschoolVaged!children!as!victims!of!CSA!(Lyon!et!al!2010).!!!More!knowledge,!however,!is!needed!within!this!area.!In!this!we!contribute.!!
[184]%PARENTS'%COOPERATION%AND%PARTICIPATION%IN%EARLY%CHILDHOOD%EDUCATION%AND%CARE%(ECEC)%
!Kristin!Danielsen!Wolf1!%%1Oslo$and$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway!!Research%topic/Aim:%My!project!is!one!part!of!a!major!study,!“Better!Provision!for!Norway`s!children!in!ECEC”,!which!focus!on!quality!and!effectiveness!of!early!education!and!care.!My!topic!is!about!parents!perspectives!on!early!childhood!education!and!care.!My!aim!is!to!explore!parents’!experiences!and!opinions!about!the!cooperation%and%participation!in!ECEC,!and!to!find!out!what!parents!characterize!as!qualities!in!ECEC!institutions.!!
In!this!abstract,!I!will!present!the!first!part!of!my!researchVproject!where!I!explore!the!following!researchVquestions!within!quantitative!dataVmaterial!from!a!large!survey!with!1218!parents.!!
The!questions!that!I!will!discuss!in!this!presentation!are!!
• What$do$parents$perceive$as$a$good$ECECCinstitution?$$
• How$do$parents$experience$cooperation$and$participation$in$ECEC$institutions?$!
Theoretical%frameworks:!Exploring!qualities!is!a!complex!issue.!Concepts!of!quality!may!be!expressed!different,!depending!on!various!positions!and!dimensions,!and!from!what!is!meaningful!for!the!individual!subjects!(Gulbrandsen!&!Eliassen!2013,!Katz!1993,!Eide,!Dahle,!Winger!&!Wolf!2016,!Moss!2016).!Katz!describe!four!different!positions!to!enlighten!quality,!TopVdownV,!BottomVupV,!InsideV,!and!OutsideVin!perspective.!In!my!research!parents’!opinions!from!an!OutsideVin!perspective,!will!be!combined!with!other!positions!(insideVout!and!topVdown),!as!Søbstad!(2002,!p.17)!describe!quality!in!ECEC!as!a!combination!of!children’s,!parents!and!staffs!perceptions!of!the!life!and!pedagogical!work!in!ECEC.!!!!!!!!
Methodology/research%design:%The!researchVproject!is!designed!with!a!mixedVmethods!approach!(Creswell!2014).!First,!I!will!explore!material!from!the!quantitative!studies!in!GoBaN.!Analyzes!from!this!material!will!be!focus!for!the!discussion!in!this!presentation!at!NERA!2017.!Further,!with!an!additional!purpose!(Brannen!2005),!my!research!will!continue!as!an!explanatory$sequential$mixed$
method$(Creswell!2014),!where!qualitative!methods!elaborates!and!explain!results!from!quantitative!studies.!I!will!explore!parents’!meanings!inVdepth!by!focus!groupVinterviews!in!five!ECEC!institutions!(Kamberelis!2013,!Krueger!2009,!Kvale!1996,!Kvale!2006,!Nielsen!&!Lyhne!2016,!Silverman!2006).!In!one!ECECVinstitution,!I!will!also!have!focus!groupVinterviews!with!the!staff,!as!different!positions!may!contribute!to!more!complex!and!nuanced!understanding!(Brownlee!Berthelsen!&!Segaran!2009,!Brannen!2005).!!!
Expected%conclusions/Findings:!I!this!first!part!of!my!project,!I!expect!to!find!some!tendencies!about!what!parents!opinions!and!expectations!to!a!good!ECECVinstitution!may!be.!I!will!also!gain!some!insight!to!parents’!experiences!about!involvement,!participation!and!encounters!with!ECECVinstitutions,!which!I!among!other!aspects,!will!explore!further,!more!in!depth!in!my!future!focus!group!interviews.!!
Relevance%for%Nordic%Educational%Research:!Relevance!for!Nordic!educational!research.!This!research!may!enlighten!some!issues!about!parents’!participation!and!expectations!to!ECEC,!which!will!be!relevant!to!discuss!within!the!traditional!Nordic!Early!Childhood!Education!and!Care.!
[198]%CHILDREN'S%ENVIRONMENT%IN%EARLY%CHILDHOOD%EDUCATION:%PEDAGOGICAL%WORK%WITH%CHILDREN'S%ENVIRONMENT%AND%PERSPECTIVES%
!Anette!Boye!Koch1!,!Hanne!Hede!Jørgensen1!,!Hanne!Laursen1!,!Pia!Rauff!Krøyer1!%%1Via$University$College,$Aarhus$C,$Denmark!!Research%topic/Aim:%Danish!Legislation!prescribes!that!children’s!environment!in!Early!Childhood!Education!(ECE)!is!evaluated!and!enhanced!as!an!integrated!part!of!curriculum!work.!Children’s!perspectives!must!be!included!in!the!efforts.!During!the!last!10!years,!pedagogues!have!endeavoured!to!include!children!in!evaluations!of!physical,!psychological!and!aesthetic!environmental!dimensions!of!education.!The!present!study!aims!to!elucidate!how!professionals!and!children!coVoperate!in!order!to!develop!children’s!environments!and!study!the!impact!of!children’s!perspectives!on!pedagogy!and!children’s!processes!of!‘bildung’.!
Theoretical%frameworks:!Children’s!environment!is!conceptualized!with!reference!to!Muchow’s!theory!and!environmental!study!from!1935.!Her!key!idea!was!to!study!children’s!spaces!by!means!of!children’s!perspectives!and!life!praxis,!and!she!combined!observation!with!cartographies!and!essays!produced!by!children,!considering!the!actorVoriented!aspects!of!socialization!processes.!Children!live,!experience!and!attach!to!their!life!space,!they!have!to!have!a!spatial!image!of!their!environment!that!they!go!to!in!their!imagination!and!then!transfer!that!image!to!the!map.!!
We!refer!to!modern!childhood!sociology!that!considers!children!as!active!participants!and!worthy!of!social!study!in!their!own!right,!but!also!call!upon!the!fact!that!Danish!ECE!pedagogy!has!evolved!from!theories!and!methods!dating!back!more!than!100!years,!e.g.!inspired!by!Montessori!(1917),!to!whom!a!vital!teaching!tools!was!close!observation!in!order!to!acknowledge!the!child,!recognize!his!or!hers!intentions!and!support!natural!unfolding.!
Methodology/research%design:%The!study!is!inspired!by!phenomenology!and!reflective!life!world!research,!defined!as!”an!empirical!research!approach!that!allows!the!phenomenon!to!guide!the!research!by!an!open!and!bridled!attitude”!(Dahlberg!et!al.!2008).!An!ethnographic!field!study!is!carried!out!in!two!ECE!institutions!involving!participant!observations!and!focus!group!interviews!with!professionals!and!children.!Our!approach!is!narrative,!which!we!understand!both!as!a!phenomenon!and!a!method!(Clandinin!2013).!We!engage!in!dialogues!with!children!and!pedagogues!regarding!their!stories!of!children’s!environment!and!our!informants!are!invited!to!participate!throughout!V!also!in!the!process!of!analysis.!!
Expected%conclusions/Findings:!Preliminary!findings!from!interviews!with!pedagogues’!point!to!a!dual!attention!to!children’s!environment!as!either!a!number!of!pedagogical!tools!and!demands!of!documentation!that!origin!in!the!society!outside!the!pedagogical!institution!or!an!integrated!awareness!in!the!pedagogical!culture!with!roots!back!to!the!last!century!when!the!first!‘kindergartens’!were!established!inspired!by!Montessori’s!and!Froebel’s!pedagogical!ideas.!!
Pedagogues!practice!with!reference!to!a!dual!concept!of!‘bildung’!and!navigate!towards!personal!development!of!the!individual!child!as!well!as!neoliberal!management!mechanisms!with!focus!on!objectives!and!competencies.!They!mention!space!and!material!conditions,!psychological!dimensions!and,!to!a!lesser!extent,!aesthetical!dimensions!such!as!play!and!artwork!when!they!asked!to!describe!the!best!child!environmental!practice.!Children’s!perspectives!on!their!environment!still!are!to!be!investigated.!
Relevance%for%Nordic%Educational%Research:!The!study!offers!knowledge!regarding!children!as!active!participants!in!a!Nordic!ECE!culture!with!educated!staff!and!a!long!tradition!of!inclusion!of!children’s!perspectives.!
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[201]%YOUNG%CHILDREN'S%RELATIONSHIP/ENTANGLEMENT%WITH%THE%MORE`THAN`HUMAN%WORLD%AS%A%STEPPING%STONE%FOR%ENVIRONMENTAL%SUSTAINABILITY%
!Kassahun!Weldemariam1!%%1Gothenburg$University,$Gothenburg,$Sweden!!Research%topic/Aim:%to explore the possibility of addressing sustainability issues by paying attention to the entanglement/relationality between children and non-human (e.g. animals and weather/climate) how recognizing this entanglement offers alternative possibility to engage with sustainability related issues in early childhood education.!
Theoretical%frameworks:!Posthumanism and/new materialism challenge the longstanding idea of looking at the human subject as an exceptional and political agent, and states that such privileging of the individual human subject is problematic, especially when confronted with those political problems that seem tied to, and around, the subject’s very identity and anthropocentric actions (Braidotti, 2013; Poe, 2011). Both approaches promote the notion of humanity as embedded within a more-than-human network context, not alone as a sole agentic force in the world, and argues that disregarding the agency of the more-than-human in today’s Anthropocene era means that humanity remains stuck its own myth of exceptionalism, at the political cost of the continued human dominance over the environment and other entities (Delanda, 2008; McKenzie & Bieler, 2016; Poe, 2011). !
Methodology/research% design:%The study employs an approach that I called “More-than-human encounter Ethnography”. The ethnography mainly draws on Latour’s notion of common world and Haraway’s concept of grounded and relational ‘worldly’. Common world refers to a collective of human and non-human constituents (Latour, 2004, 2009; Taylor, 2013). Haraway’s relational ‘worldly’ ethics foregrounds the ways in which humans lives are discursively and materially entangled with other species (Haraway, 2008).
The ethnography mainly focuses on examining children’s entangled relationship with the more-than-human world in their common world (Latour, 2004; Taylor, 2013). The preschool, the surrounding area where the children spend their everyday life and the places they visit constituent the children’s common world. Unlike a child-centered study that relies on children’s agency and their critical thinking, the more-than-human ethnography is aimed at following and documenting emerging relations/entanglements between children and more-than-human others-e.g. animals, weather/climate. !
Expected% conclusions/Findings:! Since both posthumanism and /or new-materialism problematize and challenge human-centeredness, there is a potential that they can feed into sustainability ethos by challenging anthropocentrism worldview and practices, and hence offer alternative connection/relationship with the more-than-human others.!
Relevance% for% Nordic% Educational% Research:%This study is hoped to challenge the human-centric and cognitive approach for sustainability education within early childhood education. As documented from previous studies sustainability has been emphasizing on the deterministic environmental approach and children’s agency. However, this study argues for the relevance and potential of nonhuman actors in shaping our discourse within sustainability education in early childhood.
[272]%ALWAYS%UNDER%SUSPICION?%ON%MEN%IN%PRESCHOOLS%AND%THE%ISSUE%OF%CHILD%SEXUAL%ABUSE%
!Christian!Eidevald1,!Anna!Westberg!Broström2!,!Helena!Bergström1!%%1Department$of$Child$and$Youth$Studies,$The$Early$Childhood$Education$Section,$Stockholm,$Sweden!2Department$of$Child$and$Youth$Studies,$The$Early$Childhood$Education$Section,$Stockholm,$Sweden!!Research%topic/Aim:%Previous!research!has!shown!that!the!fear!of!being!suspected!of!child!sexual!abuse!(CSA)!makes!it!difficult!for!men!to!choose!work!in!preschools!(Munck,!Larsen!&!Leander!2013;!Nentwich,!Poppen,!Schälin!&!Vogt!2013).!In!this!presentation!we!describe!how!this!fear!is!expressed!and!is!made!(in)visible,!by!analyzing!expressed!strategies!used!by!men!to!handle!fear!and!being!under!suspicion.!
Theoretical%frameworks:!Their!statements!were!interpreted!on!the!basis!that!interviewees!are!affected!by!structural!constraints!but!have,!at!the!same!time,!also!personal!agency.!Structures!(or!discourses)!were!regarded!as!dynamic!and!personal!agency!as!something!changeable!(Foucault!1993,!1994).!Being!a!male,!working!in!a!preschool!was,!with!this!approach,!not!understood!as!a!neutral!position,!but!one!affected!by!a!variety!of!discourses!such!as!how!a!teacher!should!be!and!that!preschools!are!a!safe!place!for!both!caring!and!learning.!However,!there!were!also!discourses!describing!men,!in!times!of!media!attention!because!of!CSA,!as!a!special!group!of!teachers;!that!is,!discourses!of!men!being!potentially!dangerous!(Westberg!Broström,!Bergström!&!Eidevald,!2016;!Eidevald!2016).!
Methodology/research%design:%The!empirical!material!consisted!of!data!gathered!from!interviews!with!men!who!work,!or!have!been!working,!in!Swedish!preschools.!Interviews!were!conducted!after!having!a!particular!incident!in!2014,!much!reported!in!media,!in!which!a!male!trainee!teacher!committed!CSA!against!14!children.!The!analysis!focuses!on!men’s!narratives!about!their!own,!or!male!colleagues’,!concerns!and!experiences!of!being!suspected!of,!or!reported!for,!CSAs!or!pedophilia,!and!their!reasoning!of!what!it!meant!for!them!personally!and!for!their!professional!practice.!
Expected%conclusions/Findings:!The!analysis!showed!how!discourses,!set!in!motion!by!media!reports!and!conversations!about!risks!of!CSA,!came!alive!in!very!specific!ways!for!the!participating!men.!Situations,!in!which!discourses!of!men!as!potentially!dangerous!become!particularly!apparent,!were!when!diapering,!at!naptime,!assisting!with!toilet!visits,!and!when!having!children!sitting!on!their!lap!for!comforting.!Discourses!such!as!these!are!not!necessary!apparently!active!at!other!normal!day!events!such!as!meal,!assembly,!when!playing,!and!so!on.!The!data!for!this!presentation!analyzed!how!men!position!themselves!in!relation!to!these!discourses.!The!positions!taken!expressed!vulnerability!and!agency!in!relating!to!these!situations!in!a!professional!manner.!
Relevance%for%Nordic%Educational%Research:!Discourses!of!men!as!potentially!dangerous!can!have!a!considerable!impact!in!situations!that!include!physical!contact!and!intimacy.!Thus,!men!need!to!position!themselves!in!relation!to!these!dominant!discourses!in!ways!that!women!have!no!need!of!doing.!Bodies!mean!limits,!while!at!the!same!time!allowing!new!positions.!Men's!positions!can,!for!this!reason,!be!seen!not!only!as!the!victims!of!dominant!discourses,!they!also!present!a!challenge.!These!men!certainly!have!the!opportunity!to!challenge!such!discourses!and!define!what!it!actually!means!to!be!a!male!teacher!in!a!preschool!and!impress!upon!society!what!professional!childcare!is.
[273]%PEDAGOGICAL%ROUTINES%AS%LEARNING%ENVIRONMENT%IN%DAYCARE%
!Søren!Smidt1!%%1Professionshøjskolen$Ucc,$København$V,$Denmark!!Research%topic/Aim:%Pedagogical!routines!are!an!umbrella!term!for!the!daily!chores,!that!relates!to!the!exercising!of!the!functions!of!the!institution!regarding!the!children’s!fundamental!needs!of!sleep,!nutrition,!dressing!and!so!on.!This!is!for!an!example!arrival,!getting!dressed/undressed,!changing!of!diapers,!naptime,!meals,!saying!goodbye!etc.!!!
Pedagogical!routines!are:!!
• The!foundation!of!the!pedagogical!work,!and!is!a!central!component!in!the!daily!life.!!• Extremely!meaningful!as!they!are!daily,!recurrent!and!persistent.!• The!rhythm!that!all!other!pedagogical!work!must!unfold!in!and!are!embedded!in.!
From!a!child’s!perspective,!the!pedagogical!routines!are!very!important.!The!routines!take!up!much!of!the!daily!life!and!their!recurring!nature!means!that!the!organisation!of!routines!have!a!great!impact!on!the!thriving!of!the!children.!Pedagogical!activities!cease!but!routines!stays.!Thus,!it!is!more!problematic!that!a!child!is!not!thriving!at!lunch!than!during!a!circus!project!because!the!project!has!an!end!while!lunch!returns!every!day.!Our!aim!is!to!understand!pedagogical!routines!in!dayVcare!as!a!learning!environment!for!children.!
Theoretical%frameworks:%Theoretically!the!project!is!rooted!in!the!institutionalization!and!profession!critique!(Foucault!1997;!Goffmann!1967;!Bourdieu!1997;!Bae!og!Sigsgaard;!Rasmussen!og!Smidt!1998,!2001)!and!in!the!perception!of!children!and!childhood!in!the!childhood!sociology!(James,!Jenks,!Prout!1990;!Corsaro!1998!),!as!well!as!various!studies!of!children’s!everyday!life!in!dayVcare!institutions!(Vygotsky!1982;!Bruner!1966;!Løkken!1997;!Gulløv!1999;!Rasmussen!og!Smidt!2001;!Højholt,!Røn!Larsen,!Ziehe!2004,!Stanek!2007;!Sheridan!2007;!Sommer!2010;!Arenkilde!et!al.!2012;!Bøe!og!Toresen!2012;!Dewey!2013).!!
Methodology/research%design:%The!data!collection!in!the!project!consists!of!video!recording!of!routines!in!various!dayVcare!institutions.!After!our!research!based/theoretical!interpretation!of!the!material!we!watched!the!video!recording!with!the!staff!involved!and!on!the!basis!of!that,!we!interviewed!the!staff!about!their!aims!and!intentions!for!children’s!learning!in!pedagogical!routines.!
Expected%conclusions/Findings:!The!research!has!produced!knowledge!about!children’s!learning!in!pedagogical!routines,!and!thereby!contributes!to!the!development!of!a!professional!intentional!practice!related!to!children’s!learning.!The!pedagogical!routines!are!characterized!by!being!daily!and!recurrent,!and!has!a!strong!potential!to!develop!into!learning!environments,!where!the!assignment!solving!by!the!children!are!meaningful!and!focused,!and!which!is!attached!to!the!everyday!life!in!the!institution!and!not!only!during!the!time!that!is!particularly!designed!for!pedagogical!activities.!
Relevance%for%Nordic%Educational%Research:%The!research!has!produced!knowledge!about!children’s!learning!in!pedagogical!routines,!and!thereby!contributes!to!the!development!of!a!professional!intentional!practice!related!to!children’s!learning.!The!pedagogical!routines!are!characterized!by!being!daily!and!recurrent,!and!has!a!strong!potential!to!develop!into!learning!environments,!where!the!assignment!solving!by!the!children!are!meaningful!and!focused,!and!which!is!attached!to!the!everyday!life!in!the!institution!and!not!only!during!the!time!that!is!particularly!designed!for!pedagogical!activities.!
[278]%"DRAWING%AND%PLAYING%IS%NOT%THE%SAME":%CHILDREN'S%VIEWS%ON%PLAY%IN%ICELANDIC%PRESCHOOLS%
!Sara!Margrét!Ólafsdóttir1!,!Johanna!Einarsdottir2!%%1University$of$Iceland,$School$of$Education,$Reykjavík,$Iceland!2University$of$Iceland,$Reykjavik,$Iceland!!Research%topic/Aim:%Play!is!a!complex!phenomenon!that!has!been!studied!extensively,!from!different!perspectives!and!paradigms!that!often!have!come!to!different!ways!of!viewing!play.!However,!play!has!been!studied!more!from!adult’s!perspectives!than!from!children’s!views.!A!better!understanding!is!needed!on!children’s!play!in!peer!cultures!and!this!can!be!done!by!asking!the!players!themselves.!!The!aim!of!this!study!is!to!explain!how!children!experience!their!activities!in!their!preschool!setting,!that!is,!what!characterises!activities!the!children!consider!play!and!nonVplay.!
Theoretical%frameworks:!The!study!builds!on!childhood!studies!from!a!sociological!perspective!(Corsaro,!2015)!and!The$Convention$on$the$Rights$of$the$Child!(United!Nations!1989)!which!entitles!children!to!have!influence!on!matters!that!affect!them!in!any!way.!Therefore,!in!this!study,!children!are!viewed!as!active!and!creative!social!agents!that!contribute!to!the!production!of!adult!society!and!simultaneously!produce!their!own!peer!cultures.!
Methodology/research%design:%!This!ethnographic!study!with!52!children,!three!to!five!years,!was!conducted!in!two!preschools!in!Reykjavík,!Iceland.!The!preschools!emphasised!children’s!learning!through!play!as!reported!in!the!Icelandic!National!Curriculum!guidelines!for!preschools!(Ministry!of!Education,!Science!and!Culture!2011).!VideoVstimulated!recordings!were!used!to!support!children’s!conversations!about!their!different!activities!in!the!two!settings!to!explore!which!activities!they!considered!play.!That!is,!children’s!different!activities!in!different!areas!in!the!preschool!settings!were!recorded.!The!children!who!were!observed!in!the!recordings!were!invited!to!watch!it!and!talk!about!their!activities.!These!conversations!were!videoVrecorded!and!transcribed!verbatim!and!used!for!further!analysis.!The!focus!was!on!freely!chosen!activities!and!how!the!children!explained!what!they!were!doing!in!the!activities.!The!children!were!gatekeepers!in!their!own!account!and!their!best!interests!were!kept!in!mind!throughout!the!research!process.!!
Expected%conclusions/Findings:!A!pattern!was!observed!in!the!data!of!this!study.!Firstly,!when!the!children!were!asked!what!they!were!doing!in!the!recordings!and!their!first!response!was!naming!the!activity,!for!example,!drawing,!painting!or!building,!they!usually!agreed!on!that!they!were!not!playing.!Secondly,!when!the!children!were!asked!and!their!first!response!was!“playing”,!the!children!often!referred!to!activities!in!which!they!took!on!roles!or!were!pretending!and!made!their!own!decision!of!how!to!use!the!material.!!
Relevance%for%Nordic%Educational%Research:!In!Nordic!preschools,!play!has!a!central!position!and!is!emphasized!in!the!curricula!as!an!important!arena!for!children‘s!learning!and!peer!interactions.!The!findings!of!the!study!add!to!the!understandings!of!play!from!children’s!perspectives.!!The!study!can!be,!of!value!for!early!childhood!educators!by!helping!them!to!understand!how!children!explain!their!activities!in!their!preschool!settings!so!they!can!further!support!children’s!learning!through!play.!!
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[312]%PROFESSIONALS'%WORK%WITH%CHILD%WELL`BEING%IN%DANISH%DAYCARE%INSTITUTIONS%
!Signe!Hvid!Thingstrup1!,!Anne!!Leick!Jepsen2!,!Sussie!Bonde2!%%1University$College$Ucc,$Research$Department,$København$V,$Denmark!2University$College$Ucc,$København$V,$Denmark!!Research%topic/Aim:%The!presentation!discusses!preliminary!findings!from!a!newly!initiated!research!project!on!professionals’!work!with!child!wellVbeing!in!Danish!daycare!institutions.!The!project!is!part!of!a!larger!project!which!studies!child!wellVbeing!in!daycare!institutions!from!the!perspective!of!children,!parents!and!practice!(Houmøller,!Thingstrup!&!Marschall).!Child!wellVbeing!is!a!familiar!focus!in!pedagogical!work.!Although!terminology!and!approaches!may!be!different,!most!(if!not!all)!pedagogical!traditions!that!have!played!a!role!in!Danish!and!Nordic!pedagogical!discussions,!are!concerned!with!children’s!wellVbeing,!and!the!term!is!central!to!practitioners’!professionalism.!!
However,!recent!years!have!seen!an!increased!political!interest!in!child!wellVbeing!as!well.!The!political!interest!in!wellVbeing!is!often!linked!to!concerns!about!social!mobility,!early!interventions,!health,!and!learning.!This!results!in!the!development!and!use!of!large!numbers!of!tools,!surveys,!and!measurement!instruments!that!aim!at!shaping!practitioners’!work!and!qualifying!political!intervention:!WellVbeing!work!is!increasingly!institutionalized.!!!!
Relevance%for%Nordic%Educational%Research:!This!project!studies!the!implications!of!this!political!focus!for!daycare!practitioners’!work!and!for!their!understanding!of!the!challenges!they!face!in!their!work!with!child!wellVbeing.!The!project!explores!the!critical!potentials!of!practitioners’!perspectives!to!the!understanding!and!development!of!pedagogical!practice!and!policy.!Thus,!pedagogical!work!with!child!wellVbeing!represents!both!a!specific!interest!and!focus!in!our!study,!and!opens!for!new!knowledge!about!the!relation!between!practitioners’!knowledge,!pedagogical!work,!and!policy.!
Theoretical%frameworks:!Theoretically,!the!project!is!inspired!by!criticalVutopian!action!research!and!critical!pedagogy.!
Methodology/research%design:%Methodologically,!the!project!is!inspired!by!criticalVutopian!action!research.!This!means,!that!the!project!creates!a!developmentV!and!processVoriented!context!for!the!study!of!pedagogical!work!with!wellVbeing,!primarily!through!workshops.!At!these!workshops,!practitioners!explore!and!reflect!on!their!experiences!with!pedagogical!work!in!the!context!of!their!everyday!life!in!daycare!institutions,!thus!contextualizing!their!experiences!in!relation!to!the!many!competing!activities!and!demands!they!face.!A!key!focus!in!the!joint!exploration!that!takes!place!at!the!workshops!is!the!practitioners’!pedagogical!reflections!and!the!influence!they!have!on!the!way!practitioners!work!with!child!wellVbeing.!Through!the!processVoriented!design!the!project!aims!to!explore!the!critical!and!creative!potentials!of!practitioners’!reflections!in!developing!new!perspectives!on!good!pedagogical!work!with!child!wellVbeing.!!
The!project!invites!practitioners!from!three!daycare!institutions!to!explore!and!develop!experiences,!critiques!and!wishes!in!relation!to!child!wellVbeing!work.!At!the!workshops,!practitioners!develop!and!reflect!on!practical!experiments!in!their!practice:!experiments!that!aim!to!develop!new!wellVbeing!practices.!The!empirical!material!from!the!study!consists!mainly!of!field!notes!and!minutes!from!these!workshops!on!the!reflections!that!unfold.!The!project!may!include!other!types!of!empirical!material!depending!on!the!development!of!the!participants’!experiments!and!whether!these!provide!
us!with!secondVorder!empirical!material!or!include!activities!that!involve!the!researchers,!for!instance!observations!of!practice!etc.!!
Expected%conclusions/Findings:!EverydayVlife!perspectives!on!pedagogical!work!and!its!relation!to!policy!
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[321]%THE%SUPSUMPTION%OF%THE%CONCEPT%OF%CARE%INTO%THE%CONCEPT%OF%LEARNING%IN%NORWEGIAN%EARLY%CHILDHOOD%TEACHER%EDUCATION%
!Teresa!Aslanian1!%%1Oslo$&$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway!!Research%topic/Aim:%The!word!‘care’!is!conspicuously!absent!in!Norway’s!most!recent!framework!for!early!childhood!teacher!education.!The!Norwegian!ECEC!field!has!been!lauded!for!its!traditionally!holistic!approach!to!ECEC!integrating!care,!learning!and!play!into!early!childhood!pedagogy.!Care!is!described!in!practice!policy!as!foundational,!essential!and!is!positioned!in!relation!to!children’s!rights.!Why!was!care!omitted!from!the!framework!for!teacher!education?!What!ideas!and!discourses!made!it!possible!for!this!historical!omission!to!occur?!Children!under!three!now!account!for!a!third!of!children!spending!their!days!in!ECEC!centers,!as!governmental!interest!has!shifted!from!developing!ECEC!as!site!for!care!in!a!pedagogic!environment,!toward!ECEC!centers!as!an!arena!for!school!preparation!and!life!long!learning.!The!reform!has!been!described!as!being!necessitated!both!by!national!challenges!relating!to!a!rapidly!growing!population!of!children!under!three!years!in!ECEC,!as!well!as!the!political!desire!to!standardize!higher!education!in!accordance!with!the!Bologna!Process.!%
Theoretical%frameworks:!!Drawing!on!Malabou’s!concept!of!plasticity,!and!Foucault’s!subjugated$knowledge,!this!paper!considers!the!omission!of!care!as!the!result!of!power!and!knowledge!struggles!between!stakeholders!with!varied!invested!interests!and!desires!connected!to!the!field!of!ECEC.!Policy!making!is!seen!as!a!plastic!process!involving!a!stable!but!mutable!process!of!entangled!ideas!and!intentions.!!%
Methodology/research%design:!The!paper!combines!a!Foucauldian!discourse!analysis!with!a!‘plastic!reading’!after!Malabou,!of!the!framework!text!and!preceeding!drafts!as!well!as!interviews!with!actors!involved!in!the!policy!making!process.!Involved!in!this!particular!policy!making!process!were!lawyers,!representatives!of!the!government,!practitioners,!early!childhood!teacher!educators!as!well!as!educators!from!other!fields!within!higher!education.!The!analysis!asks!what!interests!and!desires!had!the!power!to!‘shape’!the!final!policy,!what!interests!remained!powerless!and!why.!!
Expected%conclusions/Findings:!So!far,!my!analysis!links!the!omission!of!care!to!a!political!desire!to!develop!a!modern,!internationally!competetive!ECEC!field!that!may!function!as!a!preparation!for!school!and!to!conflicting!discourses!of!care.!Discourses!of!care!include!care!as!’already!there’!both!as!a!fundamental!aspect!of!ECEC!practice!and!as!implicit!within!the!concept!of!learning!in!early!childhood.!Care!was!also!described!as!’passive’!and!related!to!!a!rejected!view!of!the!child!as!passive!reciever!as!opposed!to!an!active!and!participating!learner.!Care!is!simultaneausly!rendered!an!assumed!aspect!of!ECEC!and!!anathema!in!the!field’s!further!development.!!
Relevance%for%Nordic%Educational%Research:!Nordic!early!childhood!education!systems!share!a!common!background!in!social!pedagogy!and!experience!a!common!pressure!of!economic!interests!in!ECEC!and!changing!views!of!the!child.!Global!discourses!of!lifeVlong!learning!have!the!power!to!reshape!the!content!of!early!childhood!education.!Increased!awareness!of!the!plasticity!of!policy!negotiations!can!empower!actors!in!the!field!to!engage!in!negotiations!and!reflect!upon!the!ways!in!which!we!shape!policy!either!through!engagement!or!disVengagement!with!traditional!and!changing!concepts!and!ideas.!
[334]%EXAMINING%CHILDREN'S%IDENTITIES%IN%MULTI`CULTURAL%PRESCHOOLS%
!Katrine!Giaever1!%%1Lillehammer$University$College,$Lillehammer,$Norway!!Research%topic/Aim:%The!aim!of!this!paper!is!to!investigate!different!ways!of!defining!‘multiculturalism’!in!preschool,!whilst!ensuring!all!children!are!treated!with!respect!and!sensitivity!as!they!go!through!the!processes!of!developing!their!own!individual!identities.!
Theoretical%frameworks:!I!will!present!my!subject!in!the!light!of!Hannah!Arendts!theories!about!power!understood!as!a!dynamic!force!that!occurs!when!people!become!visible!to!each!other!(Arendt!1998).!!
Connolly!(2008)!questions!whether!it!is!possible!to!use!terms!that!can!lead!to!dichotomous!perspectives,!such!as!‘multicultural’,!and!this!approach!will!be!important!in!my!discussions.!
Kamberlis!and!Dimitriadis!(2013)!claim!that!discussions!in!focus!groups!can!lead!to!new!and!plural!perspectives,!which!is!important!in!my!methodological!approaches.!
Palludan!(2007),!Gulløv!and!Bundgaard!(2008)!and!Zachrisen!(2015)!have!identified!that!ethnic!minority!children!are!treated!less!favourably!than!majority!children!in!Scandinavian!preschools.!
I!will!also!draw!on!findings!from!an!earlier!research!project!about!democratic!practices!in!Norwegian!Muslims’!schooling!(Giaever!and!Jones!2016).!
References%
Arendt,!H.!(1958/1998)!Vita$activa.$The$Human$Condition.!Chicago:!University!of!Chicago.!
Bundgaard,!H.,!&!Gulløv,!E.!(2006).!Children!of!Different!Categories:!Educational!Practise!an!the!Production!of!Differnce!in!Danish!DayVCare!Institutions.!Journal$of$Ethnic$&$Migration$Studies,!32(1),!145V155.!!
Connolly,!P!(2008)!Race,!Gender!and!Critical!Reflexivity!in!Research!with!Young!Children.!In!Christensen,!P!and!James!A:!!Research$with$children.$Perspectives$and$Practices.!Second!edition,!p!173V188.!London:!Routledge!
Giaever,!K!and!Jones!L!Hannah!Arendt!and!Norwegian!Muslim!children's!schooling:!In!persuit!of!democratic!practices.!In!International$Journal$of$Inclusive$Education!2016!!
!Kamberlis,!G!and!Dimitriadis,!G!(2013)!Focus$Groups.$From$structured$interviews$to$collective$
conversations.!London!and!New!York:!Routledge.!
Palludan!C!(2007)!Two!tones:!The!core!of!inequality!in!kindergarten?$International$Journal$of$Early!Childhood!06/2007;!39(1):75V91.!
Zachrisen!(2015)$Like$muligheter$i$lek?$Interetninske$møter$i$barnehagen.$Oslo:$
Universitetsforlaget.$
Methodology/research%design:%As!a!part!of!my!Doctoral!study,!an!aim!is!to!develop!methodological!perspectives!that!can!contribute!to!practice!where!practitioners!can!develop!an!ethos!that!accepts!all!children!in!multicultural!preschools.!I!argue!that!as!a!first!step!there!is!a!need!to!construct!the!children!as!“socially!competent”!who!can!play!an!active!role!in!negotiating!their!own!identities.!I!also!argue!that!“identities”!do!not!become!fixed;!rather,!they!are!fluid!where!changes!are!made!in!relation!to!different!situations.!The!data!that!informs!this!paper!are!drawn!from!focus!group!interviews.!Focus!groups!has!allowed!me,!as!the!researcher,!to!generate!rich,!complex!and!nuanced!information!from!participants!who!see!the!world!from!different!angles!(Kamberelis!and!Dimitriadis!2013:40).!
Expected%conclusions/Findings:!The!paper!argues,!that!it!is!in!sharing!knowledge!about!multiculturalism!that!is!drawn!from!different!perspectives,!which!can!contribute!to!new!openings!and!understandings.!Additionally,!by!theoretically!framing!the!data!analysis!within!Hannah!Arendt’s!theories!concerning!‘public!space’!(1998)!it!becomes!possible!to!“become!visible!to!one!another,!and!the!world!becomes!visible!to!us”.!Following!Arendt,!I!argue!that!the!concept!of!“public!space”!when!aligned!with!multiculturalism!and!identity!offers!new!openings!for!more!inclusive!education.!
Relevance%for%Nordic%Educational%Research:!Several!Scandinavian!researchers!have!identified!that!ethnic!minority!children!are!treated!less!favourably!than!‘majority’!children!(Palludan!2005,!Gulløv!and!Bundgaard!2008,!Zachrisen!2015).!This!suggests!that!there!is!an!urgent!need!to!develop!more!openings!where!all!children!are!included!in!environments!that!are!respectful!of!a!range!of!ethnicities.!Norwegian!government!policy!perceives!preschools!as!playing!a!key!role!in!terms!of!social!integration!as!well!as!the!development!of!bilingual!education,!where!the!policy!goal!is!equal!opportunities!for!all!children.!The!aim!of!this!paper!is!to!investigate!different!ways!of!defining!‘multiculturalism’!in!preschool,!whilst!ensuring!all!children!are!treated!with!respect!and!sensitivity!as!they!go!through!the!processes!of!developing!their!own!individual!identities.!!
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[374]%TEACHING%IN%PRESCHOOL%RELATED%TO%DIFFERENT%OBJECTS%`%STABILITY%AND%COLLABORATION%
!Kristina!Melker1!%%1Ipkl,$Göteborg,$Sweden!!Research%topic/Aim:%The!Poster!session!describe!learning!and!education!in!preschool!settings!and!highlights!the!results!from!my!article!(manus)!how!teaching!in!preschool!can!take!the!expression!with!children!in!age!of!4V5!related!to!what!the!preVschool!teacher!team!decided!at!a!common!planning.!!
This!study’s!purpose!is!to!highlight!how!teaching!in!preschool!can!take!the!expression!with!children!in! the!age!of!4V5! related! to! the! two!different!objects;! stability! (technical!aspect)!and!collaboration!(social!aspect),!which!were!included!by!a!decision!of!the!preVschool!teachers!team.!!!
Keywords:!teaching,!collaboration,!negotiation,!technical,!communication.!!
Theoretical%frameworks:!A!sociocultural!perspective!on!teaching!and!learning!is!taken!in!this!article!i.e!in!the!preschool!context,!when!children!learn!from!each!other,!new!knowledge!leads!to!new!experiences!at!individual!and!group!level!(Säljö,!2005).!The!education!situation!has!been!analyzed!with!focus!of!interaction!between!the!participants!and!the!communication!both!verbal!(what!says)!and!nonVverbal!(how!they!act)!to!each!other.!In!a!sociocultural!approach!are!interaction!and!communications!important!terms!(Minick,!1993;!Säljö,!2005;!Vygotskij,!2010).!
Methodology/research%design:%The!researcher!has!video!observed!the!teaching!setting!and!tapeVrecording!has!been!used!of!the!teams!planning.!!
Expected%conclusions/Findings:!Results!show!that!combining!both!focus!areas!within!one!teaching!session!increases!difficulties!in!communication!for!both!the!teacher!and!child.!E.g.!when!children!talk!about!collaboration!the!teacher!replies!in!a!technical!aspect!and!vice!versa.!The!team!has!taken!for!granted!that!if!you!put!a!group!of!children!together!they!should!know!how!to!collaborate!together!and!have!skills!to!build!something!specific.!This!study!lights!up!the!fact!that!collaboration!between!children!is!much!more!complex!and!how!children!negotiate!whit!each!other!is!important!for!the!way!that!they!act!to!the!teachings!purpose.!
Relevance%for%Nordic%Educational%Research:!The!Swedish!preschool!is!an!institution!which!includes!the!most!children!in!age!4V5.!In!2015,!there!were!4!years!old!93,9!percent!and!for!5!years!old!94,1!percent.1!The!Swedish!preschool!highlights!by!the!OECD!to!it!in!a!successful!way!combines!practical!education!with!a!social!holistic!approach!by!family!policy,!gender!equality!and!education!for!all!children!can!be!united.!Teaching!in!preschool!settings!is!a!muchVdisputed!and!a!quite!new!term!in!the!context!of!preschool!and!it!has!to!be!seen!in!the!lights!of!the!preschools!specific!settings!(SFS!2010:800;!Swedish!School!Inspectorate,!2012:7;!2016a;!2016b).!Social!skills!have!always!been!in!focus!at!Swedish!preschools,!but!now!technical!skills/education/learning!emerging!as!a!new!educational!area.!It!is!interesting!to!study!the!way!that!preschool!teachers!teach!and!educate!this!two!different!learning!objects!(Pramling!Samuelsson!&!Asplund!Carlsson,!2014).!The!way!that!teachers!speak!and!act!is!of!central!importance!for!the!children!to!learn!something!specific.!!
1!http://www.skolverket.se/statistikVochVutvardering/statistikViVtabeller/forskola/barnVochVgrupper!
[386]%PARENT`PRESCHOOL%PARTNERSHIP:%MANY%LEVELS%OF%POWER%
!Johanna!Einarsdottir1!,!Arna!Jónsdóttir2!%%1University$of$Iceland,$Reykjavik,$Iceland!2School$of$Education,$University$of$Iceland,$Reykjavik,$Iceland!!Research%topic/Aim:%The!study!aims!to!examine!the!meaning!making!of!parents!and!educators!in!Icelandic!preschools!concerning!the!collaboration!between!preschools!and!families.!!
Theoretical%frameworks:!The!study!is!based!on!Moss!(2007)!and!colleagues!perspective!of!early!childhood!institutions!as!places!of!democratic!practice,!where!all!citizens!participate:!children;!parents;!practitioners;!politicians;!and!other!citizens.!Dahlberg!and!Moss!(2005)!have!suggested!that!democratic!ECEC!practice!needs!certain!values!to!be!shared!among!the!community!of!the!institution,!such!as:!(a)!respect!for!diversity;!(b)!recognition!of!multiple!perspectives!and!diverse!paradigms,!as!there!is!more!than!one!answer!to!most!questions,!and!many!ways!of!viewing!and!understanding!the!world;!(c)!welcoming!curiosity,!uncertainty,!and!subjectivity,!and!the!responsibility!that!they!require!of!us;!and!finally,!(d)!critical!thinking.!Further,!the!study!uses!MacNaughton!and!Hughes!(2011)!ideas!of!!power!relations!between!parents!and!teachers!and!how!educators’!formal!and!professional!knowledge!of!children,!in!general,!is!often!privileged!over!parents’!informal,!anecdotal!knowledge!about!their!specific!children.!
Methodology/research%design:%Data!were!gathered!in!two!steps.!First,!focus!group!interviews!were!conducted!with!26!parents!in!five!groups,!comprised!of!19!mothers!and!7!fathers.!The!parents!had!children!in!five!preschools!in!the!municipal!area!of!Reykjavik,!Iceland.!Most!of!the!parents!were!of!Icelandic!origin,!except!for!two!mothers!who!were!Polish.!The!other!parents!of!foreign!origin!did!not!choose!to!participate.!An!interpreter!assisted!the!Polish!mothers!during!the!interviews.!The!participants!in!each!group!had!in!common!to!be!parents!of!the!oldest!children!in!the!same!preschool.!The!second!dataVgathering!step!included!a!focus!group!interview!conducted!with!a!group!of!preschool!educators!who!reflected!upon!the!interviews!with!the!parents.!
Expected%conclusions/Findings:!The!parents!and!educators!seemed!to!have!similar!experiences!and!views!of!parentVprofessional!collaboration!and!the!division!of!power!and!knowledge!between!each!group.!The!type!of!collaboration!the!parents!and!the!educators!described!is!not!in!line!with!democratic!preschool!pedagogy!as!Moss!(2007)!explained!it.!They!did!not!seem!to!believe!the!parents!should!be!involved!in!decisionVmaking!about!the!purposes,!practices,!and!environment!of!the!preschool.!The!parents!from!other!cultures!who!participated!in!the!study!were!in!a!marginalized!position!and!the!educators!seemed!to!be!insecure!about!how!to!communicate!with!and!accommodate!families!from!other!cultures.!The!study!reveals!power!relationships!on!many!levels!in!the!preschool!community.!
Relevance%for%Nordic%Educational%Research:!This!study!has!the!potential!to!contribute!to!the!discourse!on!parentVprofessional!relationships!and!to!be!of!importance!for!ECEC!policy,!for!educators,!for!parents,!as!well!as!for!preschool!teacher!education!in!general.!In!Nordic!multicultural!and!everVchanging!society,!preschool!educators!need!to!reflect!on!what!democracy!in!preschools!really!means!when!put!into!practice,!and!on!power!relations!in!the!preschool!community.!
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[407]%QUALITY%EVALUATIONS%IN%THE%NORDIC%COUNTRIES%%
!Susanne!Garvis1!,!Sonja!!Sheridan1!,!Pia!!Williams1!,!Karin!Lager2!,!Jonna!Larsson1!,!Elisabeth!Mellgren!3!,!Elisabeth!Bjørnestad4!,!Anne!Grethe!Baustad5!,!Torben!Næsby6!,!Lena!Ryberg1!,!Panagiota!Nasiopoulou1!%%1University$of$Gothenburg,$Gothenburg,$Sweden!2Göteborgs$Universitet,$Ipkl,$Göteborg,$Sweden!3Department$of$Education,$Communication$and$Learning,$Göteborg$,$Sweden!4Oslo$and$Akershus$University$Collage$,$Oslo,$Norway!5Nord$University,$Bodø,$Norway!6University$College$Northern$Jutland,$Aalborg,$Denmark!!!Symposium%A&%B:%Quality%evaluations%in%the%Nordic%Countries!
Low!quality!in!preschool!can!be!detrimental!to!the!development!of!children!from!all!backgrounds,!particularly!if!they!fail!to!equalise!some!of!the!disparities!and!disadvantages!that!children!face!in!the!early!developmental!stages!of!their!lives.!Disparities,!for!example,!may!be!present!in!children’s!cognitive,!physical,!and!socialVemotional!development!(NICHD,!2005).!Without!access!to!highVquality!preschool,!potential!negative!pathways!may!lead!to!poor!social,!emotional,!educational,!health,!economic!and!behavioural!outcomes!(Manning,!Homel,!&!Smith,!2010).!High!quality!preschool!is!essential!for!supporting!children’s!health,!wellbeing!and!lifeVlong!learning!(Sylva!et!al.,!2010).!A!number!of!longitudinal!research!projects!in!the!United!States,!Australia!and!the!United!Kingdom!support!the!notion!that!highVquality!(compared!with!lowVquality)!preschool!is!more!likely!to!support!optimal!child!social,!emotional!and!cognitive!development,!promote!growth!experiences!(including!nurturing!and!attachment),!and!facilitate!positive!interaction!among!teachers!and!children!(Sylva!et!al.,!2010).!Preschool!therefore!becomes!an!important!place!for!early!intervention!to!allow!providing!all!children!an!equal!start!in!life.!!
Research!(Hansen,!2016;!Persson,!2015;!Sylva!et!al.,!2010)!has!shown!that!low!quality!preschools!reproduce!social!inequality!and!equity!that!leads!to!societal!deprivation!for!children!and!their!families!as!well!as!society.!Early!intervention!through!high!quality!preschool!is!therefore!important!to!make!the!necessary!changes!in!children’s!lives!to!allow!positive!life!trajectories!(Heckman,!2000;!Sylva!et!al.,!2010).!By!understanding!the!concept!of!quality!within!Swedish!Nordic!preschools,!we!can!discern!factors!that!contribute!to!improved!learning!and!wellbeing!outcomes!for!children.!
HighVquality!preschool!programs!within!other!countries!have!been!shown!to!produce!tangible!and!intangible!societal!benefits.!This!means!there!are!not!only!shortVterm!benefits!for!the!child’s!development;!there!are!also!long!term!benefits!to!society.!These!include!increased!taxes!due!to!higher!earnings!of!program!participants,!reduced!victimisations!and!their!associated!personal!and!criminal!justice!costs,!and!improvement!in!quality!of!life!(Heckman,!2000).!The!wellVdocumented!relationship!between!preschool!program!quality!and!the!tangible!and!intangible!benefits!provided!by!highVquality!programs!is!a!fundamental!rationale!for!addressing!and!enhancing!quality!in!the!preschool!environment!(NICHD,!2005).!This!idea!is!highly!congruent!with!Vitaro,!Barker,!Brendgen,!and!Tremblay’s!(2011)!emphasis!on!the!‘schoolVrelated!pathway’!(involving!school!readiness!and!engagement)!as!a!child!developmental!pathway!that!serves!as!the!theoretical!foundation!for!the!development!of!preschool!policy.!
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This!symposium!will!present!a!Nordic!snapshot!of!quality!evaluations.!Researchers!from!Denmark,!Norway!and!Sweden!will!present!findings!from!their!use!of!the!Early!Childhood!Environmental!Rating!Scale!(ECERS)!(Harms!et!al.,!2014)!about!quality!in!Nordic!preschools.!The!rating!scale!has!a!long!history!of!being!used!for!quality!evaluations,!including!being!implemented!in!over!20!countries!with!numerous!studies!documenting!its’!reliability!and!validity!to!measure!quality!and!its!relationship!to!child!development.!The!intention!of!the!workshop!is!to!show!similarities!and!differences!across!Nordic!preschools.!The!presentations!will!also!discuss!cultural!accommodations!for!the!scale!as!well!as!the!future!for!quality!evaluations!in!the!Nordic!region.!
Symposium%A:%Nordic%perspectives%
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Paper%1:%Norway%(Elisabeth%Bjørnestad,%Oslo%and%Akershus%University%Collage%and%Anne%Grethe%Baustad,%Nord%University)’%
Research%topic/Aim:%%In!this!presentation!we!will!present!data!from!the!ongoing!longitudinal!project!GoBaN!(Gode!barnehager!for!barn!i!Norge).!One!of!the!aim!in!our!study!is!to!evaluate!the!quality!in!Norwegian!childcare,!and!the!influence!quality!have!on!children’s!development!and!learning.!
Methodology/research%design:%To!evaluate!centre/group!quality!we!have!used!the!international!measurement!tools!ITERSVR!and!ECERSVR.!The!purpose!of!this!presentation!is!to!give!a!glimpse!of!the!findings!from!ITERSVR!and!ECERSVR!evaluation!in!Norway.!We!have!collected!data!from!220!childcare!groups!(classrooms)!divided!in!five!regions!in!Norway.!
Expected%conclusions/Findings:!Our!first!results!based!on!ITERSVR,!collected!in!the!period!2013V2015,!shows!that!Norwegian!toddler!group’s!score!at!the!minimal!level!of!quality!3.9.!The!main!reasons!for!the!low!scores!seems!to!relate!to!sanitary!procedures,!safety!and!access!to!materials!for!activities!and!play.!Further,!we!see!a!significant!difference!in!the!quality!score!for!stable!and!small!groups!(traditional!organization)!and!more!open!and!flexible!groups!(basebarnehager).!
Relevance%for%Nordic%Educational%Research:!In!this!presentation,!we!will!discuss!and!compare!the!ITERSVR!findings!with!the!new!findings!for!ECERSVR!to!see!if!there!are!some!differences!in!quality!for!toddler!groups!and!child!group!aged!3V6.!In!the!end!of!the!presentation,!we!will!discuss!an!alternate!way!to!score!the!ITERSVR!and!ECERSVR!data!that!give!us!a!more!nuanced!information!of!the!quality!rated!with!Environment!Rating!Scales.!%
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Paper%2:%Denmark%(Torben%Næsby,%University%College%of%Northern%Jutland)%
Research%topic/Aim:%The!Danish!Day!Care!Facilities!Act!(2015),!which!provides!the!curriculum!on!which!day!care!education!is!based,!does!not!stipulate!very!clearly!what!children!should!learn!and!therefore!how!educational!processes!in!preschools!should!be!organised.!This!means!that!we!must!accept!that!there!are!large!local!differences!in!the!quality!of!day!care!facilities!in!Denmark!(Nordahl!et!al,!2012;!Hansen!et!al,!2016)!and!also!that!we!in!fact!have!little!knowledge!of!whether!the!desired!politically!determined!targets!are!being!met!or!not!and!what!the!quality!is!really!like.!In!order!to!
measure!the!quality!of!preschool!in!Denmark!a!new!research!project!using!the!ECERS!3!instrument!has!been!launched.!This!could!capture!quality!from!a!global!quality!standard’s!perspective,!building!the!basis!for!a!further!investigation!of!practice!in!Danish!early!childhood!provisions!and!centers!in!a!more!narrow!approach.!
Methodology/research%design/Findings:%!The!presentation!will!describe!the!conceptual!frame!(Bronfenbrenner!&!Morris,!2006;!Tietze,!2016)!and!outline!some!of!the!findings!from!the!preliminary!observations!in!30!preschools!in!the!municipality!of!Frederikshavn,!as!well!as!discuss!implications!in!using!the!ECERS!3!in!a!Danish!national!context.!!
Relevance%for%Nordic%Educational%Research:!This!could!capture!quality!from!a!global!quality!standard’s!perspective,!building!the!basis!for!a!further!investigation!of!practice!in!Danish!early!childhood!provisions!and!centers!in!a!more!narrow!approach.!
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Paper%3:%Sweden%(Sonja%Sheridan,%Pia%Williams%and%Susanne%Garvis,%University%of%Gothenburg)%
Research%topic/Aim:%In!this!presentation!we!share!a!snapshot!of!findings!from!a!recent!ECERSV3!evaluation!in!Sweden.!The!purpose!of!this!study!is!to!investigate!the!factors!that!influence!the!quality!of!Swedish!preschools!as!well!as!explore!a!perceived!understanding!about!preschools!from!preschool!teachers,!parents!and!children.!In!recent!years,!the!OECD!(2015)!has!reported!that!the!quality!of!Swedish!preschools!has!declined,!moving!from!first!place!within!the!OECD!countries!to!now!number!3.!Much!angst!has!also!been!reported!on!increasing!group!sizes!within!preschools,!high!stress!amongst!preschool!teachers,!increasing!child!stress!as!well!as!many!other!issues!(Sheridan,!et!al.,!2014;!Swedish!National!Agency!for!Education,!2016;!Williams,!et!al.,!2016).!!From!a!quality!perspective,!group!size!is!closely!linked!to!the!conditions!for!preschool!teachers!to!work!professionally!and!children's!opportunities!to!learn!according!to!the!intentions!of!the!curriculum.!
Methodology/research%design:%During!2016!we!collected!data!from!130!preschools!in!Sweden!with!children!aged!3V5!years.!Data!was!analysed!with!descriptive!statistics!as!well!as!drawn&on&Bronfenbrenner(́s(theory(to(examine(the(variation(of(available(conditions(for(wellbeing,(learning(and(knowledge!formation.!Our!intention!was!to!explore!examples!of!high!quality,!mid!quality!and!low!quality.!
Theoretical%framework:%%From!a!theoretical!perspective!of!quality!we!discuss!the!findings!in!terms!of!the!four!interacting!dimensions!constitute!pedagogical!quality).!The!four!quality!dimensions!are!derived!from!a!metaVanalytical!process!of!deconstruction!and!reconstruction!of!research!on!quality!in!preschool!(Sheridan,!2007,!2009).!Each!dimension!is!constituted!by!qualities!that!are!unique!to!that!dimension!and!that!can!be!related!to!structures,!processes,!contents!and!results!(Donabedian,!1980;!Sheridan,!2009).!Depending!on!how!the!dimensions!interact!with!one!another,!learning!environments!of!different!quality!are!created.!Thus,!from!a!pedagogical!perspective!of!quality!the!learning!environment!in!preschool!can!be!seen!as!a!complex!system!of!interplay!between!policy,!people,!material!resources!and!pedagogical!processes.!
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Expected%conclusions/Findings:%The!results!indicate!a!big!variation!regarding!quality!in!early!education!in!Swedish!preschools.!High!quality!is!vulnerably!and!affected!by!various!factors,!which!in!turn!influence!the!conditions!for!children's!wellbeing!and!future!learning.!The!study!follows!the!Swedish!research!council!guidelines!and!ethical!rules!in!social!science!research.!Ethical!aspects!of!the!research!were!taken!into!consideration,!including!in!particular!requirements!for!confidentiality,!consent,!information!and!autonomy,!along!with!the!emphasis!that!participation!in!the!study!was!voluntary.!
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Paper%4:%Reflections%on%aspects%of%quality%
Presenter:%Karin%Lager,%University%of%Gothenburg%
Research%topic/Aim:%The!aim!of!this!presentation!is!to!reflect!upon!some!of!the!aspects!regarding!preschool!quality!using!ECERSV3.!ECERSV3!is!a!method!for!observing!quality!in!preschool!and!has!been!developed!for!a!long!time!in!the!US!(Harms!&!Clifford!1980;!Harms,!Clifford!&!Cryer,!1998,!2005,!2014).!The!scale!has!been!used!in!Sweden!in!different!set!up!and!the!revised!one,!ECERSV3,!is!especially!used!for!research.!ECERSV3!considers!quality!aspects!in!relation!to!space!and!furnishings,!personal!care!routines,!language!and!literacy,!learning!activities,!interaction!and!program!structure.!
Theoretical%framework:%The!theoretical!assumptions!of!ECERS!are!based!on!interactionist!and!ecological!theories!of!children’s!learning!and!wellbeing.!
Methodology/research%design:%The!expected!findings!are!reflections!based!on!scorings!in!10!preschools!in!two!bigger!cities!in!Sweden.!For!this!paper!the!aspects!among!a)!language!and!literacy!and!b)!interaction!is!used.!
Expected%conclusions/Findings:%The!expected!findings!are!thus!far!reflections!about!similarities!and!differences!in!results!of!the!chosen!aspects.!The!focus!is!about!the!relationships!between!language!and!interaction,!focusing!teacher’s!interaction!with!children!to!expand!children’s!vocabulary.!
Relevance%for%Nordic%educational%research:%Today!almost!every!child!in!the!Nordic!countries!is!in!preschool!in!some!way,!especially!children!from!three!years!old.!Children!are!spending!a!lot!of!time!in!this!institutions!and!it!is!important!to!know!more!about!the!quality!of!these!institutions!children,!and!parents,!meets!every!day.%
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Symposium%B:%A%focus%on%quality%
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Chair:%Susanne%Garvis%
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Paper%1:%Science%within%the%ECERS`3%scale:%An%assessment%based%on%topical%research%on%science%conducted%in%Swedish%preschools.%%
Presenter:%Jonna%Larsson,%%University%of%Gothenburg,%Sweden%
Research%topic/aim:%Science!education!has!during!the!latest!years!increased!in!Swedish!preschools.!Since!the!revision!of!the!Swedish!preschool!curriculum!in!2010,!the!implementation!of!such!activities!has!become!more!common.!However,!the!Swedish!school!inspection!(2012,!2016)!still!consider!the!area!to!be!in!need!of!targeted!initiatives!since!the!area!not!yet!can!be!considered!to!be!interwoven!within!preschool!education!in!Sweden.!Within!a!large!research!project!in!Sweden!the!newly!revised!Early!Childhood!Environmental!Rating!Scale!(ECERS)!scale!named!ECERSV3!(Harms!et!al.,!2014)!is!used!as!measurement!tool!for!examining!quality.!Issues!related!to!quality!in!preschools!are!considered!to!be!of!main!importance!when!providing!care!and!education!to!young!children,!here!the!specific!content!area!of!science!is!in!the!spotlight.!This!paper!aims!to!present!findings!from!the!use!of!the!Early!Childhood!Environmental!Rating!Scale!(ECERS),!(Harms!et!al.,!2014)!with!focus!on!the!item!nature/science!and!its!implications!for!quality!issues!in!this!particular!area!and!problematize!its!advantages!and!disadvantages!in!relation!to!national!research.%
Theoretical%framework:%Within!a!culturalVhistorical!theoretical!framework!(Hedegaard,!2012;!Vygotsky,!1999)!this!paper!foregrounds!science!in!terms!of!emergent!science!(Johnston,!2014;!Larsson,!2016).!Emergent!science!is!understood!as!an!overall!approach!to!value!the!youngest!children's!opportunities!for!learning!about!science.!Further,!emergent!science!includes!exploratory!and!investigative!actions!interwoven!in!interaction!and!communication!where!scientific!phenomena!and!events!are!in!the!center.!Emergent!science!thus!involves!opportunities!for!children!to!develop!abilities!as!observing,!interpreting,!asking!questions!and!communicate!through!the!support!by!a!preschool!teacher!and!the!opportunities!offered!in!different!environments!(Larsson,!2016).!%
Methodology/research%design:%By!using!a!content!analysis!approach!the!ECERSV3!item!number!22!and!the!undertakings!in!regards!to!science!within!the!Swedish!preschool!curriculum!(National!Agency!for!Education,!2016)!are!highlighted.!The!outcome!of!the!content!analysis!is!compared!in!relation!to!observations!and!scorings!conducted!in!four!different!preschools,!all!focusing!on!the!item!number!22!(nature/science)!within!the!subscale!Learning!activities.!Altogether,!the!outcomes!are!discussed!with!regards!to!topical!national!research!about!science!in!preschools.%
Expected%conclusions/findings:%The!expected!findings!may!be!related!to!the!long!tradition!of!using!nature!and!outdoor!education!in!Sweden.!The!results!may!contribute!to!the!ongoing!discussion!of!what!quality!in!relation!to!young!children!and!science!may!look!like.!This!research!follows!the!ethical!guideline!outlined!by!Swedish!research!council!(2002),!which!states!that!information,!consent,!confidentiality,!and!how!data!is!treated,!must!be!part!of!the!information!to!share!with!participants.!%
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Relevance%for%Nordic%educational%research:%For!Nordic!educational!research!the!outcome!of!the!study!is!expected!to!contribute!to!the!field!of!highVquality!culturally!valid!science!education!in!preschools.!The!latest!years,!several!empirical!studies!has!focused!on!science!in!the!early!years!and!these!results!has!not!been!discussed!in!relation!to!quality!education!in!regards!to!science!in!preschools,!nor!to!quality!measurement!tools!as!ECERSV3.!%
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Paper%2:%Preschool%children%opportunities%to%develop%communicative%abilities%
Lena%Ryberg%&%Pia%Williams%
Research%topic/aim:%In!Sweden,!participation!in!preschools!that!offer!the!child!a!good!start!to!life!and!school!is!expressed!as!an!aspect!of!every!child’s!right!to!education.!Children's!right!to!a!good!quality!education!is!also!declared!in!the!UN!Child!Convention.!Quality!in!preschool!is!closely!linked!to!the!perception!of!children!and!childhood.!It!is!among!others,!expressed!in!the!educational!processes!that!occur!in!preschool!and!manifested!in!the!encounter!between!teachers!and!children!and!between!children.!During!everyday!situations!in!preschool,!children!need!to!communicate!in!various!ways!to!be!understood!and!to!understand!other!people’s!intentions!and!the!surrounding!world.!High!quality!preschools,!with!wellVeducated!teachers,!are!therefore!of!vital!importance!for!a!child’s!potentials!for!developing!their!communicative!skills!as!well!as!for!wellbeing,!learning!and!development.!!
This!paper!aims!to!present!findings!from!the!use!of!the!Early!Childhood!Environmental!Rating!Scale!(ECERS),!(Harms!et!al.,!2014)!to!discern!the!quality!of!children’s!possibilities!to!expand!their!vocabulary.!The!question!explored!is:!what!are!the!opportunities!given!for!children!to!develop!their!communication!skills!in!preschool?!!
Methodology/research%design:!Data!was!collected!during!2016!from!five!Swedish!preschools!with!children!aged!1:10!–!5:7.!This!paper!is!based!on!analyses!of!five!items!within!the!subscale,!Language!and!literacy,!in!the!ECERSV3.!The!analyses!were!drawn!from!descriptive!data!from!the!ECERSV3!evaluation,!based!on!observations!to!evaluate!conditions!for!children’s!language!learning!and!possibilities!to!expand!their!vocabulary.!!
Theoretical%framework:!The!analyses!takes!an!interactionistic!perspective!grounded!in!Bronfenbrenner’s!ecological!systems!theory!and!a!sociocultural!approach.!!
Expected%conclusions/findings:!The!study!follows!the!Swedish!research!council!guidelines!and!ethical!rules!in!social!science!research.!Ethical!aspects!of!the!research!were!taken!into!consideration,!including!in!particular!requirements!for!confidentiality,!consent,!information!and!autonomy,!along!with!the!emphasis!that!participation!in!the!study!was!voluntary.!The!results!indicate!that!the!there!are!clear!differences!between!preschools!in!how!children!are!given!possibilities!to!develop!their!communication!skills.!Some!preschool!units!are!evaluated!to!have!a!high!capacity!to!help!to!contribute!to!conditions!that!develop!children's!vocabulary,!while!other!score!low!regarding!a!multitude!of!opportunities!to!expand!their!vocabulary!and!be!part!of!a!communicative!context.!Interesting!to!note!is!that!during!the!observed!schedule!(3!hours!progress!per!session)!the!staff!did!not!use!books!together!with!children,!which!is!considered!to!be!an!important!factor!for!developing!of!children's!vocabulary!and!languages!skills.!These!results!are!in!line!with!the!report!of!the!Swedish!
School!Inspectorate!(2016)!showing!that!half!of!the!investigated!preschools!need!to!develop!their!work!regarding!linguistic!and!communicative!interaction.!!
Relevance%for%Nordic%educational%research:%From!a!Nordic!educational!perspective!it!is!of!
interest!to!compare!and!discus!the!disparities!that!children!face,!due!to!the!variety!of!preschool!
quality!and!policies!concerning!preschool!teacher!education.!!!
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Paper%3:%%Language%and%Literacy%–%Quality%evaluations%in%preschool%(ECERS`3)%
Elisabeth%Mellgren%och%Sonja%Sheridan%
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Research%topic/aim:%The!aim!of!the!current!study!and!analyze!the!quality!in!preschool!in!the!issue!The!aim!of!the!current!study!was!to!explore!how!children’s!language!and!literacy!skills!is!supported!in!present!day!early!childhood!education!involved!in!the!preschool!teacher!education!in!the!university!of!Gothenburg.!The!items!we!explore!in!this!study!is:!
− Helping!children!expand!vocabulary!!!− Encouraging!children!to!use!language!!!− Staff!use!of!books!with!children!!!− Encouraging!children’s!use!of!books!!!− Becoming!familiar!with!print!
The!question!we!raise!is:!How!can!the!qualities!in!preschool!support!the!preVschool!teacher’s!students!learning!children’s!language!and!literacy?!
Theoretical%framework:%In!research,!the!importance!of!high!quality!in!preschool!for!children’s!wellbeing,!lifelong!learning,!and!development!are!emphasised.!High!quality!preschool!is!essential!for!supporting!children’s!health,!wellbeing!and!lifeVlong!learning!(Sheridan,!Pramling!Samuelssson!&!Johansson,!2009;!Sylva!et!al.,!2010).!Therefore!the!quality!of!preVschools!were!the!students!have!the!practical!part!of!their!ECEV!teacher!training!is!important.!
Methodology/research%design:%The!Early!Childhood!Environment!Rating!Scale!(ECERSV3)!(Harms,!Clifford!&!Cryer,!2014)!will!be!used!to!evaluate!the!quality!of!the!preschool.!The!scale!has!been!used!in!over!20!countries!and!has!had!numerous!studies!documenting!its’!reliability!and!validity!to!measure!quality!and!its!relationship!to!child!wellbeing,!learning!and!development.!Evaluations!with!the!rating!scale!will!be!completed!by!the!researchers!in!100V200!preschools!across!Gothenburg,!prior!to!the!commencement!of!the!study.!This!is!an!analyze!of!the!items!for!Language$and$Literacy:!
! Helping!children!expand!vocabulary!!!
! Encouraging!children!to!use!language!!!
! Staff!use!of!books!with!children!!!
! Encouraging!children’s!use!of!books!!!
! Becoming!familiar!with!print!
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Expected%conclusions/findings:!This!study!contributes!to!knowledge!about!the!quality!to!support!children’s!learning!in!language!and!literacy!and!what!options!the!preVschool!teacher!students!have!to!learn!for!their!own!teaching!in!practice.%
Relevance%for%Nordic%educational%research:%%The!preschool!teacher!education!embraces!both!theoretical!and!practical!education,!conducted!as!courses!at!the!university!and!preschool!practical!training,!requiring!students!to!complete!30!credits!worth!of!practice!experience.!One!common!key!goal!is!for!preschool!teacher!students!to!learn!how!to!create!appropriate!conditions!for!children’s!wellbeing,!learning!and!development!as!stated!in!the!Swedish!preschool!curricula!for!preschool!(The!Ministry!of!Education!and!Science,!2016).!!
Thus,!in!order!to!educate!skilled!and!professional!preschool!teachers,!the!quality!of!the!preschool!education!as!well!as!the!quality!of!preschool,!in!which!the!preschool!teacher!students!do!their!practical!training,!becomes!vital.!
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Paper%4:!Exploring%preschool%teachers’%profile%in%Sweden:%Reforms%and%reality%
A%latent%class%analysis%
Panagiota%Nasiopoulou%
Research%topic/aim:%In!recent!decades,!a!range!of!reforms!and!reVconstructions!in!early!childhood!education!and!care!policy!agenda!have!been!developed,!nationally!and!internationally,!towards!the!demand!of!professional!preschool!teachers!in!providing!highVquality!education!and!care!for!young!children.!In!Sweden,!the!preschool!teachers’!reform!agenda!has!been!expressed!by!the!revised!curriculum!(1998/2010),!the!introduction!of!a!new!preschool!teacher!education!programme!(2011),!the!profession’s!regulation!through!a!preschool!teachers’!certificate!(2011)!and!initiatives!to!invest!in!preschool!teachers’!professional!development.!The!point!of!departure!for!this!exploratory!study!is!the!assumption!that!preschool!teachers’!professional!profiles!is!considerably!diverse!and!closely!aligned!with!various!socioVhistorical!and!political!contexts.!In!the!Swedish!preschool!context,!however,!it!is!still!unclear!how!and!to!what!extent!this!diversity!is!represented.!In!line!with!this,!the!paper!aims!to!explore!the!professional!profiles!of!preschool!teachers!across!different!preschools!in!Sweden!and!examine!patterns!among!these!profiles.!!
Theoretical%framework:!The!study’s!conceptual!framework!applies!Bronfenbrenner’s!ecological!systems!theory!to!understand!individuals!in!interrelated!systems!and!to!provide!a!holistic!approach!toward!expressions!of!the!diversity!of!the!preschool!teachers’!professional!profile.!!
Methodology/research%design:%The!sample!consists!of!698!preschool!teachers!from!different!preschools!in!46!municipalities!in!Sweden!who!completed!an!online!questionnaire.!The!study!uses!a!set!of!9!indicators,!including!education,!major,!experience!and!inVservice!training,!in!addition!to!preschool!teachers’!ages!and!native!languages!as!well!as!their!working!conditions!such!as!workload!(working!hours!and!schedule)!and!specific!areas!of!responsibility!in!the!preschool.!Applying!a!latent!class!analysis!as!a!personVoriented!approach,!this!study!intends!to!capture!subtypes!of!preschool!teachers!who!share!similar!characteristics.!!
Expected%conclusions/findings:!The!analysis!revealed!two!profiles!of!individuals:!a)!newly!graduated!teachers!who!are!less!experienced,!are!lower!preV!or!inVservice!trained,!have!higher!workloads!and!are!less!likely!to!be!responsible!for!specified!tasks!connected!to!workplace!professional!development,!and!b)!teachers!who!graduated!before!the!Swedish!national!curriculum!(1998)!and!who!are!more!experienced,!are!higher!preV!or!inVservice!trained,!have!a!lower!workloads!and!are!more!likely!to!be!responsible!for!the!preschool’s!professional!development!tasks.!The!profiles!are!also!differentiated!by!preschool!teachers’!native!languages.!Profile!1!includes!teachers!with!native!languages!other!than!Swedish,!while!Profile!2!consists!of!teachers!with!Swedish!as!a!first!language.!!
Relevance%for%Nordic%educational%research:%%These!findings!may!contribute!to!the!ongoing!debates!about!preschool!teachers’!professionalization!as!well!as!to!policy!initiatives!towards!early!childhood!educators’!professional!development.!
[412]%MORNING%RECEPTIONS%IN%A%DANISH%ECE%CONTEXT%%`%MUCH%MORE%THAN%A%KISS%AND%GOODBYE%
!Ida!Kornerup1!,!Mette!Lykke!Gravgaard1!%%1University$College$Copenhagen,$Copenhagen$V,$Denmark!!Research%topic/Aim:%This!paper!focus!on!a!special!pedagogical!context;!morning!receptions!as!a!learning!environment.!The!studies!of!mornings!are!part!of!a!3!year!long!research!project!in!which!different!types!of!learning!environments!were!investigated.!Few!studies!have!researched!morning!receptions!in!this!perspective!even!though!pedagogues!often!emphasize!that!this!particular!pedagogical!context!have!implications!on!the!children’s!wellbeing!and!learning!possibilities!throughout!the!day.!
Theoretical%frameworks:!The!larger!study!was!framed!and!build!on!micro!sociological!and!interactionist!theories!(Goffmann!1956,!Blumer!1998,!Bruner!1999)!and!participatory!learning!approaches!(Lave!&!Wenger!1991,!Dreier!2001).!A!learning!environment!is!in!this!study!understood!as!a!pedagogical!setting!which!is!able!to!support!and!enlarge!children’s!pathways!of!participation.!!!
Methodology/research%design:%The!empirical!data!for!this!paper!stems!from!two!different!methodological!approaches!(9!ECE!facilities!in!all).!2!of!the!ECE!facilities!were!part!of!the!larger!study!where!the!methodological!approach!was!participatory!in!the!sense!that!staff!and!children!participated!in!creating!knowledge!and!data.!7!ECE!facilities!where!part!in!a!parallel!study!where!only!researchers!observed!the!morning!receptions.!!The!empirical!data!is!created!as!fieldwork,!reflective!workshops!with!participants!and!interviews.!Observations!draw!upon!ethnographical!and!anthropological!methods!(Hastrup!2004,!Hasse!2011,!Cole!2003)!and!similar!ethnographic!research!studies!of!Danish!ECE!facilities!and!pedagogy!(Larsen!2005,!Gilliam!&!Gulløv!2012)!are!included!in!the!analytical!process.!!!
Expected%conclusions/Findings:!Points!and!findings!in!the!study!shows!that!morning!receptions!can!be!understood!as!a!complex!and!dynamic!environment,!characterized!by!its!duality!of!recognizability!and!unpredictability.!In!one!way!morning!receptions!!has!elements!of!cultural!habits,!norms!and!knowledge!that!refers!back!to!the!cultural!system!of!ECE!references,!ways!of!doings!and!participating!that!sustains!processes!of!inclusion!and!exclusion!of!the!particular!ECE!facility.!!But!on!the!other!hand,!mornings!receptions!also,!due!to!its!special!and!unpredictable!configuration!of!time,!tasks!and!the!current!children,!parents!and!staff!members!of!the!morning,!pave!the!ways!of!alternative!and!different!types!of!participatory!processes!!and!in!this!perspective!breaks!down!or!disturb!common!practices.!In!that!perspective!the!morning!receptions!seem!to!rise!as!a!learning!environment!which!is!depending!on!a!dynamic!and!reflective!pedagogical!approach!and!organization!of!the!morning!staff.!
Relevance%for%Nordic%Educational%Research:!ECE!facilities!are!an!integrated!part!of!the!Nordic!wellfaresystem.!It!both!supports!mothers!equal!participation!at!the!labour!market!and!fulfill!the!national!educational!goals!in!relation!to!ECE!curriculum.!This!dual!obligation!is!reflected!in!the!inner!structures!and!understandings!of!the!ECE!framing!and!facilitation!of!the!daily!settings.!Opposite!schools,!Danish!ECE!facilities!does!not!have!a!fixed!time!of!meeting!in!the!morning!which!opens!for!individual!meeting!times!for!each!family!and!child.!The!paper!will!among!other!aspects!discuss!how!this!(maybe!very!Nordic)!element!impart!significant!knowledge!to!the!overall!discussion!of!what!to!sustain!or!develop!in!ECE!in!a!Nordic!context.!!
[413]%PEDAGOGICAL%MODES%FOR%ENHANCING%PEER%INTERACTION%DURING%SCAFFOLDED%PLAY%IN%EARLY%CHILDHOOD%SPECIAL%EDUCATION%
!Marja!Syrjämäki1!,!Päivi!!Pihlaja2!,!Nina!Sajaniemi3!%%1University$of$Helsinki,$University$of$Helsinki,$Finland!2University$of$Turku,$University$of$Turku,$Finland!3University$of$Helsinki,$Helsinki,$Finland!!Research%topic/Aim:%In!this!paper,!we!are!interested!in!professionals’!role!in!promoting!interaction!and!participation!during!play!practices!in!a!Finnish!kindergarten!context,!in!which!some!of!the!children!have,!in!addition!to!several!strengths,!also!special!educational!needs!(SEN).!
Theoretical%frameworks:!The!study!is!based!on!socioVcultural!theories!with!the!idea!of!interaction!as!the!basis!of!learning!and!wellVbeing!(Rogoff!2008;!Barab!&!Duffy!2012).!Belonging!to!a!group!is!also!seen!as!one!of!the!fundamental!psychological!human!needs!(Deci!&!Ryan!2000;!Baumeister!&!Leary!1995).!According!to!the!studies,!some!children!are!at!risk!of!being!left!out!of!their!peer!group.!Opportunities!for!participation!can!be!limited!for!those!who!have!difficulties!in!playing!or!learning!with!others!or!who!have!SEN!(de!Groot!Kim!2006;!Viitala!2014).!The!role!of!the!adult!professionals!in!enhancing$peer$interaction!(EPI)!is!crucial.!
Methodology/research%design:%In!this!study,!we!had!four!integrated!early$childhood$special$education!(ECSE)!groups,!with!15!professionals’!team!members!and!42!children.!!Informed!consent!was!asked!the!participants,!and!they!were!given!the!opportunity!to!withdraw!from!the!study!at!any!time.!In!the!case!of!children,!the!permission!was!requested!from!their!parents.!The!professionals,!participating!in!children’s!play!activities!were!videotaped!during!in!total!16!play!sessions.!By!the!tradition!of!visual!ethnography,!interpreting!visual!images!will!lead!us!to!find!connection!between!the!images!and!the!reality.!We!don´t!use!video!material!only!for!creating!data!of!what!the!people!are!doing,!but!also!recognize!the!importance!of!the!process!and!the!cultural!context!in!which!the!knowledge!has!been!produced!(Pink!2007).!
Expected%conclusions/Findings:!The!paper!will!present!the!process!of!analyzing!the!ECSE!professionals’!modes!of!action!in!scaffolded!play,!in!terms!of!EPI!pedagogy.!Preliminary!analyses!revealed!different!types!of!guidance,!related!to!the!dimensions,!such!as!the!teacher’s!positioning!in!play,!promotion!of!interaction,!activity!and!sensitivity.!
Relevance%for%Nordic%Educational%Research:!In!traditional!Nordic!early!childhood!education,!play!has!been!seen!as!a!leisure!activity,!with!a!minimum!interference!of!the!adults!(Pramling!Samuelson!&!Asplund!Carlson!2008;!Hakkarainen!et!al.!2013).!However,!a!tendency!and!need!towards!more!active!adult!role!in!playing!has!been!seen!in!various!studies,!and!moreover,!the!impact!of!professionals!as!scaffolders!of!the!play!among!children!with!diverse!needs,!is!most!important!(Reunamo!et!al.!2013;!Suhonen.!et!al.!2015).!
!
[421]%..A%RESEARCH%SYMPOSIUM%AND%MATERIALITES%IN%THE%MAKING%`%1%
!Cecilie!Ottersland!Myhre1!,!Hanne!Berit!Myrvold1!,!Maybritt!Jensen1!%%1Oslo$and$Akershus$Univerity$College$of$Applied$Sciences,$Oslo,$Norway!!!Research%topic/Aim:%In!this!collective!symposium,!we!are!experimenting!with!‘new!material!conditions’!for!early!childhood!educators’!practices!and!research.!We,!as!presenters,!are!at!our!university!collectively!entangled!in!a!research!group,!EMBLA.!Past|present|future!in!academia,!demands!a!disciplined!and!disciplining!workforce!creating!refereed!publications,!conducting!research,!applying!for!research!grants!and!doing!research!in!line!with!“what!counts!as!valid!knowledge”!(Osgood!&!Guigni/Scarlet,!2015).!As!such,!we!are!constantly!searching!for!new!ways!of!performing!research!as!doings.!In!our!doings,!we!think!with!Karen!Barad,!Bruno!Latour,!Michel!Foucault,!Sara!Ahmed!and!Gilles!Deleuze,!among!others.!Barad!do!for!example!offer!(2003,!p.!803)!‘an$elaboration$of$performativity—a$materialist,$naturalist,$and$posthumanist$elaboration—that$
allows$matter$its$due$as$an$active$participant$in$the$world’s$becoming,$in$its$ongoing$“intraC
activity…”…and$it$is$vitally$important$that$we$understand$how$matter$matters.’!The!different!philosophies!inspires!us!as!researchers!to!experiment!with!spaces!and!place!where!architecture,!classrooms,!mentoring,!texts,!materialities/!objects/!technologies,!photos,!and!“learning”!V!methodologically!are!takenVtogetherVapart!in!different!ways.!!By!elaborating!on/with!our!empirical!materials!we!(re)turn,!zoom!in/out,!within/against!spacetimematterings!(Barad,!2007)!to!reconceptualise!and!perform!with!what!might!matter!in!‘a!research!symposium!in!the!making’.!
Classroom!forces!infecting!bodies!and!theories!
Cecilie%Ottersland%Myhre%
Assistant%professor%in%early%childhood%pedagogy%
The!presentation!focus!on!technological!forces!and!other!forces!intraCacting!(Barad,!2007)!in!a!classroom!setting,!emphasizing!a!particular!event!or!doing!that!set!of!vibrations!in!between!classroom!bodies!and!ideas.!Considering!pedagogical!situations!as!complex!entanglements$(ibid.)!of!learning!machines,!humans,!affects!(Massumi,!1995)!and!effects!–!simple!causes!and!outcomes!in!learning!processes!are!hard!to!track,!if!not!impossible.!Doing!diffractive$readings!(Barad,!2007;!2014)!of/in!a!classroom!setting,!as!teacher/(re)searcher,!I!cannot!separate!myself!from!the!data,!while!classroom,!students,!learning!materials,!theories!and!emotions!constitute!a!sticky!web!of!continuous!becomings!(Deleuze!&!Guattari,!1987)!through!encounters,!disruptions,!flows!and!conflicts.!ReVturning!(to)!the!classroom!event!I!cut!togetherVapart!(Barad,!2014)!the!entangled!nett!of!doings,!affects!and!ponderings,!turning!the!moment!over!and!over!again,!exploring!activities!and!encounters!evoking!transformation!and!change!in!the!performative!agents!involved.!!
Unmapping!and!remapping,!reVturning!(the)!classroom!!!
Hanne%Berit%Myrvold%
Assistant%professor%in%early%childhood%pedagogy%
Through!my!ongoing!work!with/in!this!research!project,!and!as!a!lecturer!and!researcher!in!higher!education,!I!have!been!stumbling!into!the$classroom$as$a$diffractive$apparatus.!In!many!ways,!I!might!call!the!classroom!becoming!my/their/a/the!“stucked$place”.!I!feel!“stucked”!in!the!“classroom”!with!all!the!human,!nonhuman!and!more!than!human!actors.!This!stucked,!but!still!becoming,!“place”!affects!me,!both!with!desires,!intensities,!frustrations!and!disturbance.!This!place/classroom/space!maps!different!concepts!together!and!make!so!many!connections,!and!by!reVturning!in/to!the!place,!it!is!continuously!being!mapped,!unmapped!and!remapped.!!Within!my!work,!I!am!inspired!by!Barad’s!concepts!of!reVturning,!cutting!togetherVapart!and!diffractive!apparatus,!and!Deleuze’s!concepts!of!affect,!and!how!everything!connects!to!everything,!and!how!these!different!connections!are!making!new!ways!inVbetween.!!With/through,!this!classroom!mapping/assemblage,!I!am!opening!my!work,!rather!than!framing!it!in.!Then,!it!is!still!opening!up!for!unmapping!and!remapping!(learning)!spaces!and!places.!!!
%
Positions%in/out%a%box%
Maybritt%Jensen%
Associate%professor%in%drama!
!
Research!on!the!aesthetic!dimension!in!children’s!play!culture!has!in!Scandinavia!opened!up!for!new!practices!in!aesthetic!and!performative!communication!with!children!particularly!aged!0V3!(Guss!2001,!Juncker!2006,!Jensen!2012).!Furthermore!issues!of!questioning!concepts!of!art!and!young!children!have!been!focused!in!several!performances!in!contemporary!theatre!for!children!(Hovik!2014,!Solli!2014).!Working!from!the!position!of!understanding!the!subject!as!diverse,!decentered!and!affective,!artVbased!exploration!of!body,!movements!and!materials!unfolds!a!performative!entrance!to!investigate!rhythm,!temperature,!taste,!sound,!form,!force!and!space!(Deleuze!&!Guattari,!2005).!!!
In!January!2015!I!was!invited!to!Manchester!to!do!a!workshop!with!practitioners!in!the!project!2CCurious!(2013V15)!led!by!Rachel!Holmes!and!Liz!Jones.!Silk!paper!and!cardboard!boxes!were!introduced!as!materials!in!facilitated!improvisations!and!investigations.!Rather!than!regarding!these!improvisations!as!traditional!performing!methods!(strategies!of!production),!they!can!be!understood!as!events!of!thinking/doing!unfolding!new/other!ways!of!inquiry!(Manning!2015).!!In!our!artVbased!investigations!twists!of!paper!created!unexpected!directions!of!bodies!as!well!as!laughter!as!bums!met!the!floor.!Intensities!of!moving!bodies,!boxes!and!paper!created!energies!in!which!new!positions!were!unfolded!and!questioning!the!subject/objectVrelations!and!the!affects!in!this!event!(Rossholt!2010).!
Being!a!part!of!this!artVbased!entanglement!I!experienced!that!my!words!and!movements!affecting!participants!with!energies!of!excitement,!discomfort,!provocation!and!joy!as!well!as!I!was!affected!by!their!gazes,!laughs,!moves,!silences!and!discomforts.!In!our!doing/thinking!my!strategies!were!disturbed,!transformed!and!created!over!and!over!again.!Using!Deleuze!and!Foucault!I!will!in!this!presentation!explore!my!position!as!the!facilitator!of!the!workshop!to!discuss!subjectVobject!relations!in!pedagogical!work!with!young!children.!!
!
[429]%...A%WORKING%SYMPOSIUM%AND%MATERIALITIES%IN%THE%MAKING%2...%
!Randi!Evenstad1!,!Birger!!Dahl2!,!Ferruh!Özalp1!,!Ann!Merete!Otterstad1!,!Karin!Elise!Fajersson3!%%1Oslo$and$Akrshus$Univerity$College$of$Applied$Sciences,$Oslo,$Norway!2Enerhaugen$Arkitekstkontor,$Oslo,$Norway!3Oslo$and$Akershus$Univerity$College$of$Applied$Sciences,$Oslo,$Norway!!Research%topic/Aim:%In!this!collective!symposium,!we!are!experimenting!with!‘new!material!conditions’!for!early!childhood!educators’!practices!and!research.!We,!as!presenters,!are!at!our!university!collectively!entangled!in!a!research!group,!EMBLA.!Past|present|future!in!academia,!demands!a!disciplined!and!disciplining!workforce!creating!refereed!publications,!conducting!research,!applying!for!research!grants!and!doing!research!in!line!with!“what!counts!as!valid!knowledge”!(Osgood!&!Guigni/Scarlet,!2015).!As!such,!we!are!constantly!searching!for!new!ways!of!performing!research!as!doings.!In!our!doings,!we!think!with!Karen!Barad,!Bruno!Latour,!Michel!Foucault,!Sara!Ahmed!and!Gilles!Deleuze,!among!others.!Barad!do!for!example!offer!(2003,!p.!803)!‘an$elaboration$of$performativity—a$materialist,$naturalist,$and$posthumanist$elaboration—that$
allows$matter$its$due$as$an$active$participant$in$the$world’s$becoming,$in$its$ongoing$“intraC
activity…”…and$it$is$vitally$important$that$we$understand$how$matter$matters.’!The!different!philosophies!inspires!us!as!researchers!to!experiment!with!spaces!and!place!where!architecture,!classrooms,!mentoring,!texts,!materialities/!objects/!technologies,!photos,!and!“learning”!V!methodologically!are!takenVtogetherVapart!in!different!ways.!!By!elaborating!on/with!our!empirical!materials!we!(re)turn,!zoom!in/out,!within/against!spacetimematterings!(Barad,!2007)!to!reconceptualise!and!perform!with!what!might!matter!in!‘a!research!symposium!in!the!making’.!
!
Materiality!and!mentoring!in!the!making!
Randi%Evenstad%&%Birger%Dahl%
Associate!professor!in!early!childhood!pedagogy!&!architect!at!Enerhaugen!Arkitektkontor%AS.!
Investigating$interdisciplinary$mentoring$linking$new$architecture$and$early$childhood$pedagogy$in$
Norwegian$kindergartens.$
More!often!mentoring!in!the!pedagogical!field!relates!to!words!as!tools!for!reflection.!In!this!interdisciplinary!project,!we!also!use!materials!in!our!mentoring!to!help!the!pedagogical!leaders!analyze!the!planned!new!buildings!and!figure!out!how!to!work!pedagogically!in!changed!physical!environments.!Hence,!the!mentoring!was!conducted!as!a!collaboration!between!an!architect!with!long!experience!of!kindergarten!projects!and!a!lecturer!in!pedagogy!and!researcher!in!early!childhood!education.!!The!mentoring!was!requested!by!the!leader!of!a!kindergarten!district!in!Oslo!in!January!2015!and!extended!in!January!2016!for!a!second!kindergarten.!The!district!leader!realized!it!was!necessary!to!support!the!head!of!the!kindergarten!and!the!pedagogical!leaders!in!making!plans!for!how!to!organize,!furnish!and!work!in!the!uncompleted!building.!The!new!kindergartens!were!designed!with!a!different!building!typology,!with!a!more!open!and!flexible!floor!plan!and!more!common!space,!than!within!the!traditional!Norwegian!kindergarten.!The!project!has!developed!strategies!and!tools!that!may!create!new!thinking!and!practices!among!the!pedagogues!concerning!
possibilities!and!limitations!of!their!kindergarten!building.!These!insights!can!be!a!basis!for!developing!their!pedagogic!work!and!daily!life!in!the!actual!physical!frame.!Beyond!this!local!investigation,!our!experiences!may!provide!strategies!and!tools!to!improve!the!pedagogical!use!of!other!kindergarten!buildings.!Theoretically,!this!project!draws!upon!philosophy!about!pedagogical!mentoring,!architecture!and!postVhuman!theories!about!how!matter!matters!in!constructing!knowledge.!During!the!presentation!we!will!reveal!the!tools!and!methods!we!used!and!reflect!on!some!dilemmas!as!researchers!and!mentors.!The!mentoring!process!is!documented!by!diaries,!photos,!video!and!interviews.!
!
Becoming!affective!data!in!the!making!….!
Ferruh%Özalp%&%Ann%Merete%Otterstad%
Assistant%professor%in%early%childhood%pedagogy%&%docent%in%early%childhood%pedagogy%%
By!revisiting!to!researchVdata!conducted!and!constructed!ten!years!back!in!time,!this!presentation!will!offer!a!reconfiguration!of!‘a!voice!of!an!ethnic!minority!woman’.!Building!on!new!materialist!theories,!a!decentring!of!the!subject!is!necessary.!!A!research!Vassemblage!embraces!the!entanglements!of!the!researcher,!materials,!affect,!bodies,!‘voice’,!skin,!intensities!and!forces.!We!ask!how!affective!theories!might!open!for!other!ways!of!becoming!in!line!with!what!Gilles!Deleuze!says:!“the!task!of!philosophy!in!our!times!is!not!to!know!who!we!are,!but!rather!what,!at!last,!we!are!in!the!process!of!becoming”!(Braidotti,!2010,!p.!5V6).!Twisting!and!cuttingVtogether–apart!affectiveVdataVextract!from!coVoperative!conversations!we!suggest!that!affective!passages!opens!for!bodily!memories,!forces,!association!and!movements!beyond!language!and!meaningVmaking.!By!animating!qualitative!data!alive,!we!try!to!go!beyond!what!is!said,!interpreted!and!reducing!data!extract!to!categories!and!themes.!!In!togetherness!we!rupture!and!lookout!for!the!complexities!of!‘voice!–!voicing’!to!become!something!else!than!representing!‘a!specific!subject’!(Mazzei,!2016).!!
!
Exploring!diffractive!readings!of!human!bodies!in!water.!!
Karin%Fajersson%
Assistant%professor%in%early%childhood%pedagogy%
Inspired!of!posthumanist!approaches!(Barad)!and!the!concept!‘fold’!(Deleuze),!I!ask!how!photographies!as!data!materials!might!open!up!for!diffractions!rather!than!reflections,!thinking!the!natural!and!the!cultural!together/apart.!Documenting!child/ren/childhood!through!photography!might!still!uphold!images!of!human!faces!and!bodies,!often!portrayed!smiling!and!looking!into!the!camera’s!framing.!Such!simple!and!habitual!practices!create!child/ren/hood!as!something!easy!to!catch;!present,!stable,!authentic,!naturalized!and!romantic,!which!can!indicate!that!it!is!possible!to!identifying!a!humanistic!individual!subject.!By!experimenting!with!photographing!through!water!this!might!disturb!our/hers/yours!habitual!view!of!the!human!body.!The!entanglement!with!water!might!open!for!aspect!of!deforming,!change,!movements,!and!becomings.!Inspired!and!thinking!with!Karen!Barads!diffraction!patterns,!I!wonder!how!her!ideas!of!“the!indefinite!nature!of!boundaries,!displaying!shadows!in!‘light’!regions!and!bright!spots!in!‘dark’!regions….!and!the!relationship!of!the!cultural!and!the!natural!is!a!relation!of!exteriority!within”!(2007:!135).!!I!am!interested!in!the!possibilities!of!exploring!a!becoming!subject!–!entangled!in!an!assemblage!of!more!than!one.!!
[437]%DEMOCRATIC%FOSTERING%FOR%CHILDREN´S%INFLUENCE%IN%PRESCHOOL?%
!Carina!Hjelmér1!%%1Umeå$University,$Umeå,$Sweden!!Research%topic/Aim:%This!paper!focuses!‘the!lived!democracy’!in!preschool,!with!a!special!interest!for!children´s!influence.!It!covers!the!processes!when!teachers!invite!children!to!influence,!as!well!as!in!the!children’s!own!attempts!to!influence!in!preschool!(how!and!about!what,!and!the!responses!of!the!teachers).!
Theoretical%frameworks:!The!analysis!in!this!paper!is!based!on!Basil!Bernstein’s!(2000)!theories!regarding!power,!control!and!pedagogic!codes,!in!combination!with!pertinent!feminist!perspectives!on!democratic!education!(principally!those!of!Arnot!&!Dillabough!(2000),!Arnot!&!Reay!(2007)!and!Gordon!(2006)).!
Methodology/research%design:%An!ethnographic!field!study!has!been!carried!out!during!2015V16,!with!participant!observations!in!three!preschool!groups!during!two!months!each,!eight!group!interviews!with!teacher!teams,!and!eleven!interviews!with!children!in!small!groups.!The!preschools!were!selected!to!cover!a!diversity!of!local!contexts!in!terms!of!ethnicity!and!socioVeconomic!circumstances,!from!rural!areas,!and!from!districts!in!big!cities!(with!a!large!number!of!immigrants,!and!with!a!majority!of!“middleV/upper!class”).!
Expected%conclusions/Findings:!In!the!analyses!it!is!central!to!consider!both!different!groups!of!children´s!attempts!to!influence,!and!the!teacher’s!invitations!in!the!pedagogic!practices.!The!preliminary!result!focuses,!for!example,!if!the!processes!of!influence!are!individually!or!collectively!oriented,!the!teachers´!attitudes!to,!and!their!expectations!on,!children’s´!possibilities!to!act,!and!what!seem!to!be!a!legitimate!way!to!exercise!influence!if!wanting!to!reach!the!teachers!ears.!
Relevance%for%Nordic%Educational%Research:!In!Sweden,!as!well!as!in!other!Nordic!countries,!preschool!is!the!first!important!step!for!many!children!in!their!training!to!be!a!democratic!citizen.!The!goals!in!the!Swedish!curricula!are!ambitious;!girls!and!boys!from!different!backgrounds!shall,!for!example,!have!the!same!possibilities!to!exercise!influence!and!to!learn!about,!and!“to!live”,!democracy!in!preschool!(Skolverket,!2016).!How!this!should!be!carried!out!in!the!daily!activities!is!left!to!the!pedagogues!to!decide.!The!democratic!commission!in!the!curricula!is!sometimes!contradictory!(e.g.!solidarity!with!others!and!individual!freedom!of!choice),!and!research!from!Nordic!countries!reports!that!teachers!understand!this!commission!in!different!ways,!and!often!see!it!as!difficult!to!implement!(Jansen,!Johansson!&!Eriksen!Ødegaard!2011).!
References%
Arnot,!M!&!Dillabough,!JVA!(2000).!Challenging$democracy:$International$perspectives$on$gender,$
education$and$citizenship.$London:!RoutledgeFalmer.!
Arnot,!M!&!Reay,!D!(2007).!A!sociology!of!pedagogic!voice:!Power,!inequality!and!pupil!consultation.!Discourse:$Studies$in$the$Cultural$Politics$of$Education$28(3),!311V325.!
Bernstein,!B!(2000).!Pedagogy,$symbolic$control$and$identity:$Theory,$research,$critique$(reviderad!upplaga)!Lanham,!Maryland:!Rowman!&!Littlefield.!
Gordon,!T!(2006).!Girls!in!education:!Citizenship,!gender!and!emotions.!Gender$and$Education$18(1),!1V15.!
Jansen,!K!E,! Johansson,!E!&!Eriksen!Ødegaard! (2011).!På! jakt!etter!demokratibegrep! i!barnehagen.!Nordisk$barnehageforskning,$4(2),!61V64.!
Skolverket!(2016).!Curriculum$for$the$preschool$Lpfö$98.$Revised$2016.![Läroplan!för!förskolan!Lpfö!98.!Reviderad!2016].$Stockholm:!Skolverket.
[440]%COMMUNICATIVE%STRATEGIES%USED%BY%TEACHERS%IN%PRE`SCHOOL%DURING%ACTIVITIES%IN%ART%AND%AESTHETICS%
!Eva!AhlskogVBjörkman1!,!AnnVChristin!Furu1!%%1Åbo$Akademi$University,$Faculty$of$Education$and$Welfare$Studies,$Vasa,$Finland!!%
Research%topic/Aim:!The!communicative!atmosphere!in!the!classroom!has!been!proven!one!of!the!most!important!factors!affecting!children´s!over!all!development!and!learning.!However,!knowledge!about!the!specific!characteristics!of!these!interactions!is!scarce.!This!paper!focuses!on!communicative!strategies!used!by!teachers!in!preVschool!during!activities!in!art!and!aesthetics.!!
Theoretical!frameworks:!The!study!is!based!on!life!world!phenomenology!and!hermeneutics,!and!a!narrative!approach!is!adopted!in!analysis!and!interpretation.!It!is!also!influenced!by!a!relational!perspective!on!esthetical!learning!processes.!
Methodology/research%design:!The!empirical!data!consists!of!episodes!from!ten!video!recorded!sessions!in!preVschools!in!Ostrobothnia!in!Finland.!Special!attention!is!directed!towards!episodes!where!genuine!encounters!between!teachers!and!children!appear!and!where!the!communicative!interaction!around!the!created!artefacts!contributes!to!children’s!meaningVmaking!through!storytelling.!!
Expected%conclusions/Findings:!The!results!show!that!the!teachers!use!strategies!in!order!to!create!trustful!educational!relationships,!and!in!order!to!stimulate!meaningVmaking.!The!study!gives!descriptive!knowledge!on!how!the!dialogue!between!pedagogue!and!children!is!structured.!Furthermore,!it!reveals!how!the!pedagogue!can!intentionally!use!the!dialogue!to!support!children´s!meaning!making!and!learning.!It!can!also!increase!our!understanding!of!relevant!research!methods!for!this!phenomenon.!
Relevance%for%Nordic%Educational%Research:!In!Nordic!and!international!early!childhood!literature!reflective!dialogue!is!often!referred!to!but!it!is!seldom!described!explicitly.!Research!in!this!field!is!therefore!important.!
!
!
[456]%RECYCLING%PIAGET:%POSTHUMANISM%AND%A%CHILDREN’S%STANDPOINT%
!
Teresa!Aslanian1!%1Oslo$&$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway!
Research%topic/Aim:%Children!have!only!recently!been!granted!attention!as!a!group!of!competent!subjects,!whose!rights!and!needs!are!attended!through!and!protected!in!society.!Just!as!feminist!studies!have!worked!to!produce!a!women’s!standpoint!as!a!way!from!which!to!fairly!“represent”!issues!of!importance!to!women,!research!within!the!relatively!new!field!of!childhood!studies!aims!at!further!developing!children’s!voices!and!standpoints.!In!this!paper!I!engage!in!a!theoretical!discussion!about!a!posthuman!perspective!as!potential!for!research!seeking!to!take!a!children’s!standpoint.!Children’s!knowledge!has!traditionally!been!understood!in!terms!of!what!it!is$not$yet,!as!preconceptions!about!the!scientific!nature!of!the!world.!As!such,!children’s!knowledge,!as!it!differs!from!adult!knowledge!is!undervalued!in!educational!research.!
Theoretical%frameworks:!Posthumanism!is!a!perspective!which!is!currently!gaining!status!as!a!valid!form!of!knowledge!within!the!field!of!ECEC.!A!posthuman!perspective!offers!a!critique!on!humanism!as!an!ontological!assumption!underlying!knowledge!production!and!education.!The!posthuman!perspective!can!be!seen!as!a!reaction!to!the!focus!on!human!individuals!as!selfVcontained!subjects,!set!apart!from!other!life!forms!and!rendering!materiality!void!of!epistemic!relevance.!Challenging!a!Cartesian!understanding!of!the!distinction!between!mind!and!body,!Karen!Barad!builds!on!physicist!Niels!Bohr’s!discoveries!within!the!field!of!quantum!physics!to!describe!the!nature!of!the!world!as!in!a!process!of!becoming!through!matter!responding!to!matter.!Barad!builds!her!theorization!of!posthumanism!on!Bohr’s!“philosophyVphysics”,!postulating!that!in!contrast!to!a!Cartesian!belief!in!the!inherent!distinction!between!subject!and!object,!and!knower!and!known,!things!do!not!have!inherently!determinate!boundaries!or!properties.!
Methodology/research%design:%Based!on!qualitative!interviews!with!children!about!the!nature!of!the!world,!psychologist!Jean!Piaget!claimed!that!the!child’s!thought!begins!with!a!lack!of!differentiation!between!living!and!other!than!human!phenomena!stating!that!until!the!child!develops!an!understanding!of!itself!as!a!subject,!the!child!perceives!the!world!as!“a!continuum!of!consciousness”.!In!order!to!consider!posthumanist!theories!as!potential!for!research!seeking!to!take!a!children’s!standpoint,!I!reVinterpret!excerpts!from!Piaget’s!early!qualitative!work!on!children’s!conception!of!the!world!through!posthuman!theory!as!potential!gateways!into!children’s!knowledge.!
Expected%conclusions/Findings:!I!suggest!that!the!posthuman!perspective!regarding!the!indistinction!between!human!and!other!than!human!phenomena!attends!to!a!children’s!standpoint.!However,!I!also!suggest!that!the!intent!and!the!effect!of!posthuman!knowledge!production!has!ethical!ramifications!which!must!be!addressed.!Posthuman!knowledge!creation!is!considered!in!relation!to!the!development!of!a!children’s!standpoint!in!ECEC!research.!
Relevance%for%Nordic%Educational%Research:!Children!are!spending!more!and!more!time!in!ECEC,!a!fact!that!demands!ethical!engagement!with!research!practices!that!inform!the!pedagogic!environments!children!inhabit.!This!paper!contributes!a!novel!perspective!!on!posthuman!theory!and!children’s!knowledge!about!the!other!than!human!world,!contributing!theoretical!debate!about!posthuman!knowledge!production!and!the!development!of!a!children’s!standpoint!in!ECEC!research.!
[463]%DIGITAL%STORYTELLING%IN%EARLY%CHILDHOOD%EDUCATION:%A%MULTIMODAL%TOOL%FOR%COMBINING%THEORY%AND%A%PERSONAL%NARRATIVE%
!Inger!Vigmostad1!,!Mari!Gillund2!,!Camilla!Aanstad2!%%1Hedmark$University$of$Applied$Sciences,$Campus$Hamar$,$Hamar,$Norway!2Hedmark$University$of$Applied$Sciences,$Hamar,$Norway!!Research%topic/Aim:%The!research%aim!is!to!investigate!the!potential!for!students’!learning,!when!the!students’!personal!dimension!of!experience!in!their!practice!is!developing!in!a!multimodal!digital!story!and!through!analyzes!examine!theory.!
Theoretical%frameworks:!In!the!early!childhood!education!program,!practice!in!kindergarten!is!focused!as!central!for!the!students’!learning!processes.!During!the!study!for!a!bachelor!degree!in!early!childhood!education,!they!have!100!days!in!practice!in!kindergartens,!and!the!relation!between!theory!and!practice!is!interesting!and!important.!The!curriculum!for!the!early!childhood!education!studies!in!Norway!points!to!an!integrated!and!holistic!profile!in!that!meaning!that!professional,!pedagogical!and!practice!related!elements!are!seen!comprehensive!in!the!education.!The!curriculum!also!emphasize!the!importance!of!students’!critical!reflection!on!their!own!practice!and!the!established!practices!in!the!kindergartens.!Many!students!report!difficulties!to!see!connections!between!theory!and!practice!(Fennefoss!&!Jansen,!2004).!Research!on!exploring!the!use!of!traditional!storytelling!and!digital!storytelling,!reports!that!this!is!a!good!strategy!to!overcome!some!of!these!challenges,!and!help!students!to!reflect!critically!and!theoretically!from!their!own!and!other!students’!experiences!from!practice!(Fennefoss!&!Jansen,!2004;!Halmrast,!Taarud,!&!Østerås,!2013;!Jamissen!&!Skou,!2010).!The!digital!story!is!a!2V3!minutes!long!digital!production,!were!the!base!of!the!production!is!the!storyteller's!voice!(Lambert,!2013).!!Hedmark!University!of!Applied!Sciences!(from!1.1!2017!Inland!Norway!University!of!Applied!Sciences)!is!experimenting!with!the!digital!storytelling!in!early!childhood!education!as!a!method!for!process!the!theory!practice!divide.!Jamissen!and!Skou!(2010)!argues!that!digital!storytelling!has!the!potential!to!promote!students'!practice!reflection!and!help!developing!a!professional!identity.!In!addition!to!the!traditional!uses!of!digital!storytelling,!the!teachers!are!developing!a!new!element!of!the!practice,!a!post!movieVsharing!circle.!In!this!circle,!the!students!and!teachers!are!exploring!the!meaning!and!the!personal!dimensions!in!the!movies,!and!are!arguing!both!from!experiences!with!their!kindergarten!practices!and!with!theory.!!!!!!!!!!!!!!!
Methodology/research%design:%This!project!is!in!process!of!development!and!implementation.!The!research!methods!being!used!to!investigate!the!students’!learning!experiences!are!structured!postproduction!interviews,!observations!during!the!post!movieVsharing!circle!and!focus!group!interviews!that!takes!part!after!the!students’!digital!project!are!completed.!
Expected%conclusions/Findings:!The!project!will!be!evaluated!against!the!criteria!in!the!announcement!of!the!funds.!We!expect!this!to!be!a!relevant!method!of!improving!the!connection!between!theory!and!practice.!
Relevance%for%Nordic%Educational%Research:!The!theme!of!the!conference!is!Learning!and!education!–!material!conditions!and!consequences,!and!this!project!is!relevant!to!this!theme!with!implementing!digital!tools!as!part!of!students'!learning!tools!in!their!education.!This!is!supposed!to!be!done!in!all!subjects!in!education.!!
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[465]%CHARACTERISTICS%OF%LANGUAGE%LEARNING%ENVIRONMENTS%IN%ONE`TO`THREE%YEAR%GROUPS%IN%NORWEGIAN%KINDERGARTENS%
!Joakim!Hansen1!%%1University$of$Stavanger,$Department$of$Early$Childhood$Education,$Stavanger,$Norway!!!Research%topic/Aim:%The!topic!for!this!paper!is!language!learning!environments!in!oneVtoVthree!year!groups!in!Norwegian!kindergartens!related!to!aspects!of!ECEC!quality.!There!is!an!agreement!that!highVquality!childcare!has!a!positive!effect!on!children’s!language!development,!and!in!relation!to!children!under!the!age!of!three!quality!are!associated!with!warm,!responsive!and!supportive!caregivers.!The!aim!is!to!study!specific!features!of!educational!language!practices!in!kindergartens!with!high!quality!scores!on!areas!related!to!communication!and!language!in!the!Infant/!Toddler!Environmental!Rating!Scale!(ITERSVR).!This!will!contribute!with!a!more!fineVgrinned!perspective!on!educational!practices!in!highVquality!settings.!The!research!question!is:!How$do$preschool$teachers$support$children’s$language$acquisition$in$kindergartens$with$high$quality$score$on$ITERSCR?$The!focus!in!this!paper!will!be!on!adultVchild!interactions!during!everyday!activities!such!as!free!play,!mealtime!and!circle!time.!This!study!constitutes!a!part!of!my!doctoral!thesis,!and!is!a!part!of!the!longitudinal!national!research!project!on!quality!Better!Provision!for!Norway’s!Children!in!Early!Childhood!Education!and!Care!(www.goban.no).!
Theoretical%frameworks:!A!socioVcultural!theoretical!framework!are!chosen!to!highlight!the!importance!of!the!social!context!and!guidance!from!adults!in!supporting!children's!development.!The!use!of!language!in!a!meaningful!way!in!relevant!contexts!are!understood!as!significant!to!support!language!development.!
Methodology/research%design:%Methodological,!this!paper!is!based!on!videoVrecorded!observations!of!interactions!between!preschool!teachers!and!groups!of!children.!A!qualitative!approach!is!chosen!in!order!to!get!below!the!surface!of!the!general!characteristics!identified!in!the!ITERSVR.!In!describing!and!analysing!the!videoVrecorded!observations,!a!more!focused!ethnographic!approach!will!be!used.!!
Expected%conclusions/Findings:!Preliminary!findings!will!be!presented!and!discussed!in!relation!to!
relevant!research.!
Relevance%for%Nordic%Educational%Research:!The!study!aims!to!contribute!with!new!scientific!knowledge!concerning!the!language!learning!environment!in!Norwegian!kindergartens.!Results!are!considered!to!be!of!interest!for!the!kindergartens,!teacher!education!and!policymakers!both!in!the!Norwegian!and!international!contexts.!
[493]%A%NARRATIVE%UNDERSTANDING%OF%EMOTIONS%AND%CARE%IN%NORDIC%ECEC%
!Susanne!Garvis1!,!Lasse!!Lipponen2!,!Elin!Eriksen!Odegaard3!,!Jaakko!Hilppö4!,!Anttu!Rajala!5!%%1University$of$Gothenburg,$Gothenburg,$Sweden!2University$of$Helsinki,$Helsinki,$Finland!3Bergen$University$College,$Bergen,$Norway!4Northwestern$University,$Evanston,$United$States!5University$of$Helsinki,$.,$Finland!!!Paper%1:%Anttu%Rajala%&%Lasse%Lipponen,%University%of%Helsinki.!
Jaakko%Hilppö,%Northwestern%University,%Evanston%
Making%sense%of%compassion%in%everyday%and%professional%settings:%A%narrative%study%in%ECE%teacher%training!
%
Research%aim:%Discussions!on!the!role!of!emotions!in!early!childhood!education!(ECE)!are!increasing!(Madrid!et!al.,!2015),!but!research!on!such!a!fundamental!emotion!as!compassion!is!scarce.!For!Nussbaum!(2014),!compassion!is!the!basic!sentiment!of!a!democratic!community!without!which!we!lack!the!motive!to!respect!others,!protect!them!from!harm!and!respond!to!undeserved!suffering.!Increasing!social!diversity!and!unpredictability!have!lead!policy!makers!and!educationalists!to!look!for!competences,!cultural!practices,!and!politics!needed!in!contemporary!and!future!societies!V!stressing!the!importance!of!compassion!(Adamson!&!DarlingVHammond,!2015).!!
In!this!paper,!we!explore!narratives!of!compassion!collected!from!master!degree!ECE!students,!most!of!whom!have!worked!as!qualified!ECE!educators.!The!study!adresses!the!following!research!questions:!
• In!what!forms!is!compassion!displayed!across!different!settings,!including!ECE!settings?!
• How!do!people!make!sense!of!compassion!in!their!everyday!lives!and!work!as!ECE!educators?!
Theoretical%framework:%Informed!by!a!social!practice!theory!(Lilius!et!al.,!2011),!our!study!conceptualizes!compassion!as!a!multiVdimensional!process!composed!of!three!elements:!1)!noticing!another!person’s!suffering,!2)!having!empathic!concern,!and!3)!acting!to!alleviate!the!suffering.!Whereas!empathy!means!the!capacity!to!understand!what!another!person!experiences,!compassion!goes!further!in!leading!to!actions!such!as!helping,!including,!caring,!protecting!others!from!harm!and!injustice.!
Research%design:%The!data!for!this!narrative!study!is!collected!from!master!degree!ECE!students!(N=40)!in!University!of!Helsinki!through!a!web!survey!that!involves!two!openVended!questions!about!compassion!(see!also!Lilius!et!al.,!2008).!We!use!the!following!instruction:!‘‘Please!provide!a!story!of!a!time!when!you!either!(a)!experienced!compassion!in!everday!life!and!at!work,!or!(b)!witnessed!compassion!in!everyday!life!or!at!work”.!!
In!the!analysis,!we!focus!especially!on!the!following!issues:!from!what!point!of!view!is!the!story!about!compassion!told!(i.e.,!compassion!witness,!giver,!or!recipient)?;!what!are!the!events!that!trigger!
compassionate!responses?;!how!do!prospective!educators!talk!about!and!make!sense!of!compassion!in!their!everyday!lives!and!in!professional!ECE!settings?!
Expected%findings:%The!findings!unpack!compassion!as!a!practiceVrelated!phenomenom,!illuminating!the!different!forms!compassion!takes!across!different!settings!of!everyday!life.!In!particular,!we!distinguish!between!compassion!related!to!professional!role!as!an!ECE!educator!and!other!experience!of!compassion.!The!findings!also!show!the!important!role!giving,!receiving!and!witnessing!compassion!plays!in!shaping!peoples!sensemaking!about!themselves!as!persons!and!educators,!significant!others,!and!the!work!organization.!
Relevance%for%Nordic%educational%research:%While!there!is!a!growing!attention!to!the!role!of!emotions!in!ECE!in!Nordic!countries,!little!research!exists!on!compassion.!Moreover,!the!existing!research!is!often!premised!on!individualistic!assumptions!(Vadeboncoeur!&!Collie,!2013)!and!fails!to!address!how!compassion!is!constituted!in!social!practices.!Our!explorative!research!addresses!this!reseach!gap!and!guides!further!research!on!the!topic.!We!discuss!implications!for!teacher!training!and!for!the!promotion!of!cultures!of!compassion!in!ECE!settings!
Paper%2:%Elin%Eriksen%Ødegaard%
Awareness,%vulnerability%and%strength%
`Teacher%students’%sense`making%in%stories%from%practice%
%
Research%aim:!Working!with!children!and!families!often!demands!careful,!sensitive!and!creative!attention!in!chaotic!or!unpredictable!environments.!Dealing!with!everyday!communication,!effort!to!understand!situations!and!problems!require!emotional!competence!and!a!selfVreflective!ability.!There!is!a!need!to!train!and!support!students’!development!of!awareness!of!emotions!in!self!and!others!and!responsiveness!in!order!to!be!that!ideal!flexible,!imaginative!and!improvisational!ideal!of!a!professional!ECEC!teacher.!Quality!is!dependent!on!teachers’!sense!and!sensibility.!!
Research%design:%The!aim!of!the!paper!is!first!to!take!up!the!idea!of!using!narrative!and!autobiographical!telling!and!writings!in!professional!education!(Lieblich!&!Josselson,!1999).!Second,!it!is!to!show!examples!from!a!study!were!teacher!students!participated!by!sharing!their!stories!from!practice.!116!stories!written!by!students!from!their!first!year!in!teacher!training!practice!has!been!analyzed!in!a!dialogical!and!narrative!framework!(Sullivan,!2012;!Ødegaard!&!Økland,!2015).!!
Findings:%The!study!revealed!that!complex!subjectivity!processes!took!place!in!the!written!stories.!Furthermore,!the!stories!revealed!a!high!degree!of!awareness,!vulnerability!and!strength.!This!is!a!promising!revelation!since!the!ability!to!understand!children’s!and!families!emotions!is!reckoned!a!central!criterion!for!the!achievement!of!high!quality!practice.!Teacher!students!reveal,!through!this!methodology,!a!certain!strength,!through!taking!the!risk!of!telling!about!their!uncertainty!and!vulnerability.!
Relevance%for%Nordic%educational%research:%The!paper!will!conclude!by!arguing!for!developing!innovative!new!methodology!in!teacher!training!by!using!narrative!approach.!As!a!continuance!from!
this!study!the!paper!will!cast!ideas!to!a!new!project!were!the!results!and!insights!from!this!study!is!explored!in!developing!cases!for!practice!using!virtual!reality.!!
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Paper%3:%Early%childhood%curriculum%and%policy%around%compassion:%What%can%we%find?%
Susanne%Garvis%
Aim:%Compassion!is!now!emerging!as!an!important!area!for!consideration!within!early!childhood!education!and!care,!following!recent!insights!about!emotions!research!with!young!children.!Given!the!growth!in!research,!it!is!important!that!current!research!also!informs!curriculum!and!policy.!Compassion!is!also!an!important!characteristic!for!individuals!given!the!changing!nature!of!society!within!the!Nordic!countries.!!The!aim!of!this!study!is!to!explore!compassion!in!Swedish!early!childhood!curriculum!and!policy!documents!to!provide!a!snapshot!of!the!current!considerations!around!compassion.!!
Theoretical%framework:%This!research!is!grounded!within!a!culturalVhistorical!theoretical!framework!(Hedegaard,!2012).!!
Research%design:%This!study!is!a!document!analysis!of!relevant!curriculum,!policy!and!standards!in!early!childhood!settings!across!Sweden.!Curriculum!and!policy!from!teacher!education!programs!are!also!explored.!Documents!are!explored!for!information!around!themes!of!compassion!in!a!themed!analysis!approach.!
Expected%findings:%While!compassion!is!an!important!concept,!little!focus!has!been!made!around!compassion!in!curriculum!and!policy!documents!in!Swedish!early!childhood!education.!Given!the!recent!focus!on!the!importance!of!emotions!in!early!childhood!services,!it!is!important!that!attention!is!also!given!to!compassion.!!
Relevance%for%Nordic%educational%research:%This!research!will!provide!a!snapshot!of!Swedish!early!childhood!curriculum!and!policy!around!the!provision!and!description!of!compassion.!Given!the!importance!of!emotions!in!research!with!young!children,!it!is!important!that!curriculum!and!policy!are!also!informed!by!relevant!research!to!support!children!in!their!emotional!development.!!
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[495]%WHAT%IT%TAKES%TO%FARE%WELL:%MATTERS%OF%CHILDREN'S%WELL`BEING%IN%THE%CONTEXT%OF%THE%DAY%CARE%INSTITUTION%
!Kathrin!Houmøller1!,!Anja!!Marschall1!%%1Ucc,$University$College$Capital,$København$V,$Denmark!!Research%topic/Aim:%Within!recent!years,!children’s!wellVbeing!in!Danish!day!care!institutions!has!received!heightened!political!attention!and!is!increasingly!approached!as!a!phenomenon!to!be!systematically!evaluated!and!measured.!Thus,!in!the!Act!on!DayVCare!Facilities!from!2007,!children’s!“wellVfare”!was!written!forward!as!a!central!aim!alongside!children’s!development!and!learning!(Ministry!for!Children,!Education!and!Gender!Equality,!2007)!and!in!2015!a!compulsory!tool!for!assessing!and!categorizing!all!children’s!state!of!wellVbeing!was!implemented!in!all!day!care!institutions!caring!for!children!between!0V6!years!of!age!within!the!Copenhagen!area.!The!rationale!behind!the!tool!is!to!ensure!that!all!children’s!state!of!wellVbeing!is!regularly!reflected!upon!and!that!even!the!earliest!signs!of!low!wellVbeing!are!identified!and!acted!upon!in!order!to!prevent!the!onset!of!later!and!hence!more!serious!problems.!However,!what!does!it!even!mean!to!fare!well!in!the!context!of!the!day!care!institution?!What!kinds!of!logics!of!wellVbeing!are!incorporated!in!practice!and!which!signs!of!low!and!high!wellVbeing!do!pedagogues!and!parents!draw!upon!in!their!assessments?!What!kinds!of!competencies!are!required!in!order!to!fare!well!in!this!particular!setting?!These!are!the!overall!questions!that!this!paper!seeks!to!address!based!on!an!ongoing!qualitative!research!project!involving!pedagogues,!parents!and!children!aged!3V6.!!!
Theoretical%frameworks:%In!the!conceptualization!of!wellVbeing,!the!research!study!is!inspired!by!a!phenomenological!approach!(cf.!Schiermer!2013;!Jackson!1996;!Frykman!and!Gilje!2003)!and!thus!investigates!wellVbeing!as!a!situated!and!relational!phenomenon!as!opposed!to!an!individual!and!‘objective’!state;!something!that!simply!‘is’.!This!involves!a!focus!on!wellVbeing!as!it!is!shaped,!practiced,!and!recognized!in!everyday!practices,!always!already!embedded!within!wider!contexts!of!institutional!settings,!social!relationships!and!political!agendas.!
Methodology/research%design:%The!empirical!material,!on!which!this!paper!draws,!is!based!on!ongoing!ethnographic!fieldwork!from!August!2016!and!onwards!in!four!daycare!institutions!(for!children!aged!3V6),!involving!participant!observation!as!well!as!qualitative!inVdepth!interviews!with!pedagogues!and!parents.!To!gain!insights!into!children’s!experiences!and!perspectives!on!wellVbeing,!children!between!the!ages!of!3V6!are!involved!in!the!research!too!through!a!range!of!participatory!methods!such!as!drawings,!photographs,!body!mapping!and!walkVandVtalk.!Together,!the!methods!applied!in!the!research!project!allow!for!an!exploration!of!wellVbeing!not!only!from!multiple!perspectives!and!across!day!care!institution!and!home,!but!also!over!time!as!children’s!state!of!wellVbeing!is!assessed!and!acted!upon.!
Expected%conclusions/Findings:%The!research!study!is!expected!to!generate!empirically!sensitive!and!nuanced!accounts!of!how!children’s!wellVbeing!is!understood!and!practiced!in!the!context!of!the!day!care!institution!and,!importantly,!with!what!implications.!The!paper!will!focus!on!preliminary!findings!from!the!first!wave!of!fieldwork!and!interviews.!!!!!
Relevance%for%Nordic%Educational%Research:!The!paper!will!contribute!to!the!discussion!of!the!use!of!research!to!enhance!early!childhood!education.!
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[538]%CONCEPT%VS.%CONTEXT%`%RECONCEPTUALISING%PROFESSIONAL%WORK%OF%DANISH%PEDAGOGUES%
!Christian!Aabro1!,!Anna!Opstrup!Larsen2!,!Ann!Sofie!Brink!Pedersen2!%%1Ucc,$Copenhagen,$Denmark!2Ucc,$Copenhagen$V,$Denmark!!!Research%topic/Aim:%This!research!project!examines!the!influence!of!standardized!concepts!in!public!Danish!dayVcare!institutions!
Theoretical%frameworks:!The!research!takes!its!departure!in!the!Michael!LipskyVinformed!idea!of!the!pedagogue!as!street!level!bureaucrat!and!policy!maker!and!thus,!puts!the!pedagogue!in!a!powerful!and!influential!position!externally!imposed!conceptualizations!of!the!dayVcare!work.!
Methodology/research%design:%The!research!process!includes!a!series!of!dialogue!meetings!with!dayVcare!pedagogues!and!implies!the!pedagogues!individual!mind!mapping!of!their!experiences!and!views!upon!concepts!as!a!starting!point!for!an!informantVcentered!and!collective!dialogue!concerning!conceptualization!of!their!daily!work.!The!dialogue!meetings!are!video!recorded,!transcribed!and!structured!via!inductive!construction!of!patterns!and!types!regarding!the!pedagogue’s!experiences!and!views!upon!conceptualization!of!dayVcare!pedagogy.!
Expected%conclusions/Findings:!So!far,!the!research!point!to!that!the!conceptualization!of!dayVcare!work!implies!the!pedagogue’s!ambiguous!and!continual!balancing!of!their!local,!concrete!and!complex!context!and!the!specific!children!and!their!immediate!needs!on!the!one!hand,!and!externally!formulated!and!standardized!concepts!!on!the!other.!This!balancing!is,!in!general,!informed!and!structured!by!an!idea!of!“meaning:”!the!concept!is!regarded!as!meaningful!if$it!broadens,!nuances!and!informs!the!perspective!on!V!and!the!approach!towards!V!the!child,!and,!thus,!can!offer!an!immediate!basis!of!planning!of!everyday!dayVcare!activities!and!interventions.!On!the!other!hand,!the!concepts!are!regarded!as!less!meaningful,!if!they!enforces!a!more!passive!or!strict!mode!of!registration!of!the!progress!of!the!children,!that!is!not!encompassing!the!modus!of!the!institutional!culture!or!offers!flexibility!and!room!for!the!professional!discression!of!the!pedagogues.!
Relevance%for%Nordic%Educational%Research:!The!relevance!of!this!examination!of!conceptualization!of!Danish!dayVcare!institutions!transcends!the!Danish!context,!and!reflects!an!international!tendency!towards!standardization!and!conceptualization!in!the!field!of!early!childhood!education!and!dayVcare!practices.!!
[539]%CHILDREN´S%STRESS%REGULATION%IN%INTEGRATED%KINDERGARTEN%GROUPS%
!Jonna!Kesäläinen1!,!Nina!Sajaniemi2!,!Eira!Suhonen2!,!Mari!Nislin2!%%1University$of$Helsinki,$Turku,$Finland!2University$of$Helsinki,$Helsinki,$Finland!!!Research%topic/Aim:%The!purpose!of!the!research!is!to!study!how!children´s!stress!levels!are!related!to!their!special!educational!needs!(SEN)!and!temperament!in!integrated!kindergarten!groups.!!
Theoretical%frameworks:!Stress!regulation!skills!are!essential!in!today´s!world.!In!order!to!learn,!we!need!to!adjust!the!stimulus!environment!around!us.!Stress!is!not!only!a!negative!factor.!Small!amount!of!stress!is!needed!for!basic!bodily!functions!and!also!for!learning.!Stress!regulation!skills!develop!in!interaction!and!it!demands!sensitive!presence!from!adults.!Independent!stress!regulation!requires!adequate!neurobiological!maturation!from!the!frontal!lobe.!There!are!individual!differences!in!stress!sensitiveness.!Stress!sensitivity!is!regulated!by!epigenetics!and!is!influenced!by!social!environment.!We!can!measure!stress!regulation!with!the!secretion!of!cortisolVhormone!and!alphaVamylase!enzyme.!Cortisol!secretion!follows!a!typical!diurnal!pattern!with!a!peak!after!awakening!and!decreasing!towards!evening.!!!
Methodology/research%design:%This!study!involves!72!children,!from!which!29!with!SEN!and!42!without!SEN.!They!were!from!17!separate!kindergarten!groups.!According!to!previous!studies!participating!kindergartens!had!high!quality!environment.!For!measuring!stress!biomarkers,!cortisol!and!alphaVamylase!levels,!we!collected!saliva!samples!from!children.!The!saliva!sample!is!a!nonVinvasive!manner!of!study!stress!regulation.!Samples!were!collected!in!two!days,!two!times!during!the!day.!For!measuring!the!temperament!of!children!we!asked!the!parents!to!fulfil!the!temperament!questionnaire!(The!Child!Behaviour!Questionnaire).!We!analysed!the!data!with!statistical!methods.!This!study!adhered!the!statements!of!ethically!acceptable!and!reliable!research!practices.!
Expected%conclusions/Findings:!Preliminary!results!show!that!there!are!not!significant!differences!between!children!with!and!without!SEN!in!their!stress!levels.!Some!children´s!cortisol!secretion!doesn´t!follow!typical!diurnal!pattern.!Analysing!the!reason!for!that,!is!in!process.!!
Relevance%for%Nordic%Educational%Research:!This!study!entails!information!about!children´s!stress!regulation!skills!and!how!temperament!is!related.!If!we!found!practises!that!enhances!stress!regulation!skills!for!all!children!in!integrated!kindergarten!groups,!we!will!disseminate!the!knowledge.!
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[543]%DEMOCRATIC%MEALTIMES%AT%A%PRESCHOOL%IN%ICELAND%
!Gudrun!Alda!Hardardottir1!%%1Adalthing,$Kopavogur,$Iceland!!Research%topic/Aim:%!The!presentation!will!focus!on!child!directed!democratic!mealtimes!in!the!preschool!Aðalþing!in!Iceland.!Democracy!and!human!rights,!health!and!welfare!are!part!of!the!fundamental!pillars!in!the!Icelandic!curriculum!guide!for!preschools!(Ministry!of!Education,!2011).!During!mealtime!the!children!sit!together!and!food!is!served!as!a!buffet,!children!sit!and!eat!without!teachers,!they!help!themselves!as!well!as!each!other!and!there!are!no!rules!about!seating!for!ex.!Which!means!children!can!move!freely!around!during!mealtime.!A!pictureVbased!system!where!children!show!how!much!they!eat!was!introduced,!among!other!to!meet!parents!concerns!about!information.!
It!is!clear!that!we!all!need!nutritious!food!to!have!energy!to!learn.!We!also!know!that!children!think!it!is!important!that!the!food!tastes!good!(EPPIVCentre,!2003;!Björgen,!2009).!!It!has!been!showed!that!child!generally!eats!appropriately!amount!of!food!if!it!gets!the!opportunity!to!be!responsible!to!how!much!it!eats!each!time!(Livsmedelsverket.se).!
Theoretical%frameworks:!The!theoretical!framework!is!based!on!my!doctoral!thesis!where!I!established!that!children’s!opportunities!of!learning!depend!largely!on!the!teachers’!views,!i.e.!the!teachers’!views!govern!their!behaviour!which!in!turn!impact!the!children’s!selfVimage!and!their!ability!to!actively!participate!in!their!own!learning!and!develop!stronger!beliefs!concerning!their!own!capabilities,!which!is!an!integral!aspect!of!success!and!which!generally!facilitates!the!children’s!capabilities.!(Harðardóttir,!2013;!2014).!Democracy!at!mealtime!is!no!less!important!than!at!other!times!of!school!activities.!!
Traditional!mealtimes!in!preschool!emphasize!more!to!create!quiet!time!and!to!provide!education!to!children!(Nyberg!and!Grind!Land,!2008)!than!to!the!empowerment!of!children.!Björgen,!(2009)!asked!children!to!describe!a!good!mealtime.!A!good!meal!in!the!opinion!of!the!children!was!to!eat!with!friends!that!they!choose!themselves!that!they!get!plenty!of!time!to!eat!and!chat.!The!researchers!agree!that!one!of!the!cores!to!promote!empowerment!lies!in!the!attitude!to!look!at!individual’s!capabilities;!to!focus!on!their!strengths!instead!of!their!weaknesses.!(Adams,!2008;!Tengqvist,!2007).!!
Methodology/research%design:%Qualitative!methods!were!used!in!the!study;!the!research!data!was!mostly!collected!during!and!after!mealtimes.!Collecting!data!was!in!the!form!of!videos,!photographs,!focus!group!of!children,!the!opinion!of!the!parents!and!teacher’s!discussion.!
Expected%conclusions/Findings:!!The!results!show!the!multidimensional!significance!of!democratic!mealtimes!in!the!preschool.!Children!themselves!appreciate!most!the!freedom!to!choose!for!themselves!where!they!sit!at!mealtimes.!The!results!show!that!the!democratic!mealtime!empower!children,!they!become!better!aware!for!how!much!they!need!to!eat,!peers!motivation!increases,!conversational!freedom!of!the!children!increases.!
Relevance%for%Nordic%Educational%Research:!!Traditional!mealtimes!in!preschool!in!the!Nordic!countries!emphasize!more!to!create!quiet!time!and!to!provide!education!to!children!(Nyberg!and!Grind!Land,!2008)!than!to!the!empowerment!of!children.!
%[620]%PRACTICE%WHAT%YOU%PREACH:%THE%INTERACTIVE%WHITEBOARD%IN%PRESCHOOL%MATHEMATICS%EDUCATION%
!Maryam!Bourbour1!%%1Akademin$Utbildning,$Hälsa$Och$Lärande$Högskolan$Dalarna,$Falun,$Sweden!!!Research%topic/Aim:%Practise!what!you!preach:!The!interactive!whiteboard!in!preschool!mathematics!education!
Theoretical%frameworks:%In!this!study!we!took!a!socioVcultural!perspective!to!discuss!the!ways!that!preschool!teachers!embed!digital!technologies!e.g.!IWB!to!enhance!children’s!mathematical!learning.!
Methodology/research%design:%Interviews!and!video!observations!were!carried!out!in!order!to!explore!how!teachers!understand!and!employ!IWB!in!their!pedagogical!practices.!
Expected%conclusions/Findings:%The!findings!suggest!having!a!positive!attitude!to!ICT!may!not!granite!the!ICT!use!in!pedagogical!practices,!but!preschool!teachers’!pedagogical!approach!can!signify!the!ways!they!use!ICT!in!their!activities.!Moreover,!the!study!argues!that!teachers’!pedagogical!knowledge!should!be!enhanced!in!conjunction!with!their!technological!knowledge.!that!using!technological!artefacts!such!as!IWB!is!less!likely!to!enrich!the!learning!environment!and!lead!to!pedagogical!change.!
Relevance%for%Nordic%Educational%Research:!The!study!is!designed!and!conducted!in!the!Swedish!preschools!and!the!findings!can!be!extended!to!the!Nordic!countries!preschool.!!
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[639]%SUSTAINABILITY%IN%PRESCHOOL%CHILDREN´S%BOOKS%%
!Kristín!Dýrfjörð1!%%1Unicersity$of$Akureyri,$Akureyri,$Iceland!!Research%topic/Aim:%”!The!aim!of!this!paper!is!to!analyse!how!teacherVstudents!chose!children’s!book!to!introduce!concepts!related!to!sustainability!to!preschool!children!and!how!they!relate!the!chosen!books!to!the!subject.!As!assignment!in!a!course!about!sustainability!in!schools,!students!worked!in!pairs!to!analyse!3V5!children’s!books!using!a!grid!(designed!by!me)!based!on!UN!developmental!goals!as!a!criteria.!The!students!analyses!the!content!of!chosen!books,!describe!why!they!chose!each!book,!ethical!and!controversial!issues!have!to!be!addressed!as!well!as!stereotypes!that!appears!and!how!they!connect!the!book!with!the!UN!goals.!As!part!of!the!project!they!have!to!put!forwards!philosophical!questions!and!point!toward!methods!they!want!to!use!with!children!to!explore!the!book.!I!want!to!point!out!that!in!Iceland!sustainability!is!one!of!the!fundamental!pillars!of!the!national!curriculum!for!all!school!levels.”!
Theoretical%frameworks:!”!Bruner!(2004)!writes!about!life!as!a!narrative,!he!explores!how!culture!shapes!our!own!understanding!of!ourselves!and!how!we!become!the!narrative.!Vasque!(2014)!describe!how!all!texts!in!children´s!environment!are!critical!sources!and!must!be!understood!and!used!as!such.!Children´s!books!are!big!part!of!most!early!childhood!classrooms!as!well!as!the!pedagogy.!How!they!are!used!is!another!matter!and!in!study!carried!out!in!Iceland!for!example!the!tendency!is!to!pick!up!the!“next”!book!on!the!shelf!without!critically!reading!beforehand!but!at!the!same!time!reading!and!storytelling!is!part!of!the!narrative!of!the!life!in!the!preschool!(Marteinsdóttir!2015),!it!is!the!story!the!preschool!teachers!tell!about!themselves!and!believe!and!is!manifested!in!for!example!the!National!curriculum!for!preschools!in!Iceland.!McNaugthon!makes!the!case!that!all!curriculum!materials!can!be!used!to!deconstruct!and!understood!from!different!aspects,!sustainability!is!one!of!those!aspects.”!
Methodology/research%design:%”!The!data!(student’s!assignments)!is!still!being!collected.!Part!of!the!analyses!will!be!to!identify!which!UN!developmental!goals!are!most!chosen!and!why,!what!in!the!chosen!book!resonated!with!the!students!and!what!kind!of!question!and!controversial!issues!they!address.!As!part!of!my!analytical!tool!I!look!toward!the!Nordic!genus!project!on!children’s!literature!(http://genustest.no/).”!
Expected%“As!expected!conclusion!(not!having!the!data!at!this!time,!it!is!coming!in)!I!presume!by!the!interest!the!student!have!shown!during!the!course!that!the!main!subjects!will!relate!to!goals!concerning!equality!and!nature!in!some!way.!“!!
Conclusions/Findings:!”!It!is!to!soon!to!draw!any!conclusions,!but!will!be!ready!in!MArch“!
Relevance%for%Nordic%Educational%Research:!”!Subjects!related!to!sustainability!have!been!on!the!Nordic!agenda!in!one!way!or!another!for!decades,!though!not!much!researched!until!recently!(ÄrlemalmVHagsér!og!Engdahl,!2015).”!
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[661]%THE%PARLANCE%OF%PROFESSIONALISM%IN%FAMILY%CHILD%CARE:%WHAT%DOES%IT%MEAN%TO%BE%A%PROFESSIONAL%IN%WISCONSIN%AND%DENMARK?%
!Kate!MacCrimmon1!%%1University$of$WisconsinCMadison,$University$of$Aarhus,$København$V,$Denmark!!Research%topic/Aim:%Scholars,!experts,!and!stakeholders!from!around!the!world!purport!to!know!what!makes!a!family!child!care!provider!professional,!yet!no!consensus!exists!on!what!it!means!to!be!a!professional!family!child!care!provider.!!In!Wisconsin,!many!of!these!sources!contradict!each!other.!!Quality!rating!and!improvement!systems!versus!relational!models!are!particularly!contested.!!Providers!who!attempt!to!meet!all!the!standards!required!of!them!become!too!absorbed!and!distracted!to!nurture!authentic!connections!among!children!and!families,!and!feelings!of!ambivalence!lead!to!disillusionment!and!burnout.!In!Denmark,!family!child!care!providers!are!a!part!of!a!long!standing!and!unique!organizational!structure!that!is!publically!subsidized!and!supported,!with!each!municipality!responsible!for!implementing!child!care!for!its!own!population.!However,!the!future!of!family!child!care!has!become!less!certain!due!to!recent!political!reform!movements.!!
Theoretical%frameworks:!By!recounting!anecdotes!in!each!of!these!settings,!I!work!to!uncover!a!more!meaningful!approach!to!professionalism!by!using!a!Deep!Education!conceptual!framework!underpinned!by!a!transdisciplinary!philosophy.!!!
Methodology/research%design:%With!the!voices!of!family!child!care!providers!noticeably!absent!from!scholarly!discussions!on!this!topic,!I!turn!to!my!experience!as!a!provider!to!critically!reflect:!!What!does!it!mean!to!be!a!professional!family!child!care!provider!in!Wisconsin!and!in!Denmark?!!From!a!poststructural!perspective,!I!employ!authoethnography!to!reflect!upon!the!roles!I!performed!in!Wisconsin!and!as!a!participant!observer!in!a!family!child!care!home!in!Denmark.!!!
Expected%conclusions/Findings:!My!main!finding!from!Wisconsin!was!that!by!attempting!to!meet!state!requirements!and!my!own!ethics!of!care,!I!was!unable!to!sustain!high!quality!child!care.!!Additionally,!I!discovered!the!need!for!professional!criteria!that!includes!emotion,!complexity!and!relationships,!and!that!a!separate!but!equal!professional!identity!and!pedagogy!is!critical!for!the!future!of!family!child!care.!In!my!ongoing!research!in!a!Danish!family!child!care!setting,!I!expect!that!I!will!find!many!differences!to!my!experience!in!Wisconsin,!but!that!the!social!context!will!also!reveal!some!similarities.!I!will!investigate!and!compare!the!policies,!organization,!theories,!and!practices!in!both!settings!in!this!ongoing!study!in!order!to!find!more!meaningful!approaches!to!professionalism!in!family!child!care.!
Relevance%for%Nordic%Educational%Research:!The!importance!of!this!research!for!Nordic!countries!is!to!become!better!informed!about!an!area!that!is!often!overlooked!by!scholars!and!other!stakeholders.!In!addition,!the!perspective!of!a!former!professional!family!child!care!provider!from!outside!of!Denmark!may!provide!opportunities!to!see!family!child!care!in!a!different!or!new!light.!
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[662]%DOING%MAPPING%
!Tove!Lafton1!,!Anna!Moxnes2!,!Ingeborg!Holten1!,!Nina!Odegard1!%%1Oslo$and$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway!2Høgskolen$I$Sørøstnorge,$Notodden,$Norway!!Research%topic/Aim:%Material!conditions!and!matter!are!informing!the!field!of!education,!implying!changes!in!methodology!as!well!as!in!theoryVpractice.!This!symposium!addresses!methodological!issues,!by!exploring!mapping!as!a!way!of!making!sense!of!data!in!research.!!
Theoretical%frameworks:!Inspired!by!Deleuze!&!Guttari!(1987,!pp12V13)!we!consider!mapping!a!cartography!enabling!a!performance!of!data,!openVended!and!connectable!in!several!dimensions.!When!drawing!maps,!“the!researcher!works!at!the!surface,!creating!possible!realities!by!producing!new!articulations!of!disparate!phenomena!and!connecting!the!exteriority!of!objects!to!whatever!forces!or!directions!seem!potentially!related!to!them”!(Martin!&!Kamberelis,!2013,!p.!671).!In!our!symposium!this!become!visible!through!mapping!a!variety!of!microVmoments,!like!in!encounters!!inVbetween!recycled!material!and!children,!in!readings!of!a!white!paper,!in!videoVclip!from!student!teachers!group!work!and!in!narratives!from!students!in!early!childhood!teacher!education.!!
Methodology/research%design:%In!various!ways!the!presenters!investigate!how!doings!of!mapping!reveals!unexpected!and!different!understandings!of!the!phenomena!they!investigate.!“What!distinguishes!the!map!from!the!tracing!is!that!it!is!entirely!oriented!toward!an!experimentation!in!contact!with!the!real.!The!map!does!not!reproduce!an!unconscious!in!upon!itself;!it!constructs!the!unconscious.”!(Deleuze&Guattari,!1978,!p.!13)!!
Expected%conclusions/Findings:!In!other!words,!mapping!problematizes!the!concept!of!data!as!well!as!the!concept!of!reality.!Neither!data!nor!reality!is!there!for!us!as!researchers!to!be!“found”.!When!connecting!to!multiple!entryways!the!map!are!always!and!in!constant!modification.!!
Relevance%for%Nordic%Educational%Research:%Thinking!in!and!with!the!data,!opens!up!to!think!differently!about!both!undertaking!research!methodology!and!what!knowledge!may!be.!The!presentation!offers!expansive!understanding!on!how!different!and!productive!perspectives!concerning!kindergartens!that!may!fall!outside!more!traditional!entries!to!research!because!they!are!hard!to!grasp!in!a!straightforward!approach.!
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Making%a%bricolage;%an%immanent%process%of%experimentation!
Nina%Odegard,%Oslo%and%Akershus%University%College%of%Applied%Sciences!
Research%topic/Aim:%The!project!“Aesthetic!exploration!of!recycled!materials!–!in!light!of!materiality”!is!not!fixed!in!a!scientist!tradition!or!following!a!linear!research!design.!Here!I!relate!to!Kaufmann!(2011,!p.!150)!who!underlines!that!the!method!of!analysis!will!not!follow!a!logical!search!for!meaning,!but!rather!make!use!of!"...!creative!play,!imaginatively!weaving!and!juxtaposition!fragments!of!the!aboveVmentioned!empirical!material!".!This!paper,!based!on!this!ongoing!study,!will!explore!bricolage!as!methodology.!
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Theoretical%frameworks:!I!draw!upon!posthumanism!and!new!materialism!theories!(Braidotti,!2013,!Barad,!2007,!2008,!Hultman,!2011,!Lenz!Taguchi!&!Hultman,!2010)!The!research!framework!is!also!based!in!immanent!ethics.!Deleuze!(2001)!suggests!an!immanent!process!of!experimentation,!an!openVended!process!that!only!ever!constitutes!itself!parallel!to!what!it!experiences.!Instead!of!searching!for!connections!of!recognition,!I!open!up!to!all!the!different!material!relationships!which!involves!and!develops!the!project!(de!Freitas!&!Palmer,!2015).!It!gives!me!an!opportunity!to!be!a!part!of!a!nonVlinear!process,!where!research!is!rhizomatic,!where!research!is!becomingVresearch,!a!process!rather!than!product!(Honan!&!Bright,!2016).!All!that!we!are!and!all!that!we!become!is!actualized!with!everything!that!surrounds!us!V!!including!time,!space,!climate!and!materials.!Caught!within!a!rhizome!that!mutually!works!in!and!on!each!active!agent!where!all!are!intraVrelated!in!a!choreography!of!pedagogical!processes!(Hultman,!2011;!Sandvik,!2010).!
Methodology/research%design:%I!will!work!as!a!bricoleur!by!using!empirical!matter!from!actual!events!that!has!been!undertaken!in!a!Remida,!a!creative!recycling!center.!I!collect!different!objects,!which!in!this!context!is!data!from!the!fieldwork,!like!videos!and!photos,!fieldwork!notes!and!after!talks,!and!spontaneous!writing,!to!make!an!installation!or!construction!(Kaufmann,!2011).!Through!mapping,!I!will!connect!the!exteriority!of!objects!to!whatever!forces!and!directions!seem!potentially!related!to!them.!Since!the!map!is!open!and!connectable!in!all!of!its!dimensions,!it!will!have!multiple!entryways!(Deleuze!&!Guattari,!1987,!p!12V13,!Martin!&!Kemberelis,!2013,!p.!670V671).!
Expected%conclusions/Findings:!Through!open!up!to!what!data!can!be,!time!unfolds.!As!a!bricoleur,!staying!with!the!data,!you!are!focusing!more!on!the!processes,!rather!than!outcomes.!This!resonates!with!me.!In!my!empirical!matter!humans,!nonVhumans!and!objects!makes!themselves!visible,!sensible!and!audible!through!strong!materiality,!and!emerges!from!the!material!itself.!Even!words,!concepts,!ideas!and!objects!entangles.!
Relevance%for%Nordic%Educational%Research:%By!bricolaging!data,!in!a!nonVhierarchical!way,!multiple!ways!to!read!appears.!Thinking!in!and!with!the!data,!in!a!bricolage,!opens!up!to!think!differently!about!both!undertaking!research!methodology!and!what!knowledge!may!be.!In!the!concept,!and!practice!of!bricolaging!“research!stories!are!layered!in!and!no!authorial!voice!predominates”!(Handforth!&!Taylor,!2016,!p.!3).!It!resonates!with!me!through!recognizing!the!immanent!ethics.!The!paper!will!argue!that!this!something!new!is!knowledge,!but!it!is!knowledge!that!emerges!from!processes!rather!than!from!predetermined!ideas.!
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Mapping%affect%in%group%work%`%A%study%of%material%matters%and%diffraction%when%early%childhood%student%teachers%are%doing%group%work%
Anna%R.%Moxnes,%University%college%of%Southeast%Norway%%
Research%topic/Aim:%The!research!topic!has!aims!to!challenge!the!prominence!of!reflexivity!as!a!strategy!for!early!childhood!teachers!to!adopt!in!Norwegian!early!childhood!teacher!education.!And,!to!reach!more!expansive!understandings!of!the!ways!in!which!student!teachers!work!through!their!preVprofessional!encounters!and!sense!of!becoming!teachers.!
Theoretical%frameworks:!By!drawing!upon!theories!inspired!of!new!materialism!and!post!humanism!(Barad,!2007,!2012,!2014;!Coleman!&!Ringrose,!2013;!Hultman!&!Lenz!Taguchi,!2010;!Lenz!Taguchi,!2010;!Lenz!Taguchi!&!Palmer,!2013;!Osgood,!Scarlet,!&!Giugni,!2015),!this!paper!also!investigates!affect!and!material!conditions!for!education.!Inspired!by!Barad!(2007)!the!paper!address!the!ways!in!which!students!in!ECTE!becomeVwith!the!group!room!architecture!and!materiality,!and!so!again!open!up!ideas!about!professionalism!in!early!childhood!education.!To!understand!mapping!based!on!Deleuze!and!Guttari!(1987)!give!this!work!potentials!to!reveal!how!‘exploring!the!transformative!of![…]!linkages!can!be!particularly!effective!for!making!the!invisible!visible!and!for!reconfiguring!local!realities’!(Martin!&!Kamberelis,!2013,!p.!675).!Mapping!draw!lines!that!connect!multiple!acts!and!artefacts,!and!connects!networks!where!formal!and!informal!learning!are!elements!alongside!materialism,!affects!and!diffractive!thoughts.!
Methodology/research%design:%The!research!design!for!this!study!is!built!on!videoVobservations!of!students!doing!groupVwork,!and!stimulated!recall!with!the!same!studentVgroups,!shortly!after!the!observation!(Bøe!&!Hognestad,!2015;!Haglund,!2003).!The!paper!highlights!different!approaches!which!interfere!on!student!teachers'!reflexivity.!By!connecting!small!narratives!from!video!cut!(agentic!cut!(Barad,!2007))!of!student!teachers!doing!group!work,!with!students!comments!on!their!group!work,!the!mapping!reveal!affects!who!interfere!with,!or!diffract,!students!learning!processes.!
Expected%conclusions/Findings:!Through!their!education!initial!kindergarten!teachers!is!given!training!in!cooperative!activities!(MER,!2012),!in!practical!training!in!kindergartens,!but!also!in!the!university!classroom,!as!group!work.!VideoVcuts!initiates!group!work!to!be!to!‘complete!the!task’,!more!than!‘discuss!and!reflect’.!It!also!initiates!that!there!is!room!to!work!with!concepts!of!diffraction,!affects!and!materiality!so!as!to!open!understandings!of!the!ways!in!which!student!teachers!prepare!for!their!future!professional!practice!through!seemingly!unremarkable!and!routine!events.!
Relevance%for%Nordic%Educational%Research:%By!challenging!the!position!of!reflection!in!teacher!education,!highlight!the!influence!of!materialism!in!university!classrooms/group!rooms,!and!focus!upon!affect,!this!presentation!offers!expansive!understanding!of!ways!in!which!student!teachers!work!through!their!preVprofessional!encounters!and!sense!of!becoming!teachers.!
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Mapping%of%a%Kindergarten%rebellion%in%Norway!
Ingeborg%C.%Sæbøe%Holten,%Oslo%and%Akershus%university%college%of%Applied%Sciences!
Research%topic/Aim:%!This!paper,!based!on!an!ongoing!study,!will!explore!how!mapping!as!methodology!allows!me!to!connect!actions!to!different!entries;!in!this!case,!the!discursive,!material!and!performative!meetings!with!a!White!Paper.!The!White!Paper!19,$Time$for$play$and$learning$C$
better$content$in$kindergarten$(MER,!2015V2016),!was!announced!by!the!Norwegian!Ministry!of!Education!and!Research!during!the!spring!of!2016.!This!leads!to!an!immediate!and!comprehensive!Kindergarten$rebellion!in!Norway,!through!the!many!voices!of!kindergarten!staff,!parents,!grandparents,!politicians,!researchers!and!others.!One!of!the!issues!that!triggered!the!rebellion,!was!an!opposition!against!kindergarten!as!a!school!preparatory!institution.!!!!
Theoretical%frameworks:!Drawing!on!post!structural,!post!human!and!new!materialist!theories!(Foucault,!1977,!Deleuze!and!Guattari,!1987,!Ahmed,!2004,!Braidotti,!2010),!I!try!to!equate!discourses,!affects!and!materiality!as!entangled!elements!in!my!readings!and!analysis!of!the!Kindergarten$rebellion,!included!my!own!affective!and!performative!relation!alongside!the!research!process.!Through!the!lenses!of!mapping!(Deleuze!and!Guattari,!1987)!I!am!questioning!both!what!comes!to!the!surfaceV!as!discourses!(lines!of!articulation),!and!what!have!been!hidden,!and!are!yet!to!come!(lines!of!flight).!Lines!of!flight!(Deleuze!and!Guattari,!1987)!represent!an!escape!from!territorialized!landscapes,!and!opens!for!processes!of!new!understandings,!for!new!purposes!(Martin!and!Kamberelis,!2013:!5).!
Methodology/research%design:%By!going!beyond!meaning!making,!in!and!through!language!itself,!I!am!questioning!what!happens!when!affects!circulate!through!bodies!as!a!collectiveV!affective!phenomenon!(Ahmed,!2004).!In!addition,!this!paper!also!emphasizes!how!my!own!readings!of!The!White!Paper!19!are!creating!an!interplay!between!present!and!past,!by!memories!(Braidotti,!2010)!constantly!appearing!and!disturbing!my!readings.!It!also!points!at!what!comes!to!the!surface!when!I!started!to!tear!apart!illustrations/pictures!in!political!texts,!interdiscursively!connected!to!The!White!Paper!19,!and!put!them!together!again!in!other!constellations,!trying!to!be!a!different!voice!into!the!political!landscape.!This!alongsideV!becomingV!withV!dataV!movement!can!be!understood!in!relation!to!the!researcher!as!the!nodal!point!(Ahmed,!2004),!interrupting!the!notion!of!epistemology!as!superior!to!ontological!questionings.!In!this!way!I!become!my!own!data!material.!This!installation!gives!me!the!opportunity!to!investigate!other!factors!that!have!influence!on!the!productions!of!knowledge,!acknowledging!the!subjectivity!and!the!performativity!of!the!researcher.!This!substantiates!how!data!are!engaged!in!complex,!connected!networks,!both!human!and!nonVhuman.!
Expected%conclusions/Findings:%I!consider!mapping!“a!cartography!enabling!a!performance!of!data,!openV!ended!and!connectable”!(Deleuze!and!Guattari,!1987:!12V13).!I!argue!that!these!methodological!processes!will!enable!the!field!of!early!childhood!education,!to!go!beyond!stable!and!fixed!notions!of!data,!and!ask!questions!in!terms!of!what!data!might!become!rather!as!they!currently!are.!Through!mapping,!new!articulations!can!arise!and!create!productive!and!different!practices!and!policies.!
Relevance%for%Nordic%Educational%Research:!The!political!discourse!concerning!kindergarten!as!a!school!preparatory!institution!is!also!highly!visible!in!other!Nordic!countries!(Brogaard!Clausen,!2015).!As!stated!above,!this!research!project!can!offer!different!and!productive!perspectives!concerning!kindergartens!role!as!preparatory,!by!trying!to!stretch!methodologies,!and!by!questioning!what!data!can!do.!
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How%does%the%kindergarten%in%workplace%based%education%emerge%as%an%arena%of%knowledge%production%when%doing%rhizomatic%mapping?%%
Tove%Lafton,%Oslo%and%Akershus%university%college%of%Applied%Sciences%
Research%topic/Aim:%In!a!Deuleuzian!perspective!all!elements!in!the!world!can!be!seen!as!flexible,!which!enables!to!consider!both!humans!and!nonVhumans!passing!through!each!other!continuously!(Deleuze!and!Guattari!1993).!In!addition,!the!elements!will!be!able!to!act,!not!only!based!on!their!capacity!related!to!their!already!known!action!forces,!but!depending!on!what!kind!of!actions!they!are!
provided!from!other!participants!(Latour!2005).!From!this!point!of!view!furniture,!place,!time!and!room!are!no!longer!only!servants!for!the!human!beings.!Rather!all!those!elements!may!function!as!strict!choreographers!in!the!pedagogical!learning!processes!(Hultmann!2011),!emerging!as!student!learning!spaces!in!kindergarten.!
Theoretical%frameworks:!Inspired!by!Latour!(2004)!this!ongoing!study!is!mapping!rhizomatic!connections!emerging!in!stories!told!by!stakeholders!in!workplacebased!education.!The!cartography!aims!to!embrace!diverse,!infinitely!and!complex!contradictions!and!controversies!appearing!when!not!only!academia!but!also!parents,!coVworkers!in!kindergarten,!children,!place,!time!and!room!all!are!considered!important.!All!to!construct!a!‘‘multifarious!inquiry..()..!to!detect!how!many!participants!are!gathered!in!a!thing!to!make!it!exist!and!maintain!existence”!(Latour!2004).!
Methodology/research%design:%By!connecting!traces!from!small!stories!told!by!the!students!the!mapping!wants!to!reveal!what!forces!are!acting!in!the!workplace!and!thereby!constructing!arenas!for!professional!learning.!The!word!arena!is!chosen!to!underline!the!lack!of!stability,!and!refers!to!the!ongoing!battle!amongst!forces!producing!potentials!that!might!become!activated!within!the!workplace.!In!this!sense!narrative!inquiry!is!a!way!to!”see!different!and!sometimes!contradictory!layers!of!meaning,!to!bring!them!into!useful!dialogue!with!each!other,!and!to!understand!more!about!individual!and!social!change”!(Squire,!Andrews!and!Tamboukou!2013,!p!2).!!
Expected%conclusions/Findings:!The!narrative!inquiery!guiding!the!mapping!is!not!regarding!stories!as!personal!narratives,!but!rather!participants!in!constructing!a!rhizome!of!connections.!The!data!is!regarded!a!corpus!produced!by!individuals,!treated!as!“networks!of!narrative!meaning!distributed!across!the!material!world,!not!fixed!to!a!single!biographical!subject”!(Squire,!Andrews!and!Tamboukou!2013,!p!3).!Inspired!by!Burman!(2003)!the!rhizome!is!constructed!to!address!aspects!like!desire!and!affect,!that!may!fall!outside!narrative!because!they!are!hard!to!grasp!in!a!straightforward!approach!to!stories.!
Relevance%for%Nordic%Educational%Research:!Room,!space!and!matter!as!choreographers!of!learning!spaces!will!add!a!new!dimension!to!the!idea!of!how!and!why!student!learn!and!engage!in!higher!education.!!
References!Ahmed,!S.!(2004).!Affective!economies.!Social$text,!22(2),!117V139.!Duke!University!Press.!Andrews,!M.,!Squire,!C.,!Tamboukou,!M.!(eds)!(2008/2013)!Doing!Narrative!Research,!London,!Sage!
Barad,!K.!(2007).!Meeting$the$universe$halfway:$quantum$physics$and$the$entanglement$of$matter$
and$$ $ meaning.!Durham:!Duke!University!Press.!Barad,!K.!(2008).!Posthumanist!performativity:!toward!an!understanding!of!how!matter!comes!to!
matter.!In!S.!Alaimo!&!S.!J.!Hekman!(Eds.),!Material$feminisms!(pp.!120V157).!Bloomington,!IN:!Indiana!University!Press.!
Barad,!K.!(2012).!IntraVactions.!interview$by$Adam$Kleinman,$Mousse,$34(81),!76V81.!Barad,!K.!(2014).!Diffracting!Diffraction:!Cutting!TogetherVApart.!Parallax,$20(3),!168V187.!doi:!
10.1080/13534645.2014.927623!Braidotti,!R.!(2010).!Nomadism:!against!methodological!nationalism.!Policy$Futures$in$Education,!8(3V
4),!408V418.!Sage!Publishing.!Braidotti,!R.!(2013).!The$Posthuman.!Great!Britain:!Polity!Press.!
Brogaard!Clausen,!S.!(2015).!Schoolification!or!early!years!democracy?!A!crossVcurricular!perspective!from!Denmark!and!England.!Contemporary$Issues$in$Early$Childhood,$16(4),!355V373.!
Bøe,!M.,!&!Hognestad,!K.!(2015).!Directing!and!facilitating!distributed!pedagogical!leadership:!best!practices!in!early!childhood!education.!International$Journal$of$Leadership$in$Education,!1V16.!
Burman,!E.!(2003)!"Beyond!the!Baby!and!the!Bathwater:!Postdualistic!Developmental!Psychologies!for!Diverse!Childhoods",!Academy!for!the!Study!of!the!Psychoanalytic!Arts.!
Deleuze,!G.,!&!Guttari,!F.!(1987).!A$thousand$plateaus:$Capitalism$and$schizophrenia!!(B.!Massumi,!Trans.).!Minneapolis,!MN:!University!of!Minnesota!Press!(Original!work!published!1980).!
Deleuze,!G.!(2001).!Pure$immanence:!Zone!New!York.!de!Freitas,!E.,!&!Palmer,!A.!(2015).!How!scientific!concepts!come!to!matter!in!early!childhood!
curriculum:!rethinking!the!concept!of!force.!Cultural$Studies$of$Science$Education,!1V22.!doi:10.1007/s11422V014V9652V6!
Foucault,!M.!(1977).!Discipline$and$punish:$The$birth$of$the$prison:!Vintage.!Haglund,!B.!(2003).!Stimulated!Recall.!Några!anteckningar!om!en!metod!att!generera!data.!
Pedagogisk$$ $ forskning$i$Sverige,$8(3),!145V157.!Honan,!E.,!&!Bright,!D.!(2016).!Writing!a!thesis!differently.!International$Journal$of$Qualitative$Studies$
in$Education,!1V13.!doi:10.1080/09518398.2016.1145280!Hultman,!K.!(2011).!Barn,!linjaler!och!andra!aktörer!:!posthumanistiska!perspektiv!på!
subjektskapande!! ! och!materialitet!i!förskola/skola!(B.!10).!Stockholm:!Department!of!Education,!Stockholm!! ! University.!
Hultman,!K.,!&!Lenz!Taguchi,!H.!(2010).!Challenging!anthropocentric!analysis!of!visual!data:!A!relational!materialist!methodological!approach!to!educational!research.!International$Journal$of$Qualitative$Studies$in$Education,$23(5),!525V542.!
Kaufmann,!J.!(2011).!Poststructural!Analysis:!Analyzing!Empirical!Matter!for!New!Meanings.!Qualitative$Inquiry,$17(2),!148V154.!doi:10.1177/1077800410392336!
Latour,!B.!(2004)!The$Politics$of$Nature:$How$to$Bring$the$Sciences$into$Democracy.!London:!Harvard!University!Press.!
Latour,!B.!(2005)!Reassembling$the$social:$An$introduction$to$actor–network$theory.!Oxford:!Oxford!University!Press.!!
Lenz!Taguchi,!H.!(2010).!Going$Beyond$the$Theory/Practice$Divide$in$Early$Childhood$Education.!London:!Routledge.!
Lenz!Taguchi,!H.,!&!Palmer,!A.!(2013).!A!more!‘livable’!school?!A!diffractive!analysis!of!the!performative!enactments!of!girls'!illV/wellVbeing!with(in)!school!environments.!Gender$and$Education,$25(6),!671V687.!doi:!10.1080/09540253.2013.829909!
Martin,!A.!D.,!&!Kamberelis,!G.!(2013).!Mapping!not!tracing:!qualitative!educational!research!with!political!teeth.!International$Journal$of$Qualitative$Studies$in$Education,$26(6),!668V679.!
MER.!(2012).!National$Qualificatin$Framework.!Kunnskapsdepartemente.no!Retrieved!from!http://www.regjeringen.no/upload/KD/Vedlegg/Internasjonalt/engelskoversettelse.pdf.!
MER!(2015V2016)!Ministry!of!Education!and!research.!The!White!Paper!19:!Time$for$play$and$
learning.$Better$content$in$kindergarten.!Retrieved!from!https://www.regjeringen.no/no/dokumenter/meld.Vst.V19V20152016/id2479078/!
Osgood,!J.,!Scarlet,!R.!R.,!&!Giugni,!M.!(2015).!Putting!posthumanist!theory!to!work!to!reconfigure!gender!in!early!childhood:!When!theory!becomes!method!becomes!art.!Global$Studies$of$Childhood,$5(3),!346V360.!
Sandvik,!N.!(2010).!The!art!of/in!educational!research:!assemblages!at!work.!Reconceptualizing$Educational$Research$Methodology,$Vol$1,$No$1.,!29V40.!!
[702]%FRIENDSHIP%AMONG%CHILDREN%`%A%PHENOMENOLOGICAL%PERSPECTIVE%
!Einar!Sundsdal1!%%1Norwegian$University$of$Science$and$Technology/Ntnu,$Department$of$Education$and$Lifelong$Learning,$Trondheim,$Norway!!
Research%topic/Aim:%Friendship!among!children.!
Theoretical%frameworks:!This!paper!address!the!nature!of!friendship!among!children.!The!topic!of!children’s!peerVrelationships!and!friendships!has!taken!a!central!position!in!the!field!of!early!childhood!education!and!care,!and!the!researchVliterature!on!children’s!friendship!is!growing.!Much!of!this!research!is!done!within!the!frameworks!of!developmental!and!clinical!psychology.!This!research!often!focusses!on!the!functions,!provisions!or!benefits!of!friendship.!There!are!sound!reasons!to!do!this.!According!to!well!established!psychological!research!friendship!has!several!important!benefits:!childhood!friendships!serve!to!a)!provide!support,!selfVesteem!enhancement!and!positive!selfVevaluation,!b)!provide!intimacy!and!affection,!c)!provide!emotional!security,!d)!promote!the!growth!of!interpersonal!sensitivity,!e)!provide!instrumental!and!informational!assistance,!and!f)!offer!prototypes!for!later!romantic,!marital,!and!parental!relationships!(Rubin,!2003).!Given!these!benefits!of!childhood!friendships!it!is!understandable!that!much!research!in!the!field!of!early!childhood!education!and!care!are!concerned!with!the!question!of!how!to!promote!friendship!among!children.!This!line!of!reasoning!about!children’s!friendships!often!leads!to!more!programmatic!questions!about!how!to!foster!a!child’s!ability!to!make!friends!or!how!to!increase!a!child’s!social!ability!with!specific!skills!and!strategies.!
!In!this!paper!I!discuss!the!limitations!of!a!psychological!perspective!on!childhood!friendship.!In!the!psychological!literature!(as!well!as!in!much!sociological!and!philosophical!literature),!on!childhood!friendship,!the!defining!features!of!friendship!is!reciprocity,!compatibility!and!equality.!I!argue!that!early!childhood!education!and!care!are!better!served!by!what!might!be!called!a!deconstructive!or!phenomenological!theory!of!friendship!among!children.!That!is,!a!theory!of!friendship!that!is!not!defined!by!sameness,!but!by!otherness.!To!develop!this!deconstructive!or!phenomenological!theory!of!friendship!among!children,!I!discuss!a!few!existential!or!limit!experiences!in!relation!to!childhood!friendship.!These!experiences!include!friendships!that!ends,!imaginary!friends!and!friendships!in!play.!
Methodology/research%design:%Hermeneutics!
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[704]%REFLECTING%ON%THE%SOCIAL%SITUATION%OF%POLISH%CHILDREN'S%DEVELOPMENT%IN%NORWAY%`%HOW%TO%CREATE%BETTER%CONDITIONS?%%
!Alicja!Sadownik1!%%1Bergen$University$College,$Bergen,$Norway!!Research%topic/Aim:%Transnational!Childhoods!–!Polish!children!in!Norway!–!how!to!create!better!conditions?!
Theoretical%frameworks:!Cultural!Historical!Activity!Theory!(Marianne!Hedegaard)!
Methodology/research%design:%Qualitative!interviews!with!drawings!with!10!Polish!children!living!in!Norway!!
Expected%conclusions/Findings:!By!looking!at!Polish!children’s!stories!using!Marianne!Hedegaard’s!model!of!societal!conditions!for!cultural!practices,!this!paper!aims!to!a)!outline!and!theorize!young!children’s!perspective!on!what!happens!in!the!process!of!migration!understood!as!a!drastic!change!of!the! socioVcultural! context;! b)! outline! young! children’s! perspective! on! their! daily! transnational!participation! in!different!social! institutions;!c)!suggest!ways!of! improving!and!standardizing!already!existing,!but!random!supportive!practices.!
Relevance% for% Nordic% Educational% Research:! it! refers! to! conditions! for! transnational! Nordic!Childhoods,!New!Nordic!childhoods,!Childhoods!in!the!North!during!the!big!migration!wave.!!
Reflecting%on%the%social%situation%of%Polish%children’s%development%in%Norway%–%how%to%create%better%conditions?%%%
According!to!actual! research!reports,!Poles!are!the! largest!work!migrant!minority! in!Norway!at! the!moment.! In! order! to! fulfill! their! migration! plan! they! send! their! children! to! kindergarten! in! their!country! of! destination! (SN! 2014).! The! kindergartens! face! greater! cultural! and! language! diversity,!which! they! try! to! respond! to! in! a! respectful,! resourcesVoriented! way! that! will! also! develop! the!kindergartens!(Giæver,!2014;!Gjervan!&!Bleka,!2006;!Grieshaber!&!Miller,!2010).!By!evaluating!Polish!children’s!stories!using!Marianne!Hedegaard’s!model!of!societal!conditions!for!cultural!practices,!this!paper!aims!to!a)!outline!and!theorize!young!children’s!perspective!on!what!happens!in!the!process!of!migration!understood!as!a!drastic! change!of! the! socioVcultural! context;!b)!outline!young! children’s!perspective!on!their!daily!transnational!participation! in!different!social! institutions;!c)!suggest!ways!of!improving!and!standardizing!already!existing,!but!random!supportive!practices.!
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[710]%PLAYING%WITH%PHYSICS%IN%PRESCHOOL%
!Kristín!Dýrfjörð1!%%1Unicersity$of$Akureyri,$Akureyri,$Iceland!!Research%topic/Aim:%“What!happens!when!a!new!materials!are!introduced!in!a!preschool?!Materials!that!the!teachers!are!very!interested!in!as!well!as!the!children.!In!the!preschool!the!magic!word!is!play,!we!talk!about!play!based!learning,!we!talk!about!play!that!is!directed!by!grownups!and!play!that!is!directed!by!children!and!everything!in!between.!In!this!paper!I!present!a!play!based!project!in!one!preschool!in!Iceland!were!I!for!five!months!both!participated!in!developing!the!material,!played!with!children!and!followed!and!discussed!the!development!with!a!teacher!that!worked!with!children.!The!material!was!mainly!different!kind!of!ramps!and!marbles.!In!this!presentation!I!will!follow!how!the!play!and!learning!developed!over!time!from!the!first!day!the!material!arrived!in!the!preschool.”!!
Theoretical%frameworks:!”!Pedagogical!documentation!has!been!developed!as!a!tool!to!follow!children´s!learning!and!to!give!children!voices!as!well!as!to!make!their!learning!and!experiences!visible,!it!has!been!developed!as!a!tool!for!teachers!and!children!to!research!together,!to!make!meanings!(Malaguzzi,!1988).!Pedagogical!documentation!is!based!on!systematic!and!critical!gathering!of!data!(Moran!et!al,!2007).!According!to!Malaguzzi!pedagogical!documentation!can!be!related!to!archelogy,!the!arachnologist!have!an!overview,!they!analyse,!reflect!on!their!ideas!and!sketches,!look!at!what!connects!things!together,!they!!try!to!relate!their!findings!to!time,!space,!culture!and!how!their!own!feelings!connects!to!the!subject!(turner!and!Wilson,!2010).!Pedagogical!documentation!is!a!way!of!telling!a!story!about!children´s!everVchanging!learnings.!!
Methodology/research%design:%”Pedagogical!documentation!was!the!main!method!of!collecting!data.!The!data!collected!was!mostly!videos!of!the!children´s!play!as!well!as!photos,!children’s!drawings!and!almost!weekly!conversations!between!me!and!the!teacher!were!we!watched!the!videos!and!discussed!the!progress!and!directions!of!the!play/project.”!“From!the!beginning!we!expected!that!a!material!that!interested!the!grownups!would!also!be!of!an!interest!to!the!children!and!that!constant!attention!to!the!play!would!make!a!difference.!That!we!would!learn!through!the!pedagogical!documentation!which!directions!were!of!most!interest!to!the!children,!we!also!hope!that!the!project!would!live!after!our!intense!interest!in!it!dismissed.!!
Expected!conclusions/Findings:!”The!main!findings!show!that!the!play!and!the!language!connected!with!the!play!developed!rapidly.!The!children’s!ideas!and!working!knowledge!connected!to!physic!concepts!such!as!force,!acceleration,!movement!and!direction!developed!especially!with!the!group!of!children!that!became!master!builders.!They!developed!their!own!concepts!that!fitted!into!the!play.!From!the!beginning!there!was!also!a!gender!difference!in!who!played!with!the!ramps!and!marbles.!In!the!beginning!the!boys!took!over!the!materials.!As!we!documented!the!play!we!saw!this!happen!and!decided!to!intervene!and!try!to!make!the!materials!desirable!to!the!girls.!In!the!end!there!were!groups!of!both!girls!and!boys!that!became!master!players!and!were!sought!after!as!a!playmates!when!playing!with!the!material.!The!findings!also!support!that!an!interest!from!the!teachers!supported!the!development!of!the!play.!At!last!the!project!some!years!later!is!still!very!much!alive!in!the!preschool!as!part!of!building!materials.”!
Relevance%for%Nordic%Educational%Research:!”In!the!Nordic!we!say!children!learn!through!play!but!how!and!what!is!maybe!not!as!clear.!This!research!has!it!as!an!aim!to!make!children’s!learning!through!play!visible.”!
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[729]%THE%OPEN%SCHOOL%AS%A%NEW%WAY%OF%TEACHING?%
!Bettina!Buch1!,!Connie!Stendal!!Rasmussen1!,!Jeppe!!Trolle1!,!Birgit!Brænder1!%%1University$College$Zealand,$Center$for$Teaching$and$Learning,$Roskilde,$Denmark!!Research%topic/Aim:%In!this!roundtable!session!we!will!discuss!the!concept!of!‘Open!School’!and!possible!ways!of!bringing!it!to!fruition,!which!has!since!the!public!school!reform!of!2014!been!an!area!of!considerable!attention!as!a!new!topic!in!schools!(Christensen,!Trier,!&!Warnich,!2013;!Ministeriet!for!Børn!Undervisning!og!Ligestiling,!2015).!This!important!change!hasn’t!really!been!put!into!effect!yet,!and!only!little!research!has!been!completed!(Kommunernes!Landsforening,!2015;!Undervisningsministeriet,!2014).!The!first!follow!up!research!shows!that!the!implementation!of!‘The!open!School’!has!not!gathered!particular!attraction!until!now,!since!95%!of!the!students!didn’t!experience!‘The!open!School’,!a!number!that!remained!unchanged!compared!to!the!baseline!in!2014!(Nielsen,!Hansen,!Jensen,!&!Arendt,!2015:!69).!This!is!despite!the!fact!that!this!topic!has!particular!interest!for!the!Ministry!and!Organization!of!Municipalities!(KL)!as!a!way!to!support!the!subject!teaching!and!develop!student’s!participation!in!their!local!communities!(Kommunernes!Landsforening,!2015:!4;!Undervisningsministeriet,!2014:!7,!14).!
This!has!led!to!our!research!question:!how!can!we!evolve!teaching!materials!which!can!better!help!teachers!carry!out!‘The!open!School’!by!focusing!on!the!goals!of!the!involved!subjects?!
Theoretical%frameworks:!The!project!is!based!on!theory!from!‘scenario!based!learning’!and!mushVfake!(Buch,!2015;!Bundsgaard,!2009,!2013;!Bundsgaard,!Hetmar,!&!Misfeldt,!2012;!J.!Gee,!1996;!J.!P.!Gee,!2007;!Hanghøj,!2008;!PurcellVGates,!Duke,!&!Martineau,!2007;!Shaffer,!2004).!Through!scenario!based!learning!the!teacher!establishes!scenarios!where!students!can!interact!and!participate!pretending!to!be!practitioners!at!work.!!
The!open!school!can!be!used!as!a!way!of!opening!the!world/the!environment!for!the!pupils,!in!order!to!support!their!knowledge!about!real!life,!and!to!contribute!to!development!of!their!democratic!skills!(Hyllested!&!Rasmussen,!2013;!Klafki,!2004).!
Methodology/research%design:%Design!based!research!is!used!as!research!method.!The!research!group!has!carried!out!the!first!experiment!through!an!intervention!in!a!public!grade!7!class!(Brown,!1992;!Reinking!&!Bradley,!2008,!2011).!The!class!should!learn!about!democratic!participation!through!suggesting!ideas!for!the!use!of!a!new!subdivision!of!their!local!area,!pretending!to!be!various!local!actors!like!Old!people's!Society,!scouts!etc!.!Data!was!gathered!through!ethnographic!methods!such!as!participating!observation!including!soundV!and!video!recordings!(Raudaskoski,!2015:!103ff;!Szulevicz,!2015:!84ff).!Data!has!only!been!very!preliminary!analyzed.!
Expected%conclusions/Findings:!Our!preliminary!analyses!show!us!that!scenario!based!learning!helps!students!to!think!and!act!like!practitioners,!and!that!they!can!experience!how!to!act!and!participate!as!citizens!for!the!democratic!progress!in!their!local!community.!
Relevance%for%Nordic%Educational%Research:!This!is!relevant!for!researchers!and!teachers!because!it!can!bring!school!teaching!closer!to!society,!and!help!students!become!active!citizens!in!a!democratic!society.!
We!have!been!working!as!a!research!group.!
Round%table%organizer:!Bettina!Buch,!Associate!Professor,!PhD,!University!College!Zealand,!Center!for!Teaching!and!Learning!
Participating%researchers:!
Connie!Stendal!Rasmussen,!Associate!Professor,!University!College!Zealand,!Center!for!Teaching!and!Learning!
Jeppe!Trolle,!Assistant!Professor,!University!College!Zealand,!Center!for!Teaching!and!Learning!
Birgit!Brænder,!Associate!Professor,!University!College!Zealand,!Center!for!Teaching!and!Learning!
References:!
Brown,!A.!L.!(1992).!Design!experiments:!Theoretical!and!Methodological!COmplex!Interventions!in!Classroom!Settings.!The$Journal$of$the$Learning$Sciences,!2(2),!141–178.!Journal!Article.!
Buch,!B.!(2015).!Tekster$og$genrer$på$erhvervsuddannelserne$C$med$særligt$henblik$på$overgangen$fra$
grundskole$til$erhvervsuddannelse.!Aarhus!Universitet/Aarhus!University,!Copenhagen.!Retrieved!from!https://dansksaadan.wordpress.com/phVdVafhandling/!
Bundsgaard,!J.!(2009).!A!practice!scaffolding!interactive!platform.!In!C.!O’Malley!&!A.!Dimitracopoulou!(Eds.),!Computer$supported$collaborative$learning$practices!(pp.!522–526).!Book!Section,!International!Society!of!the!Learning!Sciences!(ISLS)!%~!http://www.statsbiblioteket.dk/au/showrecord.jsp?record_id=sb_pure_ddfmxd:65b78a80V59dfV11deVb0eaV000ea68e967b.!
Bundsgaard,!J.!(2013).!Autentisk!læring!og!itVdidaktik![Web!Page].!Retrieved!from!http://www.jeppe.bundsgaard.net/foredrag/#!
Bundsgaard,!J.,!Hetmar,!V.,!&!Misfeldt,!M.!(2012).!Udvikling!af!literacy!i!scenariebaserede!undervisningsforløb.!Viden$Om$Læsning,!2012(12),!29–36.!Journal!Article.!Retrieved!from!http://www.videnomlaesning.dk/wpVcontent/uploads/misfeldt_bundsgaard_hetmar.pdf!
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NETWORK 4
Classroom Research
Network 4
Classroom Research
[25]%WORLD%ALIENATION%AND%PRIVILEGE%DURING%SOCIAL%STUDIES%CLASS%AT%AN%ELITE%SCHOOL%
!Janna!Lundberg1!%%1Lund$University,$Malmö,$Sweden!!Research%topic/Aim:%”!The!main!aim!for!the!research!is!to!understand!how!privilege!and!power!is!!being!established!through!social!science!class!at!an!elite!school.!Through!microVstudies!of!social!interaction!during!social!science!class,!small,!hardly!noticeable,!signs!of!resistance!has!been!noticed.!The!different!relations!to!power!and!powerlessness!has!also!been!investigated!closely!–!the!surface!show!of!a!teacher!leading!its!students!is!under!the!surface!being!read!as!students!leading!and!controlling!their!teacher!as!the!conditions!of!their!education!is!understood!further.!To!understand!and!survey!these!mechanisms!are!other!aims.!”!
Theoretical%frameworks:!”The!findings!are!understood!within!the!analytical!frame!of!Hannah!Arendt’s!concept!of!World!Alienation!in!contrast!to!classical!theory!of!alienation.!Privilege!and!being!further!adds!to!how!World!Alienation!and!responsibility!for!Arendt’s!“common!world”!clashes.!In!these!cases!some!of!Simone!de!Beauvoir’s!writings!on!privilege!and!bourgeoisie!has!been!useful.!”!
Methodology/research%design:%”!Observational!studies!have!been!conducted!in!a!classroom!of!highVachieving,!wealthyVacting,!wellVbehaving!students!throughout!three!years!of!upper!secondary!school.!Social!science!has!been!taught!to!the!class!during!the!observations.%”%
Expected%conclusions/Findings:!”!The!bourgeois/conservative!code!of!conduct!that!dominates!the!school,!the!class!and!the!way!they!work!with!social!science,!stands!out!as!an!ambiguity!in!perspective!to!the!dominating!view!of!Swedish!school!system!and!social!science!as!an!egalitarian,!equalityVproducing!unit.!!
The!last!but!most!intriguing!result!of!the!study!is!how!nothingVness!characterizes!the!activity!in!social!science!class!–!no!noice,!no!destruction,!no!critique,!no!failure,!no!influence!for!students,!no!presence!of!‘the!other’.”!
Relevance%for%Nordic%Educational%Research:!”The!research!is!directed!at!social!activities!going!on!in!school,!inside!the!walls!of!the!room!where!social!science!class!is!performed.!The!didactical!question!‘who’!is!investigated!through!focusing!on!a!type!of!pupil!that!has!not!been!studied!as!much!as!underVachieving,!underVprivileged!and!subordinate!types!of!pupils.!These!frames!of!learning,!where!all!seems!to!be!well,!are!being!examined!in!order!to!contribute!to!a!wider!understanding!of!different!types!of!pupils!and!their!conditions!in!perspective!to!learning!.!”
[62]%THE%LINKED%IDENTIFICATION%OF%TWO%STUDENTS%
!Ulla!Lundqvist1!%%1University$of$Copenhagen,$Copenhagen$S,$Denmark!!Research%topic/Aim:%Schools!are!sociohistorically!situated!battlefields!of!what!it!means!to!be!a!smart!student,!what!smart!students!should!know,!and!which!students!come!to!be!viewed!as!smart!(Hatt,!2012).!Although!success!and!failure!often!are!described!as!interdependent!sociohistorical!available!positions!in!schooling!(e.g.!Varenne!&!McDermott,!1998),!the!common!social!phenomenon!of!one!student!coming!to!inhabit!an!unsuccessful!identity!relative!to!another!student!becoming!successful!is!underexplored.!In!this!presentation!I!explore!how!one!student’s!trajectory!of!identification,!visVàVvis!institutional!conceptions!of!smartness,!becomes!tied!to!the!identification!of!another!student!across!time!(Lundqvist,!2016).!!
Theoretical%frameworks:!I!draw!from!theoretical!approaches!within!linguistic!anthropology!of!education!(Wortham!&!Rymes,!2003),!more!specifically!the!frameworks!of!social!identification!(Wortham,!2006)!and!participation!(Goffman,!1981).!I!understand!social$identification!as!the!interpersonal!sociohistorical!permeated!trajectories!throughout!which!individuals,!across!time!and!situations,!identify,!and!are!identified,!as!habitual!instantiations!of!socially!recognized!recognised!models!of!identities!(Wortham,!2006,!p.!49).!I!define!participation$framework!as!a!structural!description!of!faceVtoVface!encounters!among!participants.!This!includes!the!statuses!of!the!participants!in!relation!to!the!performed!actions,!and!utterances!for!that!moment!of!speech!(Goffman,!1981).!
Methodology/research%design:%My!presentation!draws!from!longitudinal!linguistic!ethnographic!fieldwork!in!a!lower!secondary!school!in!Copenhagen,!Denmark.!!
Expected%conclusions/Findings:!I!demonstrate!how!one!student’s!trajectory!of!identification,!visVàVvis!institutional!conceptions!of!smartness,!becomes!tied!to!the!identification!of!another!student!across!time.!I!argue!that!when!a!student!struggles!to!maintain!their!role!as!smart!relative!to!another!student’s!thickening!identification!as!smart!and!favoured,!and!the!teachers!continuously!dismiss!the!actions!of!the!struggling!student!as!inappropriate,!these!students’!trajectories!of!identification!link.!
Relevance%for%Nordic%Educational%Research:!This!study!demonstrates!that!attending!to!contradictory!or!competing!voices!across!time!enables!researchers!to!detect!unpredictable!shifts!in!established!identities!contingent!upon!linking!of!identities.!
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[68]%TEACHING%INTERNATIONAL%STUDENTS%AT%UCN:%AN%ANALYSIS%OF%HOW%LECTURERS%ACHIEVE%AGENCY%(OR%NOT)%IN%THE%INTERNATIONAL%CLASSROOM%
!Berit!!Simonsen1!%%1University$College$Nordjylland,$Aalborg,$Denmark!!Research%topic:%The!study!investigates!factors!that!either!promote!or!inhibit!the!lecturer’s!achievement!of!agency!in!the!international!classroom,!in!the!wake!of!the!Bologna!declaration!of!1999!that!opened!up!for!a!massive!increase!of!international!students!in!Danish!education!institutions.!The!study!further!investigates!how!lecturer’s!achievement!of!agency!affect!the!international!student’s!achievement!of!agency!and!ultimate!learning!outcome.!%
Theoretical%frameworks:!The!theoretical!framework!underpinning!this!research!is!Teacher!agency!(Biesta,!Priestley,!&!Robinson,!2015).The!understanding!is!rooted!in!action–theoretical!approaches,!particularly!those!stemming!from!pragmatist!philosophy,!where!agency!is!concerned!with!the!way!in!which!actors!critically!shape!their!responses!to!problematic!situations.!
Methodology/research%design:%This!study!draws!on!data!collections!undertaken!as!part!of!a!broader!pilot!study!“How$international$is$the$international$education$at$UCN?”$which!is!currently!carried!out!under!the!research!programme!“Inequality$and$disadvantaged$people”,!at!University!College!of!Northern!Denmark!(UCN).!The!data!has!been!collected!among!the!lecturers!who!teach!at!one!of!the!international!twoVyear!Academic!Professional!(AP)!programmes!that!UCN!currently!offers.!Within!the!Study!program,!the!education!is!offered!in!two!streams,!Danish!(with!Danish!as!the!teaching!medium)!and!international!(with!English!as!the!teaching!medium).!
Expected%conclusions/Findings:!The!immediate!findings!show!that!a!number!of!existing!structures!and!complex!social!systems!severely!inhibits!lecturers!!achievement!of!agency!and!that!the!lecturers!to!a!large!extend!have!been!left!fending!for!themselves!in!order!to!find!new!and!flexible!ways!to!cope!with!daily!issues!caused!by!the!strength!and!speed!of!internationalisation!at!UCN.!It!further!shows!that!topics!relating!to!discourse!about!international!students,!the!“Danish”!working!environment!of!the!institution!as!well!as!the!restriction!in!resources,!caused!in!large!by!the!introduction!of!New!Public!Management,!appears!to!affect!the!lecturers!achievement!of!agency!to!a!degree!that!reflects!negatively!in!the!learning!conditions!the!lecturers!create!for!their!international!student.!With!that,!knowingly!or!unknowingly!the!lecturers!are!partially!posing!a!hindrance!for!the!international!student’s!achievement!of!agency!and!learning!outcome.!
Relevance%for%Nordic%Educational%Research:%In!a!Nordic!context!this!research!help!fills!a!gap!in!literature!and!research%as!it!applies!to!lecturers!in!higher!education!settings,!in!terms!of!their!knowledge!and!skills!when!working!with!internationalized!curricula!as!well!as!in!terms!of!their!personal!and!professional!attitudes.!Furthermore!relatively!little!literature!can!be!found!that!relates!directly!to!international!students!studying!in!Denmark!or!other!Nordic!countries,!and!virtually!none!that!related!directly!to!the!level!of!university!colleges!or!universities!of!applied!science.!!
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[77]%LEARNING%AND%CITIZENSHIP%`%TEACHERS'%WAY%OF%WORKING%WITH%STUDENT%CULTURE%
!Simon!Michelet1!%%1Høgskolen$I$Oslo$Og$Akershus,$Oslo,$Norway!!Research%topic:%The!topic!of!my!research%is!teachers’!way!of!working!with!the!schoolVclass!as!a!community,!from!a!cultural!perspective.!The!basis!is!partly!the!analytical,!descriptive!concept!of!student$culture,!illuminating!how!the!students!negotiate!the!dominating!norms,!opinions!and!underpinning!values!of!the!local!classroom!(Michelet,!2012).!The!student!culture!directs!the!normal!ways!of!behaving!and!taking!part!in!the!classroom!activities!by!acknowledging!some!ways!of!acting,!and!neglecting!or!convicting!others.!Acknowledgement!in!the!peer!group!is!of!importance!to!most!students,!and!the!majority!of!students!tends!to!act!according!to!the!local!student!culture.!For!that!reason,!this!culture!is!of!importance!not!only!to!the!students’!wellVbeing,!but!to!their!participation!in!academic!and!social!learning!processes!as!well.!When!counterculture!is!a!substantial!part!of!the!classroom,!it!makes!teaching!hard!and!reduce!the!social!and!academic!learning!according!to!the!purpose!of!school!in!society.!Counterculture!may!be!a!problem!even!if!is!only!a!small!dimension,!if!it!supports!sabotaging!the!lesson!or!bullying!a!fellow!student.!The$student$culture!is!an!analytical,!descriptive!concept!to!describe!and!understand!this!phenomenon.!The!research!question!is:!!
How$do$teachers$use$their$possibilities$to$influence$the$students’$development$of$the$student$
culture?$
Theoretical%frameworks:%The!theoretical!framework!discuss!the!concepts!of!basic!values!of!teaching!and!conducting!classroom!leadership!supporting!a!student!culture!for!learning!and!citizenship:!dialogue!(Linell!2009),!democracy!(Young!2000/2010),!citizenship!(Steinsholt&Dobson!2011),!critique!(Giroux!2011)!and!inclusion!(Thomas&Vaughan!2004).!Further!on!the!study!utilizes!the!developed!framework!from!the!study!Between$pupils!(Michelet!2012)!regarding!an!anthropological!concept!of!culture!(Geertz!1973)!and!a!sociocultural!concept!of!learning!(Wells!1999,!Wertsch!1998).!
Methodology/research%design:The!research!is!qualitative!(Denzin&Lincoln!2005);!a!case!study!(Yin!2003)!of!the!classroom!of!four!experienced!teachers!and!of!the!other!teachers!responsible!for!their!classes.!A!data!set!is!established!based!on!field!notes,!teaching!materials!and!photos.!A!related!data!set!is!established!based!on!transcripts!from!openVended!research!interviews!with!the!teacher!and!her!colleagues,!including!6V10!interviews!with!each!teacher!during!the!observation!period!(Kvale!2007).!!!
Expected%conclusions/Findings:%The!preliminary!findings!are!several!didactic!dimensions!that!these!teachers!use!in!their!classroom.!A!variety!of!methods!and!ways!of!organizing,!establishing!a!communicational!contract!by!negotiating!rules!of!interaction,!the!students!cooperating!in!resource!groups!or!pairs!while!working!on!their!individual!tasks,!distributed!responsibility,!appreciative!relational!classroom!leadership!and!actively!using!the!public!sphere!of!the!classroom.!The!results!confirm!previous!classroom!research!telling!that!teaching!supporting!academic!and!social!learning!may!be!conducted!in!many!ways!(Haug!2010).!The!decisive!is!not!primarily!the!methods!chosen!but!the!ways!these!methods!are!conducted.!!
Relevance%for%Nordic%Educational%Research:%The!schoolVclass!as!a!community!is!an!under!investigated!topic!in!Nordic!educational!research,!both!understood!as!culture!and!seen!from!other!theoretical!perspectives.!
[93]%WHAT%WORKS%TO%PROMOTE%CLASSROOM%WELL`BEING%AND%LEARNING%FROM%THE%PERSPECTIVES%OF%CHILDREN%AND%YOUNG%PEOPLE?%%
!Kevin!Anthony!Perry1!%%1Department$of$Learning$and$Philosophy$,$Aalborg$University,$Copenhagen,$Sv,$Denmark!!Research%topic:!Since!September!2012,!the!majority!of!children!with!special!educational!needs!in!the!municipality!of!Greve!(Denmark)!have!been!placed!in!mainstream!school!classes!with!some!inVclass!support.!However,!there!is!a!lack!of!evidenceVbased!data!concerning!the!impact!that!this!new!practice!has!on!the!overall!classroom!wellVbeing!and!the!learning!environment.!Therefore,!in!collaboration!with!Egmont!Fund!and!the!University!of!Aalborg,!the!Municipality!of!Greve!decided!to!investigate!this!new!practice!by!implementing!a!research!project!entitled!“Inclusion!from!the!perspectives!of!children.”!The!aim!of!this!topVdown!project!is!to!help!fill!this!knowledge!gap!by!investigating!what!impact!this!new!practice!has!on!classroom!wellVbeing,!a!sense!of!community!and!learning!from!the!perspectives!of!students.!
Theoretical%frameworks:!There!is!a!strong!body!of!research!that!strongly!suggests!that!actively!and!authentically! involving! students! is! key! to! creating! safe! and! supportive! schools! (e.g.! Fielding! 2001;!Flutter!&!Rudduck,!2004;!Hargreaves!2004).!Actively!listening!and!involving!student!perspectives!can!effectively!change!the!learning!climate!as!well!as!strengthen!student!learning!and!achievement.!!
Methodology/research% design:% The! study! takes! place! in! ten! local! authority! run! schools! and!contributes! towards! understanding! the! microVprocesses! at! play! that! either! promote! or! obstruct!classroom!wellVbeing,!a!sense!of!community!and!learning.!During!the!first!two!years!of!the!project,!through!a!mixedVmethods!approach,!extensive!data!were!collected.!Since!2014!a!yearly!online!‘wellVbeing’! survey! has! been! carried! out! in! all! schools.! Simultaneously! two! distinct! qualitative! research!phases!have!collected!faceVtoVface!data.!During!the!first!phase!(spring!–!summer!2014),!180!learners!representing!the!whole!school!age!spectrum!and!thirty!classes!participated!in!focus!group!interviews.!In!2015,!to!triangulate!the!focus!group!data!and!to!get!close!to!the!everyday!life!in!these!classes!and!observe! the! microVprocesses! that! either! promote! or! hinder! classroom! wellVbeing! and! learning,!observations!were! carried!out! in! five! classes.! The!data!on!which! this! paper! rests! derives! from! the!classroom!observations!conducted!in!these!five!classes.!
Findings:!The!data!show!that!students!view!their!relationships!with!teachers!and!other!students!as!the!most! important! factors! to! both!promoting! and! inhibiting! learning! and! class!wellingVbeing.! The!paper!presents!themes!that!both!illustrate!drivers!and!inhibiters!of!classroom!wellVbeing,!a!sense!of!community!and!learning!from!the!perspectives!of!students.!!
Relevance% for% Nordic% Educational% Research:! The! research! gives! rich! backstage! insights! and!deeper! understanding! of! student! perspectives! and! the!microVprocesses! at! play! that! promote! and!inhibit!classroom!wellbeing,!a!sense!of!community!and!learning.!Further,!this!research!is!relevant!to!all!educational!researchers,!practitioners!and!school!leaders!determined!to!promoting!wellbeing!and!learning! in! schools.! The! research! report! in! Danish! is! available! online! via! http://www.lsp.aau.dk/!
[95]%TEACHERS%BEHAVING%BADLY%(TRIPLE%REACTIVE%EFFECT).%
!Kevin!Anthony!Perry1!%%1Department$of$Learning$and$Philosophy$,$Aalborg$University,$Copenhagen,$Sv,$Denmark!!Aim:%To!highlight!the!occurrence!of!reactive!effects!during!classroom!observations!and!to!inform!fieldwork!practice.!!
Frameworks:%Reactive!effects!refer!to!the!phenomena!whereby!individuals!change!their!behaviour!because! they! know! researchers! are! observing! them! (Bryman! 2004).! When! this! happens,! such!behaviour! is! uncharacteristic! and! does! not! reflect! what! normally! occurs! and! makes! observations!invalid.!The! idea!of! ‘reactive!effects’! is!much! in!tune!with!Goffman!(1959),!who!argues!that!people!often!change!their!behaviour!to!fit!the!situation!where!the!aim!is!to!create!a!credible!impression.!
Design:% The! classroom! observations! were! carried! out! over! a! sixVmonth! period! in! five! different!classes!in!five!different!schools!in!the!municipality!of!Greve,!Denmark.!
Findings:! Except! for! one! class! (class! M),! no! significant! unusual! behaviour! was! experienced! as! a!reaction! to! our! presence.! However,! in! class! M,! over! a! threeVday! period,! we! observed! unusual!happenings!–!for!want!of!a!better!tag,!something!that!I!call!a!‘triple!reactive!effect.’!
In!class!(M),!we!observed!children!constantly!seeking!our!(researchers)!attention!and!approval.!There!was!frequent!disruptive/challenging!behaviour!towards!the!teachers!and!numerous!conflicts!among!the! children.! The! teachers! gave! the! impression! that! they! were! totally! shy! of! conflict! and! most!disruptive!behaviour!went!unchallenged.!On!the!afternoon!of!the!third!day!of!observations,!during!a!meeting! with! the! two! teachers,! one! of! them! stated! that! the! research! must! stop! because! our!presence! caused! too! much! disruption.! We! agreed! to! end! the! observations! earlier! than! planned.!However,! during! this!meeting! both! teachers! admitted! that! they! had! changed! their! teaching! style!somewhat!while!we!were!present.!We!agreed!to!end!the!observations!the!following!day!and!using!only!one!researcher!to!minimise!reactive!effects!–!in!return,!we!asked!the!teachers!to!revert!to!their!usual!teaching!style.!
On!the!last!day!of!observations,!there!was!a!marked!difference!in!the!teachers’!attitude!and!teaching!style! –! ! they! quickly! stamped! out! any! undesirable! behaviour! using! verbal! and! nonVverbal!communication.!Despite!this!more!oppressive!approach,!the!pupils!seemed!more!settled!in!the!class!–!like!it!was!business!as!usual.!When!considering!the!events!in!class!(M),!I!suspect!that!the!children!had! become! accustomed! to! the! two! teachers! authoritarian! style! of! teaching.! However,! after! a!weekend,!the!pupils!returned!to!school!to!find!that!their!teacher’s!behaviour!had!radically!changed!from!authoritarian!to!permissive,!which!probably!caused!confusion!and!some!distress.!!
Relevance:!This!paper! is! relevant! to!all! researchers!undertaking!classroom!observations.!This!case!can!only!give!a!glimpse!of!what!occurred!in!that!classroom,!at!that!time,!based!on!social!interactions.!Therefore,!no!generalisations!can!be!made.!However,!when!classroom!observations!are!chosen!as!a!method! to! collect! data,! there! is! always! the! potential! that! the! teachers! attempt! to! change! their!behaviour!with!the!aim!of!creating!a!favourable!impression,!which!may!cause!the!children!to!react!to!their! teachers.! This! case! study! can! give! other! observers! a! frame! of! reference! to! reflect! over.
[139]%DOES%DANISH%CHILDREN'S%PROSOCIAL%BEHAVIOR%AND%SUBJECTIVE%SATISFACTION%ATTAIN%THE%NATIONAL%EDUCATIONAL%GOALS?%
!Ayumi!Umino1!%%1University$of$Copenhagen,$Department$of$Psychology,$København$K$,$Denmark!!Research%topic/Aim:!The!study!investigated!what!kind!of!prosocial!behaviour!Danish!children!do!in!the!school!setting!and!how!the!children!evaluate!their!performance!by!use!of!three!different!evaluations!which!consisted!of!subjective!evaluation,!subjective!satisfaction!and!understanding!from!other’s!perspective.!Association!between!Danish!children’s!tendency!of!prosocial!behaviour!on!one!side!and!their!selfVevaluation!on!the!other!are!discussed!with!regard!to!the!new!Danish!school!reform.!
Theoretical%frameworks:!The!latest!school!reform!of!the!Danish!public!school!was!launched!in!2014!and!aimed!a!more!effective!learning!environment,!improved!student’s!academic!competences,!best!support!for!wellVbeing,!and!better!teaching.!Previous!research!show!that!prosocial!behaviour!(helping!others!behaviour)!has!a!positive!influence!on!children’s!wellVbeing!and!academic!achievement.!However,!it!has!not!been!investigated!how!Danish!children!recognize!prosocial!behaviour.!Upper!glade!children!are!able!to!distinguish!their!own!perspective!and!others!perspective,!but!a!potential!association!between!their!own!subjective!evaluation!and!subjective!satisfaction!has!not!yet!been!researched.!Further,!there!might!be!differences!between!the!three!different!aspects!and!they!might!affect!wellVbeing!and!motivation!differently.!Additionally,!Danish!children’s!feature!of!prosocial!behaviour!and!subjective!evaluation!might!be!helpful!to!investigate!as!a!potential!evaluation!of!the!national!educational!goals.!
Methodology/research%design:%FortyVfive!Danish!children!were!asked!to!set!and!do!prosocial!behaviour!and!evaluate!their!prosocial!behaviour!every!week!for!three!months.!They!decided!what!kind!of!helping!others!(prosocial)!behaviour!they!would!do!for!each!week!and!wrote!it!down!on!a!sheet,!and!they!evaluated!their!performance!using!a!fiveVpoint!Likert!scale.!The!evaluation!consisted!of!subjective!evaluation!(evaluation!of!how!well!they!have!done),!subjective!satisfaction!(evaluation!of!how!satisfied!they!are)!and!evaluation!of!others!perspective!(imagine!how!other!people!would!evaluate!their!performance).!!
All!children’s!written!prosocial!behaviours!were!coded!into!categories!and!number!of!prosocial!behaviour!children!chose!were!counted.!Scores!of!the!three!evaluations!(subjective!evaluation,!subjective!satisfaction,!and!others!perspective)!were!analysed.!!
Expected%conclusions/Findings:!According!to!Pearson’s!chi!square!test,!happy!and!teaching!and!help!were!significant!higher!compared!to!the!averages!score!of!the!other!categories!(p$<!.0001).!!The!score!of!subjective!satisfaction!was!significantly!higher!than!subjective!evaluation!(p!<!.01)!and!others!perspective!(p!<!.001).!!
Danish!children’s!prosocial!behaviours!were!associated!to!not!only!wellVbeing!which!make!each!other’s!feeling!comfortable!(ie.!happy)!but!also!academically!(ie.!teaching,!help).!The!children!also!reported!a!high!subjective!satisfaction!score!which!was!significant!different!from!their!subjective!evaluation!and!others!perspective.!The!study’s!findings!suggested!that!Danish!children’s!prosocial!behaviour!has!possibilities!to!attain!better!learning!and!wellVbeing!–!all!of!which!are!part!of!educational!goals!of!new!school!reform.!
Relevance%for%Nordic%Educational%Research:!Classroom!research
[299]%MEDIATIONAL%MEANS%OF%TEACHER%AGENCY%
!Kasper!Munk1!,!Antti!Rajala2!,!Kristiina!Kumpulainen2!%%1University$of$Oxford,$Oxford,$United$Kingdom!2University$of$Helsinki,$Department$of$Teacher$Education,$Helsinki,$Finland!!!Research%topic/Aim:%Teacher!agency,!i.e.!teachers’!capacity!to!critically!evaluate!and!reconstruct!their!work!conditions,!is!an!integral!part!of!teachers’!professional!expertise.!In!this!presentation,!we!argue!that!discussions!of!teacher!agency!can!benefit!from!close!attention!to!the!rich!array!of!mediational!resources!that!momentVtoVmoment!achievement!of!agency!involves.!The!empirical!data!focus!on!teachers’!agentic!responses!to!tensions!and!competing!demands!during!classroom!interactions.!The!aim!is!to!investigate!the!mediational!means!(i.e.!material!and!conceptual!artefacts)!that!teachers!use!to!manage,!enact!and!transform!such!situations.!While!acknowledging!that!teacher!agency!depends!on!a!range!of!factors,!we!seek!to!show!that!it!is!possible!to!expose!supporting!resources!which!are!so!ingrained!in!teacher!actions!that!they!are!easily!overlooked.!
Theoretical%frameworks:!The!paper!draws!from!a!postVVygotskian!research!tradition!which!emphasises!human!capacity!to!make!use!of!artefacts!as!mediational!means!to!guide!their!actions.!Such!artefacts!include!not!only!physical!tools!but!also!verbal,!gestural!and!visual!representations!of!activities.!Attending!to!the!microVlevel!of!teacher!action,!teacher!agency!is!studied!in!terms!of!teachers'!navigation!of!challenging!situations!at!work.!The!mediational!means!that!teachers!use!in!such!situations!are!identified!using!an!adapted!version!of!the!double!stimulation!methodology.!
Methodology/research%design:%We!illustrate!the!potential!of!our!approach!via!two!different!cases!of!classroom!situations!that!involved!tensions!and!competing!demands.!The!first!case!is!an!experienced!science!teacher!from!an!English!secondary!school!who!navigates!several!competing!demands,!i.e.!capturing!students'!imagination,!keeping!students!quiet!and!ensuring!uninterrupted!progress!of!the!lesson.!The!second!case!comes!from!a!Finnish!primary!school!that!implements!a!new!interestVdriven!learning!environment!and!it!involves!teachers!who!encounter!conflicts!of!motives!in!their!role!as!a!facilitator!and!“instructor”!of!students’!choiceVbased!learning!activities.!The!data!on!the!first!case!is!written!observations!while!the!second!case!was!video!recorded.!In!both!cases,!postVlesson!interviews!were!conducted!with!the!teachers.!
Expected%conclusions/Findings:!The!paper!demonstrates!that!a!focus!on!teachers’!use!of!mediational!means!used!in!momentVtoVmoment!action!in!situations!with!tensions!and!competing!demands!allows!us!to!identify!sources!of!support!for!teacher!agency!that!are!easily!neglected!or!overlooked.!A!strength!of!the!approach!is!the!analysis'!level!of!detail.!It!makes!it!possible!to!enquire!into!general!characteristics!of!resources!supporting!teacher!agency.!At!the!same!time!the!approach!enables!us!to!specify!what!the!mediational!means!are!in!specific!situations,!making!this!kind!of!analysis!particularly!promising!when!it!comes!to!informing!professional!practice.!
Relevance%for%Nordic%Educational%Research:!The!conference!theme!'Learning!and!education!–!material!conditions!and!consequences'!is!addressed!by!presenting!an!approach!that!cuts!across!modalities.!Mediational!means!of!teacher!agency!include!physical!objects,!verbal!expressions!and!visual!and!gestural!representations.!Our!approach!shows!the!plurality!of!functions!that!agentic!teachers!give!to!the!material!conditions!of!teaching!situations!and!how!they!employ!such!resources!for!managing,!enacting!and!reconstructing!their!work.
[474]%A%SCRUTINY%OF%ORACY%AS%A%KEY%COMPETENCY%
!AnneVGrete!Kaldahl1!%%1Oslo$and$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway!!Research%topic/Aim:%In!order!to!meet!the!new!challenges,!like!globalization!and!liberal!economy,!of!the!postindustrial!society,!OECD!developed!some!key!competencies!(DeSeCo)!which!were!necessary!in!order!to!live!a!successful!life!in!a!wellVfunctioning!society!(Rychen,!2003)!and!empower!students!as!future!active!citizens!in!a!democratic!society!(Berge!&!Heldal!Stray!!2012).!The!DeSeCo!competencies!were!adapted!into!the!Norwegian!curriculum!(LK06)!for!grade!1V12!through!five!key!competencies!(oracy,!writing,!reading,!numeracy,!and!digital!competency)!(Berge,!2007).!!The!goal!for!this!study!is!to!gain!an!understanding!of!what!oracy!as!a!key!competency!at!the!secondary!level!in!Norway!has!become!after!LK06.!
!Theoretical%frameworks:%The!project!is!embedded!within!a!social%cultural%understanding!of!oral!utterances!(Halliday,!1989;!Bachtin,!1986;!Vygotsky,!1978).!In!accordance!with!this!view,!language!and!other!mediating!tools!used!through!oral!interaction!plays!a!central!role!in!the!learning!process!together!with,!as!well!as,!the!social!learning!environment.!Rhetoric!theory!is!used!as!an!analytic!tool!in!order!to!systematize!oracy!and!give!oracy!a!language!(Andersen,!1995).!Terminology!from!rhetoric!is!used!to!develop!the!digital!survey!on!the!evaluating!phase!of!the!oral!exam.!!
Methodology/research%design:%In!this!study,!the!actual!definition!of!the!oracy!concept!in!Norway!is!examined.!!One!thousand!and!thirty!three!(1033)!teachers,!who!were!censors!on!the!oral!exam!in!10th!grade!in!the!spring!of!2016,!were!invited!by!email!to!participate!in!this!study.!In!total,!494!teachers!participated!in!this!study.!This!study!has!a!total!response!rate!on!49%.!Among!the!participating!teachers,!there!were!92!Norwegian!as!a!first!language!teachers!(18,62%),!79!English!as!a!second!language!teachers!(15,99%),!76!Mathematics!teachers!(15,38%),!62!Social!sciences!teachers!(12,55%),!68!German/French/Spanish!as!a!third!language!teachers!(13,77%),!68!Natural!sciences!teachers!(13,77%),!and!49!Religion!teachers!(9,92%).!The!amount!of!teachers!participating!from!each!subject!is!consistent!with!population!data!values.!The!definition!of!the!concept!of!orality!is!under!scrutiny.!In!order!to!define!the!concept!of!orality!a!multiple!regression!analysis!using!SPSS!statistics!is!performed.!
Expected%conclusions/Findings:!The!tentative!results!reveal!that!the!content!and!presentation!of!content!is!most!valued!part!of!oral!competency!on!the!oral!exam!across!a!number!of!subject!domains.!Furthermore,!the!results!indicate!that!the!censors!follow!the!national!guidelines!for!subject!objectives!in!the!grading!process.!A!consequence!of!this!practice!is!that!discourse!competency!in!Norwegian!schools!on!the!10th!grade!level!is!reduced!to!the!ability!to!communicate!subject!content.!Rhetorical!skills!such!as!the!ability!to!display!character!(i.e.!etos),!engage!and!persuade!the!audience!(i.e.patos),!discuss,!argue,!be!contextVsensitive!and!creative!(i.e.!logos)!etc.!are!reduced!to!a!minimum.!
Relevance%for%Nordic%Educational%Research:!Previous!research!on!oracy!reveals!little!systematic!work!with!the!teaching!and!development!of!oracy!compared!to!writing!and!reading;!in!addition,!Norwegian!schools!do!not!test!oracy!with!national!tests!nor!do!we!have!a!national!center!for!oracy!(Berge,!2007).!In!Norway,!oral!presentations!is!the!dominating!form!for!practicing!orality!(Hertzberg,!2003,!Hertzberg,!2010,!Svenkerud,!Hertzberg!&!Klette,!2012).!There!is!a!lack!of!studies!on!how!we!evaluate!and!define!oracy!as!a!key!competency!across!a!number!of!subjects.!
[476]%'SEEING'%AND%'BEING%SEEN'%`%THE%ROLE%OF%THE%BODY%IN%TEACHING%AND%LEARNING%IN%THE%AGE%OF%DIGITALISATION%
!Charlotte!Svendler!Nielsen1!,!Eeva!Anttila2!,!Liisa!Jaakonaho3!%%1Department$of$Nutrition,$Exercise$and$Sports,$University$of$Copenhagen,$Copenhagen,$Denmark!2Theatre$Academy,$University$of$the$Arts$Helsinki,$Helsinki,$Finland!3Theatre$Academy$,$University$of$the$Arts$Helsinki,$Helsinki,$Finland!!Research%topic/Aim:%In!this!paper!we!discuss!the!theme!of!‘seeing’$and$‘being$seen’!from!an!embodied!learning!and!teaching!perspective,!drawing!on!examples!from!recent!and!onVgoing!research!projects!in!public!schools!in!Finland!and!Denmark.!We!examine!how!dance!and!creative!movement!can!contribute!to!pupils’!experiences!of!‘being!seen’!and!what!a!strengthened!pedagogical!focus!on!‘seeing’!the!students!with!‘more!than!the!eyes’!could!mean!to!their!learning!opportunities.!!
Theoretical%frameworks:!!We!approach!the!question!of!‘seeing’!not!merely!as!linked!to!sight,!but!also!concerning!other!senses!and!the!whole!body!as!suggested!for!example!by!Max!van!Manen!(2004).!We!explore!which!consequences!a!heightened!focus!on!digital!learning!environments!could!have!to!the!holistic!understanding!of!the!students!that!is!described!as!the!foundation!for!school!curricula!in!Nordic!countries.!What!can!overVemphasising!the!sight!in!teaching!approaches!mean!to!the!involvement!and!focus!of!the!other!senses?!Why!is!there!a!need!to!also!focus!on!embodied!experiences!in!‘the!age!of!digitalisation’?!What!is!required!to!secure!their!quality!of!life!(Nussbaum,!2011)!within!educational!contexts,!acknowledging!the!role!that!information!technology!and!social!media!play!in!their!growth!into/as!visible!subjects?!The!phenomena!that!are!drawn!from!both!studies!are!discussed!using!phenomenological!theory!of!the!body!and!consciousness!(MerleauVPonty,!1962;!van!Manen,!1990,!2004;!Todres,!2007),!socioVmaterial!theories!(Fenwick,!Edwards!&!Sawchuk,!2011),!performance!studies!(Kosofsky!Sedgwick,!2003),!and!psychodynamic!theories!(Winnicott,!1971).!
Methodology/research%design:%The!discussion!will!be!based!on!insights!from!two!empirical!studies:!1)!A!Danish!research!project!which!explored!the!potential!of!using!movement!as!the!teaching!method!in!a!variety!of!subjects!at!high!school!level!carried!out!in!a!class!of!16!year!olds!during!2013V2014!as!part!of!the!Danish!Ministry!of!Education!commissioned!research!project!”Learning!through!Movement.”!2)!A!Finnish!Research!initiative,!ArtsEqual!(Arts!as!Public!Service:!Strategic!Steps!towards!Equality),!funded!by!the!Strategic!Research!Council!of!the!Academy!of!Finland.!Through!participatory!research!and!several!“artsVinfused”!interventions!the!Arts@School!–team!(one!of!six!research!teams!of!ArtsEqual)!focuses!on!questions!related!to!inclusion,!participation!and!equality!in!schools.!In!this!presentation,!the!focus!is!on!two!dance/creative!movement!interventions.!The!qualitative!design!of!both!studies!include!participant!observation!of!lessons!and!interviews!with!both!students!and!teachers.!!
Expected%conclusions/Findings:!Among!the!outcomes!of!the!Danish!project!was!a!deeper!understanding!of!the!students’!experiences!of!feeling!free!and!being!able!to!see!and!know!each!other!better!when!they!are!forced!away!from!their!technological!devices.!The!onVgoing!Finnish!project!expects!to!find!ways!to!foster!every!student’s!possibility!to!learn!through!the!arts!in!support!for!his/her!learning,!school!engagement,!and!wellVbeing.!!
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Relevance%for%Nordic%Educational%Research:!The!conclusions!of!both!research!projects!can!contribute!to!cast!light!on!the!importance!of!remembering!the!body!and!to!propose!ways!of!educating!that!highlight!embodied!learning!in!times!when!in!for!example!the!Nordic!countries!there!is!a!growing!emphasis!and!demand!on!using!technology!in!all!school!subjects.!
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[494]%HOW%CAN%GENRE`BASED%WRITING%ACTIVITIES%ENHANCE%STUDENT'S%TEXT%PRODUCTION?%
!Berit!Lundgren1!,!Carina!Hermansson2!,!Anna!Lindhé3!,!Maria!Levlin4!,!Annika!Norlund!Shaswar4!,!Bert!Jonsson5!%%1Department$of$Language,$Umea,$Sweden!2Umeå$University,$Umeå,$Sweden!3Institutionen$För$KulturC$Och$Medievetenskaper,$Umeå,$Sweden!4Department$of$Language$Studies,$Umeå,$Sweden!5Department$of$Psychology,$Umeå,$Sweden!!Research%topic/Aim:%The!purpose!of!this!presentation!is!to!describe,!analyse!and!discuss!the!impact!of!genreVbased!activities!and!instructions,!on!students’!writing!development.!Many!engaged!and!skilled!teachers!are!constantly!driven!by!pedagogical!questions!to!develop!their!teaching!practice!in!order!to!enhance!the!students’!literacy!competence!and!to!support!the!students!to!reach!national!writing!goals!prescribed!in!the!curriculum.!One!common!model!practiced!within!Swedish!schools!is!the$cycle$for$teaching$and$learning!(Rose!&!Martin!2012).!
Theoretical%frameworks:!This!empirical!grounded!study,!based!in!genreVbased!pedagogy,!draws!on!social!semiotics!in!the!system!of!functional!model!of!language!and!its!foundation,!which!has!its!origin!in!Systemic!Functional!Linguistics!(SFL)!(Haliday!1978).!The!study,!has!its!major!pedagogical!focus!within!the$cycle$for$teaching$and$learning!(Derewianka!2012;!Hedeboe!&!Polias!2008;!Rose!&!Martin!2012)!with!its!four!phases.!!
References%
Derewianka,!B.!(2012).!”Knowledge!about!Language!in!the!Australian!Curriculum”:!English.!Austrilian$Journal$of$Language$and$Literacy$35!(1)!127V146!
Hedeboe,!B.!&!Polias,!J.!(2008).!Genrebyrån.$En$språkpedagogisk$funktionell$grammatik$i$kontext.!Stockholm:!Hallgren!&!Fallgren!Studieförlag!AB!
Rose,!D.!&!Martin,!J.R.!(2012).!Learning$to$Write,$Reading$to$Learn:$Genre,$
Knowledge$and$Pedagogy$in$the$Sydney$School.!Bristol:!Equinox!
Methodology/research%design:%The!aim!of!the!study!was!to!explore!the!impact!of!the!third!phase,!the!joint!construction!phase,!when!learning!how!to!write!a!narrative!text.!Data!was!gathered!through!an!intervention!study!that!was!conducted!in!the!subject!Swedish,!in!a!Swedish!primary!school,!where!109!students!in!grade!4V6!participated.!Data!consist!of!students’!written!texts,!teachers’!lesson!plans!and!logVbooks.!The!design!of!the!intervention!study!involved!control!and!intervention!(experimental)!groups,!participating!in!pre!and!post!writing.!For!the!analysis,!Gilllam!&!Gillam’s!(2013)!model,!Monitoring$Indicators$of$Scholarly$Language!(MISL)!was!used!to!measure!the!complexity!of!both!macro!and!micro!structure!elements.!
Reference!
Gillam,!S.!&!Gillam,!R.!(2013).!Monitoring$Indicators$of$Scholarly$Language$(MISL).!Logan:!Utah!State!
University.!
Expected%conclusions/Findings:!The!result!shows!that!some!aspects!of!the!students’!writing!skills!have!increased!between!pre!and!post!writing!in!both!the!control!group!and!the!intervention!group.!The!joint!construction!phase!does!not!seem!to!be!crucial!for!the!development!of!the!students’!writing!skills!according!to!this!study.!!
Relevance%for%Nordic%Educational%Research:!The!effect!of!the!whole!model!cycle$for$teaching$and$learning!on!students’!development!of!writing!skills!is!unclear!in!this!study.!Therefore!we!suggest!that!more!studies,!qualitative!as!well!as!quantitative,!have!to!be!conducted!to!get!answers!on!for!example!the!significance!of!cognitive!ability!in!relation!to!who!benefits!from!the$cycle$of$teaching$and$learning.!
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[515]%RELATIONAL%CONSEQUENCES%OF%LAPTOPS%IN%THE%CLASSROOM%
!Dorte!Ågård1!%%1Aalborg$Universitet,$Institut$for$Læring$Og$Filosofi,$Aalborg,$Denmark!!Research%topic/Aim:%Around!2007V2008,!the!situation!in!the!classrooms!of!Danish!secondary!schools!changed!dramatically!and!quite!suddenly!with!the!introduction!of!laptop!computers!in!the!classroom.!Today,!there!is!typically!a!laptop!on!the!table!in!front!of!every!student,!open!throughout!the!lesson!and!connected!to!the!internet.!This!new!situation!has!had!many!consequences!for!teaching!and!learning!that!were!not!anticipated.!In!this!presentation!I!will!discuss!how!the!change!fundamentally!has!affected!communication,!roles,!and!classroom!management!with!a!specific!focus!on!teacherVstudent!relationship.!One!of!the!conclusions!is!that!the!use!of!laptops!has!brought!along!a!number!of!unintended!negative!sideVeffects!that!weaken!student!motivation,!and!that!there!is!a!need!for!adjustment!of!the!present!classroom!management!practice!to!diminish!them.!
Theoretical%frameworks:!The!theoretical!framework!is!the!growing!international!body!of!research!in!motivation!that!explores!the!importance!of!the!teacherVstudent!relationship!(Martin!&!Dowson!2009),!research!on!the!general!consequences!of!the!introduction!of!computers!in!school!(Paulsen!&!Tække!2012,!Mathiasen!et!al.!2014),!and!interpersonal!classroom!management!theory!(Wubbels!et!al.!2006).!
Methodology/research%design:%The!findings!mainly!come!from!my!PhD!(Ågård!2014),!a!qualitative!case!study!including!classroom!observation!and!interviews!with!students!and!teachers.!The!findings!are!also!based!om!subsequent!intervention!research!where!a!number!of!practical!classroom!management!interventions!have!been!tested!and!evaluated!(Ågård!2016)%
Expected%conclusions/Findings:!My!analysis!of!the!development!in!Danish!classrooms!shows!that!the!two!basic!dimensions!of!teacherVstudent!interaction,!agency!and!communion!(Wubbels!et!al.),!are!both!negatively!affected!by!the!fact!that!the!laptops!have!come!between!teacher!and!students.!The!contact!between!them!has!been!weakened,!and!the!teachers’!uncertainty!as!to!how!to!manage!the!students’!activities!on!the!computers!has!led!many!teachers!to!leave!the!responsibility!to!the!students!themselves,!thus!weakening!their!own!authority.!
Relevance%for%Nordic%Educational%Research:!The!situation!with!laptops!in!front!of!all!students!is!gradually!spreading!to!Danish!primary!schools.!Many!negative!experiences!have!been!made!in!the!secondary!schools,!so!we!need!a!discussion!of!how!to!strike!the!right!balance!between!the!great!positive!learning!potentials!of!laptops!and!the!negative!unintended!relational!sideVeffects.!These!considerations!are!also!relevant!to!teachers!of!higher!education.!
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[646]%NATIONAL%TESTING%DATA%IN%NORWEGIAN%CLASSROOMS%`%HOW%IS%THE%DATA%USED%BY%TEACHERS?%
!Tobias!Werler1!,!Margaret!Klepstad!Færevaag1!%%1Bergen$University$College,$Bergen,$Norway!!!!Data%use%to%improve%student%performance%`%a%contradiction%in%terms?!
Research%topic/Aim:%The!focus!of!the!paper!is!to!look!for!how!teachers!use!information!from!the!national!tests!to!drive!improvement!and!development!work!aimed!at!individual!students.!We!expect!to!gain!insight!in!how!teachers!cope!with!education!accountability!to!elude!from!a!deadlock!putting!their!professionalism!at!risk.!To!operationalize!the!research!problem!we!ask!what!teachers!tell!about!their!improvement!and!developmental!work.!We!emphasize!mainly!two!periods.!First,!we!collect!data!for!processes!regarding!the!time!right!after!they!have!carried!out!the!tests.!Second,!we!ask!for!processes!and!actions!taken!after!the!publication!of!the!test!results.!!
Theoretical%frameworks:!The!national!school!tests!are!part!of!topVdown!accountability!in!the!Norwegian!school!system!(Werler!&!Volckmar!2015).!According!to!the!Norwegian!Directorate!for!Education!and!Training!the!purpose!of!those!tests!is!to!provide!“information!to!students,!teachers,!school!administrators,!parents,!school!owners,!the!regional!authorities!and!the!national!level”!(Udir!2010:5)!to!improve!students!learning!outcomes.!The!authorities!expect!that!work!with!test!results!is!a!natural!part!of!schools!daily!work!(Udir!2013).!!
By!several!reasons,!the!introduction!of!the!test!system!was!met!by!sharp!critique.!To!points!of!concern!are!typically!for!the!heated!debate!on!the!value!of!the!NQAS.!The!trade!union!for!teachers!judged!it!as!a!control!mechanism!over!teachers!work!(Utdanningsforbundet!2011,!18).!Others!criticize!the!system!for!supporting!instrumentalist!school!development!(Marsdal!2011).!!
Evaluation!of!the!NQAS!found!that!the!further!people!stand!from!teaching,!the!more!they!supported!the!system!and!vice!versa!(Allerup,!Kovac,!Kvåle,!Langeldt!&!Skov!2009).!Seland,!Vibe!&!Hovdhaugen!(2013)!emphasize!that!school!tests!are!valued!as!tool!for!improvement!efforts!by!school!leaders.!Mausethagen!(2013,!67)!finds!that!it!is!difficult!for!teachers!to!accept!tests!when!they!experience!that!central!aspects!of!teaching!are!challenged!by!accountability!pressure.!Aasebøe!(2015,!69)!concludes,!that!teachers!feel!threatened!in!their!autonomy!whilst!they!have!accepted!idea!of!testing!itself.!!
In!line!with!the!central!idea!of!education!accountability,!the!test!system!provides!descriptive!data!on!student’s!achievement!of!educational!standards.!In!accordance!with!the!intention!of!the!test!system,!teachers!shall!use!this!data!to!improve!students!learning.!In!order!to!be!able!to!develop!improvement!initiatives!teachers!need!to!know!reasons!for!results!achieved.!Further,!the!system!is!not!designed!for!explaining!causes!for!measured!achievement.!However,!Grøgaard,!Helland!&!Lauglo!(2008,!81)!showed!that!parents!level!of!education!is!the!most!important!factor!explaining!Norwegian!students!national!test!results.!!
This!creates!a!paradoxical!situation.!Teachers!shall!improve!results!they!have!little!impact!on.!Furthermore,!they!cannot!develop!evidenceVbased!measures!leading!to!improved!learning!outcomes!
since!they!do!not!know!variables!they!could!change.!Based!on!this,!it!is!reasonable!to!argue!that!teacher!have!to!guess!causes!in!order!to!improve!students!learning!outcomes.!A!guidance!brochure!of!the!Norwegian!authorities!(Udir!2014,!6)!recommends!this!strategy!too.!
This!paradox!is!reflected!in!empirical!data.!Chavannes,!Engesveen!&!Strand,!(2011,!36)!identify!that!school!owners!as!well!as!school!leaders!have!developed!structures!they!judge!as!valuable!to!improve!results!(concentrate!teacher!resources,!strengthening!of!staffing,!provision!of!materials!that!to!improve!teaching!and!learning).!Beyond!that,!they!find!that!schools!have!mainly!discussions!about!causes!explaining!test!results!(ibid,!39).!Waters!(2013)!demonstrated!that!that!this!strategy!causes!negative!test!results!in!the!future.!Overall,!Isaksen!&!Hjelm!Solli!(2014)!investigating!school!owners,!school!leaders!and!teachers!work!with!test!results!show!that!routines!and!plans!for!followVup!initiatives!are!missing.!It!is!also!evident!that!one!is!unsure!of!how!to!use!the!results!(ibid,!42).!Here,!Johansen!(2015)!finds!that!teachers!use!test!results!for!ability!streaming.!The!national!evaluation!of!national!testing!system!revealed!(Seland,!Vibe!&!Hovdhaugen!2013,!101)!that!teachers!are!frustrated!about!the!information!outcome!of!the!test!and!that!they!are!not!suitable!to!give!students!feedback.!!
Methodology/research%design:%Data!based!on!individual!semi!structured!interviews!was!collected!from!18!informants!representing!six!schools.!All!informants!are!experienced!teachers,!and!they!have!several!times!carried!out!national!test.!We!have!chosen!teachers!working!mainly!in!5th!grade!since!Seland,!Vibe!&!Hovdhaugen!(2013,!101)!pointed!out!that!those!teachers!are!most!malcontent!with!the!situation.!Sites!selected!for!data!collection!represent!rural,!subVurban!and!urban!schools.!!
Expected%conclusions/Findings:!Inspired!by!Bernstein!we!see!that!the!test!data!works!as!a!pedagogic!device!transforming!both!teacher!professionalism!and!society’s!culture.!!
Relevance%for%Nordic%Educational%Research:!The!paper!investigates!in!how!fare!it!is!reasonable!to!come!up!with!statements!that!neoliberalistic!ideology!has!a!direct!impact!into!teachers!work!with!their!pupils.!This!topic!seems!to!be!underresearched!in!the!Nordic!countries.!
[649]%SMARTPHONES%AND%LAPTOPS%IN%CLASSROOMS:%READING,%WRITING%AND%TALKING%IN%RAPIDLY%CHANGING%EDUCATIONAL%SPACES%
!Fritjof!Sahlström1!%%1Faculty$of$Education$and$Welfare$Studies,$Åbo$Akademi$University,$Vasa,$Finland!!!!Research%topic/Aim:%Social!media!is!rapidly!transforming!not!only!human!sociality,!but!also!classroom!interaction.!It!is!becoming!increasingly!clear!that!if!video!ethnography!wants!to!continue!to!claim!its!value!as!the!possibility!of!rendering!and!constructing!for!further!scrutiny!central!aspects!of!human!sociality,!classroom!research!needs!to!find!ways!of!documenting!and!analyzing!situated!mobile!phone!and!laptop!use.!!
Theoretical%frameworks:%This!symposium!addresses!classroom!use!of!social!media,!smart!phones!and!laptops!in!classrooms.!Students’!phone!and!lap!top!use!coVconstructs!student!spaces,!which!can!emerge!from!various,!and!often!seemingly!small,!fragments!of!interactional!resources!afforded!by!the!phone.!Engaging!in!multiple!activities!at!once!becomes!a!common!part!of!phoneVrelated!classroom!activity.!The!outside!world!and!its!communicational!resources!are!present!in!the!classroom,!with!social!networks!extending!outside!the!classroom,!where!relatively!long!instances!of!phone!use!can!take!place!coVoccurring!with!teaching.!It!seems!clear!that!a!new!interactional!culture!is!emerging!inside!the!classroom.!In!this!emerging!space,!technology!plays!a!major!part.!
Methodology/research%design:%In!this!symposium,!six!papers!from!three!Nordic!countries!address!issues!pertaining!to!smartphones!and!laptops!in!classrooms,!and!how!they!are!related!reading,!writing!and!talking.!!
Expected%conclusions/Findings:!The!first!paper,!by!Paakkari!and!Valasmo,!maps!out!the!elements!that!participate!in!the!creation!of!classroom!space:!smartphone!applications,!user!interfaces,!media!and!technology!companies,!and!providers!of!userVgenerated!content.!Smartphones!are!shown!to!both!offer!a!possibility!to!challenge!the!classroom’s!normative!disciplinary!structures,!and!further!emphasize!the!inequalities!present!in!students’!lives.!The!second!paper,!by!Sahlström,!Tanner!and!Valasmo!addresses!interactional!consequences!of!smartphone!use!during!plenary!teaching,!and!shows!!that!instead!of!being!a!challenge!to!plenary!teaching,!mobile!phones!rather!enable!and!preserve!this!kind!of!instructional!organization.!The!third!paper,!by!Matilda!Ståhl,!aims!to!deepen!the!understanding!of!the!learning!processes!that!take!place!in!inVformal!learning!environments,!in!this!case!through!interacting!with!images!on!social!media.!
The!preliminary!results!are!that!while!interacting!with!images!in!social!media,!the!student!takes!part!in!a!learning!process.!In!the!fourth!paper,!Öystein!Gilje!paper!explores!how!digital!devices!(BYOD)!in!lower!secondary!classrooms!extend!time!and!space!across!diverse!literacy!practices.!The!findings!show!that!the!digital!technology!was!related!to!how!students!integrated!information!and!knowledge!into!their!literacy!practices.!In!the!fifth!paper,!Fredrik!Rusk!and!colleagues!show!he!verbal,!nonVdigital,!monolingual!classroom!becomes!–!on!an!individual!level!–!multilingual,!as!the!participants!coVconstruct!a!multilingual!identity!in!the!mobile!interactions,!without!explicitly!challenging!the!prevailing!monolingual!norm!that!is!collectively!oriented!to!in!the!nonVdigital!classroom.!In!the!sixth!and!final!paper,!Christina!OlinVScheller,!Marie!Tanner!and!Anna!Slotte,!show!how!digitalization!in!different!ways!seems!to!alter!traditional!patterns!of!reading!and!writing!in!upper!secondary!school.!
Their!presentation!is!a!contribution!to!knowledge!about!contemporary!media!ecologies!in!classrooms,!where!different!resources!seem!to!interact!in!a!direction!where!paper!based!and!other!analogue!text!practices!becomes!constrained.!
Relevance%for%Nordic%Educational%Research:!!
The!paper!is!an!important!contribution!to!new!Nordic!knowledge!of!classroom!interaction.!
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Paper%1:%Tracing%movements%in%the%enhanced%classroom%space.%Students’%smartphones%use%during%lessons%
Antti!Paakkari!(PhD!Researcher,!University!of!Helsinki),[email protected]!
Verneri!Valasmo!(PhD!Researcher,!Åbo!Akademi!University),[email protected]!
Research%topic/Aim:%Smartphones!have!changed!the!spatial!components!of!the!classroom.!This!presentation!is!based!on!video!ethnographic!data!on!Finnish!upper!secondary!school!students’!smartphone!use,!which!indicates!that!students!regularly,!and!fairly!constantly,!use!their!phones!during!school!day.!Phones!bring!social!media!and!messaging!applications!into!the!classroom,!thus!changing!that!space!and!introducing!wholly!new!questions!regarding!power!relations,!agency,!technology,!and!equality.!!
Theoretical%frameworks:%This!presentation!tries!to!understand!this!developing!space!and!the!elements!entangled!in!it.!!
Methodology/research%design:%This!is!done!by!mapping!out!the!elements!that!participate!in!the!creation!of!the!space:!smartphone!applications,!user!interfaces,!media!and!technology!companies,!providers!of!userVgenerated!content,!and!so!on.!Gilles!Deleuze!proposes!a!logic!of!control,!a!move!to!an!increasingly!molecular!mode!of!governance!that!depends!less!on!setting!up!clear!boundaries!and!operates!instead!by!modulating!possibilities!from!within.!Borders!become!increasingly!fluid!and!transverse!the!whole!of!societal!space.!This!also!includes!the!classroom.!!
Expected%conclusions/Findings:%The!idea!of!a!classroom!as!a!shared!singular!space!is!challenged!from!many!directions,!one!being!the!multiplicity!of!spaces!smartphones!enable.!By!looking!at!the!elements!that!are!present!in!various!students’!smartphone!use!(places!visited,!apps!used,!images!seen,!conversations!participated!in)!and!comparing!them!with!each!other,!we!ask!whether!the!classroom!can!still!be!thought!of!as!a!shared!space,!and!to!what!extent?!Smartphones!both!offer!a!possibility!to!challenge!the!classroom’s!normative!disciplinary!structures,!and!further!emphasize!the!inequalities!present!in!students’!lives.!!
Relevance%for%Nordic%Educational%Research:%The!paper!directly!adds!to!Nordic!educational!research.!
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Paper%2:%Some%interactional%consequences%of%smartphone%use%during%plenary%teaching%
Fritjof!Sahlström!(Åbo!Akademi!University),!Marie!Tanner!(Karlstad!University)!&!Verneri!Valasmo!
(Åbo!Akademi!University)!
Research%topic/Aim:%With!the!introduction!of!smartphones,!participation!in!webVmediated!social!interaction!has!become!an!integral!part!in!the!communicative!ecology!of!classrooms.!Mobile!phone!use!seems!to!affect!wellV!documented!classroom!interaction!patterns,!where!student!participation!is!spatially,!sequentially!and!structurally!limited.!!
Theoretical%frameworks:The!introduction!of!mobile!phones!into!this!participation!framework!is!likely!to!have!longVterm!consequences.!The!aim!of!this!presentation!is!to!investigate!how!uses!of!smartphones!affect!interactional!participation!frameworks!in!upper!secondary!school,!and!to!specify!the!impact!of!new!media!practices!for!the!social!mediation!and!creation!of!knowledge!in!classrooms.!!
Methodology/research%design:%The!analyzed!material!consists!of!video!recordings!of!students’!interaction!from!Swedish!and!Finnish!upper!secondary!classrooms!during!2015V2016.!We!investigate!the!interaction!in!which!selected!focus!students!participate,!and!specifically!fragments!where!students!use!their!smartphones!during!teacher!led!plenary!instruction.!During!these!situations!instructional!talk!is!to!a!large!extent!characterized!by!a!so!called!IREVstructure!(InitiationVResponseVEvaluation),!directed!to!one!student!at!a!time!in!a!way!that!constrains!other!students’!participation!in!classroom!talk.!We!analyse!in!detail!the!students!use!of!different!technologies!(smartphone,!laptop!and!analogue!texts),!using!the!stance!of!Conversation!Analysis!(Schegloff,!2007)!to!investigate!action!formation!and!orientation!to!content!both!in!relation!to!the!physical!surrounding!of!the!classroom!as!well!as!onVline,!and!how!students’!orientation!to!these!different!contexts!are!coordinated!in!participation!frameworks!in!the!situated!classroom!interaction!(Goodwin,!2001).!!
Expected%conclusions/Findings:The!results!show!that!phone!use!in!is!present!and!common!in!all!subjects.!The!interactional!space!of!the!connected!classroom!has!a!new,!multiVlayered!distribution!of!interactional!spatiality,!with!previously!nonVpresent!links!between!the!outside!world!and!the!classroom!context.!In!the!data!as!a!whole,!use!of!mobile!phones!is!not!oriented!to!as!a!problem,!neither!from!students!nor!teachers.!The!use!is!generally!silent!and!nonVdisturbing,!yet!potentially!interactionally!rewarding!for!the!students.!The!smartphone!is!also!to!a!large!extent!used!individually,!which!means!that!it!does!not!compete!with!participation!in!the!teacherVled!plenary!talk.!Smartphone!use!seems!to!enable!participation!in!interactions!that!are!spatially!independent,!diverse!and!flexible!in!relation!to!the!official!classroom!discourse.!This!results!in!verbally!quieter!classrooms,!where!students!can!spend!time!onVline,!and!where!the!teacher,!because!of!this,!can!continue!to!teach!relatively!undisturbed.!Use!of!smartphones!is!also!shown!to!work!as!means!for!inclusion!and!exclusion!in!various!dimensions.!A!preliminary!conclusion!is!that!instead!of!being!a!challenge!to!plenary!teaching,!mobile!phones!rather!enable!and!preserve!this!kind!of!instructional!organization,!since!it!resolves!some!of!the!constraints!for!participation!that!it!contains.!!
Relevance%for%Nordic%Educational%Research:%The!paper!directly!adds!to!Nordic!educational!research.!
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Paper%3:%Learning%through%Interaction%with%Images%in%Social%Media%%
Matilda!Ståhl!(Åbo!Akademi!University)!
Research%topic/Aim:%The!skills!involved!when!using!different!forms!of!technology!has!been!widely!researched!in!an!educational!context.!There!have!been!many!attempts!to!describe!these!skills!in!regard!to!the!skills!of!earlier!generations,!the!term!digital!natives!is!one!example.!However,!there!is!still!a!need!for!research!on!what!students!actually!are!doing!with!this!technology!and!the!learning!potential!in!these!activities,!although!the!activities!are!not!necessarily!initiated!by!the!teachers,!and!what!kind!of!implications!there!might!be!in!regard!to!education.!(Drotner,!2008).!!
Theoretical%frameworks:%The!aim!of!the!study!is!to!deepen!the!understanding!of!the!learning!processes!that!take!place!in!inVformal!learning!environments,!in!this!case!through!interacting!with!images!on!social!media.!
Methodology/research%design:%The!data!used!in!this!study!is!part!of!the!data!collected!by!the!research!project!Textmöten![Text!Meetings],!a!collaboration!between!Åbo!Akademi!University!and!the!University!of!Helsinki.!The!aim!of!the!project!was!to!explore!the!altering!writing!practices!of!upper!secondary!school!students!in!Finland.!The!ethnographic!data!consists!of!video!recordings!of!students!during!their!school!day!at!the!same!time!as!there!was!a!recording!of!their!mobile!phones.!The!application!that!allowed!the!mobile!phones!to!be!recorded!was!student!controlled.!During!a!total!of!14!days!the!data!was!collected!at!two!different!upper!secondary!schools!with!a!total!of!seven!students.!In!addition!to!the!video!recordings!as!well!as!the!recording!of!the!mobile!phones!there!were!videoVfacilitated!interviews!with!five!of!the!seven!students!(Paakkari!et!al,!2016).!In!this!particular!study,!only!the!material!of!one!of!these!students!was!analyzed.!!
Expected%conclusions/Findings:%Based!on!the!video!recordings!as!well!as!the!interviews!it!became!clear!that!Maria!had!a!different!approach!to!images!than!the!other!students!in!her!school.!During!the!interviews!Maria!clearly!expressed!the!importance!of!images!in!her!online!activities!and!therefore!her!interaction!with!images!was!further!analyzed.!Since!the!others!expressed!a!different!approach!to!images!than!Maria!did,!analyzing!more!than!one!student!would!have!put!an!emphasis!on!the!differences!between!the!students!rather!than!on!the!actual!learning.!After!writing!this!abstract,!more!data!will!be!recorded!and!further!interviews!with!the!students!will!be!held,!so!the!final!number!of!images!is!yet!uncertain.!After!the!data!collected!during!Marias!first!and!second!year!in!upper!secondary!school,!the!data!consist!of!a!total!of!27!images!and!the!situations!in!which!Maria!decided!to!interact!with!these.!The!preliminary!results!are!that!while!interacting!with!images!in!social!media,!the!student!takes!part!in!a!learning!process.!In!this!process!the!student!is!learning!a!lot!about!herself,!social!norms!and!the!world!in!general.!Although!the!recorded!interaction!with!pictures!takes!place!in!school,!during!lessons!as!well!as!breaks,!this!learning!process!is!seldom!clearly!connected!to!the!themes!discussed!during!the!lessons.!
Relevance%for%Nordic%Educational%Research:%The!paper!directly!adds!to!Nordic!educational!
research.!
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Paper%4:%Smartphones%and%laptops%as%boundary%objects%in%lower%secondary%classrooms.!!
Øystein!Gilje,!Department!for!Teacher!Education!and!School!Research.!
[email protected]!//!twitter:!ogilje!//!+!47!41!21!71!41!
Research%topic/Aim:%This!paper!explores!how!digital!devices!(BYOD)!in!lower!secondary!classrooms!extend!time!and!space!across!diverse!literacy!practices!(ComptonVLilly!&!Halverson,!2014).!By!using!the!concept!chronotope!(Bakhtin,!1981;!Leander,!Phillips,!&!Taylor,!2010;!Lemke,!2000)!to!understand!how!time!and!space!intersect,!the!paper!invites!educators!to!have!a!closer!look!at!digital!devices!as!boundary!objects!(Star,!2010;!Star!&!Griesemer,!1989)!in!whole!class!interaction!as!well!as!student!led!group!work.!!!
Drawing!on!extensively!fieldwork!over!three!years!in!two!lower!secondary!schools,!the!paper!poses!two!interrelated,!exploratory!research!questions:!! !
o How!do!smartphones!and!laptops!extend!the!educational!space?!!o How!do!the!digital!devices!work!as!boundary!objects!in!the!diverse!literacy!practices?!!
Theoretical%frameworks:%In!recent!years!the!smartphone!has!become!a!nonVseparate!device,!which!are!part!of!the!body!(Carrington,!2015),!identity!(EstebanVGuitart,!2016)!and!literacy!practice!(Potter!&!Gilje,!2015)!in!a!new!generation,!which!is!always!online!(Boyd,!2013).!!Consequently,!in!education!the!smartphone!has!in!most!places!become:!“a!technology!that!breaks!traditional!social!order!at!school!and!gives!students!the!possibility!to!create!their!own!timeVspace!and!a!sphere!of!autonomous!practices!in!schools”!(Takahashi,!2011),!(see!also!OlinVScheller!&!Tanner,!2015).!!
Methodology/research%design:% In!Norway,! literally! every! young!person! (96V98%)! in! the! cohorts!13V16! years! has! their! own! smartphone,! and! nearly! everyone! (90V97%)! have! access! to! a! laptop!(Medietilsynet,! 2016).! However,! recent! surveys! on! ICT! in! schools! (Monitor,! 2016)! shows! that! the!majority!of!pupils!use!laptops!less!than!two!hours!a!week!in!lower!secondary,!while!their!smartphone!is!banned!to!use!in!the!lessons!(ref?).!!
The!data!presented! in! this!paper!stems! from!two!schools!where!mobile!phones!were!banned,!and!students! rarely! used! laptops.! As! part! of! the! Knowledge$ in$ Motion! project! (NRC,! 2013V2016)! we!followed!nearly!100!students!over!three!years,!and!captured!video!data!from!whole!class!interactions!as!well!as!group!work!in!the!classroom!and!outside!the!school!(footnote?).!Having!extensively!data!on!the!everyday! literacy!practices! in!these!classes,!we!had!an!opportunity!to!explore!how!personal!digital! devices! occasionally! extended! the! educational! space,! and! how! these! devices! worked! as!boundary!objects!for!students!thinking!and!learning.!!
Expected%conclusions/Findings:%The!analysis!in!the!presentation!in!this!symposium!will!be!based!on!video!data!from!the!classroom!conversations,!as!well!as!field!notes!and!multimodal!texts!made!by!the!students!as!part!of!the!group!work.!The!preliminary!findings!show!that!the!digital!technology!was!related! to! how! students! integrated! information! and! knowledge! into! their! literacy! practices.!Moreover,!the!technology!played!a!particular!role!when!students!worked!across!genres!and!literacy!practices!in!digital!composing.!The!findings!may!have!implications!for!how!we!think!about!the!use!of!
digital! technology! in! classroom,!and!how!classroom!changes!as!educational! spaces!when!we!allow!students!to!bring!their!own!digital!devices.!!!
Relevance%for%Nordic%Educational%Research:%The!paper!directly!adds!to!Nordic!educational!research.!
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Paper%5:%Mobile%phones%as%a%resource%for%co`constructing%multilingual%identities%in%monolingually%
oriented%classrooms%
Fredrik!Rusk,!Nord!University;!Antti!Paakkari,!University!of!Helsinki;!!Fritjof!Sahlström,!Åbo!Akademi!University;!Matilda!Ståhl,!Åbo!Akademi!University;!&!Verneri!Valasmo,!University!of!Helsinki!
Research%topic/Aim:%The!development!of!smart!phones!and!mobile!Internet!have!advanced!tremendously!during!the!2000s!and!have,!thus,!made!the!access!to!information!and!communication!increasingly!available!in!many!parts!of!the!world.!For!example,!the!access!to!Internet!through!smart!phone!apps!overshadowed!those!of!PCs!in!2014!(O’Toole,!2014).!Nevertheless,!these!technologies!are,!still,!used!by!human!participants!that!are,!at!the!same!time,!part!of!situated!social!practices!and!events!that!are!nonVdigital.!This!may,!particularly,!be!the!case!when!smart!phones!are!used!at!school,!in!classrooms,!as!part!of!both!onVtask!and!offVtask!activities,!either!to!gather!information!on!a!task!at!class!or!to!keep!in!touch!with!friends,!or!other!coVparticipants,!outside!of!class.!For!multilingual!participants,!this!communication!—!then!—!involves!several!languages.!!
Theoretical%frameworks:%Previous!research!shows!that!classrooms!are!often!orientedVto!and!jointly!constructed!as!monolingual!settings!in!which!the!preferred!language!is!the!language!of!instruction!(e.g.!Amir!&!Musk,!2013).!!
Methodology/research%design:%%In!the!research!reported!here,!I!focus!on!the!ways!that!multilingual!participants!orient!to!and!use!mobile!digital!technology!to!coVconstruct!multilingual!identities!in!monolingually!oriented!classrooms.!That!is,!how!participants!can,!inVandVthrough!the!use!of!mobile!communication,!bring!their!multilingual!identities!into!the!classroom,!parallell!to!the!oriented!to!monolingual!norm!of!the!collective!classroom.!However,!the!mobile!interactions!also!influence!and!contribute!to!the!classroom!interactions,!and!vice!versa.!!
Expected%conclusions/Findings:%Nevertheless,!the!digitally!local!multilingual!identity!that!is!coVconstructed!in!the!mobile!interactions!appears!to!not!be!problematized!in!the!same!manner!as!multilingual!turns!in!the!nonVdigital!classroom!are!oriented!to!as!problematic!(e.g.!SlotteVLüttge,!2005).!The!verbal,!nonVdigital,!monolingual!classroom!becomes!–!on!an!individual!level!–!multilingual,!as!the!participants!coVconstruct!a!multilingual!identity!in!the!mobile!interactions.!However,!this!appears!to!be!done!without!explicitly!challenging!the!prevailing!monolingual!norm!that!is!oriented!to!in!the!nonVdigital!classroom.!
Relevance%for%Nordic%Educational%Research:%The!paper!directly!adds!to!Nordic!educational!research.!
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Paper%6:%A%paperless%classroom?%Changing%literacy%practices%due%to%the%digitization%of%Swedish%and%
Finnish%upper%secondary%schools.%
Christina!OlinVScheller!&!Marie!Tanner,!Karlstad!University;!!
Anna!Slotte,!University!of!Helsinki!
Research%topic/Aim:%Recently,!students!in!Nordic!classrooms!to!a!various!degree!have!been!provided!with!tablets!or!laptops!−!often!with!the!expectation!that!this!will!affect!the!teaching!and!learning!positively.!In!parallel!with!these!efforts,!the!classroom!−!through!the!students'!own!smart!phones!−!have!become!connected!from!the!inside.!!
Theoretical%frameworks:%This!presentation!has!a!media!ecological!perspective!and!highlights!ways!in!which!digitality!has!affected!traditionally!paperVbased!literacy!practices!in!classrooms,!and!how!these!new!literacy!practices!can!be!studied!empirically.!We!discuss!some!results!from!an!ongoing!analysis!of!classroom!interaction!in!Swedish!and!Finnish!upper!secondary!school!using!an!analytic!framework!on!three!levels.!!
Methodology/research%design:%On!an!overarching!level,!we!describe!the!flow!of!different!literacy!events!that!changes!back!and!forth!during!the!course!of!events!in!a!lesson,!from!the!perspective!of!New!Literacy!Studies!(Barton,!2007).!As!a!second!step,!we!take!a!specific!focus!on!one!of!the!resources!involved!during!the!lesson,!students’!use!of!smartphones,!and!investigates!from!a!media!ecologic!perspective!(Erixon,!2012;!!Lum,!2006)!how!use!of!smartVphones!coVoccur!and!compete!with!other!resources!such!as!laptops,!books,!pen!and!paper!during!the!lesson.!As!a!third!step!we!intend!to!investigate!how!these!shifts!between!resources!are!managed!in!classroom!interaction,!using!Conversation!Analysis!(Sidnell!&!Stivers,!2013).!!The!empirical!material!consists!of!observations,!video!recordings!and!student!interviews!from!four!upper!secondary!school!classes.!The!video!material!consists!of!about!30!hours!of!recorded!classroom!interaction!following!one!focus!student!at!a!time.!Two!cameras!have!been!used,!one!that!focuses!on!the!focus!students!interactions!with!peers!and!teachers!and!one!that!documents!the!students’!use!of!laptops.!Also!the!students’!smartphones!have!been!recorded!through!use!of!screen!sharing.!!
Expected%conclusions/Findings:%Overall,!our!study!shows!that!the!paperVbased!resources!are!placed!in!the!classroom!periphery.!Students!write,!interact,!seek!information!and!maintain!social!relationships!via!computers!and!smart!phones.!Printed!books,!traditional!notepads,!pens,!etc,!are!largely!absent!from!the!studied!classrooms.!A!preliminary!conclusion!is!that!digitalization!in!different!ways!seems!to!alter!traditional!patterns!of!reading!and!writing!in!upper!secondary!school.!The!presentation!is!a!contribution!to!knowledge!about!contemporary!media!ecologies!in!classrooms,!where!different!resources!seem!to!interact!in!a!direction!where!paper!based!and!other!analogue!text!practices!becomes!constrained.!
Relevance%for%Nordic%Educational%Research:%The!paper!directly!adds!to!Nordic!educational!research.!
References:%%
Bakhtin,!M.!(1981).!The$dialogic$imagination:$four$essays.!Austin:!University!of!Texas!Press.!
Boyd,!d.!(2013).!It's$Complicated:$The$Social$Lives$of$Networked$Teens.!New!Haven:!Yale!University!Press.!
Carrington,!V.!(2015).!It’s!changed!my!life.!In!R.!Jones,!A.!Chik,!&!C.!A.!Hafner!(Eds.),!Discourse$and$Digital$Practices:$Doing$Discourse$Analysis$in$the$Digital$Age!(pp.!158V174).!New!York:!Routledge.!
ComptonVLilly,!C.,!&!Halverson,!E.!(2014).!Time$and$space$in$literacy$Research:!Routledge.!
EstebanVGuitart,!M.!(2016).!Funds$of$Identity:$Connecting$Meaningful$Learning$Experiences$In$and$
Out$of$School.!Cambridge:!Cambridge!University!Press.!
Leander,!K.!M.,!Phillips,!N.!C.,!&!Taylor,!K.!H.!(2010).!The!changing!social!spaces!of!learning:!Mapping!new!mobilities.!Review$of$Research$in$Education,$34(1),!329V394.!!
Lemke,!J.!(2000).!Across!the!scales!of!time:!Artifacts,!activities,!and!meanings!in!ecosocial!systems.!Mind,$Culture,$and$Activity,$7(4),!273V290.!!
Medietilsynet.!(2016).!Barn$&$medier$2016$C$9C16$åringers$bruk$og$opplevelser$av$medier.!Retrieved!from!Fredrikstad:!!
OlinVScheller,!C.,!&!Tanner,!M.!(2015).!"!Street!smart"!i!klassrummet?Vhögstadieelevers!användning!av!smarta!telefoner!i!undervisningens!mellanrum.!KAPET,$11(1),!23V44.!!
Potter,!J.,!&!Gilje,!Ø.!(2015).!Curation!as!a!new!literacy!practice.!ECLearning$and$Digital$Media,$12(2),!123V127.!!
Star,!S.!L.!(2010).!This!is!not!a!boundary!object:!Reflections!on!the!origin!of!a!concept.!Science,$Technology$&$Human$Values,$35(5),!601V617.!!
Star,!S.!L.,!&!Griesemer,!J.!R.!(1989).!Institutional!ecology,translations'!and!boundary!objects:!Amateurs!and!professionals!in!Berkeley's!Museum!of!Vertebrate!Zoology,!1907V39.!Social$studies$of$science,$19(3),!387V420.!!
Takahashi,!T.!(2011).!Japanese!youth!and!mobile!media.!Deconstructing$digital$natives,!67V82.!!
Barton,!D.!(2007).!Literacy:$An$introduction$to$the$ecology$of$written$language!(2nd!ed.).!Malden,!MA:!Blackwell!Publishing!Gee,!J.P.!(2011)!
Erixon,!PVO.!(2012).!Skola!och!skrivundervisning!i!ett!medieekologiskt!perspektiv.!In!AVC.!Edlund!(Eds.),!Att$läsa$och$skriva:$Två$vågor$av$vardagligt$skriftbruk$i$Norden$1800C2000.,!(pp.!179V195)!
Lum,! C.! M.! K.,! (ed.)! (2006).! Perspectives$ on$ Culture,$ Technology$ and$ Communication.$ The$ Media$
Ecology$Tradition.$Cresskill,!NJ:!Hampton!Press!Inc.!
Sidnell,!J.!&!Stivers,!T.!(2013).!The!Handbook!of!Conversation!Analysis.!Chichester:!WileyVBlackwell.!
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[717]%REFLECTION%THROUGH%NON`TEACHING%RELATED%USE%OF%SMARTPHONES%AND%COMPUTERS%IN%EDUCATIONAL%SETTINGS"GOING%'BACKSTAGE'%BY%MEANS%OF%TECHNOLOGY"%
!Christopher!Harter1!%%1Department$of$Learning$and$Philosophy,$Aalborg$University,$Aalborg$Øst,$Denmark!!Research%topic/Aim:%With!the!implementation!of!technology!in!classroom!activities,!it!has!become!increasingly!important!to!understand!both!expected!as!well!as!unexpected!types!of!use!situations.!This!paper!will!focus!on!student!use!of!smartphones!and!computers!during!classroom!activities!to!examine!the!question:!what$role$does$a$student’s$nonCteaching$related$use$of$a$smartphone$or$computer$play$in$educational$activities,$
as$a$tool$for$individual$reflection?!
Methodology/research%design:%This!paper!presents!video!data!recorded!in!three!Danish!schools,!in!three!different!subjects:!‘music’,!‘physical!education’!and!‘science!and!technology’,!in!which!it!became!apparent!that!students!were!indeed!using!smartphones!and!computers!for!nonVteaching!related!activities,!while!class!was!in!session.!Further!analysis!of!the!video!data,!combined!with!observational!notes!and!interview!data,!indicated!that!students!were!using!smartphones!and!computers,!to!create!a!personal,!interestVbased!spaces,!within!the!formal!learning!space,!this!often!times!followed!periods!of!heavy!social!interaction.!However,!instead!of!acknowledging!this!specific!use!of!smartphones!and!computers,!students!were!told!to!focus!on!the!formal!learning!activities,!ignoring!the!reasoning!behind!the!behavior.!The!data!presented!in!this!paper,!showed!that!students!were!using!these!spaces!as!a!“safe!space”!for!reflection.!In!order!to!unpack!the!learning!activities!collected!on!video,!the!video!data!has!been!coded!focusing!on!episodes!where!individual!students!are!using!smartphones!for!nonVteaching!related!activities.!In!combination!with!the!recorded!video!data,!interview!data!and!observational!notes!from!each!school!and!classroom!has!been!examined,!to!underpin!the!above!hypotheses,!by!tapping!into!the!individuals!reasoning!behind!the!use!of!such!technologies,!for!nonVteaching!related!activities.!!
Theoretical%frameworks:!Utilizing!Erving!Goffman’s,!(1959)!dramaturgical!theory!on!human!interaction!as!ongoing!performance!between!individual!actors!and!their!audience.!Human!interaction!is!taking!place!on!a!hypothetical!stage,!which!is!divided!into,!what!he!defines!as,!a!‘frontstage’!and!a!‘backstage’,!transitioning!between!them!to!prepare!(backstage)!and!play!out!(frontstage)!specific!roles.!This!sets!the!theoretical!scene!to!investigate!how!the!use!of!smartphones!enables!students!to!go!backstage,!transitioning!between!interacting!with!others!to!periods!of!reflection,!during!educational!activities.!
Expected%conclusions/Findings:!Therefore,!the!argument!is!that,!teachers!can!use!students’!nonVteaching!related!use!of!smartphones,!during!classroom!activities,!as!a!tool!for!making!students!reflect!on!their!learning!experiences.!The!data!shows!that!backstage!activity!using!smartphones!and!computers!could!be!benefitting!students!during!or!after!periods!of!heavy!social!interaction,!by!allowing!for!the!creation!of!a!personal!space!that!lies!beyond!that!of!the!classroom!for!periods!of!reflection,!to!prepare!for!upcoming!activities.!
Relevance%for%Nordic%Educational%Research:!Moreover,!understanding!how,!nonVteaching!related!use!of!technology!can!be!viewed,!as!a!beneficial!tool!for!both!teachers!and!students!is!relevant!to!further!the!wellVbeing!of!children!in!educational!settings!as!well!as!giving!teachers!a!tool,!readily!available!and!used!by!students,!to!make!students!reflect!on!their!learning.!
Literature:%Goffman,!E.!(1959).!The$Presentation$of$self$in$everyday$life.!Sl:!Peter!Smith!Pub,!Inc.%
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Relevance for Nordic Educational Research: Moreover, understanding how, non-‐teaching related use of technology can be viewed, as a beneficial tool for both teachers and students is relevant to further the well-‐being of children in educational settings as well as giving teachers a tool, readily available and used by students, to make students reflect on their learning.
Literature: Goffman, E. (1959). The Presentation of self in everyday life. Sl: Peter Smith Pub, Inc.
NETWORK 5
The Curriculum Research Network
Network 5
The Curriculum Research Network
[101]%FROM%INDIVIDUAL%ACCOUNTABILITY%TO%SHARED%RESPONSIBILITY%`%RECONCEPTUALISING%LEARNING%OUTCOMES%
!Andreas!Nordin1!,!Tine!Prøitz2!%%1Linnaeus$University,$Växjö,$Sweden!2University$College$of$Southeast$Norway,$Kongsberg,$Norway!!Over!the!last!decades!learning!outcomes!has!become!a!key!concept!in!education!policy!(Aasen,!2012;!Hopmann,!2008;!Lawn,!2011).!Discursively,!it!has!been!embedded!within!a!wider!education!policy!context!characterised!by!a!shift!from!teaching!to!learning,!emphasising!individual!accountability!and!employability!(Biesta,!2005;!Prøitz,!2015).!In!addition!international!assessments!have!come!to!play!an!increasingly!important!role!in!governing!education!policy!and!policyVmakers,!strengthening!the!reductionist!discourse!emphasising!product!rather!than!process,!even!further!(Hopmann,!2008;!Pettersson,!2008).!This!development!has!been!criticised!as!a!resurgence!of!Taylorism!and!scientific!management!placing!too!much!emphasis!on!the!measurable!outcomes!of!learning!(Au,!2011).!As!a!response!to!this!development!DarlingVHammond!et!al.!(2014)!have!asked!for!alternative!narratives!and!new!interpretations!of!what!education!is,!or!could!be!about,!a!vision!of!a!new!accountability,!which!also!calls!for!new!and!widened!understandings!of!learning!outcomes.!In!order!to!contribute!to!such!a!widened!narrative!the!aim!of!this!paper!is!to!renounce!the!concept!of!learning!outcomes!as!they!have!come!to!be!interpreted!in!contemporary!education!policy!and!instead!explore!learning!outcomes!as!interpreted!within!the!framing!of!teaching!and!learning!with!an!ambition!to!illuminate!potential!ways!of!reconceptualising!learning!outcomes!in!education!of!today.!We!take!our!theoretical!point!of!departure!in!the!writings!of!Elliot!Eisner!(1979,!2005).!Eisner!is!concerned!with!the!role!of!curriculum!in!learning!and!has!defined!a!trichotomy!of!outcomes.!Emphasising!the!interplay!between!the!student,!the!teacher!and!the!subject!in!question,!facilitates!a!more!dynamic!analysis!of!learning!outcomes!where!not!all!learning!can!be!easily!identified!and!measured.!Learning!outcomes!are!understood!as!intersubjective!constructions!and!a!result!of!intended!as!well!as!unintended!processes.!As!such,!it!is!not!something!that!is!easily!preVdefined,!instead!Eisner!argues!that!the!variable!teacher,!student!and!class!group!requires!artful!blending!for!the!educationally!valuable!to!result.!!
! The!paper!is!structured!in!two!parts.!In!the!first!part!we!sketch!a!general!picture!of!the!policy!shift!from!process!to!product!in!education!with!empirical!references!to!recent!educational!reforms!in!Norway!and!Sweden.!The!analysis!is!based!on!a!close!reading!of!key!policy!documents.!In!the!second!part!we!introduce!Eisner’s!theoretical!contribution!as!a!way!to!reconceptualise!learning!outcomes!as!they!are!communicated!in!Norwegian!and!Swedish!key!policy!documents.!The!result!shows!how!Eisner’s!theory!might!facilitate!a!multidimensional!approach!to!learning!outcomes,!exceeding!the!limited!gaze!of!contemporary!policy!discourses!focusing!solely!on!the!measurable!products!of!learning.!Eisner´s!artistic!approach!offers!a!useful!language!for!reconceptualising!learning!outcomes!in!a!complex!and!globalised!society!where!unintended!aspect!increasingly!determines!the!outcome!of!people’s!educational!efforts.!!
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[102]%THE%RATIONALITY%AND%IRRATIONALITY%IN%CURRICULUM%OBJECTIVES%
!Andreas!Nordin1!%%1Linnaeus$University,$Växjö,$Sweden!!%In!what!sense!is!educational!objectives!help!or!hindrance!for!students,!teachers!and!school!management?!How!can!we!understand!educational!objectives!in!relation!to!curriculum!development!and!as!expressions!of!educational!purposes?!Educational!objectives!are,!at!least!historically,!but!today!with!a!renewed!topicality,!derived!from!the!research!fields!of!curriculum!theory!and!didactics.!The!assumption!is!that!it!is!possible!to!predict!with!a!fair!degree!of!accuracy!what!the!outcomes!of!teaching!will!be.!However,!the!formulation!of!educational!means!and!ends!is!never!a!neutral!act.!The!tools!employed!and!the!underlying!assumptions!shaping!the!educational!means!lead!to!actions!which!are!not!without!consequences!with!respect!to!value.!The!papers!in!this!symposium!will!elaborate!on!these!topics!from!different!theoretical!perspectives!in!relation!to!the!intended!curriculum!as!well!as!in!the!enacted!or!the!achieved!curriculum.!Through!empirical!and!theoretical!investigations!the!symposium!thus!contributes!to!a!deepened!understanding!of!the!societal,!institutional!and!individual!practices!making!and!remaking!educational!objectives!in!order!to!facilitate!educational!actions.!!
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[107]%BILDUNG%`%ALIVE%AND%ALLOWED?%CURRICULUM%PRACTICES,%EUROPEAN%DIDACTICS%AND%THE%GOVERNING%ROLE%OF%NEW%ASSESSMENT%PEDAGOGIES%IN%SCHOOLS%
!Kirsten!Sivesind1!,!Bernadette!Hörmann1!%%1University$of$Oslo,$Oslo,$Norway!!While!much!of!the!academic!literature!in!policy!research!depicts!how!reform!and!innovation!are!currently!being!reshaped!by!outcomeVoriented!governance,!much!of!the!classical!literature!in!curriculum!and!didactics!is!anchored!in!situational!theories!and!practices.!However,!as!teaching!increasingly!becomes!a!target!for!political!and!administrative!control,!and!policies!and!research!are!simultaneously!evidenced!by!classroom!knowledge,!there!is!a!need!to!develop!reflexive!theories!and!perspectives!that!consider!teaching!according!to!wider!societal!expectations.!The!contribution!draws!on!an!intercontinental!comparative!analysis!of!European!didactics!and!the!discussion!about!the!significance!of!restrained!teaching!and!Bildung!(Hopmann!2007)!in!!policy!and!research!contexts!outside!Europe!(Deng!2009;!Gundem!&!Hopmann!1998;!Sivesind!&!Luimes!Accepted).!Against!this!backdrop,!the!paper!addresses!the!following!research!questions:!How!is!transnational!policy,!focussing!on!goals!and!standards,!shaping!curriculum!practices!within!local!schools?!Under!which!conditions!and!with!what!expectations!are!curriculum!practices!enacted!by!‘new!assessment!pedagogies’?!To!what!extent!are!these!‘new!assessment!pedagogies’!congruent!and/or!contesting!classical!and!deliberative!ideas!of!European!didactics?!To!examine!these!questions,!we!describe!a!cluster!of!program!theories!which!we!label!‘new!assessment!pedagogies.’!These!theories!aim!to!extend!the!scope!of!modern!didactics,!as!they!are!shaped!by!distributed!powers,!technologies!and!expectations!beyond!public!schooling!(Paine!et!al.!2016).!To!exemplify!how!curriculum!and!assessment!are!projected!and!enacted!within!and!across!education!policies!and!learning!practices,!we!conducted!a!comparativeVcontent!analysis!of!204!work!plan!documents,!which!were!downloaded!during!2015!from!Norwegian!primary!schools’!websites!for!the!first!and!fourth!grades!across!nine!different!regions!in!Norway.!By!referring!to!a!conceptual!framework!for!curriculum!analysis!!(Sivesind!et!al.!2016),!the!examination!distinguished!between!teaching!oriented!work!plans!along!with!a!conditional!approach,!and!learning!oriented!work!plans!along!with!!a!purposive!approach.!!While!the!conditional!pastVpresent!approach!is!consistent!with!deliberative!ideas!in!AngloVAmerican!curriculum!theories!and!European!didactics,!‘new!assessment!pedagogies’!are!more!congruent!with!a!purposive!scientific!approach,!i.e.!focusing!on!presentVfuture!problems!and!challenges.!According!to!our!analysis,!the!most!common!way!of!presenting!learning!content!within!work!plans!is!a!combination!of!purposive!and!conditional!orientations.!However,!a!comparable!amount!of!cases!represents!genuine!purposive!approaches!that!focus!on!learning!goals!that!are!formulated!as!competences!and/or!skills!that!need!to!be!achieved!by!the!students!within!the!near!future.!Traditional!conditional!approaches!constitute!a!minority!of!16!cases,!and!eight!cases!follow!different!approaches!(i.e.!work!plans!that!do!not!contain!any!information!on!what!will!be!learnt!in!the!coming!week).!These!results!indicate!that!‘new!assessment!pedagogies’!are!well!established!in!Norwegian!primary!schools,!however,!not!necessarily!by!reflecting!deliberative!ideas!of!teaching,!related!to!a!BildungVapproach.!For!this!reason!one!may!also!question!whether!guiding!pathways!for!education,!consistent!with!deliberative!ideas!in!European!and!AngloVAmerican!theories,!are!prioritized!in!the!Norwegian!schools,!and!whether!new!assessment!pedagogies!are!making!education!and!Bildung!into!a!conceivable!project.!
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[108]%ON%THE%POLITICAL%ROBUSTNESS%OF%EDUCATIONAL%OBJECTIVES:%AN%ANALYSIS%OF%VISIONS,%DEVELOPMENT%AND%RECEPTION%OF%OUTCOME%ACCOUNTABILITY%IN%SWEDEN%CA.%1990`2015%
!Magnus!Hulten1!,!Christian!!Lundahl2!%%1Linköping$University,$Linköping,$Sweden!2Örebro$University,$Örebro,$Sweden!!!This!study!concerns!the!two!most!recent!Swedish!grading!reforms,!1994!and!2011.!Our!focus!is!an!analysis!on!how!and!why!grades!as!a!basis!for!outcome!accountability!has!been!implemented!and!sustained!in!Sweden.!
The!study!primarily!concerns!the!political!level,!in!which!we!also!include!the!media!arena.!In!terms!of!the!latter,!focus!is!on!the!issue!of!how!grades!as!a!performance!measure!has!been!presented!in!the!media!and!how!it!has!helped!strengthen!the!political!and!performance!related!significance!of!student!grades,!particularly!when!it!comes!to!students!receiving!a!failing!grade.!Key!media!analytical!concepts!are!“framing”,!“priming”,!and!“agenda!setting”!(JohnsonVCartee,!2005).!!!
Questions!on!legitimacy!will!be!central!in!our!analysis!(Coicaud,!2002).!To!understand!political!legitimacy!in!relation!to!grades,!we!will!also!use!the!concepts!of!“quick!language”!and!“boundary!object”.!Lundahl!(2008)!introduces!the!concept!of!a!“quick!language”;!a!way!to!reduce!complexity!by!creating!a!common!language,!enabling!a!smooth!transfer!of!information!in!the!field!of!education.!A!quick!language!connects!various!actors,!who!may!otherwise!find!it!difficult!to!communicate!with!one!another.!It!therefore!works!perfectly!well!as!a!“boundary!object”,!which!is!objects!“which!are!both!plastic!enough!to!adapt!to!local!needs!and!constraints!of!the!several!parties!employing!them,!yet!robust!enough!to!maintain!a!common!identity!across!sites”!(Star!&!Griesemer,!1989,!393).!
In!the!1990s,!grades!became!the!primary!measure!of!learning!outcomes!in!Sweden.!Since!there!has!been!a!political!reluctance,!especially!from!leftVwing!politicians,!to!put!too!much!stake!in!grading,!it!can!be!seen!as!a!bit!surprising!that!this!reform!was!adopted.!One!reason,!we!argue,!is!that!the!new!grading!system!that!was!introduced!in!the!1990s!provided!different!kinds!of!theorisation!regarding!for!what!purposes!data!should!be!used.!We!also!argue!that!media!played!a!significant!role!in!legitimizing!grades!as!the!prime!accountability!measure,!both!by!framing!it!as!a!key!educational!result!and!by!setting!an!agenda!to!address!the!high!number!of!students!that!did!not!pass.!All!in!all!grades,!and!especially!so!the!pass!level,!seem!to!have!a!firm!anchoring!in!the!current!Swedish!accountability!system.!This!despite!the!fact!that!the!system!has!not!lead!to!all!pupils!passing,!as!was!believed!when!it!was!designed.!
[109]%LOCAL%AUTHORITIES%`%INDEPENDENT%POLICY%PLAYERS%IN%EDUCATION%REFORMS?%
!Ninni!Wahlström1!,!Daniel!Sundberg1!%%1Linnaeus$University,$Växjö,$Sweden!!Introduction:%In!the!last!decade,!there!has!been!considerable!focus!on!transnational!policy!discourse!on!how!major!national!curriculum!reforms!can!change!the!conditions!of!learning!and!knowledge!in!schools.!As!Yates!(2013)!notes,!curriculum!documents!at!the!policy!level!do!not!determine!pedagogy,!but!they!set!up!directions!and!constraints!that!are!interpreted!in!different!ways!by!the!local!authorities!and!schools.!In!Sweden,!the!new!curriculum!for!the!compulsory!school!2011$(Lgr!11)$has!moved!away!from!an!earlier!version!of!curriculum!emphasising!the!professional!freedom!and!pedagogical!competence!of!teachers!towards!a!more!prescriptive!curriculum,!where!teachers!are!made!accountable!for!the!achieved!knowledge!results!(Sundberg!&!Wahlström!2012).!From!a!curriculum!theory!perspective!(Lundgren!1989),!this!‘upper!local!level’!of!education!is!often!overlooked.$
Aim:%The!aim!of!this!evaluation!study!is!to!explore!if,!and!if!so,!how!local!authorities!as!mandators!of!the!provision!of!schooling,!contribute!to!form!discourses!on!the!role!of!objectives!in!teaching!and!assessment.!The!research!questions!is:!What!versions!of!the!curriculum!interpretation,!teachers’!professional!agency!and!assessment!practices,!related!to!the!Lgr!11!curriculum,!are!expressed!by!various!municipal!representatives?!%
Theoretical%framework:%TheoryVoriented!evaluation!is!characterised!by!an!explicit!theory!basis!for!the!understanding!of!the!reform!that!takes!account!of!the!normative!values!embedded!in!the!reform,!its!socioVpolitical!and!historical!context,!the!processes!and!results!of!the!reform!and!critical!analyses!of!the!social!forces!served!by!the!reform!(Schwandt!2003).!TheoryVbased!evaluation!has!provided!an!important!basis!for!curriculum!evaluation,!both!in!Scandinavia!and!internationally!(Haug!&!Schwandt!2003;!FrankeVWikberg!1992).!The!idea!is!that!each!evaluation!should!be!based!on!a!theoretically!informed!assumption!about!the!phenomenon!to!be!evaluated!with!a!view!to!explaining$the!findings!of!the!evaluation!rather!than!merely!reporting!results.!The!theoryVbased!evaluation!has!been!developed!by!Wahlström!and!Sundberg!(2015)!by!integrating!a!transnational!aspect!of!curriculum!discourse!formation!to!the!intended!curriculum!level,!establishing!the!theoretical!concept!of!recontextualisation!(Bernstein!2000)!to!understand!the!flow!of!curriculum!ideas!between!different!arenas,!and,!finally,!introducing!the!theory!of!discursive!institutionalism!(Schmidt!2012)!in!order!to!conceptualise!the!agency!and!processes!of!institutional!enactment.!!
Methodologically,!the!design!follows!an!explanatory!threeVstep!sequential!procedure!(Teddlie!&!Tashakkori!(2009)!!i)!formulation!of!four!hypotheses!on!the!curriculum!reform!Lgr!11!ii)!a!survey!including!all!the!290!municipalities!in!Sweden!and!c)!qualitative!interviews!with!36!local!municipal!representatives!in!25!municipalities.!
Expected%conclusions:%The!results!will!analysed!in!terms!of!the!degree!of!congruence,!magnitude!and!intensity!of!change,!impact!and!perceived!volunteerism.!The!results!will!highlight!regulative!aspects!of!the!curriculum!reform!(’rule!setting’,!’monitoring’,!’sanctioning’)!as!well!as!perceived!normative!pressures!on!expectations!on!how!the!schools!should!work!according!to!the!new!curriculum.!Conclusions!of!the!results!will!be!drawn!in!terms!of!different!versions!of!curriculum!enactment!in!the!interface!between!local!policy!actors!the!professional!actors!in!school.!
[110]%TEACHERS'%SELECTION%OF%CONTENT%IN%THE%AGE%OF%STANDARD`BASED%POLICY%
!CarlVHenrik!Adolfsson1!,!Daniel!Alvunger1!%%1Linnaeus$University,$Kalmar,$Sweden!!Research%topic%and%aim:%The!international!education!policy!movement!towards!soVcalled!standardVbased!curricula!has!been!characterized!by!topVdown!accountability!and!linear!dissemination!(AnderssonVLevitt,!2008;!Sivesind!&!Karseth,!2010).!In!the!light!of!such!a!broader!policy!trend,!the!aim!with!this!paper!is!to!explore!the!enactment!of!the!Swedish!curriculum!for!compulsory!school!Lgr11!at!school!and!teacher/classroom!level!by!analyzing!the!selection!process!of!content!in!teachers’!teaching!of!social!science!subjects!(Social!science,!History,!Geography!and!Religion)!in!grade!6.!The!following!research!questions!will!be!addressed:!How!and!on!what!foundations!is!the!selection!of!teaching!content!made!to!meet!the!requirements!from!Lgr!11?!What!are!the!implications!for!teachers’!teaching!practices!in!terms!of!e.g.!preparation!when!prescribed!content!and!learning!outcomes!is!given!a!central!role!in!the!curriculum!structure?!!
Theoretical%framework:%The!study!is!based!on!curriculum!theory!and!Doyle’s!(1992)!three!levels!for!selection!and!classification!of!content:!the!institutional,!the!programmatic!and!the!classroom!level.!Focus!is!directed!towards!the!relationship!between!the!programmatic!level!and!the!classroom!level,!where!subject!matter!is!mediated!(Doyle,!1992).!Along!with!Datnow!et!al!(1998)!it!can!be!argued!that!curriculum!enactment!is!characterized!by!a!”coVconstruction”!(ibid.)!that!imply!a!varience!in!how!curriculum!content!is!actively!selected,!translated,!appropriated!and!put!into!play!in!teaching!(cpr.!Bernstein!2000).!The!interactional!process!of!teaching!represents!the!realization!of!a!particular!discourse!where!different!conceptions!of!knowledge!are!put!in!the!foreground!and!some!in!the!background!(Deng!&!Luke,!2008).!!
Methodology%and%research%design:%The!empirical!data!was!collected!through!semiVstructured!interviews!with!representatives!from!the!local!school!authority,!principals,!teachers!and!students;!transcripts!and!analyses!of!videoV!and!audio!recorded!lessons;!and!instructional!material.!!
Expected%conclusions:%The!selection!process!of!content!occurs!vertically!in!three!overlapping!”filters”.!Selection!is!generally!made!in!a!relatively!early!stage!in!“the!collegial!filter”!in!terms!of!translating!and!relocating!a!curriculum!unit!into!local!pedagogical!plans!(LPP).!The!increased!need!for!and!presence!of!collaboration!is!an!impact!of!Lgr11.!The!LPP!is!important!in!the!second!filter!on!individual!level!in!the!making!of!lesson!plans.!The!interactive!part!of!the!selection!process!in!the!classroom!is!harder!to!identify.!However,!selection!also!happens!horizontally!in!the!interplay!between!subjects!and!competences!in!the!curriculum.!Metaphorically,!content!moves!like!“tectonic!plates”!and!competences!as!‘lava!flows’.!A!main!reason!for!this!is!the!crowding!of!content!and!the!lack!of!time!to!cover!the!fixed!content!in!the!curriculum.!Therefore!teachers!employ!a!strategy!where!they!“lend”!content!from!other!subjects!and!integrate!competences!from!Swedish!as!subject!to!assess!competences.!%
Relevance%for%Nordic%educational%research:%The!paper!deals!with!central!aspects!of!teachers’!selection!and!choices!in!the!enacted!and!achieved!Swedish!curriculum!Lgr11!which!provides!new!perspectives!on!the!formulation!of!educational!means!and!ends!in!an!era!of!standardVbased!curricula.!!
[217]%TEACHER%AUTONOMY%IN%DIFFERENT%NATIONAL%CONTEXTS%
!Wieland!Wermke1!,!Maija!Salokangas2!%%1Uppsala$University,$Dept.$of$Education,$Uppsala,$Sweden!2University$of$Dublin,$Trinity$College,$2,$Ireland!!Research%topic/Aim:%Teacher!autonomy,%see!proposal!
Theoretical%frameworks:!An!own!developed!conceptual!framework!for!the!analyses,!see!proposal!
Methodology/research%design:%Interviews!and!ethnographical!research!designs,!see!proposal!
Expected%conclusions/Findings:!National!differences!and!similarities!in!teacher!autonomy,!among!others!due!to!different!governance!regimes.!!
Relevance%for%Nordic%Educational%Research:!Teacher!autonomy!is!highly!discussed!in!the!Nordic!countries.!The!material!employed!discuss!among!others!Finnish!and!Swedish!teachers.!!
This! symposium!aims! to! illuminate!how! teachers! in!different!national! contexts!perceive! and!enact!autonomy!in!their!professional!life.!Teacher!autonomy!has!become!a!subject!of!increasing!interest!in!recent!years,!which!in!can!be!seen!as!a,!reflection!of!wider!national!and!global!education!trends.!How!teacher! autonomy,! amongst! other! things,! has! been! offered! as! a! key! ingredient! for! e.g.! Finland’s!success!in!PISA!is!a!case!in!point!(Stenlås,!2011).!
In!this!symposium!we!define!autonomy!“as!the!quality!or!state!of!being!selfVgoverning.!For!her,!autonomy! is! the! capacity! of! an! agent! to! determine! its! own! actions! through! independent! choice!within!a!system!of!principles!and!laws!to!which!the!agent!is!dedicated!(Ballou,!1998).!Consequently,!autonomy!conditions!professional!agency!but!also!needs!particular!prerequisites!of!agency!in!order!to!exist.!Moreover,!as!described!below!we!argue!that!autonomy!is!not!an!on/off!phenomenon.!!
The!symposium’s!contributions!are!theoretically!framed!by!a!multidimensional!model!that!aims!to! make! teacher! autonomy! empirically! investigable.! We! will! present! a! matrix! that! unites! three!different! perspectives! to! teacher! autonomy! (individual$ autonomy$ at$ classroom$ level,$ collective$
autonomy$ in$schools$and$professional$autonomy$ in$ relation$ to$various$actors$ in$ the$school$ system),!and! different! domains! of! teachers’! work! in! which! teacher! autonomy! can! evolve! (educational,$administrational,$social,$developmental$domains).!This!matrix! is!contextualised!by!both!and!at! least!school! and! national! particularities.! This! does! not! mean! that! research! on! teachers’! professional!autonomy!must!always!investigate!all!these!aspects,!but!it!must!be!aware!of!the!complex!nature!of!the!autonomy,!and!make!and!motivate! the!choice!of! the!dimension!or!domain! in! focus.!Which!we!will!shortly!present!as!first!contribution!to!this!symposium!!
The! model! builds! on! a! review! of! international! literature! of! teacher! autonomy.! After! systematic!database!search!on!teacher!autonomy!and!related!terms!(such!as!teacher!discretion,!scope!of!action!etc.),!we!employed!94!papers!for!this!conceptual!work.!!
!
1.! Wieland! Wermke,! Uppsala! University/Linnaeus! University! &! Maija! Salokangas,! University! of!Dublin,!Trinity!College!
Teacher!Autonomy!as!a!multidimensional!construct.%%%
Short!presentation!of!the!model!introduced!above.!
!
2.!Sigrid!Olason!Rick,!Uppsala!University!&!Wieland!Wermke,!Uppsala!University/Linnaeus!University!
Teachers’!perception!of!autonomy:!A!comparative! interview!study!with!teachers! in!Germany!and!Sweden!
The! presentation! draws! on! interviews!with! teachers! in! Germany! and! Sweden.! A! GermanVSwedish!comparison! is! illuminating,! because! both! groups! of! teachers! exhibit! differing! attitudes! and!perception! with! respect! to! professional! cultures! (Wermke,! 2013).! The! different! cultures! are!grounded! in! different! school! governance! regimes! in! both! countries! as! well! as! in! historical! and!cultural! particularities.! Since! the! beginning! of! the! 1990s,! the! school! governance! regimes! in! both!countries!have!followed!strikingly!different!paths.!In!the!Swedish!system,!schools’!“output”!has!been!controlled! through! the! setting! of! standards! and! the! evaluation!of! individual! schools.! Although! the!German! system! is! in! a! process! of! transition! towards! this! kind! of! governance,! it! has! long! been!characterised!by!the!regulation!of! inputs!such!as!economic!resources,!detailed!school!curricula!and!an!emphasis!on!the!professionalization!of!teachers.!
The! interviews! employ! the! following! empirical! questions! inspired! by! Ingersoll’s! classic! study!“Who!control!teacher’s!work”!(Ingersoll,!2003):!What$are$the$most$important$decision$to$be$made$for$
the$ teaching$ profession?$ Who$ is$ allowed$ to$ make$ such$ decisions?$ On$ which$ foundations$ such$
decisions$ are$ made?$ Who$ controls$ that$ the$ decisions$ are$ made$ appropriate?! The! interviews! are!analysed! in!relation!to!the!model!as!described!earlier.!The!voices!of!German!and!Swedish!teachers!will! be! categorized! regarding! particular! domains! of! teachers’! professional! work! (educational,!administrational,!social,!developmental)!and!in!relation!to!different!levels!(regarding!classroom!work,!the!school!and!the!teaching!profession!in!a!school!system).!!
Our! findings! show! that! the! teachers! interviewed! in!Germany! and! Sweden! value! autonomy! in!various!domains!differently,!even! if! there!also!are!many!similarities.! In! instruction,! i.e.!educational!autonomy!domain!they!perceive!themselves!as!very!autonomous,!in!particular!in!relation!to!choices!of!content!and!methods.!The!autonomous!work!in!the!classroom!arena!is!also!seen!as!the!very!core!of!the!teaching!profession.!Furthermore,!in!both!cases!teachers!have!experienced!an!intensification!of!their!work!which!result!in!constrains!of!teachers’!scope!of!action!in!this!“core”.!
Regarding!teacher!autonomy!in!relation!to!different!autonomy!levels!we!could!see!which!actors!and! arenas! in! a! school! system! are! significant! in! which! way! for! teachers.! Here,! Swedish! teachers!relate! their! autonomy! much! more! to! resource! issues! and! to! the! principal,! whereas! for! German!teachers!direct!relation!to!colleagues!are!much!more!relevant!for!teachers’!autonomy!perceptions.!!
3.!Fredrik!Andréasson,!Uppsala!University!
”Doing%autonomy”% in%different%contexts% I:%An%ethnographic%study%of%two%teachers% in%Sweden%and%Finland%
The!presentation!builds!on! two!ethnographic! case! studies,! in!which! the! researcher!has! followed!a!Swedish!and!a!Finnish!teacher!for!a!period!of!three!weeks!each!in!order!to!examine!how!teachers!in!their!professional!dayVtoVdayVlife!actually!execute!autonomy! in! terms!of! selfVgovernance.!Here,! the!autonomy! model! presented! is! the! starting! point! for! identifying! situations! where! teachers! enact!autonomy! in! different! domains! and! in! relation! to! different! levels! in! the! school! system,! such! as!conferences,! development! meetings,! communication! with! parents,! and! indeed! instructional!planning,!instruction!and!assessment.!The!empirical!material! is!presented!as!prototypical!narratives!of! situations! in! which! selfVgovernance! becomes! visible! in! the! two! different! contexts.! The! teacher!autonomy!debate!in!the!Nordic!countries!has!been!influenced!by!and!reflects!wider!global!education!trends,!for!example,!Finland’s!consistent!success!in!PISA.!The!dream!of!a!“good”!school!has!therefore!become!a!dream!about!Finland!(c.f.!Stenlås,!2011).!Finnish!teachers’!extended!autonomy!is!seen!as!a!major!reason!for!Finland’s!success.!This!configuration!of!one!nation!dreaming!about!its!neighbour!is!seen!as!an!interesting!vantage!point!for!a!comparison,!in!which!we!chose!to!compare!Sweden!and,!indeed,!Finland.!!
! ! The! data! collected! illuminate! that! autonomy! enaction! or! selfVgovernance! in! the! teaching!profession! is! shaped! in! form! of! networks! in! which! teachers! are! embedded! in.! This! might! be!understood!from!the!vantage!point!of!Weick’s!loosely!coupled!systems!(1976).!Coupling!refers!to!the!degree! of! direct! knowledge! that! one! element! has! of! another.! Loose! coupling! is! an! approach! to!interconnecting!the!components!in!a!system!so!that!those!components!depend!on!each!other!to!the!least! extent!practicable.! In!other!word,! the! “components”!need!each!other,! but! still! can! follow! its!own!logic.!In!the!presentation!such!couplings!are!compared!with!spider!webs.!The!webs,!though!very!fragile!in!nature,!differ!between!the!two!national!teaching!professions!in!the!amount!and!seizes!of!its!meshes.! In! other!words,! the!more! established!nodes! constitute! the!web,! e.g.! by! possible!meeting!points,!physically,! and!virtually,!but!also! shared!norms!and!questions!of! interest,! the!more!control!within! a! profession! is! established.! In! the! Finnish! example! the! web! can! be! characterised! as!much!more!continuous!than!the!Swedish!case.!!
Assumed!that!the!empirical!cases!observed!are!somehow!prototypical!for!the!countries!in!focus,!the!findings!might!confirm!Wermke’s!&!Höstfält’s!(2014)!idea!of!institutional!and!service!autonomy,!in!which!an!autonomous!teaching!profession!as!institution!in!a!national!school!system!can!secure!its!status! by! more! intensively! regulate! its! members’! service.! This! would! be! the! case! for! Finland.! In!opposite,! a! teaching! profession! characterised! by! to! loose! coupling! might! weaken! its! status! as!institution!in!a!national!school!system.!This!might!have!been!the!case!in!Sweden,!even!if!the!teachers!on!a!local!level!hold!or!express!a!great!amount!of!individual!autonomy!in!their!service.!
!
4.!Maija!Salokangas,!University!of!Dublin,!Trinity!College,!&!Gerry!Harvey,!University!of!Dublin,!Trinity!College!!
”Doing% autonomy”% in% different% contexts% II:% An% ethnographic% study% of% teachers% in% Ireland% and%Finland%
The! starting! point! of! this! presentation! is! Irish! education! policy! and! public! discourses,!which! often!reference!(e.g.!Department!of!Education!and!Skills,!2015;!Flynn,!2010)!Finnish!teacher’s!autonomy!as!something!to!strive!for,!for!the!Irish!education!system.!!As!such!in!public!and!policy!discourses,!the!concept!of!teacher!autonomy!tends!to!be!loaded!with!positive!connotations,!and!teacher!autonomy!as! a! ‘magic! potion’! for! system! wide! positive! change.! However,! we! would! argue,! that! such!
international! comparisons! in! policy! tend! to! be! based! on! surface! level! observations,! with! limited!engagement!with!the!social,!political,!cultural!and!economic!contexts!underpinning!such!conditions.!
This!presentation!is!set!out!to!compare!differences!and!similarities!in!Finnish!and!Irish!teachers!scope!of!action,!from!the!perspective!of!the!teacher.!Drawing!from!ethnographic!tradition,!data!are!gathered!using!interviewV,!focus!groupV!and!observation!method.!The!study!involves!40!teachers!and!principals! working! in! postVprimary! schools! in! both! countries.! The! data! is! analysed! thematically,!utilising!the!conceptual!framework!put!forward!by!Wermke!and!Salokangas!in!the!first!session!of!this!symposium.!
The! initial! findings! suggest! that! there! are! considerable! differences! in! what! Finnish! and! Irish!teachers!can,!and!cannot!do!in!their!practice!concerning!academic/pedagogical,!social,!and!strategic!matters.!The!findings!cast! light!on!the!creative!ways! in!which!teachers!negotiate!the!boundaries!of!their!autonomy!in!their!local!contexts,!revealing!that!the!‘official’!autonomy,!may!look!different!from!their! ‘negotiated’! autonomy.! Perhaps! most! peculiar! of! the! early! findings! is! that! although! public!discourses! raise! the! idea!of!an!autonomous! teacher! to! the!pedestal,! teachers’!perceptions!of! their!professional! autonomy! is!more!nuanced,! as! they! report! of! fear!of! isolation! and! lack!of! support! as!potential!threats!or!drawbacks!of!professional!autonomy.!!
5.!Sonja!Kosunen,!Helsinki!University,!Discussion!
!
REFERENCES!
Ballou,!K.!(1998).!A!concept!analysis!of!autonomy.!Journal$of$Professional$Nursing,$14(2),!102V110.!!
Department!of!Education!and!Skills! (2015).!Advancing$School$Autonomy$ in$ the$ Irish$School$System:$
Research$ Paper.$ Available! from:! http://www.education.ie/en/SchoolsVColleges/Information/AdvancingVSchoolVAutonomyVinVIreland/SchoolVAutonomyVResearchVPaper.pdf!Accessed:!13.10.2016!
Flynn,! S.! (2010).! How! the! Finns! got! it! so! right,! The$ Irish$ Times:Available! from:!http://www.irishtimes.com/news/education/howVtheVfinnsVgotVitVsoVrightV1.663731!Accessed:!13.10.2016$
Ingersoll,!R.!M.!(2003).!Who$controls$teachers'$work.$Power$and$Accountability$in$America's$Schools.!Harvard:!Harvard!University!Press.!
Stenlås,!N.!(2011).!Läraryrket!mellan!autonomi!och!statliga!reformideologier![The!teaching!profession!between!professional!ideal!and!state!reform].!Arbetsmarknad$och$Arbetsliv,$17(4),!11V27.!!
Weick,! K.! (1976).! Educational! organisations! as! looselyVcoupled! systems.! Administrative$ Science$
Quarterly,$21,!1V19.!!
Wermke,!W.!(2013).!Development$and$autonomy.$Conceptualising$teachers'$continuing$professional$
development$in$time$and$space.!Stockholm:!Stockholm!University.!
Wermke,!W.,!&!Höstfält,!G.!(2014).!Contextualising!teacher!autonomy!in!time!and!space.!A!model!for!comparing!various!forms!of!governing!the!teaching!profession.!Journal$of$Curriculum$Studies,$
46(1),!58V80.!!
[245]%TIME%AND%SPACE%IN%CURRICULUM%THEORY.%CURRICULUM%RESEARCH%AND%MULTI`THEORETICAL%PERSPECTIVES.%
!Henrik!Román1!%%1Department$of$Education,$Uppsala,$Sweden!!Research%topic/Aim:%This!doubleVsession!includes!eight!paper!presentations!on!the!theme!of!comparative!curriculum!research,!either!a)!focusing!on!specific!comparative!findings,!or!b)!discussing!specific!theoretical!or!methodological!aspects!related!to!the!matter!of!interdisciplinary!use!of!concepts,!models,!methods!etc.!
Theoretical%frameworks:!Curriculum!theory!research!has!arguably!more!than!other!pedagogical!research!been!multiVdisciplinary,!which!in!turn!has!required!moderate!openness!for!utilizing!and!combining!different!sets!of!theories!and!methodologies,!original!developed!within!different!other!branches!of!the!social!sciences.!This!specific!property!of!curriculum!theory!has!become!even!more!productive,!as!the!comparative!approach!has!gained!popularity!within!curriculum!research.!!
Methodology/research%design:%The!comparative!approach!opens!up!for!temporal!and!spatial!comparisons!of!school!activities,!school!systems!and!educational!policy!making,!leading!to!a!wider!understanding!of!school,!exceeding!national!and!contemporary!bias.!But!this!also!challenges!the!curriculum!researcher,!when!integrating/translating!concepts,!models,!methods!etc.!from!different!research!fields!and!different!cultural!contexts.!!
Expected%conclusions/Findings:!This!doubleVsession!includes!eight!paper!presentations!on!the!theme!of!comparative!curriculum!research,!either!a)!focusing!on!specific!comparative!findings,!or!b)!discussing!specific!theoretical!or!methodological!aspects!related!to!the!matter!of!interdisciplinary!use!of!concepts,!models,!methods!etc.!
Relevance%for%Nordic%Educational%Research:%The!presenters!are!from!Sweden,!Norway!and!Germany,!and!will!in!different!way!present!and!theorize!upon!comparative!data!and!findings!related!to!national!and!international!trends!and!differences,!including!the!Nordic!countries.!
%
Session%1:%
Christina!Elde!Mølstad,!Daniel!Pettersson!and!Sverker!Lindblad:!
Comparative!reasoning:!curriculum!making!in!the!‘grey!zone’?!
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Kathleen!Falkenberg:!What!does!it!mean?!Intersubjective!understanding!and!indexicality!of!language!in!qualitative!comparative!education!research!!
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Daniel!Pettersson,!Christina!Elde!Mølstad!&!Eva!Forsberg:!
Experts!or!Algorithms!in!the!Framing!of!Curriculum!Research!!
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Andreas!Bergh!&!Tomas!Englund:!A!comparative!approach!to!how!universities!interpret!and!enact!democracy!and!the!public!good!
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Session%2:%
Henrik!Román,!Stina!Hallsén,!Johanna!Ringarp!and!Andreas!Nordin:!School!history,!municipalities!and!geographical!justice:!comparisons!in!time!and!space!
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Pia!Skott:!Exploring!the!Importance!of!Local!Spatiality!in!Curriculum!Making!!
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Larissa!Mickwitz:!Combining!New!Institutionalism!and!Curriculum!Theory!in!a!Study!of!Teacher!Professionalism!
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Stina!Hallsén!and!Marie!Karlsson:!Private!tutor!identities!!
V!Narrative!policy!enactments!on!homework!support!company!websites!in!Sweden!
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ABSTRACTS:!
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• Comparative%reasoning:%curriculum%making%in%the%‘grey%zone’?%
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Christina!Elde!Mølstad,!Faculty!of!Education!and!Natural!Sciences,!Høgskolen!i!Hedmark,!Sverker!Lindblad,!Department!of!Education!and!Special!Education,!University!of!Gothenburg,!and!Daniel!Pettersson,!Department!of!Educational!sciences,!University!of!Gävle.!
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[email protected],[email protected],[email protected]!
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Curriculum!making!concerns!the!possibility!to!decide!and!prescribe!purposes,!aims,!and!contents!of!schooling,!but!also!how!these!purposes,!aims!and!contents!are!legitimized.!As!such,!we!see!curriculum!making!from!the!‘wide’!interpretation!of!curriculum.!We!are!in!relation!to!curriculum!making!especially!interested!in!investigating!how!some!important!international!actors!interact!with!educational!purposes,!aims,!and!contents!on!a!world!scale!level!affecting!national!level,!as!well!as!the!very!local!of!educational!activities.!Hence!we!are!interested!in!investigating!curriculum!formulation!based!on!comparative!statistical!reasoning.!The!actors!we!are!most!interested!in!are!those!that!have!been!characterized!as!‘grey!zone’!actors!(Lindblad,!Pettersson!&!Popkewitz,!2015).!The!idea!(and!term)!of!the!‘grey!zone’!emerged!from!a!previous!review!of!research!and!organizations!using!data!from!international!largeVscale!assessments!(ILSA)!(Lindblad!et!al.,!2015)!for!comparing!education!systems.!These!‘grey!zone’!actors!have!only!at!best!an!indirect!mandate!in!education!systems,!however!they!still!make!explicit!statements!on!how!to!improve!schooling!and!students’!performances;!i.e.!a!form!of!curriculum!making.!It!is!the!indirect!mandate!combined!with!relatively!strong!impact!on!the!governing!of!education!that!place!these!actors!in!the!‘grey!zone’.!
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There!are!at!least!three!important!actors!that!stood!out!in!terms!of!activities!spread!to!a!world!scale!level;!the!McKinsey,!the!OECD!and!the!Pearson!Company,!which!all!have!arisen!as!important!nodes!for!knowledge!on!what!education!is!perceived!as!and!maybe!more!importantly,!should!be.!Their!position!within!education!is!further!reinforced!by!the!comparative!and!data!driven!aspects!of!the!contemporary!society!(cf.!Pettersson,!Popkewitz!&!Lindblad,!2016).!We!examine,!three,!!what!we!call!‘grey!zone’!activities!involved!in!curriculum!formulation!and!how!a!specific!reasoning!(cf.!Hacking,!1992)!is!used!and!evolves!in!these!activities:!i)!the!McKinsey!producing!international!reports!on!educational!improvements!and!developments.!Within!the!terminology!of!McKinsey!recommendations!are!produced!for!these!purposes:!ii)!the!OECD!not!only!producing!ILSA!and!recommendations,!but!also!producing!newsletters!where!the!results!of!ILSA!are!mediated!and!communicated!to!policy,!research!and!practice:!iii)!the!Pearson!Company!not!only!the!winner!of!the!open!tender!to!perform!PISA!2018,!but!also!the!producer!of!a!vast!amount!of!websites!for!school!development!within!the!frameworks!of!The!Learning!Curve!(TLC)!and!The!Efficacy!Framework!as!well!as!producing!school!textbooks.!Hence!we!investigate!how!these!activities!frame!education!defining!what!content!curriculum!making!should!focus!on!and!as!such!making!prerequisites!on!what!
education!is!and!should!be!perceived!as.!!
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All!three!of!these!agencies!can!be!discussed!in!terms!of!producing!activities!important!for!curriculum!making!in!the!‘wider’!sense!of!the!concept.!By!analyzing!products!by!the!agencies!we!are!in!a!position!to!highlight!them!as!important!sites!for!curriculum!making!on!an!international!level.!In!our!study!we!especially!highlight!these!products!in!terms!of!producing!a!specific!reasoning!about!education,!which!creates!narratives!framing!curriculum!making!on!a!national!as!well!as!on!a!local!school!level.!
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• What%does%it%mean?%Intersubjective%understanding%and%indexicality%of%language%in%
qualitative%comparative%education%research%%
Kathleen!Falkenberg!
Humboldt!University!Berlin,!Centre!for!Comparative!and!International!Education!!
The!aim!of!the!presentation!is!a)!to!problematize!the!methodological!challenges!of!crossVcultural!and!multiVlanguage!comparative!research!regarding!language!and!understanding,!and!b)!to!discuss!actual!research!strategies!that!were!employed!to!handle!those!challenges.!!
International!comparative!educational!research!focuses!on!the!question!of!what!can!be!learned!from!looking!at!different!educational!systems,!their!structures!and!institutions,!pedagogies,!curricula!etc.!ContextVsensitive,!smallVN!comparisons!(SteinerVKhamsi,!2010)!aim!at!understanding!social!phenomena!in!their!contingent!complexity,!their!specific!socioVhistoric!configurations!and!institutionalized!logics!through!comparative!research.!Nevertheless,!‘understanding!the!other’!–!both!linguistically!and!culturally!–!is!not!a!trivial!matter!and!can!be!especially!challenging!in!crossVcultural!and!multiVlanguage!research!projects.!These!challenges!include!questions!regarding!different!contextual!meanings!of!concepts!and!the!search!for!functional!equivalents!(Schriewer,!2006),!cultural!embeddedness!of!researchers!and!challenges!of!(inter)cultural!understanding!and!representation.!Cultural!embeddedness,!for!instance,!can!be!a!profound!source!of!insight!and!context!knowledge!–!but!a!risk,!too,!if!researchers!use!their!own!cultural!background!and!values!as!standard!measurement!for!comparisons.!Thereby!‘the!other’!is!viewed!at!only!in!relation!to!what!is!already!known!and!not!by!its!very!own!characteristics!–!a!process!that!has!been!called!“nostrification!through!comparison”!(Matthes,!2005).!Therefore,!researchers!need!to!think!about!their!cases!in!a!more!abstract!way!by!analyzing!the!relations!of!concepts,!examining!their!functions!in!a!given!context!and!carefully!looking!out!for!and!developing!a!tertium!comparationis.!Since!qualitative!research!aims!at!methodically!guided!intersubjective!understanding!and!the!reconstruction!of!subjective!meaning!the!qualitative!paradigm!with!its!general!principles!(openness,!communication!as!construction,!reflexivity!and!representation)!provides!fruitful!conceptualizations!for!these!questions.!!
The!question!of!intersubjective!understanding!and!indexicality!of!language!in!the!context!of!qualitative!comparative!research!projects!is!then!discussed!along!specific!strategies!that!were!employed!in!a!recently!finished!comparative!study!on!teachers’!justice!beliefs!regarding!assessment!in!school!in!Sweden!and!Germany!(Falkenberg,!forthcoming).!These!strategies!included,!for!instance,!conducting!the!interviews!in!respondents`!mother!tongue!in!order!to!enable!them!to!express!their!subjective!and!individual!beliefs!extensively!and!in!their!own!language.!The!transcription!of!interviews!was!done!by!native!speakers!and!analysis!included!close!exchange!with!experts!from!both!contexts.!The!presentation!will!then!discuss!how!the!qualitative!research!strategies!of!communicative!validation!of!interpretations!through!working!in!bilingual!groups,!detailed!analysis!through!lineVbyVline!coding,!memo!writing!for!conceptualization!and!an!iterative!research!process!have!proved!to!be!very!helpful!tools!for!a!context!sensitive!comparative!project.!Examples!from!the!above!mentioned!SwedishVGerman!comparative!project!will!be!used!in!order!to!illustrate!these!strategies!and!their!challenges.! !
• Experts%or%Algorithms%in%the%Framing%of%Curriculum%Research%%
Daniel!Pettersson,!Department!of!Educational!sciences,!University!of!Gävle,!Christina!Elde!Mølstad,!Faculty!of!Education!and!Natural!Sciences,!Høgskolen!i!Hedmark!&!Eva!Forsberg,!Department!of!Education,!Uppsala!University!
Mapping!research!in!relation!to!research!interest!is!a!common!act!of!performing!a!research!review.!This!kind!of!activity!is!an!important!part!of!being!a!researcher.!The!act!of!showing!belongingness!and!relationship!to!different!paradigms!and!thinkers!(Kuhn,!1962)!or!various!epistemic!cultures!(KnorrVCetina,!1991)!has!over!time!been!given!different!forms!within!the!community!of!research.!In!relation!to!the!act!of!framing!research!by!different!strategies!we!raise!questions!on:!who!inhabits!and!cultivates!the!field!of!curriculum!research!according!to!different!strategies!for!framing?!!
In!particular,!we!are!interested!in!the!potential!movement!of!research!reviews!from!an!act!of!collective!‘intellectualizing’!among!‘experts’!to!an!act!of!‘technologizing’!dependent!on!algorithms!and!terminology!embedded!in!various!databases,!in!which!the!amount!of!data!is!more!important!in!‘evidenceVmaking’!than!the!perceived!expertise!of!the!source.!To!put!it!differently,!the!databases!with!their!vast!aggregation!of!data,!organized!by!algorithms!and!terminology,!are!perceived!as!the!authority!and!not!the!authors!or!the!epistemic!cultures!in!which!the!authors!are!embedded.!Focusing!on!three!different!forms!of!research!reviews!we!describe,!analyze!and!compare!various!forms!of!reviews!with!regards!to:!!
•! how!knowledge!of!a!research!field!is!constructed,!
•! what!kind!of!research!that!is!selected!and!privileged,!
•! the!production!of!different!pictures!of!a!research!field!
In!our!study!we!use!the!field!of!curriculum!research!to!elaborate!on!the!different!forms!of!research!reviews!and!their!consequences!for!knowledge!produced.!Within!the!field!of!curriculum!research,!handbooks!have!had!a!dominant!position!in!describing!the!field.!Also,!explicit!research!reviews!within!different!journals!have!been!important!among!researchers!in!the!framing!of!the!field!of!curriculum.!However,!in!the!contemporary,!bibliometric!analyses!grounded!in!database!searches!are!more!and!more!employed.!!
Dependent!on!which!strategies!used!by!researchers!for!framing!different!research!fields!we!especially!hypothesize!on!the!importance!of!epistemic!cultures!and!how!these!epistemic!cultures!historically!have!transported!research,!and!how!this!is!transformed,!or!even!disappeared,!with!the!entrance!of!various!databases.!We!chose!the!collaborative!act!of!‘experts’!producing!handbooks!and!research!reviews!within!field!specific!journals!as!two!modern!examples!of!‘intellectualizing’!dependent!on!that!some!researchers!are!given,!or!have!taken,!the!role!of!‘experts’.!In!contrast,!we!perform!bibliometric!searches,!for!reason!of!illuminating!variances,!by!using!Web!of!Science!and!Scopus!as!examples!of!‘technologizing’,!where!databases!more!than!individual!researchers!or!research!groups!have!transformed!into!the!epistemic!culture!per!se.!We!are!as!such!in!a!position!to!elaborate!on!how!the!field!of!curriculum!research!is!portrayed!by!using!different!strategies!for!framing!a!specific!research!field.!This!is!most!important!for!understanding!how!the!field!of!curriculum!theory!today!is!reproduced!in!various!research!settings.!! !
• A%comparative%approach%to%how%universities%interpret%and%enact%democracy%and%the%public%good%
Andreas!Bergh!and!Tomas!Englund,!both!at!School!of!Humanities,!Education!and!Social!Sciences,!Örebro!University.!
To!what!extent!are!universities!promoting!democracy!and!the!public!good?!To!answer!this!question,!this!paper!we!will!analyze!universities’!strategic!documents!and!the!work!done!by!academic!developers!(Ads)!in!two!Swedish!and!two!Norwegian!universities,!ADs!!being!a!crucial!link!in!interpreting!and!enacting!the!goals!of!the!university.!While!two!of!the!chosen!universities!can!be!characterized!as!old!and!research!intensive,!the!other!two!are!much!younger!and!more!dominated!by!professional!education.!!
By!comparing!the!four!universities!with!each!other,!the!aim!with!this!paper!is!to!contribute!knowledge!on!how!universities!of!different!character!contribute!to!protect!and!promote!democracy.!To!study!this!is!of!great!importance,!as!universities!today!are!under!increased!pressure!to!deliver!skilled!graduates!who!are!able!to!adapt!to!changing!needs!of!the!market!and!to!increase!competitiveness!in!a!global!environment.!From!this!follow!that!there!might!be!many!potential!tensions!between!democratic!intentions!and!the!current!situation!which!can!be!characterized!as!a!time!of!accountability.!!
The!choice!to!base!the!study!on!interviews!with!groups!on!ADs!from!the!respective!universities!is!strategic,!as!these!groups!are!often!expected!to!interpret!and!enact!national!and!local!policy!documents!into!practice!(cf.!Englund;!Bergh!&!Sutphen!2016).!From!ongoing!studies!we!know!that!many!universities!are!rhetorically!referring!to!democracy!and!the!public!good,!but!in!what!concrete!aspects!(if!any)!do!they!enact!such!values?!To!answer!this,!the!study!is!based!in!curriculum!theory!and!will!use!Ron!Barnett!(2011),!who!distinguishes!four!different!university!orientations:!Traditional,!Scientific,!Entrepreneurial!and!Bureaucratic.!However,!we!argue!that!there!is!a!need!to!formulate!a!fifth!orientation,!the!Democratic,!which!we!preliminary!characterize!in!the!following!way.!A!university’s!democratic!orientation!is!designed!to!widening!civic!participation!and!responsibility!to!promote!the!public!good.!A!democratic!higher!education!institute!opens!up!for!collective!analysis!of!democratic!and!other!essentially!contested!values!and!concepts.!Values!associated!with!the!democratic!orientation!include!sustainability,!integrity,!critical!communication,!openness!and!justice.!
In!order!to!contextualize!the!space!in!which!the!ADs!work!we!first!provide!a!short!explanation!with!reference!to!local!policy!documents,!priorities!and!organizational!matters.!We!then!present!our!study!based!on!the!interviews!which!are!analyzed!with!support!of!the!five!orientations.!The!interviews!will!be!conducted!during!the!autumn!2016,!so!by!the!time!for!writing!this!abstract!we!do!not!yet!have!any!result.!Despite!that,!an!expected!outcome!is!that!we!will!find!a!variation!in!several!aspects!between!the!universities!and!that!this!will!both!enable!and!hinder!the!development!of!democracy!and!the!public!good.!!
The!paper!is!written!in!the!project!Formation!and!Competence!building!of!University!Academic!Developers,!which!is!financed!by!the!Norwegian!research!council.!
References:!
Barnett,!Ron!(2011):!Being!a!University.!London:!Routledge!!
Englund,!Tomas;!Bergh,!Andreas!&!Sutphen,!Molly!(2016):!A!framework!for!studying!formation!of!academic!developers!in!higher!education.!Contribution!to!Symposium!at!ECER:!The!roles!and!responsibilities!of!academic!developers.!Dublin!in!August!2016.
[246]%TIME%AND%SPACE%IN%COMPARATIVE%IN%CURRICULUM%THEORY.%CURRICULUM%RESEARCH%AND%MULTI`THEORETICAL%PERSPECTIVES%II%
!Henrik!Román1!%%1Department$of$Education,$Uppsala,$Sweden!!Research%topic/Aim:%This!doubleVsession!includes!eight!paper!presentations!(in!two!sessions)!on!the!theme!of!comparative!curriculum!research,!either!a)!focusing!on!specific!comparative!findings,!or!b)!discussing!specific!theoretical!or!methodological!aspects!related!to!the!matter!of!interdisciplinary!use!of!concepts,!models,!methods!etc.!
Theoretical%frameworks:!Curriculum!theory!research!has!arguably!more!than!other!pedagogical!research!been!multiVdisciplinary,!which!in!turn!has!required!moderate!openness!for!utilizing!and!combining!different!sets!of!theories!and!methodologies,!original!developed!within!different!other!branches!of!the!social!sciences.!This!specific!property!of!curriculum!theory!has!become!even!more!productive,!as!the!comparative!approach!has!gained!popularity!within!curriculum!research.!!
Methodology/research%design:%The!comparative!approach!opens!up!for!temporal!and!spatial!comparisons!of!school!activities,!school!systems!and!educational!policy!making,!leading!to!a!wider!understanding!of!school,!exceeding!national!and!contemporary!bias.!But!this!also!challenges!the!curriculum!researcher,!when!integrating/translating!concepts,!models,!methods!etc.!from!different!research!fields!and!different!cultural!contexts.!!
Expected%conclusions/Findings:!This!doubleVsession!includes!eight!paper!presentations!on!the!theme!of!comparative!curriculum!research,!either!a)!focusing!on!specific!comparative!findings,!or!b)!discussing!specific!theoretical!or!methodological!aspects!related!to!the!matter!of!interdisciplinary!use!of!concepts,!models,!methods!etc.!
Relevance%for%Nordic%Educational%Research:!The!presenters!are!from!Sweden,!Norway!and!Germany,!and!will!in!different!way!present!and!theorize!upon!comparative!data!and!findings!related!to!national!and!international!trends!and!differences,!including!the!Nordic!countries.!
Session%1:%%Christina!Elde!Mølstad,!Daniel!Pettersson!and!Sverker!Lindblad:!Comparative!reasoning:!curriculum!making!in!the!‘grey!zone’?!!Kathleen!Falkenberg:!What!does!it!mean?!Intersubjective!understanding!and!indexicality!of!language!in!qualitative!comparative!education!research!!!Daniel!Pettersson,!Christina!Elde!Mølstad!&!Eva!Forsberg:!Experts!or!Algorithms!in!the!Framing!of!Curriculum!Research!!!Andreas!Bergh!&!Tomas!Englund:!A!comparative!approach!to!how!universities!interpret!and!enact!democracy!and!the!public!good!!Session%2:%!Henrik!Román,!Stina!Hallsén,!Johanna!Ringarp!and!Andreas!Nordin:!School!history,!municipalities!and!
geographical!justice:!comparisons!in!time!and!space!!Pia!Skott:!Exploring!the!Importance!of!Local!Spatiality!in!Curriculum!Making!!!Larissa!Mickwitz:!Combining!New!Institutionalism!and!Curriculum!Theory!in!a!Study!of!Teacher!Professionalism!!Stina!Hallsén!and!Marie!Karlsson:!Private!tutor!identities!!V!Narrative!policy!enactments!on!homework!support!company!websites!in!Sweden!!!! !
− School%history,%municipalities%and%geographical%justice:%comparisons%in%time%and%space%%
Henrik!Román,!Stina!Hallsén,!and!Johanna!Ringarp,!all!from!Department!of!Education,!Uppsala!University!and!Andreas!Nordin,!Department!of!Pedagogy,!Linnaeus!University,!Växjö!
Research%topic/aim:%The!project!“Who$governs$the$Swedish$school?”$compares!overVtime!variations!in!balance!between!municipal!and!national!school!governing!in!different!Swedish!municipalities.!In!times!of!increased!globalization,!the!national!level!has!been!challenged!as!the!prime!unit!of!educational!policy!analysis,!generating!an!increased!interest!for!international!policy!studies.!This!has!by!time!also!led!to!stronger!interests!for!regionalVlocal!policy!making,!but!mainly!towards!contemporary!conditions.!Local!school!history!research!has!been!rare.!(Roman!et!al.!2015).!!
This!paper!contribute!to!curriculum!theory!by!highlighting!and!theorizing!local!school!activities!and!policy!in!a!historical!context,!addressing!the!question:!What!is!schoolVmaking!in!a!municipal!perspective?!This!focus!helps!to!problematize!the!idea!of!school!as!a!national!unit.!
Theoretical%framework:%A!geoVhistorical!perspective!(cf.!Linné!2012)!enables!an!exploration!of!local!school!policy!as!a!national!reform!component!and!as!an!autonomous!force.!This!is!a!contribution!to!curriculum!theory!studies!on!educational!change!and!stability!in!relation!to!societal!prerequisites,!following!a!Scandinavian!tradition!(cf.!Dahllöf!1967,!Lundgren!1972,!Englund!1986).!We!elaborate!on!geographical!justice,!a!concept!partly!linked!to!spatial!justice!(Soja!2010,!Clement!&!Kanai!2015).!Geographical!justice!works!as!a!vehicle!for!historically!defining!and!comparing!different!approaches!to!geographical!asymmetries!in!terms!of!educational!resources.!Our!comparisons!illuminate!municipal!similarities!and!differences,!by!focusing!local!policy!enactments!on!educational!problems,!located!and!relocated!in!different!times!and!spaces!(cf.!Nóvoa!&!YarivVMashal!2003,!Popkewiz!et!al!2001).!!
Methodology/research%design:!Our!data!mainly!consist!of!municipal!school!policy!archive!documents!from!three!case!municipalities,!representing!three!distinct!municipal!types.!This!material!provides!varied!and!detailed!information!on!different!local!educational!situations!and!initiatives,!and!on!municipalVnational!relations.!In!addition,!we!use!data!from!official!and!semiVofficial!national!sources.!
Expected%conclusions/findings:%National!school!reforms!always!meet!asymmetric!local!conditions.!Urban!and!rural!areas!have!different!sets!of!educational!resources!and!policy!options.!Big!city!areas!differ!substantially!from!smaller!cities.!Overall,!there!are!both!interVmunicipal!and!intraVmunicipal!differences.!In!Sweden,!national!school!policy!recipes!for!handling!this!asymmetry!in!order!to!promote!geographical!justice!have!varied.!In!the!1960s,!centralization!and!standardization!was!expected!to!make!school!less!dependent!on!geographical!circumstances!and!socioVeconomic!differences.!In!the!1990s,!decentralization!and!consumer!choice!partly!implied!the!opposite:!asymmetry!was!moderately!endorsed!by!allotting!more!organization!responsibility!to!individuals,!schools!and!municipalities.!Our!point!is!that!school!regardless!of!national!strategies!is!always!carried!out!in!a!local!context,!exceeding!the!municipality!as!a!school!organizer.!We!also!stress!the!importance!of!the!municipality!as!a!school!provider!(for!all!schools!within!its!borders)!and!as!a!supply!of!educational!resources.!These!resources!include!educational!infrastructures!(i.e.!formal!and!informal!educational!institutions,!inhabitants!educational!capital),!and!specific!policy!actions!taken!in!response!to!the!local!infrastructure.!Historical!comparative!analyses!taking!all!municipal!dimensions!into!account!contribute!to!curriculum!theoryVbased!research!on!school!policy!ambitions!in!relation!to!
school!practice.!Especially,!in!Nordic!countries!with!their!long!traditions!of!municipal!selfVgovernment.!
− Exploring%the%Importance%of%Local%Spatiality%in%Curriculum%Making%%
!
Pia!Skott,!Department!of!Education,!Stockholm!University!
!
Curriculum!making!can!be!understood!as!a!spatial!activity!which!goes!on!at!different!society!levels!–!as!part!of!the!governing!of!schools.!In!the!Swedish!tradition!it!has!been!common!to!use!the!concept!arena!to!capture!that!the!national!curricula!(understood!as!regulations!like!laws!and!the!curriculum)!is!formulated!in!another!context!(or!space)!than!where!it!is!to!be!enacted.!This!means!that!physically!the!texts!are!formulated!by!actors!(text!producers)!who!work!at!distance!from!the!ones!that!are!the!text!consumers!(for!example!principals!and!teachers).!The!paper!focus!more!narrowly!on!the!transformation!act,!from!formulated!text!to!lived!school!activities.!The!aim!is!to!illuminate!the!spatial!complexity!hidden!in!the!concept!realization!arena!and!the!consequences!for!local!curriculum!enactment.!The!paper!focuses!more!narrowly!on!school!principal´s!work!within!multiple!local!spaces.!!!
!
While!frame!factor!theory!was!developed!to!understand!how!the!national!regulations!frame!the!classroom!activities!–!a!rather!narrow!space!–!the!arena!concept!has!a!potential!to!be!wider.!It!can!also!include!the!school!as!a!spatial!unit!within!the!spatial!and!mental!room!of!a!local!owner.!Added!to!this!schools!can!also!be!understood!as!existing!within!a!geographic!area!but!where!we!are!experience!a!change!depending!on!student!mobility.!While!local!school!work!can!thus!be!understood!as!a!multiple!spatial!activity!the!concept!“realization!arena”!has!not!been!nuanced!to!capture!this!complexity.!Therefore!the!paper!explores!this!multiple!spatiality!more!narrowly.!By!using!Michel!Foucaults!concepts!heterotopia!and!spaces!of!otherness!it!is!possible!to!illuminate!the!challenges!inbuilt!in!local!curriculum!making.!Is!the!national!curriculum!for!one!thing!designed!as!a!kind!of!documents!for!a!spatial!utopia,!in!that!they!are!not!particular!designed!for!a!specific!real!place.!Principal´s!work,!on!the!other!hand,!almost!always!(apart!from!internet!based!schools,!which!are!to!be!considered!as!interesting!aspects!of!space!in!themselves)!take!place!within!a!real!local!setting.!Added!to!this!schools!are!built!on!an!idea!that!they!are!institutions!where!children!will!learn!for!the!future!–!that!is,!they!are!physically!placed!in!schools!to!be!able!to!act!within!the!society!rooms!of!the!future.!Hence!–!curriculum!making!can!be!understood!as!a!kind!of!heterotopia!–!a!mixture!of!the!real!and!the!utopia.!!This!raises!questions!on!for!one!thing!how!principals´!work!can!be!understood!as!a!real!but!at!the!same!time!as!a!utopian!activity!within!multiple!frames!of!time!and!space.!!
!
The!paper!builds!on!empirical!findings!from!different!projects!studying!principals´!work!within!local!owner!forms.!Being!a!principal!today!means!that!you!not!only!need!to!have!knowledge!about!the!national!curriculum,!but!also!have!the!competence!of!making!local!spatial!analyzes!to!discover!how!the!leadership!of!local!curriculum!work!can!be!specifically!enacted.!
! !
− Combining%New%Institutional%and%Curriculum%Theory%in%a%Study%of%Teacher%
Professionalism%
Larissa!Mickwitz,!Department!of!Education,!Stockholm!Universit!
What!happens!when!we!use!or!“lend”!concepts!from!different!disciplines!and!theoretical!frameworks!in!educational!studies?!Are!we!changing!the!concepts!“per!se”!or!is!it!about!theoretical!development?!Or!is!it!about!an!eclectic!use!of!concepts!as!a!“bricoleur”!in!order!to!be!able!to!deepen!the!theoretical!understanding!of!a!phenomenon!(Fairclough!2005,!Weiss!&!Wodak!2003)?!
The!aim!here!is!to!discuss!the!possibilities!and!limits!of!the!New!institutional!concept!of!deVcoupling!in!an!analysis!of!teachers’!work!and!their!ability!to!claim!and!practice!teacher!professionalism.!The!condition!of!the!term!“teacher!efficiency”!or!“the!professional!teacher”!will!be!discussed!and!how!it!changes!in!relation!to!who!defines!it!(for!example!in!policy!or!by!teachers)!and!in!relation!to!what!it!is!actualised.!How!the!concept!of!deVcoupling!can!be!used!in!understanding!teachers’!possibilities!to!claim!an!identity!as!professional!teachers!in!the!intersections!between!school!practice!and!school!policies!will!form!the!base!of!the!discussion.!!
According!to!the!sociological!new!institutionalism!legitimacy,!rather!than!efficiency!is!fundamental!to!the!survival!of!an!organisation!(Meyer!&!Rowan!1991).!This!claim!is!based!primarily!on!studies!of!public!nonVprofit!organizations!such!as!schools.!A!basic!assumption!is!that!the!link!between!what!is!said!and!what!is!done!within!an!organisation!is!deVcoupled.!The!reason!is!that!efficiency!inward!(the!dayVtoVday!work)!and!legitimacy!outside!(formulated!in!school!policy!documents)!tend!to!counteract!each!other.!
I!will!use!two!aspects!of!teachers’!work!in!the!discussion.!The!first!is!about!how!we!can!think!about!legitimacy!and!efficiency!in!relation!to!the!Swedish!focus!on!teachers’!grading.!What!is!efficiency!meant!to!be!here?!Who!defines!it!and!in!which!arena!of!the!school!system?!Grading!is!a!big!concern!in!Swedish!policies!and!in!teachers’!practice.!Teachers’!grading!is!repeatedly!questioned!and!the!professionalization!reform!in!2011!did!in!much!focus!on!teachers’!grading.!School!results!and!pupils’!school!success!has!also!in!much!been!articulated!as!depending!on!teachers’!efficiency!which!makes!a!deeper!analysis!of!the!aspects!of!professionalism!and!efficiency!in!relation!to!grading!interesting.!
The!second!aspect!is!thus!about!the!possibilities!and!limits!of!the!professional!teacher.!I!ask!how!we!can!resonate!about!teachers’!possibilities!to!claim!teacher!professionalism!in!relation!to!how!teachers!are!constructed!as!professionals!(and/or!effective)!in!policy,!aspects!that!not!least!is!actualised!in!relation!to!the!school!reforms!in!2011.!
Analysing!the!recent!development!and!changes!in!the!definition!of!teacher!professionalism!and!how!the!concept!of!teacher!efficiency!is!articulated!in!policy!text!(in!Sweden!and!internationally)!in!relation!to!how!teachers’!talk!about!efficiency!and!what!it!means!to!be!a!professional!teacher,!might!be!a!way!to!explore!how!the!meaning!of!effectiveness!changes!and!how!the!concept!of!deVcoupling!and!might!be!used!in!curriculum!studies.!As!a!base!for!the!discussion!I!will!use!a!policy!analysis!of!school!political!documents!between!1990!and!2011!and!relate!it!to!teacher!interviews!conducted!around!the!reforms!of!2011.! !
− Private%tutor%identities%`%Narrative%policy%enactments%on%homework%support%company%
websites%in%Sweden!
Stina!Hallsén!and!Marie!Karlsson,!both!Department!of!Education,!Uppsala!University!!!!
Research%topic/aim:%The!worldwide!growth!of!private!tutoring!in!out!of!school!settings,!involve!a!variety!of!forms!and!a!growing!number!of!participants!(Bray!2011,!UNESCO!2015).!Related!to!this!has!a!shift!in!educational!policy,!in!the!Swedish!case,!opened!gates!for!new!actors!in!the!educational!landscape!that!in!different!ways!shadows!regular!education.!The!study!forms!part!of!a!research!project!targeting!different!kinds!of!homework!support!in!Sweden!as!forms!of!shadow!education!(Forsberg!et.!al.!2015).!These!legitimize!their!existence!and!services!by!claiming!to!meet!needs!that!regular!school!and/or!families!can’t!fulfill.!This!paper!targets!homework!support!in!the!form!of!profit!private!tutoring.!The!aim!of!our!paper!is!to!further!our!understanding!of!homework!support!companies!and!what!social!and!educational!functions!they!fill!in!the!shadows!of!the!Swedish!school.!We!connect!to!the!concept!of!policy!enactment!(Ball,!2009)!and!especially!focus!the!tutor!identities!that!take!shape!in!online!consumer!narratives!used!as!marketing.!
Theoretical%framework:%Curriculum!theories!focus!on!how!knowledge,!values!and!norms!are!furthered!from!one!generation!to!the!next!as!well!as!the!function!of!education!in!this!transfer!(Lundgren!1972,!Jackson!1992,!Pinar!2013).!The!field!has!mainly!concerned!regular!school!system!and!in!recent!years!primarily!been!occupied!with!policy!analysis.!This!project!relates!to!a!tradition!that!takes!into!consideration!the!mutual!relationship!between!policy!and!practice!(Forsberg!2011,!Hallsén!2013).!Especially!interesting!is!what!we!can!learn!about!shadow!education!as!well!as!about!regular!school!and!the!discourses!surrounding!it!by!analyzing!the!narrative!positions!of!the!private!tutor!as!a!new!policy!actor!within!the!field.!!
We!add!to!the!field!of!curriculum!theories!by!targeting!online!marketing!of!homework!support!through!consumer!narratives!as!policy!enactment!(Ball,!2009).!We!thus!approach!the!narratives!as!socially!and!culturally!situated!enactments!of!shadow!education!reforms!(Ball!and!Youdell,!2007)!through!which!parents’!experiences!are!used!to!legitimize!private!tutoring!in!ways!that!draw!on!dominant!discourses!on!rethat!renders!the!stories!believability!(Karlsson!et!al,!2012;!Mishler,!1999).!
Methodology/research%design:%The!narrative!approach!enable!an!understanding!of!policy!enactments!as!practices!of!senseVmaking.!We!depart!from!a!perspective!on!narrative!as!socially!situated!practice!and!identity!performance!and!through!which!human!action!in!the!social!world!is!made!intelligible!(Mishler,!1999).!Written!consumer!narratives!are!collected!from!one!of!the!largest!Swedish!homework!support!companies’!websites.!We!use!a!modified!version!of!Bamberg’s!(1997,!2004)!model!for!narrative!positioning!analysis!to!make!visible!the!discursive!production!of!tutor!identities.!!%Expected%conclusions/findings:%The!different!tutor!identities!made!visible!through!the!analysis!signal!that!private!tutoring!is!marketed!to!meet!a!diversity!of!demands!and!the!company!comes!forth!as!providing!services!to!parents!with!different!needs.!These!results!raise!questions!concerning!aims!and!scope!of!the!homework!support!market!as!policy!enactments!and!its!relation!to!regular!school.!!
Englund,!Tomas;!Bergh,!Andreas!&!Sutphen,!Molly!(2016):!A!framework!for!studying!formation!of!academic!developers!in!higher!education.!Contribution!to!Symposium!at!ECER:!The!roles!and!responsibilities!of!academic!developers.!Dublin!in!August!2016.!
Relevance%for%Nordic%educational%research:%The!paper!is!interesting!in!relation!to!research!targeting!the!privatization!and!marketization!of!education!in!the!Nordic!countries.!!
[268]%GOVERNANCE%BY%DATA%AND%STEERING%OF%TEACHERS'%PRACTICE:%SHAPING%A%NEW%TEACHER%PROFESSION%OR%BUSINESS%AS%USUAL?%
!Christina!Mølstad1!,!Wieland!Wermke2!,!Tine!Prøitz3!,!Sølvi!Mausethagen4!%%1Hedmark$University$of$Applied$Sciences,$Elverum,$Norway!2Uppsala$University,$Dept.$of$Education,$Uppsala,$Sweden!3University$College$of$Southeast$Norway,$Kongsberg,$Norway!4Høyskolen$I$Oslo$Og$Akershus,$Oslo,$Norway!!Research%topic/Aim:%”!Governance!by!data!and!teachers’!practice”!
Theoretical%frameworks:!”!An!own!developed!conceptual!framework!for!the!analyses,!see!proposal”!
Methodology/research%design:%”!policy!analysis,!interviews,!observation!data,”!
Expected%conclusions/Findings:!”!Illuminating!the!tension!between!the!use!of!both!data!and!steering!teacher!practices!in!governance!of!education”!
Relevance%for%Nordic%Educational%Research:!”!The!symposium!draws!on!data!from!Norway,!Sweden!and!Finland.”!
Material! conditions! for! education,!pedagogy!and! learning!are!undergoing! considerable! changes.! In!recent! years,! governing! regimes! in! education! that! emphasize! performance! management! and!accountability!have!been!introduced!in!several!countries!(Ozga!et!al.!2011,!Altrichter!&!Merki,!2010).!Various! types! of! assessment! tools! which! produce! ‘data’! on! student! performance! is! supposed! to!provide!a!basis!for!generating!information!to!be!used!for!policy!making!(Datnow!2011,!Fuller!2008),!and! indeed! for! educational! practice.! However,! tensions! of! different! functions! and! expectations!considering! data! use! challenge! school! leaders’! and! teachers’! daily! work.! For! example,! there! is! a!dilemma! concerning! how! data! can! illuminate! important! problems! in! education! and! lead! to!productive! development! processes! and! resource! allocations! at! various! authority! levels! on! the!one!side,!but!also!how!data!may!produce!a!limited!view!on!problems!to!solve!by!the!local!actors!resulting!in! a! restricted! view! on! what! processes! to! engage! in! and! the! type! of! measures! to! initiate.! These!tensions! lead! to! empirical! questions! for! research! regarding!which! expectation! are! formulated! and!how!data!is!actually!produced!and!used!at!different!levels!of!a!school!system.!!
Examining! accountability! policies,! policies! on! data! production! and!data! use! in! education! and! their!implementation! in! education! practice! can! illuminate! the! tension! described.! In! policies! considering!data!use!and!learning!outcomes!as!accountability!images!from!appropriate!teaching,!and!how!it!can!be!measured,!become!visible.!In!investigating!how!teachers!produce!the!data!required,!we!might!be!able! to! see! how! teachers! relate! to! such! images.! In! other! words,! by! investigating! the! tensions!described!teachers’!professional!identity!making!might!become!observable,!in!how!teachers!adjust!to!the!data!produced!by!their!practice,!to!the!data!requirements!of!other!actors,!such!as!policy!makers.!Moreover,!such!analyses!will!also!emphasize!that!there!are!different!forms!of!data,!policy!data!and!professional!data,!but!although!different!in!nature!that!still!aim!to!measure!teachers’!performances:.!!
The! Nordic! countries! have! in! various!ways! introduced! a! relatively! new! set! of! public!management!approaches! in! education! that! emphasize! the! combined! power! of! performance!measurement,! goal!
setting,!and!a!growing!number!of!regulations!and!guidelines!for!the!enhancement!of!accountability!to!mobilizing! teachers’! efforts! and! raising! student! achievement! (Fuller,! 2008;!Mintrop,! 2012).! This!might!imply!a!contradictory!mix!of!support!and!control!on!the!on!the!one!hand.!On!the!other!hand,!these!are!empirical!questions!in!how!this!mix!shapes!the!teaching!profession:!will!there!be!at!the!end!a!new!teaching!profession!or!business!as!usual.!!
In! this! symposium,! aspects! related! to! data! use! and! tensions! between! policy! initiatives! and! policy!instruments!on!the!one!side,!and!the!educational!practices!on!the!other,!are!explored!and!discussed!from! different! viewpoints! in! three! papers! investigating! education! and! teacher! professionalism!different!Nordic!contexts!such!as!Norway,!Sweden!and!Finland.!All!these!contexts!are!quite!alike!due!to! similar! traditions! regarding! the! history! of! schooling,! but! also! display! interesting! differences!regarding!the!nature!of!their!respective!teaching!profession.!!
!
Sølvi!Mausethagen!&!Tine!S.!Prøitz:!Data!use!at!the!intersection!of!performative!and!professional!logics!in!education!
In!2001,!several!European!countries!experienced!a!so!called!PISA!shock!(cf.!Ertl,!2006,!Hopmann!et!al.,!2007)!and!it!can!be!argued!that!intermediate!PISA!results!generally!increased!the!focus!on!measuring!and!monitoring!student!performance.!In!Norway!for!instance,!the!implementation!of!national!testing!has!provided!local!authorities,!school!leaders,!and!teachers!with!more!available!information!regarding!students’!achievements!with!respect!to!basic!competences.!Various!types!of!assessment!tools!which!produce!student!performance!data!provide!a!basis!for!generating!information!to!be!used!in!policy!making!and!to!motivate!change!in!education!at!all!levels!of!education!systems.!A!central!component!in!this!line!of!thinking!is!the!role!of!local!authority!as!driver!and!motivator!for!the!use!of!data!in!schools.!However,!existing!research!illustrates!how!policy!expectations!around!data!use!challenge!school!leaders’!and!teachers’!daily!work,!and!that!initiatives!on!the!higher!institutional!levels!do!not!necessarily!change!practices!in!schools!and!classrooms.!Additionally,!it!is!a!question!of!what!kind!of!changes!that!are!initiated!and!whether!these!are!characterized!by!being!shortVterm!solutions!or!represent!more!fundamental!changes.!
In!this!presentation,!we!study!how!local!authorities!interact!and!work!with!school!leaders!and!teachers!over!data.!The!study!draws!on!document!analysis,!interview!data!with!district!leaders!and!observation!data!from!resultVmeetings!where!representatives!from!local!authority!and!the!schools!participate.!We!have!studied!three!schools!in!three!municipalities,!differing!in!terms!of!geographic!location,!size!and!quality!assessment!system,!over!two!years.!
The!preliminary!results!indicate!that!municipal!leaders!use!different!approaches!in!their!work!with!data,!in!meetings!with!school!leaders!on!the!one!hand!and!teachers!on!the!other.!In!particular!a!pattern!of!various!orientations!toward!being!more!performative!or!more!professional!in!approaches!seem!to!emerge!in!the!material.!Attention!should!be!brought!towards!how!these!two!logics!are!balanced!by!the!different!leaders,!and!how!various!“mixes”!seem!to!influence!the!development!work!in!the!municipalities!and!schools.!
The$vision$of$alignment$of$teacher$practices$and$student$learning$in$policy'documents%
By!Christina!E.!Mølstad!&!Tine!S.!Prøitz!
Research%topic/aim:%This!paper!investigates!Norwegian!educational!policy!regarding!learning!outcomes!and!assessment!in!schools.!The!aim!of!this!paper!is!to!investigate!what!constitutes!learning!outcomesVoriented!education!policy!in!Norway!today.!To!guide!the!focus!and!analysis!of!the!study!the!following!research!question!has!been!investigated:!How!is!Norwegian!learning!outcomes!oriented!policy!defined!in!key!policy!documents?!
Background%and%theoretical%framework:%The!educational!context!toward!the!end!of!the!20th!century!was!remarkable!for!the!growth!in!the!use!of!assessments!for!measuring!achievement!outcomes!in!national!systems!of!education!(Kellaghan!&!Greaney,!2001).!This!development!reflects!a!widespread!expansion!of!learning!outcomes!orientation!in!education!policy!and!in!curriculum!and!assessment!(Shepard,!2000,!2007).!It!has!also!brought!about!a!change!in!perceptions!of!quality!(Adam,!2004;!Kellaghan!&!Greaney,!2001),!as!well!as!switching!the!focus!from!input!indicators!to!outcome!indicators!(Fuller,!2009).!It!is!argued!that!the!scope!of!interpretation,!action,!and!evaluation!of!the!teaching!profession!have!thus!been!reformulated!and!constricted!(Forsberg!&!Pettersson,!2014;!Young,!2009).!Further!education!policy!and!curriculum!policy!carry!with!them!a!way!to!conceptualise!education!that!influences!what!teachers!do!and!how!teachers!perceive!themselves!(Ball,!2003).!And!as!such!that!curriculum!is!used!to!structure!the!educational!course!and!pedagogical!interests!to!ensure!an!environment!of!highVquality!learning!for!children!formulated!through!the!aims,!content!and!evaluation!of!schooling!(Karseth!&!Sivesind,!2009,!Lundgren!2006).!
Methodology/research%design:%The!study!is!a!comprehensive!content!analysis!and!document!analysis!(Cohen!et!al.,!2011;!Bowen,!2009)!of!key!policy!documents.!Content!analysis!is!useful!for!examining!trends!and!patterns!in!documents!(Stemler!&!Bebell,!1998).!However,!an!analysis!of!policy!text!cannot!tell!us!about!the!implementation!of!the!policies,!“but!it!tells!us!which!policy!problems!and!goals!that!are!brought!to!the!fore!and!which!are!left!aside”!(Saarinen,!2008,!p.!719).!This!investigation!consists!of!a!first!phase!of!a!word!count!of!selected!key!concepts!based!on!a!priori!and!theoryVbased!categories!provided!by!an!analytical!framework.!The!second!phase!was!an!inVdepth!reading!of!documents!and!texts!identified!in!the!first!phase!in!a!more!extensive!type!of!text!analysis.!The!material!consists!of!16!documents!(national!budget,!report!to!the!parliament,!the!education!act!and!regulations,!selected!documents!from!the!national!curriculum).!In!total!the!material!contains!2585!pages!covering!the!period!from!2010!to!2016.!
Expected%findings:%The!preliminary!findings!display!varied!usage!of!central!key!concepts!in!the!different!documents.!The!highest!frequency!words!identified!in!total!is!knowledge,!competence,!goal,!development,!support!and!learning.!The!qualitative!in!depth!reading!indicate!a!learning!outcomes!oriented!policy!with!strong!visions!for!a!linear!relationship!between!teachers’!knowledge!and!competences,!student!learning!outcomes!and!thereby!student!life!opportunities.!The!policies!express!a!clear!vision!of!alignment!between!pupil’s!life!opportunities!and!the!teacher’s!methodological!and!didactical!competences,!thus!placing!the!responsibility!of!pupils!life!opportunities!on!the!teachers.!!
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Wieland!Wermke!&!Tine!S.!Prøitz:!Control!and!production!of!education!data!within! the! teaching! profession.! Mediating! state,! school! and! the! individual!teacher!!
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The!presentation!aims!to!theorize!about!the!local!production!of!education!data!in!relation!to!control!within! the! teaching! profession.! We! wonder! how! data! production! required! in! recent! reforms! are!integrated! or! not! integrated! in! teachers’! service.! We! wonder! further! what! kind! of! agency! and!structures!might!be!seen!within!the!teaching!profession!that!is!made!accountable!for!their!practice.!In!this!presentation!we!regard!teachers!as!a!profession!in!need!of!the!state!organised!school!for!its!existence.!A!central!part!of!this!interdependent!relation!includes!the!production!of!data!to!legitimise!the!existence!of!both!the!profession!and!the!state!organised!school.!Consequently,!we!see!teachers!as! an! ascriptive! profession.! With! Vanderstraeten! 2007! we! argue,! in! the! case! of! ‘ascriptive!professionals’,! that! the!role!of! the!practitioners! is! the!direct! result!of! their!active!membership!and!assigned!position!in!an!organization!of!people!work,!in!this!case!the!school.!This!membership!is!the!foundation!for!the!profession’s!existence,!its!duties!as!well!as!its!assets.!Consequently,!the!group!of!professionals! must! supervise! its! individual! members,! in! order! to! prevent! misconduct! that! can!damage!the!profession!as!a!whole!and!the!organisation!it!needs!to!exist.!Misconduct! is!then!in!our!case!not!producing! the!data! required.!Moreover,! production!of! certain!data! (such!as! standardised!examinations! within! a! school)! makes! it! possible! for! the! profession! to! control! its! members! and!prevent!misconduct!as!well!!
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Employing! interview! material! from! teachers! in! Sweden,! Finland! and! Norway! both! on! teacher!autonomy! and! also! accountability! reform! implementation,! we! discuss! different! roles! within! the!profession! that! are! supposed! to! mediate! between! state! needs! as! well! as! professional! and!organisational!needs!and!the!individual!teacher!working!in!the!classroom.!Such!roles!might!draw!on!legal,!moral!or!cultural!standards!and!regulations!that!together!build!a!complex!structure!of!carrots!and! sticks! as! well! as! positive! and! negative! benchmarking! within! the! teaching! profession.!We!will!suggest! different! professional! roles! that! secure! the! production! of! data! such! as! professional!policemen,!moralists!or!persecutors.!
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[355]%A%PATHWAY%TO%VOCATIONAL%EDUCATION%AND%TRAINING?%PRE`VOCATIONAL%ORIENTATION%IN%NORWEGIAN%LOWER%SECONDARY%SCHOOL:%AN%ANALYSIS%OF%CURRICULUM%POLICY%FROM%1997%ONWARDS%
!Maike!Luimes1!%%1University$of$Oslo,$Oslo,$Norway!!Research%topic/Aim:%”Lower!secondary!education!in!Norway!has!been!subject!to!multiple!reforms!during!the!last!years,!as!e.g.!a!reform!that!envisions!education!to!become!more!practical,!diverse,!motivating!and!relevant.!As!part!of!these!reforms,!preVvocational!oriented!school!subjects!with!emphasis!on!the!world!of!work!and!vocational!education!and!training!(VET)!have!been!reVintroduced!into!the!current!curriculum!The!Knowledge!Promotion!2006!(LK06).!As!these!school!subjects!in!the!Norwegian!lower!secondary!school!are!understudied,!the!main!focus!of!this!paper!is!to!illuminate!how!a!preVvocational!orientation!is!constituted!in!the!curriculum.!This!is!done!through!an!analysis!of!the!curricula!The!Curriculum!for!the!10Vyear!Compulsory!School!in!Norway!(L97)!and!The!Knowledge!Promotion!2006!(LK06)!with!focus!on!the!changes!in!relation!to!preVvocational!oriented!subjects.!Further!on,!official!policy!documents!and!hearings!are!analysed!to!get!an!understanding!of!the!rationale!of!preVvocational!oriented!subjects.”!
Theoretical%frameworks:!”The!results!of!the!dataVdriven!approach!chosen!for!this!paper!are!discussed!in!light!of!perspectives!on!the!Nordic!tradition!of!comprehensive!schooling!(Blossing,!Imsen!&!Moos,!2014;!Hudson,!2010),!curriculum!history!and!the!development!of!school!subjects!(Goodson,!1994,!1995,!2001)!and!perspectives!on!the!transition!from!education!to!working!life!(Raffe,!2003).”!
Methodology/research%design:%”!The!curricula!L97!and!LK06,!the!official!white!papers!and!the!hearings!are!analysed!applying!a!content!analysis.”!
Expected%conclusions/Findings:!”!The!results!of!the!analysis!are!discussed!in!relation!to!the!question!whether!the!preVvocational!orientation!in!the!Norwegian!curriculum!has!an!impact!on!the!transition!from!education!to!working!life!or!the!idea!of!comprehensive!schooling!still!applies!despite!recent!educational!reforms.”!
Relevance%for%Nordic%Educational%Research:”This!paper!is!relevant!for!Nordic!educational!research!as!it!discusses!a!possible!change!of!the!comprehensive!schooling!by!analysing!the!consequences!of!recent!reforms!of!lower!secondary!education!and!transition!from!education!to!working!life.”!
Blossing,!U.,!Imsen,!G.,!&!Moos,!L.!(2014).!Nordic!schools!in!a!time!of!change.!In!U.!Blossing,!G.!Imsen,!&!L.!Moos!(Eds.).!The!Nordic!education!model:!“A!school!for!all”!encounters!neoVliberal!policy!(pp.!1–14).!Dordrecht:!Springer,!Netherlands.!!
Goodson,!I.F.!(1994).!Studying!Curriculum.!Buckingham:!Open!University!Press.!
Goodson,!I.F.!(1995).!The!Making!of!Curriculum:!Collected!Essays.!Washington!D.C.:!The!Falmer!Press!
Goodson,!I.F.!(2001).!Social!histories!of!educational!change.!Journal!of!Educational!Change,!2,!45V63.!
Hudson,!C.!(2010).!Transforming!the!educative!state!in!the!Nordic!countries?!In!A.P.!Jakobi,!K.!Martens!&!K.D.!Wolf!(Eds.).!Education!in!Political!Science.!Discovering!a!neglected!field!(pp.!56V70).!New!York:!Routledge.!
Raffe,!D.!(2003).!Pathways!Linking!Education!and!Work:!A!Review!of!Concepts,!Research,!and!Policy!Debates.!Journal!of!Youth!Studies!6(1),!3V19.!!!
[492]%SOCIAL%JUSTICE%AND%THE%FREE%SCHOOL%CHOICE:%A%THEORETICAL%DISCUSSION%ON%THE%POLICY%OF%FREE%SCHOOL%CHOICE%IN%SWEDEN%%
!Erik!Gustavsson1!%%1Department$of$Pedagogy,$Växjö,$Sweden!!Research%topic:%Issues!of!social!justice!have!recently!become!political!dynamite!in!Europe!and!in!Sweden,!especially!due!to!humanitarian!disasters!and!a!large!reception!of!refugees.!The!opportunities!for!individuals!and!groups!to!affect!their!lives!and!participate!in!various!communities!largely!depend!on!socially!equitable!arrangements.!Thus,!the!legitimacy!of!any!democratic!education!system!must!rest!on!principles!that!are!considered!somewhat!socially!just!(Allen!&!Rech,!2013;!Gutmann,!1999).!It!is!therefore!urgent,!as!Cribb!and!Gewirtz!(2003;!Gewirtz,!1998)!states,!to!widen!reflections!concerning!the!establishment!of!socially!just!arrangements!in!education.!One!way!is!to!explore!implications!of!theoretical!justice!conceptions.!!
In!this!paper!focus!is!directed!to!the!case!of!the!free!school!choice!–!a!reform,!whose!segregating!effects!has!been!discussed!and!also!criticized!over!recent!years,!by!domestic!investigators!(IFAU!2014a,!2014b;!SOU,!2016:38)!and!researchers!(Blomquist!&!Rothstein,!2008;!Böhlmark!&!Lindahl,!2007),!as!of!transnational!policy!actors!(OECD,!2015).!However,!the!reform!gains!strong!support!by!parents,!and!has!barely!been!questioned!by!political!parties.!!
Aim:%The!overall!aim!of!this!paper!is,!with!inspiration!from!John!Rawls!theory!of!justice!as!fairness,!to!conduct!a!theoretical!discussion!concerning!the!justice!dimensions!of!the!free!school!choice.!The!research!question!is:!How!can!one!understand!the!social!justice!implications!of!the!free!school!choice,!when!explored!from!John!Rawls!theory!of!justice?!!!!!
Theoretical%frameworks%and%research%design:%The!analysis!consists!of!three!parts.!First,!to!discuss!the!philosophical!issue!of!what!social!justice!might!be,!I!present!the!alternative!offered!by!John!Rawls!(1971/2005,!2001).!I!outline!the!fundamental!principles!of!Rawls!theory!of!justice!as!fairness,!and!what!aspects!of!the!free!school!choice!policy!that!becomes!critical,!given!the!theory’s!concepts.!Secondly,!with!the!empirical!issues!generated!by!the!theory,!I!conduct!an!analysis!in!which!I!highlight!the!justice!dimensions!of!the!free!school!choice!as!they!are!reflected!in!policy!documents!on!both!national!(SOU!2016:38)!and!transnational!level!(OECD,!2012,!2015).!Finally,!I!discuss!if,!and!if!so!how,!the!free!school!choice!could!be!understood!and!organized!in!line!with!Rawls!difference!principle,!stipulating!that!inequalities!can!be!permitted!if!they!also!promote!the!societies!least!advantaged.!!!
The!study!is!based!upon!a!constructivistVdiscursive!view!(Jörgensen!&!Phillips,!2002).!Thus,!the!knowledge!claim!is!not!do!depict!reality!”as!it!is”,!but!rather!to!visualize!the!justice!discourses!in!education!policy!and!the!possible!knowledge!benefits!of!bringing!a!philosophical!perspective!to!the!table.!!
Expected%findings%and%their%relevance%for%Nordic%Educational%Research:!The!result!of!the!analysis!shows!the!strengths!and!weaknesses!of!Rawls!theory!of!justice!in!relation!to!the!policy!of!free!school!choice.!The!analysis!also!highlights!the!discursive!interplay!between!transnational!and!Nordic!educational!policy.!The!main!contribution!is!that!the!study!emphasizes!end!exemplifies!the!importance!of!theoretical!reflection!regarding!justice!issues!in!and!for!today’s!democratic!education!system.
[565]%PRIORITISING%LEARNING%IN%CURRICULUM%PLANNING%
!Benjamin!Brink!Allsopp1!%%1Philosophy$&$Learning,$Aalborg$University,$Copenhagen$Sv,$Denmark!!Research%topic/Aim:%A!common!approach!to!planning!curriculums!and!syllabuses!involves!first!identifying!suitable!modules!and!then!delegating!the!planning!within!these!modules!to!subject!matter!experts.!This!simplifies!assigning!responsibility,!budgeting!and!scheduling.!Unfortunately,!prioritizing!these!administrative!concerns!makes!improving!learning!secondary.!For!example:!addressing!overlaps,!gaps!and!especially!dependencies!between!learning!goals!in!different!modules!requires!extraVordinary!and!often!asymmetrical!negotiations!between!module!owners.!Strategies!to!maximize!relevant!learning!over!the!entire!program!are!easily!abandoned!in!favour!of!sub!optimizations!within!the!modules.!A!different!approach!involves!the!negotiating!of!a!detailed!curriculum/syllabus!for!the!entire!program!prior!to!modularization!and!delegation.!However!rather!than!increasing!topVdown!decision!making,!the!approach!aims!to!be!significantly!more!participatory!and!consensual.!The!approach!is!intended!to!support!both!!increased!stakeholder!involvement!and!greater!accountability!to!their!feedback.!!The!approach!involves!an!iterative!process!using!two!new!types!of!network!diagrams!aimed!at!overviewing!how!identified!learning!goals!are!dependent!on!other!identified!learning!goals.!Stakeholders!can!add!learning!goal!nodes!and!dependency!arcs,!but!most!importantly,!their!feedback!is!channelled!towards!rating!the!strengths!of!these!dependencies.!
Theoretical%frameworks:!The!common!approach!to!curriculum!and!syllabus!planning!exemplifies!a!broader!tradition!in!material!organization!that!is!criticized!by!Weinberger!(2007)!for!not!supporting!the!massively!miscellaneous!nature!of!information.!The!new!approach!to!curriculum!planning!is!inspired!by!requirements!engineering!in!software!design!(Thayer!&!Dorfman!1997),!visualizing!networks!in!argumentation!(Kirschner,!Buckingham!Shum!and!Carr!2003),!crowd!sourcing!and!online!social!evaluation!(Shirky!2008),!and!the!role!of!social!scrutiny!in!mathematical!proofs!(Lakatos!1976).!!
Methodology/research%design:%The!approach!is!explored!as!part!of!a!Design!Based!Research!()!process!where!it!is!introduced!as!an!intervention!in!an!underway!curriculum!planning!process.!While!the!approach!itself!is!an!iterative!process,!research!of!the!process!will!also!be!an!iterative!process!where!informed!modifications!to!the!approach!form!the!foundation!for!new!interventions.!
Expected%conclusions/Findings:!We!will!report!on!participating!stakeholder’s!perceptions!on!the!approach.!
Relevance%for%Nordic%Educational%Research:!With!the!high!cost!of!education,!real!improvements!in!curriculums!and!syllabus!planning!can!translate!into!major!benefits!for!society!and!students.!Of!particular!relevance!to!Nordic!education!research!is!the!historically!centralized!state!control!of!education!juxtaposed!with!the!tradition!of!participatory!design.!!!
References:%
DesignVBased!Research!Collective!(2003).!DesignVbased!research:!An!emerging!paradigm!for!educational!inquiry.!Educational$Researcher,!32(1),!5V8!
Kirschner,!P.!A.,!Buckinham!Shum,!S.!J.!and!Carr,!C.!S.!(eds.)!(2003).!Visualizing$Argumentation:$
Software$tools$for$Collaborative$and$Educational$Sense$Making.$London:!Springer!
Lakatos,!Imre!(1976).!Proofs$and$Refutations.!Cambridge:!Cambridge!University!Press.!
Shirky,!Cley!(2008).!Here$Comers$Everybody:$How$Change$Happens$When$People$Come$Together.!Penguin.!!
Thayer,!Richard!H.;!Dorfman,!Merlin,!eds.!(March!1997).!Software$Requirements$Engineering!(2nd!ed.).!IEEE!Computer!Society!Press.!ISBN!0V8186V7738V4.!
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[586]%TEACHER%AUTONOMY%VARIATION%AND%ITS%RELATIONSHIP%TO%STUDENTS'%SCIENCE%PERFORMANCE%IN%PISA%2012%ACROSS%DIDAKTIK%AND%CURRICULUM%TRADITIONS%
!Armend!Tahirsylaj1!%%1Linnaeus$University,$Växjö,$Sweden!!Research%topic/Aim:!This!study!examines!PISA!2012!data!from!the!school!survey!to!examine!the!variation!in!teacher!autonomy!among!a!representative!set!of!six!curriculum!–!Great!Britain,!Ireland,!Canada,!USA,!Australia!and!New!Zealand!–!and!six!didaktik!V!Austria,!Germany,!Denmark,!Norway,!Sweden!and!Finland!V!countries.!Assuming!that!the!majority!of!those!attending!the!conference!represent!what!is!referred!to!here!as!didaktik!countries,!the!research!questions!addressed!could!be!relevant!both!theoretically!and!empirically.!The!two!questions!are:!(1)!What!is!the!variation!in!teacher!autonomy!scale!among!didaktik!and!curriculum!countries!in!the!sample?!(2)!How!do!teacher!autonomy!measures!affect!student!science!performance!in!PISA!2012!in!the!sampled!countries?!Curriculum!and!didaktik!frameworks!claim,!amongst!else,!that!there!is!higher!level!of!teacher!autonomy!among!teachers!working!in!didaktik!than!those!in!curriculum!countries.!While!there!are!competing!ideologies!that!constitute!the!field!of!curriculum!studies,!including,!scholar!academic,!social!efficiency,!learnerVcentered,!and!social!reconstruction!(Schiro,!2013),!the!social!efficiency!model!was!dominant!throughout!the!20th!century!up!the!present!days!(Luke,!2004;!Kliebard,!2004;!Ellis,!2004).!Didaktik!on!the!other!hand!developed!as!a!theory!of!teaching!and!learning!in!Continental!Europe,!dealing!with!issues!of!order,!sequence!and!choice!(Hopmann,!2007)!and!a!tradition!“as!a!relation!between!teachers!and!learners!(the!who),!subject!matter!(the!what)!and!instructional!methods!(the!how)”!(Klette,!2007,!p.!147).!!!The!mean!comparison!statistical!procedure!is!employed!to!test!the!hypothesis!whether!didaktik!countries!will!show!higher!levels!of!teacher!autonomy!than!curriculum!countries.!The!theoretical!and!empirical!differences!between!the!two!orientations!have!significant!implications!for!educational!research,!policy!making!and!educational!practice.!Educational!research,!especially!the!type!of!comparative!international!assessments!will!have!to!pay!more!attention!to!the!crossVcountry!differences!with!regard!to!teacher!autonomy!and!how!it!affects!student!learning!and!achievement,!both!in!national!and!international!assessments.!!Regarding!policyVmaking,!the!two!traditions!seem!to!be!moving!towards!a!similar!educational!trend!with!introduction!of!more!accountability!measures.!Still,!these!differences!have!potential!to!affect!teacher!education!policy!in!particular,!which!in!turn!with!affect!educational!practices!in!classroom!settings!in!respective!countries.!!
Didaktik$and!curriculum!are!the!two!most!prevalent!educational!traditions!that!provide!the!framework!for!education!systems!worldwide,!and!in!the!western!world!in!particular.!German!Didaktik$theory!is!central!to!curriculum,!teaching!and!learning!in!Continental!Europe!generally!and!German!speaking!world!specifically,!as!well!as!in!Nordic!Europe,!but!is!mostly!unknown!in!the!English!speaking!world!(Hopmann,!2007;!Westbury!et!al.,!2000).!In!its!original!conceptualization,!“Didaktik!is!about!how!teaching!can!instigate!learning,!but!learning!that!as!a!contentVbased!student!activity!not!as!swallowing!a!sermon!or!a!monologue!or!otherwise!oneVsided!distribution!of!knowledge!by!a!teacher”!(Hopmann,!2007,!p.!113).!Curriculum,!on!the!other!hand,!is!a!widely!used!theory!amongst!many!countries,!primarily!in!the!EnglishVspeaking!world.!Curriculum!here!refers!to!the!prevailing!curriculum!model!that!has!been!in!place!in!the!U.S.!since!early!1900s,!when!the!soVcalled!social!efficiency!model!of!curriculum!won!the!American!education!battle!against!humanisticVbased!models!of!curriculum!(Kliebard,!2004).!! This!study!expands!on!previous!work!of!the!author!(2015),!who!
examined!teacher!autonomy!and!responsibility!and!their!relationship!to!science!performance!in!PISA!2009.!A!key!objective!of!the!study!is!to!empirically!test!theoretical!claims!made!about!Didaktik!and!curriculum!in!previous!literature.!For!example,!one!of!the!core!claims!in!prior!Didaktik/curriculum!exchanges!is!that!there!is!more!teacher!autonomy!and!professionalism!in!Didaktik!systems!than!in!curriculum!systems!(Westbury,!2000).!Further,!the!purpose!is!to!understand!and!further!extend!crossVnational!and!crossVcultural!educational!dialogues!and!exchanges!between!European!DidaktikVbased!and!US!CurriculumVbased!scholars.!!
Theoretical%frameworks:!This!study!draws!heavily!from!Didatik!and!Curriculum!traditions.!First,!I!use!Didaktik/Bildung!theory!to!place!the!discussion!within!Continental!and!Nordic!European!educational!thinking.!Klette!(2007)!describes!this!tradition!“as!a!relation!between!teachers!and!learners!(the!who),!subject!matter!(the!what)!and!instructional!methods!(the!how)”!(p.!147).!Hopmann!(2007),!states!that!Didaktik!is!matter!of!order,!sequence,!choice.!Within!the!frame!of!order,!sequence,!and!choice,!Hopmann!states!that!“Didaktik!became!the!main!tool!for!creating!space!for!local!teaching!by!providing!interpretative!tools!for!dealing!with!state!guidelines!on!a!local!basis”!(p.!113).!German!concept!Bildung$is!a!noun!meaning!something!like!“being!educated,!educatedness.”!It!also!carries!the!connotations!of!the!word!bilden!“to!form,!to!shape”.!Bildung,!as!understood!by!Humboldt!(1792),!means!‘grasping!as!much!world!as!possible’!and!as!‘contributing!to!human!kind’!by!development!of!one’s!own!unique!self.!!
Second,!the!study!draws!from!curriculum!tradition.!While!varying!models!have!competed!to!take!over!the!curriculum!in!the!US!and!other!English!speaking!countries,!the!social!efficiency!model!that!seeks!to!prepare!qualified!workforce!for!the!job!market!has!largely!dominated!the!field!(Kliebard,!2004;!Labaree,!1997),!with!democratic!equality!and!social!mobility!being!influential!from!time!to!time.!Curriculum!has!also!been!defined!as!a!“complicated!conversation”!(Pinar,!2011;!Pinar!2012)!“Structured!by!guidelines,!focused!by!objectives,!and!overdetermined!by!outcomes,!the!US!school!curriculum!struggles!to!remain!a!conversation!(Pinar,!2011,!p.2).!Further,!the!focus!on!objectives!and!outcomes!and!relying!on!standardized!testing!and!accountability!models!has!deprived!teachers!of!academic!freedom!(Pinar,!2011).!
Methodology/research%design:%!To!address!the!first!research!question!on:!How!do!Didaktik!and!curriculum!countries!compare!across!the!core!constructs!representing!teacher!teacher!autonomy!using!PISA!2012!data?!Mean!comparison!is!presented!to!examine!whether!the!means!of!individual!countries!on!the!key!measures!were!different!from!one!another.!!This!descriptive!procedure!is!helpful!to!test!the!hypothesis!whether!Didaktik!countries!show!higher!levels!of!teacher!autonomy!than!curriculum!countries!as!the!respective!framework!suggests.!The!question!was!broken!down!to!individual!constructs!used!and!respective!dataset!from!PISA!2012.!For!the!second!question!on:!How!teacher!autonomy!constructs!affect!student!science!performance!in!PISA!2012?!linear!random!intercept!models!are!fitted!for!each!of!the!12!countries!in!the!sample,!with!levelV1!covariates!including!economic,!social!and!cultural!status!(ESCS)!and!gender!variables,!and!levelV2!covariates!related!to!teacher!autonomy,!where!school!is!the!second!level!in!the!HLM!model.!!
Data$Sources$
This!study!utilized!the!data!from!PISA!school!survey!administered!in!2012.!The!Organisation!for!Economic!Cooperation!and!Development!(OECD)!initiated!its!work!on!developing!PISA!surveys!around!midV1990s!and!administered!the!first!PISA!survey!in!2000!(OECD,!2002).!PISA!tests!15Vyear!
students’!skills!in!three!cognitive!domains!including!mathematics,!science!and!reading.!The!countries!representing!Didaktik!include!Denmark,!Finland,!Norway,!Sweden,!Austria!and!Germany,!while!Curriculum!grouping!includes!Australia,!Canada,!Ireland,!New!Zealand,!United!Kingdom!and!the!United!States.!!
Teacher!autonomy!is!defined!as!teacher!freedom!from!control!by!others!over!professional!action!or!development!(Smith,!2001).!Teacher%autonomy–!was!measured!through!three!variables!answering!the!question:!Generally,!in!your!school,!how!often!15!year!olds!are!assessed!using:!a.!standardized!tests,!b.!teacher!developed!tests,!and!c.!teacher!judgmental!ratings.!The!answers!range!from!Never,!to!1V2!times!a!year,!3V5!times!a!year,!Monthly,!and!More!than!once!a!month!(recoded!from!0!to!4).!Student!science!performance!in!PISA!2012!is!used!as!dependent!variable!in!the!HLM!models!to!address!the!second!research!question.!
Expected%conclusions/Findings:!The!preliminary!results!of!the!study!regarding!the!first!question!show!mixed!findings.!Teacher!autonomy!constructs!for!curriculum!countries!showed!higher!means!for!the!use!of!standardized!tests!as!expected,!but!the!means!for!didaktik!countries!was!brought!down!by!very!infrequent!use!of!standardized!tests!reported!by!teachers!in!Austria!and!Germany.!Curriculum!countries!had!also!higher!means!for!the!use!of!teacherVdeveloped!tests,!while!the!expectation!was!the!didaktik!countries!would!have!a!higher!mean.!Seemingly,!the!use!of!standardized!tests!in!curriculum!countries!also!accelerates!the!use!of!teacherVdeveloped!tests!to!prepare!students!for!the!standardized!tests.!Lastly,!regarding!teacher!judgments,!didaktik!countries!had!a!higher!mean!than!curriculum!countries,!as!expected!and!the!difference!was!statistically!significant.!The!HLM!models!for!the!second!research!questions!are!also!expected!to!show!mixed!results,!but!overall!the!use!of!standardized!tests!and!teacher!developed!tests!are!expected!to!have!positive!relationship!with!science!test!scores!in!PISA!2012!as!those!forms!of!testing!are!similar!to!the!standardized!nature!of!PISA!tests,!while!teacher!judgments!are!expected!to!have!weak!and!negative!association!with!science!scores.!This!work!further!contributes!to!literature!on!comparative!achievement!studies,!relying!on!an!innovative!perspective!to!examine!students’!performance!in!international!assessments,!and!to!the!understanding!of!the!role!that!teacher!autonomy!plays!in!that!performance.!
Relevance%for%Nordic%Educational%Research:!!Didaktik/curriculum!tensions/changes!that!have!been!identified!previously!(Westbury,!2000;!Hopmann,!2007;!Author,!forthcoming)!have!been!examined!here!and!in!some!cases!those!differences!survive!the!test!of!empirical!data.!As!such,!these!differences!have!significant!implications!for!educational!research,!policy!making!and!educational!practice!for!all!countries!included!in!the!sample,!representing!didaktik!and!curriculum!countries,!including!the!four!Nordic!countries!that!are!part!of!the!study.!Educational!research,!especially!the!type!of!comparative!international!assessments!will!have!to!pay!more!attention!to!the!crossVcountry!differences!with!regard!to!teacher!autonomy!and!how!it!affects!student!learning!and!achievement,!both!in!national!and!international!external!testing.!!With!regard!to!policyVmaking,!the!two!traditions!seem!to!be!moving!towards!a!similar!educational!trend!and!further!developments!will!be!critical!to!see!whether!the!trend!will!continue!or!the!traditions!will!withdraw!to!their!own!roots!again.!Nordic!countries!are!at!the!crossroads!in!particular,!since!they!have!been!more!open!to!the!curriculum!thinking!promoted!within!the!curriculum!tradition,!and!they!have!to!reflect!whether!holding!on!to!more!Nordic!and!Continental!educational!thinking!or!further!alignment!with!global!educational!trends!is!the!most!positive!direction.!!
%
References%
Author!(Forthcoming).!
Hopmann,!S.!(2007).!Restrained!Teaching:!the!common!core!of!Didaktik.!European$Educational!Research$Journal,!6(2),!109–124.!
Humboldt,!W.v.!([1792]2000).!Theory!of!Building.!In!I.!Westbury,!S.!Hopmann,!&!K.!Riquarts!(Eds.),!Teaching$as$a$reflective$practice:$The$German$Didaktik$tradition$(pp.!57V62).!Mahwah,!NJ:!Lawrence!Erlbaum!Associates.!
Klette,!K.!(2007).!Trends!in!Research!on!Teaching!and!Learning!in!Schools:!didactics!meets!classroom!studies.!European$Educational$Research$Journal,!6(2),!147–160.! Kliebard,!H.!M.!(2004).!The$struggle$for$the$American$curriculum,$1893C1958.!Routledge.! Labaree,!D.!F.!(1997).!Public!goods,!private!goods:!The!American!struggle!over!educational!goals.!American$Educational$Research$Journal,!34(1),!39–81.! Pinar,!W.!F.!(2011).!The$character$of$curriculum$studies:$Bildung,$currere,$and$the$recurring$question$of$the$subject.!Palgrave!Macmillan.!! Pinar,!W.!F.!(2012).!What$is$curriculum$theory?!Routledge.!! Smith,!R.!C.!(2001).!Teacher!education!for!teacherVlearner!autonomy.!Language$in$Language$Teacher$Education.!Retrieved!from!http://homepages.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf! Westbury,!I.!(2000).!Teaching!as!a!Reflective!Practice:!What!Might!Didaktik!Teach!Curriculum?!In!I.!!
Westbury,!S.!Hopmann,!&!K.!Riquarts!(Eds.),!Teaching$as$a$reflective$practice:$The$German$Didaktik$
tradition$(pp.!15V39).!Mahwah,!NJ:!Lawrence!Erlbaum!Associates.!
Westbury,!I.,!Hopmann,!S.,!&!Riquarts,!K.!(2000).!Teaching$as$a$reflective$practice:$the$German$
didaktik$tradition.!Mahwah,!NJ:!Lawrence!Erlbaum!Associates.!!
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[706]%HOW%PLURALISTIC%IS%THE%RESEARCH%FIELD%OF%EDUCATION%IN%SWEDEN?%
!Anders!Olsson1!%%1Lund$University,$Ystad,$Sweden!!What!is!the!research!field!of!education!and!how!can!it!be!described?!This!has!been!a!debated!issue!over!the!decades,!where!several!scholars!have!discussed!the!issue!in!different!ways.!In!this!paper,!we!examine!the!research!field!of!education!and!how!it!can!be!described!through!empirical!analysis.!The!study!is!drawing!on!bibliographic!data!of!all!peerVreviewed!articles!published!in!the!Swedish!journal!Pedagogisk$Forskning$i$Sverige!(Educational!Research!in!Sweden)!from1996!when!the!journal!was!launced!until!2016.!The!analysis!we!have!conducted!is!based!on!the!content!of!these!articles!and!the!structures!of!the!contributing!authors.!When!it!comes!to!the!content!we!examine!for!example!how!pluralistic!the!research!field!of!education!is!by!directing!the!attention!to!the!patterns!of!what!research!methods!and!what!research!approaches!that!are!adopted.!We!also!put!the!attention!to!the!context!of!the!research.!When!it!comes!to!authorship!we!examine!for!example!how!pluralistic!the!research!field!of!education!is!by!directing!the!attention!to!the!patterns!of!what!University!the!authors!belong!to!and!the!gender!patterns.!We!argue!that!empirical!analysis!of!publication!and!citation!patterns!is!important!to!further!the!development!of!reflexivity!within!the!field.!
Keywords:!education;!bibliometrics;!content!analysis;!sociology!of!science!!
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NETWORK 6
Educational Leadership Network
Network 6
Educational Leadership Network
[58]%NORDIC%EDUCATIONAL%LEADERSHIP%BETWEEN%DISCOURSES%
!Lejf!Moos1!,!Elisabet!Nihlfors2!,!Jan!Merok!Paulsen3!,!Mika!Risku4!%%1Danish$School$of$Education,$Aarhus$University,$Copenhagen$NV,$Denmark!2University$of$Uppsala,$Uppsala,$Sweden!3Oslo$and$Akershus$University$College,$Oslo,$Norway!4University$of$Jyväskylä,$Jyväskylän$Yliopisto,$Finland!!!SYMPOSIUM!
Research%topic/Aim:%!
Nordic%Educational%Leadership%Between%Discourses%
Educational! governance! and! leadership! are! changing.! Relations! between! transnational! agencies,!states!and!local!policy!making!and!administration!as!well!as!school!leadership!are!subjects!to!changes!as! shown! in! ’Nordic$ Superintendents:$ Agents$ in$ a$ Broken$ Chain’! (Eds.:! Moos,! Nihlfors,! Paulsen,!Springer!2016).! In!some!respects,!we!see!centralisation!of!decisions!from!local!and!school! levels!to!state! level!of! core! functions!of! schooling! like!descriptions!of!purposes!and!aims!and!designing!and!managing! the!measuring!of! students’! outcomes.!Other! aspects! of! leadership,! like! human! resource!management,! is!decentralised!to!local!or!school! level,!while!planning!the!structure!and!practices!of!teaching!and!support!are!given!heavy! inspiration!to! local!and!school! level! from!state! level! through!design!of!social!technologies.!
Theoretical%frameworks:!NewVinstitutional!&!discursive!institutional,!senseVmaking!and!educational!theories!
Governance,!organizations!and!leadership!
Methodology/research%design:%Effects!of!those!moves!are!that!student!outcomes!are!prescribed!much!more!in!detail!and!with!precise!awareness!of!measurability,!and!with!the!effect!that!functions,!reflections!and!decision!making!are!shifted!from!educational!professionals!to!governance,!psychometric!and!statistical!experts.!
Expected%conclusions/Findings:!Changes!in!Nordic!governance!and!leadership!occur!in:!Purposes!of!education!and!thus!of!dominant!discourses!on!education!and!schooling!and!in!Relations!between!layers!and!agents!in!education.!The!papers!in!this!symposium!will!mainly!build!on!newVinstitutional,!discursive!institutional,!senseVmaking!and!educational!theories,!when!analysing!mixtures!of!discourses!and!quantitative!data.!!
Relevance%for%Nordic%Educational%Research:!Includes!governance!issues!in!Denmark,!Finland,!
Norway!and!Sweden!
%
PAPERS%
Two%Educational%Discourses%in%Danish%Educational%Politics%
Lejf$Moos,$Danish$School$of$Education,$Aarhus$University$
The! neoVliberal! move! to! depoliticise! and! deregulate! governance! of! public! sectors! by! transferring!them! to! the! technocratic! and! administrative! marketplace! management! changes! the! political! and!democratic! processes! at! all! levels.! It! influences! education! and!educational! leadership! at! their! very!core:! the! purpose! of! education! is! shifting! from! a! discourse! of! raising! autonomous! and! critical!participants! in! democracies,! to! a! discourse! on! production! of! employable! workforce.! This! paper!analyses!current!developments!in!Danish!politics,!administration!and!governance!at!state,!municipal!and!institutional!levels!from!a!democratic!and!market!place!perspective,!and!discusses!concepts!and!practices!of!education!and!educational!leadership!with!these!same!views.!The!case!being!discussed!is!the!Danish!School!Reform!from!2012.!Two!paradigms!are!described,!in!order!to!find!the!core!of!both!kinds! of! theories:! an! outcomesVoriented,! and! a! Democratic! BildungVoriented! perspective.! From! a!discursive! institutionalist! viewpoint,! it! is! investigated! how! room! for! developing! relationships! and!deliberative!practices!in!contemporary!educational!contexts.!
%
From%big%data%to%small%data%–%is%it%possible%to%act%%
Elisabet$Nihlfors,$Uppsala$University%
Education!is!of!fundamental!value!for!a!society.!It!is!therefore!crucial!to!identify!the!competences!needed!for!multiple!actors!in!the!school!governance!chain.!A!hypothesis!is!that!the!balance!of!power,!as!well!as!communication!between!different!professionals!and!different!politicians!vertically!and!horizontally!affect!knowledge!and!expertise!that!exists!in!the!organization!and!how!it!is!used.!Can!a!common!understanding!be!created!and!translated!into!an!understandable!and!manageable!common!ground!for!politicians!and!professionals!in!thousands!of!different!schools!and!preschools!in!diverse!areas?!There!are!different!actors!in!the!governing!and!governance!of!schools.!The!need!for!dialogue!based!on!a!qualified!basis!is!great!in!a!knowledgeVintensive!organization.!If!data!should!be!used!it!is!maybe!time!to!go!from!big!to!small!data?!Is!that!a!demand!that!is!possible!for!the!local!organisation!on!different!levels!to!respond!to?!The!Swedish!situation!will!be!discussed!from!a!new!institutional!perspective,!including!the!discursive!institutionalism!and!senseVmaking.!The!paper!is!based!on!empirical!material!collected!in!Sweden!between!2009V2014:!results!from!surveys!and!interviews!to!superintendents,!political!boards!and!school!leaders!are!analysed!together!with!data!from!the!National!Board!of!Education.!
!
Educational%leadership%training%in%Norway%–%a%“world%of%standards”%
Jan$Merok$Paulsen,$Oslo$and$Akershus$University$College$
During!the!last!decade!a!strong!wave!of!reVcentralization!has!been!exerted!by!the!Norwegian!state!in!order! to!enhance!educational!quality!outcomes! in!basic! schooling,! and!at! the!purpose!of! adapting!national! policies! closer! to! the! standards! diffused! by! transnational! agencies! such! as! OECD.!!Researchers! have! frequently! seen! this! shift! as! a! transition! from! local! autonomy! towards! tighter!national! control! through! the! establishment! of! a! national! quality! assurance! system! (NQAS).! Less!discussed!is!the!enhanced!normative!and!cultural!control!established!by!the!National!Directorate!of!Education! and! Training! (UDIR)! through! a! series! of! national! leadership! training! programs! for!respectively!school!principals,!school! leadership!candidates,!dayVcare! leaders!and! leaders!of!special!education!services.!By!means!of!document!analysis!and!review!of!program!evaluations! the!current!
paper! discusses! this! shift! towards! national! standardized! programs,! based! on! the! same! theoretical!frame! of! reference,! in! the! light! of! changes! in! the! normative! and! cultural! pillars! of! the!Norwegian!school!institution.!Implications!for!further!research!and!local!governance!are!discussed.!
!
The% new% bildung% and% welfare% municipalities% of% Finland% –% effects% on% municipal% provisions% of%education%
Mika$Risku,$University$of$Jyväskylä$
The!present!government!of!Finland!has!decided!to!transfer!health!and!social!services!from!the!municipal!to!the!provincial!level.!Although!not!all!the!details!are!decided!yet,!there!will!be!a!new!governance!layer!between!the!state!and!the!local!authorities.!!This!new!layer!will!mainly!be!constructed!within!the!regional!councils!that!represent!the!municipalities!of!the!province.!As!the!role!of!municipalities!will!not!be!correspondingly!changed!in!the!municipal!law!(410/2015)!they!will!continue!to!advance!the!welfare!of!their!citizens!and!the!vitality!of!their!area!as!well!as!to!organise!services!to!their!citizens!in!an!economically,!socially!and!environmentally!sustainable!manner.!!How!will!the!change!affect!municipal!provisions!of!education?!This!paper!tries!to!answer!this!question!by!continuing!the!examination!on!municipal!provisions!of!education!by!the!Nordic!research!group.!Thus!the!nature!of!the!examination!will!be!that!of!a!mixed!methods!and!grounded!on!the!institutional!approach!of!the!contingency!theory.!!
[105]%SCHOOL%LEADERS'%AND%TEACHERS'%WORK%WITH%NATIONAL%TEST%RESULTS:%LOST%IN%TRANSLATION?%%
!Ann!Elisabeth!!Gunnulfsen1!%%1University$of$Oslo,$Oslo,$Norway!!Research%topic/Aim:%Researchers!have!stated!that!the!recent!introduction!of!national!testing!in!Norway!has!contributed!to!changing!schools,!and!that!an!establishment!of!new!organizational!routines!has!resulted!this!new!testing!practice!(Aasen!et!al.!2015;!Mausethagen,!Skedsmo!et!al.!2016).!However,!the!issue!of!how!school!leaders!and!teachers!actually!do!policy!is!understudied.!This!article!explores!how!school!leaders!and!teachers!in!two!Norwegian!lower!secondary!schools!interpret!and!translate!new!policy!expectations!emphasizing!national!test!results!in!reading!and!numeracy.!The!aim!is!to!understand!how!these!expectations!are!translated!and!negotiated!between!school!leaders!and!teachers!in!local!schools.!Two!central!questions!are!how!school!principals!initiate!local!work!using!largeVscale!student!results!as!a!tool!for!improving!teacher!practice!and!student!learning!and!how!they!motivate!teachers!to!take!an!active!part!in!this.!This!study!investigates!the!enactment!of!national!testing!in!Norwegian!schools!by!looking!at!the!concept!from!the!local!school!level.!!
Theoretical%frameworks:!In!this!study,!leadership!and!power!relations!are!used!in!the!observation!of!how!school!leaders!and!teachers!influence!each!other!in!work!with!translation!and!negotiation!of!new! national! policy! expectations.! In! combination! with! a! critical! discourse! analytical! approach,!perspectives!of!policy!enactment!as!a!process!of! interpretation!serve!as!analytical!concepts.! In!this!case,! this!means!how!school! leaders!and!teachers!construct!responses!to!policy!through!their! joint!talk!and!discussions!in!leaderVteam!meetings!and!teacherVteam!meetings.!Inspired!by!the!typology!of!“policy! actors/positions! which! are! involved! in! making! meaning! of! and! constructing! responses! to!policy”! (Ball! et! al.! 2012! p.! 49),! the! paper! aims! to! identify! and! discuss! the! different! types! of!relationships,! roles,! and! engagements! embedded! in! the! school! leaders’! and! teachers’! policy!interpretation!and!translation!work.!!
Methodology/research%design:%The!study!is!based!upon!observations!and!video!recordings!of!leaderVteam!meetings!and!teacherVteam!meetings!in!two!lower!secondary!schools!located!in!the!same!municipality.!SchoolV!and!municipality!documents!functioned!as!secondary!contextual!data.!
Expected%conclusions/Findings:!The!findings!indicate!the!school!leaders!act!more!as!narrators!and!enthusiasts,!while!the!deputy!managers!and!teacherVteam!leaders!are!more!messengers!and!enforcers.!The!teachers!mostly!keep!the!discursive!role!as!critics!and!preventers!of!‘overburdening.’!The!findings!illuminated!the!power!relations!when!the!school!leaders!narrated,!negotiated,!and!interpreted!how!policies!can!be!understood!and!how!decisions!are!being!determined.!It!also!illustrated!the!power!of!the!principal!in!the!leaderVteam!meetings!and!the!teacherVteam!meetings.!The!discussions!were!adjusted!around!the!principal’s!discursive!role!as!an!informant!of!the!specific!issue!of!conducting!national!tests!and!related!to!how!to!make!use!of!the!test!results.!!
Relevance%for%Nordic%Educational%Research:!This!study!contributes!to!Nordic!educational!research!in!terms!of!discussing!how!school!leaders!and!teachers!position!themselves!when!discussing!national!testing!policies!which!can!be!regarded!as!new!policy!expectations!in!a!Nordic!context.!In!turn,!this!context!links!to!the!monitoring!of!performance!of!educational!institutions!and!the!efficiency!of!policies.!!
[144]%WHO%DECIDES%ABOUT%SCHOOL`DEVELOPMENT?%
!AnnVSofie!SmedsVNylund1!%%1Faculty$of$Education$and$Welfare$Studies,$Vasa,$Finland!!!Research%topic/Aim:%This!is!a!look!behind!the!stage!in!PISA!Finland!or!actually!about!democracy!and!power.!The!aim!of!the!research!is!to!identify!and!describe!the!processes!that!are!activated!around!schoolVreforms!in!a!local!context.!A!change!in!a!schoolVnetwork!is!chosen!as!case,!a!process!from!the!capital!Helsinki!in!the!year!2012.!
Finland!has!closed!thousands!of!school!during!the!last!century!since!the!regulation!about!schoolVdistricts!from!the!year!1898!and!there!is!nothing!that!arouses!feelings!in!a!local!society!like!a!schoolVclosing!and!we!have!seen!difficult!debates!leaving!negative!footprints!in!the!local!societies!around!many!of!the!schoolVclosings.!The!school!needs!to!change!to!fill!it´s!place!in!modern!society,!but!it!should!be!possible!to!carry!out!the!processes!in!a,!for!the!school,!fruitful!way.!!!
Theoretical%frameworks:%Honneth´s!recognition,!Honig´s!constantly!ongoing!democratic!debate!and!Arendt´s!public!political!arenas!function!as!a!theoretical!background!and!Foucoult´s!power!is!present!here.!The!minority!perspective!is!also!present!since!this!is!about!education!for!the!SwedishVspeaking!minority!within!the!FinnishVspeaking!majority.!The!concept!of!power!is!different!in!the!majority!and!the!majority!logic!applied!on!the!minority!is!not!always!suitable.!
Schmidt´s!discursive!institutionalism!is!used!as!a!framework!to!describe!the!changes!in!the!institutions!involved,!by!institution!meaning!both!organization!and!the!institution!of!parenthood!and!active!citizenship.!
Methodology/research%design:%Fairclough´s!discourse!analysis!complemented!with!Gee´s!tools!for!analysis!are!used!as!method!to!explore!the!processes!in!texts!from!the!local!newspaper,!municipal!strategical!documents!and!protocols.!
Expected%conclusions/Findings:!Early!findings!that!can!be!of!international!interest!are!for!instance!that!the!textual!style!in!the!municipal!documents!decreases!the!citizen´s!possibility!to!participate!in!the!democratic!discussion.!Editorial!policy!steers!which!texts!are!published!in!the!newspaper!and!part!of!the!open!democratic!debate!is!carried!out!in!closed!and!halfVopen!webVforums!instead,!in!this!case!Facebook,!where!research!is!sensitive!to!do.!
The!administrative!movement!from!government!to!governance!changes!the!institution!of!parenthoodV!instead!of!being!stakeholders!in!their!children´s!school!they!are!diminished!to!be!demonstrators!and!protestersV!but!V!there!is!of!course!good!and!bad!governance.!I!have!a!strong!feeling!that!given!this!theoretical!background!there!are!more!interesting!lessons!to!be!learned!from!the!material.!
Relevance%for%Nordic%Educational%Research:%SchoolVreforms!are!constant!in!the!Nordic!countries!and!as!public!discussions!are!possible!and!necessary!here!in!our!open!democratic!countries!it!is!important!to!understand!the!reactions!around!schoolVreform!in!order!to!be!able!to!meet!the!different!interestVgroups!that!can!be!found!around!the!schools.!
[180]%PERCEPTIONS%OF%THE%FUTURE%AND%THE%PAST:%A%STUDY%OF%STUDENTS'%EXPECTATIONS%IN%THE%NATIONAL%LEADERSHIP%PROGRAM%IN%NORWAY%%
!Tor!Colbjørnsen1!,!Jeffrey!B.!!Hall1!%%1Department$of$Teacher$Education$and$School$Research,$University$of$Oslo,$Oslo,$Norway!!Research%topic/Aim:%This!paper!investigates!the!perceptions!of!students!enrolled!in!the!National!Leadership!Program!at!the!University!of!Oslo,!especially!concerning!expectations!towards!themselves!as!students!and!school!leaders,!as!well!as!in!regards!to!the!triVsemester!program!they!attend.!Students!in!the!partVtime!leadership!program!are!either!school!principals,!vice!principals!or!department!heads!in!their!everyday!positions,!implying!they!draw!on!multiple!personal!experiences.!As!seen!in!a!recent!study!of!national!leadership!programs!in!Norway!and!Sweden!(Aas!&!Törsén,!2016),!there!is!reason!to!question!if!such!programs!sufficiently!meet!the!challenges!of!being!or!becoming!a!school!leader!in!the!21st!century.!Colbjørnsen’s!(2014)!study!of!school!leadership!programs!in!Norway!suggests!that!these!programs!vary!in!how!they!emphasize!and!express!personal!traits,!relational!skills!as!well!as!demands!from!central!government.!This!paper!expands!by!discussing!how!expectations!and!motivation!are!of!key!importance!in!understanding!the!impact!of!leadership!programs.!Impact!is!here!understood!in!a!social!context,!not!projecting!the!idea!of!causality,!but!rather!drawing!attention!to!the!professional!experiences!and!personal!development!of!students!in!educational!leadership!programs.!!
Theoretical%frameworks:!Theoretically,!the!paper!draws!on!the!idea!of!constructivism,!set!within!Scandinavian!institutionalism,!focusing!on!collective!processes!between!individuals!(Czarniawska,!2008).!Through!social!interaction!which!is!‘constantly!in!flux,!being!reconsidered!and!redefined!as!actors!debate!and!communicate!with!each!other’,!the!secondary!identities!of!these!individuals!undergo!development!(Béland!&!Cox,!2011,!p.!5).!!Finally,!such!processes!may!contribute!to!shaping!the!professional!norms!and!experiences!leadership!portrayed!in!coursework!done!in!principal!training!programs.!!
Methodology/research%design:%The!paper!draws!on!qualitative!as!well!as!quantitative!data!across!five!cohorts!of!students!(N=250)!at!the!University!of!Oslo.!Data!analysis!is!first!based!on!texts!submitted!at!an!early!stage!in!the!first!semester!in!the!leadership.!These!texts!are!studied!to!illuminate!which!aspects!leadership!students!emphasize!are!of!key!importance!in!expressing!their!own!expectations!towards!themselves!as!students!as!well!as!the!program.!The!qualitative!analyses!are!compared!to!data!from!an!ongoing!quantitative!survey,!including!some!open,!qualitative!questions,!of!the!same!students!administered!once!they!complete!the!program.!Average!response!rate!in!the!survey!was!70%.!Analyses!of!data!sets!were!compared!in!order!to!study!to!which!extent!students’!expectations!were!fulfilled,!which!in!the!paper!are!argued!to!play!key!importance!in!assessment!and!future!development!of!the!leadership!program.!!
Expected%conclusions/Findings:!Preliminary!findings!suggest!that!students!in!the!leadership!program!have!high!expectations!towards!themselves!as!learners!as!well!as!towards!the!program!itself.!Even!if!there!are!potential!limitations!with!selfVreport!measures,!a!majority!of!the!students!who!responded!to!the!questionnaire!were!overall!satisfied!with!the!program!(Fan!et!al.,!2006).!Moreover!their!expectations!had!largely!been!fulfilled.!However,!certain!shortcomings!were!also!identified.!
Relevance%for%Nordic%Educational%Research:!Such!a!study!may!shed!light!upon!how!expectations!play!a!key!role!in!mapping!student!experiences!of!Nordic!leadership!programs,!which!furthermore!may!add!to!quality!assessment!and!development!of!leadership!training.!!
%
References:%Aas,!M.!&!Törnsén,!M.!(2016).!Examining!Norwegian!and!Swedish!leadership!training!
programs!in!the!light!of!international!research.!Nordic$Studies$in$Education,!36(2),!173–187.!
Béland,!D!&!Cox,!R.H.!(2011).!Introduction:!Ideas!and!politics,!In:!D.!Béland!&!R.!H.!Cox!(Eds.),!Ideas$and$politics$in$social$science$research.!Oxford:!Oxford!University!Press,!pp.!3–20.!
Colbjørnsen,!T.!(2014).!Profesjonalisering!og!profesjonsutvikling!av!skoleledelse!i!Norge,!In:!E.!Elstad!&!K.!Helstad!(Eds.),!Profesjonsutvikling$i$skolen.!!Oslo:!Universitetsforlaget,!pp.!244!–260.!
Czarniawska,!B.!(2008).!A$theory$of$organizing.!Cheltenham:!Edward!Elgar!Publishing.!!Fan,!X.,!Miller,!B.!C.,!Park,!K.,!Winward,!B.!W.,!Christensen,!M.,!Grotevant,!H.!D.,!et!al.!(2006).!
An!exploratory!study!about!inaccuracy!and!invalidity!in!adolescent!selfVreport!surveys.!Field$Methods,$18(3),$223–244.!!!
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[384]%IS%THERE%ANYTHING%MORE%TO%EDUCATIONAL%LEADERSHIP%THAN%PERFORMANCE?%
!Niclas!Rönnström1!%%1Stockholm$University,$Dep$of$Education,$Stockholm,$Sweden!!Research%topic/Aim:%My!research!topic!is!educational!leadership!and!management,!and!the!title!of!the!paper!is:!Is$there$anything$more$to$educational$leadership$than$performance?!In!this!paper!I!challenge!the!increased!and!globally!widespread!performance!orientation!in!educational!leadership.!I!argue!that!there!is!something!special!about!education!and!educational!leadership!that!makes!it!highly!problematic!to!model!its!leadership!after!any!kind!of!performance!oriented!model!of!leadership!derived!from!economic!theories!or!imaginaries.!My!paper!aims!at!challenging!highly!influential!imaginaries!of!performance!increasingly!lived!in!education!reform!and!practice,!and!the!role!that!educational!leadership!is!supposed!to!play!in!such!performance!imaginaries.!!In!the!paper!I!show!in!what!sense!recent!imaginaries!of!performance!are!flawed!and!how!educational!leadership!models,!and!in!particular!instructional!leadership!models,!suffer!from!descriptive!and!explanatory!inadequacy.!!
Theoretical%frameworks:!!A!social!imaginaries!approach,!and!in!particular!modern!social!imaginaries!as!articulated!by!Canadian!philosopher!Charles!Taylor!(2004,!2007)!but!also!researchers!in!critical!social!theory!and!research!such!as!Gerhard!Delanty!(2009)!and!Benedict!Anderson!(1991).!Charles!Taylor!thinks!of!social!imaginaries!as!the!way!ordinary!people!imagine!their!social!reality!and!its!relationships,!order!and!identities.!Social!imaginaries!may!start!out!as!theories!and!later!evolve!into!a!deepVseated!background!and!a!normative!horizon!of!meaning!more!or!less!lived!and!experienced!by!members!of!society.!A!social!imaginary!captures!how!people!are!linked!together!in!society!and!what!one!person!can!expect!from!the!other!in!everyday!life.!However,!social!imaginaries!cannot!be!vaccinated!against!flaws,!faults!and!selfVserving!fictions.!They!can!be!real!and!lived!at!the!same!time,!as!they!may!misconstrue!human!interconnectedness.!They!are!essential!to!our!lives!and!they!heighten!an!awareness!of!how!we!humans!live!in!a!meaningful!world!under!descriptions!that!have!(conventional)!consequences!for!our!strivings!and!actions.!Modern!education!is!largely!defined,!formed!and!legitimated!in!close!connection!to!modern!social!imaginaries.!The!latter!make!our!everyday!educational!practices!possible!and!continuous!and!shape!the!identities!of!actors!in!education;!but!they!also!provide!educators!with!horizons!of!meaning!that!make!everyday!action!and!practice!intelligible!because!they!offer!explanation!and!justification!in!terms!of!how!everyday!action!and!practice!are!imagined!to!link!into!a!larger!and!wider!context!of!human!interconnectivity.!We!might!say,!simply,!that!the!primary!function!of!modern!education!is!to!pass!on!to!children!and!young!people!the!knowledge,!values,!capabilities!and!attitudes!we!think!they!need!to!enter!a!social!reality!defined!by!social!imaginaries,!or!practices!that!make!sense!or!owe!their!legitimacy!to!social!imaginaries!(Rönnström,!2015).!Education!is!permeated!by!imaginaries!far!beyond!the!everyday!contexts!of!action!in!educational!institutions.!!
Methodology/research%design:%The!research!is!based!on!an!analysis!of!educational!policy!and!recent!reform!(2005V2016)!in!the!Nordic!countries,!Europe,!the!USA!and!Australia.!Moreover,!research!into!educational!leadership!is!also!analyzed,!and!in!particular!models!of!Instructional!leadership!as!they!are!put!forward!by!authors!such!as!Philip!Hallinger!and!Vivianne!Robinson.!All!analysis!is!made!from!a!social!imaginaries!approach.!
Expected%conclusions/Findings:!My!research!topic!is!educational!leadership!and!management,!and!the!title!of!the!paper!is:!Is$there$anything$more$to$educational$leadership$than$performance?!In!this!paper!I!challenge!the!increased!and!globally!widespread!performance!orientation!in!educational!leadership.!I!argue!that!there!is!something!special!about!education!and!educational!leadership!that!makes!it!highly!problematic!to!model!its!leadership!after!any!kind!of!performance!oriented!model!of!leadership!derived!from!economic!theories!or!imaginaries.!My!paper!aims!at!challenging!highly!influential!imaginaries!of!performance!increasingly!lived!in!education!reform!and!practice,!and!the!role!that!educational!leadership!is!supposed!to!play!in!such!performance!imaginaries.!!In!the!paper!I!show!in!what!sense!recent!imaginaries!of!performance!are!flawed!and!how!educational!leadership!models,!and!in!particular!instructional!leadership!models,!suffer!from!descriptive!and!explanatory!inadequacy.!First,!the!communicative!character!of!educational!leadership!challenges!performance!oriented!models!of!leadership!since!their!instrumental!nature!underestimate!the!fact!that!schools!are!essentially!communication!dependent.!Second,!the!recent!orientation!towards!performance!in!educational!leadership!is!problematic!from!a!moral!point!of!view!since!actors!in!education!are!treated!merely!as!means!for!economic!ends,!and!they!are!mainly!inspired!to!treat!themselves!and!others!in!one!sided!instrumental!and!objectified!ways.!Third,!the!narrow!focus!on!economic!aspects!of!human!life!crowd!out!democratic!agency!in!schools!and!in!educational!leadership.!In!my!paper!I!show!how!the!important!goal!of!inclusion!in!education!is!transformed!from!a!right!to!an!obligation!to!perform!in!particular!ways!under!the!influence!of!recent!performance!imaginaries.!Fourth,!educational!institutions!have!increasingly!become!coVproducers!of!risk.!In!fact,!today!schools!can!fail!in!preparing!children!and!young!people!for!a!globally!interconnected!society!because!they!succeed!in!fulfilling!the!tasks!given!to!them.!This!constitutes!a!complex!dilemma!in!our!uncertain!times,!and!risk!production!is!accelerated!in!highly!performance!driven!schools.!!
Relevance%for%Nordic%Educational%Research:!The!paper!is!a!critical!contribution!but!also!a!constructive!contribution!to!research!into!educational!leadership!and!management.!The!paper!contributes!with!knowledge!on!the!relationship!between!imaginaries!of!globalization,!educational!change!and!models!of!educational!leadership.!The!paper!put!forward!a!descriptively!adequate!account!of!educational!leadership!well!suited!to!Nordic!traditions!in!times!when!international!evidence!based!research!are!becoming!highly!influential!or!even!hegemonic.
[500]%THE%INTERPLAY%BETWEEN%LEGAL%REGULATIONS%AND%DISCRETIONARY%POWER%IN%SCHOOLS%
!Berit!Karseth1!,!Jorunn!Møller2!%%1Deaprtment$of$Education,$Unversity$of$Oslo,$Oslo,$Norway!2Deparment$of$Teacher$Education$and$School$Research,$University$of$Oslo,$Oslo,$Norway!!Research%topic/Aim:%!In!this!paper,!our!aim!is!to!explore!how!schools!understand!and!encounter!legal!issues!and!work!in!everyday!life.!Our!interests!are!related!to!two!sections!of!the!Norwegian!Educational!Act!(1998):!1)!regulation!to!secure!adapted!education!of!individual!students!and!2)!students’!right!to!special!education.!These!sections!are!central!in!securing!equal!education!opportunities!for!individual!students!during!primary!and!secondary!education.!!The!paper!addresses!the!following!questions:!To!what!extent!do!regulations!and!legal!standards!in!the!Norwegian!context!give!room!for!discretionary!decisionVmaking!by!principals!and!teachers?!And!how!is!the!discretionary!power!of!the!profession!justified?!!
Theoretical%frameworks:!!In!this!study,!Molander!and!Grimen!(2010;!see!also!Molander,!Grimen!and!Eriksen!2012)!inspire!us—specifically!in!the!way!they!describe!discretion!as!having!a!structural!and!epistemic!aspect.!Discretion!can!be!seen!as!an!“opportunityVconcept,”!as!it!expresses!a!space!where!the!agent!has!the!autonomy!to!judge,!decide!and!act!according!to!her!own!judgement.!If!the!space!of!discretion!is!narrow!and!there!are!predefined!procedures!and!standards!to!follow,!the!profession!(principals!and!teachers)!has!little!discretionary!power.!On!the!other!hand,!it!is!an!“exerciseVconcept,”!as!it!designates!the!kind!of!reasoning!that!results!in!conclusions!about!what!to!do!under!conditions!of!indeterminacy.!Although!lawmakers!regulate!actions,!there!is!space!for!discretion!in!professional!work.!Discretion!is!dependent!not!only!on!discretionary!space,!but!also!on!reasoning,!as!the!entrustment!of!discretionary!power!is!based!on!a!notion!that!professionals!can!make!reasoned!judgments!and!decisions!(Wallander!and!Molander!2014).!Hence,!professional!discretion!rests!on!trust!in!the!ability!to!make!sound!decisions!on!behalf!of!social!authorities.!
Methodology/research%design:%%The!paper!draws!on!findings!from!a!large!interdisciplinary!study!(education!and!law)!funded!by!the!Norwegian!Research!Council!on!the!transformation!of!legal!standards!into!professional!actions!in!schools.!The!particular!analysis!presented!in!this!paper!is!based!on!interview!data!from!three!compulsory!schools!(grades!1V10),!legal!documents!and!public!reports.!
Expected%conclusions/Findings:!Although!our!analyses!so!far!shows!that!there!are!restrictive!mechanisms!(the!structural!aspect!of!discretion)!that!narrow!the!space!of!discretion,!teachers!and!principals!see!themselves!as!responsible!for!applying!sound!judgment!in!the!classroom!under!conditions!of!indeterminacy.!This!discretionary!power!is!extensive.!In!the!interviews,!the!informants!mentioned!professional!competence!development,!seminars!and!meetings!as!key!to!improving!their!reasoning!capacity!when!making!classroom!decisions.!They!also!mentioned!the!importance!of!collegiality!through!deliberation!among!peers.!Principals!and!teachers!must!account!for!many!situational!and!personal!matters,!which!all!demand!flexibility!to!help!and!support!students.!Thus,!professional!discretion!needs!to!be!approached!not!only!on!a!structural!side,!but!also!from!an!epistemic!point!of!view!where!arguments!redeem!claims!of!validity.!
Relevance%for%Nordic%Educational%Research:!!By!drawing!attention!to!justifications!and!reasoning!as!essential!to!discretionary!work,!our!analyses!opens!new!avenues!to!follow!in!our!scholarly!and!professional!endeavor!to!ensure!educational!equality,!a!core!value!in!the!Nordic!educational!policies.!!
References!
Education!Act!(1998).!Act!of!17!July!1998!no.!61!relating!to!Primary!and!Secondary!Education!and!Training!(the!Education!Act)!with!amendments!as!of!25!June!2010,!31!May!2011,!2012,!2013!and!2014.!In!force!as!of!1!August!2010.!Ministry!of!Education!
Molander,!A.!and!Grimen,!H.!(2010).!Understanding!professional!discretion.!In!L.!G.!!Svensson!and!J.!Evetts!(Eds.),!Sociology$of$professions:$Continental$and$AngloCSaxon$traditions$(pp.!167V187).!Göteborg:!Daidalos.!!Molander,!A.,!Grimen,!H.!and!Eriksen!E.!O.!(2012).!Professional!discretion!and!accountability!in!the!welfare!state.!Journal$of$Applied$Philosophy,$29(3),!! 214V230.!!
Wallander,!L.!and!Molander,!A.!(2014).!Disentangling!professional!discretion:!A!conceptual!and!methodological!approach.!Professions$&$Professionalism,$4(3),!1V19.!Retrieved!from!https://journals.hioa.no/index.php/pp/article/view/808!
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[502]%DEALING%WITH%DIVERSITY:%HOW%DO%SCHOOL%LEADERS%UNDERSTAND%AND%PROMOTE%ADAPTED%EDUCATION?%
!Eli!Ottesen1!,!Stine!Jeppesen2!,!Kersti!Kelder3!%%1University$of$Oslo,$Department$of$Teacher$Education$and$School$Research,$Oslo,$Norway!2Blindern$Videregående$Skole,$Norway!3Stange$Videregående$Skole,$Stange,$Norway!!Research%topic/Aim:%School!leaders!work!with!a!multitude!of!expectations,!from!students,!parents,!teachers,!local!and!central!authorities!and!professional!organisations.!They!also!need!to!adhere!to!a!number!of!formal!laws!and!regulations.!School!leaders!must!balance!the!interests!of!stakeholders!while!at!the!same!time!make!sure!that!legal!expectations!are!met.!The!aims!of!this!paper!are!to!explore!how!school!leaders!understand!the!legal!requirements!that!teaching!should!be!tailored!to!students’!abilities!and!aptitudes,!and!to!show!how!professional!judgement!is!applied!to!meet!legal!requirements.!!!
Theoretical%frameworks:!Our!research!is!grounded!in!a!sociocultural!framework.!The!principals’!beliefs!and!practices!emerge!within!particular!historical!and!cultural!contexts,!but!are!also!influenced!by!individuals’!experiences!and!current!working!conditions.!Internal!and!external!frames!make!up!the!context!within!which!principals!make!decisions!(cf.!Lundgren,!1999),!but!such!decisions!must!also!be!seen!in!light!of!the!actors’!intentions!and!appraisals!when!they!are!facing!actual!problems!and!dilemmas.!!Since!we!are!interested!in!the!judgements!the!principals!make!we!also!draw!upon!theory!of!professional!work,!in!particular!on!Julia!Evetts’!(2009)!distinction!between!organisational!and!occupational!professionalism.!!
Methodology/research%design:%The!research!builds!on!semiVstructured!interviews!with!principals!in!seven!upper!secondary!schools!in!Norway.!Taking!as!our!point!of!departure!that!discourse!is!“a!particular!way!of!talking!about!and!understanding!the!world!(or!an!aspect!of!the!world)”!(Jørgensen!&!Phillips,!2002,!s.1),!we!first!analyse!the!interviews!to!discern!how!the!principals!talk!about!adapted!education.!Next!we!use!content!analysis!to!identify!what!the!principals!understand!to!be!contextual!constraints!and!opportunities.!
Expected%conclusions/Findings:!We!find!that!the!principals’!decisions!and!practices!only!partially!are!based!on!explicit!interpretations!of!the!legal!requirements.!Instead!they!are!based!on!what!seems!to!be!the!schools’!established!practices.!However,!they!also!build!on!a!strong!belief!in!adapted!education!as!a!normative!principle!for!their!schools’!work,!and!make!efforts!to!find!solutions!within!what!is!often!seen!as!tight!economical!frameworks.!Moreover,!our!research!indicates!that!the!principals!turn!to!technical!or!organisational!solutions!rather!than!systematic!examinations!of!how!the!students’!abilities!and!aptitudes!are!attended!in!the!schools’!pedagogical!practices.!
Relevance%for%Nordic%Educational%Research:!“A!school!for!all”!has!been!considered!a!hallmark!of!the!Nordic!school!systems.!The!basic!idea!has!been!that!schools!should!be!democratic!and!ensure!equal!opportunities!to!learn!regardless!of!the!students’!individual!abilities.!However,!it!is!suggested!that!the!high!ambitions!concerning!pedagogical!differentiation!have!not!been!fulfilled!(Blossing,!Imsen!&!Moos,!2014).!This!paper!gives!insight!into!Norwegian!principals’!understanding!and!judgements!when!they!approach!problems!of!differentiation!and!inclusion.
[631]%LEADING%STUDENT%HEALTH%`%A%COMPLEX%MATTER%
!Martin!Rogberg1!,!Pia!Skott1!%%1Stockholm$University,$Institutionen$För$Pedagogik$Och$Didaktik,$Stockholm,$Sweden!!Research%topic/Aim:%According!to!the!Swedish!law!all!students!are!entitled!to!“student!health”!–!an!organizational!body!including!medical,!psychological,!psychosocial!competences!as!well!as!experts!on!special!education.!The!law!also!stipulates!that!the!student!health!should!be!concentrated!on!prevention!and!health!promotion.!It!is!the!students'!progress!towards!the!goal!of!education!that!should!be!supported.!The!school!principal!is!obligated!to!organize!so!that:!
• This!multi!professional!body!is!coordinated!to!a!team!!• !That!the!competences!of!this!team!are!integrated!in!the!everyday!life!of!schools!!
!
Previous!research!shows!that!this!is!a!difficult!matter.!The!organizational!body!has!mostly!been!used!as!a!meeting!form!where!the!different!competences!are!gathered!to!handle!individual!students´!failure.!How!then!can!this!be!understood!and!possibly!changed?!In!the!paper!we!argue!that!student!health!can!be!seen!as!part!of!a!complexity!where!the!challenge!for!each!school!leader!is!to!develop!a!competence!to!be!able!to!analyze!and!act!the!general!law!within!specific!local!frames.!Thus,!making!student!health!work!according!to!intentions!could!preferable!be!seen!both!as!an!important!issue!to!improve!and!at!the!same!time!as!a!“wicked!problem”.!
The!aim!of!the!paper!is!to!develop!an!understanding!regarding!the!complex!matter!of!being!a!school!leader.!!
Theoretical%frameworks:!Theoretically!we!use!a!multi!theoretical!perspective.!By!combining!curriculum,!organization!and!learning!theories!we!develop!a!framework!for!understanding!the!complexity!of!being!a!leader!in!today´s!schools.!The!case!of!student!health!thus!makes!it!possible!to!develop!more!general!knowledge!of!the!complex!task!being!a!school!leader.!
Methodology/research%design:%Methodologically!the!paper!builds!on!data!collected!from!an!internet!based!course!given!by!The!Swedish!National!Agency!for!Special!Needs!Education!and!Schools!(SPSM).!The!course!was!attended!by!20!teams!where!we!as!researchers!follow!their!processes!and!documentation!over!time.!%
Expected%conclusions/Findings:%The!results!show!that!while!the!law!stipulates!the!highest!quality!of!performance,!the!teams!have!in!general!not!reached!a!basic!level.!The!challenge!is!that%the!national!regulation!includes!both!a!pedagogical!ambition!and!an!organizational!challenge.!The!pedagogical!ambition!is!to!develop!the!teaching!and!learning!situations!so!that!all!students!will!learn!and!develop!as!human!beings.!The!organizational!challenge!is!to!integrate!the!regular!teaching!with!these!other!competences,!which!are!not!necessarily!stationary!based!on!schools.!Leading!student!health!is!a!complex!matter!which!demands!skilled!principals.!In!the!paper!we!discuss!some!of!these!competences.!
Relevance%for%Nordic%Educational%Research:%This!general!understanding!of!school!leadership!goes!beyond!the!specific!case,!and!makes!the!example!relevant!for!other!Nordic!countries!with!similar!governing!structures.!Other!countries!can!also!share!the!demanding!task!of!handling!for!one!thing!rising!mental!illness!among!students!as!a!result!of!school!work,!which!in!turn!raises!question!if!leadership!is!only!a!question!about!raising!results.!
[634]%REFLECTIVE%PRACTICE%AND%DIALOGICAL%COACHING%IN%EDUCATION%FOR%ETHICAL%LEADERSHIP`%EXPERIENCES%FROM%A%MASTERS'%COURSE%ON%EDUCATIONAL%LEADERSHIP%IN%NORWAY%
!Line!Jenssen1!,!Tom!!Eide2!,!Brit!Bolken!Ballangrud3!%%1University$College$of$SoutheastCNorway,$Faculty$of$Humanities,$SportsC$and$Educational$Sciences,$Drammen,$Norway!2University$Collge$of$SoutheastCNorway,$Faculty$of$Health$and$Social$Sciences,$Drammen,$Norway!3University$Collge$of$SoutheastCNorway,$Faculty$of$Humanities,$Sports,$and$Educational$Sciences,$Drammen,$Norway!!Research%topic/Aim:%”This!paper!presents!a!subVstudy!of!a!Ph.DVproject,!where!we!investigate!the!perceived!outcome!and!experience!with!a!method!of!professional!learning!within!the!context!of!a!partVtime!Master’s!course!in!Educational!Leadership.!!Students’!learning!activities!consisted!of!conducting!a!developmental!project!at!work,!doing!ethical!reflections!on!practice!and!receiving!individual!feedback!on!process!through!dialogical!coaching!online.!!This!was!done!through!an!online,!digital!educational!learning!platform.!The!research!questions!are:!How$did$the$students$experience$the$module$and$learning$activities?$How$do$they$evaluate$the$different$elements$of$the$course,$in$
particular$the$webCbased$ones?$Do$they$have$suggestions$for$improvements?!
Theoretical%frameworks:!”!The!theoretical!foundations!draws!on!selfVdetermination!theory!as!developed!by!Ryan!and!Deci!(1985;!2008;!2000a,!2000b),!on!the!issue!of!time!and!context!in!reflections!in/on!practice!as!outlined!by!Schön!(1987,!1995)!and!others,!and!dialogical!perspectives!stemming!from!the!works!of!Bakhtin.!!”!
Methodology/research%design:%”!The!data!is!comprised!of!the!student!learning!activities!coupled!with!individual!interviews,!processed!by!textV!and!contentVanalysis.!”!
Expected%conclusions/Findings:!”There!are!several!expected!findings.!Firstly,!the!use!of!supportive!language!in!responding!to!the!students’!reflections!was!reported!to!be!of!high!value.!Although!the!responses!were!short,!they!provided!support!and!gave!the!students!courage!to!continue!their!work,!also!when!this!was!challenging.!Secondly,!the!issue!of!immediacy!in!the!timing!of!the!response,!given!within!24!hours,!was!considered!an!asset!of!this!process,!as!this!facilitates!for!reflection!both!inV!and!onV!action,!in!addition!to!the!sense!of!‘having!someone!there’!in!times!of!need.!!Thirdly,!by!doing!the!ethical!reflections!the!students!maintained!a!focus!on!the!ethics!of!leadership!whilst!continuing!their!work,!hence!contributing!to!an!increased!awareness!and!a!morally!attentive!educational!environment.!Lastly,!for!leaders!in!the!education!sector,!using!an!onlineVlearning!platform!for!processes!of!reflection!and!dialogical!coaching!was!valuable!and!has!potential!for!further!research.!To!conclude,!the!findings!in!this!study!indicate!that!when!leaders!face!complex!and!challenging!situations,!receiving!online,!immediate!situational!and!supportive!response!to!reflections!on!practice!can!be!helpful,!as!it!helps!support!leadership!decisions!and!facilitates!the!development!of!moral!attentiveness!and!awareness!for!the!ethical!aspects!of!leadership.!
Relevance%for%Nordic%Educational%Research:!“This!paper!will!contribute!to!the!understanding!of!educational!leadership!within!the!Nordic!research!community!by!providing!insights!into!the!use!of!digital!technology!in!oneVto!one!dialogical!processes!in!a!Norwegian!educational!setting”.!
!
[651]%COOPERATION%BETWEEN%A%SUPERINTENDENT%AND%SCHOOL%LEADERS%`%REFLECTIONS%ON%PRACTICE%
!Øyvind!Henriksen1!%%1Oslo$and$Akershus$University$College$of$Applied$Science,$Oslo,$Norway!!!Research%topic/Aim:%Research!from!several!fields!show!that!cooperation!between!different!levels!is!essential!for!development.!There!is!no!exception!for!the!field!of!public!school!administration!(Engeland,!Langfeldt!&!Roald,!2008),!which!this!study!enters!into.!The!aim!of!the!study!is!to!understand!better!school!leaders’!reflections!on!cooperation.!More!precise,!the!study!explores!the!reflections!of!a!superintendent!and!three!school!leaders!regarding!their!participation!in!dialogue!meetings.!
Theoretical%frameworks:!There!is!little!qualitative!research!on!the!reflective!practices!of!superintendents!and!school!leaders.!Even!less!so!on!reflections!regarding!cooperation!between!different!levels.!Building!on!theories!of!critical!friends!in!action!research!(Kember!et!al.,!1997,!Wennergren,!2016)!and!on!examples!of!educational!action!research!(EdwardsVGroves!et!al.,!2016,!Olin!et!al.,!2016).!This!study!adds!to!the!body!of!research!literature;!an!example!of!a!how!reflective!practice!can!work!between!levels!in!local!school!hierarchy.!
Methodology/research%design:%For!almost!two!years,!I!have!used!action!research!to!follow!three!rounds!of!dialogue!meetings!in!one!municipality,!that!is,!one!round!of!dialogue!meetings!each!half!year.!In!the!reflective!part!of!the!action!research!circle,!I!have!been!a!critical!friend,!supporting!and!questioning!the!superintendent!and!the!school!leaders!in!reflective!conversations.!Both!before!and!after!these!conversations!the!participants!also!filled!out!reflection!notes.!In!these!reflection!notes,!the!participants!wrote!about!their!experiences!of!the!dialogue!meetings!and!the!process!in!general.!These!notes!and!the!conversations!are!the!main!source!of!data!for!this!study.!
Expected%conclusions/Findings:!Some!school!leaders!say!that!it!is!seldom!they!reflect!on!their!own!practice!with!others,!and!all!participants!are!positive!to!writing!reflection!notes!and!having!talks!with!a!critical!friend.!The!reflections!seem!to!help!the!participants!becoming!more!critical!towards!their!own!practice.!At!the!same!time,!the!participants!seem!to!get!a!more!holistic!view!on!their!own!practice,!and!a!deeper!understanding!of!the!system.!There!also!seems!to!be!added!value,!in!that!the!perspectives!of!the!other!are!given!more!space.!Thus,!the!participants!get!a!systemic!view,!which!will!most!likely!increase!the!chances!for!better!cooperation!in!the!future.!
Relevance%for%Nordic%Educational%Research:!The!relevance!of!action!research!is!high!since!action!research!has!a!solid!base!within!Nordic!educational!research.!However,!the!reflective!practices!within!action!research!are!not!very!prominent!on!the!agenda!in!current!research,!and!should!therefore!be!of!value.!Moreover,!different!kinds!of!dialogue!meetings!which!are!the!setting!for!this!study!is!a!popular!governing!tool!within!public!administration!in!Norway!(Bukve,!2009)!and!it!is!also!on!the!rise!in!other!Nordic!countries.
[696]%RESPONSES%OF%UPPER%SECONDARY%SCHOOL%LEADERS%IN%ICELAND%TO%NEW%CURRICULUM%IN%OSTENSIBLY%DECENTRALIZED%SYSTEM%%
!Guðrún!Ragnarsdóttir1!,!Jón!Torfi!Jónasson2!%%1University$of$Iceland,$School$of$Education,$Reykjavík,$Iceland!2School$of$Education,$University$of$Iceland,$Reykjavík,$Iceland!!Research%topic/Aim:%The!aim!of!the!study!is!to!understand!the!dynamics!of!change!within!schools!acting!on!a!new!curriculum!which!is!in!many!ways!quite!different!from!what!had!been!before.!Here!we!explore!this!from!the!perspective!of!the!school!leaders!(in!a!much!larger!study!which!also!took!the!perspective!of!teachers).!!
Theoretical%frameworks:!Diverse!international!and!national!influences!exerted!by!human!actors!and!instrumental!factors!impact!practises!in!schools.!Here!we!shed!light!on!how!school!leaders!at!the!upper!secondary!school!level!in!Iceland!see!themselves,!and!other!educational!actors!in!their!schools,!respond!to!a!new!school!curriculum!in!a!newly!decentralised!environment!which!had!been!introduced!by!the!Upper!Secondary!Education!Act!No.!92/2008.!We!base!our!analyses!on!Coburn’s!(2004)!categories!of!rejection,!accommodation,!assimilation,!decoupling!and!parallel!structures,!with!some!suggested!modifications.!We!also!use!Washington,!Boal,!and!Davis’s!(2008)!ideas!on!institutional!and!organisational!leadership!to!analyse!how!school!leaders!react!differently!depending!on!the!schools’!dynamics!when!implementing!demand!for!change!originating!at!the!macro!(governmental)!level.!!
Methodology/research%design:%We!interviewed!in!total!21!school!leaders!in!nine!upper!secondary!schools!in!Iceland,!having!been!selected!on!the!basis!of!stratified!sampling!based!on!the!school!types!and!their!hierarchical!structures.!!
Expected%conclusions/Findings:!The!findings!show!how!seven!of!the!nine!schools!fitted!under!four!out!of!five!categories!of!Coburn!(2004).!Two!of!the!schools!from!the!sample!did!not!fit!the!Coburns!categories.!Hence,!we!added!the!sixth!category!and!suggest!the!label,!“pioneering”!for!those!schools.!The!definition!of!pioneering!is!when!newly!established!schools!with!no!history!are!designed!around!a!specific!vision!and!certain!pedagogy!led!by!the!vision!of!school!leaders!who!are!hired!to!design!the!school!around!new!curricular!ideas.!Most!of!the!schools!fitted!the!category!of!parallel!structures!when!responding!to!the!macro!demand!to!change!the!school!curricula,!one!fitted!the!category!of!assimilation,!another!decoupling,!still!other!rejection,!and!finally!the!two!new!schools!matched!the!category!of!pioneering.!Among!the!schools!fitting!the!parallel!structure!several!nuances!of!the!other!categories!of!Coburn!was!identified.!Based!on!the!findings,!it!is!particularly!noteworthy!that!both!setups!of!organisations!and!institutions!(Scott,!2014;!Thornton!et!al.,!2012)!were!found!within!the!same!school!depending!on!its!structure!and!the!various!dynamics!operating.!Therefore,!the!leaders!occasionally!assumed!double!roles,!i.e.,!leaders!in!the!same!school!showed!examples!of!both!institutional!and!organisational!type!of!leadership!(Washington!et!al.,!2008).!They!described!more!instrumental!processes!and!expressed!themselves!as!being!more!rational!when!supporting!the!innovative!teachers’!group,!and!were!therefore!classified!as!organisational!leaders,!by!moving!part!of!the!school!forward!towards!new!aims!and!challenges.!However,!they!were!silent!and!constrained!in!regard!to!change!when!working!with!the!group!of!
teachers!who!resisted!it!or!showed!examples!of!decoupling!characteristics.!In!this!context,!they!operated!as!institutional!leaders!by!reconnecting!the!department!to!its!original!values!promoted!by!conservative!subjects.!It!became!very!clear!how!the!subjects!imposed!an!institutional!frame!and!thus!organizational!leadership!turned!out!not!to!work.!!
The!study!brings!up!the!complicated!interplay!between!organizational!and!institutional!characteristics!of!the!institutions!(the!upper!secondary!schools),!in!particular!those!bound!to!the!institutional!character!of!disciplines.!Thus!it!also!shows!how!difficult!it!is!to!categorise!schools!and!also!shows!when!change,!and!what!type!of!change!may!be!difficult!to!implement.!!
Relevance%for%Nordic%Educational%Research:!This!brings!up!the!issue!of!implementing!change!in!an!environment!where!somewhat!similar!21st!century!curricular!ideas!are!being!implemented!in!the!Nordic!countries!and!what!may!impede!change!in!education,!as!discussed!by!Jónasson!(2016).!!
References%
Coburn,! C.! E.! (2004).! Beyond!decoupling:! Rethinking! the! relationship! between! the! institutional! environment!
and!the!classroom.!Sociology$of$Education,$77,!211–244.!!
Jónasson,! J.! T.! (2016).! Educational! change,! inertia! and! potential! futures.! Why! is! it! difficult! to! change! the!
content!of!education?!European$Journal$of$Futures$Research,$4(7),!1V14.!doi:10.1007/s40309V016V0087V
z!
Scott,!W.!R.!(2014).!Institutions$and$Organizations.$Ideas,$interests$and$identities.!Thousand!Oaks,!CA:!Sage.!
Thornton,!P.!H.,!Ocasio,!W.,!&!Lounsbury,!M.! (2012).!The$ institutional$ logics$perspective.$A$new$approach$ to$
culture,$structure,$and$process.!Oxford:!University!Press.!
Upper!Secondary!Education!Act!No.!92/2008.!
Washington,! M.,! Boal,! K.! B.,! &! Davis,! J.! N.! (2008).! Institutional! leadership:! Past,! present,! and! future.! In! R.!
Greenwood,! C.! Oliver,! R.! Suddaby,! &! K.! Sahlin! (Eds.),! The$ Sage$ handbook$ of$ organization$
institutionalism.!London:!SAGE.!
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NETWORK 7
Value Issues and Social Relations in Education
Network 7
Value Issues and Social Relations in Education
[23]%CORPORAL%PUNISHMENT%IN%SCHOOLS:%IMPLICATIONS%FOR%NATIONAL%AND%INTERNATIONAL%CHILD%WELFARE% Cynthia!Northington!Purdie1 1William$Paterson$University,$Wayne,$United$States! Research%topic/Aim:%The!purpose!of!this!research!is!to!gather!data!on!the!frequency,!severity!and!ramifications!of!the!practice!of!corporate!punishment!in!international!schools.!
Theoretical%frameworks:!The!United!Nations!Convention!on!the!Rights!of!the!Child,!roundly!condemns!corporal!punishment!in!both!home!and!schools!across!the!world.!The!United!States!did!not!ratify!this!condemnation!because!corporal!punishment!is!still!legally!practiced!in!the!public!schools!in!19!of!the!50!states.!
Methodology/research%design:%Collected!data!from!the!United!Stated!Department!of!Education’s!Civil!Rights!Division!along!with!the!World!Health!Organization!and!the!United!Nations!Convention!on!the!Rights!of!the!Child!will!be!examined!in!proportion!with!that!of!corporal!punishment!in!U.!S.!schools.!
Expected%conclusions/Findings:!It!is!hoped!that!the!outcomes!of!this!study!will!shine!a!light!on!the!impact!that!this!practice!has!upon!child!welfare.!!The!research!itself!can!provide!the!impetus!for!change.!!
Relevance%for%Nordic%Educational%Research:!The!theme!of!the!conference!emphasizes!tailoring!the!education!process!to!meet!the!individual!learning!priorities!of!each!student.!!The!practice!of!corporal!punishment!would!reflect!the!opposite!of!progressive!(forward)!thinking!and!teaching.!In!order!to!strive!for!an!ideal,!the!opposite!must!remain!in!clear!view.!
!!
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[43]%UPPER%SECONDARY%SCHOOL%DROPOUT%AND%THE%ROLE%OF%SHARED%COMMUNITY AnneVMette!Bjøru1 1Uit$The$Arctic$University$of$Norway,$Alta,$Norway! Research%topic/Aim:%The!aim!of!this!study!is!to!investigate!how!an!Upper!Secondary!School!pupil’s!experience!with!Dropout!may!be!understood!in!the!light!of!Bauman’s!ideas!about!Liquid!modernity,!which!is!what!he!calls!the!era!we!now!live!in.!
Theoretical%frameworks:!Only!55%!of!Upper!Secondary!School!pupils!in!Finnmark,!the!northernmost!county!of!Norway,!complete!Upper!Secondary!School!within!five!years.!Zygmunt!Bauman’s!ideas!about!Liquid!Modernity,!as!being!uncertain!and!riskVfilled!may!be!used!as!a!backdrop!to!understand!this!high!DropoutVrate.!
Methodology/research%design:%My!study!is!based!on!an!individual!interview!with!an!Upper!Secondary!School!pupil,!called!Astrid.!The!interview!lasted!one!hour,!was!transcribed!and!analysed!through!“BaumanVian”!reading!glasses,!focusing!on!his!terms!‘individuality’!and!‘shared!community’.!
Expected%conclusions/Findings:!Astrid!quit!Upper!Secondary!School!when!she!started!first!grade,!she!started!again!the!year!after!and!managed!to!complete,!but!often!thought!about!quitting!also!then.!In!her!first!year!she!was!the!only!girl!in!class,!together!with!14!boys.!She!did!not!feel!part!of!the!shared!community,!but!she!was!happy!when!she!was!allowed!to!work!more!with!her!favourite!subject!when!the!class!got!a!new!teacher!half!way!into!the!school!year.!This!gave!her!a!sense!of!individual!freedom,!but!it!also!led!to!strengthened!exclusion!from!the!class.!Astrid!quit!school!and!reVstarted!the!next!year.!She!still!often!thought!about!quitting,!but!said!that!what!helped!her!continue!was!her!relation!to!the!guidance!counsellor!at!school!who!“saw!her”,!her!friends!at!the!dormitory!where!she!lived!who!were!“good!to!be!with”!and!the!guards!at!the!dormitory!who!she!called!“extra!mothers!and!fathers”.!Bauman!claims!that!social!communities!should!be!based!on!common!care;!a!shared!community!of!thoughtfulness!and!responsibility!for!all!peoples’!right!to!be!human.!Astrid’s!completion!of!Upper!Secondary!School!was!decisive!of!her!sense!of!shared!community!with!the!people!she!connected!with.!This!might!imply!that!one!important!measure!against!Upper!Secondary!School!Dropout!is!to!set!the!stage!for!shared!communities!in!schools.!It!might!not!be!important!who!creates!the!sense!of!shared!community,!what!is!important!is!that!it!does!exist%for!all!pupils.!!!
Relevance%for%Nordic%Educational%Research:!This!study!is!relevant!for!Nordic!educational!research!because!it!focuses!on!Upper!Secondary!School!Dropout!which!is!an!important!issue!in!all!Nordic!countries,!it!presents!a!pupils’!voice,!it!suggests!a!measure!against!Dropout,!and!it!also!includes!some!perspectives!from!Zygmunt!Bauman!–!one!of!the!important!thinkers!of!today.!
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[76]%FITTING%INTO%THE%PEER%LANDSCAPE:%A%CONSTRUCTIVIST%GROUNDED%THEORY%ON%SCHOOL%BULLYING Robert!Thornberg1 1Linköping$University,$Linköping,$Sweden! Research%topic/Aim:%Research!on!school!bullying!has!its!roots!in!the!field!of!developmental!and!educational!psychology,!and!therefore!individual!psychological!perspectives!have!been!commonly!used!in!the!mainstream!school!bullying!literature.!The!aim!of!the!current!study!was!to!investigate!school!bullying!as!a!social!phenomenon,!from!the!culture,!main!concerns,!and!perspectives!of!children,!and!to!construct!a!grounded!theory!on!school!bullying!as!a!social!process.!
Theoretical%frameworks:!The!current!study!adopts!a!modified!socialVecological!perspective,!including!symbolic!interactionism!and!sociology!of!childhood.!
Methodology/research%design:%In!the!present!qualitative!study,!I!have!employed!ethnographic!fieldwork!in!which!144!pupils!and!seven!teachers!participated!from!seven!school!classes!(Grade!4V5)!in!three!Swedish!public!primary!schools.!A!constructivist!grounded!theory!guided!data!gathering!and!analysis.!
Findings:!The!findings!revealed!that!the!children!were!in!general!concerned!with!fitting!into!the!peer!landscape!in!their!everyday!school!life.!The!basic!social!process!of!the!peer!landscape!in!school!did!not!only!involve!fitting!but!also!misfitting,!like!two!sides!of!the!same!coin.!Misfitting!is!a!social!interaction!pattern!in!which!a!peer!is!constructed!as!a!person!who!does!not!fit!in!with!the!current!others.!Misfitting!was!found!to!be!the!core!process!of!bullying,!as!it!socially!defined,!constituted!or!constructed!the!target!pupil!as!deviant!and!someone!who!‘didn’t!fit!in’.!In!every!case!of!longVterm!bullying,!the!pattern!was!clear:!The!victims!had!the!lowest!or!among!the!lowest!status,!and!the!identified!bullies!often!belonged!to!high!status!groups.!Bullying!served!consistently!to!distinguish!between!‘fitted’!and!‘misfitted’!pupils,!and!thus!between!‘normal’!and!‘deviant’!pupils,!resulting!in!included!and!excluded!pupils.!Children!used!both!macroVlevel!cultural!norms!and!categories!as!well!as!more!microVlevel!and!locally!constructed!norms!and!categories!in!a!selective!and!creative!way!in!order!to!produce!both!fitting!and!misfitting.!Furthermore,!this!creative!and!selective!use!of!normativities!in!bullying!revealed!a!situated!and!fluid!coVconstruction!of!intersectionality.!There!were!simultaneous!and!interacting!experiences!of!oppressions!based!on!gender!norms,!appearance!(including!physical!beauty!–!ugliness,!body!size,!and!clothing),!ethnicity,!(dis)ability,!‘(dis)athleticability’,!social!class,!religion,!and!other!more!locally!constructed!peer!norms.!The!analysis!portrayed!an!interplay!between!agency!and!structure!in!which!pupils!selectively!and!creatively!appropriated!norms!and!categories!in!their!everyday!interactions,!sometimes!resulting!in!shortVterm!bullying!and!sometimes!in!longVterm!bullying!in!which!various!normativities!from!the!macro,!meso,!and!micro!level!intersected!and!produced!a!patterned!fluidity!of!misfitting.!
Relevance%for%Nordic%Educational%Research:!The!current!findings!indicate!a!huge!overlap!between!bullying!and!discrimination.!The!analysis!demonstrated!that!school!bullying!has!to!be!understood!as!situated!and!embedded!in!social!and!political!contexts.!‘WithinVchild’!explanations!will!never!capture!the!full!complexity!and!the!fluid!connections!to!various!normativities,!privileges!and!discriminations!when!misfitting!is!coVconstructed!in!bullying.!The!findings!have!a!clear!relevance!for!the!school!bullying!and!values!education!literature!within!the!Nordic!Educational!Research.!
[78]%THE%IMPORTANCE%OF%IDEOLOGY%IN%EVIDENCE`BASED%PROGRAMS:%CONFLICT%BETWEEN%SCHOOL%AND%PARENTS%OVER%A%PROGRAM%FOR%POSITIVE%BEHAVIOR%AND%A%SUPPORTIVE%LEARNING%ENVIRONMENT Cecilie!Haugen1 1Norwegian$University$of$Science$and$Technology$(Ntnu),$Trondheim,$Norway! Research%topic/Aim:%EvidenceVbased!practice!is!increasingly!influencing!teachers´!work.!In!Norway,!an!American!program!aimed!at!improving!positive!behavior!and!creating!a!supportive!learning!environment!(PALS)!has!been!implemented!in!a!great!number!of!schools.!One!of!these!schools!experienced!an!intense!conflict!with!parents!which!eventually!led!the!school!to!opt!out!of!the!program.!This!paper!investigates!what!the!conflict!was!about!and!how!it!can!contribute!to!improving!our!knowledge!on!why!it!is!so!hard!to!guarantee!the!efficiency!of!such!programs.!!
Theoretical%frameworks:!Basil!Bernstein!has!developed!a!theoretical!framework!for!analyzing!how!power!and!control!work!in!and!through!education,!as!different!power!groups!vie!to!gain!influence.!Different!pedagogical!orientations!are!thus!considered!first!and!foremost!as!an!ideological!conflict!over!forms!of!control.!!
Methodology/research%design:%Stake!(1995)!distinguishes!between!intrinsic!and!instrumental!case!studies.!An!intrinsic$case!study!refers!to!instances!where!the!case!itself!is!of!special!interest.!Studying!the!conflict!may!provide!knowledge!about!ideologically!controversial!aspects!of!PALS!which!are!not!treated!in!the!consequence!studies.!The!conflict!between!school!and!parents!is!the!case!under!study.!
Studying!this!specific!conflict!may!also!serve!an!instrumental$purpose,!where!the!aim!is!to!gain!understanding!of!something!else!(cf.!Stake,!1995).!The!conflict!over!the!PALS!program!can!also!contribute!to!illuminating!and!understanding!on!a!more!general!basis!why!it!is!so!difficult!to!construct!programs!that!have!strong!efficiency!(as!is!also!the!case!with!PALS).!!Providing!data!with!a!strong!contextual!focus!may!contribute!to!a!deeper!understanding!of!critical!issues!when!contextVindependent!knowledge!from!evidenceVbased!programs!is!applied!to!specific!contexts.!Thus!the!conflict!between!the!school!and!parents!over!the!PALS!program!serves!as!a!way!of!illuminating!special!problems!connected!to!creating!evidenceVbased!practice!on!more!general!grounds.!!
Expected%conclusions/Findings:!The!conflict!is!related!to!unintended!negative!effects!from!the!program!as!well!as!ideological!disagreements.!Attention!to!ideological!preconditions!in!evidenceVbased!programs!is!imperative!to!ensure!good!democratic!conditions!between!school!and!parents.!
The!ideological!roots!of!the!conflict!can!contribute!to!explaining!why!the!effectiveness!of!such!evidenceVbased!programs!seems!hard!to!build.!In!Bernstein´s!words,!as!the!program!is!recontextualized!from!its!original!form,!and!has!to!be!appropriated!by!different!actors,!ideology!comes!into!play!so!that!it!is!hard!to!control!what!is!actually!taking!place.!
Relevance%for%Nordic%Educational%Research:!EvidenceVbased!programs!and!practices!are!increasingly!influencing!education!in!the!Nordic!countries.!EvidenceVbased!programs!such!as!PALS!are!used!in!Norway,!but!similar!programs!are!also!found!in!for!example!Sweden.!Additionally,!the!case!studied!here!also!serves!an!instrumental!purposeV!to!get!insight!into!how!questions!of!ideology!may!influence!questions!of!efficiency!in!evidenceVbased!programs!at!a!general!level.!!
[82]%THE%IMPORTANCE%OF%IDEOLOGY%IN%EVIDENCE`BASED%PROGRAMS:%CONFLICT%BETWEEN%A%SCHOOL%AND%PARENTS%OVER%POSITIVE%BEHAVIOR%AND%A%POSITIVE%LEARNING%ENVIRONMENT Cecilie!Haugen1 1Norwegian$University$of$Science$and$Technology$(Ntnu),$Trondheim,$Norway! Research%topic/Aim:%EvidenceVbased!practice!is!increasingly!influencing!teachers´!work.!In!Norway,!an!American!program!aimed!at!improving!positive!behavior!and!creating!a!supportive!learning!environment!(PALS)!has!been!implemented!in!a!great!number!of!schools.!One!of!these!schools!experienced!an!intense!conflict!with!parents!which!eventually!led!the!school!to!opt!out!of!the!program.!This!paper!investigates!what!the!conflict!was!about!and!how!it!can!contribute!to!improving!our!knowledge!on!why!it!is!so!hard!to!guarantee!the!efficiency!of!such!programs.!!
Theoretical%frameworks:!Basil!Bernstein!has!developed!a!theoretical!framework!for!analyzing!how!power!and!control!work!in!and!through!education,!as!different!power!groups!vie!to!gain!influence.!Different!pedagogical!orientations!are!thus!considered!first!and!foremost!as!an!ideological!conflict!over!forms!of!control.!!
Methodology/research%design:%Stake!(1995)!distinguishes!between!intrinsic!and!instrumental!case!studies.!An!intrinsic$case!study!refers!to!instances!where!the!case!itself!is!of!special!interest.!Studying!the!conflict!may!provide!knowledge!about!ideologically!controversial!aspects!of!PALS!which!are!not!treated!in!the!consequence!studies.!The!conflict!between!school!and!parents!is!the!case!under!study.!
Studying!this!specific!conflict!may!also!serve!an!instrumental$purpose,!where!the!aim!is!to!gain!understanding!of!something!else!(cf.!Stake,!1995).!The!conflict!over!the!PALS!program!can!also!contribute!to!illuminating!and!understanding!on!a!more!general!basis!why!it!is!so!difficult!to!construct!programs!that!have!strong!efficiency!(as!is!also!the!case!with!PALS).!!Providing!data!with!a!strong!contextual!focus!may!contribute!to!a!deeper!understanding!of!critical!issues!when!contextVindependent!knowledge!from!evidenceVbased!programs!is!applied!to!specific!contexts.!Thus!the!conflict!between!the!school!and!parents!over!the!PALS!program!serves!as!a!way!of!illuminating!special!problems!connected!to!creating!evidenceVbased!practice!on!more!general!grounds.!!
Expected%conclusions/Findings:!The!conflict!is!related!to!unintended!negative!effects!from!the!program!as!well!as!ideological!disagreements.!Attention!to!ideological!preconditions!in!evidenceVbased!programs!is!imperative!to!ensure!good!democratic!conditions!!between!school!and!parents.!The!ideological!roots!of!the!conflict!can!contribute!to!explaining!why!the!effectiveness!of!such!evidenceVbased!programs!seems!hard!to!build.!In!Bernstein´s!words,!as!the!program!is!recontextualized!from!its!original!form,!and!has!to!be!appropriated!by!different!actors,!ideology!comes!into!play!so!that!it!is!hard!to!control!what!is!actually!taking!place.!
Relevance%for%Nordic%Educational%Research:!EvidenceVbased!programs!and!practices!are!increasingly!influencing!education!in!the!Nordic!countries.!EvidenceVbased!programs!such!as!PALS!are!used!in!Norway,!but!similar!programs!are!also!found!in!for!example!Sweden.!Additionally,!the!case!studied!here!also!serves!an!instrumental!purposeV!to!get!insight!into!how!questions!of!ideology!may!influence!questions!of!efficiency!in!evidenceVbased!programs!at!a!general!level.!
[158]%IS%FREEDOM%OF%RELIGION%AN%ABSOLUTE%HUMAN%RIGHT?%TEACHERS%DEFINE%THE%MEANING%OF%RELIGIOUS%FREEDOM%IN%EVERYDAY%SCHOOL%PRACTICE Marie!Fahlén1 1Borås$University,$Borås,$Sweden! Research%topic/Aim:%Religious!freedom!is!highly!valued!as!an!important!goal!in!the!Swedish!curriculum!(Lgr!11,!The!National!Agency!for!Education,!2011)!and!the!Swedish!Education!Act!(2010:800).!Furthermore,!in!European!law!(ECHR,!1950),!parents!have!the!right!to!bring!up!children!in!their!own!religious!tradition.!Children!also!have!their!rights,!but!their!autonomy!is!governed!by!judgements!of!their!maturity.!Questions!about!religious!freedom!as!a!human!right,!versus!secular!values!in!the!European!countries,!have!increased!as!a!controversial!topic!in!public!debate!during!the!last!decades.!The!aim!of!this!paper!is!to!shed!some!light!on!these!issues!by!focusing!on!the!definition!and!application!of!“religious!freedom!as!a!human!right”!among!teachers!working!with!the!younger!pupils!in!the!Swedish!school!system:!preschool!class,!years!1V3,!as!well!as!the!leisureVtime!center,!aiming!at!a!holistic!perspective!on!children’s!education.!The!meaning!of!the!concept!is!not!simply!a!question!of!formal!policy;!the!local!meaning!making!processes!in!everyday!school!practice!is!also!of!great!significance.!At!the!same!time!as!religious!freedom!is!highly!valued!in!policy!documents,!the!Swedish!Education!Act!(2010:800)!requires!a!nonVconfessional!education,!creating!ambiguous!demands!on!teachers.!This!reflects!the!ambiguous!relation!between!religion!and!human!rights!in!the!Swedish!society,!where!religion!is!often!constructed!as!a!private!matter!and!human!rights!discourses!are!used!as!a!common!denominator!(Sjöborg,!2015).!!%
Theoretical%frameworks:!The!study!is!grounded!in!symbolic!interactionist!theories!on!the!significance!of!the!process!of!interaction!in!the!formation!of!meanings!for!individuals!(for!example!Blumer,!1969).!Furthermore,!understanding!the!implications!of!local!meaningVmaking!processes!is!important!for!the!project!(for!example!Fine,!2010;!Fine!&!Harrington,!2004).%!
Methodology/research%design:%In!this!paper!I!will!analyze!qualitative!interviews!with!twelve!teachers!in!two!schools.!Six!of!them!work!as!school!teachers;!the!others!have!their!assignment!both!in!school!and!in!the!leisureVtime!center.!Of!central!importance!in!these!interviews!are!questions!concerning!the!definition!of!the!concept!“religious!freedom!as!a!human!right”,!as!well!as!the!implications!of!these!issues!in!everyday!school!practice.!
Expected%conclusions/Findings:!My!study!indicates!interesting!findings!comparing!teachers’!definitions!of!religious!freedom!to!the!meaning!constructed!in!local!school!practice.!!
Relevance%for%Nordic%Educational%Research:!Sjöborg!and!Botvar!(2014;!2012)!have!studied!young!people’s!views!on!religion!and!human!rights!in!Sweden!and!Norway.!There!is!a!need!to!explore!the!topic!from!the!perspective!of!teachers!working!with!younger!children!in!everyday!school!practice,!a!need!that!is!stressed!by!the!increasing!numbers!of!migrants!arriving!to!the!Nordic!countries.!
References:%
Sjöborg,!Anders!(2015).!Negative$and$Positive$Freedom$of$Religion:$The$Ambiguous$Relation$of$
Religion$and$Human$Rights$in$Sweden.!In!Ziebertz,!HansVGeorg!and!Črpić,!Gordan!(Ed.)!Religion$and$Human$Rights,!Berlin:!Springer!Publishing!Company.!208V217
Sjöborg,!Anders!and!Botvar,!Pål!Ketil!(2014).!A$comparative$study$of$the$relation$between$religion$
and$human$rights$among$young$people.$In$Wyller,!Trygve,!Rosemarie!van!den!Breemer!and!José!Casanova.!(Ed.)!Secular$and$Sacred?,!Göttingen:!Vandenhoeck!&!Ruprecht.!236V260!
Sjöborg,!Anders!and!Botvar,!Pål!Ketil!(2012).!Views$on$Human$Rights$among$Christian,$Muslim$and$
nonCreligious$youth$in$Norway$and$Sweden.$In$Nordic$Journal$of$Religion$and$Society,!Trondheim:!Tapir!Akademisk!Forlag.!25(1):!67V81!
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[203]%USING%SCHOOL%BULLYING%VIGNETTES%IN%FOCUS%GROUPS%WITH%CHILDREN:%REFLECTIONS%FROM%THE%FIELD Joakim!Strindberg1 ,!Robert!Thornberg1 1Linköping$University,$Linköping,$Sweden! Research%topic/Aim:%This!paper!aims!to!discuss!the!use!of!vignettes!in!focus!group!interviews!about!school!bullying!with!11V12VyearVold!children!in!Sweden.!Whereas!focus!groups!enable!children!to!talk!about!things!in!their!own!words,!vignettes!enable!them!to!talk!about!potentially!sensitive!topics.!Nevertheless,!there!are!several!important!considerations!to!make!when!planning!and!conducting!vignettes!with!children,!such!as!how!children’s!statements!should!be!interpreted,!and!the!importance!of!probing!and!followVup!questions!during!the!interviews.!Previous!research!on!bullying!has!often!consisted!of!selfVassessment!questionnaires!formulated!by!adults.!This!research!format!risks!missing!out!on!how!children!themselves!understand,!interpret!and!make!sense!of!bullying.!In!this!context,!vignetteVbased!focus!groups!provide!a!fruitful!methodological!complement!to!questionnaires,!not!least!as!a!means!to!provide!inVdepth!knowledge!about!bullying!in!school.!
Theoretical%frameworks:!Vignettes!are!commonly!defined!as!simulations!of!real!events!concerning!hypothetical!situations.!The!use!of!vignettes!has!previously!been!adopted!elsewhere!in!both!qualitative!and!quantitative!research,!often!as!a!way!to!introduce!sensitive!topics!that!would!otherwise!be!difficult!to!access.!In!the!present!study,!vignettes!have!been!used!as!an!elicitation!tool!to!help!explore,!uncover!and!clarify!concepts!in!relation!to!bullying.!
Methodology/research%design:%TwentyVthree!focus!group!interviews!were!conducted!with!a!total!of!75!pupils!from!two!different!schools!in!two!socioVeconomically!diverse!areas!in!a!mediumVsized!Swedish!city!and!a!neighboring!municipality.!Two!slightly!different!vignettes!were!used!to!set!the!scene!for!the!focus!group!interviews,!along!with!a!loosely!structured!interview!guide.!This!mode!of!procedure!aimed!to!facilitate!pupils!as!experts!in!a!nonVjudgmental!way,!to!encourage!storytelling,!and!to!enable!understanding!of!children's!own!senseVmaking!and!interpretations!in!relation!to!bullying.!Particular!focus!was!placed!on!different!participant!roles!in!bullying,!in!order!to!examine!pupils’!shared!and!nonVshared!understandings!of!(a)!why!pupils!bully!even!though!they!think!bullying!is!wrong!and,!(b)!the!thought!processes,!emotions,!and!motives!involved!in!the!fictive!situation.! !
Expected%conclusions/Findings:!The!challenges!and!limitations!but!also!the!strengths!and!opportunities!of!using!vignettes!when!conducting!focus!group!interviews!with!children!to!examine!their!perspectives!on!bullying!are!discussed!in!the!current!paper.!For!instance,!vignetteVbased!focus!groups!could!enhance!the!ecological!validity!of!studies!on!bullying,!as!pupils!are!empowered!to!talk!in!their!natural!social!context,!in!their!own!words,!and!on!issues!that!concern!themselves.!
Relevance%for%Nordic%Educational%Research:!In!advancing!knowledge!of!bullying!in!school,!vignettes!can!play!a!significant!role!because!of!the!attention!given!to!children’s!perspectives.!They!may!also!be!relevant!for!educational!researchers!who!want!to!elicit!children!and!young!people!perspectives!on!issues!that!would!otherwise!be!sensitive!to!ask!about,!such!as!their!understandings!of!bullying.!
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[230]%WHAT%ETHICAL%COMPETENCES%DO%PUPILS%NEED%ACCORDING%TO%TEACHERS? Annika!Lilja1 ,!Christina!!Osbeck1 1Göteborgs$Universitet,$Dept$of$Pedagogical,$Curricular$and$Professional$Studies,$Göteborg,$Sweden! Research%topic/Aim:%The!aim!of!this!presentation!is!to!present!findings!from!the!EthiCo!project:!“What!may!be!learnt!in!ethics?!Varieties!of!conceptions!of!ethical!competence!to!be!taught!in!compulsory!school”.!The!focus!of!this!paper!presentation!is!varieties!of!conceptions!of!ethical!competence!displayed!in!teacher!interviews.!!
Theoretical%frameworks:!The!analysis!is!performed!by!using!a!constructive!grounded!theory!(Thornberg!&!Charmaz,!2013).!
Methodology/research%design:%Fourteen!group!interviews!with!teachers!teaching!pupils!in!grade!six!and!nine!have!been!carried!out.!The!overarching!aim!with!the!teacher!interviews!is!to!learn!about!what!important!ethical!competences!the!teachers!want!their!pupils!to!gain.!!
Expected%conclusions/Findings:!The!analysis!show!that!the!teachers!highlight!a!capacity!to!understand,!they!stress!both!an!understanding!where!the!emphasis!is!on!empathy!and!an!understanding!of!a!more!reflective!character.!Another!capacity!is!one!that!has!to!do!with!action,!both!automatized!and!reflected!and!the!third!capacity!identified!is!a!verbal!one.!Often!this!capacity!shows!an!ability!to!give!motives.!The!forth!capacity!is!about!steadfastness,!that!the!pupils!are!able!to!stand!up!for!their!views.!These!capacities!are!directed!towards!different!levels,!it!can!be!against!oneself,!against!the!other!and!against!a!social!context,!e.g.!the!class,!the!school,!the!national!society!or!a!global!community.!!When!comparing!what!the!teachers!highlight!as!important!capacities!with!the!Swedish!syllabus!we!can!see!that!the!teachers!have!a!broader!understanding!of!what!ethical!competences!pupils!are!in!need!of.!!Relevance%for%Nordic%Educational%Research:!The!discussion!about!compulsory!schools!teaching!ethics!has!regained!urgency!in!Sweden!since!national!tests!are!given!in!ethics.!Every!fourth!pupil!in!grade!nine!is!evaluated!every!year!as!having/not!having!an!acceptable!knowledge!of!ethics.!It!may!be!questioned!whether!it!is!reasonable!to!be!forced!to!undertake!a!test!assessing!your!skills!in!ethics!and!risk!being!evaluated!as!not!passing.!Additionally,!the!testing!stresses!the!question!of!what!constitutes!relevant!knowledge!in!this!field,!a!question!which!to!a!large!extent!has!been!absent!in!research.!!Thornberg,!R.!&!Charmaz,!C.!(2013).!Grounded$theory$and$theoretical$coding.!The!SAGE!Handbook!of!Qualitative!Data!Analysis!!
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[265]%WHAT%MOTIVATES%FIRST%YEAR%PUPILS%IN%VOCATIONAL%STUDIES%TO%LEARN%COMMON%CORE%SUBJECTS? Birgit!Simensen1 1Uit/Norges$Arktiske$Universitet,$Campus$Alta,$Alta,$Norway! Research%topic/Aim:%The!main!aim!of!my!research!is!to!establish!which!factors!motivate!upper!secondary!pupils.!My!research!question!is!as!follows:!!
What!motivates!first!year!pupils!in!vocational!studies!to!learn!common!core!subjects?!
Furthermore,!I!want!to!determine!how!important!it!is!for!pupils!that!the!education!is!relevant!and!vocationally!oriented,!and!how!it!affects!their!motivation!to!complete!upper!secondary!school.!I!therefore!pose!the!following!research!questions:!
• How!do!first!year!pupils!in!vocational!studies!learn!the!common!core!subjects?!• What!factors!can!stimulate!and!foster!learning!among!first!year!pupils!in!vocational!studies?!
%Theoretical%frameworks:!Increasing!the!number!of!pupils!who!complete!upper!secondary!school!is!a!priority!area!in!Norway.!Various!measures!have!been!initiated,!including!the!FYR!project,!which!aims!to!motivate!and!interest!pupils!through!more!adapted!learning!that!is!relevant!to!their!daily!life!and!future!employment.!The!education!should!serve!as!a!meaningful!and!comprehensive!offer,!where!the!pupil!can!see!the!benefit!of!all!subjects.!Methodology/research%design:%The!design!and!methodology!of!the!evaluation!are!based!on!qualitative!research!interviews.!I!have!chosen!semiVstructured!interviews!based!on!an!interview!guide!as!this!provides!flexibility!to!obtain!important!information.!Gender!is!not!relevant!to!the!findings!of!my!research!question.!I!have!therefore!chosen!to!include!male!and!female!informants.!I!chose!individual!interviews!because!my!informants!may!not!have!known!each!other!beforehand.!
Expected%conclusions/Findings:!Because!I!am!working!on!my!paper,!I!currently!only!have!expected!answers!to!my!research.!The!first!thing!I!expect!to!find!is!that!the!feeling!of!mastery!is!an!essential!prerequisite!for!pupils’!motivation.!Pupils!who!experience!mastery!and!receive!tasks!they!can!strive!for!will!be!able!to!develop!positive!selfVworth!and!gain!confidence!to!manage!the!challenges!they!face!at!school.!I!also!expect!to!find!that!the!social!relationships!between!the!pupils!and!between!the!teacher!and!pupil!impact!considerably!on!pupils’!learning.!Pupils!who!have!confidence!in!their!teacher,!who!respect!their!teacher,!and!who!can!listen!to!and!like!their!teacher!are!more!likely!to!have!a!satisfactory!learning!outcome.!Finally,!I!expect!to!find!that!meaningful!content!in!the!learning!has!a!positive!effect!on!the!pupils’!motivation.!School!is!preparation!for!the!future.!It!should!prepare!pupils!for!employment,!but!it!should!also!prepare!them!to!participate!actively!in!society.!
Relevance%for%Nordic%Educational%Research:!Upper!secondary!dropVout!is!a!known!and!much!debated!problem.!The!Norwegian!Directorate!for!Education!and!Training!has!devoted!considerable!resources!to!training!teachers!with!a!view!to!making!the!common!core!subjects!in!vocational!studies!more!relevant!and!vocationally!oriented.!I!believe!the!solution!mostly!lies!with!programme!subject!teachers,!who!need!to!made!a!concerted!effort!to!ensure!that!the!comprehensive!education!provision!for!vocational!pupils!is!more!relevant!and!vocationally!oriented.!Schools!must!do!more!to!facilitate!cooperation!between!common!core!subjects!and!programme!subjects,!and!focus!on!building!relationships.!It!is!important!to!strive!to!achieve!relevant!and!meaningful!education.!!
[266]%THE%THEACHER'S%APPROACH%TO%CHILDREN%AND%TO%RIGHTS%AS%SIGNIFICANT%FACTOR%FOR%THE%EDUCATION%FOR%CHILDREN'S%HUMAN%RIGHTS. Lisa!Isenström1 1Örebro$University,$Örebro,$Sweden! Research%topic/Aim:%This!paper!focuses!on!the!field!of!children’s!rights!in!education!with!a!specific!interest!in!the!teacher’s!role!and!views.!Through!a!research!synthesis!I!examine!how,!in!previous!research,!the!teacher’s!approach!to!children!and!to!rights!is!constructed!as!a!significant!factor!for!how!education!for!children’s!human!rights!is!enacted!in!schools.!
Theoretical%frameworks:!The!research!is!based!on!a!theoretical!framework!that!combines!rights!theorization,!childhood!sociology!and!governmentality.!The!rights!theorization!(Bobbio,!1996)!together!with!the!view!of!the!child!as!a!competent!being!with!the!capacity!to!be!an!agent!in!its!own!world!as!pronounced!by!childhood!sociologists!(James,!!et.al,!1998;!Prout!&!James,!2015;!Wyness,!2012)!create!a!background!for!the!study.!By!using!the!aspects!of!government!V!rationalities,!techniques!and!aims$(Foucault,!1987/2003;!1978/1991;!Rose,!1999;!Dean,!2010;!Walters,!2012)!V!I!elaborate!on!the!concept!of!teacher’s!approach.!By!using!the!concept!approach!it!is!possible!to!perceive!how!previous!research!has!constructed!teacher’s!theories!and!ideas!as!well!as!their!actions!and!their!aims!as!significant!for!how!the!education!for!children’s!human!rights!is!enacted.!
Methodology/research%design:%An!article!search!in!relevant!online!databases!was!carried!out.!Different!combinations!of!the!words!human!rights,!children’s!rights,!school,!education!and!teacher!resulted!in!539!articles.!An!inclusion!hierarchy!was!created:!a)!the!study!is!published!during!2005V2016,!b)!the!study!is!conducted!in!a!schoolV!or!teacher!education!context,!c)!the!study!puts!human!rights!in!its!center!and!d)!the!teacher!is!visible!in!the!study.!After!applying!the!inclusion!criteria!on!the!539!abstracts,!118!studies!was!selected!and!read!in!full.!This!reading!resulted!in!the!inclusion!of!31studies.!To!compensate!for!only!using!one!search!engine!the!reference!lists!of!the!31!studies!was!examined!to!possibly!find!new!studies!to!include.!This!snowball!search!resulted!in!another!9!texts,!and!the!final!number!of!texts!included!in!the!synthesis!was!40!–!one!dissertation,!two!books!and!37!peerVreviewed!articles.!!
In!the!analysis!the!concepts!rationalities,$techniques!and!aims,!which!together!construct!the!concept!of!teacher’s!approach,!were!leading.!Within!each!concept!several!categories!were!established.!
Expected%conclusions/Findings:!In!using!the!theoretical!argument!for!the!concept!approach,!previous!research!puts!great!emphasis!on!teacher’s!rationalities.!Teacher’s!aims!and!techniques!are!also!highlighted!as!important!for!the!enactment!of!education!on!children’s!human!rights.!Previous!research!also!stresses!how!these!rationalities,!techniques!and!aims!are!internalized!in!the!teachers!as!well!as!teacher’s!lack!of!relevant!theories,!knowledge!and!reflection!on!techniques!and!reflected!aims.!
Relevance%for%Nordic%Educational%Research:!The!study!sheds!new!light!on!how!the!teacher’s!role!and!views!influence!education!for!children’s!human!rights.!This!is!of!importance!for!teacher!education!as!well!as!for!human!rights!in!educational!settings.!
[279]%STUDENT%TEACHERS%UNDERSTANDING%OF%DEMOCRACY%AND%EDUCATION Silvia!!Edling1 ,!Johan!Liljestrand1 1Faculty$of$Education$and$Business$Studies,$Gävle,$Sweden!%
Research%topic/Aim:%Ever!since!the!end!of!World!War!II!teachers!in!Sweden!and!in!other!Nordic!countries!have!been!assigned!a!stated!mission!to!anchor!and!to!develop!democratic!values!in!school!and!in!society!(cf.!Dahlstedt!&!Olson,!2013;!Edling,!2012;!Ekman!&!Todosijevic,!2003).!Although!certain!democratic!values!are!explicitly!articulated!in!policy!documents!for!education!there!are!reasons!to!assume!that!teacher’s!views!regarding!the!meaning!of!such!values!differ.!In!relation!to!this,!it!is!reasonably!to!suggest!that!teacher’s!different!interpretations!of!values!and!democracy!will!influence!teaching!and!their!relations!to!students!(cf.!Schön,!1983).!Student!teachers!views!of!what!education!for!democracy!should!include!could!therefore!indicate!how!their!teaching!will!take!shape!in!school!(Zyngier!et!al!2015;!Zyngier!2016).!The!purpose!of!this!contribution!is!to!explore!student!teachers!understandings!of!democracy!and!to!discuss!how!the!conceptions!can!enrich!the!desire!to!teach!about,!in,!and!for!democracy!at!Swedish!teacher!education(s).!!
Theoretical%frameworks:!The!theoretical!framework!is!based!on!pragmatic!text!analysis!(Östman!2008)!in!relation!to!established!theories!of!democracy!and!education!(Dahl,!2002;!Dahlstedt!&!Olson,!2013;!Held,!1987).!According!to!a!pragmatic!text!analysis!every!text!is!filled!with!both!certain!possibilities!for!social!action!as!well!as!an!absence!for!other!possible!actions.!A!central!aim!of!the!analysis!is!to!clarify!varieties!of!meaning!making!in!the!material!focusing!on!educational!content.!
Methodology/research%design:%The!data!constitutes!of!student!texts!written!as!an!assignment!at!the!end!of!a!course!in!teacher!preparation:!“School's!democratic!mission!in!the!perspective!of!values”!at!Gävle!University.!As!part!of!the!examination!the!students!were!asked!to!reflect!about!their!view!of!democracy!in!relation!to!notions!of!democracy!that!teachers!should!foster!today.!!A!collection!of!56!course!assignments!will!be!analyzed!thematically,!focusing!on!the!content!of!answers!together!with!some!basic!frequencies!of!student!answers.!
Expected%conclusions/Findings:!The!preliminary!findings!show!that!student!teachers’!texts!represent!a!great!variety!of!perceptions!both!between!the!students!as!well!as!in!the!texts!of!the!individual!student.!Democracy!is!depicted!in!terms!such!as!solidarity!with!underprivileged!groups;!learning!skills!for!democratic!communication;!knowledge!about!society!as!the!foundation!for!action!and!change;!the!need!for!teachers!clear!manifestation!of!rules,!and!equity!in!relation!to!individual!differences.!!Such!variations!are!not!possible!to!project!only!from!reading!the!national!syllabus,!a!document!present!in!their!education!from!their!first!semester!and!also!discussed!in!the!actual!teacher!preparation!course.!!!
Relevance% for% Nordic% Educational% Research:! The! tradition! of! schools! as! one! of! the! main!mediators! of! democratic! values! is! deeply! anchored! in! Scandinavian! countries.! However,! research!about! teachers! in! general! and! student! teachers! in!particular! regarding! their! interpretations!of! this!compound!mission!are!still!scant.!!!
[305]%SWEDISH%TEACHERS'%UNDERSTANDING%OF%EMERGING%CONFLICTS%IN%THEIR%CLASSROOM Ilse!Hakvoort1 ,!Kristoffer!Larsson2 ,!Agneta!Lundström3 1Department$of$Education$and$Special$Education,$University$of$Gothenburg,$Gothenburg,$Sweden!2Department$of$Pedagogical,$Curricular$and$Professional$Studies,$University$of$Gothenburg,$Gothenburg,$Sweden!3Department$of$Applied$Educational$Sciences,$University$of$Umeå,$Umeå,$Sweden!%
Research%topic/Aim:%In!the!study!we!focus!on!emerging!conflicts!that!can!be!negotiated!or!mediated!and!have!not!yet!escalated!to!the!point!where!they!must!be!reported.!Because!emerging!conflicts!go!unreported,!they!are!not!often!explored!and!studied!by!researchers.!Internationally!scholars!in!the!field!made!clear!that!the!concept!of!conflicts!is!a!multifaceted!concept.!Morton!Deutsch!(1977)!argued!that!conflict!can!have!a!constructive!as!well!as!destructive!potential. Within!the!constructive!potential!we!can!understand!conflicts!as!calls!for!learning,!for!personal!and!social!development,!as!well!as!opportunities!for!change!(Bickmore,!2004;!Deutsch,!2014;!Johnson!&!Johnson,!2009;!Lederach,!2003;!Valsiner!&!Cairns,!1992).!!The!overall!aim!of!the!study!we!will!present!is!to!capture,!derive!and!describe!the!qualitatively!different!ways!in!which!teachers!in!Swedish!grade!1!to!6!understand!and!give!meaning!to!emerging!conflicts!between!teacher!and!pupil!within!the!classroom.!!
Theoretical%frameworks:!The!study!is!carried!out!within!the!phenomenographic!tradition.!Furthermore,!the!topic!of!this!research!is!positioned!within!the!conflict!resolution!education!tradition!following!scholars!such!as!Deutsch,!Johnson!&!Johnson,!Bickmore,!and!Cohen.!!
Methodology/research%design:%Data!was!collected!through!interviews!with!20!teachers!from!four!public!elementary!schools!in!the!area!of!Gothenburg!and!Umeå,!Sweden.!The!interview!was!designed!to!be!inVdepth!and!semiVstructured!taking!departure!from!a!potential!conflict!situation.!The!interviews!have!been!audio!recorded!and!transcribed!verbatim.!The!transcripts!were!analysed!via!recursive!readings!aiming!at!uncovering!recurrent!categories!of!understanding!emerging!conflict!in!the!data.!
Expected%conclusions/Findings:!Teachers!expressed!an!emerging!conflict!for!example!as!a!challenge!to!shortVterm!or!longVterm!teaching,!as!a!challenge!to!their!expectations!of!individual!pupil’s!behaviour,!as!substitute!for!another!conflict!or!as!shortcomings!in!communication.!These!are!four!out!of!the!nine!different!ways!of!understanding!we!found.!At!the!conference!we!will!present!all!nine!ways!of!understanding!categories!and!discuss!dynamics!and!tensions!between!them.!The!different!understandings!are!discerned!against!a!specific!background!of!ideas!related!to!the!professional!role!of!the!teacher,!for!example!the!school!as!an!institute!for!knowledge!or!a!school!for!all.!The!nine!understandings!will!also!be!explained!against!and!in!relation!to!these!different!backgrounds.!
Relevance%for%Nordic%Educational%Research:!Research!in!the!field!of!conflict!resolution/management!in!school!has,!as!far!as!we!know,!not!used!a!phenomenographic!approach.!By!using!this!methodological!approach!we!have!been!able!to!deepen!our!understanding!of!teacher’s!conception!of!emerging!conflict!as!well!as!the!relations!and!dynamics!between!their!understandings.!The!broad!and!complex!understanding!expressed!by!twenty!professional!teachers!can!be!an!asset!for!other!teachers!as!well!as!student!teachers!in!their!search!for!learning!to!deal!with!the!conflicts!they!
encounter!every!day!in!the!classroom.!In!addition,!it!can!support!the!discussion!concerning!the!content!of!the!teacher!education!in!the!different!Nordic!countries.!
[330]%LEISURE`TIME%CENTER%`%A%BORDERLAND%IN%THE%EDUCATION%SYSTEM Ann!!Ludvigsson1 ,!Carin!Falkner1 1Högskolan$I$Borås,$Sektionen$För$Lärarutbildning,$Borås,$Sweden! %
Research%topic/Aim:%The!leisureVtime!centre!is!an!essential!part!of!the!Swedish!educational!system!as!it!is!positioned!as!a!borderland!in!the!educational!landscape,!between!preVschool,!the!preVschool!class!and!the!compulsory!school.!Conflicting!expectations!and!different!conditions!influence!the!fulfilment!of!their!tasks.!In!light!of!the!way!the!leisureVtime!centers!are!positioned!in!the!education!system,!together!with!the!major!structural!changes!carried!out!in!recent!decades,!the!purpose!of!this!article!is!to!describe!how!teachers!in!leisureVtime!centre!perceive!their!mission!and!the!importance!of!the!structural!conditions!surrounding!the!leisureVtime!centre.!!
This!article!analyzes!how!the!teachers!construct!an!institutional!identity.!The!empirical!data!consists!of!two!focus!group!interviews.!The!teachers!describe!their!institutional!identity!in!terms!of:!“team!player”,!“flexible!but!inflexible!in!some!situations”,!“professional!and!logisticians”.!Central!is!to!create!the!conditions!for!security,!a!goal!they!achieve!by!the!following:!being!clear!in!their!leadership!and!their!approach!to!students!and!parents,!and!by!organizing!activities!to!manage!and!keep!control!over!the!students.!The!teachers!consider!that!their!educational!mission!is!unclear.!Another!general!problem!is!principals!who!lack!sufficient!knowledge!about!the!leisureVtime!centre,!causing!deficiencies!in!leadership.!!
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[420]%CAN%ETHICS%BE%TESTED?%A%CRITICAL%DISCUSSION%OF%THE%POSSIBILITIES%AND%LIMITS%OF%NATIONAL%TESTS.% Karin!Sporre1 1Umeå$University,$Dept.$of$Applied$Educational$Science,$Umeå,$Sweden! Research%topic/Aim:%In!the!Swedish!compulsory!school!ethics!is!part!of!the!school!subject!Religious!Education!(RE).!Since!National!Tests!(NT)!are!given!from!2013!and!onwards!ethics!is!also!tested!as!part!of!the!RE!subejct.!This!study!critically!focuses!on!how!ethics!was!conceptualized!in!the!construction!of!test!questions!and!assessment!instructions!in!the!NT!2013!for!the!Grades!6!and!9.!The!overarching!question!is:!Can!ethics!be!tested?!What!are!the!limits!and!possibilities!of!carrying!out!National!Tests!in!the!school!subject!ethics?!
This!presentation!builds!on!earlier!more!detailed!studies!by!the!author!where!1)!a!content!aspect!of!ethics,!global!responsibility,!has!been!studied!in!relation!to!the!curricular!context!and!NT!for!RE!and!other!school!subjects;!2)!a!detailed!study!of!one!test!task!in!the!NT!where!Grade!6!pupils’!attitudes!to!issues!of!the!public!sphere!and!knowledge!of!ethical!concepts!was!studied;!3)!comparative!curricular!studies!of!the!ethics!education!of!two!older!democracies!and!two!more!recent!ones!have!been!carried!out.!!!!!!!!!!
Theoretical%frameworks:!The!study!is!part!of!the!EthiCo*!project!based!at!Gothenburg!and!Umeå!universities.!In!the!project!the!theories!of!the!ethicists!Seyla!Benhabib,!K.!E.!Løgstrup,!Martha!C.!Nussbaum,!and!Peter!Singer!function!as!a!background!–!as!examples!of!various!emphasis!in!approaches!to!ethics.!For!this!particular!study!the!theories!of!all!four!provide!different!perspectives.!!!!
Methodology/research%design:%The!three!studies!above!represent!different!kinds!of!studies.!In!no.!1)!the!material!consists!of!the!Swedish!curriculum,!syllabi!and!National!Tests!for!the!school!subjects!RE,!History,!Geography!and!Social!Studies.!Study!no.!2)!is!an!analysis!of!100!pupils’!written!responses!to!one!task!in!the!NT!2013!regarding!pupils’!understanding!of!equality,!justice,!solidarity!and!empathy.!In!study!no.!3)!the!curricula!of!California!(USA),!Québec!(Canada),!Namibia!and!South!Africa!have!been!analysed!as!to!their!conceptions!of!ethics!and!ethics!education.!These!three!studies!will!here!shed!critical!light!on!the!overarching!questions.!Additionally,!constructors!of!the!NT!have!also!been!interviewed.!
Expected%conclusions/Findings:!Published!findings!indicate!that!a!matter!like!global!responsibility,!although!emphasised!initially!in!the!curriculum,!is!not!that!central!neither!in!the!syllabi!nor!tests.!The!assessment!instructions!and!knowledge!requirements!point!in!study!no.!2)!to!a!quantifying!and!argumentative!focus!drawing!attention!away!from!the!content!of!ethical!concepts.!The!curricular!differences!in!study!no.!3!show!great!variations!of!ethics!education!and!so!become!resources!for!comparison!with!the!Swedish.!!!
Relevance%for%Nordic%Educational%Research:!As!testing!is!part!of!the!contemporary!international!trend!of!measuring!pupils’!achievements!in!school!it!is!interesting!to!see!how!a!complex!school!subject!like!ethics!is!tested,!but!also!what!content!it!is!given!in!various!contexts.!!!!!
*!The!name!of!the!project!is!What$May$be$Learnt$in$Ethics?$Varieties$of$conceptions$of$ethical$
competence$to$be$taught$in$compulsory$school.$It!has!funding!from!the!Swedish!Research!Council,!2015V2017.!
[591]%THEORETICAL%INSIGHTS%INTO%BULLYING%AND%THE%TEACHERS'%PRACTICES%IN%ITS%PREVENTION%FROM%THE%PERSPECTIVE%OF%BOURDIEU'S%THEORY%% Dziuginta!Baraldsnes1 ,!Solvejg!!Jobst2 1Western$Norway$University$of$Applied$Sciences,$Bergen,$Norway!2Western$Norway$University$of$Applied$Sciences$,$Bergen,$Norway! Research%topic/Aim:%This!paper!presents!theoretical!insights!into!Bourdieu’s!theory!in!order!to!understand!the!assumptions!of!the!teachers’!efforts!to!prevent!bullying!among!pupils!in!schools.!!!
Theoretical%frameworks:!Bullying!among!pupils!is!one!of!the!most!common!forms!of!aggressive!behaviour!in!school!and!is!regarded!as!a!complex!and!systematic!problem.!Recently,!bullying!among!pupils!in!school!has!been!investigated!by!many!researchers!in!many!European!and!Asian!countries,!USA,!Australia!and!New!Zealand!(Arora!&!Thompson,!1987;!Farrington,!1993;!Rivers!&!Smith,!1994;!Boulton!&!Underwood,!1995;!Olweus,!1994,!1995;!Rigby,!2004!and!others)!and!many!various!evidenceVbased,!schoolwide!approach!antibullying!programs!in!the!school!system!has!been!developed!and!implemented.!What!is!required!to!reduce!bullying!is!nothing!less!than!a!change!in!the!school!“culture”!and!in!the!norms!for!behaviour!(Olweus,!Limber,!2010a).!The!majority!of!these!antibullying!programs!put!the!main!responsibility!for!the!prevention!of!bullying!among!pupils!in!school!on!teachers!and!other!adults!in!school.!Teachers!should!have!a!sufficient!motivation!and!display!warmth,!positive!interest!and!engagement!in!making!the!school!as!a!safe!and!positive!place!for!pupils.!Nevertheless,!many!adults!have!underestimated!the!significant!social,!emotional!and!academic!costs!of!bullying!and!overestimated!the!ability!of!victimized!children!to!stop!bullying!without!assistance!from!adults!(Olweus,!Limber,!2010b).!Teachers!act!in!the!social!and!institutional!arena!(‘field’),!where!they!have!developed!their!class!habitus,!compete!for!the!distribution!of!different!‘species!of!capital’,!and!at!the!same!time,!teachers!play!a!crucial!role!in!bullying!prevention!among!pupils!in!schools.!
Methodology/research%design:%From!a!perspective!of!Bourdieu’s!theory,!teachers!have!their!own!habitus,!which!is!“a!system!of!durable,!transposable!dispositions”!(Bourdieu,!2005,!p.!53),!“a!product!of!history,!which!produces!individual!and!collective!practices”!(Bourdieu,!2005,!p.!54)!and!is!“an!infinite!capacity!for!generating!products!–!thoughts,!perceptions,!expressions!and!actions”!(Bourdieu,!2005,!p.!55).!Teachers!create!a!class!habitus!and!interact!within!an!educational!network,!structure!or!set!of!relationships,!called!‘fields’.!According!Bourdieu’s!!theory!(2005),!fields!are!the!various!social!and!institutional!arenas!in!which!people!express!and!reproduce!their!dispositions,!and!where!they!compete!for!the!distribution!of!different!‘species!of!capital’.!According!to!Bourdieu!(1986),!understanding!of!capital!can!be!extended!from!material!to!the!social,!cultural!or!symbolic!capital.!The!economic!capital!can!immediately!and!directly!be!converted!into!cash!and!institutionalized!in!the!form!of!property!rights.!Meanwhile,!the!cultural!capital!can!be!converted!under!certain!conditions!into!economic!capital!and!may!be!institutionalized!in!the!form!of!educational!qualifications.!The!social!capital!is!based!on!social!obligations!("connections")!that!are!convertible,!under!certain!conditions,!the!economic!capital!and!may!be!institutionalized!in!the!form!of!honorary!degrees!(Bourdieu,!2006,!p.8).
Expected%conclusions/Findings:!Teachers!have!developed!their!thoughts!and!perceptions!of!bullying!among!pupils!in!school!and!do!actions!in!bullying!prevention.!Bourdieu’s!theory!offers!concepts!that!allow!theoretically!construct!assumptions!of!the!teachers’!efforts!to!prevent!bullying!
among!pupils!in!school!through!notions!of!habitus!and!‘species!of!capitals’,!which!can!be!useful!analytical!and!explanatory!tools!for!examining!teachers’!efforts!in!bullying!prevention!among!pupils!in!school.!
Relevance%for%Nordic%Educational%Research:!This!presentation!is!relevant!for!Nordic!education!research!as!well!as!for!wider!context!of!the!research!of!bullying!among!pupils!in!school.!!!!%%!!
[700]%MATERIALITY%AND%AGENCY Fabienne!Gfeller1 ,!Antti!Rajala2 1University$of$Neuchâtel,$Institute$of$Psychology$and$Education,$Neuchâtel,$Switzerland!2University$of$Helsinki,$Department$of$Teacher$Education,$Helsinki,$Finland! Research%topic/Aim:%This!symposium!addresses!the!following!questions:!How!do!agency!and!materiality!interrelate?!How!does!the!socioVmateriality!of!a!situation!constrain!behaviors!in!a!specific!learning!situation!and!what!are!the!possible!responses!to!these!limits!by!the!involved!actors?!In!what!ways!and!in!what!situations!does!socioVmateriality!enable!human!agency?!
Theoretical%frameworks:!In!contrast!to!a!conception!of!agency!as!a!characteristic!of!the!individual,!this!symposium!conceptualizes!agency!as!mutually!constitutive!with!socioVmaterial!arrangements,!and!as!always!renewed,!challenged!and!changing!as!time!unfolds!and!situations!develop!(Kontopodis!&!PerretVClermont,!2016).!This!implies!that!a!specific!socioVmaterial!arrangement!may!more!or!less!“call!to!agency”!(Martin!&!Gillespie,!2010).!Furthermore,!conceptualizing!educational!practice!as!‘sociomaterial’!allows!us!to!unpack!the!constitutive!entanglement!of!the!social!and!the!material!in!everyday!life!in!schools!and!in!other!contexts!(Orlikowski,!2007).!!
Methodology/research%design:%Our!aim!in!this!symposium!is!to!discuss!these!relations!between!agency!and!materiality,!through!the!presentation!of!studies!examining!agency!and!socioVmaterial!arrangements!in!different!informal!and!formal!settings!of!learning!and!education.!These!settings!involve!participants!from!different!ages,!ranging!from!small!children!to!adults.!
Expected%conclusions/Findings:!Materiality!and!agency!are!complexly!interVrelated.!Indeed,!the!socioVmaterial!arrangements!simultaneously!invite!some!actions!and!prevent!others.!Yet,!while!individuals!or!groups!act!by!means!of!socioVmaterial!arrangements,!they!also!have!the!capacity!to!transform!and!reorganize!these!arrangements.!
Relevance%for%Nordic%Educational%Research:!During!the!last!decade,!agency!has!gained!popularity!in!educational!research,!when!discussing!practice!and!in!policy!discourse!(Matusov!et!al.,!2015;!Eteläpelto!et!al.,!2013;!Rajala,!Martin,!&!Kumpulainen,!2016),!as!it!is!an!important!stake!in!educating!persons!as!active!participants!to!the!social!world.!
Conveners:!!Fabienne!Gfeller!(University!of!Neuchâtel)!&!Dr.!Antti!Rajala!(University!of!Helsinki)!
Chair:!!Fabienne!Gfeller!(University!of!Neuchâtel)!
Discussants:!Prof.!AnneVNelly!PerretVClermont!(University!of!Neuchâtel)!&!Prof.!Tine!Jensen!(Roskilde!University)!
!
Plan:!20!minutes!per!presentation!+!5!minutes!question!on!the!presentation!!
20!minutes!discussion,!first!by!the!discussants,!then!open!discussion!with!the!public!
Total:!2h!
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Abstracts%of%the%presentations%
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Students’%creative%agency%in%school`based%makerspaces:%A%sociomaterial%investigation%
Prof.!Kristiina!Kumpulainen,!Dr.!Antti!Rajala,!Anna!Mikkola,!Dr.!Sinikka!Kaartinen!(University!of!Helsinki)!
!
Research%topic/Aim:%The!growth!of!‘makerspaces’!has!aroused!educational!interest!in!the!Nordic!countries!and!beyond.!These!sociomaterial!spaces!are!designed!to!enable!students’!engagement!in!handsVon!creative!activities!with!digital!artifacts!(eg.,!electronics,!coding!tools,!3D!printers).!A!variety!of!benefits!have!been!proposed!to!be!accrued!from!students’!participating!in!making!activities!based!on!intellectual!traditions!of!cognitive!psychology,!constructivism,!and!design!theory.!However,!we!currently!have!limited!understanding!of!students’!creative!learning!practices!as!they!emerge!in!their!making!activities!with!new!digital!technologies.!This!study!addresses!this!gap!by!investigating!the!emergence!of!students’!creative!agency!during!making!activities!in!two!Finnish!primary!schools.!The!research!questions!are:!
•!How!does!creative!agency!manifest!itself!in!students’!making!activities?!!
•!How!do!sociomaterial!configurations!enable!and!constrain!students’!achievement!of!creative!agency!during!their!making!activities?!
Theoretical%frameworks:!Drawing!on!the!sociomaterial!research!approach,!this!study!regards!creative!agency!as!a!fundamental!element!of!the!sociomaterial!environment!of!the!makerspaces!(Orlikowski,!&!Scott,!2008).!Creative!agency!refers!to!generative!and!selective!use!of!material!resources!and!critical!judgment!in!a!given!domain!and!situation!(cf.!Greeno,!2006).!It!is!!manifested!when!students!approach!the!concepts,!methods!and!information!of!a!domain!as!resources!that!can!be!adapted,!evaluated,!and!modified.!Creative!agency!emerges!in!an!interplay!with!disciplinary!agency!and!material!agency!(Pickering,!1995).!Disciplinary!agency!involves!following!accepted!procedures!and!terminology!of!a!domain!in!question,!whereas!material!agency!is!manifested!when!a!system!or!tool!determines!the!outcome!of!an!action.!!
Methodology/research%design:!The!primary!data!comprise!of!50!hours!of!videoVrecords!of!students’!(100!students,!10V12!years)!making!activities!collected!intermittently!over!a!period!of!one!semester!in!two!Finnish!schools.!The!video!data!were!transcribed!and!analyzed!with!interaction!analysis!methods!taking!account!of!
verbal,!visual!and!material!conduct!(Jordan!&!Henderson,!1995).!The!temporal!evolvement!of!sociomaterial!configurations!of!students’!creative!agency!was!addressed!by!applying!temporal!and!spatial!frames!of!analysis.!
Expected%conclusions/Findings:%The!findings!of!the!study!illuminate!how!the!students’!achievement!of!creative!agency!was!mediated!by!complex!and!nuanced!sociomaterial!configurations!that!encompassed!not!only!the!process!of!creating!specific!artefacts,!but!also!making!sense!of!operational,!cultural!and!critical!processes!surrounding!the!maker!activity.!!These!sociomaterial!configurations!evidence!the!students’!(a)!applying!and!validating!their!previous!experiences!as!sources!of!knowledge,!(b)!explaining!their!ongoing!making!activities!with!and!to!others,!(c)!helping!their!peers!to!pursue!their!making,!(d)!modifying!and!extending!preVexisting!making!challenges,!and!(e)!constructing!and!contesting!the!sociomaterial!practices!of!what!it!means!to!engage!in!formal!schooling!during!making!activities.!!
Relevance%for%Nordic%Educational%Research:%This!study!offers!new!insights!into!understanding!how!students’!creative!agency!manifests!itself!in!making!activities!in!schoolVbased!makerspaces.!It!also!points!out!possibilities!and!challenges!in!the!adoption!of!makerspaces!in!school!settings.!The!findings!will!inform!future!development!of!makerspaces!in!and!out!of!schools!for!the!advancement!of!students’!creative!agency!in!the!age!of!digitalization.!!
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Students’%sense%of%agency%in%an%educational%setting%sustaining%school`to`work%transition%
Léonie!Liechti!(University!of!Neuchâtel)!
$
Research%topic/Aim:$This!paper!aims!to!explore!how!educational!settings!and!situations!intercede!in!students’!sense!of!agency!in!an!educational!arrangement!designed!to!sustain!schoolVtoVwork!transition.!The!oneVyear!long!schoolVbased!“transitory”!programme!studied!here!focuses!on!occupational!choice!preparation!as!well!as!academic!skills!and!knowledge!improvement.!For!the!last!three!decades!a!range!of!socioVeducational!programmes!of!this!kind!have!emerged!in!Western!countries,!often!relying!on!the!assumption!that!young!people!fail!to!enter!in!a!regular!training!or!job!because!of!individual!deficiencies!that!need!to!be!adjusted!in!order!for!them!to!engage!in!further!education!(Graaf!&!van!Zenderen,!2013;!Miles!et!al.,!2002;!Simmons,!2009).!In!this!context,!autonomy,!agency,!responsibility!and!selfVdetermination!became!valuable!and!primary!competences!to!“teach”!in!intervention!with!young!people.!From!these!few!elements,!one!can!wonder!how!this!kind!of!setting!can!actually!sustain!young!people!in!drawing!their!own!future!path!and!in!enhancing!their!agency.!!
Theoretical%frameworks:$Anchored!in!a!sociocultural!approach!of!teaching!and!learning,!which!allows!to!take!into!account!both!the!person!negotiating!transition!and!his/her!sociocultural!and!material!environment,!we!recognise!the!mutual!interdependency!between!teachers!and!students!as!mediated!and!enacted!through!various!material!and!semiotic!orderings!(Kontopodis!&!PerretVClermont,!2016).!The!sense!of!agency!is!thus!defined!here!as!the!“individual’s!subjective!awareness!of!being!an!initiator!or!executor!of!actions!in!the!world”!
(Hilppö,!Lipponen,!Kumpulainen,!&!Virlander,!2016,!p.!51).!By!focusing!on!the!reflexive!and!subjective!dimension,!we!acknowledge!that!agency!operates!in!complex!ways!in!relation!to!the!individual’s!subjectively!perceived!frames!for!action!and!decision!(Evans,!2002,!p.!262)!and!does!not!represent!an!innate!capacity!but,!rather,!can!be!learned!in!interaction!with!others!(Mäkitalo,!2016).!Drawing!on!these!definitions,!this!study!is!guided!by!the!following!questions:!1)!How!do!students!define!their!agency!regarding!different!classroom!activities!in!the!transitional!programme?!2)!How!is!the!frame!of!the!activities!highlighted!by!students!characterised!regarding!its!sociomaterial!components?$
Methodology/research%design:$The!empirical!material!comes!from!a!broader!ethnographic!research!conducted!in!2014/2015!in!a!Swiss!educational!setting!designed!to!sustain!schoolVtoVwork!transition.!The!data!analysed!here!were!collected!through!45!semiVstructured!interviews!with!students!aged!15V18!and!through!inVclass!observation.!Excerpts!where!students!talk!about!their!agency!are!then!identified!and!!analysed!following!the!procedure!suggested!by!Hilppö!and!his!collegues!(2016).!Data!gathered!from!inVclass!observation!are!then!used!to!link!student’s!narratives!with!the!specific!classroom!situations!in!order!to!better!understand!the!characteristics!of!the!socioVmaterial!environment!that!seem!to!enable!or!restrain!student’s!agency.!$
Expected%conclusions/findings:$The!findings!highlight!students’!perspectives!on!their!own!agency!in!various!classroom!situations!and!allows!to!better!understand!how!some!components!of!the!sociomaterial!space!intercede!in!students’!subjective!perception!of!their!agency.$
Relevance%for%Nordic%educational%research:$The!study!provides!thus!considerations!for!schoolVbased!intervention!with!young!people!experiencing!transition!by!revealing!modalities!of!the!frame!that!tend!to!foster!or!inhibit!students’!perceptions!of!themselves!as!author.$
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Agency%in%the%kitchen:%learning%to%cook%without%meat%
Fabienne!Gfeller!&!Prof.!Antonio!Iannaccone!(University!of!Neuchâtel)!
$
Research%topic/Aim:$Eating!is!a!composite!and!multilayered!activity!for!human!beings.!It!is!at!the!same!time!an!embodied!and!material!activity,!as!well!as!highly!symbolical!and!social!(Anderson,!2005).!Unfolding!in!the!course!of!everyday!life,!its!complexity!may!remain!mainly!implicit.!Nevertheless,!changes!and!ruptures!in!daily!habits!may!make!some!unnoticed!dynamics!visible,!as!highlighted!by!sociocultural!approaches.!Moreover,!people!undergoing!such!transitions!are!likely!to!engage!in!learning!processes!(PerretVClermont!&!Zittoun,!2002).!As!practices!related!to!food!have!important!impacts!on!health,!social!life,!identity!and!the!environment,!it!is!important!to!better!understand!their!dynamics.!Our!aim!is!to!contribute!to!this!topic,!focusing!in!particular!on!moments!of!change,!the!learning!dynamics!they!may!involve!and!the!role!of!materiality!in!these!processes.!
Theoretical%frameworks:$We!will!draw!on!a!socioVcultural!approach!of!learning!and!development!(Zittoun,!2006)!and!of!materiality!(Iannaccone!2015),!which!allows!to!understand!the!coVconstruction!between!the!individual!engaged!in!change!and!its!socioVcultural!environment.!Our!understanding!of!materiality!(Iannaccone,!
2015)!is!based!on!the!latourian!approach!(Latour,!1987)!and!the!actorVnetwork!theory!he!developed.!We!understand!agency!as!the!possibility!for!the!person!for!selfVdetermination!(Martin!&!Gillespie,!2014),!nevertheless!we!should!take!in!account!that!humans!beings!are!in!constant!relation!with!nonVhuman!actors,!and!that!agency!should!be!understood!in!the!frame!of!these!relations!(Niewöhner!&!Kontopodis,!2011).!
Methodology/research%design:$We!will!analyze!interviews!and!video!data!collected!with!people!who!changed!their!foodway!recently!in!relation!to!the!consumption!of!products!of!animal!origin,!and!are!therefore!likely!to!be!engaged!in!this!adaptive!process.!For!example,!people!becoming!vegetarians!can!face!the!question!of!balancing!their!new!diet,!or!may!struggle!with!the!way!to!prepare!some!new!ingredients.!We!analyze!how!the!participants!engage!with!materiality!during!the!learning!process!(for!example!the!ingredients,!the!space!of!the!kitchen,!one’s!own!body).!We!focus!particularly!on!when!and!how!materiality!is!used!as!a!resource!to!sustain!human!agency,!and!when!it!resists!the!participants’!intentions.!!
Expected%conclusions/Findings:$In!so!doing,!we!address!the!question!of!possible!material!agency.!Materiality!constrains!and!orients!the!possibilities!of!action,!nevertheless!its!relation!with!human!agency!is!complex!as!humans!may!overcome!some!difficulties,!limits!or!constrains!from!materiality!in!creative!and!unexpected!ways.!We!will!present!and!discuss!more!precisely!the!dynamics!of!these!interrelations,!as!they!take!place!in!food!practices,!and!how!they!participate!to!or!interfere!with!dynamics!of!change.!
Relevance%for%Nordic%educational%research:%Food!is!identified!as!a!major!challenge!for!humanity!(McIntyre!&!al,!2009)!and!education!to!its!stakes!may!play!a!major!role!in!changing!some!problematic!practices.!A!better!understanding!of!dynamics!of!change!and!learning!related!to!food!is!therefore!highly!relevant!in!the!current!context.!
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Creating%sociomaterial%conditions%for%fellow%well`being%at%daycare:%Analog%and%digital%materiality%for%intergenerational%teleogenetic%collaboration%
Ass.!Prof!Niklas!A.!Chimirri!(Roskilde!Universitet)$
Research%topic/aim:$The!presented!study!aims!at!discussing!the!following!two!questions:!How!does!a!daycare!center’s!materiality!promote!or!hinder!wellVbeing?!And!how!do!children!alongside!with!staff!and!parents!engage!their!agency!via!teleogenetic!collaboration!for!drawing!on!and!transforming!this!materiality!in!order!to!create!conditions!of!fellow!wellVbeing?!!
Theoretical%frameworks:!From!a!sociomaterial,!criticalVpsychological!perspective,!these!two!questions!are!inextricably!interrelated:!Materiality!coVconstitutes!agency!and!therewith!possibilities!and!limitations!for!sociality,!while!sociality!coVconstitutes!how!materiality!is!upheld!and!transformed!through!agency.!Potentially,!this!coVconstitution!entangles!human!with!nonVhuman!agents!irrespective!of!age!or!generational!ordering.!Irrespectively,!when!it!comes!to!discussing!how!a!daycare!center,!generally!intended!to!first!and!foremost!promote!children’s!wellVbeing,!children’s!own!agentive,!sociomaterial!engagements!of!creating!conditions!for!promoting!one!another’s!wellVbeing!are!widely!ignored.!
Methodology/research%design:%The!presentation’s!backdrop!is!a!bigger!research!project!which!investigates!children’s!understandings!of!‘doing!alright’!and!‘feeling!alright’!at!various!Danish!daycare!institutions!in!order!to!empirically!situate!commonly!politicized!notions!of!wellVbeing.!Within!this!frame,!the!author!conducts!an!ethnographically!inspired,!collaborative!empirical!study!that!focuses!on!the!role!of!spatial,!material!and!social!conditions!for!wellVbeing!engagements!of!both!children!and!adults!(pedagogical!staff,!parents!as!well!as!the!researcher!himself).!Frequent!participation!in!two!daycare!settings!that,!to!a!varying!degree,!embrace!current!politicalVeducational!pressures!of!introducing!digital!artifacts!such!as!tablet!computers!into!the!pedagogical!and!managerial!activities!at!daycare!institutions,!renders!it!possible!to!contrast!how!this!may!impact!sociomaterial!conditions!for!engaging!in!fellow!wellVbeing!differently.!
Expected%conclusions/findings:!Preliminary!findings!will!be!presented,!which!suggest!that!children!are!constantly!engaging!in!creating!and!renegotiating!conditions!for!own!and!fellow!wellVbeing!by!acting!through!the!materiality!provided!by!and!inserted!by!all!participants!into!the!institutions.!These!potentially!transformational!engagements!are!however!not!necessarily!accentuated!and!articulated!as!such!by!adult!participants.!This!tendency!may!be!aggravated!when!digital!artifacts!are!introduced!that!create!generationally!ordered!and!compartmentalized!imaginaries!for!what!children!and!adults!respectively!are!to!engage!in;!among!others!digital!play!and!learning!for!children,!management,!documentation!and!exchange!of!knowledge!about!children!for!the!adults.!!
Relevance%for%Nordic%educational%research:$The!paper!argues!that!this!compartmentalization!according!to!generational!orderings,!which!is!found!all!over!Nordic!daycare!institutions,!may!be!exacerbated!by!digitalization!pressures!and!thereby!complicate!collaboration!across!ages,!i.e.!possibilities!for!engaging!in!creating!meaningful!sociomaterial!conditions!of!wellVbeing!for!one!another.!It!therefore!proposes!processualVrelational!concepts!such!as!‘conduct!of!everyday!life’!as!well!as!‘intergenerational!teleogenetic!collaboration’!in!order!to!gradually!overcome!this!limitation!in!Denmark!as!well!as!other!Nordic!countries!and!beyond.$
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Methodology/research design: The presentation’s backdrop is a bigger research project which investigates children’s understandings of ‘doing alright’ and ‘feeling alright’ at various Danish daycare institutions in order to empirically situate commonly politicized notions of well-‐being. Within this frame, the author conducts an ethnographically inspired, collaborative empirical study that focuses on the role of spatial, material and social conditions for well-‐being engagements of both children and adults (pedagogical staff, parents as well as the researcher himself). Frequent participation in two daycare settings that, to a varying degree, embrace current political-‐educational pressures of introducing digital artifacts such as tablet computers into the pedagogical and managerial activities at daycare institutions, renders it possible to contrast how this may impact sociomaterial conditions for engaging in fellow well-‐being differently.
Expected conclusions/findings: Preliminary findings will be presented, which suggest that children are constantly engaging in creating and renegotiating conditions for own and fellow well-‐being by acting through the materiality provided by and inserted by all participants into the institutions. These potentially transformational engagements are however not necessarily accentuated and articulated as such by adult participants. This tendency may be aggravated when digital artifacts are introduced that create generationally ordered and compartmentalized imaginaries for what children and adults respectively are to engage in; among others digital play and learning for children, management, documentation and exchange of knowledge about children for the adults.
Relevance for Nordic educational research: The paper argues that this compartmentalization according to generational orderings, which is found all over Nordic daycare institutions, may be exacerbated by digitalization pressures and thereby complicate collaboration across ages, i.e. possibilities for engaging in creating meaningful sociomaterial conditions of well-‐being for one another. It therefore proposes processual-‐relational concepts such as ‘conduct of everyday life’ as well as ‘intergenerational teleogenetic collaboration’ in order to gradually overcome this limitation in Denmark as well as other Nordic countries and beyond.
NETWORK 8
Gender and Education
Network 8
Gender and Education
[106]%NORDIC%WEBPAGE%ON%GENDER%IN%TEACHER%EDUCATION% Ylva!Odenbring1 ,!Elisabet!!Öhrn1 ,!Elina!Lahelma2 ,!Liisa!Tainio2 ,!Sirpa!Lappalainen2 ,!Jenni!Helakorpi2 ,!Venla!Toivonen2 ,!Mia!Smeds2 ,!AnnVSofie!Holm1 1University$of$Gothenburg,$Göteborg,$Sweden!2University$of$Helsinki,$Helsinki,$Finland! The!Nordic!countries!have!a!long!tradition!of!collaboration!in!projects!on!gender!equality!in!education!and!teacher!education.!Even!if!outstanding!studies!in!gender!and!education!have!a!long!tradition!in!the!Nordic!countries,!the!results!of!gender!studies!do!not!always!reach!institutions!of!teacher!education!and!students!that!are!interested!in!themes!related!to!gender.!!
It!is!with!this!background,!the!NordForskVfunded!spinVoff!project!GENTE![Gender!in!Teacher!Education!in!the!Nordic!Countries],!now!is!launching!a!Nordic!web!page!to!provide!for!teacher!educators!an!easy!access!to!gender!studies!in!education.!The!purpose!of!creating!this!website!is!to!reach!out!to!teacher!educators!as!well!as!teacher!students!in!the!Nordic!countries.!To!get!an!overview!of!what!teacher!educators!would!request!of!such!a!website!a!questionnaire!have!been!launched!at!the!University!of!Gothenburg!and!University!of!Helsinki.!The!initiators!of!this!round!table!have!also!organized!a!workshop!around!the!theme!gender!in!teacher!education.!The!invited!participants!of!this!workshop!were!teacher!educators!from!different!Nordic!countries.!The!results!from!the!questionnaire!as!well!as!the!input!from!the!workshop!have!been!a!useful!tool!to!build!up!the!website.!!
The!GENTE!project!group!and!the!initiators!to!this!round!table!are!also!members!of!the!Nordic!Centre!of!Excellence!JustEd![Justice!in!Education].!Gender!studies,!addressed!in!relation!to!other!dimensions!of!difference!and!(in)justice!is!one!of!the!foci!in!the!studies!of!JustEd.!Many!of!the!most!known!Nordic!researchers!in!this!field!are!JustEd!members,!some!of!them!also!earlier!leaders!of!gender!equality!projects.!!
[119]%"SKATEBOARDING%IS%LIKE%DANCING":%MASCULINITY%AS%A%PERFORMATIVE%VISUAL%CULTURE%IN%ART%EDUCATION% Annika!Hellman1 1Department$OF$Education,$Communication$AND$Learning,$Gothenburg$,$Sweden! Research%topic/Aim:%The!aim!of!this!paper!is!to!critically!investigate!the!construction!of!skateboard!masculinity!as!a!performative!visual!culture,!using!discourse!analysis!of!ethnographic!field!notes,!one!pupil’s!skateboard!video!and!an!interview!with!the!same!pupil.!Furthermore!the!discourse!of!skateboard!masculinity!will!be!discussed!and!related!to!the!conditions!for!masculine!subject!positions!in!upper!secondary!school!visual!art!and!media!education.!
Theoretical%frameworks:!Central!to!this!paper!are!issues!of!masculinity!and!our!understanding!of!young!people’s!relationship!to!visual!art!education.!According!to!Haywood!and!Mac!an!Ghail!(2012),!a!postVmasculine!approach!entails!disconnecting!the!linkage!between!masculinity!and!patriarchal!dividend,!while!still!acknowledging!these!power!structures.!Thinking!differently!about!masculinity!thus!leads!to!destabilizing!the!concepts!and!adopting!a!more!complex!and!entangled!understanding!of!the!dynamics!of!cultural!subjectification.Through!body!styling!and!repetitive!acts,!heterosexual!masculinity!is!often!performed!as!naturalized!and!operates!as!a!site!for!the!construction!and!elaboration!of!masculinity!(Butler!1990).!This!means!that!the!body!operates!as!a!communicative!site!for!the!construction!of!masculinity!(Kehily!and!Nayak!1996,!1997).!Embodiment!is!regarded!here!as!being!enacted!within!specific!discourses!and!as!interplay!between!gendered!structures!and!lived!experience.!
Methodology/research%design:%The!study!takes!its!point!of!departure!from!visual!ethnographic!research!and!one!pupil’s!artefacts!to!investigate!skateboard!masculinity.!Two!different!but!interrelated!research!methods!are!employed.!On!the!one!hand,!I!follow!and!carry!out!visual!and!written!documentation!in!an!upper!secondary!school!art!classroom.!On!the!other,!my!research!method!includes!discourse!analysis!of!a!pupil’s!skateboarding!video!and!the!transcript!of!an!interview!with!the!same!pupil.!
Expected%conclusions/Findings:!The!results!show!that!the!masculinity!performed!in!both!the!visual!art!classroom!and!in!pupil’s!skate!video!is!complex!and!moves!between!homosocial!expressions!and!intimacy,!riskVtaking!and!visual!culture!enacted!as!being!cool!and!an!outsider.!The!analysis!implies!a!linkage!to!a!neoVliberal!ideal!in!which!the!values!of!play!and!pleasure!as!a!crucial!aspect!of!counterculture!are!connected!to!entrepreneurial!individualism,!consumer!creativity!and!market!trends.!
Disinterest!in!education,!even!in!making!skateboard!videos,!was!an!important!ingredient!of!the!masculinity!performed!in!the!classroom.!‘Disinterest’!helped!to!ensure!social!legitimacy!by!shifting!focus!from!personal!benefits!to!social!‘necessities’.!!Skateboard!subculture!embodies!artistic!and!countercultural!sensibilities,!as!it!reject!the!formal!organisation!of!and!authority!in!education.!The!skateboard!masculinity!tactic!was!to!undercut!dominant!narratives!about!rules!in!school!and!to!enact!alternative!moves!and!meanings!that!might!also!be!seen!as!necessary!for!coping!with!boredom!and!resisting!subjectification.!
Relevance%for%Nordic%Educational%Research:!This!research!is!relevant!for!Nordic!educational!research!since!it!addresses!a!problem!that!concerns!gender!and!education!in!school!in!general,!and!in!visual!art!and!media!education!in!particular.!!
[171]%RESEARCH%ON%GENDER%AND%EDUCATION%IN%THE%NORDIC%COUNTRIES%`%REFLECTIONS%FROM%A%HISTORY%OF%40%YEARS Elina!Lahelma1 ,!Elisabet!!Öhrn2 1University$of$Helsinki,$Helsinki,$Finland!2University$of$Gothenburg,$Göteborg,$Sweden! Research%topic/Aim:%In!this!paper!our!aim!is!to!describe!and!analyse!the!history!of!the!Nordic!gender!and!education!research,!starting!from!the!late!1970s.%
Theoretical%frameworks:!Theoretically!we!draw!from!feminist!studies!in!education.!!
Methodology/research%design:!We!will!conduct!historical!analysis!about!research!on!gender!and!education,!drawing!from!earlier!overviews!and!original!research!reports.!We,!Elina!in!Finland!and!Elisabet!in!Sweden!started!to!follow!gender!studies!in!the!1980s,!and!we!have!been!active!researchers!and!among!the!Nordic!pioneers!in!the!field!ever!since.!Therefore,!our!story!about!the!history!of!this!wide!and!complicated!field!does!not!draw!only!from!metaVanalysis!of!studies!but!also!from!our!own!memories.!!!
Expected%conclusions/Findings:!In!the!Nordic!countries!feminist!research!on!gender!and!education!took!its!first!steps!in!the!late!1970s.!In!the!beginning!it!was!strongest!in!Denmark,!Norway!and!Sweden.!Finland!came!much!later,!in!the!early!1990s.!There!has!also!been!some!studies!from!Island.!In!the!2000s!this!field!of!studies!has!been!strongest!in!Sweden!and!in!Finland!
Initially,!we!suggest!that!Nordic!studies!was!in!the!very!beginning!inspired!by!quantitative!‘gender!difference’!studies!from!the!USA.!From!the!1980s!on,!however,!the!influence!of!British!studies,!especially!ethnographic!studies,!have!been!stronger.!This!still!is!the!case;!contacts!with!British!researchers!are!sustainable,!for!example!in!the!Gender!and!Education!Association.!However,!whilst!the!British!gender!and!education!studies!have!often!been!conducted!in!close!connection!with!schools!and!teacher!activist,!in!the!Nordic!countries!the!politicalVadministrative!influence!and!sociological!perspectives!have!been!more!important.!!Nordic!studies,!conferences!and!developmental!projects!in!schools!were!often!initiated!by!the!Nordic!council!of!ministers!and!national!administrative!bodies.!!
In!the!1980s!and!1990s!there!was!a!wide!variety!of!studies!about!classroom!processes!with!a!focus!on!compulsory!schooling.!There!were!much!less!studies!about!upper!secondary!education!and!universities!or!early!childhood!education.!In!the!2000s!the!focus!has!spread!and!longVterm!ethnography!is!rarer!and!there!are!more!interview!studies.!!!
!Relevance%for%Nordic%Educational%Research:!Nordic!gender!studies!and!feminist!studies!in!education!have!been!nationally!and!internationally!highly!valued.!One!example!of!this!is!the!international!Gender!and!Education!Journal,!in!which!the!number!of!Nordic!(especially!Swedish!and!Finnish)!articles!have!grown!in!the!2000s,!and!is!now!more!than!10!%.!The!history!of!this!field!has!not!written!yet.!!
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[328]%RECRUITING%AND%KEEPING%MALE%STUDENTS%INTO%EARLY%CHILDHOOD%EDUCATION%PROGRAMS%`%AN%EXAMPLE%FROM%BERGEN%UNIVERSITAS%COLLEGE% Svein!Ole!!Sataøen1,!Vigdis!!Foss1 1Bergen$University$College,$Bergen,$Norway! Research%topic/Aim:%%
Topic:!Recruiting!and!keeping!male!students!into!Early!Childhood!Education!Programs!–!an!example!from!Bergen!University!College.!!Male!kindergarten!teacher!student's!learning!and!teaching!environment!in!the!college.!!!
Aim:!In!our!paper!we!will!present!an!ongoing!project!at!Bergen!University!College,!Department!of!Early!Childhood!Education.!The!aim!of!the!project!is!through!various!educationa!inititatives,!to!increase!the!male!students!wellbeing,!motivation!and!by!that!to!reduce!dropout!from!the!study.!We!will!present!and!discuss!the!background!and!the!justification!of!the!project,!the!project!content!as!well!as!the!preliminary!results!of!our!work.!That!includes!a!followVup!questionnaire!to!the!students!that!took!part!in!the!project!in!2014.!How!to!they!evaluate!the!effects!of!the!project!two!years!after!they!were!graduated?!%
Theoretical%frameworks:!Our!project!is!a!result!of!a!national!ambition,!which!says!that!within!a!few!years!Norway!shall!have!20!percent!men!working!in!kindergartens.!Norwegian!authorities!have!run!campaigns!to!recruit!men!both!for!work!in!kindergartens!and!for!attending!Early!Childhood!Education!Programs!at!colleges!and!universities.!The!main!purpose!behind!the!ambition!is!to!provide!an!educational!environment!of!greater!diversity!for!children!and!to!enhance!gender!equity,!which!is!a!main!goal!in!early!childhood!education.!Through!national!action!plans!to!recruit!and!maintain!men!for!kindergarten!work,!the!number!of!men!has!increased!considerably!from!1995!until!now,!both!in!kindergartens!as!well!as!in!colleges!and!universities.!
Male!students!can!seldom!refer!to!fathers,!uncles,!brothers!or!neighbours!as!models!for!their!choice!of!occupation.!Lack!of!male!role!models!can!make!men!more!vulnerable!regarding!experiences!at!the!first!years!in!the!college.!In!our!view,!it!is!important!to!restore!male!students!to!grow!conscious!about!the!situation!they!will!meet!as!men!in!a!job!situation!dominated!by!female,!both!values!and!ideas.!The!dropout!rate!has!been!higher!for!male!students!than!for!female.!!
The!presence!of!a!male!culture!can!also!be!a!mirror!for!the!female!student,!and!necessitate!critical!reflection!on!practice.!This!will!enable!us!providing!a!potential!study!environment!for!discussion,!reflection!and!further!development!at!the!college.!In!further!work!it!is!important!to!produce!ideas!of!action!on!how!to!stimulate!students!on!working!with!gender!questions!as!a!cooperative!process:!men!and!women!together.!!
Key!words:!Gender!equality,!higher!education,!male!kindergarten!teacher!students,!education,!educational!conditions,!motivation!%
Methodology/research%design:%We!have!focused!on!the!learning!and!educational!conditions!of!male!students!at!our!department.!To!address!this,!we!have!in!our!project!activities!taken!several!initiatives!to!tailor!education!and!pedagogy!more!closely!to!different!learners!and!situations.!Among!these!efforts!are!campus!networks!for!male!students,!interviewing!all!male!students!about!their!
background,!their!motivation!and!ambition!as!students,!mapping!their!way!into!the!college,!organizing!classes%with!50!V50!percent!male!and!female!students,!ensure!that!male!students!in!groups!meet!male!mentors!during!their!practicing!period!in!kindergarten!etc.!%
Expected%conclusions/Findings:!Expected!results!from!the!project!activities:!Less!dropout!from!the!study,!greater!job!satisfaction!and!better!motivation!for!the!study!and!for!later!work!in!kindergartens.%
Relevance%for%Nordic%Educational%Research:!Recruting!and!keeping!men!in!kindergartens!as!well!as!in!Early!Childhood!Education,!is!a!national!ambition!in!all!Nordic!countries.!To!share!and!discuss!experiences!in!this!area!is!important!for!achieving!these!goals.!
[332]%PROMISING%NORDIC%PRACTICES%IN%GENDER%EQUALITY%PROMOTION%`%SUCCESSES%AND%CHALLENGES.%% José!Adán!!Cardona!López1 ,!Mia!Heikkilä2 ,!Cecilie!Nørgaard3 ,!Ole!Bredesen!Nordfjell4 ,!Bergljót!Þrastardóttir5 ,!Firouz!Gaini6 ,!Mervi!Heikkinen7 1University$of$Oulu,$Faculty$of$Education,$Room$Ktk$330$,$P.O.Box$8000$,$Oulu,$Finland!2Mälardalens$Högskola,$Box$883,$Västerås,$Sweden!3Mangfold$(Vat$32053165),$Copenhagen$,$Denmark!4Reform,$Recource$Centre$for$Men,$Pb$28$Sentrum,$Oslo,$Norway!5Jafnréttisstofa$C$The$Centre$for$Gender$Equality,$Akurey,$Iceland!6University$of$the$Faroe$Islands.$Dept.$of$History$and$Social$Sciences,$Torshavn,$Faroe$Islands!7University$of$Oulu,$Faculty$of$Education,$Room$Ktk$319,$P.O.Box$8000,$Oulu,$Finland! Research%topic/Aim:%The!intersectional!analysis!of!promising!Nordic!practices!in!gender!equality!promotion!at!schools!and!kindergartens!among!Nordic!countries;!it!identifies!pedagogical!successes!and!emerging!challenges.!!
Nordic!collaboration!in!gender!equality!issues!has!a!fourVdecade!long!history.!During!the!past!few!years,!the!question!of!gender!equality!in!schools!and!preschools!has!received!a!lot!of!attention!in!Nordic!and!European!countries.!Reasons!for!this!lies!in!(1)!EU!laws!on!gender!mainstreaming,!UN!guidelines!like!CEDAW,!and!UN!sustainable!developmental!goals;!that!influence!the!overall!development!in!Nordic!societies.!These!has!caused!pressure!to!update!Gender!Equality!Laws!to!cover!equality!and!equity!in!schools,!and!(2)!when!boys!started!to!fall!behind!girls’!academic!achievement!in!western!countries!attention!on!gender!began!to!grow.!Changes!in!legislation!created!pressure!for!educational!professionals!to!develop!their!practices.!However,!gender!equality!promotional!practices!in!Nordic!countries!as!well!as!within!a!country!vary!greatly.!There!are!also!differences!in!inVservice!training!available!for!educational!professionals.!
Theoretical%frameworks:!Intersectional!analysis!of!gender!equality!promotion,!policies,!and!practices!in!schools!in!the!Nordic!countries.!
Methodology/research%design:%%This!case!study!examines!a!twoVcycleVproject!by!a!researchers’!group!from!The!Faroese!Islands,!and!the!Nordic!countries:!Finland,!Sweden,!Norway,!Iceland!and!Denmark.!The!firstVcycle!maps!and!compares!data!of!current!“promising!Nordic!gender!equality!practices”!at!schools!and!kindergartens.!The!secondVcycle!seeks!to!digitalize!the!findings!by!implementing!a!pilot!online!course!“Promising!Nordic!Practices”!EVtraining!(PNP2016)!for!inVservice!teachers,!principals!and!educators.!The!PNP2016!eVtraining!aims!to!disseminate!six!gender!equalityVfostering!practices!in!education.!The!six!practices!are:!(1)!gender!mainstreaming!in!education,!both!in!teaching!and!learning;!(2)!gender!equality!planning!at!schools!(GEP);!(3)!recruiting!gender!equality!educators!to!municipalities;!(4)!creating!a!Nordic!genderVequality!certificate!for!educational!institutions;!(5)!promoting!gender!balance!and!diversity!among!educational!staff;!and!(6)!gender!equality!work!with!students’!parents.!In!addition,!these!practices!inform!policymaking.!In!this!process!schools’!principals,!staff,!teachers,!and!gender!equality!activist!engaged!in!dialogue!in!the!various!Nordic!languages!and!use!English!as!lingua!franca.!
Expected%conclusions/Findings:!It!was!possible!to!recognize!the!key!elements!for!success!and!the!challenges!in!working!towards!gender!equality.!Answer!to!some!questions!may!ease!the!findings’!paradoxes:!is!it!possible!to!talk!about!Nordic!equality!model!in!education?!How!to!improve!Nordic!
gender!equality!promotion!in!education?!What!kind!of!support!educational!professionals!need!to!improve!gender!equality!work!in!educational!institutions?!The!research’s!conclusion!elaborates!on!the!successes!and!challenges!appearing!acrossVlocalities!in!relation!to!diversity,!in!gender!equality!promotional!practices,!policies!and!pedagogies.!!
Relevance%for%Nordic%Educational%Research:!Through!online!education,!digitalization!enables!collaboration!among!teacher!education!institutions!between!the!distant!Nordic!countries,!facilitating!harmonization!of!Nordic!education!and!gender!equality!model,!but!are!the!education!or!equality!globally!‘exportable’?!The!results!of!the!project!benefits!Nordic!collaboration!on!teacher!education!development.!!
Funding%Acknowledgment:!NIKK!funded!this!project!through!the!Nordic!Council!of!Ministers!Gender!Equality!Policy!Initiative.!!
[514]%PAIN,%EXPOSURE%AND%DISCOMFORT%AS%SENSITIVE%ASPECTS:%UNMASKING%EMOTIONAL%LABOUR%IN%SKIN%AND%SPA%THERAPY%EDUCATION%AND%TRAINING Eleonor!Linder!Eknor1 1Department$of$Behavioural$Sciences$and$Learning,$Linköping$University,$Linköping,$Sweden! Research%topic/Aim:%This!study!connects!to!the!term!“emotional!labour”,!coined!by!Hochschild!(1983),!and!explores!the!ways!through!which!skin!and!spa!therapy!students!learn!to!handle!both!their!own!feelings!towards!the!treatments!they!are!expected!to!perform!(and!the!bodies!they!are!supposed!to!work!on!visavi!the!client!relations!this!work!entail),!and!their!feelings!towards!the!treatments!they!are!expected!to!experience!and!make!their!bodies!available!for!as!part!of!their!training.!More!specifically,!aspects!in!the!learning!process!that!are!produced!as!sensitive!has!been!identified!in!the!material,!to!unmask!aspects!of!emotional!labour!that!are!specific!for!these!settings,!aspects!that!might!go!beyond!emotional!skills!that!are!central!for!a!large!part!of!vocations!concerned!with!service,!sales!and!health.!
Theoretical%frameworks:!Drawing!on!a!poststructural!approach,!inspired!by!Foucault,!regularities!of!description!and!selfVdescription!were!analysed.!This!approach!provides!analytical!tools!for!analysing!how!people!engage!with!discourse!in!this!microVcontext!of!education!and!training.!
Methodology/research%design:%The!material!consists!of!interviews!with!twenty!skin!and!spa!therapy!students!and!observations!of!practical!lessons!in!schools!providing!skin!and!spa!therapy!education!and!training.!
Expected%conclusions/Findings:!In!the!analysis,!three!themes!of!aspects!produced!as!sensitive!emerge;!Physical!pain,!nudity!and!exposure,!and!general!discomfort!concerning!bodies/bodily!practices,!including!the!therapist’s!eventual!disgust!for!certain!bodily!occurrences.!Here,!tough!and!enduring!subjectivities!emerge,!striving!to!overcome!the!obstacles!that!these!aspects!in!the!learning!process!might!become!in!the!process!of!becoming!a!professional.!The!participants!selfVposition!and!are!positioned!as!responsible!concerning!each!others’!learning!processes,!making!their!bodies!available!for!their!fellow!classmates!to!practice!on,!communicating!their!thoughts!and!feelings!as!posing!clients,!developing!their!empathic!abilities!towards!future!clients.!Joking!practices!emerge!as!regularities!in!these!situations,!constructing!the!aspects!produced!as!sensitive!as!harmless!and!manageable.!Joking!practices!is!also!seen!as!examples!of!empowering!strategies,!providing!possibilities!for!repositioning!oneself!as!an!active!subject.!The!emotion!work!that!emerges!in!the!material!cannot!be!separated!from!the!gendered!nature!of!these!settings,!connecting!to!wider!discourses!of!femininities.!
Relevance%for%Nordic%Educational%Research:!From!an!educational!perspective!it!is!important!to!unmask!aspects!of!emotional!labour!in!processes!of!learning!for!a!vocation!though!emotion!work!often!is!tacit!and!unacknowledged,!but!a!crucial!aspect!for!operating!successfully!as!a!professional.!
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[642]%EQUITY%IN%THE%NEOLIBERALISED%SWEDISH%UNIVERSITY? Caroline!Berggren1 ,!Minna!Salminen!Karlsson2 ,!Charlotte!!Silander3 ,!Helen!Peterson4 ,!Louise!Morley5 1Dep$of$Education$and$Special$Education,$Göteborg,$Sweden!2Center$for$Gender$Research,$Uppsala$University,$Uppsala,$Sweden!3Department$of$Pedagogy,$Växjö,$Sweden!4Department$of$Sociology$and$Work$Science,$Göteborg,$Sweden!5Centre$for$Higher$Education$and$Equity$Research$(Cheer),$Brighton,$United$Kingdom! The! political! economy! of! neoliberalism! has! become! entangled! with! higher! education! on! an!increasingly! global! basis.! An! important! aim! of! this! symposium! is! to!map! the! current! changes! and!complexities!of! a! system!and!pose!questions! about!how!neoliberalism! interacts!with!equity! in! the!Swedish!context.!
Sweden!has!traditionally!had!a!reputation!of!being!a!world!leader!in!equity!and!gender!equality!which!has!served!as!a!strong!policy!discourse.!However,!equity!is!not!an!indicator!in!higher!education!global!rankings.!Presenters!in!this!symposium!will!draw!on!feminist!theory,!poststructuralism,!and!critical!policy!perspectives!to!discuss!the!possibilities!of!maintaining!a!focus!on!equity!within!the!neoliberal!university.!
Troubling!IntraMActions:!Gender,!Neoliberalism!and!the!Global!Research!Economy!!!
Louise!Morley,!Centre!for!Higher!Education!and!Equity!Research!(CHEER),!University!of!Sussex,!UK.!
In!this!presentation,!I!will!discuss!the!gendered!implications!of!the!neoliberal!research!economy.!I!aim!to!explore!the!complexities!and!contradictions!of!neoliberal!discourse!and!how!it!has!become!entangled!with!higher!education!in!general,!and!with!the!research!economy!in!particular.!I!argue!that!neoliberalism!has!been!installed,!in!diverse!national!locations,!via!material,!discursive!and!affective!means!including!funding!and!employment!regimes!and!the!stimulation!of!a!range!of!emotions!including!fear,!shame,!competitiveness,!and!pride.!A!focus!will!be!on!how!academic!research!is!aligned!with!the!political!economy!of!neoliberalism.!That!is,!how!research!is!valued!for!its!commercial,!market,!and!financial!benefits.!When!this!is!entangled!with!the!onVgoing!misrecognition!and!underVrepresentation!of!women!as!research!leaders,!there!are!dangers!of!a!highly!gendered!and!exclusionary!research!economy.!!
Theoretically,!the!presentation!includes!Karen!Barad’s!concept!of!intraVaction!to!analyze!how!discursiveVmaterial!differences!between!research!winners!and!losers!are!created!and!sustained.!The!concept!of!intraVaction!addresses!the!question!of!the!making!of!differences,!of!‘individuals’!rather!than!assuming!their!independent!or!prior!existence.!It!is!not!that!there!are!no!separations!or!differentiations,!but!that!they!only!exist!within!relations,!in!coVproduction.!For!example,!research!quality!emerges!or!recedes!depending!on!how!it!intraVacts!with!a!range!of!constituents!including!dominant!policy!discourses,!its!financial!value,!methodological!paradigms,!the!status!of!the!researcher/!higher!education!institution!and!the!key!performance!indicators!in!audit!cultures.!IntraVaction!challenges!the!notion!of!a!fixed,!knowable!form!of!quality!in!research!and!suggests!that!evaluations!are!complex!entanglements!of!epistemologies,!ontologies!and!beliefs!systems.!Research!makes!the!world!intelligible!in!specific!ways!and!contributes!to!the!foreclosure!of!other!patterns!of!intelligibility.!The!optic!or!apparatus!for!observation!can!determine!what!is!seen.!A!key!question!is!whether!nonVeconomics,!counterVhegemonic!or!critical!scholarship!is!becoming!unfundable!or!
unknowable,!and!hence!socially!illegitimate.!This!raises!a!range!of!questions!about!how!equity!research!can!continue!to!flourish!in!socially!progressive!societies!such!as!Sweden!when!the!neoliberalisation!of!higher!education!is!steadily!advancing!V!often!by!stealth,!rather!than!by!revolution.!
Empirically,!the!presentation!draws!on!international!research!conducted!at!British!Council!seminars!on!Absent!Talent:!Women!in!Research!and!Academic!Leadership.!!SeventyVtwo!participants!from!South!and!East!Asia,!the!Middle!East,!North!Africa,!Australasia!and!Europe!were!invited!to!share!experiences!and!knowledge!of!genderVrelated!issues!in!higher!education,!including:!enablers!and!obstacles!to!women’s!progression;!policies!and!initiatives!that!make!a!difference;!data!available!at!institution/national!levels!on!participation!in!leadership!in!academia!by!gender!and!grade,!and!future!initiatives.!I!conclude!that!neoliberalism!has!reinforced!male!dominance!of!the!research!economy!by!valuing!and!rewarding!the!areas!and!activities!in!which!certain!men!have!traditionally!succeeded.!I!ask!how!Sweden!can!avoid!this!trend!in!its!crucially!important!equity!research?!
Entrepreneurship!in!Higher!Education!
Caroline!Berggren,!University!of!Gothenburg!and!Charlotte!Silander,!Linnaeus!University!!!!
SelfVemployment!is!regarded!as!a!potential!solution!to!unemployment.!Increasing!expectations!on!higher!education!graduates!to!contribute!to!welfare!and!economic!growth!through!innovation!and!selfVemployment!turn!women!into!a!group!regarded!as!an!underutilised!source!since!few!of!them!are!business!owners.!We!present!an!analysis!of!EU!policies!on!entrepreneurship!education!in!higher!education!departing!from!perspectives!of!ideologies!of!education!and!gender.!As!a!contrast,!we!present!a!largeVscale!analysis!of!the!actual!proportion!of!business!owners!among!some!large!professional!groups!in!Sweden.!!
We!use!a!categorisation!of!educational!ideologies!based!on!Schiro!(2008)!who!present!four!ideologies!of!education;!the!Scholar!Academic!ideology,!the!Social!Efficiency!ideology,!the!Learner!Centered!ideology!and!the!Social!Reconstruction!ideology.!Departing!from!these!ideologies!make!it!possible!to!analyse!educational!movements!in!time,!but!also!to!understand!the!educational!philosophies!among!policy!makers.!The!perspective!on!gender!is!categorised!as!liberal!(if!women!do!as!men!do!they!will!be!successful),!functional!(women!contribute!with!their!particular!knowledge),!or!structural!(societal!changes,!e.g.!organisation)!(Berggren!&!Olofsson,!2015).!
The!policy!analysis!is!based!on!a!selection!of!EU!documents!(n=26);!and!the!statistical!study!analyse!the!prevalence!of!selfVemployment!in!12!large!professional!groups.!Preliminary!results!from!policy!analysis!confirm!previous!research!where!the!liberal!gender!perspective!is!dominating;!for!example,!suggesting!women!need!to!change!their!field!of!education!into!STEM!(science,!technology,!engineering,!mathematics)!subjects.!Also!when!there!are!traces!of!a!functional!or!a!structural!perspective!these!are!influenced!by!the!liberal!perspective.!For!example,!policies!suggest!that!childcare!need!to!be!established!to!free!women,!but!men!are!not!mentioned.!!Men!are!seldom!noticed!as!having!a!gender!or!to!need!more!education,!despite!their!general!lower!level!of!education.!The!efficiency!or!production!perspective!is!overwhelmingly!where!education!primarily!is!viewed!as!functional!and!as!a!source!for!economic!growth!rather!than!believing!that!the!value!of!knowledge!derives!from!its!origins.!Results!from!a!statistical!analysis!(Silander!&!Berggren,!2016)!show!that!selfVemployment!were!rare!among!professionals!(aged!30V39!years!only!around!1V2!per!cent).!In!addition,!
a!majority!of!them!were!both!employed!and!selfVemployed.!Statistics!also!indicate!that!income!from!selfVemployment!is!low.!!
We!suggest!that!the!lack!of!results!from!EU!policies!can!be!found!in!the!oneVsidedness.!Absence!of!a!structural!gender!perspective!based!on!an!understanding!of!the!prerequisites!for!selfVemployment!and!a!wider!educational!perspective!could!lead!to!new!ways!of!thinking!about!innovation!and!selfVemployment.!!
Berggren,!C.,!&!Olofsson,!A.!(2015).!SelfVemployment!and!Field!of!Education!Understood!from!Current!Entrepreneurship!Research.!International$Journal$of$Gender$and$Entrepreneurship,$7(3),!291V302.!doi:!10.1108/IJGEV03V2013V0024!
Schiro,!M.!(2008).!Curriculum!Theory:!conflicting!visions!and!enduring!concerns.!London:!SAGE!Thousand!Oaks.!
Silander,*C.,*&*Berggren,*C.*(2016).*Political*Entrepreneurs*and*Women*́s*Entrepreneurship.*In*C.*Karlsson,!C.!Silander!&!S.!Daniel!(Eds.),!Political$Entrepreneurship$for$Regional$Growth$and$Entrepreneurial$Diversity$–$the$case$of$Sweden.!Cheltenham:!Edward!Elgar.!
TeacherMstudent!relationships!in!the!managerial!university!
Minna!Salminen!Karlsson,!Centre!for!Gender!Research,!Uppsala!University!
This!paper!deals!with!teachers’!working!conditions!in!higher!education!systems!influenced!by!a!neoVliberal!ideology!and!new!kinds!of!student!demands.!It!analyses!how!similarities!and!differences!in!these!contextual!factors!impact!on!teachers’!relationships!to!their!students!in!two!countries,!Sweden!and!England!
The!paper!is!based!on!a!Foucauldian!approach.!The!power!play!in!teacherVstudent!relations!in!managerial!universities!is!seen!in!two!different!ways.!On!the!one!hand,!institutions!(in!their!neoliberal!societal!context)!are!seen!as!exerting!invisible!power!over!staff!and!students!(Foucault,!1982,!Darbyshire!&!Fleming,!2008).!On!the!other!hand,!in!the!Foucauldian!approach!managerialism!can!be!seen!as!a!new!model!of!governmentality,!creating!new!positionings!as!well!as!new!spaces!of!power!for!teachers!and!students!(Gore,!1995,!Leask,!2012).!The!paper!is!based!on!a!metaVanalysis!of!research!literature!on!the!managerial!governance!of!universities!during!the!last!few!years.!In!both!countries!there!is!substantial!research!literature!about!students!and!their!expectations!on!the!one!hand!and!teachers/researchers’!working!conditions!on!the!other!hand.!This!study!scans!that!literature!to!focus!on!those!instances!when!these!two!meet!in!different!ways!and!in!particular!examines!the!gender!and!power!relations!inherent!in!those!meetings.!!
The!managerial!governance!has!different!impacts!on!men!and!women!(Leathwood!&!Reed,!2009).!Students,!colleagues!and!superiors!have!different!expectations!of!male!and!female!teachers.!How!the!expectations!are!gendered!is!increasingly!important!when!teachers!increasingly!are!required!to!fulfil!them.!In!the!current!neoVliberal!research!climate!in!both!countries,!and,!thus,!are!to!a!higher!degree!subjected!to!the!policies!influencing!teachers’!work.!TeacherVstudent!relationships!are!influenced!both!by!the!managerial!governance!of!universities!and!the!neoVliberal!discourses!that!both!teachers!and!students!embody,!and!the!positions!that!male!and!female!teachers!can!take!in!these!relationships!are!not!the!same.!
In!addition!to!viewing!managerial!universities!through!a!new!lens,!the!elaboration!of!differences!between!the!two!national!contexts!will!be!helpful!in!nuancing!the!references!to!English!research!on!the!area!in!Swedish!studies.!
Darbyshire,!C.!&!Fleming,!V.!E.M.!(2008).!Governmentality,!student!autonomy!and!nurse!education.$Journal$of$advanced$nursing!62!(2)!172–179.!
Foucault,!M.!(1982).!Technologies!of!the!Self.!In!Martin,!L.!H.,!Gutman,!H.!and!Hutton,!P.!H.!(eds)!Technologies$of$the$Self:$A$Seminar$with$Michel$Foucault.!Amherst:!University!of!Massachusetts!Press.!pp.16–49.!
Gore,!J.!M.!(1995).!On!the!continuity!of!power!relations!in!pedagogy.!International$Studies$in$Sociology$of$Education,!5!(2)165V188.!
Leask,!I.!(2012).!Beyond!Subjection:!Notes!on!the!later!Foucault!and!education.!Educational$Philosophy$and$Theory,$44!(1)!54V73.!
Leathwood,!C.!&!Read,!B.!(2009).$Gender$and$the$changing$face$of$higher$education:$A$feminised$
future?!London:!SRHE!&!Open!University!Press.$
Recruiting!and!Appointing!Academic!Leaders!in!the!Neoliberal!University:!Implications!for!Gender!Equality!
Helen!Peterson,!Department!of!Sociology!and!Work!Science,!University!of!Gothenburg!
The! shift! from! a! collegial! model! to! a! managerial! system! has! occurred! simultaneously! with! the!increase! of! women! in! management! positions! in! Swedish! higher! education.! This! raises! questions!about!whether!or!not!there!is!a!connection!between!neoliberalism!and!the!recruitment!of!women!to!leading!positions.!Will!the!academic!glass!ceiling!break!down!under!neoliberalism?!This!paper!adds!to!the! onVgoing! discussion! about! which! organisational! form! is! more! problematic! and! which! is! more!conducive!for!gender!equality!–!the!traditional!collegial!or!the!managerialist!–!by!exploring:!1)!how!neoliberalism! influences,! changes! and! impacts! on! strategies! for! recruitment! and! appointment! of!senior! managers! and! professors,! and! 2)! the! implications! of! these! changes! for! gender! equality! in!Swedish! higher! education.!More! specifically! it! investigates!whether! neoliberalism,! and! particularly!managerialism,! is! reVembedding! senior! academic! management! within! a! masculinist! culture! –! as!stated!in!previous!research!–!or!if!neoliberalism!instead!poses!a!challenge!to!the!system!of!exclusion!and!oppression!that!reVproduced!gender!inequalities!within!the!collegial!model.!
The!paper!investigates!this!while!taking!into!account!the!uneven!shift!from!the!traditional!collegial!to!the!new!managerialist!organisational!form!between!the!Swedish!higher!education!institutions.!It!thus!compares! how! different! Swedish! higher! education! institutions! deals! with! the! recruitment! and!appointment! of! senior! academic! managers! and! professors! and! how! different! strategies! can! be!developed! within! a! neoliberal! organisational! form.! When! academic! leaders! receive! more! direct!power! over! recruitments! and! appointments! within! the! managerial! model! this! can! restrict! the!influence! from! the! previously! powerful! professoriate,! which! can! imply! that! problems! with!“inbreeding”!or!homosociality,!nepotism!and!sexism! in! recruitment!and!appointments! to!academic!leadership! positions! can! fade! away.! The! analysis! shows! that! in! the! managerialist! model! the!recruitment! processes! have! become! more! formalised,! systematic,! transparent! and! structured.! In!addition,! the! academic! leader! ideal,! that! guides! these! recruitment! processes,! has! become! more!detailed!and!more!focused!on!management!qualities!and!leadership!experience.!
The! results! imply! that! neoliberalism! can! challenge! mechanisms! within! the! collegial! system! that!reproduces!gender! inequality.!They!also! imply,!however,! that!neoliberalism!and!managerialism!can!produce! new! problems! for! gender! equality.! Neoliberalism! potentially! creates! new! gendered!hierarchies!within!academia.!While!the!number!of!women!in!senior!management!positions!increases!this! also!means! that! women! have! to! take! on! time! consuming! administrative!work! tasks! and! that!leadership! positions! can! prevent! them! from! reaching! the! position! of! associate! professor! or! full!professor.!These!women!have!to!face!what!“really”!matters!in!academia!and!risk!reaching!dead!ends!in!their!career!paths.!
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[690]%HIGHER%EDUCATION,%CLASS%AND%GENDER.%YOUNG%MEN'S%PERCEPTION%OF%SUPPORT%FROM%GUIDANCE%COUNSELLORS%AND%TEACHERS Anna!Isaksson1 ,!Helena!Eriksson2 ,!Sara!Högdin2 1School$of$Education,$Humanities$and$Social$Sciences,$Halmstad,$Sweden!2School$of$Health$and$Welfare,$Halmstad,$Sweden! %
Research%topic/Aim:%The!aim!of!this!paper!is!to!contribute!to!the!knowledge!about!how!young!men!perceive!the!support!from!guidance!counsellors!and!teachers!during!their!years!at!compulsory!and!upper!secondary!school!when!it!comes!to!issues!related!to!higher!education.!How!do!the!guidance!counsellors!and!teachers!talk!about!higher!education!according!to!young!men?!What!kind!of!support!do!the!guidance!counsellors!and!teachers!offer!when!it!comes!to!future!educational!and!career!choices?!!
Theoretical%frameworks:!The!interplay!between!and!consequences!of!contemporary!constructions!of!masculinity!(Connell,!1995;!2003),!and!theories!of!field,!capital!and!gender!(Bourdieu!1984:!Skeggs!2002)!are!the!main!theoretical!elements!to!interpret!the!empirical!data.!!
Methodology/research%design:%The!empirical!data!consists!of!qualitative!interviews!with!25VyearVold!men!conducted!in!a!western!Swedish!municipality!during!2011V2014.!The!point!of!departure!is!primarily!in!the!young!men's!own!stories!about!their!perceptions!of!the!(lack!of)!support!and!their!interactions!with!teachers,!study!and!guidance!counsellors!during!their!years!at!compulsory!and!upper!secondary!school.!!
Expected%conclusions/Findings%and%relevance%for%Nordic%Educational%Research:!In!conclusion,!the!young!men!describe!the!guidance!counsellors!and!teachers!as!absent!and!afraid!of!influencing!the!young!men!and!their!educational!and!career!choices!(i.e.!to!study!at!the!university).!With!reference!to!the!analysis!of!the!empirical!data!the!authors!suggest!that!this!might!contribute!to!(some)!young!men's!reluctance!to!go!on!to!higher!education.!Several!genderVoriented!studies!have!shown!that!it!is!not!considered!compatible!with!certain!types!of!masculinity!constructions!for!boys!to!make!an!effort!in!school!and!show!an!interest!in!further!studies.!Constraining!constructions!of!masculinity!in!combination!with!the!lack!of!support!from!guidance!counsellors!and!teachers!raises!questions!about!higher!education,!gender!and!class!of!relevance!for!Nordic!educational!research.!!
% %
NETWORK 9
General Didactics
Network 9
General Didactics
[197]%OBSERVATIONS%AND%PERCEIVED%EXPERIENCES%IN%TWO%NON`FORMAL%LEARNING%ENVIRONMENTS% Anna!Maria!Hipkiss1 ,!Eva!Nyberg1 ,!Dawn!Sanders2 1Dept$of$Pedagogical,$Curricular$and$Professional$Studies,$University$of$Gothenburg,$Gothenburg,$Sweden!2University$of$Gothenburg,$Department$of$Pedagogical,$Curricular$and$Professional$Studies,$Gothenburg,$Sweden! Research%topic/Aim:%Plants!are!necessary!for!most!living!organisms!on!earth.!However,!research!has!shown!that!humans!do!not!notice!plants!to!the!same!extent!as!animals.!The!notion!of!“plant!blindness”!as!well!as!“zoocentrism”!are!concepts!discussed!related!to!teaching!and!learning!biology.!This!paper!presents!a!study!of!the!interaction!between!people!and!place!in!two!presented!natures!(nonVformal!learning!spaces);!a!rainforest!in!a!science!centre,!and!in!a!botanical!garden.!The!aim!of!the!study!is!to!a)!describe!teacher!students’!observations!and!discussions,!b)!their!perceived!sensory!experiences!and!c)!to!study!the!affordances!offered!by!these!two!settings.!!
Theoretical%frameworks:!Science!teaching!has!been!reported!to!benefit!from!varied!language!practices!through!the!use!of!metaphors!and!analogies,!stories!and!models.!Likewise!it!has!been!shown!that!emotions!and!aesthetic!experiences!are!involved!in!science!teaching!and!learning!and!that!sensoric!experiences!might!enrich!the!experience!of!living!organisms.!Regarding!plants,!their!smell,!colour,!the!flower’s!appearance,!scale!and!adaptive!features!also!draw!students’!attention.!Similarly,!multimodal!approaches!to!teaching!and!learning!science!have!been!shown!to!be!effective!in!engaging!students.!These!findings!suggest!that!multimodal!and!sensoric!experiences,!might!be!significant!for!bringing!about!a!shift!from!plantVblindness!towards!noticing!plants!and!their!importance!for!life!on!earth.!Therefore,!this!study!seeks!to!explore!the!affordances!sensoryVrich!environments!such!as!a!“tropical!rainforest”!offer,!in!two!different!settings;!one!where!animals!are!in!the!foreground!(Universeum,$Gothenburg)!and!one!where!plants!are!foregrounded!(the!greenhouse!in!Gothenburg$Botanical$Garden).!
Methodology/research%design:%Data!was!collected!over!a!period!of!four!days,!two!days!in!each!setting.!Two!different!groups!of!teacher!students!took!part!in!the!study.!As!they!walked!in!groups!through!the!rainforests!they!were!observed!and!their!actions!were!noted!on!a!protocol.!Their!communication!was!recorded!and!their!perceived!experiences!were!documented!by!an!individual!questionnaire.!From!the!observation!protocols!we!identified!locations!in!the!two!”rainforests”!where!the!visitors!stopped!for!a!longer!time.!These!locations!were!used!to!identify!points!in!time!in!the!recordings!in!order!to!analyse!the!interaction.!Since!plants!are!in!focus!for!the!study,!locations!in!the!science!centre!that!foregrounded!plants!were!also!included,!even!if!they!only!attracted!few!visitors.!The!questionnaires!were!used!to!elicit!visitors’!explicit!perceived!sensory!experiences.!Triangulation!was!enabled!through!the!use!of!observation!protocols,!recordings!and!questionnaires.!
Expected%conclusions/Findings:!We!expect!differences!in!attention!and!interaction!in!these!two!diverse!places.!Our!analyses!will!reveal!how!they!differ!and!enable!us!to!describe!the!affordances!that!these!two!different!learning!environments!offer.!!
Relevance%for%Nordic%Educational%Research:!According!to!the!Swedish!curriculum!for!compulsory!school,!students!should!learn!about!nature,!the!environment!and!sustainability.!This!study!will!contribute!to!the!knowledgeVbase!concerning!nonVformal!learning!environments!and!their!potential!for!teaching!biology!and,!specifically,!plant!blindness.!!
[234]%DIDACTICS%AND%THE%TACIT%DIMENSIONS%OF%COMPETENCES Anja!Kraus1 1Utbildningsvetenskap,$Växjö,$Sweden! Research%topic/Aim:!The!very!prototype!for!nearly!all!questions!put!by!teachers,!especially!in!the!context!of!a!conventional!school!lesson,!is:!“What!do!the!things!show!us?”.!There!is!a!whole!spectrum!of!possible!impacts!that!this!question!can!have.!The!aim!of!this!contribution!is!to!illuminate!the!scope!for!interpretation!of!this!classical!teachers´!question.%
Theoretical%frameworks:!Since!a!few!decennia!and!worldwide,!national!curriculum!reforms!have!led!to!fundamental!changes!in!the!educational!system.!The!ultimate!aim!of!education!has!been!redefined!as!the!acquisition!of!measurable!competences!rather!than!that!of!profound!knowledge.!As!a!consequence,!the!attainment!of!subject!knowledge!for!its!own!sake!has!been!superseded!by!the!acquisition!of!useful!skills!for!everyday!life.!(Böhle!et!al.!2004)!Competences!are!understood!as!facilitating!active,!openVminded,!exploratory,!dialogical!and!empathetic!approaches!to!particular!challenges!in!society,!school!and!private!life.!The!most!important!competence!in!this!respect!is!the!ability!and!willingness!to!learn!from!personal!experiences.!According!to!this!educational!goal,!especially!approaches$to$learning!become!a!central!theme!of!the!classes!in!school.!Those!approaches!today!are,!first!of!all,!ciphered!out!as!learning!strategies.!However,!I!will!depart!from!another,!a!bodyVphenomenological!angle:!It!is!a!wellVexperienced!phenomenon!that!“[…]!the!How!of!learning!retreats!into!darkness“!(MeyerVDrawe!2004:!90).!This!causes!quite!severe!problems!for!the!teachers!with!classes!of!up!to!30!pupils.!The!heterogeneity!of!the!pupils!regarding!their!horizons!of!experiences,!including!learning!experiences,!is!to!a!great!deal!hidden.!Therefore,!an!individualized!competence!development!is!a!huge!challenge!for!a!single!teacher.!!
Methodology/research%design:%Traditionally,!the!teachers!use!open!learning!settings!in!order!to!experience!the!pupils´!dispositions,!conditions!and!modes!and!ways!of!learning.!Today,!there!is!a!significant!flashback!to!direct!instruction!(Adams!&!Engelmann!1996,!Hattie!2013,!Helsper!&!Lingkost!2015).!The!very!prototype!for!nearly!all!questions!put!by!teachers,!especially!in!the!context!of!a!conventional!school!lesson,!is:!“What!do!the!things!show!us?”.!However,!there!is!a!whole!spectrum!of!possible!impacts!that!this!question!can!have.!In!my!contribution,!I!will!ask!after!the!thing$that$can$be$put$in$question!here.!Often,!maieutic!modes!of!imparting!information!are!preferred!in!the!classroom!education.!That!is!to!say,!knowledge!is!elicited!in!the!mind!of!a!person!by!interrogating!and!insisting!on!close!and!logical!reasoning.!The!aim!of!this!contribution!is!to!illuminate!the!scope!for!interpretation!of!this!classical!teachers´!question!a!bit!more.!
Expected%conclusions/Findings:!The!principle!aim!of!this!paper!is!to!work!out!the!degree!to!which!the!didactical!impulse!of!what$the$things$show$us!may!be!already!fully!expressed!by!questions!with!a!clear!answer,!or!questions!without!one.!The!relevance!of!the!things!in!the!field!of!pedagogy!might!also,!to!a!great!deal,!lie!beyond!verbal!expression!(Wittgenstein!1953,!Böhm!2007).!By!taking!a!spectrum!of!possibly!revealed!aspects!of!the!particular!didactical!question!into!account,!a!perspective!on!didactics!can!be!opened!up!that!helps!to!differentiate!the!bodyVphenomenologically!informed!pedagogical!theory!of!learning.!
Relevance%for%Nordic%Educational%Research:!Investigated!is!the!central!question!a!teacher!puts!–!worldwide.!
[251]%NEW%LEARNING%GOALS%DIRECT%STUDENTS%EMOTIONAL%"WILL"%TO%INNOVATE%AND%CHALLENGE%STUDENTS%SEF`DIRECTED%BILDUNG Birthe!Lund1 1Aalborg$University,$Instut$for$Læring$Og$Filosofi,$Aalborg,$Denmark! Research%topic/Aim:%The!new!concept!Learning!Goal!!and!!the!concept!of!students!Bildung!within!the!subject!Innovation!and!Entreprenuership!in!schools.!
Educational!goals!are!currently!being!replaced!by!specific!“learning!goals”!for!all!students,!as!described!in!the!guidelines!published!by!the!Danish!Ministry!of!Education!(2016).!These!learning!goals!are!meant!to!be!directly!observable!and!often!described!in!action!directed!verbs!.!
!Hypothesis!:!The!subject!(the!student)!is!!constructed!!as!an!“object”!to!political!and!educational!goals,!!when!deliberately!!operation!on!students!emotions!to!influence!!students!“will”!to!innovate,!and!herby!challenge!!the!general!!concept!of!Bildung!witin!schools!(Lund,!B.!!2015)!(Lund,!B.2011)!(Lund,!B.!2009).!
Theoretical%frameworks:!Educational!philosophy!(Gerd!Biesta)!,!!general!didactics!!,!Critical!Constructive!Pedagogy,!!!the!!concept!of!Bildung!
References!!
Biesta,!G.J.:!(2013)!Beautiful!Risk!of!Education!VInterventions:!Education,!Philosophy,!and!Culture!
Biesta,!GJJ.!!!(2010)!!!'Why!'What!Works'!Still!Won't!Work:!From!EvidenceVBased!Education!to!ValueVBased!Education'.!Studies!in!Philosophy!and!Education,!29!(5).!!
Biesta,!G.!!!(2009)!!!'Good!education!in!an!age!of!measurement:!On!the!need!to!reconnect!with!the!question!of!purpose!in!education'.!Educational!Assessment,!Evaluation!and!Accountability,!21!(1).!!pp.!33!V!46.!doi:!10.1007/s11092V008V9064V9!
Klafki,!Wolfgang!(2011)!Dannelsesteori!og!didaktik!–!nye!studier.!3.!Udgave!Pædagogik!til!tiden!
Lund,!Birthe!(2015)!The!Notion!of!Emotion!in!Educational!Settings!When!Learning!to!Become!Innovative!and!Creative!!in!Dealing!with!Emotions:!A!Pedagogical!Challenge!to!Innovative!Learning.!(Creative!Education!Bookseries;!Nr.!3).!!
Lund,!Birthe!(2011)!Hvordan!udfordrer!innovationspolitikker!uddannelsessystemet!og!etablerede!dannelsesidealer.!/!Didaktikk!i!Norden.!red.!/!Jorunn!H.!Midtsundstad;!Tobias!Werler.!1.!udg.!Kristiansand!:!Portal!Forlag,!2011.!s.!81V99.!!
Lund,!Birthe(2009)!The!Enterprising!Self!:!Innovationsevne!og!entreprenørskab!i!et!dannelsesperspektiv..!I:!Læring!og!erkendelse.!/!red.!Maziar!Etemadi!;!Merete!Wiberg!;!Michael!Paulsen!;!Søren!Harnow!Klausen.!København:!Aalborg!Universitetsforlag,!2009.!s.!109V136!(Filosofi!og!Læring;!1).!
!Skovmand,!Keld!(2016)!Uden!mål!og!med!–!forenklede!Fælles!Mål?!
Methodology/research%design:%The!general!goal,!!to!change!student’s!behavior!in!order!to!be!entrepreneurial!and!innovative,!is!!transformed!into!observable!goal.!The!directing!authors!of!the!learning!goals!!explain!this!transformation!by!referring!to!the!empiric!“turn!around!“!as!opposed!to!the!previous!“speculative!(normative)!knowledge!within!pedagogy!content!knowledge”.!This!paper!questions!this!assumption!by!analyzing!the!leaning!directed!goal!formulation!within!the!general!subject!of!entrepreneurship!and!innovation!from!the!perspective!of!general!didcatis.!
Expected%conclusions/Findings:!The!contradiction!between!VThe!empiric!“turn!around!“!as!opposed!to!the!“speculative!(normative)!knowledge!is!false!as!objectives!formulated!in!very!specific!learning!goals!are!founded!on!strong!values!which!direct!the!learning!goals!set!!for!students!!“worldVview”!and!attitude.!
Relevance%for%Nordic%Educational%Research:%The!concept!of!Bildung!and!“Almendannelse”!is!a!common!Nordic!concept!and!its!of!general!interest!to!know!how!this!concept!is!changing,!when!striving!for!innovative!and!creative!students.!
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[257]%A%COMPARATIVE%STUDY%OF%PRE`SERVICE%TEACHERS'%KNOWLEDGE%ON%RATIONAL%NUMBERS%BASED%ON%ANTHROPOLOGICAL%THEORY%OF%THE%DIDACTIC:%THE%CASE%OF%DENMARK%AND%INDONESIA Zetra!Hainul!Putra1 1Department$of$Science$Education,$University$of$Copenhagen,$Faculty$of$Education$and$Teacher$Training,$University$of$Riau,$Copenhagen,$Denmark! Research%topic/Aim:%The!aim!of!this!study!is!to!develop!a!model!to!comparative!study!of!teachers’!knowledge!on!rational!numbers.!This!model!is!applied!to!study!preVservice!teachers’!mathematical!and!didactical!knowledge!from!two!teaching!institutions!of!two!countries,!Denmark!and!Indonesia.!From!that!result,!it!can!be!seen!what!similarities!and!differences!can!be!identified!between!Danish!and!Indonesian!preVservice!teachers’!mathematical!and!didactical!knowledge!about!rational!numbers,!and!what!factors!can!be!identified!influence!the!results.!!
Theoretical%frameworks:!The!theory!is!based!on!anthropological!theory!of!the!didactic!(ATD)!which!apply!to!study!of!human!action!and!conduct!through!the!notion!of!praxeology!(Chevallard,!1992,!2006).$Chevallard!explained!that!a!praxeology$of!mathematics$is!a!scientific!description!and!analysis!of!humans’!thinking!and!doing!of!mathematics.!A!praxeology!consists!of!two!components:!praxis$or$practical!black,!and!logos$or$a!theoretical!block.!The!practical!block!is!about!a!type$of$task$(T)!and!techniques$(τ)!too!solve!the!task.!For!instance,!to!solve!addition!of!two!fractions,!a!technique!of!changing!each!fraction!into!a!same!denominator!and!add!numerators!is!needed.!Meanwhile,!the!theoretical!block!consists!of!a!technology$(θ)!and!a!theory$(Θ).!The!technology$(θ)!functions!as!a!justification!for!the!technique$(τ),!and!the!theory$(Θ)!describes,!explains,!or!justifies!the!technology$(θ).!For!the!example!of!adding!fractions,!an!argumentation!about!fraction!representation!becomes!a!technology$(θ)!to!justify!the!technique$(τ),!and!a!theory!of!fraction!arithmetics!justifies!the!technology$(θ).!
Methodology/research%design:%I!designed!collective!tasks!on!rational!numbers!that!can!study!preVservice!elementary!teachers’!mathematical!and!didactical!knowledge.!The!mathematical!problem!or!task!is!a!task!commonly!given!to!pupils!at!elementary!schools,!but!the!task!is!designed!based!on!a!situation!where!pupils!struggle!to!find!a!correct!answer!or!have!some!misconceptions.!The!teachers!have!to!analyse!this!situation!and!provide!some!mathematical$techniques.!They!work!individually!for!this!task,!and!then!bring!their!ideas!for!the!discussion!on!the!didactical$task.!So,!the!didactical!problem!or!task!is!a!task!how!teachers!handle!the!situation!and!suggest!some!didactical$techniques!to!further!pupils’!learning.!Generally,!the!didactical$task!is!strongly!linked!to!the!mathematical$task.!This!method!is!known!as!hypothetical$teaching$tasks$(HTT)!(DurandVGuerrier,!Winsløw,!&!Yoshida,!2010).!There!are!5!HTTs,!and!each!HTT!consists!of!an!illustration!of!mathematical!problem,!and!it!is!followed!by!two!questions!except!for!the!HTT4!(consists!of!3!questions)!and!the!HTT5!(only!a!question).!First!question!is!mostly!related!to!the!mathematical!task!that!preVservice!teachers!have!to!solve!individually!for!3!minutes,!and!then!followed!by!the!second!question!about!the!didactical!problem!for!5Vminute!discussion!in!pairs.!Each!pair!of!preVservice!teachers!randomly!solved!HTTs!in!different!time.!There!is!no!any!interruption!during!their!discussion!in!order!to!gain!the!nature!of!their!mathematical!and!didactical!thinking.!The!data!consist!of!written!answers!for!the!first!question!and!video!recording!for!the!second!question.!Especially!for!the!video!recording,!I!firstly!write!transcripts!for!all!groups!using!the!NVivo!version!11.0.0!(1497)!computer!programming.!Then,!the!written!
answers!and!video!transcripts!are!coded!based!on!the!mathematical$and$didactical$praxeologies$described!in!reference!models.$When,!there!are!some!texts!is!quite!difficult!to!be!coded,!they!are!discussed!to!other!researchers!who!are!experts!in!this!study.!HTTs!have!been!piloted!with!11!preVservice!lower!secondary!teachers!(will!teach!grade!4!–!9)!from!a!teaching!institution!in!Denmark!and!implemented!with!32!preVservice!elementary!teachers!(will!teach!grade!1V!6)!from!a!faculty!of!education!and!teacher!training!in!Indonesia.!
Expected%conclusions/Findings:!The!techniques!applied!by!preVservice!teachers!will!be!described!in!details,!and!the!technology!are!used!by!them!to!justify!those!techniques!will!be!discussed!as!well.!I!expect!that!there!will!be!some!factors!influence!the!results!in!the!level!of!pedagogy,!schools,!societies,!and!civilisations.!As!an!example,!certain!systematic!differences!of!the!teacher!education!systems!among!France,!Denmark,!and!Japan,!may!be!explained!the!differences!in!the!teacher!students’!performance!on!the!mathematical!tasks!(c.f.!DurandVGuerrier,!Winsløw!&!Yoshida,!2010).!!
Relevance%for%Nordic%Educational%Research:!Since!this!study!is!conducted!in!Denmark,!it!will!give!some!information!for!Nordic!educational!research.!The!result!will!explain!how!preVservice!teachers’!mathematical!and!didactical!knowledge!from!one!teaching!institution!in!Nordic!countries!can!be!difference!from!other!countries!such!as!Indonesia.!It!is!also!possible!to!study!the!differences!within!the!country!or!among!Nordic!countries.!!!!!!!!
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[291]%PEDAGOGY%IN%A%TRIADIC%PERSPECTIVE Herner!Saeverot1 ,!GlennVEgil!Torgersen2 ,!Tobias!Werler1 1Bergen$University$College,$Bergen,$Norway!2The$Norwegian$Defence$University$College$(Nduc),$Lillehammer,$Norway! Research%topic/Aim:%This!presentation!will!make!use!of!a!historical!approach!and!shed!some!light!on!why!educational!science!(utdanningsvitenskap)!was!introduced!as!an!overarching!research!discipline!and!how!educational!science!is!structured.!
Theoretical%frameworks:!According!to!the!late!Norwegian!educationist!Erling!Lars!Dale!Norwegian!pedagogy!(pedagogikk)!has,!since!the!1970s,!been!governed!by!a!practical!knowledge!regime!that!has!neglected!the!idea!of!pedagogy!as!an!independent!academic!discipline.!This!is!the!reason!why!Dale!took!issue!with!the!practical!knowledge!regime,!whereupon!he!constructed!the!concept!of!educational!science,!a!term!that!has!influenced!pedagogy!as!a!research!discipline!in!recent!years.!!
Methodology/research%design:%Through!an!analytical!and!critical!reading!of!Dale’s!construction!of!educational!science,!and!how!this!research!discipline!has!evolved!in!practice,!the!following!questions!are!addressed:!How!is!it!possible!to!get!pedagogy!out!of!the!practical!knowledge!regime?!How!might!we!strengthen!pedagogy!as!a!research!discipline?!Is!educational!science!fruitful!seen!from!the!perspective!of!research!and!pedagogy?!Why!is!it!important!to!construct!pedagogy!as!a!strong!and!independent!academic!discipline?!What!is!the!difference!between!educational!science!and!pedagogical!science!(pedagogikkvitenskap)?!What!are!the!tasks!and!research!objects!of!pedagogical!science?!Why!do!pedagogy!need!three!forms!of!knowledge:!educational!action!(pedagogisk!handling),!pedagogy!(pedagogikk)!and!pedagogical!science!(pedagogikkvitenskap)?!What!role!should!pedagogical!science!have!in!educational!research!(utdanningsforskning)?!
Expected%conclusions/Findings:!Based!on!the!analysis,!we!expect!findings!related!to!fundamental!political!structures!for!the!development!of!pedagogy!as!an!academic!discipline,!rather!than!scientific!structures.!The!field!of!practice!may!have!had!a!significant!impact!on!the!development!of!pedagogy,!and!drawn!the!discipline!away!from!scientific!requirements.!
Relevance%for%Nordic%Educational%Research:!Pedagogy!in!Scandinavia!has!a!distinguished!academic!structure,!and!our!approach!may!help!to!draw!this!in!accordance!with!the!structure!of!pedagogy!elsewhere!in!the!world,!especially!Germany.!We!are!launching!this!approach!as!a!basis!for!further!discussion.!
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[297]%THE%MAKING%OF%THE%DEMOCRATIC%CITIZEN:%A%QUESTION%FOR%GENERAL%DIDACTICS%OR%CIVIC%STUDIES%EDUCATION? Niclas!Månsson1,!Jonas!Nordmark2 1Mälardalen$University,$School$of$Education,$Culture$and$Communication,$Eskilstuna,$Sweden!2Mälardalen$University,$School$of$Education,$Culture$and$Communication,$Eskilstuna,$Sweden! Research%topic/Aim:%In!this!presentation!we!take!a!closer!look!at!the!relation!between!general!didactics!and!civic!studies!education!through!a!content!analysis!of!civic!studies!in!primary!education,!in!order!to!illuminate!some!general!motives!that!legitimizes!the!role!and!content!of!general!didactics.!It!seems!to!us!that!the!idea!of!general!didactics!in!Sweden!either!is!about!learning!theories!for!instruction,!regardless!the!subject,!or!emancipate!the!democratic!potentiality!of!the!subject.!In!this!presentation,!we!focus!on!the!latter.!!
Theoretical%frameworks:%With!the!help!from!Dewey’s!and!Klafki’s!understandings!of!school!as!an!engaging!part!of!democratic!society!we!discern!two!aspects!of!general!didactics.!In!relation!to!education,!one!emanates!from!democracy!and!learning,!and!the!other!springs!from!democratic!virtues!and!political!action.!!
Methodology/research%design:%With!these!two!understandings!in!mind,!we!engage!methodologically!in!a!critically!reading!of!the!Curriculum!for!compulsory!school!(LGR!11)!and!the!syllabus!for!civic!studies!in!primary!education!in!order!to!trace!some!similarities!that!might!give!civic!studies!a!central!position!for!democratic!socialization!in!general.!!
Expected%conclusions/Findings:%Through!a!critical!text!analysis,!we!reach!the!conclusion!that,!in!accordance!with!the!Swedish!curricula,!general!didactics!is!rather!to!be!understood!as!a!selective!tradition!within!civic!studies!education,!than!being!a!tradition!on!its!own!right.!!
Relevance%for%Nordic%Educational%Research:%Since!this!presentation!is!to!be!understood!as!a!theoretically!driven!argument!about!the!legitimacy!of!general!didactics,!it!contributes!to!a!discussion!about!didactics!in!general,!and!the!shortcomings!of!general!didactics,!in!the!context!of!Nordic!educational!research.!
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[405]%THE%KNOWLEDGE%CONSTRUCTION%IN%THE%SUBJECT%MATTER%OF%FOOD%AND%HEALTH%IN%THE%NORWEGIAN%SECONDARY%SCHOOL%TEACHER%EDUCATION% Lilja!Palovaara!Søberg1 1Inland$Norway$University$of$Applied$Sciences,$Hamar,$Norway! Research%topic/Aim:%This!paper!is!a!presentation!of!qualitative!PhDVproject!with!the!aim!of!discussing!the!professional!practice!and!!the!knowledge!construction!in!the!subject!of!Food$and$health!in!the!Norwegian!secondary!school!teacher!education.!!
Since!knowledge!construction!is!a!central!aspect!in!the!professional!practice,!the!research!questions!are!as!follows:!How!do!national!policy!documents!for!teacher!education!construct!knowledge!for!subject!of!Food$and$health?!How!do!teacher!educators!construct!knowledge!for!teaching!subject!of!Food$and$health?!How!do!students!construct!knowledge!in!their!learning!processes!in!Food$and$health?!
Theoretical%frameworks:!This!project!explores!the!knowledge!construction!as!a!social!and!pedagogical!phenomenon!through!Luhmanns’!theory!of!social!systems.!The!subject!of!Food$and$health!is!therefore!understood!as!a!social!subsystem!under!the!societies’!educational!function!system.!National!policy!documents!are!consequently!considered!an!expression!of!the!societies’!expectations!for!knowledge!construction!in!this!case.!Teaching!is,!according!to!Luhmann,!a!communicative!situation!with!the!particular!intention!of!facilitating!learning,!where!teachers!address!the!attention!of!their!students!towards!communication!of!the!actual!topic,!as!well!as!accompany!and!support!the!communication.!!Learning!is!an!ongoing,!individual!and!cognitive!process!based!on!the!interaction!between!an!individual!and!its!environment.!Luhmann!notes!that!there!is!no!causal!connection!between!the!teachers’!teaching!and!the!learning!of!students,!and!that!the!communication!understood!as!a!link!between!teaching!and!learning!is!the!key!concept!in!professional!pedagogical!practice.!Accordingly,!educational!technologies!are!a!noteworthy!resource!to!improve!the!quality!in!communication,!ergo!teaching!and!learning.!!
Methodology/research%design:%The!empirical!data!consist!of!political!documents!and!focus!group!interviews!of!a!total!of!10!teachers!and!20!students!from!2!university!colleges.!Interviewees!are!chosen!from!institutions!that!offer!60!ECTS!credits!in!the!subject!of!Food$and$health.!The!sample!is!based!on!voluntary!participation!and!practical!considerations.!!
My!research!focuses!on!the!relations!between!policy!documents,!teachers’!teaching!and!students’!learning!in!the!processes!of!knowledge!construction.!The!data!analysis!is!a!content!analysis!of!policy!documents!and!transcriptions!of!focus!group!interviews.!The!method!used!is!an!application!of!aboveVmentioned!theory;!an!operative,!constructivist,!hermeneutical!process!that!results!in!distinctions!between!intended!and!realised!knowledge!construction.!
Expected%conclusions/Findings:!The!demands!for!comprehensive!research!based!knowledge!about!professional!practices!within!all!school!subjects!are!increasing.!Research!in!teacher!education!generally!has!asked!questions!such!as!“What!should!teachers!know!and!be!able!to!do?”!Literature!!!!shows!a!broad!consensus!of!teacher!quality!being!a!significant!factor!in!students’!learning.!This!idea!has!commonly!been!challenged!by!question!of!what!teacher!professionalism!is,!and!by!questions!concerning!the!relationship!between!political!intentions!for!education,!implemented!teaching!and!
learning.!This!PhDVproject!might!provide!arguments!for!legitimizing,!facilitating!and!developing!the!professional!practice!in!subject!of!Food$and$health,!and!other!nonVcore!subjects!that!are!not!controlled!by!public!examinations.!The!methodological!contribution!of!the!project!could!be!of!general!interest!for!educational!research.!!!
Relevance%for%Nordic%Educational%Research:!Food$and$health!is!a!relatively!new,!practicalVaesthetic!subject!in!compulsory!schools!and!in!teacher!education.!It!replaced!Home!Economics,!wellVknown!in!Nordic!countries,!in!2006,!and!little!research!is!done!about!its’!pedagogical!practice.!
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[603]%TEXT%READING,%YOUTUBE,%OR%A%STICK%IN%THE%SAND%`%ON%STIMULATING%PSYCHOLOGICAL%LITERACY%IN%THE%2010S Christina!Blåvarg1 1Department$of$Education,$Stockholm$University,$Stockholm,$Sweden! Research%topic/Aim:%The!main!purpose!of!this!study!is!to!grasp!what!upper!secondary!school!teachers!aim!to!do!when!they!educate!in!psychological!knowledge!and!theories,!if!they!specifically!aim!to!stimulate!the!growth!of!psychological!literacy,!and!how!they!pursue!that!objective.!To!explore!the!use,!and!perceived!usefulness,!of!traditional!textbooks!and!texts,!Internet!and!social!media,!and!also!other!education!techniques!more!free!of!actual!artifacts.!
Theoretical%frameworks:!Today!digital!devices!and!networks!enables!knowledge,!correct!and!false,!to!travel!faster!than!ever!before.!Everyday!information!about!friends!and!family,!traffic!situations,!commercial!offers,!along!with!news!on!sustainability,!acts!of!terrorism,!inequality,!and!political!decisions!stream!relentlessly!through!social!media.!These!are!all!present!in!our!everyday!life!as!well!as!they!are!present!on!a!global!society!level.!To!deal!with!this!complex!and!multivariate!flood!of!information!and!make!sound!decisions!considerably!demands!is!put!on!the!receivers!concerning!knowledge!about!how!we!as!humans!think,!understand,!act,!react!and!make!decisions.!Citizens!of!tomorrow!need!to!master!some!of!this!knowledge!to!navigate!life!successfully.!They!need!to!have!some!psychological!knowledge!and!skills.!They!need!to!be!psychologically!literate!to!function!as!autonomous!individuals.!!
In!Sweden,!psychology!is!taught!as!a!schools!subject!in!upper!secondary!level!(e.g.,!the!Social!Science!program,!the!Economy!program).!Due!to!diverse!economical!conditions!between!schools!(e.g.,!municipal!decisions,!public!school,!private!school)!and!divergent!student!groups!(e.g.,!high!performance,!low!performance),!and!the!individual!teachers!(e.g.,!educational!level,!qualification,!pedagogic!strategies),!it!is!reasonable!to!expect!variations!in!how!the!subject!psychology!is!put!forward!within!the!stipulated!curriculum.!!
Methodology/research%design:%Information!is!gathered!through!semiVstructured!interviews!with!teachers!in!psychology!at!higher!secondary!level!in!Sweden.!Both!certified!subjects!teacher!and!not!subjects!qualified!teachers,!professionally!active!teachers!were!selected!to!qualify!for!a!wider!understanding!of!the!studied!topic!as!it!is!unfolding!today.!The!teachers!reflections!on!their!own!actions,!in!relation!to!their!pedagogical!methods,!and!their!understanding!of!the!concept!of!psychological!literacy!serves!as!the!epistemological!base!examined.!The!transcripts!of!these!interviews!is!discursively!analyzed,!with!emphasis!on!patterns!concerning!what!is!deemed!normal!and!expected,!and!what!is!excluded!concerning!pedagogical!methods,!use!of!artifacts,!and!psychological!literacy.!The!data!is!discussed!in!the!light!of!theories!of!discursive!analysis!and!psychological!literacy.!!
Expected%conclusions/Findings:!The!anticipated!outcome!is!to!advocate!ideas!on!ways!to!focus!the!research!on!the!teaching!of!psychological!literacy!in!the!modern!Nordic!society.!This!study!also!aims!to!contribute!to!our!knowledge!about,!and!a!broader!general!understanding!of,!the!teaching!of!the!psychologically!literate!citizen!of!the!future.!
Relevance%for%Nordic%Educational%Research:%This!research!aim!to!function!as!a!starting!point!for!a!Nordic!collaboration!in!comparative!curriculum!studies!concerning!the!school!subject!psychology.!
[643]%SCHOOL%EQUIPMENT%`%A%THEORY%ABOUT%ITS%FUNCTIONS%AND%EFFECTS Tobias!Werler1 ,!Ashild!Berg!Brekkhus1 1Bergen$University$College,$Bergen,$Norway! Research%topic/Aim:%In!this!paper!we!examine!the!importance!of!equipment!in!schools.!We!aim!to!contribute!to!a!clarification!of!what!is!included!in!the!concept!of!equipment!in!schools!and!what!is!not!covered.!We!identify!which!features!equipment!may!have!in!school.!Furthermore,!the!paper!aims!to!illustrate!how!equipment,!teaching!and!learning!are!interrelated.!That!is!how!equipment!manifests!itself!as!a!didaktik!category!in!teaching!situations.!We!classify!equipment!as!a!didaktik!category!that!can!be!observed!from!both!teachers!and!pupils’!perspectives.!
Theoretical%frameworks:!We!base!our!research!on!central!aspects!of!current!didaktik!theory!as!it!is!developed!in!the!Nordic!and!Germanic!countries!(Künzli!1998).!School!equipment!can!be!interpreted!as!an!underlying!"mediator"!that!inhibit!or!promote!teaching!and!learning!processes.!This!means!that!equipment!becomesrelevant!because!it!occurs!as!a!technical!liaison!between!the!three!didaktik!poles:!content!V!teacher!–!pupil.!However!unlike!teaching!aids!does!not!serves!a!source!of!information.!
Methodology/research%design:%Based!on!an!empirical!project!mapping!the!relation!between!curriculum,!school!qualities!and!school!equipment!in!upper!secondary!education!in!Norway!(Werler,!Berg!Brekkhus!et.al.!2016a/b)!we!build!our!theory!on!concepts!based!in!Bollnow!(1978),!Stewart!(1996),!Latour!(1993),!Wulf!(2005)!and!Willbergh!(2008).!!
Expected%conclusions/Findings:!We!outline!why!and!how!school!equipment!must!be!evaluated!in!relation!to!its!educational!function.!Further!we!show!how!school!equipment!technology!teaches!actions!of!both!teachers!and!pupils.!This!phenomena!is!at!the!same!time!starting!point!for!a!discussion!about!the!mimetic!aspects!at!the!use!of!school!equipment.!Finally!we!point!out!that!school!equipment!works!mainly!in!a!“invisible”!but!not!hidden!mode.!!!
Relevance%for%Nordic%Educational%Research:!The!provided!theory!corresponds!and!supports!very!well!the!major!theme!of!the!conference!and!is!relevant!for!much!of!educational!research!in!the!Nordic!countries.!This!is!especially!true!since!we!still!miss!both!theoretical!and!empirical!work!on!the!issue.!!
[671]%RESISTANCE%`%A%PART%OF%YOUTH`S%EVERYDAY%LIFE%IN%SCHOOL% Rannveig!Oliv!Myhr1 ,!Maria!!Øksnes1 1Programme$for$Teacher$Education,$Ntnu,$Trondheim,$Norway! The!topic!of!this!paper!is!youth’s!resistance!in!school.!Teachers!often!experience!that!the!students!act!in!ways!that!disturb!their!teaching.!Such!acts!can!be!described!in!different!ways.!One!way!to!describe!them!are!as!unwanted!forms!of!disturbance.!Another!way!these!acts!can!be!described!is!in!ways!that!acknowledge!that!they!belong!to!everyday!life!in!school.!When!students!act!in!ways!that!disturb!the!teaching!this!may!be!described!as!different!forms!of!resistance.!We!ask!what!vocabulary!pedagogy!make!available!to!describe!the!mentioned!acts!when!researchers!both!in!Norway!and!internationally!(cf.!Giroux,!2013)!have!suggested!that!education!seems!to!be!a!disciplinary!project.!In!this!paper!we!argue!that!pedagogy!needs!a!language!for!and!about!resistance!as!something!that!is!part!of!everyday!life!in!school.!
Theoretically,!we!lean!on!Jerome!Bruner!who!suggests!that!language!is!important!for!teacher’s!practical!acts!and!attitudes.!He!states!that!language!is!never!neutral:!it!imposes!a!particular!point!of!view.!The!question!of!the!language!of!pedagogy!is!closely!related!to!the!specific!problems!and!challenges!pedagogy!always!is!confronted!with.!This!means!that!teachers!and!pedagogues!always!need!to!discuss!what!vocabularies!they!perceive!as!valid!and!useful!(Bruner,!1997).!How!teachers!describe!certain!actions!will!be!of!importance!for!their!practice.!If!resistance!actions!are!interpreted!as!acts!of!disturbance!the!acts!change!from!being!viewed!as!part!of!everyday!life!in!school!to!something!that!needs!to!be!treated!in!some!way.!!
In!our!paper!we!methodologically!conduct!a!theoretical!discussion!where!we!point!the!direction!to!a!vocabulary!where!resistance!is!understood!as!something!that!need!not!be!associated!to!youth!with!some!kind!of!(learning)!problem.!Our!methodological!approach!for!this!theoretical!work!is!developed!by!Richard!Rorty!(1989)!in!his!theory!of!reVdescriptions.!This!means!viewing!reVdescriptions!as!useful!tools!that!makes!it!possible!to!see!a!language!“not!as!something!which!was!supposed!to!replace!all!other!vocabularies!(…),!but!simply!as!one!more!vocabulary!(…)”!(Rorty,!1989,!s.!39).!!
One!point!of!departure!for!our!theoretical!discussion!of!resistance!is!an!interview!with!a!principal!about!his!view!on!youth’s!resistance!in!High!school.!We!argue!that!there!is!a!need!for!a!vocabulary!that!is!in!line!with!the!issues!and!practices!the!principal!meets!in!school.!Our!findings!can!be!sorted!in!three!lines!of!argumentation!that!we!found!in!the!principals!vocabulary:!practical,!historical!and!ethical!argumentation!for!and!about!a!language!of!resistance.!We!draw!attention!to!practices!and!ideals!where!youth!are!described!through!a!language!where!resistance!is!understood!as!actions!to!be!acknowledged!as!part!of!the!everyday!life!youth!live!in!school.!This!language!represents!an!alternative!to!the!dominating!language!in!pedagogy!to!day!and!may!contribute!to!better!understand!and!describe!youth’s!lives!and!the!pedagogical!work!in!school.!!
[747]%DEVELOPING%DIGITAL%DIDACTICS% Elisabet!!BacklundVKärjenmäki1 ,!Ulla!!Granfors1 ,!Ria!!HeiläVYlikallio1 ,!Andreas!!Sundstedt1 ,!Mathilda!Staahl2 1Vasa$Övningsskola,$Åbo$Akademi$University,$Åbo,$Finland!2Vasa$Övningsskola,$Åbo,$Finland! %
Case:%A%national%project%on%learning%environment%at%Vasa%övningsskola%between%2006`2016.%
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Research%topic/aim:%The!aim!is!to!describe!how!to!develop!digital!didactics!at!a!certain!period!of!time,!2006V2016,!and!in!a!certain!place,!Vasa!övningsskola,!focusing!especially!on!the!reflections!by!teachers!and!headmasters.!Vasa!övningsskola!comprises;!preschool!to!9th!grade!and!upper!secondary!school.!It!is!also!a!teacher!training!school!within!teacher!education!at!Åbo!Akademi!university.!The!language!of!instruction!is!Swedish.!The!school!has!participated!in!a!national!learning!environment!project.!
Theoretical%framework:%Critical!pedagogical!and!didactic!perspectives!have!been!stated!on!the!way!schools!handle!the!digital!revolution.!Apart!from!the!“digital!leap”!in!society!during!this!period!of!time!there!has!also!been!a!reformation!of!the!curricula!of!primary!and!secondary!education,!in!early!childhood!education!and!in!!digitalization!of!the!national!matriculation!examination.!!
Methodology/research%design:%Data!has!been!received!by!interviewing!teachers!and!by!observing!the!work!in!the!classroom.!The!data!has!been!analyzed!by!teacher!trainees!(Håkans!2013;!Stenbacka!2016;!Storsved!2015!and!Södergård!2014).!Further!quality!data!has!been!given!by!teachers!and!headmasters!in!their!autobiographic!reports!and!accounts.!Some!quantitative!teacher!inquiries!are!also!included!as!background!information!and!followVup.!
%Expected%conclusions/findings:%The!results!show!the!difference!between!the!alternative!ways!of!thinking!and!the!development!of!digital!didactics!by!teachers!and!headmasters!in!a!time!when!curricula!are!written!and!implemented.!!
Relevance%for%Nordic%educational%research:%The!poster!presentation!will!give!new!insights!into!how!the!development!of!digital!work!at!a!certain!period!of!time!in!a!certain!place!in!relation!to!national!reforms!in!educational!politics.!Thus!the!project!contributes!to!new!knowledge!about!the!development!of!pedagogical!professionalism!and!school!development!and!digital!design,!as!well.!!!
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[747] DEVELOPING DIGITAL DIDACTICS Elisabet Backlund-‐Kärjenmäki1 , Ulla Granfors1 , Ria Heilä-‐Ylikallio1 , Andreas Sundstedt1 , Mathilda Staahl2 1Vasa Övningsskola, Åbo Akademi University, Åbo, Finland 2Vasa Övningsskola, Åbo, Finland
Case: A national project on learning environment at Vasa övningsskola between 2006-‐2016.
Research topic/aim: The aim is to describe how to develop digital didactics at a certain period of time, 2006-‐2016, and in a certain place, Vasa övningsskola, focusing especially on the reflections by teachers and headmasters. Vasa övningsskola comprises; preschool to 9th grade and upper secondary school. It is also a teacher training school within teacher education at Åbo Akademi university. The language of instruction is Swedish. The school has participated in a national learning environment project.
Theoretical framework: Critical pedagogical and didactic perspectives have been stated on the way schools handle the digital revolution. Apart from the “digital leap” in society during this period of time there has also been a reformation of the curricula of primary and secondary education, in early childhood education and in digitalization of the national matriculation examination.
Methodology/research design: Data has been received by interviewing teachers and by observing the work in the classroom. The data has been analyzed by teacher trainees (Håkans 2013; Stenbacka 2016; Storsved 2015 and Södergård 2014). Further quality data has been given by teachers and headmasters in their autobiographic reports and accounts. Some quantitative teacher inquiries are also included as background information and follow-‐up.
Expected conclusions/findings: The results show the difference between the alternative ways of thinking and the development of digital didactics by teachers and headmasters in a time when curricula are written and implemented.
Relevance for Nordic educational research: The poster presentation will give new insights into how the development of digital work at a certain period of time in a certain place in relation to national reforms in educational politics. Thus the project contributes to new knowledge about the development of pedagogical professionalism and school development and digital design, as well.
NETWORK 10
Higher Education
Network 10
Higher Education
[16]%IMPROVING%EDUCATIONAL%RELEVANCE:%TAILORING%LEADERSHIP%EDUCATION%TO%UNPREDICTABLE%PROFESSIONAL%RESPONSIBILITIES% Tone!Cecilie!Carlsten1 ,!Reidar!Skaug2 ,!Berit!Kristin!Haugdal2 1Nordic$Institute$for$Studies$in$Innovation,$Research$and$Education$(Nifu),$Oslo,$Norway!2Norwegian$Military$Academy,$Oslo,$Norway! Research%topic/Aim:%Relevance!is!a!common!concept!in!educational!policy!and!practice!(e.g.!Gibbons!1998,!EU!Commission!2010;!2012,!Teichler!2015).!Indicators!of!relevance!are,!however,!seldom!a!topic!of!thorough!discussion.!If!at!all!defined,!relevance!is!often!mentioned!as!an!end!result!of!educational!programs!in!terms!of!employability.!The!question!of!how!higher!education!institutions!may!work!to!improve!students’!and!stakeholders’!experience!of!relevant!education!is!rarely!a!subject!for!investigation.!!Attempting!to!fill!this!gap!in!higher!education!pedagogical!research,!we!ask:!What!is!educational!relevance,!and!how!may!we!improve!it?!The!aim!of!this!paper!is!to!redefine!the!concept!of!educational!relevance,!and!to!present!a!tool!designed!to!improve!relevance!in!higher!education.!
Theoretical%frameworks:!Our!analytical!framework!is!founded!on!insights!on!the!concept!of!educational!relevance!from!both!educational!philosophy!(Scheffler!1969,!Schutz!1971)!and!from!substantial!theories!related!to!academization!and!quality!development!in!higher!education!(Burgess!1972,!Harvey!&!Green!1993,!Stokes!1997,!Kyvik!2009,!Humburg!et!al!2013,!Simpson!2013,!Terum!&!Smeby!2014,!Hovdhaugen!et!al!2016).!!
Methodology/research%design:%The!paper!is!based!on!data!from!a!mixed!methods!research!project!at!the!Norwegian!Military!Academy;!one!of!Norway’s!prestige!higher!education!institutions!offering!leadership!education.!The!Academy!is!currently!facing!multiple!political!challenges,!as!the!Norwegian!government!is!suggesting!major!structural!changes!in!the!military!education!sector.!The!suggested!changes!are!more!or!less!equivalent!to!recent!largeVscale!merger!demands!in!the!civil!higher!education!sector!in!Norway,!Sweden!and!Denmark.!The!paper!should!therefore!be!of!interest!to!all!involved!in!research!on!or!management!of!leadership!programs!in!Nordic!higher!education.!!
As!the!leadership!program!at!the!Military!Academy!is!especially!targeted!for!relevant!but!unpredictable!professional!leadership!tasks!(peace!negotiations,!conflict!management!and!war),!it!serves!as!a!good!case!for!illustrating!strategical!and!practical!work!on!relevance!in!novel!perspectives!(Carlsten!et!al!2016).!!
Our!data!consist!of!documents,!statistical!data!from!student!surveys,!as!well!as!data!from!interviews!with!stakeholders!and!school!leadership.!The!methodological!approach!is!based!on!a!theoryVstakeholder!evaluation!model!developed!to!handle!complex!considerations!in!implementation!processes!in!modern!public!administration!(Vedung!2012).!!
Expected%conclusions/Findings:!The!paper!illustrates!how!relevance!may!be!assessed!both!as!a!pedagogical!process!and!as!a!result,!with!a!particular!focus!on!leadership!education.!For!a!leader!to!handle!unpredictable!situations,!(s)he!needs!to!develop!competence!to!handle!changes!in!his/her!own!and!in!stakeholders’!understanding!of!what!is!seen!as!relevant!in!different!contexts.!We!conclude!with!some!examples!on!how!the!Military!Academy!in!Norway!uses!a!«relevance!tool»!in!curriculum!decisionVmaking,!and!as!part!of!pedagogical!processes!in!times!of!uncertain!political!conditions.!!!
Relevance%for%Nordic%Educational%Research:!Our!findings!call!for!a!discussion!of!how!we!use!the!concept!of!relevance!in!everyday!professional!and!pedagogical!discourse,!and!how!it!is!used!and!interpreted!in!strategic!documents!related!to!higher!education!in!the!Nordic!countries.!
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[29]%HIGH%HOPES,%POOR%RESULTS?%IMPROVING%ORGANIZATIONAL%DEVELOPMENT%PROCESSES%IN%UNIVERSITIES ChristianVAlexander!Klinke1 1Carl$von$Ossietzky$Universität$Oldenburg,$Höchst$/$Odw.,$Germany! Research%topic/Aim:%%Due!to!prefabricated!solutions!taken!from!the!private!economy,!often!unclear!conditions!and!responsibilities,!etc.!!a!considerable!number!of!external!consulting!firms!projects!to!universities!are!not!as!successful!as!they!could!be.!If!external!consultancy!projects!are!carried!out!with!a!higher!degree!of!transparency!and!awareness,!both!sides,!the!customer!and!the!contractor,!will!benefit!from!the!improved!communication!of!BOTH!consultant!agencies!and!university!advisors!will!facilitate!productive!discourse!and!performanceVbased!qualitative!outcomes.!!
This!is!a!work!in!progress!that!will!examine!the!development!of!methodological!successVconditions!of!external!consultation!processes!in!higher!education.!It!explores!the!feasibility!of!external!consultation!processes!toward!the!improvement!of!the!advisory!processes!in!higher!education.!!
Theoretical%frameworks:%%Traditional!management!consultancies,!advising!mainly!privateVsector!enterprises!have!difficulties!in!understanding!the!peculiarities!and!specific!structural!conditions!of!higher!education.!Universities!and!scientific!institutions!cannot!be!sufficiently!analyzed!with!those!methods!and!instruments,!because!they!do!not!!apply!to!their!functional!and!hierarchical!structure!as!an!expertV!organization.!This!has!implications!for!the!organization!and!the!dynamics!of!change!processes!in!higher!education!(Altvater!2007!:!13).!University!organizations!themselves!are!often!forced!to!find!compromises!in!lengthy!decisionVmaking!processes.!These!processes!impede!innovative!solutions!rather!repeatedly.!At!the!same!time,!structural!development!processes!can!be!blocked!by!the!wide!autonomy!of!the!base!units.!The!central!problem!of!organizations!composed!of!loosely!coupled!systems,!is!thus!that!the!respective!units!to!focus!on!their!particular!interests,!a!development!of!the!organization!as!a!whole!is!not!in!view!and!thereby!impede!this!(Altvater!2007!:!13).!
Methodology/research%design:%%The!empirical!research!will!be!based!on!the!following!steps:!
Description!of!the!current!state!of!research!on!the!topic,!as!well!as!the!relevance!of!the!topic!
Anonymous,!qualitative!interviews!with!selected!interviewVpartners!(3!interviews!with!university!professors,!3!with!external!consultants!in!higher!education!conducted).!!
Elevation!by!a!previously!created,!coded!guideline;!!based!on!the!method!of!“qualitative!content!analysis”!according!to!MAYRING!(Mayring!2000).Interpretation!of!the!evaluated!results.!Creation!of!interpretation!on!the!basis!of!this!success!conditions!for!consultation!processes!in!higher!education.!
Expected%conclusions/Findings:%Aggregated!information!will!provide!insight!into!the!presence!and!improvements!of!external!consulting!processes!in!third!level!institutions.!%
Relevance%for%Nordic%Educational%Research:%The!output!of!this!research!adds!new!content!in!the!field!of!external!consulting!processes!in!third!level!institutions!and!provides!an!inside!look!into!the!necessities!of!!methodological!improvements!of!the!current!external!consulting!approaches!in!general.!
I!would!like!to!present!my!research!as!a!poster!presentation!to!the!higher!education!network!section!of!the!NERA!network.%
[34]%WHAT%CONSTITUTES%SUCCESSFUL%ACADEMIC%MENTORS?%%AN%ANALYSIS%OF%FACTORS%AND%OUTCOMES Cynthia!Northington!Purdie1 ,!ChristianVAlexander!Klinke2 1William$Paterson$University,$Wayne,$United$States!2University$of$Oldenburg,$Oldenburg,$Germany! Research%topic/Aim:!This!study!explores!the!needs!and!importance!of!scientific!or!academic!and!professional!support!via!mentoring!in!higher!education.!!!It!is!proposed!that!high!quality!mentoring!in!higher!education!can!make!the!difference!between!successful!and!timely!completion!of!a!graduate!program,!and!failure.!!!
Theoretical%frameworks:!In!Best$Practices$in$Academic$Mentoring:$A$Model$for$Excellence,!Nick!et!al!(2012)!assert!that!there!are!six!factors!that!constitute!effective!mentoring!practices!in!an!academic!setting.!!These!factors!include:!establishing!and!solidifying!appropriate!dyads,!goal!setting,!advocacy!of!the!mentor!and!integration!into!academic!culture.!!!
Methodology/research%design:%In!order!to!determine!the!presence!and!quality!of!the!mentoring!received!and!given!in!academia!
,!a!qualitative!Likert!type!survey!with!questions!that!resonate!specifically!to!that!of!Nick!et!al!(2012)’s!model!has!been!created!and!will!be!administered!to!both!graduate!level!candidates!and!their!mentors.!
Expected%conclusions/Findings:!!Aggregated!information!will!provide!insight!into!the!presence!and!quality!of!academic!mentorship!in!our!sample.!!A!needs!assessment!based!on!the!data!will!provide!insight!into!the!future!of!academic!mentorship.!!
Relevance%for%Nordic%Educational%Research:!The!analysis!of!the!efficacy!academic!mentoring!practices!is!in!keeping!with!the!conference!theme!of!tailoring!education!and!pedagogy!to!different!learners!and!situations.!The!outcomes!of!this!research!could!inform!mentorship!practices!towards!more!productive!professional!outcomes.!!
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[52]%VALIDATION%OF%COGNITIVE%COMPLEXITY%OF%INTEGRAL%CALCULUS%PROBLEMS:%A%PILOT%STUDY Jerry!Obiekwe1 1The$University$of$AkronCWayne$College,$Orrville,$44667,$United$States! Research%topic/Aim:%Validation!of!Cognitive!Complexity!of!Integral!Calculus!Problems:!A!Pilot!Study!
Theoretical%frameworks:!Textbooks!in!calculus!have!well!established!theorems!and!steps!on!how!to!solve!calculus!problems.!The!theorems!and!the!conceptual!framework!are!first!established!through!rigorous!proofs!followed!by!steps!of!solving!problems!related!to!the!theorems!via!specific!examples.!Cognitive!complexity!of!calculus!problems!are!essentially!the!steps!involved!in!bring!those!problems!to!accurate!solution.!These!steps!are!well!documented!in!calculus!textbooks.!Essentially,!these!steps!can!be!likened!to!the!thinking!process!students!go!through!in!order!to!solve!a!problem.!!!
Recent!advances!in!cognitive!psychology,!particularly!in!problem!solving,!have!increased!our!understanding!of!how!people!solve!complex!problems.!Essentially,!cognitive!psychology!has!catalogued!different!methods!humans!use!in!problem!solving!in!a!general!sense.!It!has!also!made!contributions!regarding!the!detailed!specifications!of!knowledge!requirements!of!various!psychological!processes!involved!in!problem!solving,!particularly!in!domainVspecific!disciplines!such!as!mathematics.!For!example,!several!researchers!have!proposed!the!knowledge!requirement!in!solving!arithmetic,!algebraic,!geometric!and!differential!calculus!problems.!However,!by!merging!cognitive!psychology!and!psychometrics!methods,!the!validation!of!these!procedures!become!possible.!The!purpose!of!this!study!is!to!investigate!the!validity!of!the!steps!in!solving!integral!calculus!problems!as!outlined!in!calculus!textbooks!via!linear!logistic!test!model!(LLTM).!!
Methodology/research%design:%Linear!logistic!test!models!(Fischer,!1973)!is!a!mathematical!model!that!provides!the!means!to!detect!and!control!the!sources!of!item!difficulty!by!way!of!item!difficulty!decomposition.!This!test!model!can!provide!information!regarding!the!thinking!processes!or!the!cognitive!complexity!of!the!problem!with!implications!to!measurement,!test!development,!and!learning!and!instruction.!The!data!for!this!study!were!collected!over!several!semesters!from!university!students!enrolled!in!calculus!course.!!
Expected%conclusions/Findings:%The!methodology,!results,!conclusions!and!implications!to!teaching!and!learning!will!be!discussed!in!detail.!!
Relevance%for%Nordic%Educational%Research:!Since!this!paper!has!implications!to!educational!measurement!in!the!discipline!of!teaching!and!learning,!it!is!consistent!with!the!objectives!of!NERA.!
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[53]%EXAMINING%THE%VALIDITY%OF%AN%UNDERGRADUATE%MATHEMATICS%ASSESSMENT%INSTRUMENT Jerry!Obiekwe1 1The$University$of$AkronCWayne$College,$Orrville,$44667,$United$States! Research%topic/Aim:%Examining!the!validity!of!an!Undergraduate!Mathematics!Assessment!Instrument.!!
Theoretical%frameworks:%Course!level!assessment,!which!has!become!a!household!phrase!in!American!higher!education,!is!an!investigative!process!of!ascertaining!how!much!of!the!learning!outcomes!and!critical!thinking!skills!are!being!learned!by!students.!The!process!is!supposed!to!be!independent!of!other!course!evaluations!that!eventually!culminates!to!grade!assignments.!It!is!also!a!process!where!the!outcomes!can!be!used!to!improve!instructional!strategies.!The!legislators,!whose!subventions!the!universities!need,!and!other!stakeholders!such!as!the!accrediting!agencies,!are!demanding!that!faculty!produce!other!evidence!that!assigned!grades!are!related!to!proficiency!in!the!learning!outcomes!as!well!growth!in!critical!thinking!skills.!Oftentimes!in!domain!specific!subjects!like!mathematics,!critical!thinking!is!inextricably!related!to!proficiency!in!the!learning!outcomes.!The!latest!assessment!model!demands!the!untangling!of!this!relationship!in!order!to!provide!separate!evidence!of!proficiency!in!learning!outcomes!and!critical!thinking!skills.!
Methodology/research%design:%One!approach!is!to!develop!an!assessment!instrument!to!be!used!as!a!preVtest!at!the!beginning!of!the!semester!and!as!a!postVtest!at!the!end!of!the!semester.!Significant!gains!between!the!preVtest!and!postVtest!data!may!suggest!significant!gains!in!the!learning!outcomes.!However,!the!authenticity!of!the!data!emanating!from!the!assessment!instrument!must!be!verified.!Essentially,!the!validity!and!the!reliability!of!the!assessment!instrument!must!be!investigated.!One!way!to!examine!the!validity!and!reliability!of!the!assessment!instrument!is!through!item!response!theory!analysis!(IRT).!Item!Response!Theory!is!a!mathematical!model!where!the!probability!of!answering!an!item!correctly!on!a!test!is!linked!to!the!ability!of!the!student,!the!difficulty!of!the!item!and!the!discrimination!of!the!item.!These!three!parameters,!ability,!item!difficulty!and!item!discrimination!are!derived!from!the!student!responses.!!
Expected%conclusions/Findings:!This!study!examined!the!psychometric!quality!of!assessment!instrument!for!an!undergraduate!mathematics!course.!The!methodology,!results,!conclusions,!and!its!implication!to!teaching!and!learning!mathematics!will!be!discussed.!!
Relevance%for%Nordic%Educational%Research:!Since!this!paper!has!implications!to!the!scholarship!of!teaching!and!learning!and!assessment!of!learning!outcomes,!it!is!consistent!with!the!objectives!of!NERA.!
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[91]%EXPLORING%THE%POTENTIAL%OF%SKETCHING%IN%DESIGN`BASED%RESEARCH Heidi!Hautopp1 ,!Peter!Gundersen2 1Aalborg$Universitet,$København$Sv,$Denmark!2Aalborg$University,$København$S,$Denmark! Research%topic/Aim:%This!project!aims!at!exploring!the!potential!of!using!various!sketching!techniques!as!an!integrative!part!of!doing!DesignVBased!Research!(DBR)!in!higher!education.!The!target!group!is!researchers!at!universities!and!university!colleges!within!the!field!of!education.!!
Theoretical%frameworks:!Western!culture!has!consistently!privileged!the!spoken!and!written!word!as!the!highest!form!of!intellectual!practice!and!seen!visual!representations!as!secondVrate!illustrations!of!ideas!(Mirzoeff,!2002).!We!argue!for!an!approach!where!visualV!language!and!rhetoric!are!acknowledged!as!important!components!in!how!we!generate!knowledge!and!learn.!Sketching!has!been!used!by!designers!across!numerous!proficiencies!as!an!integrative!part!of!everyday!practice!and!has!proven!to!have!a!multitude!of!purposes!in!professional!design!(Olofsson!&!Sjölén!2007).!!!
The!attributes!of!sketches!of!ambiguity!and!disposability!nurture!the!continuous!unfolding!of!problem!setting!and!solving.!This!dialectic!process!can!be!identified!in!sketch!theory!through!the!purposes!of!investigative!and!explorative!sketching!that!can!easily!coVexist!within!the!same!sketch!(Olofsson!&!Sjölén!2007).!Goldschmidt!uses!the!term!“backtalk$of$self$generated$sketches”$!as!the!sketcher!reads!the!sketch!off!more!than!was!invested!in!is!making!and!is!highly!sensitive!to!possible!clues!which!potentially!can!trigger!development!in!the!idea!and!knowledge!generating!process!(Goldschmidt,!2003).!Despite!a!growing!interest!in!design!in!educational!research,!case!studies!documenting!how!to!implement!sketching!in!DBRVprojects!remain!scarce!(Wyche!&!Grinter!2012).!!
Methodology/research%design:%The!project!revolves!around!a!series!of!workshops!across!different!universities!and!university!colleges!where!researchers!engage!in!the!field!of!visual!representation!and!sketching!in!higher!education!put!forward!and!discuss!emerging!techniques!for!implementing!visual!elements!in!DBR.!The!empirical!findings!are!based!on!participatory!observations!and!interviews!with!participants.!!
Expected%conclusions/Findings:!We!expect!to!generate!a!series!of!design!principles!related!to!working!with!visual!representation!and!sketching!in!research!and!higher!education.!Based!on!participants’!experiences!we!will!conclude!on!how!sketching!can!be!used!as!a!larger!part!of!their!working!practices.!!
Relevance%for%Nordic%Educational%Research:!DesignVBased!Research!has!a!strong!community!in!the!Nordic!countries!with!the!biVannual!conference!Design$for$Learning!as!the!spearhead!of!methodological!discussions.!The!project!contributes!with!new!insights!to!the!ongoing!development!of!this!emerging!field!of!research.!!
References%Goldschmidt,!G.!(2003).!The!Backtalk!of!SelfVgenerated!Sketches.!Design!Issues,!19!(1),!72V88.!Mirzoeff,!N.!(2002).!The!Visual!Culture!Reader.!Routledge!(2nd!ed.)!Olofsson,!E.!&!Sjölén,!K.!(2007).!Design!Sketching.!KEEOS!Design!Books!AB.!Wyche,!S.P.!&!R.!E.!Grinter!(2012).!“Using!Sketching!to!Support!Design!Research!in!New!Ways:!A!Case!Study!Investigating!Design!and!Charismatic!Pentecostalism!in!São!Paulo,!Brazil”!in!Proceedings!of!the!iConference!2012.!Toronto,!Canada.!February!7V10.!63V71.!
[124]%A%STUDENT%ORIENTED%COURSE%DESIGN%MODEL%FOR%HIGHER%EDUCATION% Linda!RenelandVForsman1 1Department$of$Pedagogy,$Växjö,$Sweden! Research%topic/Aim:%This!is!a!case!study!testing!a!model!for!designing!courses!and!programs!in!Higher!Education!for!changing,!analysing!and!implementing!student!oriented!course!design.!The!model!addresses!processes!necessary!to!activate!to!diminish!the!gap!between!what!students!bring!to!learning!and!course!objectives.!
The!model!is!the!product!of!a!fourVyear!project!with!the!aim!to!enhance!teachers!competences!on!student!activity!and!support!students’!knowledge!building!processes!influencing!goal!fulfilment!and!completion!rates.!The!model!is!now!implemented!also!outside!teacher!training!for!independent!courses!in!Pedagogy.!!
Theoretical%frameworks:!The!model!is!framed!by!theories!of!meaning!making!identifying!three!main!areas!of!research!in!Higher!Education!Pedagogy!important!to!address!as!didactic!considerations!when!trying!to!make!a!stand!against!more!deterministic!and!neoVliberal!influences!on!education!that!view!students!as!more!passive!recipients!of!knowledge.!The!three!areas!with!consequences!for!student!meaning!making!as!course!design!are:!
• Student!expectations!and!experiences!
• A!multimodal!turn!
• Knowledge!as!socially!constructed!
Methodology/research%design:%This!project!is!action!research!based!in!that!sense!that!teachers!have!been!researching!their!teaching!practice!constructing!the!preliminary!empirical!data!(onVgoing!project).!GoalVfulfilment!(retention!rates),!focusVgroups!interview!with!students!and!survey!data!constitute!this!preliminary!empirical!data!package.!Courses!studied!are!courses!in!preVschool!teacher!training!(campus!and!flexible)!and!Pedagogy!A!(webVbased).!!
Expected%conclusions/Findings:%Teaching!today!means!spending!more!time!geographically!separated!from!students.!We!therefore!need!to!create!rich!learning!cultures!to!promote!student!activities,!initiatives!and!meaning!making!processes.!Previous!research!shows!that!students’!expectations!and!previous!experience!colour!and!orient!their!actions!in!a!course!environment.!The!design!process!therefore!has!to!consider!student!attitudes!to!and!previous!expectation!of!content!and!higher!education!studies.!At!our!disposal!is!a!wide!range!of!multimodal!technology!that!should!be!used!to!keep!student!at!task!and!not!by!teachers!to!produce!knowledge!object!for!consumption.!These!technologies!should!also!be!used!for!sharing,!objectifying!and!discussing!course!content,!decreasing!a!pedagogical!distance.!
Here!digital!media!and!a!careful!communication!strategy!has!been!used!to!align!student!expectation!with!course!managements!and!used!for!establishing!an!understanding!for!theories!and!common!terms!necessary!as!a!foundation!for!reading!course!literature!and!passing!exams.!In!one!completely!webVbased!course!50%!of!the!students!passed!the!first!exam!compared!to!29%!of!registered!students!before!course!development.!Developed!courses!scored!high!among!students!in!terms!of!stimulating!creativity!and!critical!thinking,!feedVback,!assessment!supporting!course!aims!and!information!during!course.!!
Relevance%for%Nordic%Educational%Research:!This!presentation!wish!to!make!a!stand!in!favour!of!the!concept!of!student!oriented!learning!and!not!student!centred!learning.!There!is!a!difference!between!acting!from!students’!expectations!and!wishes!and!acting!with!student!goal!fulfilment!in!focus.!A!student!oriented!learning!process!in!Higher!Education,!instead!use!what!we!know!about!how!student!learn!to!make!sure!that!the!learning!environment!offers!these!keyVcomponents.!
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[133]%METHODOLOGICAL%NATURALISM%AND%TEACHING%RESEARCH%METHODS%
Corrado!Matta1 1Stockholm$University,$Stockholm,$Sweden! Research%topic/Aim:%In!this!paper!I!discuss!the!consequence!of!a!specific!standpoint!in!the!philosophy!of!social!science,!which!I!call!methodological!naturalism!(MN),!for!teaching!social!research!methods!(and!qualitative!methods!in!particular).!
Theoretical%frameworks:!!The!theoretical!framework!of!MN!can!be!summarized!by!its!main!claim,!according!to!which,!despite!exhibiting!diversity!in!concrete!methods,!social!sciences!share!(both!internally,!and!externally!with!the!natural!sciences)!at!least!a!basic!set!of!methodological!core!principles.!One!of!these!is!that!all!use!data!to!support!claims!in!order!to!empirically!ground!their!conclusions.!
Methodology/research%design:%I!start!by!summarizing!the!main!current!philosophical!orientation!in!teaching!qualitative!research!methods.!This!is!retrieved!from!the!analysis!of!90!qualitative!methods!textbooks.!The!analysis!of!the!textbooks!provided!a!general!picture!of!the!philosophical!orientation!in!qualitative!research!methods!teaching!as!informed!by!a!standpoint!I!call!“paradigmatic!approach”.!According!to!this!approach!philosophical!commitments!that!are!shared!within!research!community!determine!the!researchers’!choice!of!methods.!I!therefore!compare!the!standpoints!of!methodological!naturalism!with!the!paradigmatic!approach!and!look!for!the!claims!in!which!the!two!standpoints!diverge.!
Expected%conclusions/Findings:!From!the!comparison!of!methodological!naturalism!with!the!paradigmatic!approach!I!derive!three!prescriptions!about!teaching!qualitative!research!methods!(and!social!research!methods!in!general).!!
• MN$discourages$accounts$of$research$methods$that$rest$on$the$strong$interpretation$of$
methodological$rules$as$inherently$social.!
• MN$recommends$a$double$movement,$going$from$cognitive$to$social$issues$and$from$social$to$
cognitive$issues$of$methods,$as$a$general$structure$for$teaching$research$methods.$
• MN$recommends$decomposing$and$problematizing$stereotypes$concerning$the$relationship$
between$philosophy$and$methods,$and$favors$differential$reconstructions.!
Relevance%for%Nordic%Educational%Research:!I!conclude!by!arguing!that!these!prescriptions!can!make!a!contribution!to!the!practice!of!teaching!social!research!methods,!mainly!by!bringing!to!the!surface!a!number!of!issues!that!have!been!overlooked!in!the!literature,!and!by!providing!suggestion!on!how!to!combine!different!aspects!of!social!research!methods!that!have!traditionally!been!kept!apart.!
[149]%STUDENT%PARTICIPATION%IN%HIGHER%EDUCATION:%LEARNING%FROM%OUR%FAILURES Karin!Andersson!1 1Mälardalens$Högskola,$Eskilstuna,$Sweden! Research%topic/Aim:%In!this!presentation,!we!will!analyze!and!discuss!student!participation!in!higher!education!as!we!see!it!as!scientists!and!lecturers,!and!how!it!may!look!from!a!student!perspective.!
Theoretical%frameworks:%Participation!as!a!concept!can!be!defined!in!several!different!ways.!We!will!use!the!terms!horizontal,!vertical!and!abstract!participation!(Jonsson,!2010).!To!participate!horizontally!is!to!participate!with!others!on!the!same!hierarchical!level,!whereas!to!participate!vertically!is!to!participate!on!different!hierarchical!levels.!Abstract!participation!means!sharing!and!understanding!goals!and!visions!with!an!activity!or!an!organization.!These!different!ways!of!understanding!participation!can!be!used!as!tools!for!analyzing!pedagogical!relations!and!processes.!
Methodology/research%design:%This!presentation!is!based!on!a!case!study.!As!lecturers!and!scientists!in!the!field!of!“pedagogik”,!we!believe!that!participation!is!key!to!developing!independence!and!an!ability!to!reflect!individually!as!well!as!collectively,!with!other!students!and!with!the!lecturers.!Because!of!this,!we!spend!a!lot!of!time!trying!to!create!possibilities!for!students!to!participate!in!their!own!education!and!learning,!and!more!often!than!we!would!like!we!are!unsuccessful.!We!will!take!our!point!of!departure!in!our!own!experiences!as!an!empirical!material,!and!put!them!in!perspective!using!the!theoretical!concepts!outlined!above.!
Expected%conclusions/Findings:%In!conclusion,!we!aim!to!make!a!theoretical!contribution!to!understanding!student!participation!and!why!it!can!be!so!difficult!to!achieve.!!
Relevance%for%Nordic%Educational%Research:!As!stated!above,!participation!is!key!to!furthering!reflection!and!independence,!and!is!a!critical!part!of!creating!a!good!learning!environment.!Lecturers’!work!in!higher!education!is!one!not!often!theorized!or!analyzed,!and!we!maintain!that!this!subject!matter!is!of!importance!for!NERA.!
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[163]%FICTION%AS%A%DIDACTIC%TOOL%IN%MEDICAL%EDUCATION Katarina!Eriksson!Barajas1,!Anja!Rydén!Gramner2 1Dept$of$Behavioural$Sciences$and$Learning,$Linköping,$Sweden!2Department$of$Behavioural$Sciences$and$Learning,$Linköping,$Sweden! Research%topic/Aim:%The!overarching!aim!of!the!present!study!is!to!increase!the!understanding!of!the!fundamental!conditions!regarding!the!uses!and!functions!of!fiction!as!a!didactic!tool!in!professional!education,!with!a!specific!focus!on!medical!training.!
Theoretical%frameworks:!The!background!to!include!literature!in!the!medical!curriculum!comes!from!researchers!in!medical!humanities!who!saw!novels!as!a!way!“to!develop!students’!narrative!competencies,!for!example,!the!capacity!to!adopt!others’!perspectives,!to!follow!the!narrative!thread!of!complex!and!chaotic!stories,!to!tolerate!ambiguity,!and!to!recognize!the!multiple,!often!contradictory!meanings!of!events!that!befall!human!beings”!(Montgomery!Hunter,!Charon,!&!Coulehan,!1995,!p.!788).!A!recent!case!study!indicates!that!a!deeper!understanding!and!development!of!empathy!and!moral!awareness!can!occur!if!the!texts!are!fairly!traditional!in!values,!particularly!regarding!sexual!identity,!and!characters!choose!a!morally!good!life.!When!texts!fall!outside!these!borders,!students!show!resistance!and!an!unwillingness!to!discuss!the!material!(Wear!&!Aultman,!2005).!Several!studies!using!interaction!analysis!have!shown!dilemmas!in!communication!practices!during!doctorVpatient!or!studentVteacher!interactions,!dilemmas!that!impede!understanding!and!may!prevent!a!patient!from!getting!the!right!treatment!or!a!pupil!from!getting!the!intended!education!(Drew,!2014;!Heritage,!2011;!Lindblad,!Sahlström,!&!Ahlström,!2001;!Robinson!&!Heritage,!2016).!
Methodology/research%design:!We!are!currently!undertaking!a!twoVyearVlong!data!collection!by!video!and!audio!recording!interactions!in!teacherVled!group!discussions!about!novels!and!feature!films!in!medical!education.!By!analyzing!the!interaction!in!detail,!a!dual!focus!is!placed!on!interactional!resources!and!sequential!practices!as!well!as!on!the!discourses!utilized!by!participants.!
Expected%conclusions/Findings:!The!Swedish!Research!Council!(2014)!states!that!most!research!on!professional!education!is!done!using!interviews!and!questionnaires.!The!present!study!draws!on!a!discursive!approach!that!has!proven!fruitful!for!both!medical!and!educational!settings.!The!existing!empirical!data!show!only!what!kind!of!texts!and!assignments!are!used,!and!what!the!students!themselves,!or!the!teachers,!think!of!the!assignments.!The!present!study!is!expected!to!bring!knowledge!on!what!happens!when!students!discuss!fictional!texts,!and!what!students!actually!discuss!after!reading!fiction,!and!how!they!learn.!
Relevance%for%Nordic%Educational%Research:!The!present!study!is!of!significance!both!as!basic!research!of!the!use!of!fiction!and!as!applied!research!on!an!underVresearched!field:!professional!education,!with!a!specific!focus!on!medical!education.!There!is!a!lack!of!research!on!learning!practices!in!professional!educational.!Since!the!use!of!fiction!in!medical!education!is!common,!both!nationally!and!internationally,!within!and!outside!the!Nordic!countries,!it!is!of!importance!to!examine!the!practice,!using!adequate!theoretical!frameworks!and!methods.!
[168]%TRENDS%AND%TRAJECTORIES%IN%THE%PRACTICES%OF%ACADEMIC%DEVELOPERS:%A%TWENTY`YEAR%LITERATURE%ODYSSEY Tone!Dyrdal!!Solbrekke!1 ,!Tomas!!Englund2 1University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway!2Örebro$University,$Orebro,$Sweden! Research%topic/Aim:%The!field!of!Academic!Development!(AD),!while!in!existence!for!more!than!five!decades!in!some!institutional!contexts,!has!burgeoned!significantly!during!the!past!twenty!years.!This!paper!provides!a!systematic!and!rigorous!review!of!selected!peerVreviewed!journal!articles!published!since!1995!on!the!subject!of!AD!and!the!roles!and!responsibilities!of!Academic!Developers!(ADs).!The!review!was!an!integral!element!of!a!project!titled:!Formation$and$Competence$building$of$
University$Academic$Developers.$The!purpose!of!the!review!is!to!capture!what!has!been!emphasized!in!the!research!of!the!field!with!a!particular!focus!on!the!roles!and!responsibilities!of!ADs!(http://www.uv.uio.no/iped/english/research/projects/solbrekkeVformationVandVcompetenceVbuilding/).!Part!of!the!purpose!of!the!project!is!to!document!and!gain!insight!into!!how!ADs’!work!is!understood!and!enacted!in!order!to!meet!the!aspirations!of!their!universities!entrusted!with!responsibility!to!provide!society!with!highly!skilled!professionals,!citizens!and!leaders,!who!work!for!both!individual!and!public!interests.!!
Although!influenced!by!this!normative!starting!point,!our!ambition!has!been!to!provide!a!literature!review!describing!“what!is!out!there”,!and!V!based!on!what!we!find!V!point!to!the!possible!implications!for!the!formation!and!competence!building!of!ADs!if!they!are!to!contribute!to!the!formation!of!values,!beliefs,!and!moral!responsibilities,!to!uphold!the!public!good!through!their!work!with!university!teachers!and!leaders.!
First,!the!review!interrogates!the!roles!and!responsibilities!of!ADs!within!HEIs!based!on!previous!empirical!and!conceptual!reviews!of!the!field!of!ADs!work!resulting!from!a!systematic!search!of!the!literature!(theme!1)!(see!below).!!Second,!the!remainder!of!the!review!is!structured!as!four!themes!arrived!at!inductively!from!the!process:!!AD!course!design!and!technology,!ADs!status!and!identity!formation,!Assessment!of!ADs’!work!and!its!impact!on!colleagues!and!students!and!finally!on!the!leadership!of!ADs!and!their!influence!on!Institutional!leaders(hip).!Having!documented!these!emerging!trends,!we!raise!questions!regarding!the!responsibilities!of!ADs.!The!paper!concludes!with!a!discussion,!more!speculative!in!places,!regarding!possible!future!directions!for!the!work!and!careers!of!ADs.!!
Theoretical%frameworks:!Since!this!is!a!substantial!literature!review,!a!theoretical!framework!is!inappropriate.!However,!as!made!clear!above,!our!starting!!point!is!normative,!namely!an!understanding!of!the!roles!and!responsibilities!of!HEIs!in!general!and!Academic!developers!within!those!orgranisations!to!uphold!and!enact!a!set!of!values!consistent!with!a!public!service!stance,!and!!cultivation!of!a!commitment!to!!as!well!as!active!contribution!to!the!common!good.%
Methodology/research%design:%We!endeavoured!!to!!complete!a!literature!!review!that!!would!be!!as!systematic!and!!thorough!!as!possible!to!!establish!!what!!is!‘out!!there’!!regarding!!AD!work!!and!AD!formation!over!!the!!past!!twenty!years.!After!considerable!discussion,!expert!advice!from!a!librarian!and!trial!and!error!the!Australian!Educational!Index,!ERIC!and!Psychinfo!were!systematically!searched!simultaneously!electronically,!while!Ebsco!was!searched!separately!using!a!somewhat!
modified!version!of!the!criteria.!The!search!was!confined!to!peer!reviewed!papers!only.!The!simultaneous!search!in!the!3!data!bases!resulted!in!3,!813!papers!being!identified.%In!all,!more!than!4000!paper!titles!and!abstracts!were!reviewed!manually!with!a!view!to!establishing!inclusion!or!rejection.!In!this!regard,!two!considerations!were!uppermost—relevance!to!a!systematic!review!of!what!is!‘out!there’!as!the!field!changed!over!a!period!of!20!years!(1995V2015).!The!other!consideration!was,!while!attempting!to!be!comprehensive,!to!reduce!the!number!of!papers!to!manageable!proportions!while!seeking!inductively!to!identify!thematic!approaches!to!the!review!within!the!confines!of!the!project,!its!timeframe!and!resources.!%
Having!identified!more!than!230!papers,!a!further!mapping!exercise!was!undertaken,!by!sharing!out!the!!paper!abstracts!among!the!!four!authors,!each!!was!required!to!!use!an!agreed!!matrix!as!a!further!!means!of!mapping!the!terrain!by!organising!papers!under!a!series!of!!themes!that!could!!then!be!reviewed!in!greater!depth!while!scoring!papers!from!1V4!in!terms!of!perceived!relevance,!capturing!the!methodology!used!in!the!!paper!and!to!identify!!seminal!papers!(1=most!relevant;!4=!least!relevant).!Following!this!mapping!exercise,!and!further!refinement!of!themes,!each!member!of!the!team!was!assigned!responsibility!for!a!systematic!review!of!the!relevant!papers!as!indicated!above.!!
More!than!100!full!papers!were!down!loaded,!read!and!summarised!under!each!of!the!theme!headings!(see!Appendix!1).!Some!additional!papers!were!added!as!the!review!progressed!based!on!reference!list!and!the!unearthing!of!additional!relevant!material;!an!abductive!approach!(Alvesson!&!Skolberg,!2000).!Eleven!papers!of!the!total!were!reviewed!in!at!least!two!themes.!!
Expected%conclusions/Findings:!Since!this!literature!review!is!an!integral!element!!of!major!research!project!funded!by!the!Norwegian!!research!!council,!it!is!vitally!necessary!that!the!review!speaks!to!the!themes!identified!above,!while!giving!the!field!a!future!orientation—where!it!has!come!from!and!!what!possible!futures!await!it!in!an!increasingly!more!pressurised!and!uncertain!HE!sector.!Early!analysis!indicates!that!while!the!field!has!rapidly!gained!a!secure!!foot!hold!in!international!educational!literature,!such!successes!in!a!relatively!short!period!of!time!has!tended!to!hide!massive!differences!in!and!between!institutions,!with!the!literature!too!being!dominated!by!largely!English!language!countries.!Nevertheless,!it!is!becoming!more!manifest!that!academic!developers’!roles!and!!responsibilities!are!increrasingly!diversified,!extending!to!issues!of!assessment,!quality!assurance,!the!!impact!of!technology!on!pedagogies,!and!leadership!and!strategic!issues!such!as!HEIs!being!!transformed!into!‘learning!organisations’.!These!are!the!emerging!!considerations!that!will!be!teased!out!in!greater!detail!in!the!paper,!while!being!open!to!!discussion!by!participants!at!the!!conference.!
Relevance%for%Nordic%Educational%Research:!While!this!research!is!international!in!scope,!it!is!funded!by!the!Norwegian!Research!Council,!thus!of!considerable!interest!in!that!national!context.!However,!apart!from!participating!institutions!in!Norway,!two!Swedish!universities!are!participating!too,!thus!making!this!project!Nordic!and!international!in!!focus,!particularly!since!another!participating!university!is!University!of!North!Carolina!at!Chapel!Hill.!A!later!phase!of!the!project!entails!intervention!in!Tromso!and!Oslo!as!part!of!capacity!building!among!Academic!Developers,!as!well!as!contributing!!to!research!!on!the!roles,!responsibilities!of!academic!developers!to!their!own!formation,!that!of!their!colleagues!and!respective!institutions!as!well!as!to!the!students!they!serve!in!those!communities.!
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[210]%THE%NEW%CAMPUS%AS%A%STATE%OF%MIND Mauri!Kantola1 ,!Minna!Scheinin1 ,!Mika!!Suutari1 ,!Markus!Forsten1 1Turku$University$of$Applied$Sciences,$Turku,$Finland! Research%topic/Aim:%We!will!analyse!the!strategy,!pedagogic!principles!and!technological!activities!of!a!new!campus!construction!project!for!Turku!University!of!Applied!Sciences!(TUAS).!TUAS!has!developed!innovation!pedagogy!for!the!HEIs!to!improve!external!impact!based!on!the!networked!learning!and!research!to!respond!to!the!needs!of!the!enterprises!and!organisations.!Activities!inside!and!outside!the!campus!interconnect!with!the!economic!life!and!human!capital!in!a!variety!of!ways!when!building!strategic!networks,!adult!&!continuing!education,!open!education,!students'!practical!training!as!well!as!the!research,!development!and!innovation!activities.!!Theoretical%framework:%Our!pedagogical!approach!called!Innovation!pedagogy!of!TUAS,!aims!at!supporting!the!development!of!students'!competences!for!future!work.!As!future!work!is!not!predictable,!it!is!valuable!to!strengthen!not!only!the!fieldV!specific!skills!but!also!the!generic!skills!and!knowledge.!These!dimensions!will!be!needed!to!respond!to!the!changing!work.!!Innovation!pedagogy!can!be!seen!as!a!springboard!to!support!individuals!towards!a!good!working!life.!Expertise!and!professionalism!often!entail!also!the!promotion!for!good!life.!It!is!valuable!to!ruminate!on!the!largerVthanVlife!questions,!such!as!what!is!good!life!–!what!are!the!values!we!work!with,!how!can!our!competences!support!the!good!working!life!and!how!the!future!skills!and!good!life!are!connected.!Research%design:%We!carried!out!a!query,!organised!workshops!and!seminars!in!order!to!build!a!framework!for!new!campus!concept.!Our!new!campus!with!the!connected!social!and!intellectual!artefacts!will!be!in!use!on!2019.!We!adopted!the!timeVandVplaceVdependency!framework!to!help!us!to!visualize!the!four!dimensions!of!development!work!needed!to!support!new!ways!of!learning.!The!framework!has!four!dimensions!based!on!time!and!place!dependency!–!time!and!place!fixed!(1),!time!fixed!and!place!not!fixed!(2),!time!not!fixed!and!place!fixed!(3),!time!and!place!not!fixed!(4).!The!different!dimensions!contribute!in!combining!physical!and!virtual!learning!places.!Every!dimension!can!benefit!from!the!effective!usage!of!technologies.!Expected%conclusions:%The!concept!of!the!campus!needs!to!be!modernised!to!cover!the!umbrella!idea!of!the!campus!as!a!metaphora!for!the!state!of!mind.!The!collaborated!stakeholder!strategies!together!with!the!pedagogicVtechnical!innovations,!circular!economy,!digitalisation!and!increasing!inclusion!invite!the!campus!designers!to!meet!these!challenges.!Relevance%for%Nordic%educational%research:%Our!goal!has!been!to!combine!the!university!strategy,!innovation!pedagogy!and!the!main!elements!of!campus!construction!planning!in!order!to!explore!them!for!learning!in!the!Nordic!countries.!The!modern!pedagogical!environments!are!affected!by!the!technological!development!in!formal!and!informal!learning.!!We!will!introduce!the!model!of!seven!dimensions!where!the!pedagogical!situations!are!interconnected!with!the!technology:!!•! Refurbishing!the!learning!environments!•! Multiservice!of!the!infra!service!desk!•! Professional!development!of!the!personnel!to!support!the!new!working!culture!•! Development!of!the!digital!environments!!•! The!innovation!pedagogic!learning!culture!and!curriculum!•! The!renovation!of!the!IT!systems!•! The!new!Campus!building!outfit!and!functionality!
[224]%INNOVATION%DIDACTICS%AND%ENTREPRENEURSHIP%IN%HIGHER%EDUCATION:%A%TOOL%FOR%PRACTICE`ORIENTED%TEACHING Ingrid!Tvete1 ,!Anne!Roisehagen1 1Lillehammer$University$College,$Lillehammer,$Norway! Research%topic/Aim:%Innovation$didactics$and$entrepreneurship$in$higher$education:$A$tool$for$practiceCoriented$teaching$
In!this!project!we!want!to!highlight!a!theoretical!framework!on!how!higher!education!can!use!innovation!didactics!and!entrepreneurship!education!to!enable!practiceVoriented!teaching!within!the!classroom!or!auditorium.!!In!doing!so!we!raise!three!questions:!
1)!What!is!practiceVoriented!teaching!in!the!classroom?!
2)!How!may!we!use!theories!about!situated!learning!and!entrepreneurial!learning!in!the!classroom!or!in!other!teaching!situations?!
3)!What!implications!might!Lave!and!Wenger's!notion!of!learning!have!for!practiceVoriented!teaching!in!higher!education?!
Theoretical%frameworks:!The!project/paper!base!itself!on!a!theoretical!framework!influenced!by!Roger!Säljö!approach!to!practiceVoriented!learning!in!a!sociocultural!perspective!(Säljö,!2001,!2016).!This!is!an!understanding!of!learning!which!is!close!to!the!understanding!of!entrepreneurship!education!and!entrepreneurial!learning!processes!in!Nordic!Entrepreneurship!thinking.!Säljös’!ideas!of!learning!shows!just!how!learning!is!all!about!being!able!to!relate!practical!skills!or!expertise!in!order!to!use!ones!knowledge!for!the!benefit!of!the!community!or!the!practice!field.!
Situated!learning!is!a!learning!process,!which!can’t!easily!be!connected!to!teaching!in!a!classroom!or!measured!under!examinations.!Lave!&!Wenger!emphasizes!this!by!making!a!distinction!between!"learning!curriculum"!and!"teaching!curriculum":!
“A!learning!curriculum!is!a!field!of!learning!resources!in!everyday!practice!viewed!from!the!perspective!of!learners.!A!teaching!curriculum,!by!contrast,!is!constructed!for!the!instruction!of!newcomers”!(Lave!&!Wenger,!1991a).!
Lave!and!Wenger's!notion!of!learning!as!situated!and!social!ties!to!work!employment!and!to!practice!communities.!We!think!it!would!be!interesting!to!see!how!the!education!system,!here!illustrated!by!higher!education,!can!adopt!and!integrate!thinking!about!situated!learning,!context!dependency,!communities!of!practice!and!legitimate!peripheral!participation.!
Methodology/research%design:%The!data!of!the!study!will!use!document!analysis!of!curricula!and!teaching!methods!in!higher!education!as!well!as!Literature!Studies.!The!project!will!also!provide!a!Conceptual!Analysis:!PracticeVoriented!teaching!as!an!extended!learning!concept.!
Expected%conclusions/Findings:!We!aim!to!show!that!practiceVoriented!teaching!might!just!as!well!appear!within!the!classroom!and!not!only!through!student’s!practice!placement!learning.!In!doing!so!we!use!theoretical!perspectives!from!Lave!&!Wenger!and!teaching!methods!from!Entrepreneurship!Education!and!Innovation!Didactics.!
Relevance%for%Nordic%Educational%Research:!Grønbæk!Hansen!(2000)!argues!that!situated!learning!is!also!a!starting!point!for!the!learning!that!goes!on!in!the!classroom.!The!school's!uniqueness!and!challenge!is!that!it!should!qualify!for!a!practice!that!is!not!its!own.!Instruction!in!the!classroom!should!therefore!qualify!for!something!that!is!outside!the!school!itself.!
The!study!programs!are!perhaps!closer!to!the!scientific!development,!but!one!should!nevertheless!qualify!for!a!practice!field!that!is!not!one's!own.!These!challenges!can!easily!lead!to!an!instrumental!approach!to!the!learning!concept!and!one!might!lose!sight!of!actual!learning!outcomes.!In!light!of!the!Nordic!governmental!strategies!for!entrepreneurship!and!innovation!in!higher!education!it!seems!necessary!to!address!the!competence!of!academic!staff!to!facilitate!teaching!that!promotes!practiceVoriented!teaching.!
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[228]%TEACHERS'%DEVELOPMENT%AND%REFLECTION%IN%THE%FLIPPED%CLASSROOM Evangelia!Triantafyllou1 ,!Olga!Timcenko1 ,!Lise!Busk!Kofoed1 1Aalborg$University$Copenhagen,$Copenhagen$Sv,$Denmark! Research%topic/Aim:%The!flipped!classroom!is!an!instruction!method!that!has!gained!momentum!during!the!last!years!due!to!technological!advances!allowing!the!online!sharing!of!teaching!material!and!learning!activities.!Bishop!and!Verleger!defined!the!flipped!classroom!as!“…an!educational!technique!that!consists!of!two!parts:!interactive!group!learning!activities!inside!the!classroom,!and!direct!computerVbased!individual!instruction!outside!the!classroom”![1].!So!far,!research!on!flipped!classroom!has!mostly!concentrated!on!student!perceptions,!engagement!and!achievement!level,!e.g.![2V4].!Few!studies!have!focused!on!teacher!perceptions!and!development!in!flipped!classrooms.!Hao!and!Lee![5]!investigated!preVservice!teacher!concerns!about!teaching!in!flipped!classrooms.!Their!results!indicated!that!preVservice!teachers!had!mostly!selfVconcerns!and!they!found!that!selfVefficacy!and!nonVtechnological!teacher!knowledge!were!associated!with!most!stages!of!concern.!Moreover,!females!had!more!awareness!and!management!concerns,!while!seniors!had!the!highest!awareness!for!flipped!classrooms.!NonVscience!preVservice!teachers!had!more!information,!personal,!and!collaboration!concerns.!They!concluded!that!teacher!education!programs!should!equip!preVservice!teachers!with!skills!for!teaching!effectively!in!such!classrooms.!Wanner!and!Palmer![6]!conducted!a!study!on!a!flipped!classroom,!which!also!included!flexible!assessment!components.!Their!results!indicated!that!the!main!concern!of!higher!education!teachers!is!the!time!commitment!and!lack!of!institutional!support!for!flipping!classrooms!and!providing!flexible!assessment.!Muir!and!Geiger![7]!investigated!a!mathematics!teacher’s!and!his!students’!perceptions!of!the!affordances!of!a!flipped!classroom!to!meet!challenges!associated!with!mathematics!teaching.!One!of!their!findings!was!that!the!teacher!was!positive!about!the!experiences!with!a!flipped!classroom!approach.!
Theoretical%frameworks:!In!the!literature,!there!have!been!used!various!theoretical!frameworks!to!justify!the!flipped!classroom!and!support!the!design!of!inV!and!outVofVclass!activities.!Such!theoretical!frameworks!typically!argue!for!the!benefits!of!studentVcentered!and!collaborative!learning!(e.g.!active!learning,!problemVbased!learning,!and!peerVassisted!learning).!Throughout!our!research,!we!are!inspired!and!guided!by!the!ProblemVBased!Learning!(PBL)!pedagogy.!PBL!is!a!studentVcentered!instructional!approach,!in!which!learning!begins!with!a!problem!to!be!solved.!We!believe!that!the!flipped!classroom!that!employs!computerVbased!individual!instruction!outside!the!classroom!and!devotes!classroom!time!to!group!activities!with!the!teacher!as!facilitator!is!well!justified!by!the!aforementioned!principles!of!PBL.!The!goal!of!a!flipped!classroom!is!to!let!the!student!study!individually!at!her!own!pace!while!providing!the!appropriate!support!material!for!outVofVclassroom!instruction!and!then!come!into!class,!where!groups!of!students!engage!in!group!activities!facilitated!by!the!teacher.!!!!!
Methodology/research%design:%This!paper!presents!findings!on!teacher!development!during!a!threeVyear!implementation!of!a!statistics!flipped!classroom!in!Media!Technology.!Our!experience!has!shown!that!teachers!reflected!on!their!own!teaching!even!before!the!event!of!teaching,!because!the!design!of!a!flipped!classroom!requires!careful!consideration!of!the!course!structure!and!content.!In!many!cases,!the!teachers!had!to!come!up!with!new!activities!or!redesign!the!whole!course!in!order!to!adjust!it!to!the!flipped!classroom!model.!We!have!also!seen!that!these!considerations!have!forced!teachers!to!also!reconsider!the!learning!objectives!of!specific!activities.!Another!aspect!that!
promoted!reflection!was!the!production!of!video!lectures.!Finally,!teachers!reflected!on!each!flipped!session!(outVofVclass,!inVclass)!and!they!adjusted!the!next!one!throughout!the!semester,!and!after!the!end!of!the!semester!they!reflected!on!this!experience!as!a!whole.!These!reflections!promoted!the!redesign!of!their!flipped!classroom!approach!for!the!next!year.!
Expected%conclusions/Findings:%Our!experience!in!implementing!the!flipped!instruction!model!for!three!years!led!us!to!conclude!that!the!flipped!classroom!approach!can!convert!teaching!experience!to!professional!development!by!involving!teachers!in!reflection!loops.!In!order!to!better!visualize!such!loops,!we!adjusted!the!Teaching!Cycle!of!the!Learning!Design!framework![8]!to!fit!Cowan’s!reflection!loops!model![9]!(Figure!1).!In!this!Teaching!Cycle,!reflection!is!not!a!separate!stage!in!the!Cycle!but!it!is!present!in!all!stages!of!the!Cycle!like!a!vertical!dimension!(before!(reflection!for),!during!(reflection!in),!and!after!(reflection!on)).!The!Professional!Development!stage!becomes!the!horizontal!dimension,!which!evolves!together!with!the!reflection!loops.!This!Teaching!Cycle!can!be!seen!in!a!microVlevel,!taking!place!after!each!flipped!session!and!a!macroVlevel,!taking!place!afte!the!design!and!implementation!of!a!flipped!course/module!etc.!!!
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!Figure!1.!The!Learning!Design!Teaching!Cycle!adapted!to!Cowan’s!reflection!loops!model!
Relevance%for%Nordic%Educational%Research:!The!flipped!classroom!approach!has!been!introduced!in!different!educational!levels!in!the!Nordic!countries!in!the!last!years.!This!paper!focuses!on!the!teachers!in!such!classrooms!and!provides!interesting!insights,!while!most!literature!in!the!topic!has!focused!on!the!student!development!and!reflection.!
References%
[1]!J.!L.!Bishop!and!M.!A.!Verleger,!"The!flipped!classroom:!A!survey!of!the!research,"!in!ASEE$National$Conference$Proceedings,$Atlanta,$GA,$2013,!.!
[2]!J.!Enfield,!"Looking!at!the!Impact!of!the!Flipped!Classroom!Model!of!Instruction!on!Undergraduate!Multimedia!Students!at!CSUN,"!TechTrends,$vol.!57,!pp.!14V27,!2013.!!
[3]!K.!Fulton,!"Upside!down!and!inside!out:!Flip!Your!Classroom!to!Improve!Student!Learning."!Learning$&$Leading$with$Technology,$vol.!39,!pp.!12V17,!2012.!!
!
next!cycle!
Engage!with!Students!
!(in)!
!!After!Teaching!
(on)!…!
Design!and!Plan!
(for)!
Reflecting
prior exploratory consolidating
Teaching Cycle
Professional!Development!
[4]!C.!Jordan,!B.!Loch,!T.!Lowe,!B.!Mestel!and!C.!Wilkins,!"Do!short!screencasts!improve!student!learning!of!mathematics?"!MSOR$Connections,$vol.!12,!pp.!11V14,!03/01;!2014/09,!2012.!!
[5]!Y.!Hao!and!K.!S.!Lee,!"Teaching!in!flipped!classrooms:!Exploring!preVservice!teachers'!concerns,"!Comput.$Hum.$Behav.,$vol.!57,!pp.!250V260,!4,!2016.!!
[6]!T.!Wanner!and!E.!Palmer,!"Personalising!learning:!Exploring!student!and!teacher!perceptions!about!flexible!learning!and!assessment!in!a!flipped!university!course,"!Comput.$Educ.,$vol.!88,!pp.!354V369,!10,!2015.!!
[7]!T.!Muir!and!V.!Geiger,!"The!affordances!of!using!a!flipped!classroom!approach!in!the!teaching!of!mathematics:!a!case!study!of!a!grade!10!mathematics!class,"!Mathematics$Education$Research$Journal,$pp.!1V23,!2015.!!
[8]!J.!Dalziel,!"Implementing!learning!design:!a!decade!of!lessons!learned,"!Electric$Dreams.Proceedings$Ascilite,$pp.!210V220,!2013.!!
[9]!J.!Cowan,!On$Becoming$an$Innovative$University$Teacher:$Reflection$in$Action.$Society!for!Research!into!Higher!education!&!Open!University!Press,!1998.!
!
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[287]%INSTITUTIONAL%LEADERS'%PERSPECTIVES%ON%THE%CONTRIBUTIONS%OF%ACADEMIC%DEVELOPERS%TO%INSTITUTIONAL%AND%%ACADEMIC%FORMATION% Ciaran!Sugrue1 ,!Tone!Dyrdal!!Solbrekke!2 1University$College$Dublin,$Dublin,$Ireland!2University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway! Research%topic/Aim:%Academic!Developers!(ADs)!come!from!many!different!fields!and!are!beholden!to!different!stakeholders!in!universities!(Napoli!&!Clement!2014).!One!criticism!of!the!roles!and!responsibilities!that!occurs!in!the!literature!is!that!the!roles!are!too!narrowly!conceived,!confined!to!a!rather!instrumentalist!view!of!teaching!and!learning!and!overly!focused!on!learning!outcomes,!while!others!complain!of!the!role!being!overburdened—too!diffuse!and!thus!also!all!but!impossible!to!fulfil.!The!purpose!of!this!paper!is!not!to!adjudicate!on!the!merits!of!such!assertions.!Rather,!the!focus!here!is!on!how!key!leaders,!institutional!stakeholders!talk!about!the!role!of!ADs!within!the!overall!context!of!institution’s!strategic!plans.!
This!paper!draws!on!interviews!with!5!senior!leaders!in!five!universities—two!in!Sweden!and!Norway!and!one!in!North!America.!These!five!interviews!are!part!of!a!larger!data!set!whereby!5!leaders,!occupying!some!of!the!most!senior!leadership!roles!within!each!organisation,!from!the!micro!position!as!an!Academic!Developer!to!a!macro!position!of!being!provost!or!other!elevated!senior!post!that!varies!in!terms!of!title!and!!function!from!one!university!to!the!next.!These!interviews!were!conducted!in!each!institutional!context,!against!a!backdrop!of!a!literature!review!on!a)!the!roles!and!responsibilities!of!Ads,!and!b)!analysis!of!the!strategic!plans!of!their!respective!institutions,!while!the!actual!interviews!c)!focus!on!the!perceptions!of!senior!leaders!as!to!the!roles!and!responsibilities!exercised!by!ADs!and!how!in!doing!what!they!do,!they!enhance!institutional!missions!and!shape!its!contours!and!orientations.!
Theoretical%frameworks:!The!analytical!lens!deployed!in!analysis!of!!data!in!this!paper!relies!to!a!significant!extend!on!the!work!of!Ray!Land,!on!the!professional!‘orientations’!of!academic!developers,!but!inspired!too!in!a!more!selective!manner!by!the!work!of!Barnett!when!he!describes!the!‘orientations’!of!universities!as!traditional,!scientific,!entrepreneurial!and!bureaucratic,!and!to!a!lesser!extent!the!work!of!Schmidt!whose!work!on!Discursive!Institutionalism!is!particularly!inspiring!as!well!as!being!apposite,!given!the!accelerating!pace!of!change,!thus!rendering!the!!timing!of!innovations!and!planned!reforms!particularly!important.!!
This!body!of!work!and!our!own!contribution!to!it!provides!the!analytical!cocktail!that!is!used!to!interrogate!data!in!this!paper.!Fundamentally!Land’s!orientations!paint!the!world!through!the!eyes!of!Academic!Developers,!while!the!Barnett!perspectives!may!well!be!the!more!Olympian!perspectives!espoused!by!the!most!senior!academic!leaders.!Analysis!of!data!therefore!will!seek!to!establish!the!extent!to!which!there!is!or!is!not!common!ground!between!the!perspectives!of!senior!leaders!and!those!of!ADs!in!general.!
Methodology/research%design:%As!part!of!the!broader!research!project!(http://www.uv.uio.no/iped/english/research/projects/solbrekkeVformationVandVcompetenceVbuilding/)!‘Formation!and!Competence!Building!of!University!Academic!Developers’!,!interviews!were!conducted!with!5!leaders!in!each!of!five!universities—Uppsala!and!Orebro!in!Sweden,!Tromso!and!
Oslo!in!Norway!and!Chapel!Hill,!University!of!North!Carolina!.!However,!in!this!paper!we!concentrate!on!findings!from!interviews!with!top!leaders!only.!!
The!interviews!were!conducted!in!the!offices!of!the!interviewees!during!the!months!of!March!and!April!2016!in!English!by!prior!arrangement!with!the!interviewees.!!The!more!typical!interview!lasted!for!60!minutes,!but!varied!in!length!from!50V90!minutes,!with!the!longer!interviews!being!with!the!key!Academic!Developer/!leader!or!with!those!leaders!with!a!more!intimate!knowledge!of!the!contribution!of!ADs,!their!roles!and!responsibilities.!!!The!data!thus!stems!from!those!in!positions!defined!as!pro!rector,!director!or!vice!chancellor!with!specific!responsibility!for!education!at!their!institution.!
All!interviews!were!semiVstructured!based!on!a!common!interview!guide!constructed!by!a!judicious!blend!of!literature!review!of!considerations!prevalent!in!the!literature,!attention!to!the!aims!and!objectives!of!the!formation!project,!and!consultation!within!the!research!team!as!to!particular!concerns,!interests!and!influences!operating!at!the!organisational!level!among!ADs.!In!this!regard,!who!the!leaders!were!in!terms!of!their!disciplinary!background!was!important!as!part!of!their!career!trajectories!and!the!intellectual!perspectives!they!bring!to!the!leadership!roles!they!currently!occupy.!So!too!were!the!content!of!their!university’s!strategic!plans,!the!values!that!underpinned!them!and!how!they!perceived!these!to!shape!and!influence!the!roles!and!responsibilities!of!ADs!as!they!go!about!implementing!university!policy.!Additionally,!it!was!necessary!to!garner!their!sense!of!what!ADs’!contributions!had!been!over!time,!while!the!positioning!of!the!unit!or!centre!in!which!they!worked!was!important!also;!focusing!on!how!the!role!might!evolve!in!the!near!future!was!also!addressed.!Throughout,!the!sense!of!purpose!was!to!capture!the!contribution!in!context!in!as!much!complexity!as!possible,!while!seeking!clarity!as!to!the!dynamics!of!the!contribution!and!how!it!is!perceived.!
It!was!agreed!from!the!outset!that!the!interviews!would!be!conducted!by!an!outsider!and!insider.!In!the!interest!of!consistency!and!continuity,!the!same!outsider!conducted!all!of!the!interviews!across!the!five!universities,!while!they!were!conducted!collaboratively!with!an!insider!so!that!context!would!be!an!active!presence!both!in!the!conduct!of!the!interviews!and!subsequent!data!analysis.!Similarly,!the!selection!and!initial!contact!with!interviewees!was!undertaken!informally!by!each!of!the!insiders,!while!this!was!followed!by!more!formal!communication!from!the!outsider!conveyed!to!each!interviewee!who!had!already!informally!agreed!to!being!interviewed.!Additionally,!while!informed!consent!forms,!tailored!to!context!were!prepared!in!advance,!in!each!case,!these!were!signed!by!the!interviewees!immediately!before!the!interviews!were!completed!so!that!questions!could!be!answered!and!concerns!or!queries!addressed.!In!all!cases!consent!was!provided!to!record!the!interviews,!and!these!were!transcribed!verbatim.!The!general!approach!to!the!actual!conduct!of!the!interviews!was!that!the!outsider!took!the!lead,!with!the!insider!playing!a!‘sweeper’!role—whereby!‘gaps’!in!the!interviews!due!to!questions!being!overlooked!were!addressed,!or!where!the!insider!determined!some!additional!elaboration!was!necessary!to!provide!additional!information!on!a!contextual!matter!of!significance,!or!where!‘language’!became!a!barrier!due!to!a!more!technical!translation!issue!necessitating!some!clarification.!!
As!the!interviews!progressed,!the!outsider!kept!a!reflective!journal,!while!reflective!conversations!between!him!and!the!insiders!too!raised!awareness!considerably!of!the!extent!to!which!context!matters!to!the!roles!and!responsibilities!of!ADs,!the!perceptions!of!their!contributions.!Consequently,!
there!was!increasing!concern!in!the!research!team!regarding!the!most!appropriate!means!of!coding!data!and!their!subsequent!analysis.!!
Coding!data!
After!considerable!discussion!between!among!research!team!members,!while!reVacquainting!ourselves!with!the!purposes!of!the!research!project!as!well!as!the!interview!guide,!there!was!agreement!that!it!would!be!vital!to!be!able!to!undertake!analysis!between!the!five!different!context,!thus!the!necessity!!to!develop!a!common!coding!frame.!An!interview!transcript!was!selected!at!random,!printed!and!individually!coded!by!the!outsider!and!two!colleagues.!Each!presented!their!codes!to!the!other!two,!and!from!this!deliberative!process,!there!was!agreement!to!adopt!21!codes!to!be!used!in!the!coding!of!all!of!the!data!while!leaving!open!the!possibility!of!making!!additions!to!the!list!of!codes!if!warranted!by!the!data!in!an!iterative!abductive!manner.!Three!codes!were!added,!giving!a!total!of!24,!as!the!data!coding!process!progressed.!Subsequent!to!the!agreement!regarding!the!21!codes,!transcripts!were!coded!in!MAXQDA.!Analysis!here!is!confined!to!the!most!senior!leaders!interviewed!in!each!of!the!five!universities,!their!perspectives!are!viewed!through!the!!analytical!!lens!alluded!to!above.!
Expected%conclusions/Findings:!What!emerges!from!early!stage!analysis!is!that!context!is!critically!important!to!the!roles!and!responsibilities!of!academic!developers!(ADs)!and!how!these!are!perceived!by!the!most!senior!institutional!leaders,!consequently!the!paper!will!need!to!paint!brief!pictures!of!the!participating!institutions.!!
Thereafter,!a!major!emergent!theme!is!the!tension!between!teaching!and!research.!Another!is!the!extent!to!which!the!work!of!ADs!embraces!Quality!Assurance!rather!than!building!pedagogical!repertoires!among!academic!peers.!However,!the!more!crucial!considerations!and!potential!‘finding’!is!the!extent!to!which!the!orientations!espoused!by!senior!leaders!regarding!the!roles!and!responsibilities!of!ADs!in!contributing!to!formation!of!colleagues,!students!and!their!organisation!are!expectations!that!fit!within!the!‘orientations’!identified!among!ADs!themselves,!the!extent!to!which!there!is!a!match!or!mismatch!between!leaders’!aspirations!and!ADs!orientations.!
Relevance%for%Nordic%Educational%Research:!Since!data!in!4!cases!out!of!the!five!are!generated!in!Nordic!universities,!this!research!is!highly!relevant,!while!of!interest!internationally!too!since!pedagogical!development!is!now!compulsory!in!Norway!and!Sweden!!for!all!newly!appointed!academic!staff,!and!!increasingly!for!all!academic!staff,!whereas!this!is!not!the!case!in!many!other!jurisdictions.!Thus,!Nordic!countries!may!be!somewhat!ahead!of!the!curve!on!this!issue!with!some!lessons!to!be!shared!across!national!borders!of!considerable!relevance!and!interest!to!the!international!research!community.!
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[307]%TRENDS%AND%TRAJECTORIES%IN%THE%%PRACTICE%OF%ACADEMIC%DEVELOPERS:%A%TWENTY`YEAR%ODYSSEY Tone!Dyrdal!!Solbrekke!1 ,!Tomas!!Englund2 ,!Trine!Fossland3 1University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway!2Örebro$University,$Orebro,$Sweden!3Centre$for$Teaching$and$Learning$,$University$of$Tromso,$Tromso,$Norway! Research%topic/Aim:%The!field!of!Academic!Development!(AD),!while!in!existence!for!more!than!five!decades!in!some!institutional!contexts,!has!burgeoned!significantly!during!the!past!twenty!years.!This!paper!provides!a!systematic!and!rigorous!review!of!selected!peerVreviewed!journal!articles!published!since!1995!on!the!subject!of!AD!and!the!roles!and!responsibilities!of!Academic!Developers!(ADs).!The!review!was!an!integral!element!of!a!project!titled:!Formation$and$Competence$building$of$
University$Academic$Developers.$The!purpose!of!the!review!is!to!capture!what!has!been!emphasized!in!the!research!of!the!field!with!a!particular!focus!on!the!roles!and!responsibilities!of!ADs!(http://www.uv.uio.no/iped/english/research/projects/solbrekkeVformationVandVcompetenceVbuilding/).!Part!of!the!purpose!of!the!project!is!to!document!and!gain!insight!into!how!ADs’!work!is!understood!and!enacted!in!order!to!meet!the!aspirations!of!their!universities!entrusted!with!responsibility!to!provide!society!with!highly!skilled!professionals,!citizens!and!leaders,!who!work!for!both!individual!and!public!interests.!!
Although!influenced!by!this!normative!starting!point,!our!ambition!has!been!to!provide!a!literature!review!describing!“what!is!out!there”,!and!V!based!on!what!we!find!V!point!to!the!possible!implications!for!the!formation!and!competence!building!of!ADs!if!they!are!to!contribute!to!the!formation!of!values,!beliefs,!and!moral!responsibilities,!to!uphold!the!public!good!through!their!work!with!university!teachers!and!leaders.!
First,!the!review!interrogates!the!roles!and!responsibilities!of!ADs!within!HEIs!based!on!previous!empirical!and!conceptual!reviews!of!the!field!of!ADs!work!resulting!from!a!systematic!search!of!the!literature!(theme!1)!(see!below).!!Second,!the!remainder!of!the!review!is!structured!as!four!themes!arrived!at!inductively!from!the!process:!!AD!course!design!and!technology,!ADs!status!and!identity!formation,!Assessment!of!ADs’!work!and!its!impact!on!colleagues!and!students!and!finally!on!the!leadership!of!ADs!and!their!influence!on!Institutional!leaders(hip).!Having!documented!these!emerging!trends,!we!raise!questions!regarding!the!responsibilities!of!ADs.!The!paper!concludes!with!a!discussion,!more!speculative!in!places,!regarding!possible!future!directions!for!the!work!and!careers!of!ADs.!!
Theoretical%frameworks:!Since!this!is!a!substantial!literature!review,!a!theoretical!framework!is!inappropriate.!However,!as!made!clear!above,!our!starting!point!is!normative,!namely!an!understanding!of!the!roles!and!responsibilities!of!HEIs!in!general!and!Academic!developers!within!those!orgranisations!to!uphold!and!enact!a!set!of!values!consistent!with!a!public!service!stance,!and!cultivation!of!a!commitment!to!!as!well!as!active!contribution!to!the!common!good.!
Methodology/research%design:%We!endeavoured!to!complete!a!literature!!review!that!!would!be!!as!systematic!and!!thorough!!as!possible!to!!establish!!what!!is!‘out!!there’!!regarding!!AD!work!!and!AD!formation!over!!the!!past!!twenty!years.!After!considerable!discussion,!expert!advice!from!a!
librarian!and!trial!and!error!the!Australian!Educational!Index,!ERIC!and!Psychinfo!were!systematically!searched!simultaneously!electronically,!while!Ebsco!was!searched!separately!using!a!somewhat!modified!version!of!the!criteria.!The!search!was!confined!to!peer!reviewed!papers!only.!The!simultaneous!search!in!the!3!data!bases!resulted!in!3,!813!papers!being!identified.%In!all,!more!than!4000!paper!titles!and!abstracts!were!reviewed!manually!with!a!view!to!establishing!inclusion!or!rejection.!In!this!regard,!two!considerations!were!uppermost—relevance!to!a!systematic!review!of!what!is!‘out!there’!as!the!field!changed!over!a!period!of!20!years!(1995V2015).!The!other!consideration!was,!while!attempting!to!be!comprehensive,!to!reduce!the!number!of!papers!to!manageable!proportions!while!seeking!inductively!to!identify!thematic!approaches!to!the!review!within!the!confines!of!the!project,!its!timeframe!and!resources.!!
Having!identified!more!than!230!papers,!a!further!mapping!exercise!was!undertaken,!by!sharing!out!the!!paper!abstracts!among!the!!four!authors,!each!!was!required!to!!use!an!agreed!!matrix!as!a!further!!means!of!mapping!the!terrain!by!organising!papers!under!a!series!of!!themes!that!could!!then!be!reviewed!in!greater!depth!while!scoring!papers!from!1V4!in!terms!of!perceived!relevance,!capturing!the!methodology!used!in!the!!paper!and!to!identify!!seminal!papers!(1=most!relevant;!4=!least!relevant).!Following!this!mapping!exercise,!and!further!refinement!of!themes,!each!member!of!the!team!was!assigned!responsibility!for!a!systematic!review!of!the!relevant!papers!as!indicated!above.!!
More!than!100!full!papers!were!down!loaded,!read!and!summarised!under!each!of!the!theme!headings!(see!Appendix!1).!Some!additional!papers!were!added!as!the!review!progressed!based!on!reference!list!and!the!unearthing!of!additional!relevant!material;!an!abductive!approach!(Alvesson!&!Skolberg,!2000).!Eleven!papers!of!the!total!were!reviewed!in!at!least!two!themes.!!
Expected%conclusions/Findings:!Since!this!literature!review!is!an!integral!element!of!major!research!project!funded!by!the!Norwegian!!research!!council,!it!is!vitally!necessary!that!the!review!speaks!to!the!themes!identified!above,!while!giving!the!field!a!future!orientation—where!it!has!come!from!and!!what!possible!futures!await!it!in!an!increasingly!more!pressurised!and!uncertain!HE!sector.!Early!analysis!indicates!that!while!the!field!has!rapidly!gained!a!secure!foot!hold!in!international!educational!literature,!such!successes!in!a!relatively!short!period!of!time!has!tended!to!hide!massive!differences!in!and!between!institutions,!with!the!literature!too!being!dominated!by!largely!English!language!countries.!Nevertheless,!it!is!becoming!more!manifest!that!academic!developers’!roles!and!responsibilities!are!increrasingly!diversified,!extending!to!issues!of!assessment,!quality!assurance,!the!!impact!of!technology!on!pedagogies,!and!leadership!and!strategic!issues!such!as!HEIs!being!!transformed!into!‘learning!organisations’.!These!are!the!emerging!considerations!that!will!be!teased!out!in!greater!detail!in!the!paper,!while!being!open!to!!discussion!by!participants!at!the!!conference.!
Relevance%for%Nordic%Educational%Research:%While!this!research!is!international!in!scope,!it!is!funded!by!the!Norwegian!Research!Council,!thus!of!considerable!interest!in!that!national!context.!However,!apart!from!participating!institutions!in!Norway,!two!Swedish!universities!are!participating!too,!thus!making!this!project!Nordic!and!international!in!focus,!particularly!since!another!participating!university!is!University!of!North!Carolina!at!Chapel!Hill.!A!later!phase!of!the!project!entails!intervention!in!Tromso!and!Oslo!as!part!of!capacity!building!among!Academic!Developers,!as!well!as!contributing!to!research!!on!the!roles,!responsibilities!of!academic!developers!to!their!own!formation,!that!of!their!colleagues!and!respective!institutions!as!well!as!to!the!students!they!serve!in!those!communities.!
[308]%INSTITUTIONAL%LEADERS'%PERPESCTIVES%ON%ACADEMIC%DEVELOPERS'%CONTRIBUTIONS%TO%INSTITUTIONAL%AND%ACADEMIC%FORMATION Tone!Dyrdal!!Solbrekke!1 ,!Trine!Fossland2 ,!Andreas!Bergh3 ,!Molly!Sutphen4 1University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway!2Centre$for$Teaching$and$Learning$,$University$of$Tromso,$Tromso,$Norway!3Department$of$Education,$Örebro$University,$Örebro,$Sweden!4University$of$North$Carolina$at$Chapel$Hill$,$UnchCCh,$Chapel$Hill$,$United$States! Research%topic/Aim:%Academic!Developers!(ADs)!come!from!many!different!fields!and!are!beholden!to!different!stakeholders!in!universities!(Napoli!&!Clement!2014).!One!criticism!of!the!roles!and!responsibilities!that!occurs!in!the!literature!is!that!the!roles!are!too!narrowly!conceived,!confined!to!a!rather!instrumentalist!view!of!teaching!and!learning!and!overly!focused!on!learning!outcomes,!while!others!complain!of!the!role!being!overburdened—too!diffuse!and!thus!also!all!but!impossible!to!fulfil.!The!purpose!of!this!paper!is!not!to!adjudicate!on!the!merits!of!such!assertions.!Rather,!the!focus!here!is!on!how!key!leaders,!institutional!stakeholders!talk!about!the!role!of!ADs!within!the!overall!context!of!institution’s!strategic!plans.!
This!paper!draws!on!interviews!with!5!senior!leaders!in!five!universities—two!in!Sweden!and!Norway!and!one!in!North!America.!These!five!interviews!are!part!of!a!larger!data!set!whereby!5!leaders,!occupying!some!of!the!most!senior!leadership!roles!within!each!!organisation,!from!the!micro!position!as!an!Academic!Developer!to!a!macro!position!of!being!provost!or!other!elevated!senior!post!that!varies!in!terms!of!title!and!!function!from!one!university!to!the!next.!These!interviews!were!conducted!in!each!institutional!context,!against!a!backdrop!of!a!literature!review!on!a)!the!roles!and!responsibilities!of!Ads,!and!b)!analysis!of!the!strategic!plans!of!their!respective!institutions,!while!the!actual!interviews!c)!focus!on!the!perceptions!of!senior!leaders!as!to!the!roles!and!responsibilities!exercised!by!ADs!and!how!in!doing!what!they!do,!they!enhance!institutional!missions!and!shape!its!contours!and!orientations.!
Theoretical%frameworks:!The!analytical!lens!deployed!in!analysis!of!!data!in!this!paper!relies!to!a!significant!extend!on!the!work!of!Ray!Land,!on!the!professional!‘orientations’!of!academic!developers,!but!inspired!too!in!a!more!selective!manner!by!the!work!of!Barnett!when!he!describes!the!‘orientations’!of!universities!as!traditional,!scientific,!entrepreneurial!and!bureaucratic,!and!to!a!lesser!extent!the!work!of!Schmidt!whose!work!on!Discursive!Institutionalism!is!particularly!inspiring!as!well!as!being!apposite,!given!the!accelerating!pace!of!change,!thus!rendering!the!!timing!of!innovations!and!planned!reforms!particularly!important.!!
This!body!of!work!and!our!own!contribution!to!it!provides!the!analytical!cocktail!that!is!used!to!interrogate!data!in!this!paper.!Fundamentally!Land’s!orientations!paint!the!world!through!the!eyes!of!Academic!Developers,!while!the!!Barnett!perspectives!may!well!be!the!more!Olympian!perspectives!espoused!by!the!most!senior!academic!leaders.!Analysis!of!data!therefore!will!seek!to!establish!the!extent!to!which!there!is!or!is!not!common!ground!between!the!perspectives!of!senior!leaders!and!those!of!ADs!in!general.!
Methodology/research%design:%As!part!of!the!broader!research!project!(http://www.uv.uio.no/iped/english/research/projects/solbrekkeVformationVandVcompetenceVbuilding/)!‘Formation!and!Competence!Building!of!University!Academic!Developers’!,!interviews!were!
conducted!with!5!leaders!in!each!of!five!universities—Uppsala!and!Orebro!in!Sweden,!Tromso!and!Oslo!in!Norway!and!Chapel!Hill,!University!of!North!Carolina!.!However,!in!this!paper!we!concentrate!on!findings!from!interviews!with!top!leaders!only.!!
The!interviews!were!conducted!in!the!offices!of!the!interviewees!during!the!months!of!March!and!April!2016!in!English!by!prior!arrangement!with!the!interviewees.!!The!more!typical!interview!lasted!for!60!minutes,!but!varied!in!length!from!50V90!minutes,!with!the!longer!interviews!being!with!the!key!Academic!Developer/!leader!or!with!those!leaders!with!a!more!intimate!knowledge!of!the!contribution!of!ADs,!their!roles!and!responsibilities.!!!The!data!thus!stems!from!those!in!positions!defined!as!pro!rector,!director!or!vice!chancellor!with!specific!responsibility!for!education!at!their!institution.!
All!interviews!were!semiVstructured!based!on!a!common!interview!guide!constructed!by!a!judicious!blend!of!literature!review!of!considerations!prevalent!in!the!literature,!attention!to!the!aims!and!objectives!of!the!formation!project,!and!consultation!within!the!research!team!as!to!particular!concerns,!interests!and!influences!operating!at!the!organisational!level!among!ADs.!In!this!regard,!who!the!leaders!were!in!terms!of!their!disciplinary!background!was!important!as!part!of!their!career!trajectories!and!the!intellectual!perspectives!they!bring!to!the!leadership!roles!they!currently!occupy.!So!too!were!the!content!of!their!university’s!strategic!plans,!the!values!that!underpinned!them!and!how!they!perceived!these!to!shape!and!influence!the!roles!and!responsibilities!of!ADs!as!they!go!about!implementing!university!policy.!Additionally,!it!was!necessary!to!garner!their!sense!of!what!ADs’!contributions!had!been!over!time,!while!the!positioning!of!the!unit!or!centre!in!which!they!worked!was!important!also;!focusing!on!how!the!role!might!evolve!in!the!near!future!was!also!addressed.!Throughout,!the!sense!of!purpose!was!to!capture!the!contribution!in!context!in!as!much!complexity!as!possible,!while!seeking!clarity!as!to!the!dynamics!of!the!contribution!and!how!it!is!perceived.!
It!was!agreed!from!the!outset!that!the!interviews!would!be!conducted!by!an!outsider!and!insider.!In!the!interest!of!consistency!and!continuity,!the!same!outsider!conducted!all!of!the!interviews!across!the!five!universities,!while!they!were!conducted!collaboratively!with!an!insider!so!that!context!would!be!an!active!presence!both!in!the!conduct!of!the!interviews!and!subsequent!data!analysis.!Similarly,!the!selection!and!initial!contact!with!interviewees!was!undertaken!informally!by!each!of!the!insiders,!while!this!was!followed!by!more!formal!communication!from!the!outsider!conveyed!to!each!interviewee!who!had!already!informally!agreed!to!being!interviewed.!Additionally,!while!informed!consent!forms,!tailored!to!context!were!prepared!in!advance,!in!each!case,!these!were!signed!by!the!interviewees!immediately!before!the!interviews!were!completed!so!that!questions!could!be!answered!and!concerns!or!queries!addressed.!In!all!cases!consent!was!provided!to!record!the!interviews,!and!these!were!transcribed!verbatim.!The!general!approach!to!the!actual!conduct!of!the!interviews!was!that!the!outsider!took!the!lead,!with!the!insider!playing!a!‘sweeper’!role—whereby!‘gaps’!in!the!interviews!due!to!questions!being!overlooked!were!addressed,!or!where!the!insider!determined!some!additional!elaboration!was!necessary!to!provide!additional!information!on!a!contextual!matter!of!significance,!or!where!‘language’!became!a!barrier!due!to!a!more!technical!translation!issue!necessitating!some!clarification.!!
As!the!interviews!progressed,!the!outsider!kept!a!reflective!journal,!while!reflective!conversations!between!him!and!the!insiders!too!raised!awareness!considerably!of!the!extent!to!which!context!matters!to!the!roles!and!responsibilities!of!ADs,!the!perceptions!of!their!contributions.!Consequently,!
there!was!increasing!concern!in!the!research!team!regarding!the!most!appropriate!means!of!coding!data!and!their!subsequent!analysis.!!
Coding!data!
After!considerable!discussion!between!among!research!team!members,!while!reVacquainting!ourselves!with!the!purposes!of!the!research!!project!as!well!as!the!interview!guide,!there!was!agreement!that!it!would!be!vital!to!be!able!to!undertake!analysis!between!the!five!different!context,!thus!the!necessity!!to!develop!a!common!coding!frame.!An!interview!transcript!was!selected!at!random,!printed!and!individually!coded!by!the!outsider!and!two!colleagues.!Each!presented!their!codes!to!the!other!two,!and!from!this!deliberative!process,!there!was!agreement!to!adopt!21!codes!!to!be!used!in!the!coding!of!all!of!the!data!while!leaving!open!the!possibility!of!making!!additions!to!the!list!of!codes!if!warranted!by!the!data!in!an!iterative!abductive!manner.!Three!codes!were!added,!giving!a!total!of!24,!as!the!data!coding!process!progressed.!Subsequent!to!the!agreement!regarding!the!21!codes,!transcripts!were!coded!in!MAXQDA.!Analysis!here!is!confined!to!the!most!senior!leaders!interviewed!in!each!of!the!five!universities,!their!!perspectives!are!viewed!through!the!!analytical!!lens!alluded!to!above.!
Expected%conclusions/Findings:!What!emerges!from!early!stage!analysis!is!that!context!is!critically!important!to!the!roles!and!responsibilities!of!academic!developers!(ADs)!and!how!these!are!perceived!by!the!most!senior!institutional!leaders,!consequently!the!paper!will!need!to!paint!brief!pictures!of!the!participating!institutions.!!
Thereafter,!a!major!emergent!theme!is!the!tension!between!teaching!and!research.!Another!is!the!extent!to!which!the!work!of!ADs!embraces!Quality!Assurance!rather!than!building!pedagogical!repertoires!among!academic!peers.!However,!the!more!crucial!considerations!and!potential!‘finding’!is!the!extent!to!which!the!orientations!espoused!by!senior!leaders!regarding!the!roles!and!responsibilities!of!ADs!in!contributing!to!formation!of!colleagues,!students!and!their!organisation!are!expectations!that!fit!within!the!‘orientations’!identified!among!ADs!themselves,!the!extent!to!which!there!is!a!match!or!mismatch!!between!leaders’!aspirations!and!ADs!orientations.!
Relevance%for%Nordic%Educational%Research:!Since!data!in!4!cases!out!of!the!five!are!generated!in!Nordic!universities,!this!research!!is!highly!relevant,!while!of!interest!internationally!too!since!pedagogical!development!is!now!compulsory!in!Norway!and!Sweden!!for!all!newly!appointed!academic!staff,!and!!increasingly!for!all!academic!staff,!whereas!this!is!not!the!case!in!many!other!jurisdictions.!Thus,!Nordic!countries!may!be!somewhat!ahead!of!the!curve!on!this!issue!with!some!lessons!to!be!shared!across!national!borders!of!considerable!relevance!and!interest!to!the!international!research!community.!
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[338]%DEVELOPMENT%OF%A%WELL`FUNCTIONING%PSYCHOSOCIAL%LEARNING%ENVIRONMENT%FOR%LARGE%HETEROGENOUS%GROUPS%OF%STUDENTS%IN%HIGHER%EDUCATION Randi!Hojem!Røthe1 ,!Tove!Irene!Risløw1 1Høgskolen$I$Lillehammer,$Lillehammer,$Norway! Research%topic/Aim:%As!lecturers,!teaching!pedagogics/education!in!higher!education,!we!experienced!how!the!students!struggled!to!find!their!role!as!firstVyearVstudents.!We!therefore!asked!ourselves!how!we!could!create!a!wellVfunctioning!psychosocial!learning!environment!for!our!students.!!
In!this!project,!we!will!describe!how!we!developed!our!learning!environment,!focusing!on!an!introduction!program!for!heterogeneous!large!groups!of!students,!which!we!evaluated.!First!we!had!to!identify!the!important!characteristics!of!wellVfunctioning!learning!environment!to!support!our!learning!platform,!which!is!socioVcultural!learning!theory!emphasizing!cooperative!learning.!Then!we!composed!a!2!weeks!program!for!our!group!of!200!students.!
Theoretical%frameworks:!To!enhance!our!knowledge!about!learning!environment,!we!identified!a!large!variety!of!literature,!covering!both!physical!and!psychosocial!environment!from!lower!education!(Opplæringsloven!§9,!Stortingsmelding!18!(2010V2011),!Opheim!&!Wiborg!(2012),!Wendelborg!m.fl.!(2011)).!There!was!less!literature!related!to!learning!environment!in!higher!education!and!here!mainly!the!physical!learning!environment!was!described!(UnversitetsV!og!høyskoleloven!kap.4,!Læringsmiljøhåndboken!UiB!(2011),!Pedersen!(2006),!Andersen!(2012)).!
V!Characteristics!of!today’s!student!(Tønnesen!(2011),!Studentrapporten!(2014),!Shotundersøkelsen!(2014).!
V!Cooperative!learning!(Johnsen!m.fl.!(2006),!Bråten!(1996),!Lave!&!Wenger!(1991),!Dyste!(2001),!Skaalvik!&!Skaalvik!(2005)).!
Methodology/research%design:%We!have!used!action!research!analyzing!and!reflecting!about!the!situation,!then!planning!and!implementing!the!introduction!program.!To!evaluate!the!program,!we!used!Kahoot!as!a!quantitative!tool!for!information!collection.!As!a!qualitative!complement!to!this,!we!used!our!own!observations!and!a!selection!of!some!written!reflections!by!the!students.!
Expected%conclusions/Findings:!In!two!weeks,!it!is!not!possible!to!develop!a!learning!environment!among!the!students!and!between!the!students!and!their!lecturers!based!on!socioVculturalV!and!cooperative!learning!and!good!relations.!However,!we!think!that!implementing!such!a!program!gave!the!heterogeneous!new!group!of!students!a!common!experience!and!reference.!More!specific!we!found:!
− More!positive,!active!and!participating!students!− More!effective!groups!!− We!did!not!have!to!use!time!reorganizing!the!groups!− We!did!not!have!to!use!time!in!conflictVsolving!within!the!groups!
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Two!weeks!after!the!program:!
1. 93%!of!the!students!felt!safe!in!the!classes!2. 92%!felt!safe!relative!to!the!lecturers!3. 87%!of!the!students!experienced!their!answers!being!recognized!by!the!students!4. 91%!of!the!students!experienced!their!answers!being!recognized!by!the!lecturers!
Relevance%for%Nordic%Educational%Research:!The!number!of!students!in!Norway!has!increased!125%!from!1990!to2013.!Already!in!2004!Barnet!describes!in!his!article,!The$Purpose$of$higher$Education$and$the$Changing$face$of$Academia,$a!transformation!from!elite!education!to!mass!education!as!a!universal!trend.!We!think!it’s!important!to!focus!on!how!to!welcome!the!mass!of!heterogeneous!students!to!help!them!succeed.!
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[351]%UNIVERSITY%TEACHERS%AND%EDUCATIONAL%PRACTICES%`%SOME%REFLECTIONS%FROM%A%SURVEY Natalia!Ringblom1 ,!Sophie!Trygger2 ,!Patrik!Hernwall3 1Department$of$Slavic$and$Baltic$Studies,$Finnish,$Dutch$and$German,$Stockholm,$Sweden!2Department$of$Physical$Geography,$Stockholm,$Sweden!3Department$of$Computer$and$Systems$Sciences,$Kista,$Sweden! %
Research%topic/Aim:%Discuss!the!complexity!of!the!university!teacher’s!role!and!their!practices!in!a!rapidly!changing!educational!landscape.!Backdrop!is!a!survey!(spring!2016)!at!Stockholm!university.!!
Theoretical%frameworks:!From!being!open!for!the!selected!individuals,!the!universities!nowadays!have!become!open!for!far!more!groups!as!well!as!more!students!enrolling,!often!resulting!in!heterogeneous!groups!of!students.!These!new!groups!of!students!require!unique!teaching!practices,!more!collaboration!among!the!colleagues!and!far!more!time!and!space!for!pedagogical!reflection.!Yet,!despite!these!educational!challenges!and!even!despite!the!fact!that!large!parts!of!the!funding!for!universities!come!from!education!(reference),!higher!education!still!has!to!struggle!with!traditions!of!prioritizing!research!from!teaching.!Many!university!teachers!seem!to!be!aware!of!these!challenges,!still!lacks!the!means!to!address!them.!!
Methodology/research%design:%In!the!spring!2016!a!survey!were!distributed!to!three!different!departments!at!Stockholm!university!(humanities,!natural!science!and!social!science!areas!respectively),!asking!university!teachers!about!teaching!range!and!responsibility;!teaching!methods;!teaching!forms!of!assessment;!teaching!impact;!teaching!identity!and!self!valuation,!and;!pedagogical!profile.!In!total!n=123.!
Expected%conclusions/Findings:!Our!results!showed!both!differences!and!similarities!among!the!departments,!not!only!when!it!comes!to!the!identities!the!teachers!ascribe!to!themselves!and!their!individual!practices,!but!also!to!the!ways!their!pedagogical!development!and!praxis!is!documented!as!well!as!how!they!reflect!about!their!role!as!a!teacher.!!
Relevance%for%Nordic%Educational%Research:!As!the!complexity!of!the!teaching!situation!in!higher!education!is!increasing!given!the!arguments!above,!the!findings!from!the!survey!give!reason!to!reflect!on!how!university!teachers!at!three!different!faculties!experience!their!pedagogical!practice.!!!
[382]%PEER%EFFECTS:%WHAT%TYPE%OF%SUPPLEMENTAL%INSTRUCTION%MODEL%WORKS%BEST%IN%UNIVERSITY%MATHEMATICS%TEACHING?% Galina!Nilsson1 ,!Elena!Luchinskaya2 ,!Lilia!Kristiansson1 1University$West,$Trollhättan,$Sweden!2Lancaster$University,$Lancaster,$United$Kingdom!%
Research%topic/Aim:%”In!Scandinavia!and!Europe!more!broadly,!students!entering!higher!education!face!difficulties!in!understanding!the!mathematics!required!for!their!course.!Meeting!students’!needs!and!providing!them!with!necessary!maths!support!will!facilitate!their!successful!progression!through!their!study,!but!what!support!system!is!best?!This!paper!evaluates!the!advantages!and!disadvantages!of!two!different!Supplemental!Instruction!(SI)!peerVtutoring!models!and!discusses!the!ways!in!which!SI! could! be! used! to! improve! students’! mathematical! knowledge! and! application! and! reduce! the!course!exam!failure!rate.”!
Theoretical% frameworks:”The! SI! model! is! underpinned! by! social! constructivist! learning! theories!which!emphasise!that!learning!is!constructed!in!an!interactive!social!context.!The!SI!sessions!are!led!by!peer!students!who!act!as!learning!facilitators!in!the!learning!process.!Learning!facilitators!can!be!selected!from!senior!students!or!from!students!of!the!same!cohort.”!
Methodology/research%design:”This!paper!evaluates!the!outcomes!of!two!pilot!projects!in!which!two!different!SI!models!were!introduced!in!teaching!mathematics!at!University!West,!Sweden.!
SI!was!first!used!at!University!West!in!2008V09!on!the!“Algebra!and!Calculus!I!for!engineers”!module!in! the! BSc! Land! Surveyors! programme.! The! objectives! of! this! oneVyear! project! were! to! improve!students’!motivation,!develop!their!competences!and!independent!learning.!Students!from!the!same!cohort! acted!as! learning! facilitators.!However,! in! recent! years,! for! a!number!of! reasons,! the!exam!failure!rate!on!this!module!increased.!In!2014V15!SI!was!implemented!for!a!second!time!in!order!to!improve! the! students’! performance.! This! time,! senior! students! acted! as! learning! facilitators! and!provided!additional!maths!support!for!students.!!
To!evaluate! the!students’!experiences,! students!were!asked! to! fill! in!a!questionnaire!at! the!end!of!both!projects.!The!course!leaders!were!also!interviewed.”!
Expected% conclusions/Findings:”The! students’! responses! showed! that! they! thought! that! they!improved! their! performance,! became! more! confident! in! solving! challenging! problems,! improved!their! subject! knowledge,! and! achieved! a! deeper! subject! understanding.! The! students! commented!that!studying!together!was!motivating!and!rewarding.!Some!students!from!the!second!SI!project!felt!that!they!got!a!better!view!of!the!whole!programme!from!their!learning!facilitators!who!were!able!to!act!as!role!models.!
The!academic!staff!interview!responses!suggested!that!the!students!benefited!from!both!SI!models.!Students! learned! to! formulate,! present! and! discuss! problems! with! peers,! having! become! more!engaged!with!the!learning!process.!The!academic!staff!commented!that!the!SI!model!where!learning!facilitators! were! students! from! the! same! cohort! could! be! better! placed! to! help! students! with!standalone! problems! whereas! the! second! model! where! senior! students! were! involved! is! better!suited!to!help!students!bridge!gaps!in!their!knowledge.!”!
Relevance% for% Nordic% Educational% Research:”The! paper! concludes! with! recommendations! on!using!different!scenarios!of!SI!to!achieve!different!learning!objectives.!!Providing!effective!support!for!students!and!enhancing!students’!learning!process!to!assist!students’!in!realising!their!full!potential!is!an!important!part!of!educational!process!which!forms!part!of!the!Nordic!and!European!educational!research.”!
[388]%EXPLORING%TEACHING%ACEDEMIC%LITERACY%IN%MATHEMATICS%IN%INITIAL%TEACHER%EDUCATION:%A%CASE%STUDY%% Kristin!Helstad1 ,!Tone!Dyrdal!!Solbrekke!2 ,!Anne!Line!Wittek3 1University$of$Oslo,$Dep$of$Teacher$Education$and$School$Research,$Oslo,$Norway!2University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway!3University$of$Oslo,$School$of$Education,$Oslo,$Norway! Research%topic/Aim:%This!paper!provides!an!exploration!of!an!“excellent”!teaching!design!in!Initial!Teacher!Education.!We!investigate!how!a!teacher!educator!in!mathematics!in!a!Norwegian!programme!employs!writing!as!a!significant!tool!in!her!teaching.!We!unpack!this!teacher!educator’s!teaching!design!and!how!she!facilitates!learning!academic!literacy!in!mathematics!and!the!writing!pedagogy!in!which!it!is!embedded.!At!core!is!how!she!uses!tools!and!strategies!that!scaffold!student!teachers’!learning.!!
Theoretical%frameworks:!The!study!is!framed!within!an!academic!literacies!stance!conceptualizing!student!writing!as!a!socially!situated!discourse!practice!(Abdulwahed,!Jaworski!and!Crawford!2012;!Ivanic!2004;!Lea!and!Street!1998;!Lillis!2003;!MackenVHorarik!et!al.!2006)!recognising!the!central!role!of!literacy!practices!in!the!success,!or!failure,!of!students’!learning!in!higher!education!(Tuck!2012).!The!concept!of!teaching!design!is!used!to!demonstrate!the!relationship!between!a!design!for!teaching!developed!by!teachers,!and!a!design!for!learning!developed!by!students!when!learning!both!the!discipline!mathematics!and!its!didactics!(Vestøl!2016).!At!core!is!the!balance!between!teachers’!authoritative!talk!and!the!role!of!dialogue!(Mercer!and!Howe!2012;!Northedge!2003).!%
Methodology/research%design:%This!paper!starts!from!findings!from!focus!group!interviews!with!18!students!in!which!two!teacher!educators’!approaches!(in!mathematics!and!pedagogy)!were!mentioned!as!highly!influential!for!their!own!learning!(Wittek,!Solbrekke!and!Helstad!forthcoming).!Although!the!teacher!educators’!designs!differed,!they!both!emphasised!writing!as!a!social!practice!and!both!teaching!designs!encouraged!learning!through:!(1)!a!sharing!culture!with!varied!feedback!from!teachers!and!peers;!(2)!high!expectations!and!demands;!(3)!continuous!reflection!on!the!relationship!between!theory!and!practice.!In!this!paper!we!focus!on!the!practice!of!the!mathematics!teacher’s!and!by!interviewing!her!twice,!we!have!been!able!to!explore!what!–!and!why!V!she!sees!as!significant!in!her!teaching!design!while!also!mirroring!this!with!the!students’!experiences.!!
Expected%conclusions/Findings:!An!important!lesson!to!learn!from!the!teaching!design!of!the!mathematics!teacher!educator!is!the!innovative!and!varied!ways!to!apply!writing!when!teaching!academic!and!professional!literacies!in!mathematics!in!ITE.!The!demonstrated!dynamic!approaches!encourage!us!to!challenge!the!more!traditional!and!static!approach!to!teaching!mathematics.!However,!tteaching!academic!literacies!in!innovative!ways,!is!not!a!task!that!can!be!left!to!individual!teachers!only,!but!has!to!be!supported!and!encouraged!by!institutional!structures!and!leaders!who!facilitate!collaboration!on!new!teaching!practices!beyond!the!individual!level!(Helstad!&!Lund!2012).!
Relevance%for%Nordic%Educational%Research:!The!study!is!part!of!a!Swedish!/!Norwegian!project!on!student!teachers’!writing!called!The$Struggle$for$the$Text!financed!by!the!Swedish!Research!Council.!It!contributes!to!an!empirically!informed!understanding!of!how!a!rich!teaching!design!opens!up!for!how!a!varied!repertoire!of!academic!literacies!scaffolds!student!teachers’!in!learning!mathematics,!yet!also!initiate!them!into!productive!ways!of!teaching.!
[404]%WHAT%IS%THE%DIFFERENCE%BETWEEN%KNOWING%A%SUBJECT%AND%TEACHING%IT?%ENACTMENTS%OF%TEACHING%IN%HIGHER%EDUCATION Kristin!Ewins1 ,!Andreas!Bergh2 ,!Marie!Lidskog3 1Centre$for$Academic$Development,$Örebro$University,$Örebro,$Sweden!2Department$of$Education,$Örebro$University,$Örebro,$Sweden!3Medical$School,$Örebro$University,$Örebro,$Sweden! Research%topic/Aim:%The!aim!of!the!research!presented!in!this!paper!is!to!understand!how!a!number!of!concepts!central!to!policyVmaking!within!the!higher!education!sector!are!interpreted!and!enacted!by!university!teachers.!Such!key!concepts!include!studentVcentred!learning,!active!learning,!studentVdirected!learning!and!constructive!alignment.!We!draw,!for!instance,!on!the!insights!presented!by!Braun!et!al.!(2010)!in!relation!to!UK!secondary!education!that!‘teachers!are!expected!to!be!familiar!with,!and!able!to!implement,!multiple!(and!sometimes!contradictory)!policies!that!are!planned!for!them!by!others,!while!they!are!held!accountable!for!this!task’!(547).!The!case!for!higher!education!in!Sweden!is!no!different.!To!fulfil!the!study’s!aim,!we!examine:!1)!How!do!university!teachers!from!different!subject!areas!interpret!the!enactment!of!teaching!in!their!current!teaching!context?;!and,!more!specifically,!2)!What!is!the!difference!between!knowing!a!subject!and!teaching!it?!
Theoretical%frameworks:!We!are!interested!in!the!relationship!between!curriculum,!student!and!teacher!in!the!wider!context!of!the!multiple!expectations!on!university!teachers!today.!In!this,!we!translate!Dewey’s!theories!about!the!child!and!the!curriculum!into!the!context!of!higher!education.!Two!of!the!central!analytical!concepts!we!borrow!from!Dewey!–!interpretation!and!guidance!–!become!pivotal!for!setting!the!varied!experiences!of!university!teachers!in!motion.!
Methodology/research%design:%The!empirical!material!for!this!study!comprises!focusVgroup!interviews!with!university!teachers!from!a!wide!array!of!subjects!within!one!mediumVsized!university!in!Sweden.!The!contents!of!the!interviews!consist!of!university!teachers’!reflections!on!enactments!of!teaching.!For!our!analysis,!we!have!selected!four!interviews!out!of!a!larger!number!with!the!intention!of!covering!a!broad!range!of!subjects!and!thus!a!wide!variety!of!subjectVrelated!teaching!traditions!and!theories.!!
Expected%conclusions/Findings:!In!our!findings!we!return!to!Dewey’s!triad!of!curriculum,!student!and!teacher.!The!differences!identified!between!the!four!subject!groups!may!be!usefully!aligned!with!these!categories:!some!take!curriculum!as!their!point!of!departure!(for!instance,!focusing!on!constructive!alignment);!some!the!student!(active,!studentVcentred!or!studentVdirected!learning!or!the!like);!and!others!concentrate!on!the!role!of!the!teacher!(craving!practical!tools!for!performing!good!teaching).!The!study!identifies!a!risk!of!instrumentalism!with!an!enforced!overVreliance!on!travelling!concepts!that!have!been!recontextualised!from!their!original!contexts,!terms!whose!vagueness!is!perpetuated!through!continuous!recurrence!in!local,!national!and!international!policy!documents.!There!is!a!great!temptation!in!the!idea!of!quick!fixes!(introducing!flipped!classroom,!building!active!learning!classrooms),!but!such!measures!must!be!accompanied!by!qualified!reflection,!clear!leadership!and!an!investment!in!time!and!support!structures!for!university!teachers.!
Relevance%for%Nordic%Educational%Research:!By!collecting!material!from!one!Swedish!university,!we!contribute!with!examples!to!a!wider!Nordic!context.!This!research!comes!out!of!an!international!project!funded!by!the!Research!Council!of!Norway:!Formation$and$Competence$Building$of$University$
Academic$Developers!(http://www.uv.uio.no/iped/english/research/projects/solbrekkeVformationVandVcompetenceVbuilding/).!From!our!early!research!within!the!project,!we!know!that!there!are!important!differences!between!universities!depending!on!size,!history,!demographics!and!geographical!location.!
[419]%FRAMING%STUDENTS%FOR%PRESTIGIOUS%HIGHER%EDUCATION%INSTITUTIONS:%THE%EXPLICIT%AND%IMPLICIT%PEDAGOGICAL%MESSAGES%OF%WIDENING%PARTICIPATION%WORKSHOPS Agnès!van!Zanten1 ,!German!Fernandez!Vavrik2 1Observatoire$Sociologique$du$Changement$(Osc),$Sciences$Po,$Paris,$France!2Laboratoire$Interdisciplinaire$D'evaluation$des$Politiques$Publiques$(Liepp),$Sciences$Po,$Paris,$France! Research%topic/Aim:%This!presentation!will!focus!on!the!widening!participation!(WP)!programs!developed!by!prestigious!higher!education!institutions!(HEIs)!in!France!in!the!2000s!to!diversify!their!student!body!and,!more!specifically,!on!the!Sciences!Po!program.!This!WP!program,!which!was!the!first!and!the!most!ambitious,!was!based!on!a!new!admission!procedure!for!students!from!disadvantaged!secondary!schools!with!which!the!institution!developed!new!partnerships.!!
Students!from!these!disadvantaged!secondary!schools!are!recruited!on!a!basis!of!an!interview!with!a!selection! jury!at!Sciences!Po!after!having! followed!an!outreach!workshop! in! their! lycée.$Conceived!and! conducted! by! voluntary! secondary! school! teachers,! these! workshops! include! lessons! and!conferences! by! external! speakers! on! specific! subjects! seen! as! relevant! to! Sciences! Po’s! curricular!expectations! as! well! as! training! on! documentary! methods! and! other! aspects! of! higher! education!pedagogy.!They!also!help!students!prepare! individual!press!reports!that!they!defend!before!a! local!jury!in!order!to!be!admitted!to!apply!to!Sciences!Po.!
The!aim!of!the!presentation!is!to!analyse!how!these!workshops!differ!from!ordinary!secondary!school!classes! and,! more! precisely,! to! what! extent! teachers’! focus! on! students’! expected! futures! in!prestigious! higher! education! institutions! leads! them! to!modify,! in! explicit! and! implicit! ways,! their!relationship! to! knowledge! and! to! students.! This! perspective! will! allow! us! to! examine! secondary!school!teachers’!views!on!the!expectations!of!prestigious!HEIs!and!on!the!factors!that!disadvantage!students! from! lowerVclass! and! minority! backgrounds! in! applying! and! getting! access! to! these!institutions.!!
Theoretical%frameworks:!The!concept!of!‘frame’!will!be!used!to!analyse!the!pedagogical!structure!of!these!workshops!and!the!ways!in!which!they!attempt!to!orient!students’!futures!and!shape!their!behaviour.!This!concept!incorporates!Basil!Bernstein’s!(1973)!perspective!on!the!framing!of!the!three!message!systems!(content,!pedagogy!and!evaluation)!of!the!curriculum.!It!also!uses!Goffman’s!work!(1974)!Frame$analysis!and!research!on!the!cognitive!and!material!shaping!of!interactions!to!analyse!the!ways!in!which!teachers!make!use!of!pedagogical!encounters!to!alter!students’!habitus!(Bourdieu,!1977).!
Methodology/research%design:%The!presentation!will!use!ethnographic!data!(collected!through!weekly!observations!of!the!workshops!and!other!activities!as!well!as!interviews!with!teachers!and!students)!from!four!secondary!schools!but!will!focus!in!more!detail!on!two!workshops!in!two!different!schools!as!idealtypes!of!contrasting!ways!of!framing!the!pedagogical!situation!and!students’!futures.!!
Expected%conclusions/Findings:!The!results!will!emphasise!the!shortVterm!effects!of!these!programs!on!individual!students!but!also!their!longVterm!consequences!on!the!social!and!political!representation!of!inequalities!in!access!to!higher!education.
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Relevance%for%Nordic%Educational%Research:!Although!the!Nordic!countries!have!reached!high!levels!of!participation!into!higher!education,!they!still!have!the!political!goal!of!widening!recruitment!to!include!social!and!minority!groups!that!are!not!yet!fully!represented!in!tertiary!education.!This!presentation!can!shed!light!on!some!of!the!social!and!institutional!views!and!processes!that!can!limit!or!raise!these!students’!aspirations!and!influence!their!choices.!!
References%%
Bernstein!B.! (1973).!Class,$codes$and$control.$Vol$3.$Towards$a$theory$of$educational$transmissions.!London!:!Routledge!&!Kegan!Paul.!Bourdieu!P.!(1977).!Outline$of$a$theory$of$practice.!Cambridge!:!Cambridge!University!Press.!!Goffman!E.!(1974).!Frame$analysis:$An$essay$on$the$organization$of$experience.!Cambridge,!MA,!US:!Harvard!University!Press!!
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[467]%"TOO%MUCH%AT%THE%SAME%TIME,%DON'T%KNOW%HOW%TO%FIND%TIME%AND%WHAT%TO%FOCUS%ON"%`%SELF`EFFICACY,%STUDY%CHALLENGES%AND%GENDER%DIFFERENCES%IN%THE%TRANSITION%FROM%UPPER%SECONDARY%TO%HIGHER%EDUCATION Monica!Londen1 ,!Katarina!!PeranderVNorrgård1 1University$of$Helsinki,$University$of$Helsinki,$Finland!%
Research%topic/Aim:%The!topic!of!this!study!is!academic!selfVefficacy!among!students!in!upper!secondary!education!and!study!challenges!as!well!as!selfVregulated!learning!among!students!in!higher!education.!The!aim!is!to!identify!challenges!that!already!in!secondary!education!can!be!rectified!in!order!to!embed!for!an!easier!transition!to!higher!education.!Focus!is!both!on!gender!differences!and!academic!support!(such!as!study!skills)!for!all!students,!however!particularly!for!firstVgeneration!students.!!
Theoretical%frameworks:!SelfVefficacy,!timeVmanagement!and!selfVregulated!learning!correlate!with!academic!achievement!and!study!pace!(Bandura!et!al.!2001,!Lane!&!al.!2004,!Lähteenoja!2010,!Biggs!&!Tang!2011,!Yusuf!201,!Poutanen!&!al.!2012,!Räisänen,!Postareff!&!LindblomVYlänne!2016).!There!are!also!documented!gender!differences!in!selfVefficacy!beliefs!(Huang!2013).!Of!specific!interest!in!this!study!is!gender!differences!relating!to!academic!selfVefficacy!and!study!challenges!in!both!study!groups!and!to!examine!possible!changes!or!similarities.!%
Methodology/research%design:!This!study,!which!relies!on!both!quantitative!and!qualitative!data,!is!part!of!the!three!year!research!project!Study!smart!V!Study!skills!and!university!preparation!for!upper!secondary!students!conducted!at!the!University!of!Helsinki.!!
The!participants!in!this!study!consist!of!480!second!year!upper!secondary!school!students!from!different!regions!in!Finland!and!302!university!students!from!different!faculties!at!the!University!of!Helsinki.!The!students!in!upper!secondary!school!filled!out!a!web!based!questionnaire,!including!standardized!questions!on!selfVefficacy.!The!students!in!higher!education!filled!out!a!short!web!based!questionnaire!on!experienced!study!challenges!during!their!first!semester!at!university!and!then!wrote!a!learning!diary!reflecting!on!their!study!skills,!selfVregulated!learning!and!time!management.!
Expected%conclusions/Findings:!The!findings!show!gender!differences!in!upper!secondary!students’!selfVefficacy,!where!male!students!reported!a!significantly!higher!general!selfVefficacy!than!female!students.!Male!students’!selfVefficacy!was!also!higher!in!science,!whereas!female!students’!selfVefficacy!was!higher!in!humanities.!The!university!students!report!several!study!challenges,!ranging!from!struggles!with!time!management!and!selfVregulated!learning!to!beliefs!in!one’s!ability!to!achieve!academically!and!challenges!with!the!material!conditions!at!the!university!and!its!impact!on!their!learning!process.!Findings!on!possible!gender!differences!among!university!students!will!also!be!presented.!
Relevance%for%Nordic%Educational%Research:!The!transition!from!secondary!to!tertiary!education!can!be!troublesome!and!at!the!beginning!of!their!first!year!in!higher!education!many!students!experience!challenges!that!influence!their!study!motivation,!study!pace!and!commitment!to!their!studies!(c.f.!De!Clercq,!Galand!&!Frenay!2016,!HaaralaVMuhonen,!Ruohoniemi,!LindblomVYlänne!2011).!SelfVefficacy!is!an!important!variable!affecting!study!motivation!and!academic!achievement!(Bandura!et!al.!2001,!Zimmerman!2000)!and!interventions!in!upper!secondary!school!could!reduce!the!gender!gap!in!academic!selfVefficacy!and!study!skills!and!thus!provide!more!equal!opportunities!
and!less!genderVsegregated!choices!in!higher!education.!Interventions,!such!as!university!preparations!in!upper!secondary!schools,!could!at!best!also!decrease!the!so!called!university!chock!that!particularly!firstVgeneration!students!may!experience!on!their!journey!to!full!academic!integration!in!higher!education.!%
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[478]%COPING%WITH%HIGHER%EDUCATIONAL%EXPECTATIONS:%GENDER,%CLASS%AND%CHALLENGES%IN%PRESTIGIOUS%CONTEXTS Carolyn!!Jackson1 ,!Minna!Salminen!Karlsson2 1Dept.$of$Educational$Research,$Lancaster$University,$Lancaster,$United$Kingdom!2Center$for$Gender$Research,$Uppsala$University,$Uppsala,$Sweden! Research%topic/Aim:%In!this!paper!we!explore!the!challenges!of!coping!with!highVstatus!and!competitive!HE!programmes!in!elite!contexts!where!top!achievements!are!generally!taken!for!granted.!We!consider!how!different!learning!and!social!contexts!are!related!to!students’!experiences!of!stress,!and!what!kinds!of!coping!strategies!are!available!and!used!by!different!groups!of!students!(e.g.!class!and!gender).!
Theoretical%frameworks:!The!analysis!is!informed!by!sociological!stress!research!(e.g.!Pearlin!1989),!studies!on!gender,!class!and!higher!education!(e.g.!Reay!et!al.!2009)!and!academic!selfVconcept!(e.g.!Marsh!&!Parker,!1984;!Eccles!2009).!!!!
Methodology/research%design:%We!draw!upon!data!from!a!large,!ongoing,!threeVyear!(2015V2018),!crossVnational!(Sweden!and!England)!comparative!interview!project!that!investigates!how!constructions!of!masculinities!and!student!identities!inform!strategies!for!coping!with!risks!of!academic!failure!and/or!striving!for!success.!The!project!focuses!on!three!elite!HE!programmes:!Medicine,!Law!and!Engineering.!Data!are!being!generated!by!focus!group!interviews!and!individual!interviews!with!students!and!staff.!The!interviews!explored:!1)!the!learning/teaching!contexts!and!cultures;!2)!patterns!of!academic!achievement!and!adviceVseeking;!3)!assessments!and!social!comparisons;!4)!stress!and!selfVworth!protecting!strategies;!5)!gender!formations!and!men’s!identities.!Data!were!analyzed!in!Atlas.ti!using!a!constructivist!grounded!theory!approach!to!explore!how!male!students’!identities!and!strategies!are!underpinned!by!the!individual,!interactional!and!institutional!orders!in!the!different!contexts.!
Expected%conclusions/Findings:!Our!data!suggest!that!students!knew!that!the!programmes!would!be!demanding!and!many!students!reporting!choosing!them!because!they!wanted!to!be!challenged!academically.!However,!most!had!not!anticipated!the!challenges!they!would!face!in!terms!of!their!academic!identities.!The!transition!to!the!new!environment!meant!that!most!students!had!to!negotiate!a!change!from!being!a!top!student!to!being!an!‘average’!or!‘low’!achiever,!and!many!struggled!with!trying!to!find!a!sustainable!work/rest!balance.!Students!used!a!multitude!of!strategies!which!we!explore!in!this!paper;!e.g.!increased!academic!effort!and!withdrawal!from!other!activities;!displaying!calmness!and!engagement!in!the!programme!communities;!concealing!poor!test!results;!and!also,!seeking!academic!and!emotional!support!from!peers.!While!gendered!discourses!of!‘effortless!achievement’!and!detachment!from!studies!were!regarded!as!less!prominent!than!in!schooling,!hiding!stress!and!effort!were!described!as!especially!common!for!men!and!associated!with!masculinity.!
Relevance%for%Nordic%Educational%Research:!By!examining!undergraduate!stress!and!wellVbeing!in!prestigious!contexts,!we!will!begin!to!shed!more!light!on!(1)!how!privilege!are!maintained,!reinforced,!and!might!be!challenged,!and,!also,!(2)!the!pressures!and!demands!on!many!middleVclass!young!people!and!the!effects!on!their!wellbeing.!!
[484]%DEVELOPMENT%TOWARD%WHAT?%AIMS%AND%VALUES%GUIDING%ACADEMIC%DEVELOPERS'%PRACTICES% Ester!Fremstad1 ,!Andreas!Bergh2 ,!Trine!Fossland3 1University$of$Oslo,$Oslo,$Norway!2Department$of$Education,$Örebro$University,$Örebro,$Sweden!3Centre$for$Teaching$and$Learning,$University$of$Tromso,$Tromso,$Norway! Research%topic/Aim:%In!this!paper!we!explore!the!aims!and!values!guiding!the!practices!of!university!academic!developers,!on!order!to!better!understand!their!roles!and!responsibilities.!!!
Theoretical%frameworks:!We!combine!two!different!frameworks!of!analysis!(Fremstad,!Solbrekke!and!Sutphen!2016).!First!we!draw!on!the!theoretical!model!of!‘different!orientations!to!academic!development’!proposed!by!Land!(2001).!Second!we!use!the!conceptual!framework!of!‘epistemic!living!spaces’!(Felt!2009)!drawn!from!social!studies!of!science,!to!interpret!the!findings!in!relation!to!the!specific!contexts.!!
Methodology/research%design:%We!have!interviewed!academic!developers!within!four!different!universities,!two!in!Sweden!and!two!in!Norway.!In!order!to!understand!more!about!the!roles!and!responsibilities!that!they!describe,!we!use!a!comparative!and!abductive!(Alvesson!and!Skjöldberg!2009)!approach.!Using!the!model!of!approaches!to!academic!developed!by!Ray!Land!(2001)!we!first!explore!comparatively!how!academic!developers!within!the!different!institutions!describe!their!aims!and!practices!along!the!two!dimensions!‘domesticating!–!liberating’!orientation,!and!‘individual!–!institutional’!orientation.!Further,!in!order!to!capture!the!dynamic!between!the!liberating!and!domesticating,!individual!and!institutional!aims!and!practices,!which!we!observe!as!central!in!the!way!academic!developers!describe!their!work,!we!have!added!a!level!to!the!model!were!we!explore!the!interrelatedness!of!the!dimensions!and!thus!bring!attention!to!this!dynamic.!!
In!order!to!understand!the!similarities!and!differences!between!the!different!academic!development!units,!we!analyze!these!findings!in!light!of!the!different!contexts,!by!using!the!different!dimensions!of!‘epistemic!living!spaces’,!looking!into!the!epistemic!norms!and!practices,!specific!spatial!and!symbolic!features,!as!well!as!temporal!and!social!conditions.!!
Expected%conclusions/Findings:!The!major!findings!from!this!study!are!twofold.!First,!we!have!found!that!the!academic!developers!from!the!different!universities!describe!comparable!practices,!but!also!very!different!understandings!of!their!role!and!responsibility!within!the!institutions,!as!well!as!regarding!the!broader!society.!The!study!provides!nuanced!understanding!of!similarities!and!differences!in!values,!aims!and!practices!between!the!four!different!academic!development!units.!Second,!these!similarities!and!differences!are!found!to!be!related!to!specific!features!of!the!different!contexts.!By!exploring!this,!insight!is!developed!about!the!conditions!that!supports!and!restraints!the!variety!of!aims!academic!developers!may!pursue!in!order!to!increase!the!quality!of!education!within!their!institution!(and!beyond),!and!also!about!the!way!in!which!academic!developers!carve!out!and!enact!their!own!space!of!actions,!values,!aims!and!direction.!!
Relevance%for%Nordic%Educational%Research:!In!the!Nordic!higher!education!context,!academic!developers!are!given!an!extensive!responsibility!for!the!pedagogical!competence!of!university!teachers,!as!well!as!for!educational!development!and!leadership!within!the!institutions.!Knowledge!about!what!guides!and!steers!their!practices,!about!the!pedagogical!competence!they!aim!to!develop!
among!teaching!staff,!and!their!aspirations!for!educational!leadership!and!development!is!important!to!understand!the!role!and!responsibilities!expected!of,!and!assumed!by,!this!growing!profession.!!
[486]%SHALL%WE%LET%HIM%DIE?%SIMULATION%AS%A%METHOD%FOR%IMPROVED%PRACTICE%IN%NURSING%EDUCATION Odd!Rune!Stalheim1 ,!Yngve!Nordkvelle1 1Lillehammer$University$College,$Lillehammer,$Norway! Research%topic/Aim:%“Shall!we!let!him!die?!Simulation!as!a!method!for!improved!practice!in!nursing”!This!paper!is!a!part!of!a!larger!research!project!established!to!throw!light!on!quality!issues!in!higher!education!in!Norway,!and!reports!from!one!case!study!out!of!twelve!(NIFU!Report!2015:14).!The!study!focus!on!how!simulation!as!a!method!increase!and!affect!students!learning!processes!during!their!practicum.!!!
Theoretical%frameworks:!Technological!innovations,!in!this!case!simulations!in!designated!laboratories!for!nursing!education,!has!the!advantage!that!it!prepares!students!for!real!life!experiences!and!assist!them!in!translating!theory!to!actions!in!safe!and!secure!conditions.!Practicing!on!forehand!leaves!more!time!and!profusion!for!the!students!to!concentrate!to!what!is!only!possible!to!learn!in!complex!and!realistic!real!life!situations!(Tosterud,!2014;!Dieckmann,!2009).!Student!satisfaction!with!simulation!activities!are!reported!to!be!very!high!in!nursing!education!(Keskitalo!&!Ruokamo,!2016,!Tosterud,!2015).!!"Simulation!competence"!is!coined!as!a!crucial!element!in!succeeding!for!simulations.!This!requirement!is!seen!as!a!result!of!a!long!lasting!engagement!in!using!simulations,!not!in!isolation,!but!as!a!part!of!the!systematic!efforts!to!build!learning!communities!in!the!student!group.!The!debriefing!situation!is!regarded!as!possibly!the!most!effective!and!demanding!element!in!this!context!(Tosterud,!HallVLord,!Petzäll!&!Hedelin,!2014).!The!success!of!simulation!depends!on!a!faculty!and!staff!that!master!a!method!and!can!handle!the!number!of!expected!and!unexpected!situations!during!the!procedure,!such!as!"Shall!we!let!him!die?"!
(Keskitalo!&!Ruokamo,!2015;!Ødegården,!Struksnes!&!Hofmann,!2015).!
Methodology/research%design:%The!study!is!an!explorative!phenomenological!case!study,!which!consisted!of!several!individual!and!group!interviews!as!well!as!observations!of!one!student!group!in!their!second!year!in!a!specific!course!module.!!The!simulation!sessions!were!videotaped!from!the!simulation!administrator's!position.!The!debriefings!were!taped!by!the!researchers.!Analysis!of!transcripts!and!video!has!
been!performed!by!using!NVIVO!11.!!!
Expected%conclusions/Findings:!The!informants!consider!simulation!more!like!a!method!and!fine!theory!lesson!than!a!substitute!of!real!life!experiences!and!practicum.!!Students!emphasize!the!need!and!wish!for!a!good!and!supportive!care!from!their!supervisors.!Students!are!underway!to!achieve!"simulation!competence".!On!this!journey,!they!remind!us!not!to!forget!the!importance!of!real!life!experiences!and!the!need!for!
supervisors!and!teachers!to!stand!by.!These!factors!are!hard!to!replace!with!technology.!!!
Relevance%for%Nordic%Educational%Research:!”!Simulation!laboratories!is!a!high!technology!field,!where!costs!and!methods!allow!new!areas!of!study!to!take!part!in!the!development.!Particularly!in!the!affluent!Nordic!countries!there!is!a!rapid!growth!in!the!use!of!simulation,!and!nursing!education!is!an!area!that!the!uptake!is!fast.!Fundamental!questions!such!as:!do!they!contribute!to!a!higher!quality!in!teaching!and!learning,!are!vital!to!pose!to!this!rapidly!evolving!field.!
References:%%
Dieckmann,!P.!(2009).!Simulation!setting!for!learning!in!acute!medical!care.!In!P.!Dieckmann!(Eds.),!Using$Simulations$for$Education,$Training$and$Research!(pp.!40–138).!Lengerich,!Germany:!Pabst!Science!Publishers!!
Keskitalo,!T.!&!Ruomamo,!H.!(2016)!Students’!Expectations!and!Experiences!of!Meaningful!SimulationVBased!Medical!Education.!Seminar.net.$International$Journal$of$Media,$Technology$and$
Lifelong$Learning,$12(2),!110V123.!http://seminar.net/104Vfrontpage/269VstudentsVexpectationsVandVexperiencesVofVmeaningfulVsimulationVbasedVmedicalVeducation!!
Tosterud,!R.!(2015)!Simulation!used!as!a!learning!approach!in!nursing!education.!Students’!experiences!and!validation!of!evaluation!questionnaires.!DISSERTATION.!Karlstad!University!Studies,!2015:1!!
Tosterud!R.,!HallVLord!ML.,!Petzäll!K.,!Hedelin!B.!(2014)!Debriefing!in!simulation!conducted!in!small!and!large!groups!V!nursing!students’!experiences.!Journal$of$Nursing$Education$and$Practice,$4(9).!http://dx.doi.org/10.5430/jnep.v4n9p173!!
Ødegården,!T.,!Struksnes,!S.!&!Hofmann,!B.!(red.)!(2015)!Pasientsimulering$i$helsefag$:$en$praktisk$
innføring.$Oslo:!Gyldendal!Akademisk.!!
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[522]%TEACHING%SPACE,%DESIGNING%LEARNING%PROCESSES%`%CONCEPTS%AND%MATERIALS Hege!!Hansson1 ,!Solveig!Nordtømme2 1University$College$of$SouteastCNorway,$Kongsberg,$Norway!2University$of$Southeast$Norway,$Kongsberg,$Norway! Research%topic/Aim:%The!aim!of!this!presentation!is!to!discuss!teaching!and!learning!processes!in!HE!and!how!material!practice!and!academic!studies!can!inform!each!other!in!an!interdisciplinary!approach.!The!starting!point!for!our!study!is!the!implementation!of!a!course!of!30!ECTS,!called!Kindergarten$space,$materiality$and$environment,!the!last!semester!in!the!bachelor!degree!of!Early!Childhood!Education.!The!physical!and!material!qualities!of!learning!environments!are!often!taken!for!granted!and!are!invisible!partners!in!teaching.!The!focus!of!the!course!has!been!to!teach!students!how!these!aspects!can!be!brought!to!center!stage!in!a!kindergartenVlearning!environment.!We!combined!theory,!analysis,!doing,!creating!and!performing!to!make!an!ongoing!feedback!loop!between!these!positions.!In!the!study,!we!explore!how!HE!teaching!can!equip!students!to!see!with!new!eyes!the!possibilities!that!the!material!conditions!of!education!in!terms!of!materiality!and!space!matter.!!
What!teaching!and!learning!styles!in!HE!can!support!this!process,!and!how!can!interdisciplinary!approaches!strengthen!students’!knowledge!constructions?!!
What!teaching!and!learning!approaches!are!possible!for!teaching!about!space!and!materiality!in!kindergarten!learning!environments?!!
Theoretical%frameworks:!This!educational!research!brings!together!a!pragmatic!aesthetic!approach!and!postVhuman!theories!to!explore!how!materials!participate!in!pedagogic!practice!as!experimental!learning!and!crossVdisciplinary!teaching.!In!this!study,!we!have!combined!and!overlapped!material!theories.!These!overlapping!theoretical!frames!have!then!been!applied!to!both!the!didactic!and!teaching!design!of!the!course!and!to!the!research!design!of!this!study.
As!we!have!different!disciplinary!backgrounds!on!the!topic,!from!drama/theatre!and!pedagogy,!we!worked!to!combine!and!overlap!these!as!interdisciplinary!concepts.!As!such,!the!study!is!also!an!ongoing!curriculum!conversation!between!the!research!partners.!
Methodology/research%design:%The!study!is!designed!as!a!case!study!where!the!data!material!includes!implementation!of!the!course,!students’!assessments!at!different!stages!in!the!semester!and!their!meta!texts!produced!as!one!component!in!the!final!exam.!To!extend!the!project!we!interviewed!the!students!after!6!months!of!working!as!teachers!in!the!kindergarten.!A!final!element!of!the!case!study!will!be!a!workshop!at!the!University!College!to!discuss!with!students!how!their!skills,!challenges!and!experiences!in!working!with!the!material!environment!can!be!seen!in!the!light!of!their!learning!processes!on!the!course.!!
Expected%conclusions/Findings:!Positive!impact!of!the!learning!processes!embodying!the!theory.!Students!are!able!to!articulate!concepts,!discuss!theoretical!approaches!by!using!materials,!and!create!physical!environments!for!children.!!Students!are!able!to!embody!the!theory!and!to!make!new!praxis!by!doing!V!making!the!environment!speak.!Opened!up!questions!of!teachers’!role!in!providing!new!vocabulary;!facilitating!both!slowing!down!and!‘entering!the!room’:!inhabiting!an!empty!space.!
Relevance%for%Nordic%Educational%Research:!The!study!will!construct!knowledge!about!how!pedagogies!in!higher!education!can!bridge!the!gap!between!virtual!and!real!learning!environments.!Moreover,!how!to!discuss!and!develop!teaching!styles!to!make!creative,!innovative!students,!teachers!and!praxis.!
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[542]%ARTS`BASED%LEARNING%FOR%MENTAL%HEALTH%CHALLENGES Knut!Omholt1 1Norwegian$University$of$Life$Sciences,$Aas,$Norway! Research%topic/Aim:%In!a!Norwegian!survey!made!in!2014!of!students’!health!and!wellVbeing!every!fifth!student!reports!mental!health!problems.!According!to!the!age!of!the!students!they!double!the!frequency!of!such!difficulties!among!other!people.!In!this!paper!I!present!a!project!which!researches!artsVbased!learning!as!a!means!to!improving!the!mental!health!of!students.!It!involves!using!materials!like!the!body,!voice,!words,!and!drawing!and!painting!media.!The!project!has!been!carried!out!at!the!Norwegian!University!of!Life!Sciences,!financed!by!The!Extra!Foundation!for!Health!and!Rehabilitation!and!The!Norwegian!Council!for!Mental!Health.!!
Theoretical%frameworks:!The!starting!point!of!the!theoretical!framework!is!connected!to!the!theories!of!the!psychiatrist!Carl!Gustav!Jung.!His!view!of!personal!development!has!now!been!included!in!transformative!learning!by!authors!advocating!a!broadening!of!the!scope!of!education.!We!applied!Jung’s!technique!active!imagination.!The!way!materials!are!employed!in!that!context!is!to!give!outer!shape!to!inner!images!to!get!to!know!what!is!going!on!in!one’s!psyche.!In!this!connection!the!material!conditions!can!be!described!in!accordance!with!Vija!Lusebrink’s!systematization!of!kinesthetic,!sensory,!perceptual,!affective,!cognitive!and!symbolic!effects!of!handling!different!media.!In!Lev!Vygotsky’s!terminology!the!materials!can!be!seen!as!tools.!As!such!they!are!directed!outwards!but!what!they!help!to!create!becomes!signs!for!communication!with!others!as!well!as!one!self.!The!research!question!was!how!the!participants’!expressions!change!during!the!course!V!if!there!is!any!indication!that!a!transformation!takes!place.!
Methodology/research%design:%The!project!consisted!in!an!artsVbased!learning!group!which!I!ran!as!the!group’s!leader.!Before!the!group!started!I!interviewed!the!participants!separately!for!half!an!hour!to!sort!out!their!focus!for!the!work.!The!group!met!two!hours!weekly,!twelve!times!during!a!semester.!Eight!students!took!part.!I!got!their!permission!to!photograph!all!the!visual!products.!After!the!end!of!the!course,!I!met!again!with!the!individual!participant.!We!reviewed!the!photos!and!the!student!related!what!he!now!made!of!his!expressions.!I!took!notes!and!completed!them!shortly!afterwards.!!
Expected%conclusions/Findings:!In!this!paper!I!will!present!findings!associated!with!the!work!of!one!of!the!participants!whose!challenges!were!shyness!and!loneliness.!The!way!she!used!the!primary!colors!in!her!paintings!can!be!seen!as!paralleling!the!way!she!treated!her!true!feelings!and!emotions!V!mixing!them,!covering!them,!enclosing!them,!but!eventually!setting!them!free!and!placing!them!‘where!they!naturally!belonged’.!!
Relevance%for%Nordic%Educational%Research:!Mental!health!difficulties!among!students!are!on!the!increase!internationally.!The!relevance!of!the!project!for!Nordic!educational!research!is!its!possible!contribution!to!the!development!of!remedial!actions.!Graduation!in!higher!education!does!not!depend!solely!on!material!conditions!for!professional!learning!but!also!for!handling!personal!challenges!connected!with!being!a!student.!In!a!wider!perspective!the!project!has!to!do!with!the!problem!of!drop!outs!in!higher!education!which!has!financial,!human!and!societal!considerations.!
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[545]%ACTS,%POLICIES%AND%RESOURCES%RELATED%TO%IMMIGRANT%STUDENTS%IN%THREE%UNIVERSITIES%IN%ICELAND Anna!Katarzyna!Wozniczka1 ,!AnhVDao!Tran1 ,!Hanna!Ragnarsdóttir2 1University$of$Iceland,$School$of$Education,$Reykjavík,$Iceland!2University$of$Iceland,$Reykjavik,$Iceland! Research%topic/Aim:%The!increase!in!number!of!immigrants!in!universities!in!Iceland!calls!for!a!response!from!university!authorities,!teachers!and!campus!communities.!This!response!needs!to!be!cognizant!of!various!factors,!including!potential!language!difficulties,!cultural!precepts!and!social!marginalization!(Anderson,!2008;!Gundara,!2000;!Rizvi!&!Lingard,!2010).!The!aim!of!the!paper!is!to!analyze!regulatory!policies!regarding!immigrant!students!and!the!services!and!initiatives!available!to!them!in!Icelandic!universities.!!
Theoretical%frameworks:!The!theoretical!background!includes!critical!multicultural!studies!which!focus!on!the!analyses!of!the!position!of!minority!groups!in!societies!from!a!critical!perspective!on!these!societies!and!their!educational!systems!(Parekh,!2006).!Access!to!education!for!immigrants!is!crucial!in!counteracting!their!marginalization!and!isolation!and!encouraging!their!active!participation!in!society.!International!and!Icelandic!studies!show!that!education!at!the!tertiary!level!plays!an!important!role!in!ensuring!societal!equality.!This!role!includes!numerous!factors,!ranging!from!knowledge!of!suitable!teaching!methods!for!diverse!student!populations,!understanding!of!the!need!of!individualized!support!for!students!to!responsive!administrative!infrastructure!(Hanna!Ragnarsdóttir,!2010;!Lillie,!2013;!Sutherland,!Claxton!&!Pollard,!2003).!
Methodology/research%design:%Qualitative!methods!were!used!in!the!study.!Data!were!collected!from!public!documents!and!other!written!information!published!and/or!available!online!from!the!three!largest!Icelandic!universities,!University!of!Iceland,!Reykjavik!University!and!University!of!Akureyri!(Stake,!1995;!Yin,!1994).!Thematic!analysis!was!used!to!synthesize!main!findings!from!the!study!(Braun!&!Clarke,!2013).!
Expected%conclusions/Findings:!Preliminary!findings!suggest!that!while!the!policies!and!other!official!documents!of!Icelandic!universities!reveal!an!awareness!of!the!diversification!of!their!students!and!some!articulate!the!universities‘!responsibility!in!reaching!out!to!immigrant!populations,!there!is!little!documentation!and!evaluation!available!on!how!these!universities!are!addressing!student!diversity!in!practice.!Such!information!would!be!helpful!in!the!development!of!policies!and!courses!(Gray,!Rolph!&!Melamid,!1996).!There!is!no!clear!distinction!between!immigrant!student!and!exchange!student!populations!in!the!policies,!and!written!information!available!from!universities‘!websites.!Teaching!and!social!services!are!mostly!tailored!to!the!needs!of!exchange!students!and!do!not!consider!multicultural!issues!involved!in!communication,!including!the!possible!resistance!among!immigrant!students!against!seeking!assistance!(Daddona,!2011;!Stebleton!&!Soria,!2012).!However,!the!shift!in!attitudes,!including!opening!discourse!on!multiculturalism!and!expanding!the!idea!of!societal!equality,!previously!focused!on!gender,!to!the!issues!of!nationality!and!ethnicity!is!being!observed.!
Relevance%for%Nordic%Educational%Research:!The!study!is!part!of!the!project!Educational!aspirations,!opportunities!and!challenges!for!immigrants!in!university!education!in!Iceland!(2016V2018)!funded!by!the!Icelandic!Research!Fund!where,!in!addition!to!analyzing!policies,!focus!group!
and!individual!interviews!will!be!conducted!with!immigrant!students!and!university!staff!members,!including!counselors!and!teachers.!!
The!project!is!highly!relevant!for!both!Icelandic!and!Nordic!educational!research,!because!the!number!of!immigrants!in!university!education!in!Nordic!countries!increases!every!year!with!the!growing!number!of!immigrant!population!in!the!region.!We!hope!that!our!research!will!contribute!to!the!relevant!discussion!about!immigrants’!place!in!tertiary!education.!!!
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[593]%SHAPING%TEACHERHOOD%AT%METRIC%UNIVERSITY%`%FINNISH%ACADEMICS'%NARRATIVES Anne!Laiho1 ,!Annukka!!Jauhiainen1 ,!Arto!Jauhiainen1 1University$of$Turku,$Department$of$Education,$University$of$Turku,$Finland! Research%topic/Aim:%The!aim!of!our!research!is!to!deepen!understanding!about!academic!teaching!under!the!conditions!of!the!neoliberal!HE!policy!and!university!management.!In!the!culture!of!performativity,!new!management!techniques!have!been!introduced!with!a!diversity!of!indicatorVbased!control!mechanisms!(Ball!2006).!Bringing!to!a!head!we!can!argue!that!a!“metric!tide”!(Wilsdon!2015)!simplifies!academic!work!processes!into!quantifiable!outcomes.!These!transformations!among!others!have!shaped!the!terms!and!conditions!of!academic!work!and!created!conflicting!understanding!what!being!and!working!as!a!teacher!in!academy!really!means.!!
Theoretical%frameworks:!We!examine!how!academics!make!sense!of!their!teaching!work!and!shape!their!teacherhood!in!the!middle!of!the!changes!of!Finnish!academy.!Taking!a!narrative!approach!our!research!ask!what!kinds!of!possibilities,!resources,!limits!and!problems!the!managerial!!principles!and!practices!set!at!teaching.!Narratives!are!one!way!of!articulating!and!understanding!human!experiences.!The!narratives!define!what!within!a!particular!community!is!considered!to!be!good,!right!and!valued!as!opposed!to!what!is!regarded!as!bad,!wrong!and!despised.!Through!these!stories!individuals!orient!in!the!world!and!try!to!get!some!firm!hold!in!it.!!The!theoretical!framework!of!the!research!draws!from!sociocultural!research!traditions.!We!are!looking!at!individuals!in!the!political,!cultural!and!institutional!–!that!is!sociocultural!–!contexts.!This!means!that!teaching!as!academic!work!is!constructed!and!defined!at!the!same!from!´inside`!and!´outside´.!
Methodology/research%design:%The!data!for!our!research!consists!of!essays!(n=117)!written!by!academics!who!participated!in!the!course!of!University!pedagogy!during!the!2009–2015.!!The!case!university!is!traditional,!multidisciplinary!university.!The!participants!in!the!courses!represented!all!the!six!faculties!at!the!case!university.!!All!categories!of!academics!–!professors,!lecturers,!senior!assistants,!nonVtenured!fullVtime!teachers!–!are!represented,!as!well!as!researchers.!
Expected%conclusions/Findings:!Academics!do!their!teaching!tasks!in!very!differing!environments!in!which!the!experiences!of!everyday!life!are!determined!by!the!culture!of!department!belonging!to!different!academic!‘tribes’.!!Academics’!storylines!of!teaching!are!strongly!contextualised.!!For!example!the!teaching!meant!various!practices:!laboratory!work,!exercises!of!sums,!cooperation!with!business!companies,!project!work,!clinical!teaching,!traditional!lectures,!supervising!theses!etc.!The!case!university!and!it’s!disciplinary!and!departmental!cultures!entail!diverse!and!competing!narratives!to!make!sense!of!‘being!a!teacher’!and!shape!own!teacherhood!in!university.!
Relevance%for%Nordic%Educational%Research:!Also!Finland!has!systematically!followed!neoliberal!transnational!higher!education!policy!doctrines.!Since!the!1960s!Finnish!university!policy!has!taken!steps!from!the!Social!Democratic!Nordic!'state!development!university!doctrine',!through!more!liberal!'managing!by!results!and!competition!doctrine'!to!the!'neoliberal!NPM!doctrine'.!The!new!University!Act!in!2009!was!a!culmination!of!the!new!higher!policy!guided!by!‘neoliberal!NPM!doctrine’.!(Rinne,!Jauhiainen!&!Kankaanpää!2014;!Slaughter!&!Leslie!1997.)!
[614]%EDUCATIONAL%ASPIRATIONS,%OPPORTUNITIES%AND%CHALLENGES%FOR%IMMIGRANT%STUDENTS%AT%ICELANDIC%UNIVERSITIES%DURING%2016`2018 Susan!Rafik!Hama1 ,!Artem!Ingimar!Benediktsson2 ,!Friðgeir!Börkur!Hansen1 ,!Kriselle!Lou!Suson1 1University$of$Iceland,$Faculty$of$Education,$Reykjavík,$Iceland!2University$of$Iceland,$Reykjavík,$Iceland! Research%topic/Aim:%This!paper!derives!from!the!research!project!Educational!aspirations,!opportunities!and!challenges!for!immigrants!in!University!education!in!Iceland.!This!is!the!first!comprehensive!study!that!aims!to!provide!insight!into!aspirations!of!immigrants!in!tertiary!education!in!Iceland!and!the!kind!of!opportunities!and!challenges!they!face.!Data!is!collected!at!three!universities!located!in!different!areas!of!Iceland.!
Theoretical%frameworks:!The!theoretical!framework!for!this!study!includes!critical!multiculturalism,!a!field!that!focus!mainly!on!the!cultural!rights!of!the!minority!groups!and!educational!developments,!and!the!role!of!educational!instutions!in!providing!social!equity!(Parekh,!2006;!Anderson,!2008;!Gundara,!2000;!Rizvi!og!Lingard,!2010).!
Methodology/research%design:%The!research!project!is!conducted!in!three!stages;!first!are!focus!group!interviews!with!immigrants!currently!enrolled!at!one!of!the!three!main!universities!in!Iceland.!The!focus!group!interviews!consist!of!six!mixed!groups!of!students!that!come!from!different!parts!of!the!world.!The!purpose!of!the!focus!group!interviews!is!to!generate!and!understanding!of!immigrant!students’!experiences!and!to!identify!issues!to!be!explored!further!in!semiV!structured!in!–depth!interviews!with!individual!students.!In!the!second!stage!are!individual!interviews!with!the!40!focus!group!participants!as!well!as!with!selected!university!staff!members,!including!student!counsellors!and!teachers.!Individual!semiV!structured!inV!depth!interviews!are!chosen!to!elicit!the!views!of!the!40!participants!as!clearly!and!accurately!as!possible!(Flick,!2009;!Kvale,!1996).!The!third!stage!of!the!data!collection!is!based!on!focus!group!interviews!with!the!same!group!as!in!stage!one!at!the!end!of!the!project!period.!The!analytical!process!will!take!place!simultaneously!throughout!the!research!period.!The!data!gathered!will!be!transcribed,!categorized,!coded!and!interpreted!(Creswell,!2008).!!
Expected%conclusions/Findings:!Preliminary!findings!indicate!positive!experiences!of!these!students!despite!the!various!challenges!they!face!related!to!language,!cultures!and!various!expectations.!We!also!found!that!their!university!experiences!were!to!a!large!extent!derived!from!external!factors!such!as!their!educational,!economic!and!social!backgrounds.!Furthermore,!immigrant!students’!participation!in!their!university!studies!are!challenged!by!issues!such!as!limited!choice!of!studies,!communication!difficulties!with!university!staff!and!fellow!students!lack!of!information!regarding!opportunities!at!the!Icelandic!labor!market,!etc.!The!main!themes!that!were!identified!in!the!group!interviews!are:!!
! Challenges!regarding!residence!/!study!permits!(the!participants!who!come!from!nonVEEA!countries)!
! Problems!related!to!course!organization!
! Different!attitudes!towards!group!work!assignments!and!difficulties!connected!to!them!(search!for!group!mates,!team!building,!etc.)!
! Language!and!discourse!within!the!universities!!
! Different!attitudes!and!experiences!of!communication!with!the!International!Office!and!Student!Counselling!and!Career!Centre!
Relevance%for%Nordic%Educational%Research:!The!research!project!is!highly!relevant!for!both!Icelandic!and!Nordic!educational!research,!because!of!the!increasing!number!of!immigrants!in!university!education!in!Nordic!countries!every!year,!along!with!the!growth!of!immigrant!population!in!Iceland.!We!hope!that!our!research!will!contribute!to!the!relevant!discussion!about!immigrants’!place!in!university!education!in!Iceland!and!the!Nordic!higher!education!context.!!!
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[626]%THE%HIDDEN%GLOBAL%AND%LOCAL%DYNAMICS%OF%THE%EXPANSION%OF%HIGHER%EDUCATION Jón!Torfi!Jónasson1 1School$of$Education,$University$of$Iceland,$Reykjavík,$Iceland! Research%topic/Aim:!Understanding!the!expansion!of!higher!education!at!the!local!(Nordic)!and!global!levels,!comparing!the!expansion!in!the!Nordic!countries!as!compared!to!US!and!Japan!using!longVterm!statistics!but!also!all!other!countries!using!more!short!term!data!from!OECD!and!UNESCO.!!
Theoretical%frameworks:%This!involves!a!credential!account!which!involves!the!students!as!key!actors,!being!responsible!for!the!expansion!of!higher!education.!This!view!is!supported!by!looking!at!the!differential!growth!pattern!for!males!and!females,!which!in!turn!suggests!a!novel!interpretation!of!the!gender!gap!in!the!enrollment!figures!in!higher!education.!!
The!credentials!remain!as!a!basic!feature!of!the!system,!as!discussed!by!Collins!(1979),!Brown!(1995),!Labaree!(1997)!and!Baker!(2011).!!
VincentVLancrin!(2008)!and!DiPrete!and!Buchmann!(2013)!endeavor!to!account!for!the!gender!gap,!but!the!account!may!depend!heavily!on!in!which!terms!it!is!described;!here!a!new!description!is!proposed,!using!data!and!accounts!from!Schofer!and!Meyer!(2005)!as!a!contrast!to!the!data!presented!here.!The!credential!account!of!educational!expansion!in!its!simple!form!suggests!that!people!want!or!need!a!degree.!They!may!indeed!also!need!or!want!the!knowledge!or!skills!that!the!degree!represents,!but!significantly!it!is!the!degree!itself.!Labaree!(1997,!p.!259)!claims!that!the!learning!is!definitely!of!secondary!importance;!it!may!even!be!immaterial!to!some!of!the!students.!IsopahkalaVBouret!(2014)!shows!that!(at!least!some)!Finnish!students!have!quite!a!clear!picture!in!their!minds!about!the!status!and!value!of!different!higher!education!degrees.!This!relates!in!complex!ways!to!the!rules!of!the!system!(e.g.,!accreditation),!corresponding!pictures!held!by!the!world!of!work!and!those!held!within!the!educational!institutions!themselves.!However,!it!is!the!students!who!register,!perhaps!not!always!exactly!where!they!would!most!want!to!be,!but!nevertheless!they!decide!whether!to!opt!for!postVcompulsory!education,!and!they!are!in!this!sense!responsible!for!the!expansion!of!education.!In!a!recent!review!of!alternative!credential!accounts,!Baker!(2011)!notes!that!education!as!an!institution!has!contributed!no!less!to!the!expansion!of!education!than!the!labor!market!in!relation!to!its!demands!for!skilled!labor.!!
It!is!also!important!to!that!the!regularities!of!expansion!that!emerge!in!the!data!are!explored!using!the!lens!of!exponential!growth,!which!is!based!on!a!steady!rate!of!growth,!and!seems!to!fruitfully!fit!the!patterns!in!question.!This!account!of!the!data!strongly!supports!the!theoretical!account!noted!above!and!thus!has!a!notable!theoretical!significance.!!
References!
Baker,!D.!P.!(2011).!Forward!and!backward,!horizontal!and!vertical:!Transformation!of!occupational!credentialing!in!the!schooled!society.!Research$in$Social$Stratification$and$Mobility,$29(1),!5V29.!doi:http://dx.doi.org/10.1016/j.rssm.2011.01.001!
Brown,!D.!K.!(1995).!Degrees$of$Control.$A$Sociology$of$Educational$Expansion$and$Occupational$Credentialism.!New!York:!Teachers!College!Press.!
Collins,!R.!(1979).!The$Credential$Society:$An$historical$sociology$of$education$and$stratification.!New!York:!Academic!Press.!
DiPrete,!T.!A.,!&!Buchmann,!C.!(2013).!The$rise$of$women$:$the$growing$gender$gap$in$education$and$what$it$means$for$American$schools.!New!York:!Russell!Sage!Foundation.!
IsopahkalaVBouret,!U.!(2014).!‘It’s!considered!a!second!class!thing.’!The!differences!in!status!between!traditional!and!newly!established!higher!education!credentials.!Studies$in$Higher$Education.!doi:10.1080/03075079.2014.881339!
Labaree,!D.!F.!(1997).!How$to$succeed$in$school$without$really$learning:$the$credentials$race$in$American$education.!New!Haven,!Conn.:!Yale!University!Press.!
Schofer,!E.,!&!Meyer,!J.!W.!(2005).!The!Worldwide!Expansion!of!Higher!Education!in!the!Twentieth!Century.!American$Sociological$Review,$70,!898V920.!!
VincentVLancrin,!S.!(2008).!The!Reversal!of!Gender!Inequalities!in!Higher!Education:!An!OnVgoing!Trend.!In!Centre!for!Educational!Research!and!Innovation!(Ed.),!Higher$education$to$2030!(Vol.!I:!Demography,!pp.!265V298).!Paris:!Centre!for!Educational!Research!and!Innovation,!OECD.!
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Methodology/research%design:%LongVterm!data!enrollment!data,!corrected!for!cohort!sizes,!is!analyzed!for!the!Nordic!countries,!US!and!Japan!(derived!from!the!Statistical!central!offices!of!these!countries),!but!also!shorter!term!data!for!countries!worldwide!(derived!from!UNESCO!and!OECD!data!bases),!both!individual!countries!and!aggregated!over!continents.!The!background!variables!are!gender!in!all!cases,!but!cohorts!and!ethnical!groups!in!special!cases!(where!available).!!
Expected%conclusions/Findings:!In!the!following!sections:!
• A!clear!alternative!to!the!account!of!expansion!of!HE!presented!by!Schofer!and!Meyer!(2005)!both!as!an!account!of!the!general!expansion!and!as!a!description!of!the!gender!difference.!!
• Further!a!parsimonious!empirical!account!for!the!expansion!in!general!will!be!presented!which!supports!the!credential!account!of!expansion,!in!particular!in!the!longVterm.!!
• The!saturation!part!of!any!exponential!growth!function,!describing!real!life!phenomena,!is!introduced!and!discussed,!in!particular!as!it!refers!to!the!difference!between!developed!and!developing!countries.!
• The!paper!demonstrates!that!the!ubiquity!of!the!expansion!can!be!demonstrated!and!a!parsimonious!explanation!suggested!that!it!fits!the!data!very!well.!It!is!not!confined!to!the!developed!countries.!!
• This!involves!a!credential!account!which!involves!the!students!as!key!actors,!being!responsible!for!the!expansion!of!higher!education.!This!view!is!supported!by!looking!at!the!differential!growth!pattern!for!males!and!females,!which!in!turn!suggests!a!novel!interpretation!of!the!gender!gap!in!the!enrollment!figures!in!higher!education.!!
Relevance%for%Nordic%Educational%Research:!The!paper!will!show!!
V How!detailed!description!we!have!for!the!Nordic!expansion,!but!also!what!parts!are!missing.!
V The!affinity!of!the!Nordic!expansion!with!that!of!the!international!scene!and!how!countries!at!very!different!developmental!stages!show!qualitatively!the!same!growth!patterns!even!though!they!are!at!different!stages!of!development.!!
[674]%IN%THE%MARGINS%OF%HIGHER%EDUCATION%`%NON`TRADITIONAL%ROUTE%TO%UNIVERSITY%IN%FINLAND Annukka!Jauhiainen1 ,!Nina!Haltia2 ,!Ulpukka!IsopahkalaVBouret3 1University$of$Turku,$Department$of$Education,$Turku,$Finland!2University$of$Turku,$Turku,$Finland!3University$of$Helsinki,$Helsinki,$Finland! Research%topic/Aim:%Widening!access!to!higher!education!to!make!higher!education!more!inclusive!has!been!a!part!of!the!European!policy!agenda.!This!agenda!has!taken!different!forms!like!a!general!policy!approach!targeting!all!categories!of!students!or!measures!focusing!on!different!underVrepresented!groups!(Eurodyce/Eurostat/Eurostudent!2012,!79–80;!Orr!&!Hovdhaugen!2014,!45–46.)!In!Finland,!a!political!consensus!exists!that!there!is!no!need!for!special!widening!access!and!participation!initiatives,!because!Finnish!higher!education!system!is!open!for!all!students!from!different!background.!The!main!route!to!university!studies!in!Finland!goes!through!upper!secondary!school!and!matriculation!examination.!However,!also!those!with!vocational!schooling!are!formally!eligible!for!applying!to!universities.!!
In!our!presentation,!we!are!studying!the!nonVmatriculated!students!who!have!not!made!their!way!to!university!through!the!traditional!academic!track!in!Finland.!Our!ultimate!aim!is!to!explore!the!experiences!of!these!students!and!to!make!their!presence!visible.!Questions!of!age,!social!class!and!gender!are!closely!tied!to!this!issue.!
Theoretical%frameworks:!We!want!to!study!how!the!habitus!of!these!students!fits!in!the!academic!cultures!of!the!universities!and!their!units.!In!the!Finnish!context,!the!experiences!of!these!students!have!not!been!much!studied,!but!it!can!be!expected!that!nonVtraditional!students!might!feel!marginalized!and!have!trouble!in!‘fitting!in’!(e.g.!Reay,!Crozier!&!Clayton!2010).!In!our!analysis,!we!draw!on!Bourdieu’s!concepts!of!habitus,!cultural!and!social!capital!and!field.!
Methodology/research%design:%At!this!point,!we!approach!the!issue!by!presenting!registerVbased!data!and!survey!data!of!nonVtraditional!applicants!and!entrants!to!universities,!their!entry!routes,!backgrounds!and!life!situations.!With!this!data,!we!are!able!to!contextualize!the!issue!and!give!on!overview!of!the!situation.Our!data!consist!of!two!different!empirical!data.!The!first!one!is!a!database!formed!from!register!data!provided!by!Statistics!Finland,!which!covers!50!%!random!sample!of!all!applicants!to!Finnish!universities!in!2014!(N=114!337).!For!the!analysis,!only!Finnish!citizens!(n=105!865)!have!been!included!since!the!data!has!many!deficiencies!regarding!foreign!citizens.!The!data!consists!of!variables!concerning!the!life!situations!and!backgrounds!of!the!applicants.!The!second!data!is!Eurostudent!survey!data,!which!explores!the!living!conditions,!studying,!mobility,!social!background!and!livelihood!of!students!in!higher!education!in!Europe.!
Expected%conclusions/Findings:!Overall,!the!students!without!having!passed!the!matriculation!examination!seem!to!be!more!mature,!more!often!employed,!and!having!more!previous!education!than!matriculated!ones.!The!nonVmatriculated!come!from!lower!background!compared!to!matriculated.!!In!order!to!grasp!the!differences!within!the!nonVtraditional!group,!a!cluster!analysis!was!made.!The!variables!used!in!the!analysis!include!applicant’s!age,!level!of!previous!education!and!income!together!with!their!both!parent’s!level!of!education!and!income.!With!this!analysis,!three!groups!were!identified:!(1)!a!group!of!mature!applicants!(2)!a!group!of!young!applicants!from!low!
socioeconomic!background!and!(3)!a!group!of!young!applicants!from!high!socioeconomic!background.!
Relevance%for%Nordic%Educational%Research:!!Our!study!is!part!of!the!investigation!about!emerging!stratification!in!formerly!egalitarian!higher!education!systems!in!Nordic!countries!and!about!!inequalities!within!different!‘subVfields’!of!higher!education.!
[699]%STUDY%MOTIVES%AND%CAREER%PATHS%`%RESULTS%FROM%A%COMPARATIVE%STUDY%OF%FINNISH%AND%GERMAN%GRADUATES%OF%EDUCATIONAL%SCIENCE% Maximilian!SAiler1 ,!Kimmo!Kontio2 1LMU$Munich,$Department$of$Psychology$and$Education,$Munich,$Germany!2University$of$Oulu,$Oulu,$Finland! Research%topic/Aim:%In!general!the!goal!of!higher!education!policies!in!Europe!is!to!increase!participation!in!Higher!Education!(Leuze!2010,!p.!100;!Osborne!2003).!Fostering!the!expansion!of!Higher!Education!leads!unavoidable!to!the!question!how!graduates!manage!the!transition!from!Higher!Education!to!work!(Little!2008).!The!list!of!empirical!studies!that!have!addressed!the!transition!from!Higher!education!to!work!on!a!crossVnational!level!is!extensive.!As!examples!one!can!mention!the!studies!CHEERS!(Careers!after!Higher!Education:!a!European!Research!Study)!(Paul/Teichler/Van!der!Velden!2000)!and!REFLEX!(The!Flexible!Professional!in!the!Knowledge!Society!New!Demands!on!Higher!Education!in!Europe)!(Arthur!&!Little!2010;!Allen!&!Van!der!Velden!2007).!These!comparative!studies!generated!empirical!insights!on!individual!study!paths,!the!transition!process!from!higher!education!to!employment,!the!overall!job!satisfaction,!and!also!the!retrospective!view!on!Higher!education!(Brennan!2008;!Little!2008;!Teichler!2002a;!Teichler!2007a;!Teichler!2007b).!Nonetheless!crossVnational!comparisons!lack!on!providing!details!on!specific!graduates!respectively!specific!study!programs!(Teichler!2002a).!In!our!study!which!was!conducted!in!2011!and!2013!we!intended!to!focus!on!graduates!from!Oulu!University,!Finland!who!were!enrolled!in!the!Faculty!of!Educational!Science!and!Psychology!and!graduates!from!LudwigVMaximiliansVUniversity!Munich!who!were!enrolled!in!the!study!program!“Psychology!of!Excellence!in!Business!and!Education”.!The!goal!is!it!to!generate!empirical!data!on!particular!occupational!groups!with!multiple!career!opportunities.!This!paper!compares!the!results!of!two!alumni!surveys!conducted!at!the!University!of!Oulu,!Finland!and!the!LMU!Munich,!Germany!in!order!to!have!more!empirical!knowledge!about!the!transition!processes!of!graduates!from!education!and!psychology.!
Theoretical%frameworks:!The!research!questions!address!the!retrospective!view!on!study!motives,!factors!which!enhanced!the!job!entry!and!specific!factors!on!job!satisfaction.!Apparently!the!professional!satisfaction!of!university!graduates!is!influenced!by!a!number!of!personal!and!situational!factors!(Cornelißen!2008;!Teichler!2002b).!Career!success!can!be!also!divided!between!subjective!and!objective!career!success!(Abele/Spurk/Volmer!2011).!Both!concepts!might!not!necessarily!relate.!Other!research!questions!deal!with!conducive!and!unconducive!factors!of!the!career!entry!also!addressing!obstacles.!There!are!many!career!opportunities!for!Educationalists!and!Psychologists!in!related!or!even!nonVeducational!fields!so!therefore!it!is!important!to!backtrack!individual!career!paths!(Rauschenbach!&!Züchner!2004;!Rauschenbach!2002).!For!educational!research!it!is!very!valuable!to!know!how!graduates!integrate!into!the!job!market!and!how!they!proceed.!Not!only!to!have!insights!about!the!wide!variety!of!entered!professional!fields!and!job!specialization!processes,!but!also!to!portray!individual!career!paths!in!respect!to!specific!subjective!decisions.!This!study!wants!to!provide!feedback!to!the!Universities!by!revealing!the!impact!of!scientific!education!to!the!individual!career.!The!results!of!the!OuluVSurvey!will!be!compared!with!the!findings!from!LMU!Munich!survey!in!regards!to!the!crossVnational!European!Surveys.!This!research!may!contribute!to!the!field!of!Higher!Education!and!would!like!to!stress!the!educational!necessity!of!analysing!career!paths!quantitatively!in!order!to!initiate!debates!about!the!role!of!universities!in!career!development.!
Methodology/research%design:%The!survey!was!developed!at!the!University!of!Augsburg,!Germany!in!cooperation!with!the!University!of!Oulu,!Finland.!The!empirical!instrument!is!a!crossVsectional!onlineVsurvey.!The!items!were!drawn!out!the!“DiplomVPädagogen”!Survey!and!the!European!Surveys!CHEERS!and!REFLEX!in!order!to!allow!the!comparability!of!the!results.!146!items!including!four!10Vpoint!Likert!scales!were!developed.!This!process!was!literature!based!and!included!items!for!the!scales!Study$motives!(13!items),!factors!influencing!the!job$entry$(11!items),!factors!influencing!the!current$position!(15!items)!and!factors!of!job$satisfaction$(13!items).!Other!items!addressed!the!amount!of!job!applications!sent,!the!duration!of!job!search,!income,!Grade!Point!Average!(GPA),!distance!from!University!to!first!employment!and!working!contracts.!The!LMU!Munich!sample!had!additional!items!in!regards!to!the!Big!Five.!A!PreVtest!(n=30)!was!conducted!and!had!the!result!that!five!questions!were!eliminated!from!the!survey.!The!internal!consistency!or!reliability!for!both!samples!for!the!four!scales!was!acceptable!(Cronbach!Alpha!>!0.75).!The!first!sample!was!drawn!out!of!the!alumni!network!of!educational!scientists!and!psychologists!at!the!University!of!Oulu.!The!Oulu!sample!covered!graduates!from!1980!up!to!2011!(n=123).!The!Oulu!alumni!network!consisted!of!517!former!students.!The!return!rate!was!with!24%!satisfying.!All!of!the!questions!have!been!translated!to!the!Finish!language!assuring!a!maximum!degree!of!understanding!for!the!participants.!The!survey!was!conducted!in!January/February!2011.!The!LMU!Munich!Sample!was!drawn!out!of!the!alumni!network!of!psychology!of!excellence.!The!LMU!Munich!sample!covered!Graduates!from!2000V2012!(n=79).!254!graduates!of!the!international!study!program!could!be!traced!by!valid!email!addresses.!The!response!rate!(31%)!was!satisfying.!Taking!into!account!that!80!graduates!couldn’t!be!contacted!due!to!invalid!addresses,!the!total!number!of!graduates!was!higher!(n=334).!So!therefore!the!adjusted!return!rate!was!with!23%!very!comparable!to!the!Oulu!sample.!Due!to!fact!that!it!was!an!international!program,!the!language!of!the!survey!was!in!English.!The!survey!was!conducted!in!December/January!2012/2013.!The!data!of!the!surveys!was!analysed!with!SPSS.!Descriptive!and!inferential!statistical!methods!were!used.!!
Expected%conclusions/Findings:!Some!descriptive!findings!of!the!study!will!be!introduced.!Both!samples!contain!young!professionals,!professionals!and!established!professionals.!Since!the!Oulu!sample!had!graduates!from!1980,!the!average!age!of!participants!was!higher!(M=!41)!in!comparison!to!the!LMU!Munich!sample!(M=31).!The!graduates!of!the!LMU!Munich!sample!had!an!average!grade!point!average!of!1.48!(SD=0.47).!93!%!of!the!alumni!had!a!GPA!between!1.0!and!2.0.!The!Oulu!sample!featured!a!different!grading!scheme!(0=fail,!5=excellent),!the!alumni!had!also!averagely!high!GPA!(M=3.66,!SD=.83).!LMU!Munich!alumni!averagely!searched!3!months!to!get!a!position!after!graduation!(SD=3.87).!Oulu!graduates!averagely!searched!1.77!months!to!get!a!position!after!graduation!(SD=3.50).!In!comparison!to!CHEERS,!the!job!transition!was!distinctly!above!average.!Usually!it!takes!5.1!months!for!Finish!graduates!to!enter!the!job!market!and!for!graduates!from!a!German!University,!it!takes!averagely!5.5!months.!In!both!samples!could!be!recognized!that!graduates!already!build!up!networks!with!future!employers!while!studying.!A!graduate!from!the!study!program!“Psychology!of!Excellence”!of!LMU!Munich!averagely!sent!9.22!applications!(SD=16.22)!to!get!a!job!contract.!Graduates!from!Oulu!University!even!undercut!this!number.!They!averagely!sent!5.93!applications!(SD=21.69).!On!the!scale!Study!Motives,!graduates!from!both!samples!agreed!mostly!on!the!same!items.!Strong!Agreement!from!Oulu!and!Munich!graduates!on!“I!like!to!be!around!people”!(M=8.16,!SD=2.02),!“matches!my!abilities/interest!(M=8.30,!SD=1.67)!and!“freedom!for!personal!development!(M=7.23,!SD=2.29).!In!addition!the!LMU!Munich!sample!stressed!their!interest!in!the!study!field,!methods!and!findings!(M=7.62,!SD=1.92).!Graduates!from!Oulu!
University!neglected!this!item!(M=4.36,!SD=2.51).!The!Overall!job!satisfaction!is!high!in!both!samples!(M=7.32,!SD=1.42).!Results!from!inferential!procedures!will!be!presented.!
Relevance%for%Nordic%Educational%Research:!On!a!national!level!the!amount!of!studies!is!rather!small!dealing!with!career!paths!of!educationalists!and!psychologists.!The!survey!“DiplomVPädagogen!in!Deutschland”!from!2001!was!one!of!the!first!systematic!attempts!to!disclose!the!situation!for!educationalists!in!Germany!(Krüger!&!Rauschenbach!2004;!Krüger!&!Züchner!2002;!Rauschenbach!2002).!Comparative!data!from!Finland,!in!that!respect,!is!missing.!The!study!might!provide!more!insight!about!the!transition!process!from!Higher!Education!to!work!in!central!and!northern!Europe.!Those!comparative!studies!can!be!useful!for!practitioners!and!professionals!working!in!the!educational!field!of!education!especially!Northern!Europe.!
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[731]%A%COMPARISON%BETWEEN%THE%ACHIEVEMENTS%AND%CAPABILITIES%OF%FIRST%YEAR%MEDICAL%AND%FIRST%YEAR%NURSING%STUDENTS%AT%THE%UNIVERSITY%OF%THE%FREE%STATE,%SOUTH%AFRICA Anthonie!Gerber1 1University$of$the$Free$State,$Bloemfontein,$South$Africa! Objective:!This!study!investigated!how!first!year!medical!and!nursing!students!perceive!their!own!personal!options!(capabilities),!compared!to!their!actual!achievements!(functionings).!!
Theoretical%framework:!Academic!stressors,!living!circumstances,!working!conditions,!eating!habits!and!where!students!undertake!leisurely!activities!effects!their!academic!performance,!capabilities!and!functionings.!Studies!has!shown!that!students!with!high!life!satisfaction!reported!higher!levels!of!academic!achievements.!Factors!like!poor!sleep,!poor!eating!habits,!academic!stress!(workload,!evaluations,!and!fear!of!failure)!and!clinical!stress!(fear!of!making!mistakes,!death,!and!suffering)!impact!negatively!on!academic!performance.!
Methodology:!In!this!descriptive,!comparative!study,!all!1stVyear!medical!and!nursing!students!at!the!University!of!the!Free!State,!Bloemfontein,!South!Africa!were!invited!to!complete!a!validated!questionnaire!to!reflect!their!capabilities!(scope)!and!achievements!(outcomes).!!The!seven!domains!evaluated!were:!happiness,!achievements,!health,!intellect,!social!relations,!environment!and!integrity.!Data!were!analysed!using!descriptive!statistics!.The!study!was!explained!to!the!students!and!they!were!asked!to!complete!a!questionnaire!inferring!about!their!functionings.!
Results:!!All!the!students!in!the!medical!group!valued!the!different!domains!above!60%,!in!terms!of!scope!and!functionings.!The!nursing!group!valued!the!domains!differently!and!on!average!they!rated!the!functionings!17,4!%!lower!and!the!scope!8,2%!lower!than!the!medical!students.!Both!groups!valued!their!functionings!as!follows:!!
Integrity!as!the!highest!in!both!groups,!health!the!worst!in!the!medical!group!and!environment!the!worst!in!the!nursing!group.!!
Both!groups!find!themselves!in!an!intellectually!stimulating!environment!with!extensive!focus!on!integrity!and!ethical!behaviour.!!
The!Health!domain!was!rated!worst!by!the!medical!students!and!second!worst!by!the!nursing!students.!This!indicated!that!they!suffer!from!insufficient!sleep,!exhaustion,!poor!eating!habits,!less!time!to!exercise!
The!Environment!was!rated!the!worst!by!the!nursing!students.!They!were!not!satisfied!with!their!living!circumstances,!working!conditions,!and!long!hours!of!clinical!work!in!hospitals!(440!hours!per!year).!
The!achievement!domain!was!perceived!unsatisfactorily!among!the!medical!students.!They!were!of!the!opinion!that!they!could!achieve!better!academically!and!perform!better.!
Conclusions%and%relevance%to%educational%research:!To!address!these!challenges,!it!is!suggested!that!faculties!of!Health!Sciences!should!introduce!wellness!curricula,!set!realistic!expectations!and!limit!the!degree!of!physical!and!emotional!exhaustion!associated!with!training.!Successful!mentors!
should!be!provided!to!assist!students.!Giving!students!the!opportunity!to!be!responsible!and!accountable!for!their!own!learning!may!result!in!better!performance.!This!would!promote!a!deeper!understanding!of!their!course!content,!build!confidence!in!their!ability!to!learn,!and!develop!better!skills!across!various!functional,!personal,!social!and!professional!platforms.!!Circumstances!should!be!created!where!students!can!experience!joy!and!satisfaction.!This!includes!conditions!that!promote!studying!in!a!pleasant!environment,!provision!of!financial!aid,!and!provision!of!adequate!resources!and!make!more!time!available!for!satisfying!social!relationships!and!extramural!physical!activities.!Supporting!students!may!result!in!improved!academic!performance!and!a!more!capable!student,!which!translates!into!more!competent!and!capable!doctors!and!nurses!for!the!future.!!!
[734]%BUILDING%STRONG%ONLINE%LEARNING%COMMUNITIES%ACROSS%TIME%AND%SPACE%`%A%THEORETICAL%APPROACH% Elsebeth!Korsgaard!Sorensen1 1Dept.$of$Learning$and$Philosophy,$Aalborg$University,$Aalborg,$Denmark! Research%topic/aim:%This!paper!addresses!the!challenge!of!building!strong!collaborative!learning!communities!online.!From!a!theoretical!approach!it!discusses!the!design!challenges!and!mechanisms!significant!to!designing!and!structuring!a!digital!learning!architecture!condusive!to!a!strong!interactive!and!social!climate!online,!including!the!role!of!the!online!teacher!as!the!one!person!managing!the!learning!design!and!staging!“the!play!of!collaborative!online!learning”.!It!discusses!interface!features!but!in!particular!didactic!features!appropriate!for!navigation!and!learning!collaboratively!in!the!digital!online!environment,!as!well!as!how!to!establish!course!identity!in!ways!which!optimise!the!chances!of!ensuring!unambiguous!and!coherent!collaboration!and!interaction!between!learners!–!and!ultimately!the!optimum!knowledge!building!process!in!an!online!learning!environment.!!
Theoretical%framework:%The!theoretical!framework!of!the!paper!incorporates!references!to!1)!collaborative!learning!principles!(CL)!(Schmuck,!1985);!2)!knowledge!building!principles!from!the!research!field!of!Computer!Supported!Collaborative!Learning!(CSCL)!(Koschmann,!2013),!principles!of!meta!learning!(ML)!(Bateson,!1972),!and!Wittgenstein’s!language!game!theory!(Wittgenstein,!1974).!
Methodology/research%design:%The!research!perspective!is!hermeneuticVphenomenological.!While!the!study!adapts!an!explorative!perspective,!the!paper!identifies!design!elements!related!to!time!and!context!as!critical!factors!for!design!of!asynchronous!interaction!and!collaborative!knowledge!building,!it!applies!a!text!analytical!perspective!as!one!part!of!the!theoretical!approach!V!not!only!as!a!background!for!designing!virtual!learning!architectures!and!method!to!invite!digital!collaboration!among!learners,!but!also!as!a!way!of!stimulating!insight!for!a!new!view!on!the!role!of!the!online!tutor.!The!data!collected!and!analysed!consists!of!digital!dialogues!generated!in!an!online!learning!environment.!
Expected%outcome:%The!hypothesis!behind!the!study!is!that!the!metaphorical!use!and!communicative!attitude!of!the!teacher!are!pertinent!to!enhance!online!learning,!assuming!that!collaborative!knowledge!building!at!some!level!is!an!expression!of!online!learning:!the!more!V!and!better!quality!V!of!collaborative!knowledge!building!the!teacher!can!inspire,!the!more!learning!has!taken!place).!The!data!of!the!study!consist!of!digital!dialogues!generated!in!a!master!programme!unfolding!in!an!online!learning!environment.%
Relevance%for%Nordic%educational%research:%There!is!an!outspoken!need!for!novel!research!based!concepts,!models!and!theories!for!competence!development!in!the!Nordic!Region!
(Nordic!Council!of!Ministers,!2011).!Interdisciplinary!and!transVdisciplinary!research!collaboration!in!the!Nordic!countries!with!the!purpose!of!establishing!knowledge!emergence!(Nowotny,!2006).!Being!able!to!conduct!good!quality!online!dialogue!and!collaborative!intercultural!knowledge!building!(the!topic!of!this!paper)!in!order!for!our!future!Nordic!society!to!prosper,!seems!to!me!to!be!the!way!forward.!!
References:%
V Bateson,!G.!(1976)!Steps!to!an!Ecology!of!Mind,!Chicago:!The!University!of!Chicago!Press.!V Koschmann,!T.!(2013),!"Conversation!analysis!and!learning!in!interaction",!In$The$Encyclopedia$of$Applied$
Linguistics!(Carol!A.!Chapelle,!ed.),!Oxford,!U.K.,!WileyVBlackwell,!pp.!1038V1043.!!V Nowotny,$H.$(2006).!Cultures$of$technology$and$the$quest$for$innovation.$New$York,$New$York:$Berghahn$
Books.!ISBN$9781845451172.!Conference!details:!Cultures!of!technology!and!the!quest!for!innovation,!Kulturwissenschaftliches!Institut!(KWI)!in!Essen,!Germany,!April!2003.!
V Report.!Nordic!Council!of!Ministers,!2011.!Place,!publisher,!year,!edition,!pages.!København:!Nordisk!ministerråd!,!2011.!,!44!p.!
V Schmuck,!R.!(1985):!Learning$to$Cooperate,$Cooperating$to$Learn:$Basic$concepts.!In!Slavin,!R.,!Shlomo,!S.,!Kagan,!S.,!HertzVLazarowitz,!R.,!Webb,!C.,!Schmuck,!R.!(eds.):!Learning$to$Cooperate,$Cooperating$to$Learn.!Plenum!Press.!New!York.!1985.!(pp.!1V4)!
V Wittgenstein,!L.!(1974):!Philosophical!investigations.!Oxford:!Basil!Blackwell!
% %
(Nordic Council of Ministers, 2011). Interdisciplinary and trans-‐disciplinary research collaboration in the Nordic countries with the purpose of establishing knowledge emergence (Nowotny, 2006). Being able to conduct good quality online dialogue and collaborative intercultural knowledge building (the topic of this paper) in order for our future Nordic society to prosper, seems to me to be the way forward.
References:
-‐ Bateson, G. (1976) Steps to an Ecology of Mind, Chicago: The University of Chicago Press. -‐ Koschmann, T. (2013), "Conversation analysis and learning in interaction", In The Encyclopedia of Applied
Linguistics (Carol A. Chapelle, ed.), Oxford, U.K., Wiley-‐Blackwell, pp. 1038-‐1043. -‐ Nowotny, H. (2006). Cultures of technology and the quest for innovation. New York, New York: Berghahn
Books. ISBN 9781845451172. Conference details: Cultures of technology and the quest for innovation, Kulturwissenschaftliches Institut (KWI) in Essen, Germany, April 2003.
-‐ Report. Nordic Council of Ministers, 2011. Place, publisher, year, edition, pages. København: Nordisk ministerråd , 2011. , 44 p.
-‐ Schmuck, R. (1985): Learning to Cooperate, Cooperating to Learn: Basic concepts. In Slavin, R., Shlomo, S., Kagan, S., Hertz-‐Lazarowitz, R., Webb, C., Schmuck, R. (eds.): Learning to Cooperate, Cooperating to Learn. Plenum Press. New York. 1985. (pp. 1-‐4)
-‐ Wittgenstein, L. (1974): Philosophical investigations. Oxford: Basil Blackwell
NETWORK 11
Historical Research
Network 11
Historical Research
[69]%CHILDREN%AND%YOUNG%PEOPLE'S%SEXUALITY%IN%THREE%NORWEGIAN%ORDERS%OF%DISCOURSE%1900`1950% Øystein!Skundberg1 1Lillehammer$University$College,$Lillehammer,$Norway! Research%topic/Aim:%Analysing!three!Norwegian!orders!of!discourse!about!children’s!sexuality!1900V1950:!The!paper!presents!a!part!of!my!PhD!project,!a!discourse!analysis!of!the!topic!of!sexuality!in!texts!on!child!rearing,!family!health!and!morals!published!in!Norway!from!1792V1952,!in!order!to!descrbie!how!children!and!their!sexuality!was!interpreted!and!constructed!in!manuals,!handbooks!and!articles!for!parents,!teachers!and!other!professionals.!!
Theoretical%frameworks:!This!work!draws!on!Foucault’s!theories!of!discourse!on!sexuality!through!the!1800s,!and!his!concept!of!pastoral$power!which!is!prevalent!in!child!rearing!handbooks.!!Furthermore,!I!employ!the!structuralist!understanding!of!discourse!developed!by!Laclau!&!Mouffe!to!illustrate!how!childrens’s!sexuality!was!constructed!as!an!empty$signifier!and!“nature”!was!a!nodal!point!in!the!historical!sources.!Insights!from!the!work!of!Stephen!Marcus,!Michael!Mason!and!Beth!Bailey!on!the!history!of!sexuality!are!also!important!entry!points.!
Methodology/research%design:%Being!social!constructivist!in!nature,!the!study!uses!approaches!from!Critical!Discourse!Analysis,!as!Norman!Faircloughs!theory!of!orders$of$discourse!(Fairclough,!2010),!Ruth!Wodaks!field$of$action!and!DiscourseVHistorical!Method!(Titscher!et!al,!2000).!
Expected%conclusions/Findings:!With!the!influence!of!Freudianism!and!psychoanalysis!on!Norwegian!family!ideology!from!the!1910s!onward,!new!opinions!and!theories!about!sexuality!of!young!people!divided!discourses,!so!that!it!is!possible!to!discern!three!orders!of!discourse!about!the!topic:!The!bourgeoisVChristian,!the!psychoanalytical!and!the!Social!hygienic.!With!a!keyword,!discourses!within!the!first!emphasised!subordination,!in!the!second,!free!expression!of!sexuality,!and!in!the!last!order!of!discourse!protection.!!
The!concept!of!the!order!of!discourse!allows!several!discourses!to!struggle!for!hegemony!within!a!certain!social!order.!!Professionals!like!physicians,!teachers!and!psychologists!could!situate!themselves!in!or!across!these!orders!when!they!discussed!children’s!sexuality,!in!a!wide!range!from!traditionalist!and!moral!to!progressive!and!scientific.!The!paper!examines!how!their!academic!discipline!and!ideological!context!relates!to!their!ideas!about!the!sexuality!of!children.!
Relevance%for%Nordic%Educational%Research:!The!litterature!analysed,!although!sold!and!popular!in!Norway,!was!often!by!Danish,!Swedish!and!German!writers,!making!the!subject!relevant!for!Nordic!educational!history.!It!demonstrates!that!ideas!and!theories!of!pedagogy,!health!and!morals!was!influenced!from!a!larger!North!European!context!and!not!isolated!to!Norwegian!authors!and!publications.!!
[366]%REFRAMING%IDENTITY Trine!Höjsgaard1 1Stockholm$University,$Educational$Institution,$Swedish$Red$Cross$University$College,$Huddinge,$Sweden! Research%topic/Aim:%The!object!of!the!study!is!the!construction!of!nursing!pupils’!identities!at!the!Swedish!Red!Cross!University!College!(SRCUC)!in!the!period!between!1945V1977,!with!a!special!focus!on!changes!in!identity!construction!and!conflicts!between!previous!and!latter!perceptions!of!what!it!means!to!be!a!nurse.!The!chosen!period!was!in!general!a!transition!phase!from!the!nurse!being!viewed!as!a!pupil!trained!at!a!practical!nursing!school,!towards!becoming!a!student!in!higher!education!based!on!research.!!
V!How!do!nurses’!vocational!identities!appear!in!current!educational!discourses!during!the!period!of!1947V1977,!with!a!focus!on!how!nurses!were!expected!to!be.!The!intent!is!to!search!for!articulated!requirements!and!expectations!in!curricula,!programs,!timetables,!syllabi!and!other!important!documents!of!the!SRCUC.!Here,!critique!of!old!goals!and!regulation!as!well!as!arguments!for!new!orders!are!of!special!interest.!
!V!How!do!nurses!educated!in!this!time!period!describe!their!personal!experiences!of!becoming!and!working!as!a!nurse,!and!what!appears!important!or!not!in!relation!to!their!vocational!identity!formation.!
!V!How!can!the!socialisation!process!and!the!formation!of!the!vocational!identity!be!understood!in!comparisons!of!the!interviews!and!the!text!analysis!of!the!documents!in!the!archive!in!the!hermeneutical!interpretative!approach.!
Theoretical%frameworks:!My!methodological!approach!is!hermeneutical,!drawing!on!the!model!of!Formal!Data!Structure!Analysis!(FDSA)!described!by!Trankell!and!the!Stockholm!School!of!empirical!hermeneutics.!The!empirical!data!consists!of!interviews!with!nurses!educated!during!the!studied!period!together!with!documents!from!SRCUC!archive,!such!as!policies,!timetables!and!pupils’!records.!Data!from!the!interviews!and!the!archive!will!be!analysed!and!interpreted!separately!and!finally!empirical!patterns!will!be!compared!and!understood!in!their!historical!context.!!
Methodology/research%design:%My!theoretical!framework!is!social!constructionism,!focusing!on!identity!formation.!I!understand!identity!in!a!social!psychological!perspective,!as!situational!negotiations!between!social!and!personal!definitions!presented!in!a!given!historical!period.!
Expected%conclusions/Findings:!Interviews!indicate!that!the!frame!of!reference!of!what!it!meant!to!be!a!nurse!at!the!SRCUC!came!to!change!dramatically!during!the!studied!period.!During!this!period!nurses!were!given!the!opportunity!to!combine!marriage!and!work!as!a!nurse,!and!a!long!tradition!of!nursing!dormitories!slowly!came!to!an!end!together!with!the!traditional!uniform!losing!its!glory,!and!maybe!just!as!importantly,!nursing!education!also!opened!to!men.!One!hundred!years!of!previous!traditions!were!questioned!and!many!of!them!abandoned!within!a!period!of!10!years.!A!complex!set!of!new!beliefs!and!ideals!came!to!transform!the!meaning!of!being!a!nurse.!The!new!identity!was!to!a!large!extent!positioned!in!contrast!to!the!former.!One!important!change!was!the!replacement!of!an!earlier!identification!with!the!collective!towards!a!more!individual!vocational!identity.!Another!change!was!the!reduced!influence!of!Protestantism!in!favour!of!a!secular!education.!In!summary,!
SRCUC!nursing!education,!during!the!studied!period,!became!more!heterogeneous!in!terms!of!sex,!class!and!age.!
Relevance%for%Nordic%Educational%Research:!From!a!historical!perspective,!the!different!aspects!that!affected!and!transformed!identity!can!be!made!visible.!Given!that!education!has!the!purpose!to!influence!on!people’s!identity,!research!on!what!and!how!changes!were!made!should!be!of!utmost!interest!in!educational!research.!!
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[597]%WHO%NEEDS%COMPUTER%KNOWLEDGE?% Lina!Rahm1 1Linköping$University,$Ibl,$Linköping,$Sweden! Research%topic/Aim:!Who!needs!computer!knowledge?!A!genealogy!of!the!digitally!literate.!
Informed!by!Foucault’s!writing!on!genealogy!this!paper!aims!to!trace!the!emergence!of!digital!literacy.!
Historically,!new!technology!has!been!seen!both!as!a!promise!of!a!brighter!future,!and!as!a!source!of!worry!and!fear.!Computers!are,!of!course,!no!exception.!The!debates!about!the!computer!as!a!threat!or!as!an!opportunity,!has!taken!many!different!forms!in!many!different!forums.!For!examples!computers!in!the!1950s!held!a!promise!of!utopia,!and!this!idea!shifted!in!the!late!60s!and!early!70s!when!computers!became!dangerous.!
Interestingly,!the!solutions!to!this!dangerous!computer!force!were!often!popular%education.%
Popular!education!about!the!computer!and!its!societal!effects!was!seen!as!important!because!it!would!allow!citizens!to!control!the!development!(rather!than!technology!controlling!it).!Voluntary,!extensive,!stately!supported!information!and!education!was!seen!as!the!most!effective!way!to!educate!each!and!every!citizen.!The!ambition!that!all!citizens!should!took!part!in!this!assessment!of!the!new!technology,!would!counter!the!risk!of!the!technology!“running!wild”.!
Theoretical%frameworks/Methodology/research%design:%I!have!been!looking!at!a!number!of!historical!cases!from!the!1950s,!to!the!present,!which!were!aimed!at!informing!the!body!of!citizens!about!computers.!
In!addition!to!discourses,!this!paper!will!focus!on!the!discursive!and!material!conditions!that!make!a!certain!citizenship!activities!possible.!The!material!world—objects,!technologies,!machines,!gadgets!and!so!on,!take!part!in!the!formation!of!discourses!(Foucault,!1972;!Hardy,!2011).!Instead!of!trying!to!find!the!absolute!source!of!a!phenomenon,!a!genealogical!analysis!aims!to!map!and!follow!lineage.!Lineage!should!be!understood!as!the!mesh!of!events!that!construct!notions,!ideas!and!perceptions!and!which!collaboratively,!at!a!specific!point!in!time,!is!represented!as!history.!Foucault!describes!events!as!turning!points!in!history,!scenes!of!confrontation.!A!genealogical!approach!can!be!described!as!a!history!of!effects,!while!at!the!same!time!highlighting!complexity!and!contradiction.!Thus,!genealogy!could!be!said!to!be!history!of!the!present!(Fejes,!2006).!
Expected%conclusions/Findings:%What!I!want!to!show!in!this!paper!is!how!educational!efforts!about!computers!have!focused!on!certain!problems!and!thereby!also!focusing!on!some!solutions!as!particularly!important.!These!problem!representations!make!some!options!visible!and!hide!others.!By!showing!how!digitization!is!a!methodical!political!form!of!control!(which!is!also!cheered!on!by!an!eager!industry)!I!want!to!open!up!to!new!possibilities!to!problematize!the!common!assumptions!about!the!digital!imperative!and!how!it!could!be!different.%
Relevance%for%Nordic%Educational%Research:!!This!paper!aims!to!contribute!to!the!field!of!educational!history.!
[672]%THE%EMERGENCE%OF%THE%COLLABORATION%BETWEEN%EDUCATIONAL%PSYCHOLOGY%AND%CHILD%PSYCHIATRY%IN%THE%30'IES%AND%40'IES%IN%DENMARK [email protected]!hamre1 1Dpu,$Aarhus$University,$København$NV,$Denmark! Research%topic/Aim:%The!paper!reports!on!a!study!of!the!emergence!of!educational!psychology!and!child!psychiatry!in!Denmark!in!the!30’ies!and!40ies.!The!study!shed!lights!on!the!role!of!educational!psychiatry!in!the!differentiation!of!schooling!in!the!beginning!of!the!40’ies.!So!far!studies!in!Denmark!of!Educational!Psychology!have!overlooked!the!role!of!psychiatry!in!the!historical!differentiation!processes!of!schooling.!Whereas!Educational!Psychology!mostly!focused!on!intelligence!testing!as!a!tool!of!differentiation,!Educational!Psychiatry!included!environmental!factors!in!the!description!of!the!child.!The!study!reveals!the!conflicts!between!the!two!discourses.!By!1941!two!consultants!on!educational!psychiatry,!in!connection!to!the!two!offices!on!educational!psychology,!were!established!in!the!municipalities!of!Copenhagen!and!Aarhus.!By!this!period!the!collaboration!between!the!two!discourses!were!already!established.!
Theoretical%frameworks:!The!theoretical!approach!is!informed!by!Michel!Foucault!and!key!concepts!are!discourse,!subject,!technology!and!power.!The!two!discourses!are!thus!seen!as!knowledge!regimes!with!different!concepts!of!truth!defining!the!problematic!child.!
Methodology/research%design:%The!empirical!part!of!the!presentation!draws!on!articles!on!the!one!hand!and!on!the!other!hand!policy!documents!and!files!on!students!from!City!Archives!in!the!Municipalities!of!Aarhus!and!Copenhagen.!Educational!psychiatry!as!well!as!Educational!psychology!thus!played!an!essential!function!when!it!comes!to!the!sorting!of!children!in!Danish!schooling!in!the!beginning!of!the!1940’ies.!
Expected%conclusions/Findings:!Educational!psychiatry!plays!an!overlooked!and!important!role!in!the!sorting!of!children!in!Danish!Schooling.!The!existing!studies!have!focused!on!the!role!of!educational!psychology.!
Relevance%for%Nordic%Educational%Research:!The!paper!presents!educational!research!in!Denmark!focusing!on!an!important!present!issue,!namely!the!interdisciplinary!collaboration!among!educational!psychologist!and!psychiatrists.!
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[742]%EDUCATING%AND%CARING%FOR%THE%POOR%IN%THE%19TH%AND%20TH%CENTURY%CATHOLIC%SCHOOLS%IN%GLASGOW Stephen!McKinney1 1University$of$Glasgow,$Glasgow,$United$Kingdom! This!is!an!historical!paper!that!explores!the!ways!in!which!the!preV1918!Catholic!schools!in!Glasgow!educated!children!from!backgrounds!of!poverty!and!deprivation!and!how!the!Catholic!community!supported!and!cared!for!these!children.!The!children!mainly!belonged,!though!not!exclusively,!to!families!that!had!moved!to!Scotland!from!Ireland,!either!seeking!work!or!fleeing!a!series!of!famines.!The!earliest!PostV!Reformation!Catholic!schools!in!Glasgow!were!established!by!the!Catholic!Schools!Society!in!1817,!with!the!aims!to!preserve!Catholic!culture!and!religion!and!educate!the!poor.!For!the!next!hundred!years!the!Catholic!schools,!which!were!primarily!funded!by!the!Catholic!community,!would!fulfill!these!functions!until!state!funding!was!achieved!under!the!1918!Education!(Scotland)!Act.!!The!paper!will!discuss!the!origins!of!the!Catholic!schools,!the!dramatic!growth!of!Catholic!schooling!in!the!wake!of!the!rapid!rise!in!Catholic!population!during!the!years!of!the!Irish!famines!to!the!1918!Act.!The!key!features!of!this!era!are:!the!pressure!on!the!Catholic!community!to!engage!in!fund!raising!to!support!the!Catholic!schools;!the!very!slow!process!of!social!mobility!for!the!community!that!was!seriously!hindered!by!the!need!for!the!children!to!work!to!supplement!the!family!income!and!the!subsequent!limited!number!of!Catholic!children!who!accessed!secondary!education.!The!paper!will!conclude!by!arguing!that!the!1918!Act!would!be!a!major!factor!in!the!gradual!progression!to!social!mobility!for!(some)!members!of!the!Catholic!community.!
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NETWORK 12
Inclusive Education
Network 12
Inclusive Education
[41]%TEACHING%HEARING`IMPIRED%PUPILS%IN%GENERAL%AND%IN%SPECIAL%EDUCATION%IN%FINLAND% Marjatta!Takala1 ,!Helena!Sume2 1University$of$Oulu,$Oulu,$Finland!2University,$Jyväskylä,$Finland!%
Research%topic/Aim:%!This!study!is!part!of!a!project!“Does$the$School$hear?”!Before!cochlear!implants!started!to!be!operated!for!children,!severely!hearingVimpaired!(HI),!mainly!deaf!pupils,!attended!special!schools!for!the!hearingVimpaired.!However,!today!the!majority!attends!mainstream!education.!In!our!study!we!ask:!1)!what!kind!of!HIVpupils!study!in!mainstream!and!who!in!special!education?!2)!What!kind!of!support!services!are!available!in!various!settings,!and!3)!what!is!the!role!of!sign!language!in!the!education!of!HI.!
Theoretical%frameworks:!Inclusion!is!the!leading!policy!also!in!the!education!of!HI.!It!includes!full!participation!and!equal!access!to!good!education.!The!HIVpupils!manage!quite!well!in!mainstream!education,!however,!they!perform!a!bit!behind!their!hearing!peers!(Park!et!al!2013;!Easterbrooks!et!al.!2012).!Because!there!is!still!some!gap!in!performance,!we!wanted!to!know,!how!support!is!organized!and!given.!
Methodology/research%design:%We!received!108!responses!to!a!questionnaire!sent!to!teachers!having!a!HIVpupil!in!their!class!or!teaching!group!in!mainstream!education.!Of!these!pupils,!five!used!Finnish!Sign!Language!as!their!first!language.!In!addition,!our!data!included!13!teachers!from!special!schools/classes!of!HIVpupils.!The!query!included!both!open!ended!and!closed!questions!so!mixed!methods!were!used.!In!this!presentation!we!tell!about!the!core!results!in!relation!to!pupils,!support!and!language!matters.!
Expected%conclusions/Findings:!The!pupils!used!mainly!one!or!two!regular!hearing!aids!or!one!or!two!CIs.!Together!15!%!of!these!HIVpupils!in!mainstream!education!had!some!additional!disability.!Nevertheless,!in!special!settings!about!67!%!had!an!additional!disability.!!
The!support!services!available!formed!four!groups:!1)!Pedagogical/Special!pedagogical!support,!2)!Technical/Physical!support,!3)!Discussing/Informing!and!4)!Promoting!participation.!However,!interestingly!48%!of!teachers!said!they!give!no!support!to!HIVpupils.!
The!main!language!variant!in!mainstream!was!speech!and!the!second!speech!+!lipVreading.!However,!a!coVteaching!system!for!the!deaf!Sign!Language!users!was!designed!in!mainstream!education.!The!other!teacher!or!interpreter!was!signing!all!the!time!and!the!other!used!spoken!language.!In!special!settings!various!forms!of!signing!as!well!as!pictures!and!tactile!communication!were!used.!In!mainstream!education!the!teachers!considered!important!to!focus!on!following!issues!when!teaching!HIVpupils:!hearing!conditions,!designed!pedagogical!solutions,!the!class!room!as!such,!information/discussions!and!participation.!They!were!aware!of!inclusive!goals.!!
Relevance%for%Nordic%Educational%Research:!All!Nordic!countries!have!severely!HIVpupils!in!mainstream!and!some!in!special!settings.!It!is!extremely!important!to!study!the!pedagogy!together!and!then!benefit!from!good!innovations!that!exist!in!the!area.!!We!did!not!ask!how!the!pupils!experience!the!situation,!but!teachers!see!it!positively.!Pupils!perspective!demands!further!studies.!
[46]%LEARNING%VIA%ARTIFICIAL%EXPERIENCE%BUILDING%`%NORDIC%CASE%LIBRARY%IN%SPECIAL%EDUCATION Marjatta!Takala1 ,!Rune!Hausstätter2 1University$of$Oulu,$Oulu,$Finland!2Lillehammer$University$College,$Lillehammer,$Norway! Research%topic:%We!study!a!new!way!of!delivering!experiences,!via!internet!based!case!library.!We!have!designed!one!case,!which!will!be!tested!and!if!it!proves!to!be!successful,!the!case!will!be!used!in!teacher!education.!!
Theoretical%frameworks:!Special!educators!meet!several!challenging!situations!regularly.!Many!of!these!situations!are!delicate,!and!a!student!cannot!attend!them!during!his/her!studies,!although!it!would!be!beneficial.!To!give!the!students!experiences!we!decided!to!start!to!create!an!internet!based!case!library,!with!cases!connected!to!real!school!life!situations.!The!criteria!was!that!these!situations!occur!in!schools!in!three!Nordic!countries.!After!document!analysis!and!discussion!we!chose!one!situation!and!developed!a!case!together!with!a!Nordic!team,!participants!from!Finland,!Norway!and!Sweden.!NordPlus!financed!this.!The!idea!is!to!have!a!story!and!various!versions,!what!can!happen!in!real!school!life.!Similar!idea!has!been!used!in!police!education!(Söderström!2016)!and!it!has!been!proved!to!be!successful.!Our!theme!is!consultation:!a!class!teacher!asks!for!help!from!a!special!pedagog.%
Research%design:%We!will!test!how!the!case!functions!as!a!learning!tool!with!our!students!during!2016V2017.!The!students!watch!it!and!do!all!the!tasks!included!in!it.!The!whole!procedure!is!recorded.!The!students!are!also!asked!to!evaluate!the!case.!We!will!have!all!that!material!ready!when!this!presentation!will!be!held.!!!
We!chose!consultation!as!our!theme.!We!wrote!a!manuscript,!hired!6!students!(2!from!each!language)!as!actors!and!a!camera!man!as!well!as!technical!staff!to!make!the!case.!The!case!was!videoed!and!later!text!manus!was!attached,!so!that!also!deaf!people!can!use!the!material.!Special!teacher!students!will!watch!the!case,!called!BergVschool!(in!Finnish!KälviäVschool)!and!do!exercises.!They!have!to!discuss,!roleplay!and!write!short!text!passages!of!five!issues.!
Findings:!The!BergVschool!program!is!ready!to!be!used!and!everyone!who!uses!it!is!asked!to!send!us!feedback.!We!study!it!and!use!it!when!designing!new!cases.!The!case!offers!a!new!way!to!study,!in!small!groups!or!alone,!using!the!internet.!!
After!using!the!first!case!with!some!students,!the!design!seems!promising.!However,!we!need!more!time!to!use!the!case!and!in!March!2017!we!know!more!how!it!functions!and!how!it!should!be!developed.!
Relevance%for%Nordic%Educational%Research:!This!Case!Library!is!developed!in!order!to!be!a!Nordic!tool!in!education.!In!the!future!it!will!grow!and!offer!possibilities!to!study!also!Nordic!languages!as!well!as!educational!themes.!
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[96]%INCLUSIVE%EDUCATION%FOR%STUDENTS%WITH%SPECIAL%NEEDS%IN%GEORGIA Hege!Merete!Somby1 ,!Dordy!Wilson1 1Hedmark$University$College,$Elverum,$Norway! Research%topic/Aim:%The!aim!of!the!study!has!been!to!evaluate!the!process!of!inclusive!education!in!vocational!education!and!training!in!Georgia!for!students!with!special!needs!education!and!disabilities.!In!2013,!the!Norwegian!Ministry!of!Education!and!Research!and!the!Ministry!of!Education!and!Science!of!Georgia!agreed!to!collaborate!on!a!project!for!“Introduction!of!Inclusive!Education!in!VET!System!in!Georgia”.!This!study!focus!on!the!student!perspective!using!survey!as!method!for!data!collection.!
Theoretical%frameworks:!The!research!questions!for!this!evaluation!are!investigating!the!efforts!of!inclusive!strategies!and!future!areas!of!effort!in!order!to!maintain!an!inclusive!education!in!vocational!education.!The!inclusive!perspective!for!the!study!use!four!central!elements!that!seems!to!cover!a!main!understanding!of!inclusive!practices!in!educational!work:!fellowship,!participation,!democratization!and!benefit!(Haug,!2003).!These!elements!are!central!tasks!the!educational!institutions!needs!to!work!with!continuously!in!the!aim!of!an!inclusive!education!(Haug,!2003).!The!first!concept,!fellowship,!concerns!the!association!each!child!has!to!a!class,!as!a!natural!member!both!socially,!culturally!and!professionally.!Participation!is!concerned!with!the!student!playing!an!active!role!in!the!educational!process,!rather!than!being!a!passive!observer.!Democratization!concerns!student!perceptions!that!they!are!able!to!influence!change!by!expressing!their!opinions!and!being!listened!to!by!both!peers!and!teachers.!Outcome!benefits!concern!the!academic!and!social!benefit!for!all!students,!regardless!of!needs,!abilities!and!dispositions.!
Methodology/research%design:%This!paper!will!present!the!result!of!a!survey!conducted!spring!2016!in!6!vocational!colleges!in!Georgia,!including!202!respondents,!with!a!response!rate!of!80!%.!Survey!data!were!interrogated!though!an!independent!tVtest!to!assess!significance!between!students!with!special!educational!needs!and!students!in!mainstream!education.!
Expected%conclusions/Findings:!Results!from!the!statistical!analysis!indicate!that!students!with!special!educational!needs!do!not!experience!exclusion!within!the!colleges,!and!they!generally!feel!well!included!in!college!life.!Indeed,!their!responses!in!terms!of!feeling!valued!and!included!were!more!positive!than!those!of!their!nonVdisabled!peers.!!
Relevance%for%Nordic%Educational%Research:!In!Norway!we!have!the!interesting!situation!that!most!pupils!and!students!attend!mainstream!schools,!and!that!this!is!the!neighborhood!school.!The!situation!in!Norwegian!schools!therefor!fulfill,!to!a!large!extent,!the!presupposition!of!fellowship!through!organizational!measurements.!In!Georgia,!however,!it!became!compulsory!for!all!public!schools!to!accept!children!with!special!needs!in!2012.!Using!Norway!and!Georgia!as!cases,!central!aspects!of!inclusive!education!can!be!targeted!and!investigated!in!order!to!provide!more!inclusive!processes!in!both!countries.!!
[259]%RESEARCH%ON%THE%SUPPORT%SYSTEM%FOR%CHILDREN%OF%SCHOOL%AGE%IN%THE%NORDIC%COUNTRIES Sachiyo!Ishida1 ,!Kari!Nes2 ,!AnnVCathrin!Faldet3 1Tokyo$Seitoku$Unversity,$Yachiyo,$Japan!2Hedmark$University$of$Applied$Sciences,$Hamar,$Norway!3Hedmark$University$of$Applied$Sciences,$Hamar,$Norway$!Research%topic/Aim:%”!The!research!aim!is!to!describe!the!support!system!for!children!of!school!age!in!Nordic!countries.!The!surveys!were!done!from!October!2015!to!February!2016.!The!questionnaires!are!consisted!of!different!kind!of!children’s!needs!such!as!bullying,!violence,!student!absenteeism,!student!mental!issues,!student!alcohol!use!and/or!substance!use!and!parental!problems.!And!who!will!have!been!involved!to!hand!with!these!cases!within!the!school!and!outside!the!school!organs/institutions.!For!example!within!the!school!staffs!are!principal,!viceVprincipal,!teacher,!special!teacher,!occupational!therapist,!school!social!worker,!school!counselor,!career!counselor,!school!nurse,!school!doctor,!and!other.!Outside!the!school!organs/institutions!staffs!are!educational!administration/authorities,!child!care!center,!social!welfare!authorities,!national!resource!center,!employment!agencies,!immigration!authorities,!hospital,!insurance!agencies,!police,!outside!counselor,!and!other.”!
Theoretical%frameworks:!”!Our!theoretical!framework!is!comparative!international!study.”!
Methodology/research%design:%”!In!this!study,!we!used!the!methodology!of!literature!analysis!and!survey!research.!In!this!study!we!carried!out!questionnaire!research!and!interview!in!Finland,!Norway,!Sweden,!and!Denmark.!We!asked!and!analyzed!common!questionnaire!‘the!Support!for!Children!of!School!Age’.”!
Expected%conclusions/Findings:!”!Expected!findings!are!followings.!From!the!results!of!this!survey!study!and!literature!review,!we!would!like!to!present!the!three!schoolVaged!children!support!model!in!the!Nordic!countries.!The!first!support!system!model!is!carried!out!mainly!in!Denmark.!The!first!support!system!model!is!carried!out!in!Denmark.!Pupil!supports!are!carried!out!in!the!school!mainly!with!the!advice!of!the!PPR!(Educational!Psychology!Center).!On!the!other!hand,!welfare!authorities!of!the!municipalities!provide!support!for!pupil’s!parents.!It!is!the!role!sharing!type.!The!second!support!system!model!is!carried!out!in!Norway!and!Sweden.!Pupil!supports!are!carried!out!in!the!school!and!moreover!outside!of!the!school!to!adjust!flexible!support!according!to!the!needs.!The!main!difference!between!Norway!and!Sweden,!Norway!has!PPT!(psychological!education!center);!Sweden!has!special!school!for!children!with!intellectual!disabilities,!hearing!impairment!and!deaf,!multiple!disabilities.!It!is!the!flexible!support!type.!
The!third!support!system!model!is!carried!out!in!Finland.!In!Finnish!school!system!provide!three!tier!supports!for!including!children!with!disabilities,!learning!difficulties,!and!environmental!disadvantages.!If!pupils!have!severe!problems,!they!can!use!special!class!and!special!schools.!And!Neuvola!(the!maternity!and!child!care!clinic)!system!is!well!spread.!Neuvola!gives!ongoing!consultation!from!mother!of!pregnancy,!4!months,!18!months,!4VyearVold,!every!time!assessment!is!carried!out!and!the!information!is!stored.!After!school!enrollment!in!the!first!grade,!the!fourth!grade,!the!eighth!grade!assessment!is!done.!If!there!are!some!problems!with!child!or!family,!sometimes!family!Neuvola!helps!the!schoolVaged!children!and!their!families.”!
Relevance%for%Nordic%Educational%Research:!”!We!will!do!same!research!survey!in!Japan!at!the!aim!of!keeping!in!mind!relevance!for!Nordic!educational!research.”!
[274]%PARTICIPATION%AND%LEARNING:%QUALITY%OF%LIFE%IN%SCHOOL%FOR%YOUTH%WITH%GENERAL%LEARNING%DISABILITIES% May!Sissel!Rognstad1 1Lillehammer$University$College,$Lillehammer,$Norway!%
Research%topic/Aim:%!From!the!1990s!until!now!inclusion!has!become!a!core!concept!in!the!establishment!of!Education$for$all.!This!has!led!to!policies!that!strive!for!more!acceptance!of!pupils!with!special!education!needs!or!disabilities!in!ordinary!school!environments.!This!may!increase!quality!of!life!in!school!for!disabled!pupils!through!increased!participation!and!competence$
development.!!
The!aim!of!this!study!is,!therefore!to!gain!knowledge!and!understanding!of!conditions,!which!may!contribute!to!both!high!and!low!levels!of!quality!of!life!in!school.!In!order!to!describe!the!school!situation!of!youth!with!general!learning!disabilities,!I!will!compare!their!school!life!with!the!school!life!of!nonVdisabled!youth.!This!comparison!will!enable!me!to!assess!differences!and!similarities!in!quality!of!life!between!the!two!groups.!!
Theoretical%frameworks:!My!theoretical!frameworks!are!the!quality!of!life!concept!and!the!sense!of!coherence!concept.!!
Methodology/research%design:%This!study!adopts!a!qualitative$comparative$approach$to!methodology!to!measure!similarities!and!differences!in!perceived!quality!of!life.!Data!is!collected!through!classroom!observations!and!inV!depth!interviews!of!disabled!and!nonV!disabled!youth!in!upper!secondary!school.!I!have!one!central!question!in!this!study,!which!is!addressed!through!four!subVquestions.!My!central!question!is:!How$do$youth$with$disabilities$experience$the$school$situation$in$comparison$to$nonCdisabled$youth,$with$a$focus$on$perceived$quality$of$life?!
My!research!subVquestions:!!
• What! is! the! relationship! between! peer! interaction! and! quality! of! life! for! disabled! youth,!compared!with!nonVdisabled!youth?!!
• What! is! the! relationship! between! participation! and! quality! of! life! for! disabled! youth,!compared!with!nonVdisabled!youth?!!
• What! is! the!relationship!between!competence!development!and!quality!of! life! for!disabled!youth,!compared!with!nonVdisabled!youth?!!
• What! is! the! relationship!between! selfVdetermination! and!quality! of! life! for! disabled! youth,!compared!with!nonVdisabled!youth?!
%
Expected%conclusions/Findings:!Based!on!my!literature!review!of!quality!of!life!and!Aaron!Antonovsky´s!concept!“sense!of!coherence”.!!I!posit!the!following!hypotheses.!First,!I!expect!that!participation!and!competence$development!are!related!to!a!high!levels!of!quality!of!life.!Second,!I!expect!that!participation!mainly!concerns!participation!in!the!school’s!social!communities;!participation!in!valued!roles!and!friendships!are!especially!important.!Third,!I!expect!that!learning!mainly!concerns!competence!development,!and!selfVdetermination!(e.g.!formalized!pupil!democracy).!!
Relevance%for%Nordic%Educational%Research:!Several!quality!of!life!researchers!underlines!the!relationship!between!quality!of!life,!and!mental!health.!White!Paper!form!the!Education!Ministry!in!Norway!entitled,!“Læring!og!fellesskap;!Tidlig!innsats!og!gode!læringsmiljøer”!for!barn,!unge!og!voksne!med!særlige!behov”!(Eng.!“Learning!and!Community;!Early!Intervention!and!Good!Learning!Environments!for!Children,!young!people!and!adults!with!special!needs”)!shows!that!the!relationship!between!the!learning!environment,!quality!of!life,!and!mental!health!had!priority!in!politics.!!
!
!
!
[306]%THE%ASSESSMENT%OF%SPECIAL%EDUCATIONAL%NEEDS%IN%NORTH%RHINE`WESTPHALIA,%GERMANY:%THE%PERSPECTIVES%OF%PEDAGOGICAL%INVESTIGATORS%AND%DECISION`MAKERS Thomas!Barow1 1University$of$Gothenburg,$Gothenburg,$Sweden! Research%topic/Aim:%The!role!of!diagnostic!approaches!in!relation!to!inclusive!education!is!characterised!by!contrary!positions.!The!welcoming!of!heterogeneity,!paraphrased!as!“celebrating!diversity”,!can!be!identified!as!one!viewpoint.!In!this!perspective,!a!specific!description!of!deviance!from!the!norm!is!denied.!In!contrast,!other!scholars!and!practitioners!emphasise!the!need!to!assess!by!different!test!methods!the!special!needs!of!a!student,!guided!by!the!idea!to!give!the!right!support!to!the!right!child.!!
In!this!context,!the!changes!in!the!special!education!support!system!in!the!German!state!of!North!RhineVWestphalia!(NRW)!are!particularly!interesting.!As!a!consequence!of!the!Convention!on!the!Rights!of!Persons!with!Disabilities,!the!support!organisation!has!undergone!considerable!change.!With!the!aim!to!implement!an!inclusive!education!policy,!the!education!act!was!reformed!in!2013.!Against!the!background!of!these!changes,!this!onVgoing!study!aims!to!investigate!the!assessment!practice!with!respect!to!special!educational!needs!in!NRW.!The!research!is!guided!by!three!main!questions:!
• Which!thought!styles!appear!in!the!perspectives!of!pedagogical!investigators!and!decisionVmakers!concerning!special!educational!needs?!!
• How!do!these!investigators!and!decisionVmakers!interpret!and!exercise!their!social!role!as!agents!of!streetVlevel!bureaucracy?!!
• What!characterises!the!relation!between!assessment!practices!and!inclusive!education?!
Theoretical%frameworks:!The!research!is!inspired!by!the!work!of!the!science!theorist!Ludwik!Fleck!and!the!political!scientist!Michael!Lipsky.!Fleck!(1979)!sees!the!supplement,!development!and!transformation!of!thought!styles!as!being!responsible!for!empirical!discovery.!In!this!research!it!is!supposed!that!the!interview!statements!are!characterised!by!different!thought!styles!concerning!terms,!e.g.!special!educational!needs,!assessment!and!inclusion.!Drawing!on!Lipsky!(2000),!pedagogical!investigators!(teachers)!and!decisionVmakers!(school!inspectors)!are!agents!of!streetVlevel!bureaucracy,!confronted!with!individual!citizens!when!implementing!a!specific!education!policy.!In!particular,!shortage!of!resources!in!education!can!lead!to!dilemmas!for!the!agents’!activities.!
Methodology/research%design:%A!qualitative%research!approach!was!adopted.!The!data!was!collected!in!five!cities!and!municipalities!in!NRW.!In!total!18!pedagogical!investigators,!based!at!special!schools!or!at!primary!schools,!and!five!school!inspectors!were!interviewed!individually!or!in!small!groups.!The!material!was!coded!and!central!themes!were!identified.!
Expected%conclusions/Findings:!The!outcome!of!the!research!is!expected!to!enrich!the!discourse!regarding!the!relation!between!inclusion!and!diagnostics!in!education.!The!study!will!illuminate!which!thought!styles!and!dilemmas!exist!in!the!assessment!process,!in!particular!in!the!context!of!a!changing!support!system.!!
!
Relevance%for%Nordic%Educational%Research:!The!study!is!part!of!a!larger!project!titled!“The!significance!of!pedagogical!investigations,!diagnoses!and!psychometric!tests!in!inclusive!education:!case!studies!from!Sweden!and!Germany”.!Comparative!research,!such!as!this,!can!stimulate!further!knowledge!within!a!Nordic!context.!
References%
Fleck,!L.!1979.!Genesis$and$development$of$a$scientific$fact.!Chicago:!University!of!Chicago!Press.!
Lipsky,!M.!2000.!StreetClevel$bureaucracy:$dilemmas$of$the$individual$in$public$services.!New!York:!Russell!Sage!Foundation.!!
[331]%"I%FEEL%LIKE%I%DON'T%BELONG%ANYWHERE"%`%AN%EMPIRICAL%STUDY%OF%THE%SIGNIFICANCE%OF%INCLUSIVE%IN`CLASS%SUPPORT%IN%DANISH%PUBLIC%SCHOOLS% Thomas!!Engsig1 1University$College$of$Northern$Denmark,$Teacher$Education,$Aalborg$Sø,$Denmark! Research%topic/Aim:%A!recent!political!decree!in!Denmark!outlined!an!ambitious!goal!regarding!the!inclusion!of!students!with!special!needs!in!the!general!education.!97%!of!the!country’s!students!were!to!receive!their!education!in!the!public!school’s!general!education!by!2020.!The!use!of!inclusive!inVclass!support!is!a!central!pedagogical!approach,!and!research!indicate!that!the!application!of!inVclass!support!–!as!a!collaborative!pedagogical!practice!–!has!positive!implications!for!students!with!special!educational!needs!(Alborz,!2009;!Blatchford!et!al.,!2009;!Blatchford,!Bassett,!Brown,!&!Webster,!2009;!Dyssegaard,!Larsen,!&!Tiftikci,!2013;!Engsig,!2015).!However,!I!find!that!the!traditional!understandings!and!definitions!of!inclusive!education!in!a!Danish!context!are!inadequate!due!to!the!fact,!that!the!student’s!subjective!experience!of!being!included!is!being!neglected!as!a!significant!dimension!of!the!notion!of!inclusion.!The!paper!will!discuss!the!implications!of!the!use!of!inclusive!inVclass!support!–!as!a!form!of!material!condition!V!in!the!Danish!general!education!in!relation!to!the!student’s!participation!in!the!communities!of!the!general!educational!setting,!and!the!student’s!subjective!experience!of!being!included.!!
Moreover,! teachers! in!Danish! public! schools! find! it! challenging! to! establish! knowledge! concerning!whether!or!not!students!are! included!in!the!general!educational!communities!(Naesby,!Qvortrup!&!Engsig,! 2015).! If! one! should! take! stock! regarding! inclusive! educational! research! in! a! Danish! and!international!context,!it!seems!plausible!to!argue!that!we!do!have!substantial!knowledge!concerning!the!positive!effects!of!inclusive!education,!but!there!seems!to!be!a!gap!in!our!knowledge!regarding!indicators!on!good!inclusive!practice.!With!this! in!mind!the!paper!will!discuss!a!set!of! indicators!on!good! inclusive! practice! in! relation! to! three! significant! dimensions! of! inclusive! education:! physical!inclusion,!social!inclusion!and!experienced!inclusion.!!!!
Theoretical%frameworks:!The!methodological!outset!of!the!paper!is!critical!realism!(Archer,!1998;!Bhaskar,!1979;!Bhaskar,!1989;!Bhaskar,!1997).!The!notion!of!the!stratified!reality,!multi!causality!in!open!systems!and!the!intransitive!and!transitive!dimensions!of!knowledge!is!a!methodological!compass!regarding!theoretical!and!methodical!applications.!!
Methodology/research%design:%The!study!is!constituted!by!a!mixed!methods!research!design.!A!complementary!embedded!design!is!used,!and!comprised!by!critical!realist!ethnographical!approaches!and!quantitative!analyses.!The!qualitative!data!is!based!on!ethnographical!fieldwork!in!two!Danish!public!schools.!Interviews!with!students,!teachers!and!support!teachers!were!conducted!and!analyzed.!Furthermore,!quantitative!data,!based!on!survey!results!from!around!9,000!students!and!650!teachers,!were!analyzed.!!!!!!
Expected%conclusions/Findings:!The!paper!will!present!findings!that!elaborate!the!notion!of!participation!and!experience!of!inclusion!based!on!factor!analysis!that!identify!latent!dimensions!of!the!two!aspects!of!inclusion.!Furthermore,!analysis!of!the!qualitative!data!and!analysis!of!correlations!between!the!use!of!inVclass!support!and!the!student’s!participation!in!the!class’!communities!and!the!subjective!experience!of!being!included!will!point!to!the!fact,!that!inVclass!support!functions!as!a!mechanism!that!allow!student’s!with!special!educational!needs!to!selfVexclude,!when!they!need!
structure!and!fewer!social!relations.!Furthermore,!findings!indicate!that!the!use!of!inVclass!support!where!the!support!teacher!often!is!sitting!close!by!the!student!and!does!not!draw!on!the!class!as!a!social!resource!is!excluding.!!
The!findings!also!point!to!the!fact!that!inadequate!communication!and!collaboration!between!the!teacher!and!the!support!person!leads!to!negative!implications!for!the!student’s!possibilities!of!participation!and!subjective!experience!of!being!included.!!
Finally,!the!paper!will!present!findings!showing!that!teachers!and!support!staff!can!qualify!their!work!with!inclusive!education!when!they!use!indicators!on!good!inclusion!in!relation!to!physical!and!social!inclusion!and!the!subjective!experienced!dimension!of!inclusion.!
Relevance%for%Nordic%Educational%Research:!The!findings!discussed!in!the!paper!will!contribute!to!the!international!understandings,!definitions!and!practical!implications!of!the!notion!of!inclusive!education.!The!paper!will!emphasize!the!significance!of!the!subjective!and!experienced!dimension!of!inclusive!education,!which!is!imperative!in!future!inclusive!educational!practice!and!research.!Finally,!the!paper!will!bring!forward!a!contribution!to!the!Nordic!field!of!inclusive!education!with!a!set!of!possible!indicators!on!good!inclusive!educational!practice.!!!!
References!!
Alborz,!A.!F.!(2009):!In!Alborz,!A.!Farrell,!P.!Howes,!A.!&!Pearson,D.!(Ed.),!The$Impact$of$Adult$Support$
Staff$on$Pupils$and$Mainstream$Schools.!HMSO,!London.!
Archer,!M.!(1998):!Critical$Realism:$Essential$Readings.!London:!Routledge.!
Bhaskar,!R.!(1979):!The$Possibilities$of$Naturalism:$A$Philosophical$Critique$of$the$Contemporary$
Human$Sciences.!Routledge!
Bhaskar,!R.!(1989).!Reclaiming$Reality:$A$Critical$Introduction$to$Contemporary$Philosophy.$London:!Verso!
Bhaskar,!R.!(1997).!A$Realist$Theory$of$Science.!London:!Verso.!
Blatchford,!P.,!Bassett,!P.,!Brown,!P.,!Koutsoubou,!M.,!Martin,!C.,!Russell,!A.,RubieVDavies,!C.!M.!(2009):!Deployment$and$Impact$of$Support$Staff$in$Schools:$The$Impact$of$Support$Staff$in$Schools:$
Results$from$strand$2,$wave$2.!
Blatchford,!P.,!Bassett,!P.,!Brown,!P.,!&!Webster,!R.!(2009):$The$Effect$of$Support$Staff$on$Pupil$Engagement$and$Individual$Attention.!British!Educational!Research!Journal,!35(5),!661V686.!!
Dyssegaard,!C.!B.,!Larsen,!M.!S.,!&!Tiftikci,!N.!(2013).!Effekt$og$pædagogisk$indsats$ved$inklusion$af$børn$med$særlige$behov$i$grundskolen:$Systematisk$review.!København:$ClearinghouseVForskningsserien$!
Engsig,!T.!T.!(2015):!Inkluderende$støtteforanstaltninger$i$folkeskolens$almenundervisning$:$
En$undersøgelse$af$støtteforanstaltningers$betydning$for$elevers$deltagelsesmuligheder,$
læring$og$oplevelse$af$inklusion!Aalborg!Universitetsforlag!
!
[350]%PUPILS`%PARTICIPATION%IN%FINNISH%PRIMARY%SCHOOL Heli!Ketovuori1 ,!Sanna!!Hirvensalo1 ,!Päivi!Pihlaja1 1University$of$Turku,$University$of$Turku,$Finland! Research%topic/Aim:%The!purpose!of!this!paper!is!to!examine!the!ways!Finnish!primary!school!pupils!(N=3810)!experience!their!participation.!!
Theoretical%frameworks:!Finnish!education!system!is!based!on!the!international!agreements,!which!emphasize!inclusive!values;!equality,!participation!and!shared!services!for!all.!Participation!means!taking!a!full!and!active!part!in!schoolVlife,!being!a!valued!member!of!the!school!community!and!being!seen!as!an!integral!member!in!it!(Forest!&!Pearpoint!1992,!26–31;!Hall,!1996;!Booth!1997,!337–355).!Participation!is!an!essential!part!in!inclusion!both!as!a!value!and!as!an!action.!Right!to!be!heard!and!be!an!active!participant!belongs!to!everyone.!(UNICEF!2013,!2V29;!Valanne!!2003,!493).!In!daily!interaction,!both!teachers!and!pupils!are!two!actor!groups!that!are!essential!in!terms!of!the!success!of!pupils'!participation.!Teachers!enable!the!experiences!that!either!support!or!prevent!participation.!They!can!do!it!by!supporting!or!hindering!the!interaction!between!classmates.!On!the!other!hand!the!teacher!has!influence!in!terms!of!the!nature!of!the!pupilVteacher!relationship.!Teachers!should!actively!listen!to!children!and!based!on!that!critically!reflect!their!practices!and!thinking!(Macartney!&!Morton!2011,!790).!Frostad!and!Flem!(2008)!have!reported!that!interaction!with!the!teacher!is!important!for!the!students,!who!need!to!be!seen!and!helped!in!their!tasks!by!their!teacher.!The!teachers!appreciation!and!given!individual!feedback!is!crucial.!At!the!same!time!the!given!opportunity!to!choose!is!also!essential!to!pupils!as!learners!(Pijl,!Frostad!&!Flem!2008,!561V562).!
Methodology/research%design:%Since!teachers!and!pupils!are!the!two!actor!groups!that!are!essential!in!terms!of!success!of!pupils'!participation,!we!focused!on!children’s!experiences!on!these!two!issues.!Our!intention!was!to!find!out!in!what!ways!primary!school!pupils'!(N=3802)!personal!experiences!of!participation!vary!between!genders!and!different!age!groups!in!differentVsized!schools.!The!data!were!collected!via!internetVbased!WebropolVquestionnaires!by!using!Index!for!Inclusion!questionnaire!(Booth!&!Ainscow,!2002)!answered!by!the!pupils!in!primary!schools!of!one!of!the!biggest!cities!in!Finland.!The!pupils!were!in!grades!1V6!(aged!7!to!12).!A!total!amount!of!4,132!pupils!from!25!primary!schools!attended!the!study!and!the!answering!percentage!was!in!total!55%.!Out!of!the!twenty!statements!in!Index!for!InclusionVquestionnaire,!the!two!themes!were!chosen!to!be!investigated:!the!questions!that!focused!on!the!mutual!help!of!the!children!and!the!participatory!role!of!the!teacher.!
Expected%conclusions/Findings:!The!results!show!that!active!participation!of!the!child!increases!and!teachers’!participatory!role!decreases!by!time.!Girls!had!more!experiences!on!helping!each!other!than!boys.!The!participatory!role!of!teachers’!was!seen!similarly!by!both!of!girls!and!boys.!
Relevance%for%Nordic%Educational%Research:!In!the!current!field!of!education!context!there!is!a!need!to!get!more!detailed!information!about!the!participation!of!the!pupils!in!order!to!develop!our!school!system!more!inclusive!for!all!children.!
[396]%INCLUSION,%LEARNING%GOALS%IN%DIDACTICS%AND%EDUCATION%`%EFFECTS%AND%FINDINGS Mette!Bruun1 ,!Ninna!V.!Braüner1 1University$College$Sjælland,$Roskilde,$Denmark! During!the!last!5V10!years!teaching!with!centralized!learning!goals!in!didactics!and!education!together!with!inclusion!of!children!with!special!needs!have!been!focus!areas!both!nationally!and!internationally.!
Educators,!directors!of!education!etc.!find!inspiration!in!works!by!John!Hattie!and!James!Nottingham!and!visit!schools!in!Ontario.!Many!Danish!municipalities!require!teaching!in!schools!with!detailed!goals!and!effective!learning.!We!have!asked!critical!questions!to!the!research!in!this!area!and!developed!critical!analysis!and!possible!didactic!thinking!of!professional!teachers.!
In!our!project!2015!–!2017!we!have!researched!in!these!topics.!The!background!is!that!in!Denmark!the!Inclusion!Act!was!passed!in!2012!and!a!new!school!act!in!2014.!Several!pupils!with!special!needs!have!been!included!in!the!school!and!the!teachers!have!met!a!great!challenge!by!teaching!all!pupils!in!the!class!in!an!including!way.!!
The!basic!in!our!project!is,!that!some!educators!believe!or!have!the!hypothesis!that!clear,!detailed,!and!specified!goals!combined!with!classroom!management!is!a!main!thing!for!better!learning!and!for!including!all!students.!Even!the!social!mobility!will!increase.!!
In!our!project!we!have!asked:!Which!advantages!and!disadvantages!do!effective!learning!goals!have!of!inclusion?!How!can!practice!be!developed!within!these!frames?!
We!have!both!observed!how!students!in!complicated!learning!situations!participate!in!education!without!learning!goals!and!how!the!same!students!participate!when!the!teacher!has!planned!the!education!with!learning!goals.!We!have!found!both!advantages!and!disadvantages.!The!consequencies!differ!related!to!the!specific!teacher,!students,!culture!of!school!and!municipalities.!!
In!interviews!the!teachers!expres!their!concerns!about!inclusion,!planning!with!and!without!learning!goals!and!how!the!didactical!thinking!maintains!or!changes!when!it`s!required!that!they!teach!with!detailed!goals!and!effective!learning.!
We!have!seen!a!conception!of!the!didactics!with!a!very!narrow!understanding.!We!know!from!investigations!that!teaching!with!goals!is!very!important!for!students´learning,!but!it!is!difficult!to!observe!essential!effects!when!learning!goals!in!didactics!are!used!systematically.!The!question!is!still:!Does!the!great!focus!on!effective!learning!goals!influence!students´!learning!and!teachers´!possibilities!of!making!plans!for!their!teaching!and!carrying!out!their!plans?!Is!it!a!question!of!thinking!in!an!instrumental!way?!Can!teachers!still!be!independent,!reflect!their!didactic!approach!and!estimate!what!is!convenient!in!their!own!class?!In!our!interviews!the!teachers!express!that!they!are!aware!of!the!issues!but!they!deal!with!it!in!different!ways.!!
In!the!project!we!have!used!Intervention!research!supplied!with!other!approaches.!We!have!observed!teaching!in!schools!and!discussed!the!observations!with!teachers!to!understand!their!goals!and!arguments!for!planning.!Our!aim!has!been!not!only!to!observe,!but!also!to!intervene!and!discuss!their!planning.!!!
[397]%DIGITAL%TECHNOLOGY%IN%EDUCATION:%TOWARDS%NEW%INCLUSIVE%PRACTICES Lise!Jönsson1 1Via$University$College,$Aarhus$C.,$Denmark! Research%topic/Aim:%Over!the!last!two!decades,!digital!technology!has!led!to!new!ways!to!interact!and!communicate.!This!bring!change!to!society!and!so!also!to!daily!practices!in!education.!This!research!will!address!some!of!these!changes!by!investigating!digital!technology’s!impact!on!participation!and!the!potential!for!new!inclusive!practices.!
Theoretical%frameworks:!!The!main!theoretical!argument!derives!from!the!work!of!French!sociologist!Pierre!Bourdieu.!Bourdieu!argues!that!we!act!upon!the!world!with!our!habitus,!i.e.!dispositions!created!due!to!previous!experiences!working!as!a!matrix!of!perceptions,!assumptions!and!actions.!The!habitus!is!used!in!the!field!to!engage!in!struggles!for!symbolic!capital!and,!thus,!provides!better!opportunities!for!those!whose!habitus!matches!the!particular!field2.!In!this!research,!the!education!facilities!are!considered!social!fields,!where!particular!people!have!better!opportunities!than!others.!Using!Bourdieu’s!theoretical!framework,!it!becomes!possible!to!explain!how!children!and!people!with!learning!disabilities!are!able!to!strengthen!their!position!by!the!use!of!digital!technology.!This!theoretical!framework!is!enhanced!by!theories!of!empowerment!as!any!improvement!in!the!participation!and!decisionVmaking!power,!hold!the!potential!to!change!opportunity!structures!in!an!inclusive!direction3.!!!
Methodology/research%design:%Research!was!carried!out!in!kindergartens!and!special!education!facilities!in!Denmark.!Building!upon!designVbased!research,!the!research!aimed!at!testing!and!developing!approaches!to!digital!technology!in!education!in!cooperation!with!practice.!The!processes!were!analyzed!by!the!use!of!video!filming!and!observations.!In!addition,!interviews!were!carried!out!with!children,!people!with!learning!disabilities!and!pedagogues!in!order!to!grasp!digital!technology’s!impact!on!play!and!learning!(kindergartens)!and!as!a!tool!for!communication!(special!education).!
Expected%conclusions/Findings:!Findings!show!that!digital!technology!(a)!impacts!practice!in!kindergartens!and!special!education!facilities!and!(b)!does!so!by!enabling!children!and!people!with!learning!disabilities!to!explore!new!ways!to!engage!with!each!other!and!with!the!pedagogues.!!
By!way!of!example,!the!paper!will!show!how!digital!technology!works!as!a!catalyst!for!shy!and!quiet!children’s!voices.!It!will!show!how!digital!technology!opens!up!for!new!ways!to!play!and!learn!and!how!this!impacts!some!children’s!possibilities!for!participation.!Additionally,!the!paper!will!show!how!digital!technology!works!as!a!tool!of!communication!in!special!education!by!aiding!people!with!learning!disabilities!in!expressing!thoughts!and!feelings!about!everyday!life!as!well!as!wishes!for!the!future.!
Relevance%for%Nordic%Educational%Research:!The!research!adds!to!the!current!dialogue,!e.g.!Schrøder!et!al!20154,!of!how!digital!technology!may!influence!participation!and!inclusive!practices!in!education.!
2!Bourdieu,!P.!(1977).!Outline!of!a!Theory!of!Practice,!Cambridge:!University!Press.!3!Andersen,!J.!and!Siim,!B.!(2004).!Introduction:!The!Politics!of!Inclusion!and!Empowerment!–!gender,!Class!and!Citizenship!In!Andersen,!J.!and!Siim,!B.![eds.]!The!Politics!of!Inclusion!and!Empowerment:!Gender,!Class!and!Citizenship,!New!York:!NY:!Palgrave,!ch.!1.!4!Schrøder,!V.,!Søndergaard,!S.,!&!Frøkjær,!T.!(2015).!Digitale!redskaber!i!dagtilbud:!Alle!har!ret!til!at!være!en!del!af!et!fællesskab.!Professionshøjskolen!UCC.!
[398]%MUSIC%IN%SCHOOL%`%AND%ITS%POTENTIALS%FOR%CREATING%AN%EMPATHIC%LEARNING%ENVIRONMENT Julie!Borup!Jensen1 1Department$of$Learning$and$Philosophy,$Aalborg$University,$Aalborg$Ø,$Denmark! Research%topic/Aim:%This!paper!presents!preliminary!findings!from!a!larger,!crossVdisciplinary!educational!study,!aiming!at!developing!knowledge!on!subject$specific$potentials$for$supporting$inclusive$learning$environments$in$elementary$school.!The!subjects!are!history,!natural!science,!physical!education,!biology!and!music.!In!this!paper,!the!findings!from!the!study!on!music!is!presented!separately.!!
Theoretical%frameworks:!In!modern!educational,!evidenceVinspired!research,!music!attempts!to!find!its!legitimate!place!in!curriculum!by!means!of!a!wide!range!of!arguments,!research!and!experience!(Heimonen!2008).!Research!within!cognition!has,!for!instance,!occasioned!the!concept!‘The!Mozart!Effect’,!claiming!that!listening!to!Mozart!supports!pupils!in!learning!mathematics,!and!newer!studies!on!effects!of!music!on!children’s!brains!concludes!that!music!can!help!pupils!with!learning!disorders!and!disabilities!to!improve!learning!content!matter!(Prehn!&!Fredens!2011).!!
However,!music!has!a!much!broader!potential!for!creating!learning!environments!with!multiple!possibilities!for!the!students!to!participate,!express!themselves!and!learn.!In!a!socioVcultural!learning!perspective,!music!can!be!understood!as!cultural!production,!where!aspects!like!identity!building!within!a!community,!building!of!social!belonging!etc.!also!can!be!found!in!music!(Lines!2009).!This!intersubjective!aspect!of!music!suggests!a!way!to!study,!how!music!may!contribute!to!creating!empathic$learning$environments.!Within!these,!multiple!ways!of!participation!and!learning!seem!to!be!recognised!and!emphasised,!which!contributes!to!the!development!of!a!sense!of!belonging!in!class!and!school!culture.!
Methodology/research%design:%The!study!is!based!on!a!qualitative!approach!to!data!generation!and!took!place!in!a!4th!gradeVclass!in!a!Danish!elementary!school.!Data!has!been!collected!by!means!of!video!observation!of!four!music!lessons,!one!audioVrecorded!and!transcribed!focus!group!interviews!with!pupils!plus!a!single!interview!with!the!music!teacher,!supplemented!with!a!continuous!dialogue!between!researcher!and!teacher!by!means!of!Skype.!!
All!collected!data!has!been!analysed!in!a!socioVcultural!conceptual!framework!by!means!of!meaning!condensation!and!inVdepth!examples.!!
Expected%conclusions/Findings:!The!above!has!led!to!the!findings!below,!which!will!be!presented!under!the!following!headlines:!
1. Creation!of!individual!and!collective!meaning!within!music!2. Multiple!possibilities!of!participation!and!learning!in!music!3. “Tools”!for!understanding!and!using!music!as!communication!4. The!craft!and!the!process!of!music!5. Performance!with!music!
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Relevance%for%Nordic%Educational%Research:!Within!a!Nordic!framework!of!education,!often!referred!to!as!dannelse$(“Bildung”),$the!subject!of!music!traditionally!has!played!a!central!role!as!a!
unifying!and!educating!activity.!Over!the!last!two!decades!however,!music!seems!to!be!struggling!with!a!reputation!of!being,!at!best,!an!ornamental,!recreational!or!even!relaxing!activity!for!students!during!a!hard!school!day,!or,!at!worst,!superfluous!and!therefore!not!of!value!in!a!school!system!that!needs!to!compete!on!‘hard!measures’!such!as!math!or!science!(Bamford!2006).!The!Nordic!educational!systems!seem!to!have!this!challenge!in!common!and!the!study!may!therefore!contribute!to!a!dialogue!in!a!broader!Nordic!perspective.!
[438]%DEVELOPMENT%OF%INCLUSIVE%COMMUNITIES%OF%LEARNING%THROUGH%RELATIONSSHIP%BUILDING%AND%FEEDBACK% Mette!Bruun1 ,!Rene!B!Christiansen1 ,!Linda!Vestergaard!2,$Annette!Ihle1,!Malene!Jensen1 1University$College$Sjælland,$Roskilde,$Denmark!2Uc$Zealand,$Roskilde,$Denmark! Research%topic:%In!Denmark!the!goal!of!the!new!reform!of!the!primary!school!from!2013!was!to!develop!and!raise!the!pupils'!academic!skills,!but!the!reform!also!has!a!strong!focus!on!students'!wellVbeing!and!development!of!inclusive!learning!communities.!The!question!is!how!this!is!developed!or!are!managed!successfully?!A!report!from!the!Danish!Ministry!of!Education!in!2015!showed!that!inclusion,!wellVbeing!and!the!development!of!learning!communities!have!not!yet!succeeded!according!to!ambition!by!2016.!The!report!suggested!among!other!things!that!these!matters!should!be!addressed!by!practitioners!and!researchers!on!both!a!macro,!meso!and!micro!level.!This!project,!which!is!still!in!its!starting!phase,!is!based!on!the!issues!of!the!micro!level!to!target!teachers!and!educators!who!work!in!classes!marked!by!students!in!complex!learning!situations!in!the!soVcalled!LKTVproblems!(Learning,!Contact!and!WellVbeing).!On!one!side!there!are!classes!where!it!has!not!yet!been!successful!in!establishing!appropriate!and!stimulating!learning!environments!for!the!students.!The!project!focuses!on!the!concepts!of!wellVbeing,!relationship!building,!feedback!and!motivation!within!the!class!of!approach!these!problems.!The!majority!of!the!students!having!LKTVdifficulties!are!boys.!Therefore,!the!problem!of!gender!also!comes!into!relevance.!!Teacher's!competences!concerning!relationship!building!is!one!of!the!key!factors!in!students'!academic!and!social!development!(Nordenbo!et!al!2008).!The!report!further!states!that!in!addition!to!her!own!competence!to!establish!and!further!build!relations,!the!teacher!also!must!be!able!to!develop!settings!characterized!by!acceptance!of!diversity!in!order!to!develop!social!learning!communities.!In!this!line!of!work,!the!concept!of!feedback!is!essential.!!Furthermore,!relationship!building!is!connected!with!two!other!essential!perspectives:!feedback!and!motivation.!Feedback!processes!are!often!linked!to!academic!learning!(Hattie,!Nottingham,!Askew!and!others),!but!in!this!project!one!of!the!hypothesis!is!that!feedback!alongside!relationship!building!is!important!for!the!student's!education,!personal!development,!motivation!V!and!academic!learning.!!!The!goal!with!giving!feedback!in!schools!is!to!give!students!some!insight!as!to:!Where!am!I!right!now?!V!and!what!can!I!do!to!move!forward?!This!applies!both!when!feedback!is!focussing!on!academic!skills!but!also!in!regards!to!social!skills!and!behavior.!There!is!both!a!cognitive!and!an!affective!element!in!this!process,!and!that!is!why!good!relationships!between!teachers!and!students!is!absolutely!essential.!In!this!project!we!investigate!interactions!between!the!teacher's!relational!competence,!communicational!skills!and!how/or!if!it!makes!a!difference!when!giving!feedback!V!especially!when!dealing!with!students!in!complex!learning!situations.!!%Based!on!the!above!central!questions!in!our!research!are:!!•$How$can$we$with$focus$on$the$work$of$relationship$work$and$feedback$with$students$in$complex$learning$situations$C$especially$boys$C$understand$the$active$/$functional$or$dysfunctional$learning$communities?!!•$How$can$forms$of$interaction$in$work$of$relationship$in$a$class$be$understood$C$and$developed$so$wellCbeing$is$increased$and$the$learning$environment$develop$for$these$students,$but$also$for$the$entire$community?!!
Theoretical%framework:%The!project!is!based!on!a!variety!of!literature!studies!regarding!relationship!building!in!teacher,!wellVbeing,!motivation!and!feedback.!The!project!is!carried!out!using!methods!connected!to!action!research!and!interventions!studies!(Madsen!2012)!using!a!variety!of!mixed!methods!(Morse!2016).!In!the!project!we!observe!and!interview!teachers!and!students!both!in!groups!and!individually!and!on!top!of!that!carry!out!interventions!closely!connected!to!their!everyday!work!as!teachers.!!Expected%findings:%We!expect!to!be!able!to!gain!new!result!regarding!how!teachers!work!and!how!they!perceive!the!concepts!of!relationship!building,!feedback!and!motivation!using!the!same!concepts!in!our!work!of!research!(thus!addressing!a!micro!level).!!!Preliminary%literature:%!Askew,!Susan!and!Lodge,!Caroline!(2000):!Feedback$for$Learning,!Gifts,!pingVpong!and!loops!V!linking!feedback!and!learning,!Routledge!Hattie,!J.!(2014):!Synlig$læring$–$for$lærere.!Dafolo!Madsen,!B.!(2012):!Aktionsforskning,!Illustreret!med!en!case:!Aktionsforskning!om!aktionslæring.!Arbejdspapir).!http://pure.au.dk/portal/files/52637979/Arbejdsnotat.pdf!Merton,!R.!C.!(1996):!On$Social$Structure$and$Science.!The!University!of!Chicago!Press.!Ministeriet!for!børn,!undervisning!og!ligestilling!(2016):!Afrapportering$af$inklusionseftersynet$–$Den$samlede$afrapportering.!Lokaliseret!på!World!Wide!Web!3.5.16!http://www.uvm.dk/Aktuelt/~/UVMVDK/Content/News/Udd/Folke/2016/Maj/160511VInklusionseftersynV96VprocentsVmaalsaetningenVdroppes!Morse,!J.!M.!Essentials!of!QualitativelyVDriven!Mixed!Methods!Designs.!Routledge.!Nordenbo,!S.!F.!et!al.!(2008):!Lærerkompetanser$og$elevers$læring$I$barnehage$og$skole.!Danmarks!Pædagogiske!Universitetsforlag!og!Dansk!Clearinghouse!for!uddannelsesforskning.!
[460]%REDUCED%RIGHTS%TO%SPECIAL%SUPPORT%`%A%REFLECTION%ON%CONSEQUENSES%FOR%THE%SWEDISH%SCHOOL%SYSTEM% Lisa!Asp!Onsjö1 1University$of$Gothenburg,$Idpp,$Gothenburg,$Sweden! Research%topic/Aim:%”This!presentation!is!based!on!studies!concerning!individual!educational!plans!(IEPs)!for!pupils!with!special!educational!needs!in!the!Swedish!compulsory!school.!Around!20!percent!of!the!pupils!have!gained!access!to!special!support!(särskilt!stöd),!and!thus!to!an!IEP!during!the!past!40!years.!National!statistics!show!that!less!than!6!percent!of!all!pupils!now!receive!this!support!(SNAE,!2016).!This!drastic!reduction!coincides!with!the!deterioration!of!schooling!outcomes!in!international!tests!(e.g.!PISA).!The!aim!of!this!study!is!to!scrutinize!the!consequences!of!the!fact!that!fewer!pupils!get!access!to!qualified,!special!support!measures!and!also!to!analyze!the!significance!for!the!Swedish!school!system.!
Theoretical%frameworks:!Fundamental!changes!have!occurred!in!education!policy!over!the!last!30!years.!Municipalization,!freedom!of!establishment!and!the!independent!school!reform!has!increased!differences!between!schools!(Gustafsson,!Sörlin!&!Vlachos,!2016).!This!has!intensified!the!importance!of!school!choice.!At!the!same!time,!international!efforts!to!raise!educational!standards!have!also!accelerated,!generating!a!range!of!changes!and!reforms,!ultimately!defining!which!pupils!are!getting!support!and!which!are!not.%
Methodology/research%design:%The!empirical!data!consists!of!secondary!material!in!terms!of!previous!research!literature!on!IEPs!in!Sweden!together!with!policy!documents,!and!official!reports.!This!material,!covering!a!fifteenVyear!period,!is!analysed!and!critically!examined!in!order!to!shed!light!on!problems!associated!with!the!use!of!IEPs!in!Sweden.!%
Expected%conclusions/Findings:!Based!on!the!review!of!previous!research!and!in!the!context!of!the!transformation!of!the!Swedish!education!system,!some!tentative!results!are!apparent.!1)!The!paradox!that!the!percentage!of!pupils!receiving!documented,!qualified!special!support!has!been!reduced,!while!at!the!same!time,!the!need!for!support!has!never!been!greater.!2)!In!the!struggle!for!resources!an!individualized!approach,!such!as!neuropsychiatric!diagnosis!has!gained!increased!importance,!despite!the!opposite!intention!in!policy!documents.!3)!The!discussion!concerning!insufficient!support!are!hidden!behind!the!theme!“inclusion”.!Ideological!arguments!are!used!to!cover!up!the!effects!of!these!diminishing!resources.!
Relevance%for%Nordic%Educational%Research:!Declining!school!performance!and!decreasing!equivalence!in!Swedish!schools!are!important!national!interests,!not!least!for!the!maintenance!of!a!democratic!society.%
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[470]%NATIONAL%TESTS%AND%MINORITIES:%POWER%RELATIONS%AND%QUESTIONS%OF%IN`%AND%EXCLUSION%IN%NORTHERN%SWEDEN%AND%PERIFERAL%REGIONS%OF%GREENLAND Karen!E.!Andreasen1 1Aalborg$University,$Aalborg,$Denmark! Research%topic/Aim:%”National!Tests!and!minorities:!Power!Relations!and!questions!of!inV!and!exclusion!in!Greenland!and!Northern!Sweden.!
Assessment!in!school!represent!a!technology!and!materiality!with!profound!impact!on!the!life,!activities!and!interactions!in!school!(eg.!Lawn!&!Grosvenor,!2005).!It!can!be!considered!as!an!integrated!and!in!different!ways!also!dominating!part!of!pedagogic!practice!which!influence!processes!of!inV!and!exclusion!in!both!direct!and!in!more!indirect!ways.!Depending!of!its!design!and!use!it!might!also!point!to!differences!between!pupils!with!references!to!categories!such!as!clever,!skilled,!good,!medium,!average,!below!average,!best!etc..!These!processes!might!be!considered!as!problematic!at!the!micro!level!–!in!the!classroom!–!as!well!as!at!the!macro!level!–!the!nation.!!The!practice!of!teachers!offering!national!tests!occurs!in!different!forms!in!primary!schools!throughout!the!world!(eg.!McNess!et!al.!2015).!These!practices!are!often!associated!with!a!curriculum!and!learning!objectives!that!are!nationalistic!in!their!orientation.!In!a!policy!perspective,!the!underlying!motive!may!be!a!desire!to!evaluate!and!compare!students’!academic!development!and!performance!as!well!as!schools’!performance!and!goal!attainment!at!the!national!level.!National!testing!are!based!on!the!assumption!that!the!tested!pupils!all!speak!the!same!language,!and!are!often!not!adapted!to!the!languages!of!minorities.!
However,!regionally!determined!differences!–!for!example,!linguistic!or!cultural!–!often!exhibit!considerable!influence!over!student!performance!in!such!national!academic!tests,!with!any!such!potential!effects!generally!not!considered!during!the!design!of!test!materials!(eg.!Banks,!2009;!!CoronelVMolina!&!McCarthy,!2016).!While!initiatives!have!been!taken!to!adapt!national!test!practices!to!certain!regional!conditions,!the!dominant!culture!will!continue!to!be!imposed!via!both!tests!and!national!educational!objectives!observed!in!learning!environments,!and!the!pedagogy!practiced!in!these!regions!–!in!some!cases,!with!unfortunate,!unintentional!consequences.!We!might!state,!then,!such!tests!transgress!cultural!boundaries!and!exert!power.!
Theoretical%frameworks:!”!The!analysis!will!be!based!on!theory!addressing!!questions!of!culture!and!power!as!discussed!by!sociologist!as!Bourdieu!(Eg.!Bourdieu!&!Thompson,!1991;!Schwarts,!1997).!!The!analysis!concerning!processes!of!inV!and!exclusion!will!be!based!on!this!theoretical!framework”!
Methodology/research%design:”!The!presentation!will!analyse!and!discuss!the!mentioned!problem!with!a!focus!on!two!cases:!students!in!schools!in!peripheral!regions!in!Greenland!and!Sami!students!in!Northern!Sweden!who!attend!Swedish!primary!schools.!!The!analysis!will!be!based!on!and!include!relevant!policy!documents,!reports,!and!empirical!research!related!to!the!two!cases.”!
Expected%conclusions/Findings:”!Expected!findings!is!that!the!two!cases!reflect!attempts!to!implement!a!certain!degree!of!adaptation!between!the!national!framework!and!the!regional!culture.!It!is!also!expected!that!the!test!practices!in!complex!and!problematic!ways!reflect!problems!related!to!power!relations!between!the!minority!and!the!majority!populations!and!influence!processes!of!inV!and!exclusion!in!society”!
Relevance%for%Nordic%Educational%Research:!“The!Nordic!countries!share!a!problem!related!to!national!test!practices,!minorities!end!educational!equality”!
!
Banks,!J.!A.!(2009).!The!Routledge!International!Companion!to!Multicultural!Education.!Routledge.!
Bourdieu,!P.!&!Thompson,!J.!B.!(1991).!Language!and!Symbolic!Power.!Harvard!University!Press!
CoronelVMolina,!S.!M.,!McCarty,!T.!L.!(2016).!Indigenous!Language!Revitalization!in!the!Americas.!Routledge.!
Lawn,!M.,!&!Grosvenor,!I.!(Eds.).!(2005).!Materialities!of!schooling:!design,!technology,!objects,!routines.!Oxford:!Symposium!Books.!
McNess,!E.;!Kelly,!P.;!Kousholt,!K.;!Andreasen,!K.E.;!Ydesen,!C.!(2015)!Standardized!testing!in!compulsory!schooling!in!England!and!Denmark:!–!A!comparative!study!and!analysis.!In:!Bildung!und!Erziehung,!68(3),!pp.!329V348.!
Schwartz,!D.!(1997).!Culture!and!Power:!The!Sociology!of!Pierre!Bourdieu.!University!of!Chicago!Press!
[496]%FACING%THE%FACT:%DO%WE%NEED%THEORY%IN%SPECIAL%EDUUCATION? Stine!Vik1 1Lillehammer$University$College,$Lillehammer,$Norway! Research%topic/Aim:%Facing!the!fact:!Do!we!need!theory!in!special!education?!
Testing!and!manual!based!pedagogy!has!become!a!central!task!of!professionals!working!in!Norwegian!kindergartens!recent!years!especially!working!with!Early!Intervention.!Not!without!criticism!though.!Some!of!the!critique!are!directed!towards!the!professional!role!of!the!preschool!teacher,!claiming!that!the!manual!and!program!based!test!regime!underpin!the!professionals’!autonomy,!that!their!professionalism!is!deteriorated!and!that!they!are!reduced!to!“service!personnel”!and!“slaves”!of!the!predefined!program.!However,!my!empirical!study!(Vik!2015)!shows!the!oppositeV!that!professionals!do!feel!their!autonomy!is!even!strengthened!and!that!their!professionalism!has!increased.!These!empirical!“facts”!are!the!starting!point!for!discussing!the!question!proposed!in!the!headline!of!this!session.!!
Theoretical%frameworks:!Drawing!on,!and!exploring!how,!theoretical!positions!can!give!insight!to,!or!blur,!such!empirical!“facts”!I!will!outline!two!distinctively!different!theoretical!positions!in!two!examples:!The!conception!of!knowledge!in!ancient!Greek!and!Jewish!culture,!and!the!conception!of!professionalism!in!Continental!PädagogikVperspective!and!AngloVAmerican!educationV!tradition.!!!
Methodology/research%design:%I!will!present!a!study!that!empirically!illustrate!preschool!teachers’!perception!of!their!own!professional!role!as!participants!in!an!Early!InterventionV!model!implemented!in!several!Norwegian!kindergartens!to!detect!difficulties!at!an!early!stage!in!children!lives.!The!empirical!data!is!based!on!six!interviews!with!preschool!teachers.!The!analysis!will!focus!on!how!teachers!perceive!their!professional!role!and!how!professionalism!can!be!framed!in!two!distinctly!different!theoretical!positions.!
Expected%conclusions/Findings:!From!an!Angloamerican!education$perspective!“professionalism”!can!be!perceived!in!terms!of!how!well!the!teacher!can!make!the!institution!(school/kindergarten)!most!effective.!The!aim!of!educational!activities!in!this!tradition!is!to!make!the!institution!as!efficient!as!possible!in!order!to!maximise!children's!learning!according!to!institutional!goals.!Therefore,!the!role!of!the!teacher!must!be!regarded!in!relation!to!how!well!she!is!able!to!fulfill!theses!specific!goals.!(Vik,!in!peerVrewiev)!From!a!Pädagogik!perspective!professionalism!may!be!linked!to!a!teacher’s!ability!to!make!pedagogical!judgments!on!the!basis!of!cooperation!and!negotiation!with!the!child!according!to!normative!(agreed!upon)!conceptions!of!what!is!good!pedagogy/upbringing.!!
A!potential!conflict!may!arise!if!one!experience!that!the!scope!of!their!professional!judgments!is!defined!in!such!a!way!in!the!program!that!it!runs!across!preschool!teacher!professionalism!and!the!knowledge!base!their!judgments!are!based!on.!The!study!indicates,!however,!that!the!preschool!teachers!understanding!of!their!role!to!a!small!extent!is!in!conflict!with!the!knowledge!base!their!professional!judgments!are!based!on.!The!reason!for!this!may!be!that!teachers!do!not!oppose!against!the!model!but!rather!has!embraced!its!theoretical!fundament.!!
[497]%THE%HUMAN%WASTE Mirjam!Harkestad!Olsen1 1Uit$Norges$Arktiske$Universitet,$Alta,$Norway! Research%topic/Aim:%The!topic!is!how!mothers!experienced!the!classification!of!their!children!and!how!this!affected!relations!between!childVteacher!and!between!themselves!and!the!school.!The!principles!of!classification!will!be!discussed!on!the!basis!that!this!is!a!natural!occurring!behavior!in!social!life.!
Theoretical%frameworks:!The!stories!of!the!mothers!are!analysed!using!Bauman’s!theories!on!how!human!beings!classify!each!other,!defining!individuals!into!or!out!of!certain!groups.!Furthermore,!it!will!be!discussed!how!we!approach!the!strange!and!unfamiliar!that!we!cannot!immediately!classify!into!our!established!categories.!
Bauman!gives!examples!such!as!the!unemployed,!the!disabled!and!immigrants.!Bauman!actually!alleges!that!society!perceives!these!groups!as!unwanted!or!useless.!He!claims!that!society!treats!these!people!as!human!waste.!!
Methodology/research%design:%The!project is based on a qualitative semiVstructured!interview!guide!in!a!phenomenological!design.!The!empirical!material!presented!consists!of!interviews!with!five!mothers!of!pupils!diagnosed!with!ADHD.!The!ADHD!diagnosis!was!selected!as!an!inclusion!criterion,!based!on!the!assumption!that!these!pupils!displayed!behaviour!that!affected!the!psychosocial!environment!of!the!class.!!
The!analysis!strategy!consists!of!transcription!of!conversations!and!then!classify!key!statements!into!assigned!categories!and!subVcategories.!
Expected%conclusions/Findings:!In!all!the!conversations,!the!mothers’!narratives!told!of!incidents!that!provided!evidence!of!how!teachers!and!school!management!defined!their!children!out!of!and!into!a!variety!of!classifications.!All!the!mothers!indicated!that!they!understood!that!a!diagnosis!was!vital!in!order!to!get!help!at!school.!At!the!same!time!they!were!disappointed!that!the!help!was!not!targeted!at!the!needs!they!felt!their!child!had.!
One!of!the!mothers!said!that!school!was!for!A4!children.!She!envisaged!a!different!kind!of!school!that!could!secure!her!daughter’s!interests!better.!In!the!absence!of!this,!she!felt!it!was!important!to!make!the!best!of!the!situation.!
In!the!mothers’!narratives,!conflict!and!negative!experiences!were!in!focus.!Nevertheless,!all!the!mothers!could!mention!at!least!one!adult!at!school!who!could!communicate!with!their!child.!!
When!the!mothers!described!their!cooperation!with!the!school,!their!narratives!were!characterised!by!frustration!and!despair.!Another!issue!the!mothers!took!up!was!the!school’s!cooperation!with!PPT.!A!number!of!them!said!that!the!school!showed!little!willingness!to!follow!up!advice!from!PPT.!
Relevance%for%Nordic%Educational%Research:!Several!studies!reveal!ejection!mechanisms!to!children!with!special!needs.!This!happens!not!only!in!Norway!but!also!in!school!communities!in!other!countries.!The!research!points!to!some!mechanisms!it!may!be!worth!reflecting!on.!
!
[534]%INCLUSION%WHEN%STUDENTS%AS%LEARNING%DESIGNERS%PRODUCE%MULTIMODAL%DIGITAL%PRODUCTIONS% Karin!Levinsen1 ,!Birgitte!Holm!!Sørensen2 1Aalborg$University,$Copenhagen,$Denmark!2Aalborg$University,$Copenhagen$Sv,$Denmark! Research%topic/Aim:%This!study!presents!an!important!but!unexpected!outcome!pointing!at!the!inclusionVpotential!of!the!design!for!learningVprinciple!(coined!by!Sørensen!&!Levinsen):!Students$as$learning$designers$and!students’$digital$production!found!in!the!largeVscale!research!and!development!project!Students’$digital$production$and$students$as$learning$designers!(2013–2015),!funded!by!the!Danish!Ministry!of!Education.!!
The!project!did!not!focus!on!students!with!special!needs!or!nonVparticipating!students.!However,!during!the!project’s!life!cycle,!students!who!at!the!beginning!of!the!project!did!not!or!only!sporadically!participated!in!the!everyday!school!practice,!emerged!in!new!positions!as!participants!and!performers!of!agency!in!the!everyday!activities.!!
The!study!explores!the!inclusionVpotential!of!the!learning!design!and!the!technology!in!the!project.!
Theoretical%frameworks:!The!study!presents!the!findings!through!two!representative!cases,!analysed!from!a!postVphenomenological!perspective!based!on!Verbeek’s!Philosophy$of$Artefacts!that!combines!the!hermeneutic!and!existential!perspectives!of!technology,!Orlikowski’s!distinction!between!human$agency$and$material$performativity,!and!Ihde’s!relations$of$mediation.!!
Methodology/research%design:%The!projects!was!a!research!and!development!project!based!on!Action!Research!and!Design!Based!Research,!involving!30!teachers!and!800!students!in!5.!Schools.!It!ran!for!2!years.!!
Data!was!collected!in!1.V2.!and!5.V6.!grade!and!two!cohorts!at!a!10.!Grades!Centre.!Due!to!the!complexity,!we!used!mixed!methods!to!produce!a!complementary!set!of!data!at!both!macro!and!microVlevel,!containing!two!data!collection!strategies!
! Baseline!measures!(quantitative!and!qualitative)!at!the!beginning,!middle!and!end!of!the!project!identified!overall!trajectories!of!transformation!in!a!diachronic!macroVperspective.!
! Longitudinal!anthropological!methods:!thick!description,!interviews!video,!photos,!team!meetings,!material!products!and!artefacts.!Here!the!macroVperspective!identified!changes!in!the!performed!practice,!while!the!caseVoriented!microVperspective!identified!transformations!in!individual!students’!and!teachers’!agency!and!practice.!!
Especially! the!thick!documentation!of!case! incidents!distributed!over!time!contributed!to!draw!our!attention!towards!the!emerging!and!unexpected!potential!for!inclusion.!
Expected%conclusions/Findings:!!Out!of!50!nonVparticipating!students!distributed!between!the!five!schools,!25!individuals!changed!position!to!(some!degree!of)!inclusion!during!the!project!–!these!students!distribute!into!two!major!clusters:!
• Students!who!by!themselves!began!to!occupy!new!positions!as!participants!and!agents!in!the!everyday!activities!as!the!classroom!arena!transformed.!!
• Students!who!were!not!able!to!change!their!position!without!external!interventions.!!!We!found:!Strong!indicators!that!the!combination!of!learning!design!and!use!of!specific!technologies!for!digital!multimodal!production!is!pivotal!for!the!observed!change!of!student!participation;!Technology!externalizes!and!amplifies!students’!efforts!and!competencies;!One!dominant!obstacle!for!inclusion!appears!to!be!the!teachers’!lack!of!awareness!regarding!student!efforts!to!participate.!
Relevance%for%Nordic%Educational%Research:!We!argue!that!our!design!for!learningVprinciples,!Students$as$learning$designers$and!students’$digital$production$are!important!coVconstructors!of!new!ways!for!students!to!become!participators!in!learning!activities,!and!a!new!observant!teacher’s!position,!that!empowers!the!teachers’!repertoire!of!agency!in!the!learning!context.!!
!!!
[540]%THE%MORAL%IMPERATIVE%OF%INCLUSIVE%EDUCATION Hege!Knudsmoen1 1Centre$for$Studies$of$Educational$Practice,$Hedmark$University$of$Applied$Sciences,$Elverum,$Norway! Research%topic/Aim:%The!moral!imperative!of!inclusive!education!
Theoretical%frameworks:!Michel!Foucault,!Gert!J.J.!Biesta!
Methodology/research%design:%Theoretical!methodological!framework%
Expected%conclusions/Findings:!Normative!judgement!upon!satisfactory!educational!outcomes!and!as!professionalism!to!act!upon!unsatisfactory!outcomes!are!the!moral!imperatives!as!inclusive!education.%
Relevance%for%Nordic%Educational%Research:!Contribution!to!research!about%inclusive!education.!
My!aim!is!to!discuss!the!moral!imperative!of!inclusive!education,!with!special!attention!to!pupils’!conduct!under!education.!In!Norway,!the!political!and!ethical!notions!of!educational!outcomes!are!far!from!those!established!for!inclusive!education!after!the!knowledge!gap!of!2006,!but!these!ideas!are!currently!challenged,!to!being!renewed.!Students’!social!and!emotional!conduct!are!highlighted!to!promote!better!educational!practices.!!
Haug!(2016)!discussed!the!challenges!to!developing!inclusive!education!in!depth.!The!questions!surrounding!inclusive!special!education!have!become!the!answers!to!providing!inclusive!education.!Studying!the!willingness!to!become!educated!requires!great!effort,!as!does!providing!a!new!perspective!to!the!theory!and!research!on!students’!conduct!under!education.!The!main!research!theme!is!as!follows:!Pupils’!are!users!of!knowledge!under!education,!also!as!a!conduct!of!conduct;!do!some!students!resist,!ignore!educational!outcomes!or!have!identification!problems!in!mainstream!school.!
Inclusive!ideals,!ethics!and!practices!are!an!international!concern!in!the!field!of!education.!Haug!(2016)!explained!that!special!educational!expertise!in!Norway!is!both!a!knowledge!and!a!professional!area!that!manages!students’!rights!in!order!to!achieve!satisfactory!learning!outcomes.!It!is!a!complex!matter!that!can!challenge!many!professionals’!virtues,!such!as!courage,!risk,!patience!and!strength!(Rørvik,!2014),!when!accommodating!pupils!conduct,!either!in!practice!or!in!research.!Simonsen!(2000)!discussed!ordinary!and!special!education!professionals’!arguments;!further,!Phil!(2010)!conducted!analyses!of!educational!and!psychological!expert!knowledge!about!pupils’!learning!outcome!in!Norway.!In!addition,!Hausstätter!(2007;!2011)!studied!special!educational!competence,!and!Nevøy!(2007)!studied!special!institutional!knowledge!in!terms!of!selfVunderstanding.!The!knowledge!gaps!in!inclusive!and!special!inclusive!education!can!be!solved!practically.!In!the!renewal!of!the!Knowledge!gap!in!Norway,!inclusive!and!special!education!are!not!mentioned.!The!moral!imperative!of!inclusive!education!seems!to!be!empty!regarding!both!policy!and!practice!(Haug,!2016).!
In!my!paper,!I!will!discuss!the!ethical!concern!regard!inclusive!education.!There!is!a!lack!of!ethical!dialogue!between!professionals!in!the!field,!as!well!as!in!their!own!professional!boundaries!and!mandates.!Inclusion!has!perhaps!not!been!an!epistemic!criterion!for!professional!conversations!
about!students’!satisfactory!learning!outcomes.!However,!it!is!a!prerequisite!for!developing!researchVbased!knowledge!for!professional!discussions!on!pupils’!conduct!and!satisfactory!learning!outcomes!(Arnesen!&!Simonsen,!2011;!Knudsmoen!&!Simonsen,!2016).!
Conversely,!ethical!questions!of!inclusion!may!be!reduced!to!moral!imperative!questions!of!inclusiveness,!rather!than!discussions!about!how!practices!can!give!students!socialisation!and!qualifications!through!education!as!their!subject!positions!are!met.!The!ethics!of!subjectivities!or!subject!positioning!development!under!education!will!be!discussed!with!regard!to!Biesta’s!The!Beautiful$Risk$of$Education!(2014).!Conduct,!in!schools!as!a!learning!context,!obtaining!conducive!educational!opportunities;!for!example,!the!willingness!to!learn!is!a!form!of!subjective!conduct.!The!ethical!concern!of!providing!ordinary!and!special!inclusive!education!(Biesta,!2014;!Nes,!2014;!Haug,!2016)!to!discuss!students’!subject!positions!will!be!the!main!topic!of!my!paper.!
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implementering!(403–417).!Oslo:!Cappelen!Damm!Akademisk.!Schaanning,!E.!(2000).!Fortiden$i$våre$hender:$Foucault$som$vitenshåndtør.!Oslo:!Unipub!forlag.!Simonsen,!E.!(2000).!Vitenskap$og$profesjonskamp:$opplæring$av$døve$og$åndssvake$i$Norge$1881–
1963.$Oslo:!Unipub!forlag.!Vislie,!L.!(2003).!From!integration!to!inclusion:!Focusing!global!trends!and!changes!in!the!western!
European!societies.!European$Journal$of$Special$Needs$Education,$18(1),!17–35.!
[549]%HOW%SUBJECT%SPECIFIC%MATERIAL%CONDITIONS%SHAPE%DANISH%INCLUSION%PRACTICES Kathrin!OtrelVCass1 ,!Liv!Kondrup!Kristensen2 ,!Jette!Agerbo1 1Department$for$Learning$and$Philosophy,$Aalborg$University,$Aalborg,$Denmark!2Ucsj$University$College$Sjælland,$Søborg,$Denmark! Research%topic/Aim:%The!aim!is!to!examine!particular!educational!experiences!in!two!different!subjects!at!primary!school!and!how!this!may!impact!on!inclusion!practices.!Taking!an!interest!in!exploring!Isling!Poromaa!(2015)!claim!that!subject!matter!attributes!predictability!of!a!particular!material!culture,!we!want!to!explore!how!this!shapes!values!and!appeal.!This!interest!is!nested!in!a!bigger!research!project!that!examines!inclusion!practices!and!their!relevance!to!subject!specific!teaching!(funded!by!the!Danish!Ministry!of!Education).!
Theoretical%frameworks:%There!are!a!variety!of!understandings!and!definitions!of!what!inclusion!or!exclusion!means!and!the!factors!that!may!have!an!influence.!The!absence!of!a!clear!definition!is!problematic!since!it!gives!rise!to!"!either!philosophical!or!empirical!investigations!of!inclusive!education”(Erten!&!Savage,!2012,!p.223).!There!seems!also!a!lack!of!focus!on!the!individual's!own!experiences!about!being!included!in!or!excluded!from!a!community!suggesting!a!focus!on!individuals’!experiences!of!acceptance,!respect,!and!support!from!other!individuals!in!a!given!social!environment!(Qvortrup,!2012;!Hansen!&!Qvortrup!2013).!!Carlone!and!Smithenry!(2014)!talk!about!the!need!to!create!a!‘we’!culture!at!school,!that!is!less!focused!on!the!individual’s!achievement!but!on!how!everyone!can!contribute!in!a!meaningful!way.!!Bringing!those!perspectives!closer!means!that!it!may!be!insightful!to!examine!individuals’!experiences!when!they!are!exposed!to!practices!that!may!or!may!not!support!a!‘we’!culture!in!different!subjects.!
Methodology/research%design:%This!study!utilises!a!focused!video!ethnography!and!sequential!analysis!(Knoblauch!&!Schnettler,!2012).!Based!on!the!examination!of!a!sequence!of!3V4!video!recorded!classroom!sessions!in!each!of!the!two!subjects!we!consider!the!role!subjectivity!plays!for!the!individuals!mediated!by!the!material!conditions!of!the!specific!subjects.!
Expected%conclusions/Findings:%We!noted!in!our!examples!how!teachers!responded!to!diverse!needs!of!their!students!by!utilising!subject!materialities!(ways!of!(inter)acting,!using!resources,!etc).!Teachers!in!science!Vtechnology!and!sport!found!subject!specific!ways!in!which!they!addressed!how!young!people!can!take!ownership,!have!a!voice!and!find!an!identity!in!those!subjects.!While!responsive!pedagogy!applied!across!both!subjects,!teachers!created!the!conditions!for!being!a!member!of!a!specific!community.%
Relevance%for%Nordic%Educational%Research:%Topics!concerning!inclusion%have!been!picked!up!by!several!Nordic!and!international!researchers.!Overall!however!there!has!been!little!Nordic!research!exploring!subject!specific!factors!(science/sport).!Exceptions!include!Swedish!studies!in!sport!and!health!science!that!examine!the!conditions!for!inclusive!teaching!in!physical!education!(Åström,!2013)!or!the!need!to!support!PE!teachers!with!specialized!training!and!inclusive!pedagogical!design!(Jerlinder!et!al.,!2010).!Most!studies!in!science!come!from!outside!the!EU,!highlighting!the!need!to!contribute!to!Nordic!research,!more!specifically!Danish!perspectives!and!take!note!of!the!cultural!conditions!that!may!impact!on!inclusive!Danish!sport!and!science!primary!education!practices.!!
References!Carlone,!H.,!&!Smithenry,!D.!(2014).!Creating!a!“We”!Culture.!Science$and$Children,!52(3),!66.!
Erten,!O.,!&!Savage,!R.!S.!(2012).!Moving!forward!in!inclusive!education!research.!International!Journal$of$Inclusive$Education,$doi:10.1080/13603111003777496!
Hansen,!O.,!&!Qvortrup,!L.!(2013).!Inklusion!i!Danmark.!Paideia:$Tidsskrift$for$Professionel$Pædagogisk$Praksis.!
Isling!Poromaa,!P.!(2015).!The!significance!of!materiality!in!shaping!institutional!habitus:!exploring!dynamics!preceding!school!effects.!British$Journal$of$Sociology$of$Education,!1–19.!
Jerlinder,$K.,$Danermark,$B.,$&$Gill,$P.$(2010).$Swedish$primaryCschool$teachers’$attitudes$to$inclusion$–$the$case$of$PE$and$pupils$with$physical$disabilities.$European$journal$of$special$needs$education,$25(1),$45C57.$doi:$10.1080/08856250903450830!
Knoblauch,!H.,!&!Schnettler,!B.!(2012).!Videography:!analysing!video!data!as!a!'focused'!ethnographic!and!hermeneutical!exercise.!Qualitative$research,!12(3),!334V356.!doi:!10.1177/1468794111436147!
Qvortrup,!L.!(2012).!Inklusion$C$en$definition.!Frederikshavn:!UCN!seriehæfte!nr.!5.!Åström,!P.!(2013).!Included!yet!Excluded?:!Conditions!for!Inclusive!Teaching!in!Physical!Education!
and!Health.!(Doctoral!dissertation).!Umeå:!Umeå!universitet.
[566]%DILEMMAS%AND%THE%ICF`CY% Gregor!Maxwell1 1University$of$Tromsø,$Tromsø,$Norway! Research%topic/Aim:%Starting!with!Nilhom’s!(2007)!dilemma!perspective,!this!paper!aims!to!explore!how!bridges!are!found!between!the!established!cognitive,!socioVemotional,!and!environmental!approaches!to!inclusive!education.!Parallels!with!the!ICF/ICFVCY’s!(World!Health!Organization,!2007)!bioVpsychoVsocial!approach!are!made!and!future!implications!for!the!state!of!inclusive!education!will!be!discussed.!
Theoretical%frameworks:!Globally,!approaches!and!responses!to!international!calls!for!more!inclusive!education!have!been!diverse!and!varied.!For!example,!the!social!democratic!approach!of!Northern!Europe,!civil!rights!in!North!America!and!the!United!Kingdom,!and!communist!local!government!in!Italy.!Specific!examples!of!integration!can!been!seen!through!policy!in!Sweden!(Göransson!&!Nilholm,!2009)!with!its!‘school!for!all’!ideal,!Scotland!(Tisdall!&!Riddell,!2006)!with!its!extensive!support!for!pupils!‘additional!support!needs’,!and!Italy!with!its!‘integrazione’!agenda!(D'Alessio,!2008).!
Nilholm’s!(2007)!dilemma!perspective!takes!a!critique!of!previous!perspectives!by!giving!research!more!political!scope!while!representing!how!a!school's!particular!way!of!delivering!support!can!positively!corresponds!with!the!students’!experiences.!There!is!however!also!a!stagnation!within!inclusive!education!with!its!tendency!to!repeatedly!fail!to!live!up!to!its!own!expectations!(Huber,!2016)!while!ongoing!debate!attempts!to!bridge!approaches!based!on!cognition,!socioVemotional!variance/deviance,!and!contextualVbased!interventions!(Mitchell,!2014;!Struyf,!2016),!along!with!more!use!of!the!BioVPsychoVSocial!model!as!seen!in!the!ICF!(Hollenweger!&!Moretti,!2012).!!
Methodology/research%design:%This!conceptual!paper!presents!new!and!multiVfaceted!ways!to!consider!inclusive!education!in!the!21st!century.!
Expected%conclusions/Findings:!Enriched!debate!in!the!field!of!inclusive!education!
Relevance%for%Nordic%Educational%Research:!The!Nordic!countries!have!been!central!in!debates!surrounding!the!conceptualisation!of!inclusive!education.!Bring!this!debate!upVtoVdate!with!current!thinking!will!continue!to!ensure!that!Nordic!educational!research!is!at!the!forefront.!
References%
D'Alessio,!S.!(2008).!‘Made!in!Italy’:!Integrazione!Scolastica!!and!the!New!Vision!of!Inclusive!Education!In!L.!Barton!&!F.!Armstrrong!(Eds.),!Policy,$Experience$and$Change:$CrossCCultural$Reflections$on$Inclusive$Education:!Springer!Netherlands.!!
Göransson,!K.,!&!Nilholm,!C.!(2009).!Inclusive!education!in!Sweden?:!Ideas,!policies!and!pracitices.!La$nouvelle$revue$de$l'adaptation$et$de$la$scolarisation,$5,!83V98.!!
Hollenweger,!J.,!&!Moretti,!M.!(2012).!Using!the!International!Classification!of!Functioning,!Disability!and!Health!Children!and!Youth!version!in!education!systems:!a!new!approach!to!eligibility.!American$Journal$of$Physical$Medicine$&$Rehabilitation,$91(13),!S97VS102.!!
Huber,!C.!(2016).!Moving$beyond$Groundhog$Day:$the$routinely$confirmed$social$rejection$of$children$with$SEN$and$the$necessity$to$move$a$step$further.!Paper!presented!at!the!Biennial!meeting!of!EARLI!SIG15,!Leuven.!!
Mitchell,!D.!(2014).!What$Really$Works$in$Special$and$Inclusive$Education:$Using$evidenceCbased$teaching$strategies:!Taylor!&!Francis.!!
Nilholm,!C.!(2007).!Perspektiv$på$specialpedagogik!(2.!uppl.!ed.).!Lund:!Studentlitteratur.!!
Struyf,!E.!(2016).!Bridging$the$divide:$What$can$we$learn$from$what$really$works$in$special$and$inclusive$education?!Paper!presented!at!the!Biennial!meeting!of!EARLI!SIG15,!Leuven.!!
Tisdall,!E.!K.!M.,!&!Riddell,!S.!(2006).!Policies!on!special!needs!education:!competing!strategies!and!discourses.!European$Journal$of$Special$Needs$Education,$21(4),!363V379.!!
World!Health!Organization.!(2007).!International$Classification$of$Functioning,$Disability,$and$Health:$Children$&$Youth$Version:$ICFCCY:!World!Health!Organization.!!
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[570]%INCLUSION%OF%IMMIGRANT%STUDENTS:%CASE%STUDIES%IN%URBAN%AND%RURAL%COMPULSORY%SCHOOLS%IN%ICELAND Anna!Katarzyna!Wozniczka1 ,!Hafdís!!Guðjónsdóttir1 1University$of$Iceland,$School$of$Education,$Reykjavík,$Iceland! Research%topic/Aim:%Nordic!research!shows!that!an!inclusive!view!of!education!is!constantly!questioned!and!not!reflected!in!the!local!curricula!to!a!full!extent!yet!(Guðmundsson,!2013;!Holm!&!Londen,!2010;!Von!Brömssen!&!Rodell!Olgaç,!2010),!and!difficult!to!implement!in!everyday!practice!(Rosvall!&!Öhrn,!2014).!In!Iceland,!the!rapidly!growing!immigration!in!the!past!two!decades!has!led!to!increased!diversity!in!the!society!and!brought!new!opportunities!and!challenges!to!schools!and!classrooms!(Karvelsdóttir!&!Guðjónsdóttir,!2010;!Ragnarsdóttir,!2010).!!The!purpose!of!this!study!is!to!explore!how!academic!and!social!experiences!of!immigrant!students!develop!through!their!relations!with!urban!and!rural!compulsory!schools!in!Iceland.!The!research!question!is:!What!learning!environments!and!practices!seem!to!be!crucial!for!immigrant!students’!academic!and!social!inclusion!in!their!schools?!!!Theoretical%frameworks:!Inclusion!is!a!key!concept!of!this!paper,!because!it!is!useful!to!analyse!academic!and!social!experiences!of!individual!students,!and!to!investigate!how!schools!in!different!contexts!address!this!issue.!Inclusive!approach!to!education!aims!at!reducing!segregation,!which!either!excludes!students!or!groups!them!by!gender,!socioVeconomical!class,!disability,!nationality,!family!background!or!learning!abilities!(Ainscow,!2007).!Inclusive!schools!emphasise!learning!opportunities,!social!participation!and!development!for!all!students,!by!recognising!and!incorporating!every!student’s!strengths!(Booth,!2010;!Florian!&!BlackVHawkins,!2011).!
Methodology/research%design:%Qualitative!data!were!collected!through!semiVstructured!interviews!with!12!students!of!age!8V15!and!field!observations!in!four!compulsory!schools!in!urban!and!rural!Iceland!(Taylor!&!Bogdan,!1998).!Thematic,!withinVcase!analysis!included!initial!revision!and!lean!coding!of!data!and!was!followed!by!a!crossVcase!analysis!(Stake,!1995).!
Expected%conclusions/Findings:!Preliminary!findings!show!that!support!and!caring!relations!between!school!personnel!and!students,!purposeful!use!of!students’!strengths!in!classrooms!and!maintenance!of!high!expectations!had!a!positive!impact!on!immigrant!students’!inclusion!and!development.!OneVtoVone!teaching,!work!at!own!pace!and!in!small!groups!led!to!safe!atmosphere!and!enhanced!immigrant!students’!wellVbeing.!On!the!other!hand,!lack!of!interest!and!support!from!teachers,!Icelandic!peers!and!school!counsellors!had!a!negative!impact!on!immigrant!students’!sense!of!belonging.!Schools!had!different!policies!on!teaching!Icelandic!and!on!the!use!of!mother!tongues!in!classrooms.!Urban!schools!organised!immigrant!units!that!immigrant!students’!visited!even!after!they!joined!their!regular!classes,!whereas!rural!schools!provided!assistants!for!newcomers!during!first!weeks!at!school.!Students!had!friends!from!immigrant!unit!and/or!regular!classes,!but!the!older!they!were,!the!harder!it!was!to!make!friends,!particularly!in!case!of!girls.!Findings!suggest!that!compulsory!schools!and!various!actors!within!these!institutions!play!a!significant!role!in!the!processes!of!inclusion!and!exclusion!of!immigrant!students.!!Relevance%for%Nordic%Educational%Research:!This!research!is!very!relevant!for!Icelandic!and!Nordic!educational!research,!because!of!the!growing!number!of!immigrant!students!in!compulsory!schools!and!diverse!approach!to!inclusion!in!different!urban!and!rural!schools!in!Nordic!and!Icelandic!context.!I!believe!that!my!research!will!contribute!to!the!relevant!discussion!about!inclusion!of!immigrant!students!in!Nordic!compulsory!schools.!
[584]%RESPONSIVE%PRACTICE%IN%INCLUSIVE%SCHOOLS Jóhanna!Karlsdóttir1 ,!Edda!!Óskarsdóttir1 1University$of$Iceland,$School$of$Education,$Reykjavík,$Iceland! Research%topic/Aim:%The!defined!right!and!the!encompassing!mandate!laid!out!by!the!UN!Convention,!schools!and!education!systems!in!Europe!face!the!challenge!to!develop!a!school!that!builds!on!inclusive!culture,!structures,!and!practices!(Ainscow,!2008).!In!Iceland!the!fundamental!theoretical!foundation!of!the!school!system!involves!inclusion,!accessibility!and!participation!of!all!students!in!the!school!community.!We!will!present!a!research!project,!Teaching!Diverse!Students!in!school!subjects!(TdiverS),!conducted!in!collaboration!with!professionals!from!Germany,!Iceland,!Lithuania,!Luxembourg,!Spain,!and!Sweden.!The!goal!was!to!collect!pedagogical!approaches!of!inclusive!education!practices!in!the!participants’!countries.!!
Theoretical%frameworks:!Inclusive!education!builds!on!a!vision!and!hope!for!better!school!for!all,!focusing!on!human!rights,!justice,!and!respect!for!differences,!democracy!and!active!participation!of!all!students!(Artiles,!Kozleski,!&!Waitoller,!2011;!Booth,!Nes!&!Strömstad,!2003;!Loreman,!Deppeler!&!Harvey,!2005;).!Diverse!groups!of!students!call!for!changes!and!restruction!in!teachers’!work!and!classroom!practices!(Day!&!Gu,!2010;!Guðjónsdóttir,!2000).!It!is!in!the!hands!of!teachers!to!develop!diverse!teaching!methods!and!educative!assessment!(Meijer,!2003,!2005).!Drawing!on!students’!resources!as!teachers!plan!their!teaching!and!provide!scaffolding,!creates!possibilities!for!inclusion!in!general!classrooms.!!
Methodology/research%design:%The!goal!of!this!research!project!was!to!learn!how!teachers!organize!their!subject!teaching!in!inclusive!classrooms,!and!to!collect!examples!of!innovative!teaching.!The!main!research!question!was:!How!are!teachers!responding!to!diverse!groups!of!students!in!their!teaching?!!The!study!was!qualitative!and!conducted!in!collaboration!with!teachers.!!
Three!participatory!researchers!from!the!UI!and!six!schoolteachers!collaborated!in!the!research.!The!schoolteachers!were!purposefully!chosen!and!invited!to!participate!as!practitioner!researchers.!They!teach!at!different!grade!levels!in!different!subjects,!have!10V30!years!teaching!experience!and!are!known!for!their!innovative!practices.!!!
Data!was!collected!through!reiterated!cycles!of!participant!observation!and!discussions.!To!enhance!the!credibility!of!data,!multiple!sources,!data!collection!methods,!time!and!modes!of!analysis!were!used.!!Teachers!wrote!narratives!of!their!teaching!and!videos!were!collected!in!each!school.!!
Expected%conclusions/Findings:!The!findings!indicate!that!teachers’!beliefs!and!openness!towards!diverse!students!are!important!for!promoting!inclusive!education!that!supports!learning!for!all!students.!It!further!indicates!that!teachers!who!in!their!planning!and!teaching!a)!use!innovative!strategies,!b)!build!on!students’!resources,!and!c)!give!students!opportunities!to!set!their!goals!and!make!choices,!are!more!likely!to!create!learning!spaces!for!diverse!groups!of!students.!!They!plan!for!the!whole!group!as!well!as!for!each!individual,!they!are!responsive!and!adapt!and!change!accordingly.!Students!that!have!opportunities!to!effect!their!educational!plan,!can!choose!the!way!they!work!on!their!tasks!and!how!they!present!their!learning!are!active!and!emphasize!their!improvement.!!
Relevance%for%Nordic%Educational%Research:!The!outcome!of!the!project!is!a!video!of!inclusive!teaching!in!six!countries!that!can!be!used!in!teacher!education!and!teacher!development.!
References:%%
Ainscow,!M.!(2007).!Forword.!In!P.!Bartolo!(eds.),!Responding!to!student!diversity:!Teacher!handbook.!Malta:!Faculty!of!Education,!University!of!Malta.!!Artiles,!A.,!Kozleski,!E.!og!Waitoller,!F.!(eds).!(2011).!Inclusive!education.!Cambridge:!Harward!Education!Press.!!Booth,!T.,!Nes,!K.!og!Stromstad,!M.!(eds).!(2003).!Developing!inclusive!teacher!Education.!London:!Routledge/Falmer.!!Day,!C.!&!Gu,!Q.!(2010).!The!new!lives!of!teachers.!London:!!!Routledge.!Guðjónsdóttir,!H.!(2000).!Responsive!professional!practice:!Teachers!analyze!the!theoretical!and!ethical!dimension!of!their!work!in!diverse!classrooms.!Doctoral!theses:!University!of!Oregon.!!!Loreman,!T.,!Deppeler,!J.,!og!Harvey,!D.!(2005).!Inclusive!education:!A!practical!guide!to!supporting!diversity!in!the!classroom.!Crows!Nest:!Allen!og!Unwin.!!Meijer,!C.!(2003).!Inclusive!Education!and!Classroom!Practices.!Middelfart:!European!Agency!for!Development!in!Special!Needs!Education.!!Meijer,!C.!(2005).!Inclusive!education!and!classroom!practice!in!secondary!schools!(11!to!14!years).!Middelfart:!European!Agency!for!Development!in!Special!Needs!Education.!!Moen,!T.!(2008)!Inclusive!education!practice:!Results!of!an!empirical!study.!Scandinavian!Journal!of!Educational!Research,!52(1),!59–75.!UNESCO.!(2008).!Education.!Retrived!from!http://www.unesco.org/en/inclusiveVeducation/!!
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[625]%TEACHER%WORK%FOR%INCLUSIVE%EDUCATION%IN%RURAL%AREAS.%COMPARING%EXPERIENCES%AND%EVALUATIONS%FROM%LITHUANIA%AND%NORWAY. Tobias!Werler1 ,!Dziuginta!!Baraldsnes1 1Bergen$University$College,$Bergen,$Norway! Research%topic/Aim:%Despite!that!fact!that!today’s!image!about!rural!regions!is!coined!by!the!romantic!idea!that!people!living!in!such!places!have!deep!and!rich!personal!social!relations!(Tönnies);!they!are!as!much!heterogeneous!as!in!urban!spaces.!That!includes!the!sheer!existence!of!pupils!in!need!of!specially!adopted!teaching!and!resources.!Signatory!countries!of!Convention!on!the!Rights!of!the!Child!(1989)!Lithuania!and!Norway!agreed!upon!provision!of!inclusive!education!for!all!pupils.!!
On!the!background!of!this!normative!framework!for!schooling!our!paper!addresses!the!phenomena!of!rural!teacher!work!in!one!of!the!richest!and!one!of!the!poorer!countries!in!Europe.!We!recognize!teachers!work!as!a!product!of!collaboration!between!teachers!and!a!local!community.!Much!of!current!teaching!practice!seem!to!be!based!on!models!derived!from!urban!areas!and!competence!contexts,!which!have!little!in!common!with!rural!realities.!However,!rural!communities!present!special!challenges!to!teachers;!most!of!the!teachers!do!their!professional!practice!in!isolation!from!colleagues!or!other!professional!environment.!Further,!teachers!access!to!educational!resources!supporting!student!learning!and!enabling!them!to!carry!out!inclusive!teaching!is!limited!(Petterson!2016).!
Aim!of!our!project!is!to!reconstruct!unique!qualities!of!inclusive!education!at!schools!situated!in!rural,!sparsely!populated!areas.!By!biVnational!comparisons!we!reconstruct!teachers!unique!contributions!to!ruralVcommunity!wellVbeing.!
The!guiding!research!questions!for!the!project!are!
V How!do!teachers!working!in!rural!places!evaluate!(educational)!resources!to!support!students!learning?!
V How!do!teachers!experience!existing!conditions!for!schooling!(i.e.!school!climate)!in!order!to!provide!inclusive!education?!!
Theoretical%frameworks:!Research!on!teacher!professionalism!does!not!enough!consider!rural!ways!of!being!a!teacher.!This!is!surprising,!since!it!is!argued!that!place!matters!for!schooling!(Mendel!2006,!2009;!Sobel!2004).!Further,!rural!teacher!work!force!counts!for!ca.!30!%!in!each!country.!Most!of!this!work!force!was!trained!at!academic!institutions!located!in!urban!areas.!Furthermore,!much!of!current!teaching!practice!seem!to!be!based!on!models!derived!from!urban!knowledge!and!competence!context!(Buras!2012),!which!have!little!in!common!with!the!limited!pedagogic!possibilities!in!rural!areas.!Even!if!teachers!working!in!rural!areas!are!equipped!with!specialized!body!of!knowledge!(Freidson!2001;!Werler!2013)!allowing!for!inclusive!education!they!will!not!have!necessary!(external)!resources!at!hand.!!
In!order!to!see!how!teachers!evaluate!(educational)!resources!to!support!students!learning!and!how!they!experience!existing!conditions!for!inclusive!education!we!carried!out!21!semiVstructured!teacher!interviews!in!three!European!rural!areas.!!
Methodology/research%design:%In!the!analytical!work,!qualitative!content!analysis!(QCA)!(Mayring,!2014)!was!applied!for!all!the!national!subVprojects.!The!basic!idea!of!QCA!is!to!systematically!analyze!texts!by!processing!the!empirical!material!gradually!by!a!guiding!theory.!The,!resulting!category!system!are!based!in!both!theory!and!empirical!material!(ibid.).!In!our!case,!it!is!mainly!about!summarizing!transcripts!in!order!to!show!categories!of!meaning.!Each!category!system!contains!meta!categories,!subcategories,!category!definitions!and!anchor!examples!representing!the!latent!experiences!of!the!teachers!involved!in!the!study.!This!system!functions!as!a!starting!point!for!the!comparative!interpretation!of!the!category!content.!
Expected%conclusions/Findings:!We!expect!to!understand!how!teachers!solve!daily!practical!problems!trying!to!fulfil!pupils!legal!claims.!Further,!we!might!see!how!teachers!cope!with!paradox!situations!related!to!their!professional!everyday!work.!!
Relevance%for%Nordic%Educational%Research:!Our!research!places!marginalized!Nordic!research!in!wider!European!context,!demonstrating!it!validity.!!
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[650]%METHODOLOGICAL%CHALLENGES%IN%AN%INCLUSIVE%RESEARCH%PROCESS%WITH%PEOPLE%WITH%INTELLECTUAL%DISABILITIES Katariina!Hakala1 1Faidd,$Helsinki,$Finland! Research%topic/Aim:%The!presentation!is!about!the!inclusive!methodology!developed!in!the!study!conducted!in!the!research!and!development!project!!”Successful!Choices.!Developing!participation!of!the!service!users!in!planning!process!of!their!own!community!based!services.”!(2009V2014!Finnish!Slot!Machine!Association).!!The!aim!of!the!project!was!to!promote!citizenship,!social!inclusion!and!participation!in!community!life!for!people!with!disabilities.!The!methodological!choices!were!to!invite!and!incite!people!with!intellectual!disabilities!and!their!supporters!to!do!research!with!me!about!the!UN!Convention!on!the!Rights!of!Persons!with!Disabilities!(2006)!and!about!experiencing!citizenship!in!everyday!life!of!people!with!intellectual!disabilities.!
Theoretical%frameworks:!Theoretical!framework!for!the!methodological!choices!was!based!on!so!called!social!model!of!disability!focusing!on!the!cultural!and!social!structures,!institutional!and!traditional!practices!promoting!and!preventing!people!with!disabilities!for!selfVdetermination,!participation!and!contribution.!These!have!been!stated!as!the!preconditions!for!full!citizenship!(Morris!2005).!“Inclusive!research”!methods!(e.g.!Walmsley!&!Johnson!2003)!have!been!developed!especially!for!doing!research!together!with!people!with!intellectual!disabilities.!The!perspectives!of!people!with!disabilities!should!be!taken!into!account!more!in!the!research,!planning!and!implementing!disability!services!according!to!wide!international!disability!policy!statements!e.g.!recently!in!the!UN!Convention.!
Methodology/research%design:%The!research!was!carried!out!in!the!research!group!composed!of!four!active!members!of!the!Finnish!selfVadvocacy!association!of!persons!with!intellectual!disabilities!(Me!Itse!ry.)!and!their!pairs!who!they!chose!to!work!with!in!the!group.!They!formed!a!couple!together!that!conducted!their!own!research!exercise!with!Katariina.!Katariina!as!the!responsible!researcher!gathered!the!group!and!gave!the!directions!for!the!study!coming!from!the!project,!from!the!UN!Convention!on!Disability!Rights!and!from!the!disability!studies!theories!on!social!model!of!disability.!The!group!studied!these!together!and!the!research!exercises!where!planned!and!conducted!in!the!home!communities!of!the!participants.!One!article!of!the!research!has!been!published!as!a!story!of!the!process!and!methods.!A!manuscript!of!the!multimedia!reporting!the!results!was!written!with!the!group.!The!manuscript!was!worked!with!and!edited!collaboratively!during!the!workshops!of!the!group!that!was!organized!10!times!during!2013V14.!The!workshops!consisted!of!a!theory!and!methodology!workshops!and!a!cartoon!workshops!with!a!cartoon!teacher.!The!workshop!sessions!were!videotaped.!!
Expected%conclusions/Findings:!Inclusive!research!methodology!is!a!promising!way!to!invite!discussions!on!developing!practices!in!the!disability!services!without!putting!blame!on!individual!actors!but!focusing!on!culture!and!social!structures.!The!challenges!in!the!research!focus!on!ethical!dilemmas!and!on!power!relations!in!knowledge!production.!The!presentation!is!to!open!up!discussions!on!anonymity!and!authorship!of!research.!
Relevance%for%Nordic%Educational%Research:!The!Nordic!Model!for!a!school!for!all!and!inclusive!education!pedagogy!have!many!intersections!with!inclusive!research!methodology.!!
[666]%FINNISH%EDUCATION%POLICY%AND%INCLUSION Päivi!!Pihlaja1 ,!Anne!Laiho1 1University$of$Turku,$University$of$Turku,$Finland! Research%topic/Aim:!The!aim!of!our!research!is!to!examine!how!Finnish!education!policy!rhetoric!meet!the!concept!of!inclusion!in!the!2000s.!
Theoretical%frameworks:!!The!current!educational!policy!in!Finland!emphasis!the!development!of!the!education!system!to!be!equal,!participatory!and!inclusive.!For!this!three!step!support!system!form!a!reform!that!change!–!or!“fade!out”!V!the!structure!of!special!education.!Providing!equal!opportunities!for!all!citizens!to!highVquality!education!and!training!is!a!longVterm!objective!of!the!Finnish!education!policy!(Finnish!National!Board!of!Education!2014).!International!agreements!behind!Finnish!education!policy!dealing!with!inclusion!emphasise!equality,!participation!and!right!to!joint!services!(UN,!1993;!Salamanca!proclamation!UNESCO,!1994;!Dacar!2000).!Equality,!social!justice!and!inclusion!are!complex!and!interVlinked!concepts!(Riddell!2009,!283),!which!get!their!meaning!in!a!sociopolitical!context.!
In!this!study!we!examine!how!do!Finnish!education!policy!rhetoric!meet!the!concept!of!inclusion!in!the!2000s.!Policy!is!in!many!ways!invisible!to!schools!in!everyday!life,!but!still!it!creates!the!frame!and!shows!the!valuable!things!in!education.!Also!the!resources!that!are!focused!to!schools!and!municipalities!have!been!dictated!in!policy!processes.!Policy!needs!to!be!understood!by!Armstrong!(2003)!in!the!wider!social!context!in!which!it!occurs.!It!is!made!at!many!levels!in!society!through!legislation,!social!and!political!structures,!institutional!and!institutionalized!practices!and!discourses!(Armstrong!2003,!5).!Fulcher!(1999)!argues!that!policy!is!the!product,!whether!written,!like!laws,!reports,!and!regulations.!It!is!stated!or!enacted!(for!example,!pedagogic!practice),!of!the!outcome!of!political!states!of!play!in!various!arenas.!(Armstrong!2003,!8).!
Methodology/research%design:%We!ask!how!inclusion!is!understood!in!Finnish!education!policy!rhetoric?!How!an!idea!of!inclusive!education!is!justified!and!legitimated!in!Finland?!The!research!material!consists!of!different!policy!documents!produced!by!the!Government!and!by!the!Ministry!of!Education!and!Culture.!
Critical!policy!analysis!aims!to!deconstruct!the!selfVevident!policy!processes!and!policy!texts.!Policies!are!assumed!to!exists!in!texts.!Policy!is!more:!it’s!a!process!involved!in!the!production!of!texts,!actors!in!process,!discourses,!(knowledge!flows,!policy!influences)!implementation!of!policy,!evaluation!of!policy.!(Rizvi!&!Lindgrad!2010,!8).!
Expected%conclusions/Findings:!We!expect!to!find!blurred!meanings!around!inclusion!and!some!hidden!aims!behind!our!new!school!reform.!
Relevance%for%Nordic%Educational%Research:!The!change!in!Finland!differs!in!many!ways!when!we!think!of!education!and!compare!it!to!other!Nordic!countries.!It!would!be!interesting!to!see!where!we!are!situated!in!Finland!nowadays!and!where!the!political!power!is!aiming!at.
[707]%MIND%THE%GAP%`%EXPRESSION%OF%INCLUSION%BY%LEARNERS%WITH%DEVELOPMENTAL%AND%ATTENTION%DEFICITS% Hanne!Voldborg!Andersen1 1Aalborg,$University,$Dept.$of$Learning$and$Philosophy,$Aalborg,$Denmark! Research%topic/Aim:%According!to!the!Salamanca!Declaration!(UNESCO,!1994)!and!Convention!on!the!Rights!of!Persons!with!Disabilities!(United!Nations,!2006)!countries!are!obliged!to!develop!an!including!school!system!and!provide!a!learning!environment,!where!all!learners!can!visit!the!local!school!and!if!necessary!receive!support!in!order!to!be!able!to!learn!despite!of!any!special!educational!needs.!This!ethical!objective!has!in!Denmark!2012V2016!lead!to!a!displacement!of!learners!from!Special!Educational!Needs!schools!to!General!Schools!initiated!of!a!Law!on!Inclusion!(Ministeriet!for!Børn!og!Undervisning,!2012).This!piece!of!research!has!investigated!to!which!extent!learners!with!Developmental!and!Attention!Deficits!(focus!learners)!as!e.g.!Attention!Deficit!Hyperactivity!Disorder!(ADHD),!Attention!Deficit!Disorder!(ADD)!or!Autism!Spectrum!Disorders!(ASD)!experience!themselves!included!(Booth!&!Ainscow,!2002;!Alenkær,!2016)!in!mainstream!classes.!
Theoretical%frameworks:The!study!is!a!part!of!a!wider!research!project,!ididact,!which!has!investigated!how!digital!technologies!could!support!inclusion!of!focus!learners!(e.g.!Andersen!&!Sorensen,!2015;!Andersen!&!Sorensen,!2016)!challenged!in!life!and!learning!regarding!to!memory,!attention,!persistence,!hyperactivity,!impulsivity,!behaviour!problems,!emotions,!prosocial!behaviour,!problems!with!friends,!understanding!and!conception!and/or!language!and!communication!(e.g.!Barkley,!2013;!Johnson,!&!Reid,!2011;!Almer!&!Sneum,!2009;!DuPaul!&!Stoner,!2003).!It!is!a!mixed!method!study!in!the!frame!of!Educational!Design!Research!(EDR)!(McKenney!&!Reeves,!2012),!where!researchers!and!46!teachers!have!developed!solutions!to!this!educational!challenge!in!26!classes!at!11!schools.!This!paper!rest!on!perspectives!from!167!maleV!and!female!learners!from!1st!to!6th!grade!including!22!focus!learners!(13,2!%)!and!145!peers!(86,8!%).!
Methodology/research%design:%The!dataset!consists!of!a!simple!survey!and!open!narratives!created!in!relation!to!learning!activities!in!the!classroom!initiated!by!the!researchers.!The!survey!shows!to!which!extent!the!learners!experience!themselves!physically,!socially!and!academically!included,!while!the!narratives!describe!what!shapes!respectively!a!good!or!a!bad!day!in!school!according!to!them.!The!narratives!have!been!analysed!openly!in!four!steps:!
V Identification!of!eight!superior!categories!or!themes!in!the!learners’!statements!
V Identification!of!subcategories!which!clarify!these!themes!
V Labelling!of!all!statements!according!to!the!subcategories!
V Ranking!of!the!subcategories!prevalence!by!respectively!focus!learners!and!peers!!
Expected%conclusions/Findings:%The!study!has!unveiled!surprising!differences!between!focus!learners!and!peers.!The!focus!learners!experience!themselves!both!physically!and!socially!lesser!included!than!their!peers,!but!the!most!significant!deviations!are!found!in!the!experience!of!academically!inclusion,!where!only!17!%!of!the!focus!learners!describe!a!high!level!of!academically!inclusion!compared!to!47!%!of!their!peers.!Likewise!describe!only!3!%!of!the!peers!a!low!level!of!academically!inclusion!compared!to!26!%!of!the!focus!learners.!
The!ranking!of!the!subcategories!in!the!narratives!have!as!well!illustrated!differences!between!the!two!groups!of!learners!needs!and!desires.!The!focus!learners!call!e.g.!for!smaller!units!in!teams,!groups!or!pairs,!where!they!can!participate!and!get!help!from!the!peers.!They!advertise!as!well!for!more!motion!and!playtime!in!the!lessons,!but!mention!as!well!the!importance!of!a!good!beginning!in!the!morning!with!appreciating!and!supporting!teachers.!
Relevance%for%Nordic%Educational%Research:%The!findings!could!be!valuable!for!both!researchers!and!practitioners!engaged!in!developing!including!learning!environments!in!mainstream!school!settings.!
References!
A. Alenkær,!R.!(2016).!Kvalitativ!inklusion.!Retrieved!from!https://static1.squarespace.com/static/54158cade4b014031cff2b38/t/5417dc15e4b0971c0e41b5f1/1410849843346/KvalitativVinklusionVVVartikel2.pdf!
B. Almer,!G.!M.,!&!Sneum,!M.!M.!(2009).!ADHD$C$Fra$barndom$til$voksenalder!(1.!udgave,!2.!oplag).!København:!Frydenlund.!
C. Andersen,!H.!V.,!&!Sorensen,!E.!K.!(2015).!Technology!as!a!Vehicle!for!Inclusion!of!Learners!with!Attention!Deificits!in!Mainstream!Schools.!In!Proceedings$of$the$European$Distance$and$ECLearning$Network$2015$Annual$Conference$Barcelona,$9C12$June,$2015!(pp.!720–730).!Barcelona:!EDEN.!Retrieved!from!file:///Users/voldborg/Downloads/BRPA_VoldborgVAndersen_Korsgaard_Sorensen.pdf!
D. Andersen,!H.!V.,!&!Sorensen,!E.!K.!(2016).!Empowering!Teachers!and!their!Practices!of!Inclusion!through!Digital!Dialogic!Negotiation!of!Meaning!in!Learning!Communities!of!Practice.!Presented!at!the!The!EdMedia!World!Conference!on!Educational!Media!and!Technology,!27th!to!30th!June!2016,!Vancouver,!British!Columbia,!Canada.!
E. Barkley,!R.!A.!(2013).!Taking$charge$of$ADHD:$the$complete,$authoritative$guide$for$parents!(Third!edition).!New!York:!The!Guilford!Press.!
F. Booth,!T.,!&!Ainscow,!M.!(2002).!Index!for!inclusion!V!developing!learning!and!participation!in!schools.!Centre!for!Studies!on!Inclusive!Education!(CSIE).!Retrieved!from!http://www.eenet.org.uk/resources/docs/Index%20English.pdf!
G. DuPaul,!G.!J.,!&!Stoner,!G.!(2003).!ADHD$in$the$schools:$assessment$and$intervention$strategies!(2nd!ed).!New!York:!Guilford!Press.!
H. Johnson,!J.,!&!Reid,!R.!(2011).!Overcoming!Executive!Function!Deficits!With!Students!With!ADHD.!Theory$Into$Practice,!2011(50),!61–67.!
I. McKenney,!S.!E.,!&!Reeves,!T.!C.!(2012).!Conducting$educational$design$research.!New!York:!Routledge.!J. Ministeriet!for!Børn!og!Undervisning.!Lov!om!ændring!af!lov!om!folkeskolen,!lov!om!friskoler!og!private!
grundskoler!m.v.!og!lov!om!folkehøjskoler,!efterskoler,!husholdningsskoler!og!håndarbejdsskoler!(frie!kostskoler)!(2012).!Retrieved!from!https://www.retsinformation.dk/Forms/R0710.aspx?id=141611!
K. UNESCO.!(1994).!The!Salamanca!Statement!and!Framework!for!Action!on!Special!Needs!Education.!Retrieved!from!http://www.unesco.org/education/pdf/SALAMA_E.PDF!
L. United!Nations.!(2006).!Conventions!on!the!rights!of!persons!with!disabilities.!Retrieved!from!http://www.un.org/disabilities/convention/conventionfull.shtml!
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[738]%YOUNG%ADULTS%WITH%AUTISM%SPECTRUM%DISORDER:%LOOKING%IN%THE%MIRROR%AND%REFLECTING%ON%SPECIAL%EDUCATION%IN%SCHOOL%`%INCLUDED%OR%EXCLUDED?%AND%WHERE%ARE%THEY%TODAY?% Dorte!Bernhard1 ,!Gunvor!Larsson1 1Linköbings$Universitet,$Linköbing,$Sweden!
Theoretical%frameworks:!Relevant!concepts!are!“transition”!and!even!a!focus!on!a!studentVperspective.!!
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Methodology/research%design:%The!project!follows!a!tracer!study!approach!with!a!qualitative!inductive!study!with!interviews!with!young!adults!with!ASD!plus!expert!talks!with!experts!at!special!units!for!young!adults!with!ASD.!The!data!is!categorized!and!content!analysed!from!a!participatory!action!research!perspective.!
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Expected%conclusions/Findings:!The!attendance!of!special!measures!for!persons!with!ASD!at!schoolVtime!seem!to!lead!to!attendance!of!special!measures!while!entering!the!labour!market.!The!study!gives!insight!on!transition!processes!of!persons!with!ASD!and!provides!information!for!various!stakeholders.!Relevance!is!even!seen!for!higher!education!(t!ex!teacher!training),!where!persons!with!ASD!can!be!part!of.!
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Relevance%for%Nordic%Educational%Research:!The!study!gives!insight!on!young!persons!with!ASD!transition!phase!taking!the!northern!context!as!an!example.!Furthermore,!it!sheds!light!on!the!situation!in!Sweden!regarding!inclusive!respective!exclusive!processes!regarding!education!and!labour!market!transition.!
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NETWORK 13
ICT & Education
Network 13
ICT & Education
[17]%DISCOVERY,%DESIGN%AND%DEVELOPMENT%THROUGH%MAKER%PEDAGOGIES% Janette!Hughes1 ,!Lauren!Fridman1 1University$of$Ontario$Institute$of$Technology,$Oshawa,$Canada! Research%topic/Aim:%Community!makerspaces!are!becoming!a!widespread!phenomenon;!however,!these!doVitVyourself!(DIY)!models!for!encouraging!teachers!and!students!to!become!designers!and!producers!are!only!beginning!to!move!into!the!realm!of!formal!education.!A!current!need!in!this!area!is!to!define!best!practices!and!to!better!understand!how!to!utilize!“maker!pedagogies”!for!the!purpose!of!learning!(Halverson!&!Sheridan,!2014;!Hughes,!in!press). This!paper!presentation!shares!how!33!Ontario!educators!develop!and!use!maker!pedagogies!to!promote!inquiry,!play,!imagination,!innovation!and!design!thinking,!critical!thinking,!problem!solving!and!collaboration!with!their!students,!and!what!challenges!they!encounter!in!establishing!a!makerspace!in!their!school.
Theoretical%frameworks:!The!research!draws!on!the!concept!of!critical!making!as!a!vehicle!for!deep!learning!through!digital!technology.!Situated!within!a!constructionist!approach!to!education,!critical!making!assumes!that!learning!is!most!effective!when!learners!are!active!in!making!tangible!objects!in!the!real!world!and!draw!their!own!conclusions!through!experimentation!across!multiple!media,!where!learners!construct!new!relationships!with!knowledge!in!the!process!(Kafai,!2006;!Ratto,!2011).!Unlike!more!traditional!instructionist!approaches!to!learning!(where!the!knowledge!to!be!received!by!students!is!already!embedded!in!objects!delivered!by!teachers),!constructionist!learning!encourages!learners!to!learn!from!their!own!active!engagement!with!raw!materials.!!
Methodology/research%design:%”!Qualitative,!ethnographic!methods!probe!33!teachers’!experiences!and!learning!in!both!classroom!and!lab!settings.!The!research!team!provided!customized!professional!development!“maker”!sessions,!resources!and!faceVtoVface!as!well!as!onVline!dialogue!that!helped!teachers!discover!ways!to!create!inquiry!based!projects.!Individual!projects!in!11!schools!were!implemented!over!five!months!and!teacher!and!student!learning!was!captured!through!pedagogical!documentation!(Dahlberg,!2012;!Fyfe,!2012).!Qualitative!research!documentation!includes!digital!video!and!audio!recordings,!onVtheVground!field!notes!and!observational!notes,!and!pre!and!post!interviews!with!participants.!
Expected%conclusions/Findings:!This!Ontario!Ministry!of!Education!funded!research!is!ongoing.!Preliminary!findings!suggest!that!teachers!believe!that!integrating!maker!pedagogies!enhances!teaching!and!learning!(98%),!improves!student!achievement!(91%),!and!increases!student!engagement!(87%);!however,!there!is!a!lack!of!effective!professional!development!and!support!for!educators,!a!lack!of!educator!confidence,!comfort!and!competence!in!using!technology!and!a!lack!of!allocated!time!to!learn!and!adopt!new!methods.!In!addition,!there!are!IT!and!infrastructure!complications!that!provide!challenges!to!implementation.!
Relevance%for%Nordic%Educational%Research:!The!potential!benefits!of!disseminating!this!research!include!(1)!enhanced!understanding!of!how!maker!pedagogies!may!be!integrated!into!school!contexts;!(2)!enhanced!understanding!of!the!materialities!and!modalities!afforded!to!learners!through!digital!design!and!production;!(3)!communication!of!best!practices!for!the!use!of!makerspaces!in!educational!contexts,!including!how!these!will!inform!teacher!preparation!programs;!(4)!communication!of!models!for!schoolVhome!and!schoolVcommunity!connections!where!students!engage!in!digital!making!for!wider!audiences,!i.e.!Maker!Faires!and!exhibitions;!(5)!contribution!to!the!development!of!policies!at!a!time!when!digital!making!is!in!its!infancy!in!education.!!
[20]%ACCESS%TO%DIGITAL%TECHNOLOGY%IS%NOT%A%SUFFICIENT%VARIABLE%FOR%USE%OF%DIGITAL%TOOLS%IN%SCHOOLS Therése!!Haglind1 1The$Municipality$of$Jönköping,$Sweden,$Jönköping,$Sweden! Research%topic/Aim:%In!Sweden,!many!1:!1!initiatives!aimed!to!build!a!digital!infrastructure,!and!to!give!all!student!access!to!digital!tools.!The!distribution!of!school!computers!has!led!to!both!opportunities!and!obstacles!and!the!high!access!does!not!always!lead!to!a!high!degree!of!use!(Haglind!et!al.,!2015;!Håkansson!Lindqvist,!2015;!Hatakka!et!al.,!2013).!Results!show!that!the!picture!of!use!and!usage!is!complex.!This!poster!presents!results!from!a!threeVyear!survey!that!focuses!on!the!relationship!between!access!and!use!of!digital!tools!for!school!work!at!an!upper!secondary!school!in!a!1:1!environment.!
Methodology/research%design:%A!student!survey!was!conducted!in!2013!(n.!109),!2014!(n.125)!and!2015!(n.125)!with!the!same!group!of!students!at!a!1:1!upper!secondary!school!in!a!midsized!town!in!Sweden,!a!longitudinal!study.!
For!this!poster!results!from!the!following!questions!are!being!used:!
• Are!you!a!female!or!male?!!• What!programme!do!you!attend?!!• How!often!do!you!use!the!computer!for!schoolwork!in!school?!!• How!often!do!you!use!your!mobile!phone!for!school!work!in!school?!!• Do!you!think!digital!tools!will!be!part!of!your!working!life?!!• How!do!you!think!you!will!make!use!of!digital!tools!in!your!working!life?!!• Do!you!feel!you!have!enough!knowledge!to!make!use!of!(these)!digital!tools!in!your!working!
life?!• How!/!where!did!you!learn!what!you!can!about!digital!tools?!!
!Expected%conclusions/Findings:!The!results!are!presented!with!the!following!headlines!and!presented!with!tables:!!
• Frequency!of!students´!use!of!the!school!computer!for!school!work!in!school!!• Frequency!of!students´!use!of!their!mobile!phones!for!school!work!in!school!!• Digital!tools!and!working!life!
%Discussion:%Although!equal!access!to!a!school!computer!the!use!differs!between!students!attending!a!higher!education!preparatory!programme!and!students!attending!a!vocational!program.!Results!also!show!that!students!learn!about!digital!tools!by!themselves!and!at!home.!This!raises!questions!for!example!concerning!width!of!competence,!equivalence,!access!to!an!ICT!support!system!and!the!ability!of!critical!thinking.!This!poster!state!that!to!learn!to!handle!digital!tools!for!learning!is!a!question!of!equality!and!democracy.!!%Relevance%for%Nordic%Educational%Research:!This!poster!state!that!to!learn!to!handle!digital!tools!for!learning!is!a!question!of!equality!and!democracy.!Young!people!are!given!unequal!opportunities!
to!learn!and!make!use!of!digital!technology!for!learning,!and!to!be!active!citizens!in!today's!digital!society.!Our!school!system!should!be!a!guarantee!for!even!out!this!differences.!
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[39]%THE%EFFECT%OF%VIDEO%GAMES%ON%THE%ACQUISITION%OF%LEXICAL%WORD%CLASSES Amin!Rasti!Behbahani1 1University$of$Jyvaskyla,$Jyvaskyla,$Finland! Research%topic/Aim:%The!main!aim!of!this!study!is!to!optimize!video!games!for!assisting!vocabulary!acquisition!and!language!learning!efficiently.!In!this!study,!the!effect!of!video!games!on!learning!lexical!word!classes!is!evaluated.!The!results!of!this!study!improve!the!state!of!digital!gameVbased!language!learning.!
Theoretical%frameworks:!Among!the!factors!that!affect!learnability!of!vocabulary!items,!lexical!word!classes!are!indicated!as!strongly!influential1.!Previous!studies!have!revealed!that!video!games!could!assist!better!vocabulary!acquisition.!However,!most!of!these!studies!target!vocabulary!acquisition!in!general.!Regarding!the!role!of!lexical!word!classes,!there!are!questions!that!have!remained!unanswered.!Thus,!in!this!study,!I!have!evaluated!the!possible!effect!of!video!games!on!learning!lexical!word!classes.!Moreover,!I!have!attempted!to!answer!what!lexical!word!class!is!going!to!be!learned!better!via!video!games.!
Methodology/research%design:%To!conduct!this!study,!10!participants,!whose!vocabulary!size!was!between!2500!and!3000!word!families,!were!selected!randomly.!They!were!all!male!Persian!speakers.!They!played!a!chapter!of!a!video!game!called!Sam$&$Max:$Save$the$World!by!Telltale!Game.!From!every!lexical!word!class,!10!words!were!selected!in!the!game!guide!(walkthrough).!The!participants!were!asked!to!play!the!video!game!using!the!game!guide.!
Expected%conclusions/Findings:!The!results!of!the!study!enforced!the!previous!findings2.!It!was!found!that!learners!acquire!nouns!first,!then!verbs,!adverbs,!and!finally!adjectives,!when!playing!video!games.!However,!the!results!also!revealed!differences!in!the!acquisition!order!of!two!lexical!word!classes!such!as!adverbs!and!adjectives.!Unlike!previous!studies!that!indicate!the!acquisition!of!adjectives!is!easier!and!faster!than!adverbs,!in!video!games,!adverbs!were!acquired!better!than!adjectives.!
Relevance%for%Nordic%Educational%Research:!The!results!of!this!study!are!very!significant!for!video!gameVbased!vocabulary!learning!studies!because!it!has!revealed!which!lexical!word!class!is!influenced!notably!by!video!games.!Prospective!researchers!and!teachers,!if!they!want!to!be!innovative!in!their!research!design!or!teaching!methods!in!order!to!improve!educational!situation!and!emphasize!informal!learning,!when!applying!video!games!for!vocabulary!learning!purposes,!must!ponder!the!results!of!this!study.!
5. Ellis,!N.,!&!Beaton,!A.!(1993b).!Factors!affecting!the!learning!of!foreign!language!vocabulary:!Imagery!keyword!mediators!and!phonological!short!term!memory.!The$Quarter$Journal$of$Experimental$Psychology,$46A(3),!533V558.!
6. Sökmen,!A.!J.!(1997).!Current!trends!in!teaching!second!language!vocabulary.!in!N.!Schmitt!&!M.!McCarthy!(eds.),!Vocabulary:$description,$acquisition$and$pedagogy!(pp.!237V257).!Cambridge:!Cambridge!U.P.
[79]%CHALLENGES%AND%BENEFITS%FOR%TEACHERS%IN%ONLINE%PROBLEM`BASED%LEARNING% AnneVMette!Nortvig1 ,!Ditte!Kolbæk2 1Aalborg$Universitet$Copenhagen,$København,$Denmark!2Aalborg$University,$Ild$Lab,$København$Sv,$Denmark! Research%topic/Aim:%Original!problem!based!and!project!organized!learning!(PBL)!was!developed!for!collaboration!between!physically!present!students,!but!political!decisions!at!many!universities!also!require!that!collaboration,!dialogues!and!other!PBL!activities!take!place!online.!!We!are!interested!in!the!impact!of!the!material!conditions!for!educational!practices,!when!education!and!learning!are!founded!on!PBL,!the!learning!environment!is!mainly!online,!and!the!teachers!and!students!are!situated!in!Denmark!and!Norway.!More!specifically!this!study!explores!PBL!when!it!takes!place!online!at!Aalborg!University,!and!we!are!interested!in!categorising!strategies!that!support!teaching!and!supervision!activities!in!online!PBL!settings.!Our!research!question!is:!What!challenges!and!benefits!do!teachers!face!when!PBL!is!to!take!place!online?%%
Theoretical%frameworks:!This!study!is!based!on!the!work!of!John!Dewey!(1910)!who!claim!that!the!student!needs!to!be!curious!and!take!her!time!to!inquire!the!nature!of!the!problem!and!investigate!for!facts!before!she!“digest!impressions,!and!translate!them!into!substantial!ideas”!(Dewey!1910,!p.!37)!for!solutions.!Consequently,!the!student!needs!to!formulate!a!problem!as!the!first!step!of!the!learning!process.!Then!she!needs!to!start!up!an!inquiry,!and!Dewey!explains!that!inquiry!initiates!thinking.!This!thinking!is!different!for!different!persons!(ibid.,!p.!39),!hence!it!may!be!favourable!to!let!the!students!work!in!groups!in!order!to!reflect!collaboratively!and!enhance!the!inquiry.!Thus,!we!see!that!dialogue,!reflection!and!collaboration!are!important!PBL!elements!in!students’!learning,!and!these!activities!are!advantageously!supported!by!teacher!supervision.!However,!when!the!teacher!is!not!able!to!supervise!the!students!in!the!traditional!physical!proximity!both!teachers!and!students!are!heavily!dependent!on!technology!in!order!to!keep!the!online!activities!seamlessly!problemVbased,!reflective!and!collaborative.!
How!this!is!possible!and!what!challenges!and!benefits!it!creates!will!be!discussed!in!the!paper.!
Methodology/research%design:%In!order!to!analyse!an!online!PBL!learning!design,!we!turn!to!netnography!(Kozinets,!2012;!2016)!which!is!a!methodology!for!online!field!work!in!which!ICT!represents!the!main!resource!for!data!gathering!(Kozinets!2012).!Thus,!we!analyse!master!students'!online!interaction!in!discussion!forums!in!2013!and!2015!in!order!to!categorise!the!teacher's!supervision!strategies!in!an!online!context!that!finds!its!pedagogical!framework!in!PBL.!
Expected%conclusions/Findings:!We!aim!for!categorising!strategies!and!proposing!guiding!principles!for!teachers!that!supervises!students!through!their!online!PBL!studies.!
Relevance%for%Nordic%Educational%Research:!Online!PBL!is!still!a!rather!new!field!of!research,!and!this!paper!discusses!whether!the!special!learning!designs!of!PBL!call!for!certain!technologies!or!certain!ways!to!use!technology!in!order!to!enhance!reflection,!dialogue!and!collaboration!among!students.!
[147]%"AS%A%TEACHER,%YOU%HAVE%TO%TAKE%RISKS":%A%NARRATIVE%STUDY%ON%DIGITAL%TECHNOLOGY%IN%SWEDISH%VOCATIONAL%EDUCATION Nina!Kilbrink1 ,!AnnVBritt!Enochsson1 ,!Linda!Söderlind1 1Karlstad$University,$Karlstad,$Sweden! Research%topic/Aim:%In!this!study!we!focus!on!teachers’!work!with!digital!technology,!such!as!mobile!phones,!apps,!blogs!and!portfolios,!as!boundary!objects!in!order!to!connect!theory!with!practice!in!upper!secondary!vocational!education.!In!order!to!learn!more!about!how!this!work!can!be!done!in!a!meaningful!way,!interviews!with!teachers!already!working!with!digital!technology!in!their!teaching!have!been!conducted.!This!paper!reports!a!pilot!study,!which!focuses!on!two!Swedish!teachers’!experiences!of!working!with!digital!technology!in!vocational!education.!
Theoretical%frameworks:!In!vocational!education,!a!gap!between!different!learning!arenas!at!school!and!workplaces!is!often!emphasized.!Different!ways!to!bridge!this!gap!in!order!to!create!wholeness!in!students’!learning!and!to!connect!theory!with!practice!are!discussed!in!research.!One!way!is!to!discuss!different!kinds!of!boundary!objects,!which!has!been!done!in!research!on!boundary!crossing,!where!the!value!of!learning!in!different!arenas!is!highlighted.!Digital!technology!can!function!as!boundary!objects!when!it!comes!to!connecting!learning!at!school!with!vocational!learning!and!working!life.!However,!there!is!a!lack!of!research!on!how!teachers!can!work!with!digital!technology!as!boundary!objects!and!thereby!help!students!in!their!learning!process.!
Methodology/research%design:%This!study!has!a!narrative!approach!to!study!the!role!and!identity!of!the!teachers!in!their!work!with!digital!technology.!In!order!to!learn!more!about!how!this!work!can!be!done!in!a!meaningful!way,!we!have!conducted!interviews!with!teachers!who!already!work!with!digital!technology!in!vocational!education.!The!teachers’!narratives!have!thereafter!been!analysed!thematically!with!focus!on!what!they!told.!
Expected%conclusions/Findings:!Preliminary!results!show!that!there!are!many!possibilities!for!learning!when!using!digital!technologies!in!vocational!education!and!especially!in!relation!to!oral!presentations!and!motivation.!However,!there!are!also!obstacles!to!overcome!in!relation!to!for!example!organizational!factors!and!individual!interest.!
Relevance%for%Nordic%Educational%Research:!The!results!from!this!study!are!relevant!for!teaching!and!learning!in!vocational!education!as!well!as!for!teacher!education!in!relation!to!using!digital!technologies!as!educational!tools!for!learning.!
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[227]%EXPERIENTIAL%LEARNING%TECHNOLOGIES%IN%THE%MODERN%MUSIC%CLASSROOM Adam!Hart1 1University$of$Salford,$New$Adelphi,$Salford,$United$Kingdom! Research%topic/Aim:%My!research!examines!how!interactive!technologies!can!be!effectively!integrated!with!experiential!environments!for!musical!learning.!With!the!growing!prevalence!of!touchscreen!technology!and!media!applications!in!the!classroom,!there!is!a!need!for!educational!resources!which!reflect!our!modes!of!interaction!with!such!technologies.!This!is!especially!true!in!the!study!of!music,!for!the!manual!actions!and!representations!familiar!to!us!through!our!use!of!interactive!technology!may!facilitate!creative!expression!as!well!as!functionality,!particularly!for!the!digital!residents!of!the!modern!classroom.!This!presentation!is!intended!for!the!NERA!network!ICT!&!Education.!
Theoretical%frameworks:!This!research!draws!from!constructivist!educational!theory!situated!within!a!framework!of!digital!technology.!Learning!structures!which!focus!on!active!experience,!discovery!and!reflection!are!valued.!This!approach!is!influenced!by!current!research,!as!well!as!my!own!experience!as!a!teacher!and!qualitative!researcher.!Studies!are!conducted!as!lessons,!designed!alongside!teachers!for!specific!class!projects,!having!links!to!case!study!and!action!research.!
Methodology/research%design:%The!project!focuses!on!primary!school!children,!aged!7V11,!to!construct!audioVvisual!compositions!with!local!or!topical!themes.!Research!is!conducted!through!the!development!of!prototype!software!environments!incorporating!multimedia!devices,!the!design!of!lesson!structures!which!employ!these!resources!within!a!sequence!of!creative!activities,!and!qualitative!examination!of!the!learning!process.!My!investigation!focuses!not!just!on!the!technologies!themselves,!but!on!how!these!function!within!a!wider!environment!of!group!work,!independent!study,!and!teaching!practice.!
Expected%conclusions/Findings:!Studies!thus!far!have!incorporated!my!own!software!environment!Graphick$Score,!which!uses!interactive!graphical!representations!of!musical!parameters!to!aid!composition.!Initial!results!have!yielded!promising!outcomes!in!terms!of!engagement!and!creative!expression,!evidenced!by!transcriptions!of!student!discussion!and!examples!of!their!work.!The!current!phase!of!research!focuses!on!allowing!students!to!further!customise!this!environment!by!capturing,!manipulating!and!sharing!audio!and!visual!content!using!smartphone!devices,!which!is!then!arranged!within!Graphick$Score$to!produce!a!multimedia!composition.!These!outputs!will!be!presented!as!a!demonstration!of!collaborative!creativity!and!studentVdirected!learning!using!interactive!technology.!
Relevance%for%Nordic%Educational%Research:!Nordic!educational!systems!have!long!incorporated!experiential!and!discovery!learning,!and!are!therefore!prominent!models!within!my!research.!The!education!system!of!Finland,!globally!regarded!as!one!of!the!most!successful,!is!undergoing!changes!to!harness!the!social!and!creative!potentials!of!media!technologies!and!virtual!games!in!learning!(VahtivuoriVHänninen!et!al.!2014,!pp.26V8).!As!demand!for!integration!of!such!resources!increases,!research!into!the!role!of!technology!in!education!must!accommodate!existing!successes.!Therefore,!my!analysis!of!added!value!considers!the!preservation!and!augmentation!of!the!effective!teaching!and!learning!practices!that!have!characterised!Nordic!education.!
VahtivuoriVHänninen!et!al.!(2014)!‘A!New!Finnish!National!Core!Curriculum!for!Basic!Education!(2014)!and!Technology!as!an!Integrated!Tool!for!Learning’!in!H.!Niemi!et!al.!(Eds.)!Finnish$Innovations$and$Technologies$in$Schools:$A$Guide$Towards$New$Ecosystems$of$Learning.!(pp.21V32)!Rotterdam:!Sense.!
[258]%PROBLEMATIZING%THE%RAPID%CHANGES%IN%DIDACTICS,%MEATIRAL%AND%SCATIAL%CONTIONS%AS%FACTORS%UNDERLYING%THE%DISSATISFACTION%AMONG%NORDIC%TEACHERS%AND%STUDENTS%TOWARD%EDUCATIONAL%TECHNOLOGIES Md.!Saifuddin!Khalid1 1Aalborg$University,$Aalborg,$Denmark! Research%topic/Aim:%”!Problematizing!the!rapid!changes!in!didactics,!material!and!spatial!conditions!as!factors!underlying!the!dissatifaction!among!Nordic!teachers!and!students!towards!educational!technologies”!
Theoretical%frameworks:!”The!nordic!welfare!states!have!a!great!history!of!distinctly!identifiable!cultural!norms!and!practicies,!which!are!rooted!to!the!significantly!different!models!of!education!systems!compared!to!the!rest!of!the!world.!The!educational!contexts!are!rapidly!transforming!in!relation!to!the!change!in!didactics!(i.e.!designs!for!learning),!material!(for!example,!tradiational!resources!and!interactive!systems),!and!spacial!conditions!(i.e.,!virtual!or!augmented!learning!environments).!So,!the!levels!and!types!of!knowledge,!skills!and!competences!of!pedagogy/didactics,!content/subject,!and!technology!are!changing!with!the!evolution!of!different!types!of!roles!as!a!teacher!and!as!a!student!(Koehler!&!Mishra,!2009;!Koehler!&!Mishra,!2009).!This!study!problematize!these!factors!as!the!causes!underlying!the!dissatifaction!among!teachers!and!students!towards!educational!technologies.!Towards!the!development!of!a!theoretical!framework,!this!concept!paper!brings!understudied!and!emerging!issues!gaining!emphasis!in!the!research!fields!that!overlap!with!education!and!computer!science!disciplines.”!
Methodology/research%design:%”!A!hermeneutic!literature!review!method!is!applied!to!select!literature,!introduce!central!concepts!and!present!existing!theoretical!frameworks.”!
Expected%conclusions/Findings:!”First,!the!knowledge,!attitude!and!practices!of!pedagogies!and!didactics!in!the!nordic!countries!are!tranforming!with!’globalization!and!educational!reform’!(Carnoy,!1999;!Spring,!2015).!So,!the!teachers!and!students!are!in!continuous!struggle!in!understanding!the!change!and!improving!their!knowledge,!skills!and!competences.!!
Second,!the!integration!and!adoption!of!information!and!communication!technologies!(ICTs),!especially!in!the!postVweb!2.0!and!postVipad/tablet!years,!transformed!the!material!and!spacial!conditions!of!educational!context.!The!planned!obsolescense!period!of!technology!enforces!learning!to!use!and!to!meaningfully!integrate!ICT!in!teachingVlearning!activities!within!about!every!18!months.!!
Third,!the!didactics!(that!is,!designs!for!learning)!considerations!are!inherent!in!the!interactive!systems!designs,!which!are!based!on!contextVspecific!use!cases!and!user!stories;!a!learning!management!system!(LMS)!made!for!North!American!or!a!United!Kingdom’s!education!system!is!often!perceived!as!inappropriate!in!the!Nordic!context.!!
Fourth,!typically,!educational!institutions!give!teachers!and!professors!a!short!training!on!a!LMS,!which!is!essentially!a!content!management!system!(CMS),!and!expect!these!academics!to!demonstrate!the!skills!of!eVlearning!content!designers,!information!architech,!interface!designers,!discussion!forum!moderator,!video!editors,!user/learning!experience!designer,!learning!analytics!and!others.!!
Fifth,!the!spatial!personalized!learning!environment!(PLE)!of!each!teacher!or!student!include!social!networking!sites!(e.g.!Researchgate,!Academia,!Linkedin),!social!bookmarking!(e.g.!Delicious,!Bookmarkplus,!Diigo),!reference!managment!systems!(Zotero),!cloud!storage!(dropbox),!blogging!(e.g.!wordpress),!microblogging!(e.g.!twitter),!wikis,!forums,!content!sharing!(e.g.!slideshare,!youtube),!video!conferencing!systems!(e.g.!Skype),!software!clickers!and!others.!Differences!policies!at!organizational!level!and!knowledgeVattitudeVpratice!(KAP)!gap!(Rogers,!2003)!at!individual!level!cause!barriers!to!the!integration!and!adoption!of!these!web!2.0!tools.!
Sixth,!signature!pedagogies!play!major!role!in!determing!what!each!discipline!or!subject!area!intend!to!convey!or!not.!Each!teacher’s!perceived!affordance!of!PLE!and!LMS!features!depend!on!their!signature!pedagogies.”!
Relevance%for%Nordic%Educational%Research:!”!Existing!categorization!of!barriers!to!the!integration!and!adoption!of!ICT!in!education!has!been!research!for!more!than!three!decades!(Khalid!&!Buus,!2014).!The!concept!paper!draws!attention!to!factors!that!are!more!critical!and!needs!attention!in!the!postVweb!2.0!or!the!era!of!computer!science!for!all,!particularly!in!Nordic!context.”!
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[267]%RESEARCH%ON%DIGITAL%BILDUNG Lillian!Gran1 ,!Ola!Johan!!Sjøbakken2 1Hedmark$University$of$Applied$Sciences,$Hamar,$Norway!2Hedmark$University$of$Applied$Sciences$(Huas),$Hamar,$Norway! Research%topic/Aim:%This!paper!presents!a!literature!study!on!digital!Bildung.!Bildung!in!this!scenario!is!related!to!learning!in!the!digital!context.!!
Theoretical%frameworks:!The!findings!of!the!study!indicate!a!need!to!research!digital!learning!and!its!relevance!in!the!national!curriculum!of!the!compulsory!school.!Norway!is!one!of!the!leading!countries!on!use!of!digital!artefacts!in!both!private!and!learning!contexts!among!young!people.!At!the!same!time!Norway!is!also!one!of!the!countries!in!Europe!with!the!most!bullying!among!the!youth.!This!mismatch!makes!interesting!dilemmas!for!the!school!mandate.!On!one!side!schools!continually!develop!their!use!of!digital!artefacts!in!learning!boards,!phones!and!computers!whereas!on!the!other!side!there!is!a!development!of!a!digital!life!and!society!that!neither!parents!nor!schools!are!in!control!of.!The!government!aim!high!for!the!Norwegian!schools!to!be!in!the!lead!on!digital!competence.!However,!this!presentation!questions!whether!there!should!be!more!governmental!initiatives!in!regards!to!the!school’s!mandate.!
Methodology/research%design:%Methodological!approach!to!the!literature!study!is!conducted!within!the!categories!digital!bildung,!digital!competence!(literacy)!and!learning.!The!systematic!review!is!an!hermeneutic!approach!to!research,!and!aims!to!find!understanding!of!the!concept!digital!bildung!through!texts.!The!study!is!completed!within!the!field!of!ICT!and!relates!to!social!competence,!identify!and!personal!development.!!
Expected%conclusions/Findings:!The!conclusion!of!the!paper!relates!to!Mitcham’s!(1994)!idea!on!technology!as!object,!knowledge!and!activities.!!Which!compares!to!Luhmanns!system!theory!and!his!idea!of!Bildung!as!not!normatively!decided.!Giving!an!understanding!of!Bildung!as!a!selfVconscious!abilities.!Findings!here!show!that!there!is!a!reason!to!question!todays!school!mandate.!With!higher!degree!of!digital!activities!there!arises!a!need!to!focus!on!creating!independent,!reflective!learners!with!a!vison!and!consciousness!of!their!own!digital!bildung.!!
Relevance%for%Nordic%Educational%Research:!Finally,!the!paper!suggests!a!new!way!of!thinking!on!learning!and!teaching!as!a!consequence!of!the!digital!development.!Mentioning!Siemens!(2004)!connectivism!and!connecting!this!to!the!teaching!of!today’s!school.!Could!there!be!a!possible!change!in!roles!on!how!the!learning!is!structured.!Moving!towards!an!inclusive!learning!strategy!where!the!learners!take!part!in!the!whole!learning!system!from!planning,!through!learning!and!evaluation!in!larger!networks.!!
Discussion:!%
! Which!implication!do!digital!development!have!on!the!School!mandate?!
! Which!governmental!initiatives!could!be!taken!in!terms!of!digital!bildung?!!
! In!what!way!can!the!digital!revolution!change!learning!theories?!
! Which!implications!do!digital!bildung!give!on!future!learning!?!
[354]%DEVELOPING%LEARNING%CONTENT%FOR%THE%HYBRIDIZATION%OF%TEACHER%TRAINING Anders!Grov!Nilsen1 ,!Aslaug!Grov!Almås1 ,!Helene!Gram2 1Western$Norway$University$of$Applied$Sciences,$Stord,$Norway!2University$of$Stavanger,$Stavanger,$Norway! Research%topic/Aim:%Several!teacher!training!institutions,!including!the!Stord/Haugesund!University!College!(SHUC)!and!the!University!of!Stavanger!(UiS),!offer!decentralized!and!partVtime!teacherVtraining!studies.!Both!SHUC!and!UiS!have!years!of!experiences!developing!flexible!studies!both!offV!and!online!(hybrid!studies).!When!we!are!hybridizing!our!studies!we!have!to!rethink!how!we!are!organizing!onV!and!offVcampus!activities!–!and!there!is!a!need!for!developing!new!practices!with!the!use!of!more!modern!and!digital!learning!resources.!!
Teacher$for$one$day!–!is!a!project!(runs!2016V2017)!aiming!to!cope!with!some!of!these!challenges.!This!concept!combines!oneV!and!offVcampus!activities!and!developing!new!practices!in!flexible!teacherVtraining!studies.!Through!active!learning,!the!project!aims!to!bring!flipped!learning!and!collaborative!learning!one!step!further.!
Theoretical%frameworks:!The!project!is!embedded!in!a!sociocultural!approach!to!teaching,!reasoning!and!learning.!This!theoretical!perspective!has!reframed!learning!and!development!as!the!ability!to!participate!in!different!social!practices.!A!critical!area!requiring!further!discussion!and!research!is!the!understanding!how!online!communities!and!resources!function!(Harasim,!2012).!This!implies!that!a!study!of!studentVlearning!should!include!an!analysis!of!the!social!practices!and!the!context.!To!analyze!learning!within!this!perspective,!one!should!focus!on!how!learners!construct!knowledge!and!understanding!through!a!variety!of!learning!tools.!
Methodology/research%design:%The!Teacher$for$one$dayVproject!is!developing!open!educational!resources!(OER)!which!reVframes!the!teacherVtrainingVteaching.!These!resources!will!serve!as!a!methodological!tool!in!our!research.!This!project!aims!to!identify!new!models!and!describe!the!change!of!mindsets!towards!teaching!and!learning!methodology,!using!!to!obtain!learning.!We!expect!to!aggregate!necessary!findings!through!participatory!design!and!development,!and!testing!with!colleagues!and!students.!The!volume!and!level!of!activity!will!be!determined!by!systemVgenerated!usage!statistics!(number!of!users,!activity,!and!change!over!time).!However,!to!understand!the!value!of!the!OER,!it!is!essential!to!study!its!context!and!the!knowledge!building!at!a!deeper!level.!
Expected%conclusions/Findings:!In!the!project!described,!we!are!trying!to!connect!the!personal!and!individual!offVcampus!activities!with!collaborative!and!teacherVled!campusVactivities.!By!developing!and!adopting!OER!in!hybrid!teacherVtraining!studies,!the!aim!of!this!paper!is!to!identify!a!new!method!that!will!support!the!teacher!in!her!work,!moving!learning!content!from!campus!to!other!arenas,!and!to!offer!motivating,!diverse,!practical!and!authentic!education!to!students!in!their!learning!and!reflection!work.!!
Relevance%for%Nordic%Educational%Research:!The!status!on!higher!education!and!the!exploitation!of!the!potential!of!digital!technology,!shows!unambiguously;!very!little!have!been!transformed!or!improved!so!far.!Making!teacher!education!a!focus!of!attention;!the!slow!uptake!of!ICT!is!well!documented!and!Norwegian!institutions!are!no!exception!“the!process!seems!to!be!slow!and!inadequate”!(Tømte,!2015,!s.!151).!There!is!a!need!for!new!practices!that!respond!better!to!the!dynamics!of!the!21st!century!learning.!!
[385]%A%TASTE%OF%THE%FUTURE:%NORWEGIAN%CHILDREN'S%APPROPRIATION%OF%JAPANESE%POPULAR%CULTURE%ON%YOUTUBE Espen!Helgesen1 1Bergen$University$College,$Department$of$Teacher$Education,$Bergen,$Norway! Research%topic/Aim:%”As!children!in!Norway!increasingly!spend!time!online,!teachers!are!faced!with!a!wide!range!of!new!challenges!that!require!familiarity!with!rapidly!shifting!digital!technologies.!This!paper!discusses!some!pedagogical!implications!of!Norwegian!children’s!engagement!with!Japanese!popular!culture!on!YouTube.”!
Theoretical%frameworks:!”Following!recent!shifts!in!media!studies,!production!and!consumption!are!no!longer!seen!as!distinct!dimensions!of!the!media!cycle,!but!rather!as!tightly!intertwined.!This!paper!considers!the!pedagogical!potential!arising!from!children’s!new!roles!as!producers!of!media!content,!thus!adding!to!our!knowledge!about!the!relationship!between!play!and!learning!in!early!education.”!
Methodology/research%design:%”Findings!are!taken!from!a!oneVyear!ethnographic!study!among!twenty!third!graders!(age!8V9)!in!Kristiansand,!Norway.!Data!was!collected!through!participant!observation,!interviews,!and!video!recordings,!focusing!on!how!YouTube!images!were!appropriated!and!embodied!through!play.!This!paper!examines!children’s!cosplay!(costume!play)!practices,!where!participants!dress!up!as—and!enact—characters!from!popular!culture.”!
Expected%conclusions/Findings:!”The!paper!argues!that!children’s!contemporary!peer!culture!operates!on!a!multimodal!level,!where!watching!YouTube!videos,!far!from!being!a!passive!act!of!consumption,!entails!learning!through!playful!experimentation.!The!paper!indicates!that!children’s!engagement!with!YouTube!provides!numerous!opportunities!for!teachers!to!integrate!digital!technology!into!the!classroom!in!playful!ways.”!
Relevance%for%Nordic%Educational%Research:!”In!a!context!of!rapid!technological!change!in!the!Nordic!countries,!this!paper!argues!that!teachers!should!familiarise!themselves!with!children’s!digital!culture.!As!such,!the!paper!contributes!to!the!increasing!attention!to!the!link!between!play!and!learning!in!children’s!lives,!by!pointing!to!how!media!production!and!media!consumption!increasingly!merge.”!
[431]%PROFESSIONAL%DIGITAL%COMPETENCE%AMONG%STUDENTS%IN%NORWAY%EARLY%CHILDHOOD%TEACHER%EDUCATION Magli!Sofie!Økland1 1Bergen$University$College,$Bergen,$Norway! Research%topic/Aim:%Professional!digital!competence!among!students!in!Norwegian!Early!childhood!teacher!education.!
Theoretical%frameworks:%In!2013!Norway!initiated!a!new!early!childhood!teacher!education!(ECTE),!with!increased!focus!on!digital!knowledge!and!skills!which!students!should!acquire!during!their!bachelor!education.!
This!is!an!empirical!study!that!mainly!focuses!on!how!professional!digital!competence!is!facilitated!by!the!institution!that!offers!ECTE,!and!how!students!have!experienced!the!theme!in!their!education.!!!
Methodology/research%design:%Through!the!work!of!a!group!appointed!by!the!Ministry!of!Education!and!Research!for!formative!evaluation!(Følgegruppe!for!barnehagelæreutdanning,!!http://blu.hib.no/),!a!survey!was!conducted!among!management!at!15!educational!institutions!in!Norway!during!the!spring!of!2016.!!The!main!questions!the!management!where!asked!to!respond!to!were:!
• how!they!have!made!provisions!to!ensure!that!students!develop!professional!digital!competence,!!
• the!challenges!encountered!in!integrating!digital!competence!in!the!education!program,!• what!has!been!done!to!improve!the!competence!among!educators!at!teacher!training!
colleges.!
In!addition,!students!have!been!asked!about!how!they!have!experienced!that!"knowledge!of!digital!tools!/!ICT"!is!emphasized!in!the!curriculum!through!an!annual!nationwide!questbackV!survey!among!all!educational!institutions.!This!survey!is!carried!out!each!spring!and!will!be!an!indicator!of!how!students!have!encountered!the!theme!in!their!education!program.!!
Expected%conclusions/Findings:!The!results!of!this!study!may!indicate!that!the!curriculum!framework!is!unclear!in!regard!to!what!should!be!expected!of!professional!digital!competence!among!graduate!early!childhood!teachers.!!It!also!seems!that!the!institutions!are!struggling!to!work!out!an!overall!strategy!for!how!this!digital!knowledge!and!skills!can!be!enhanced!during!the!education.!
Relevance%for%Nordic%Educational%Research:!The!study!says!less!about!the!type!of!knowledge,!skills!and!general!competence!within!the!digital!field!that!are!emphasized!and!acquired!during!the!course!of!the!students’!education.!!!This!is!an!area!where!further!research!on!the!subject!might!be!conducted.!
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[448]%COMPARATIVE%RESEARCH%BASED%ON%ONE`TO`ONE%COMPUTING%CLASSROOM%STUDIES%IN%SWEDEN%AND%FINLAND Peter!Bergström1 1Umeå$University,$Applied$Educational$Science,$Umeå,$Sweden! Research%topic/Aim:%The!aim!of!this!round!table!is!to!discuss!methodological!and!theoretical!approaches!for!comparative!analysis.!In!particular,!the!focus!concerns!three!aspects:!1)!approaches!to!make!comparisons!of!teachers’!teaching!with!digital!technologies!(e.g.!oneVtoVone!computing)!in!Swedish!and!Finnish!compulsory!school,!and!2)!what!are!the!possibilities!and!challenges!of!making!comparative!analysis!based!on!qualitative!data?,!and!3)!what!is!the!needs!and!reasons!for!making!comparative!analysis!of!teachers’!teaching!with!digital!technologies?!!
Methodology/research%design:%The!quantitative!Program!for!International!Student!Assessment!(PISA)!has!showed!great!impact!in!comparative!studies!between!countries.!PISA!compares!pupil!skills!in!applying!knowledge!in!new!situations.!Finland!has!shown!great!success!in!such!comparisons!while!in!Sweden!an!educational!crisis!in!media!was!reported.!A!growing!body!of!research!argue!for!a!need!of!both!qualitative!and!quantitative!studies!between!countries.!Comparative!studies!are!afflicted!with!a!several!difficulties!based!on!unclear!purposes!regarding!what!it!is!that!shall!be!compared!(Alexander,!2000).!In!qualitative!comparative!research!there!seems!to!be!an!emphasis!of!policy!studies!that!sometimes!are!complemented!with!teacher!interviews!(e.g.!Carlgren!&!Klette,!2008).!One!problem!with!interviews!concern!that!the!teachers’!narratives!demonstrate!the!teachers’!wish!in!contrast!to!how!they!actually!teach.!Against!this!backdrop,!in!the!comparative!studies!there!is!a!need!for!systematically!analysis!of!how!teachers!really!teach!based!on!classroom!observations!as!a!complement!to!policy!studies!and!teacher!interviews!(Alexander,!2000;!Phillips!&!Schweisfurth,!2014).!!
Expected%conclusions/Findings:!The!session!starts!with!a!presentation!of!two!projects!about!teachers’!didactical!design!in!oneVtoVone!computing!classrooms!in!Sweden!and!Finland.!The!Swedish!project!took!place!during!2014V2016!and!the!Finnish!project!took!place!during!2015V2016.!A!possible!next!step!is!to!make!comparative!study!on!the!empirical!material.!The!empirical!material!consists!of!qualitative!data!based!on!60!classroom!observations!and!60!teacher!interviews!and!10!principal!interviews!collected!in!compulsory!schools!in!Sweden!and!Finland.!During!this!session!a!theoretical!framework!is!presented!that!possibly!can!support!comparative!analysis.!Briefly,!the!theoretical!approach!is!based!on!Bernstein’s!(1990,!2000)!concepts!for!symbolic!power!(classification)!and!control!(framing).!This!framework!constructs!the!possibility!of!a!two!dimensional!analysis.!Firstly,!the!spatial!dimension!highlights!the!precondition!of!the!classroom!based!on!the!symbolic!boarders!between!different!categories!such!as!the!relationship!between!desks,!or!the!symbolic!boarders!between!ICT!and!other!resources.!The!relative!concept!of!classification!indicates!privileging!features!of!classroom!spatiality,!or!on!whom!power!is!conferred!upon.!Secondly,!the!teachers’!teaching!is!analysed!based!on!the!principle!of!who!controls!what.!The!concept!of!framing!indicates!who!has!the!right!to!select!content,!sequence,!pacing,!and!how!assessment!is!communicated.!In!the!results,!an!attempt!was!made!to!illustrate!the!relationship!between!the!oneVtoVone!computing!classroom!spaces!in!relation!to!the!oneVtoVone!computing!teaching!practices!based!on!the!concepts!of!classification!and!framing.!After!the!presentation!the!floor!is!open!for!discussion!among!the!participants.!
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Position%paper%(Sweden):%Bergström,%P,%Mårell`Olsson,%E.,%and%Jahnke,%I.%(submitted).%Shifting%the%symbolic%power%and%control%in%the%one`to`one%computing%classroom:%Swedish%teachers’%didactical%design%decisions.%
This!study!provides!new!insights!about!Swedish!teachers’!didactical!designs!when!handling!two!contemporary!challenges!regarding!the!new!national!curriculum!(LGR11)!and!the!increasing!digitalisation!of!schools!through!oneVtoVone!computing!initiatives.!The!research!questions!consider!how!teachers!organise!physical!and!digital!resources!in!their!classrooms!as!well!as!variations!in!teachers’!pedagogical!communication.!From!a!study!of!23!oneVtoVone!computing!(iPad)!classrooms,!some!ethnographicVinspired!methods!were!applied!based!on!classroom!observation!and!recordings!of!teachers’!teaching.!The!findings!show!two!distinct!forms!of!teachers’!classroom!organisation!that!indicate!different!didactical!designs!used!by!teachers!to!integrate!oneVtoVone!computing!into!the!classroom.!Changes!in!teaching!resulted!in!a!shift!of!symbolic!power!and!control!from!teachers!to!students.!This!shift!highlighted!a!paradox!wherein!the!national!curriculum!has!become!both!criteria!and!content,!influencing!teaching!and!learning!in!ways!that!exploit!the!potential!of!using!oneVtoVone!computing!in!the!classroom.!
In!this!paper,!we!study!how!the!material!contexts!of!the!classroom,!including!contemporary!technologies,!internally!construct!teaching!practices!and!we!seek!to!examine!the!kinds!of!enacted!teaching!practices!that!arise!as!a!result!of!the!interplay!between!these!various!privileging!spatial!features!and!the!teachers’!communication.!Thus,!empirically,!this!paper!contributes!to!an!understanding!of!how!a!cohort!of!Swedish!teachers,!which!was!assumed!to!use!oneVtoVone!computing!in!daily!teaching,!designs!lessons!and!applies!the!new!national!curriculum.!The!following!research!questions!were!constructed:!!
V Based!on!various!privileging!features!of!the!oneVtoVone!computing!classroom,!what!kind!of!teaching!practices!can!be!found!in!such!classroom!situations?!!
V How!can!we!understand!teachers’!pedagogical!communication!regarding!variations!in!the!structures!in!teachers’!teaching!practice!in!oneVtoVone!computing!classrooms?!
Position%paper%(Finland):%Bergström,%P.,%Häll,%L.,%Kuuskorpi,%M.,%and%Jahnke,%I.%(2016).%Teacher’s%Didactical%Design%in%Finnish%One`to`one%tablet%Classrooms:%Perspectives%on%content%and%meaning.%ECER%2016,%Leading%Education:%The%Distinct%Contributions%of%Educational%Research%and%Researchers,%Dublin,%22`26%August,%2016.%
This!paper!reports!on!the!first!year!of!a!twoVyear!study!in!Finland!about!Finnish!teachers!didactical!design!in!oneVtoVone!(1:1)!tablet!classrooms.!In!it’s!simplest!form!1:1!means!that!each!student!and!teacher!is!equipped!with!a!computing!device.!In!this!study!all!students!and!teachers!were!equipped!with!an!Apple!iPad.!Compared!to!other!European!countries!(EUN,!2013)!the!digitalisation!of!Finnish!schools!progress!at!a!slow!rate!where!the!ratio!of!computers!per!child!in!year!7V9!is!among!the!lowest,!but!has!started!to!increase.!The!project!was!conducted!during!the!transition!from!the!2004!national!curriculum!to!the!new!2016!national!curriculum.!Researchers!indicate!that!equipping!each!student!with!a!digital!device!is!a!great!challenge!for!the!soVcalled!ecology!of!the!classroom!(Håkansson!Lindqvist,!2015).!Aspect!of!digitalisation!concerns!wireless!Internet!access!(WiFi)!and!cloud!computing.!Such!technologies!highlight!the!notion!of!what!content!students!have!access!to!and!how!content!is!shared!among!teachers!and!students.!Traditionally,!teaching!have!been!organised!
with!textbooks!while!with!1:1!computing!students!got!access!to!a!great!number!of!new!resources!that!possibly!challenges!the!thinking!of!what!represents!content.!However,!it!is!not!the!content!per!se!that!create!students!learning!experience,!it!is!how!the!teacher!design!students’!learning!expedition!(Jahnke,!Norqvist,!&!Olsson,!2014)!with!the!curriculum!and!the!content.!The!aim!of!this!paper!is!to!contribute!with!knowledge!about!teachers’!didactical!design!in!schools!with!oneVtoVone!tablet!programs.!The!following!research!questions!were!asked:!!
V What!characterises!the!students’!interaction!with!the!content!in!oneVtoVone!tablet!contexts?!V How!can!we!understand!the!teachers’!didactical!design!based!on!the!relationship!between!
the!privileging!features!of!the!oneVtoVone!tablet!context!in!relation!to!the!teaching!practice?!
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[499]%DIGITAL%GAME`BASED%LEARNING:%HOW%FAR%HAVE%WE%COME? Anthemis!Raptopoulou1 1Stockholm$University,$Stockholm,$Sweden! Research%topic/Aim:%The!main!purpose!of!the!paper!is!to!frame!the!current!knowledge!on!the!concept!of!digital!gameVbased!learning!(DGBL),!both!from!a!theoretical!and!empirical!perspective.!
Theoretical%frameworks:!A!body!of!research!suggests!that!ongoing!advances!in!digital!technology!have!resulted!in!an!increasing!emergence!of!new!educational!material!that!challenge!the!traditional!ways!of!teaching!and!learning.!!Digital!games,!for!example,!have!become!increasingly!present!in!education;!nonetheless,!employing!digital!games!to!educate!is!not!a!new!approach.!In!fact,!research!regarding!the!education!potentials!of!digital!games!dates!back!to!the!last!decades!of!the!20th!century.!Their!transition!in!the!classroom,!however,!has!still!been!vague.!One!reason!for!this!is!that!not!much!is!known!about!the!acceptance!and!the!implementation!of!digital!games!in!schools,!nor!about!the!role!of!DGBL.!
Methodology/research%design:%This!paper!is!a!literature!review!on!digital!games!and!the!phenomenon!of!DGBL!in!formal!education!(KV12).!
Expected%conclusions/Findings:!Questions!regarding!DGBL!as!a!phenomenon,!its!definition,!and!the!main!theories!and!methods!employed!for!its!examining!will!be!addressed.!The!findings!of!this!paper!include:!the!definitions!of!the!terms!“digital!games”!and!“DGBL”!as!they!emerge!from!the!current!research;!the!theories!used!to!analyse!DGBL;!empirical!research!conducted!in!the!field.!The!importance!of!this!paper!rests!on!the!fact!that!despite!the!growing!of!the!DGBL!body!of!research,!there!are!still!notable!shortcomings!in!scholarly!research.!The!findings!of!this!research!indicate!that!there!is!a!need!for!a!deeper!understanding!of!and!more!extended!research!on!the!concept!of!DGBL.!
Relevance%for%Nordic%Educational%Research:!Following!the!digital!technological!developments,!Nordic!countries!have!an!increasing!focus!on!digital!skills!in!education;!as!a!result,!DGBL!is!employed!among!other!digitallyVdriven!instruction!methods.!By!identifying!what!has!already!been!done!on!the!field!will!allow!us!to!further!build!on!it.!!
[517]%PARTICIPATION%AND%REIFICATION%THROUGH%(DIS)EMBODIMENT%AS%RESOURCE%AND%ARENA%FOR%NETWORKED%LEARNING. Marianne!Riis1 ,!Lone!DirckinckVHolmfeld2 1Professionshøjskolen$Metropol,$København$N,$Denmark!2Department$of$Communication$and$Psychology,$Aalborg,$Denmark! Research%topic/Aim:%In!networked!learning!information!and!communications!technology!(ICT)!is!used!to!promote!connections!and!interaction:!between!people!and!between!people!and!resources,!and!thus!boundaries!and!boundary!work!is!always!prevalent!in!discussions!on!networked!learning!(Ryberg!&!Sinclair,!2016).!Based!on!two!different!case!studies!conducted!at!the!Danish!online!Master!programme!on!ICT!and!Learning!(MIL),!this!paper!addresses!the!issue!of!participation!and!reification!through!(dis)embodiment!in!design!for!networked!learning.!!
Theoretical%frameworks:!Basically!teaching!is!about!designing!opportunities!for!people!to!learn!(Goodyear,!2015,!Wenger,!1998),!and!according!to!Goodyear,!Carvalho!&!Dohn!(2016)!there!is!an!important!distinction!between!elements!of!a!learning!networks!that!can!be!designed!(partially,!or!completely),!and!processes!that!are!emergent.!From!a!learning!perspective,!how!participants!respond!to!design!through!their!activities!and!through!their!use!of!boundary!objects!is!interesting.!Building!on!Wenger's!(1998)!learning!architecture,!we!analyse!how!the!two!designs!for!learning!differ!in!terms!of!design!dimensions!and!with!regard!to!potential!boundary!objects.!!
Methodology/research%design:%Analysis!of!two!case!studies.!
Expected%conclusions/Findings:!In!study!I,!the!arena!for!learning!was!a!2D!virtual!learning!environment!(DirckinckVHolmfeld,!2006),!whereas!the!arena!for!learning!in!study!II!was!a!3D!virtual!world!(Riis,!forthcoming).!Carlile!(2002)!proposed!a!hierarchical!typology!for!boundary!objects,!and!in!our!analysis,!we!identify!different!boundary!objects!in!the!two!learning!arenas.!Our!findings!show!that!all!categories!of!boundary!objects!can!mediate!knowledge!according!to!the!typology,!which!suggests!a!relational!rather!than!a!hierarchical!view!on!boundary!objects.!Nonetheless,!certain!boundary!objects!in!the!3D!learning!arena!(study!II),!in!particular!the!avatar,!seem!to!promote!transformation!in!a!more!embodied!manner,!which!has!implications!for!identity!formation!of!the!participants.!Furthermore,!the!3D!virtual!space!affords!a!concrete!materialised,!albeit!virtual,!opportunity!for!reification,!which!is!different!to!that!of!the!2D!environment.!In!the!paper!we!will!elaborate!on!these!differences!and!based!on!the!two!cases!provide!a!typology!of!boundary!objects!serving!networked!learning!organised!as!problem!and!project!based!learning.!
Relevance%for%Nordic%Educational%Research:!The!paper!provides!new!knowledge!about!the!pedagogical!use!of!2D!and!3D!virtual!learning!environments!in!problem!and!project!based!networked!learning.!
[520]%COLLABORATE%OR%DIE!%HOW%STUDENTS%BECOME%REPOSITIONED%THROUGH%PARTICIPATION%IN%A%CO`OP%ACTION%ROLE`PLAYING%GAME Thorkild!Hanghøj1 ,!Jonas!!Nørgaard1 1Aalborg$University,$Copenhagen$Sv,$Denmark! Research%topic/Aim:%The!aim!of!the!paper!is!to!explore!how!students!position!themselves!and!engage!in!social!relations!when!participating!in!the!coVop!action!roleVplaying!video!game!Torchlight$II$(Runic!Games,!2012),!where!players!fight!together!against!computerVgenerated!monsters!and!endVofVlevel!bosses.$The!game!is!a!commercial!video!game,!which!has!been!used!for!educational!purposes!as!a!part!of!“The!School!at!Play”!project!(2015V2017)!in!order!to!include!selected!students!from!eight!classes!(3rdV6th!grade,!N=160!students)!at!four!different!Danish!schools.!The!research!project!has!been!funded!by!the!Egmont!Foundation.!Based!on!the!analyses,!the!paper!aims!to!discuss!how!computer!games!can!be!used!as!a!pedagogical!tool!to!develop!students’!collaboration!and!social!relations.!!!
Theoretical%frameworks:!The!paper!is!based!on!a!theoretical!framework,!which!sees!educational!gaming!as!an!interplay!of!knowledge!practices!across!in!and!out!of!school!domains!(Hanghøj,!2011).!Moreover,!we!view!collaborative!game!interactions!between!students!as!a!dialogical!space,!which!offers!new!possibilities!for!selfVpositioning!(Ligorio,!2010)!as!well!as!exploration!of!the!students’!projected!identities!(Gee,!2003),!which!relates!to!their!everyday!identities!as!students.!
Methodology/research%design:%The!research!project!follows!a!DesignVBased!Research!methodological!approach,!which!involves!design!interventions!with!gameVbased!courses!in!collaboration!with!teachers!in!order!to!develop!design!principles!for!inclusion!through!educational!gaming.!The!data!for!this!paper!is!based!on!group!interviews!with!selected!“focus!students”,!which!have!been!identified!through!prior!teacher!interviews!and!classroom!observations!as!marginalized!participants!in!relation!to!social!and!subjectVrelated!aspects.!The!group!interviews!both!involve!final!interviews!focusing!on!the!students’!overall!experience!of!the!gameVbased!courses!as!well!as!supplementary!interviews!focusing!more!directly!on!the!students’!collaboration!in!relation!to!Torchlight$II.!The!interview!data!will!be!coded!using!thematic!analysis!in!order!to!present!categories,!which!describe!patterns!in!the!students’!reflections!on!their!gameVbased!collaborations.!
Expected%conclusions/Findings:!We!expect!to!present!findings,!which!show!how!the!video!game!Torchlight$II$may!be!used!to!reposition!social!marginalized!students!as!active!participants!in!the!classroom!and!develop!new!and!positive!social!relations!through!collaboration!and!knowledge!sharing.!In!this!way,!we!aim!to!present!new!and!valuable!knowledge!on!how!coVop!games!may!engage!students!through!highly!structured!collaboration.!
Relevance%for%Nordic%Educational%Research:!The!findings!are!relevant!in!relation!to!the!increasing!interest!and!use!of!video!games!within!formal!schooling!within!the!Nordic!countries.!Moreover,!the!findings!suggest!that!cooperative!computer!games!may!be!a!valuable!way!of!including!students!by!developing!new!and!positive!social!relations.!
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[524]%TEACHERS'%DIGITAL%DIDACTICAL%DESIGNS%`%MOTIVES,%GOALS%AND%PRACTICAL%IMPLEMENTATION%OF%ONE`TO`ONE%COMPUTING%IN%SWEDISH%SCHOOLS Eva!Mårell!Ohlsson1 ,!Peter!Bergström2 ,!Isa!Jahnke3 1Umea$University,$Dept.$of$Applied$Educational$Sciences,$Umea,$Sweden!2Umeå$University,$Applied$Educational$Science,$Umeå,$Sweden!3University$of$Missouri,$Columbia,$Mo,$United$States! Research%topic/Aim:%The!aim!of!this!paper!is!to!understand!and!describe,!at!different!levels,!how!digitalization!of!KV12!education!is!carried!out!in!practice!in!Sweden.!Therefore,!we!studied!principals,!teachers!and!pupils!experiences!and!narratives!about!the!implementation!of!oneVtoVone!computing.!
Research!questions:!
A. How!do!principals!lead!and!guide!the!process!of!implementing!oneVtoVone!computing!in!KV12!education?!What!are!they!trying!to!achieve?!
B. How!do!teachers!design!for!teaching!and! learning! in!the!oneVtoVone!computing!classroom?!What!are!they!trying!to!achieve?!
C. What!are!the!pupils’!experiences!of!oneVtoVone!computing!in!school?!
Theoretical%frameworks:!Activity!theory!(Leontiev,!1986)!has!been!used!for!analysing!the!empirical!material! on! different! levels! (e.g.! triangulation)! where! motives,! goals,! actions! and! the! actual!operationalization!in!the!classroom!are!important!perspectives.!
Methodology/research%design:%To! study! the! research! questions! interviews!with! school! leaders,!classroom!observations,!teacher!interviews!and!student!group!interviews!have!been!applied!in!grade!2V12.! Focus! of! the! principal! interviews! (No.! 6)! was! on! their! intentions! with! the! oneVtoVone!implementation!and!their! leadership!during!the!process.!For! the!teacher! interviews! (No.!27),! focus!was!on!their!teaching!design!(e.g.!intentions!and!planning)!and!the!actual!operationalization!of!their!design!in!the!classroom.!The!interviews!with!principals!and!teachers!lasted!around!60!minutes.!The!pupils!were!interviewed!in!groups!of!3V5!pupils!in!each!group!(in!total!15!focus!groups).!The!approach!of! stimulated! recall! (Haglund,! 2003)! was! used! for! investigating! pupils! expericences! of! different!teaching!designs.!The!interviews!with!pupils!lasted!around!18V35!minutes.!
Expected% conclusions/Findings:! Four! themes! emerged! from! the! triangulation! of! principal!interviews,! classrooms! observations,! teacher! interviews! and! pupil! interviews:! 1)! striving! for!pedagogical! participation! for! increasing! pupils’! achievement! and! approvement,! 2)! designing!assignment!for!creating!selfVpropelling!pupils,!3)!using!variation!as!a!method!for!creating!motivated!and! active! pupils,! 4)! designing! assignments! for! creating! variation! and! indivdualization! by! pupils’!choice.!
The!four!themes!illustrates!a!chain!of!actions!affected!by!each!other!–!from!expressed!motives!and!goals! on!different! levels,! down! to! the! teaching!design! implemented! in! the! classroom.! The! themes!also! illustrate! a! hiearachy! from! the! principals! view! of! the! digitalisation! of! the! school! and! his/her!motives!of!the!1:1!initiative!from!a!pedagogic!leader!persepctive.!This!in!turn,!affect!the!participating!teachers!own!expressed!focus!and!goals!for!their!teaching!design!and!thus,!the!pupils!actual!use!of!the!tablets!in!the!assignments!given!during!the!schoolday.!
Relevance% for% Nordic% Educational% Research:! A! growing! body! of! research,! reports! on! the!difficulties!of! implementing!oneVtoVone!computing! into!KV12!education,!and!the!Nordic!countries! is!not! an! exception.! The! contribution! of! this! study! demonstrates! a! chain! of! actions! on! different! levels!regarding! possibilities! and! challenges! in! the! take! up! and! use! of! oneVtoVone! computing.! The! results!from!this!study!contribute!to!an!understanding!on!how!the!digitalization!process!of!KV12!education!is!carried!out!in!practice!in!Swedish!schools.!
[527]%DISPLAY%BOARDS%AS%A%MATERIAL%CONDITION%OF%PROBLEM%BASED%LEARNING Lone!DirckinckVHolmfeld1 ,!Ulla!Konnerup2 1Department$of$Communication$and$Psychology,$Aalborg,$Denmark!2Aalborg$University,$Aalborg,$Denmark! Research%topic/Aim:%This!paper!is!researching!into!the!material!conditions!of!problem!and!project!based!learning!(PBL).!
!Within!PBL!research!and!policies!the!ideal!is!still!that!each!project!group!should!have!a!shared!private!project!room.!However!maybe!a!private!project!room!is!not!as!fundamental!a!need!in!the!current!PBL!landscape,!maybe!it’s!even!contra!productive!to!the!networked!practices,!where!most!activities!are!mediated!by!IT!and!digital!media,!and!where!the!students!carry!their!office!in!their!portable!computer!as!do!professors!and!teachers?!!
In!a!recent!paper!argued!by!(Carvalho,!Goodyear,!&!Laat,!2016)!there!is!a!need!to!understand!and!conceptualize!the!interplay!between!digital!and!physical!spaces!and!artefacts!i.e.!hybrid!spaces.!In!the!paper!(Ryberg,!Davidsen,!&!Hodgson,!2016)!are!investigating!this!studying!how!two!project!groups!–!one!called!the!nomadic!group,!and!the!other!called!the!artisan!group!use!technologies!and!spaces!in!their!placeVmaking.!!
In!this!paper,!we!are!going!to!look!closer!into!the!PBL!learning!process!of!the!nomadic!group.!We!are!especially!researching!into!one!aspect!of!the!material!conditions,!that!is!the!use!of!physical!displays!boards.!How!do!the!nomadic!PBL!groups!use!them?!Do!they!need!them?!How!should!the!organization!be!around!them,!and!in!what!manner!and!how!can!it!be!argued,!that!physical!display!boards!will!enhance!the!learning!process!and!learning!outcome!of!the!nomadic!PBL!groups?!
Theoretical%frameworks:!The!overall!theoretical!framework!is!the!socioVcultural!perspectives!on!learning!as!mediated!by!tools/artefact!and!signs!(Vygotsky!and!Leontjev).!Artefacts!is!understood!as!representations!with!a!potential!to!engage!cognitively,!provide!a!shared!understanding!and!make!room!for!critique.!By!using!the!original!conceptualization!of!the!concept!boundary$objects!as!communicative!connections!with!a!bridging!function!(Star!1989)!we!will!analyze!the!empirical!data!using!Akkerman!and!Bakker´s!!(2011)!four!potential!learning!mechanisms!that!can!take!place!at!boundaries:!identification,!coordination,!reflection,!and!transformation!to!reach!an!understanding!of!the!the!interplay!between!digital!and!physical!spaces!and!artefacts!i.e.!hybrid!spaces!!
Methodology/research%design:%The!research!is!taking!point!of!departure!in!a!10!ECTS!BA!educational!program!within!Communication!and!Digital!Media!and!is!organized!as!designVbased!research.!!
The!program!can!be!described!as!a!hybrid!program!taking!place!in!digital!and!physical!spaces.!The!design!experiment!was!to!give!all!14!project!groups!a!mobile!display!board!as!a!shared!physical!focus!during!the!course!and!to!investigate!the!importance!of!materiality/artefacts!in!recognition!in!a!social!learning!practice.!!
The!empirical!data!consists!of!domain!knowledge,!observations!and!qualitative!interviews!with!students.!
Expected%conclusions/Findings:!Through!the!research,!we!will!be!able!to!document,!how!the!students!use!the!mobile!display!board,!and!in!which!phases!of!the!project!work.!We!expect!a!number!of!conclusions:!
- students!need!to!be!scaffolded!in!the!use!of!the!mobile!display!board!to!use!it!
- it!helps!in!a!shared!visualization!of!the!project!
- it!provides!a!common!ground!for!the!project,!which!help!the!students!to!align!their!perspectives!and!objectives!
- it!helps!to!keep!track!of!work!activities!and!scheduling!!
- it!affords!student!to!use!more!visuals!and!shared!planning!tools!in!their!projects!%
- It!is!a!safe!artifact!for!the!students!in!the!exam!situation,!it!brings!the!process!into!the!product,!and!it!affords!the!presentation!and!discussion!of!the!project.!%
- several!practical!issues!related!to!the!nomadic!group!situation%
Relevance%for%Nordic%Educational%Research:!The!interplay!between!physical!and!virtual!spaces!in!ordinary!educational!programs,!which!takes!place!onVcampus!are!underresearch.!We!need!to!have!researchVbased!insights!to!back!up!the!design!of!effective!learning!environments.!Especially!in!the!transition!period,!where!more!and!more!activities!are!taking!place!virtually!and!in!networks,!it’s!interesting!and!important!to!focus!on!the!significant!physical!artifacts,!which!may!enhance!the!teaching!and!learning!process.!
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[532]%LEADING%FOR%THE%UPTAKE%AND%USE%OF%DIGITAL%TECHNOLOGIES%IN%A%1:1%INITIATIVE.%THE%SCHOOL%LEADER%PERSPECTIVE. Marcia!Håkansson!Lindqvist1 1Umeå$Universitet,$Umeå,$Sweden! Research%topic/Aim:%The!uptake!and!use!of!digital!technologies!continues!to!spread!through!classrooms!throughout!the!world.!These!technologies!offer!possibilities!in!new!forms!of!learning!for!students,!new!forms!of!teaching!and!professional!development!for!teachers,!as!well!as!new!possibilities!for!the!school!leaders!leading!this!work.!However,!there!are!also!challenges!related!to!the!work!with!digital!technologies!related!to!use,!digital!competence!and!responsibility.!This!paper!will!focus!on!the!possibilities!and!challenges!related!to!the!uptake!and!use!of!digital!technologies!from!the!school!leader!perspective.!!
Theoretical%frameworks:!In!this!paper,!The!Ecology!of!Resources!Model!(Luckin,!2010)!will!be!used!as!a!theoretical!framework!for!analysis.!This!model!presents!a!holistic!view!of!the!resources!available!to!the!learner!in!the!form!of!Environment,!Knowledge!and!Skills!and!Tools!and!People.!The!model!also!uses!the!theoretical!concept!of!filters,!which!may!impede!the!learner’s!access!to!these!resources.!Through!identifying!and!analyzing!these!filters,!insight!into!the!possibilities!and!challenges!for!alleviating!negative!effects!and!strengthening!design!in!technology!rich!learning!environments,!according!to!Luckin.!!
Methodology/research%design:%The!uptake!and!use!of!digital!technologies!and!the!conditions!for!Technology!Enhanced!Learning!(TEL)!and!school!development!was!studied!in!the!research!project!Unos!Umeå,!a!joint!OneVtoVOne!(1:1)!research!project!between!Umeå!University!and!the!municipality!of!Umeå!in!Sweden.!How!students,!teachers!and!school!leaders!in!two!schools,!an!upperVsecondary!school!and!a!compulsory!school,!worked!with!laptops!in!practice!was!studied!using!surveys,!interviews,!and!observations.!In!this!study,!three!phases!of!the!research!project!were!presented.!This!paper!aims!to!provide!further!exploration!and!insight!into!the!school!leader!perspective!in!the!fourth!and!final!phase!of!the!project.!!
Expected%conclusions/Findings:!In!previous!findings,!school!leaders!saw!possibilities!in!increased!teacher!collaboration,!documenting!best!practice!and!following!up!students’!and!teachers’!work.!The!challenges!were!related!to!use,!technical!support!and!optionality.!The!expected!findings!for!the!fourth!phase!are!expected!to!be!in!line!with!these!findings.!However,!it!is!hoped!that!the!findings!will!offer!further!insight!into!how!the!school!leaders!have!continued!their!work!for!leading!and!promoting!the!uptake!and!use!of!digital!technologies!in!the!classroom.!
Relevance%for%Nordic%Educational%Research:!This!research!is!of!relevance!for!Nordic!education!research!from!both!a!theoretical!and!a!practical!perspective.!From!a!theoretical!perspective!the!use!of!the!Ecology!of!Resources!Model!has!proved!to!have!been!fruitful!for!capturing!and!illustrating!the!possibilities!and!challenges!related!to!the!uptake!and!use!of!digital!technologies.!In!this!paper,!the!model,!originally!applied!to!design,!will!be!further!developed.!From!a!practical!perspective,!this!paper!will!provide!researchVbased!information!and!recommendations!regarding!how!school!leaders!lead!for!the!uptake!and!use!of!digital!technologies.!These!findings!are!expected!to!have!relevance!for!Nordic!educational!research!in!that,!these!findings!will!contribute!to!insights!regarding!school!leaders’!leadership!for!the!uptake!and!use!of!digital!technologies!in!similar!contexts.!!!
[596]%TEACHING%AND%LEARNING%WITH%MOBILE`ASSISTED%SEAMLESS%LEARNING%ACTIVITIES%IN%HIGHER%DISTANCE%EDUCATION Lisbeth!Amhag1 1Malmö$University,$Malmö,$Sweden! Research%topic/Aim:%Research!on!mobile!teaching!and!learning!in!higher!distance!education!is!a!growing!area.!This!media!development!has!also!expanded!spaces!and!opportunities!for!mobile!teaching!and!learning,!observation!and!documentation,!and!participation!and!creativeness.!However,!it!is!important!with!empirical!evidence!how!this!teaching!and!learning!are!enhancing!students’!collaboration.!The!present!study!aimed!to!illustrate,!compare,!and!analyse!two!conditions!in!higher!distance!education!with!mobileVassisted!seamless!learning!(MSL)!activities!via!laptops,!tablets,!and!smartphones,!and!what!significance!these!factors!have!for!students!learning!in!a!more!digitalised!form!of!higher!distance!education.!The!following!questions!were!addressed:!
• What! is! the! importance! of! application! of! digital! devices! for! students’! collaborative!learning!by!using!mobile!F2F!webinars!with!textVbased!chat!and!teacherVrecorded!flipped!classroom!videos?!
• What!views!do!students’!in!using!MSL!activities!in!higher!distance!education?!
Theoretical%frameworks:!Theoretically,!the!present!study!brings!together!the!research!tradition!of!CSCL!and!the!concept!of!MSL.!Both!theories!are!based!on!the!principle!that!it!is!not!possible!to!understand!learning!only!from!individual!actions.!Methodically,!two!concepts!are!used.!First,!Wengers!(1998)!definition!of!sociocultural!theory!divided!into!four!components:!1)!meaning!is!learning!as!experiences,!2)!practice!is!learning!as!doing,!3)!community!is!learning!as!belonging,!and!4)!identity!is!learning!as!becoming.!Second,!the!concept!of!MSL!by!Kuh!(1996)!and!the!six!dimensions!by!Wong!and!Looi!(2011)!in!their!designs!of!actual!learning:!1)!formal!and!informal!learning,!2)!personal!and!social!learning,!3)!learning!across!time,!4)!learning!across!locations,!5)!ubiquitous!knowledge!access,!and!6)!physical!and!digital!spaces.!A!key!component!of!this!idea!is!that!each!student!is!using!a!personal!device!as!a!mediator.!!
Methodology/research%design:%Two!conditions!are!compared,!a)!faceVtoVface!(F2F)!online!webinars!(webVbased!seminars!or!conferencing)!and!textual!realVtime!chat!communications,!b)!the!elements!of!part!a,!but!complemented!by!teacherVrecorded!flipped!classroomVvideos!(preVlectures)!before!the!F2F!online!webinars.!Data!collection!consists!of!observations!of!22!recorded!F2F!online!webinars!among!40!vocational!student!teachers!divided!into!groups!of!18!and!22!participants,!and!12!interviews!(six!from!each!group,!including!both!women!and!men)!about!their!views!of!the!MSL!activities,!as!well!as!two!course!evaluations.!
Expected%conclusions/Findings:!The!results!raise!some!challenges!and!implications!presented!by!using!digital!devices!to!embrace!opportunities!across!different!contexts!for!collaboration!and!for!creation!of!ubiquitous!knowledge!access!in!the!form!of!online!webinars!and!flipped!recordings.!In!terms!of!eClearning!the!mobile!technology!posed!challenges!when!the!eVmeeting!system!had!a!problematic!mobile!connection,!and!teachers!were!unfamiliar!with!the!online!system!and!how!to!support!the!students.!In!terms!of!mClearning!through!portable!digital!devices!F2F,!shows!the!importance!of!promoting!students’!collaborative!learning!anytime!and!anywhere!and!easily!switch!learning!contexts!to!another.!In!terms!of!uClearning!shows!the!prominence!of!ubiquitous!mobile!
technology!supporting!students’!mediated!meaning!and!learning!within!course!documents,!flipped!recordings!before!the!F2F!webinars,!and!the!recordings!of!the!webinars!were!available.!!
Relevance%for%Nordic%Educational%Research:!With!further!research,!these!terms!will!have!the!potential!to!become!a!designVbased!research!model!for!MSL!in!higher!distance!education.!
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[602]%USE%OF%LEARNING%PLATFORMS% Ane!Qvortrup1 ,!Camilla!Kølsen2 ,!Jens!Jørgen!Hansen3 ,!Lone!DirckinckVHolmfeld4 ,!Morten!Misfeldt5 1University$of$Southern$Denmark,$Odense,$Denmark!2Alexandra$Institute,$Aarhus,$Denmark!3Institute$of$Design$and$Communication,$University$of$Southern$Denmark,$Kolding,$Denmark!4Department$of$Communication$and$Psychology,$Aalborg,$Denmark!5Aalborg$Universitet$,$København,$Denmark! Research%topic/Aim:%For!a!number!of!years,!digital!learning!environments!and!communication!platforms!have!been!an!incorporated!part!of!the!work!in!schools!(Dumont,!Istance,!Benavides!&!OECD!2010;!EVA!2009).!However!as!part!of!the!recently!signed!agreement!for!the!Danish!user!portal!initiative!(KL!2015),!since!summer!2016!every!municipality!is!required!to!buy!and!use!a!digital!learning!platform!to!support!teachers’!and!students’!work.!We!have!lots!of!knowledge!about!digitalisation!and!use!of!learning!platforms!(cf.!e.g.!Drotner,!Duus!&!Erstad!2009;!Johnson,!Adams!Becker,!Estrada,!Freeman,!Kampylis,!Vourikari!&!Punie,!2014;!Misfeldt!2016),!but!solid!knowledge!about!the!use!of!learning!platforms!and!their!influence!upon!teaching!and!school!contexts!is!missing.!This!symposium!addresses!this!knowledge!gap!focusing!on!technological,!didactical!and!teaching!and!school!cultural!aspects!of!the!work!with!learning!platforms.!!
Theoretical%frameworks:!!The!symposium!collects!presentation!of!empirical!papers!that!addresses!the!use!of!learning!platforms!in!a!Danish!context.!!
Methodology/research%design:%The!methodology!connects!local!interventions!developed!using!a!Future!Workshop!approach,!with!a!global!change!theory!that!focuses!on!didactical,!technological!and!organizational!aspects!of!the!change!theory.!The!global!change!theory!is!localized!at!each!school!and!conclusions!are!build!on!the!relation!between!local!and!global!change!theories.!
Expected%conclusions/Findings:!The!focus!of!attention!is!particularly!the!school!principals’,!the!teachers’!and!the!students’!importance!to,!influence!on!and!experience!of!the!work.!It!is!wellVknown!and!generally!accepted!that!on!one!hand!the!user!is!affected!by!the!learning!platforms!and!their!design!and!possibilities.!On!the!other!hand!he/she!always!transcends!the!intentions!of!the!design!(Rabardel!og!Baumand,!2003).!A!continuous!reVdidactisation!occurs!(Hansen!2010).!The!aim!of!the!symposium!is!to!accumulate!knowledge!about!the!learning!platforms’!impact!on!educational!practices!and!to!start!developing!a!language!for!the!use!of!learning!platforms!in!schools!and!teaching.!!
Relevance%for%Nordic%Educational%Research:!Most!of!the!papers!are!related!to!an!ongoing!project!working!with!16!schools!in!Denmark,!developing!and!investigating!uses!of!learning!platforms.!However!the!framework!and!results!are!relevant!for!Nordic!Educational!Research,!as!!the!use!of!learning!platforms!is!an!area!undergoing!considerable!changes.!!
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Paper%1:%Thinking%about%organizational%change!Camilla!Kølsen,!Ane!Qvortrup,!Stefan!Graf,!Anne!Bøgh,!Laura!Nielsen!
Research%topic/Aim:%It!is!assumed!that!reasons!for!change!are!connected!to!various!strategies!for!change!in!the!school!(Thompson,!2010).!The!aim!of!this!paper!is!to!analyse!and!discuss!reasons!and!strategies!for!change!and!thus!make!the!change!processes!of!school!development!more!explicit!and!debatable!in!order!to!facilitate,!lead!and!sustain!intentional!change!and!development.!This!is!even!more!important!in!the!face!of!the!change!that!the!digitization!of!learning!processes!and!school!work!is!supposedly!bringing!about.!The!challenge!is!that!school!change!can!be!elusive!in!practice!(Thompson,!2010)!which!may!be!connected!to!the!fact!that!change!often!is!channeled!through!projects,!and!strategic!change!through!projects!is!difficult!and!elusive!(Ward!&!Daniels,!2012).!
Theoretical%frameworks:!This!paper!takes!point!of!departure!in!the!theoretical!field!of!school!development!understood!in!the!broad!sense,!e.g.!as!whole$school$change!(Thompson,!2010)!and!comprehensive$school$reform!(Aladjem!&!Borman,!2012).!This!open!approach!may!include!concepts!such!as!‘improvement!capacity!(Blossing,!Nyen,!Söderström!&!Tønder,!2015),!‘social!capital’!(Hargreaves!&!Fullan,!2013),!‘school!leadership’!(Robinson!et!al.!2009)!and!the!duality!of!‘school!improvement’!and!‘school!effectiveness’!which!is!often!discovered!at!the!heart!of!different!approaches!and!strategies.!!
This!means!that!both!instrumental!and!institutional!perspectives!on!school!organisations!are!included!in!the!paper!with!the!intention!of!finding!a!common!middle!ground!that!can!sustain!both!perspectives!in!practice.!This!approach!on!the!organizational!level!is!also!mirrored!in!the!double!lens!of!both!goal!and!means!strategies!in!the!actual!developmental!work!in!the!schools!(Blossing,!Nyen,!Söderström!&!Tønder,!2015).!!
Methodology/research%design:%The!paper!collects!presentations!of!empirical!work!done!in!the!Danish!context,!which!includes!but!is!not!limited!to,!papers!related!to!the!organizational!part!of!ongoing!school!development!projects!with!the!focus!of!digital!learning!platforms.!The!design!is!to!focus!both!on!rich!cases,!and!to!focus!on!more!typological!models!for!describing!and!explicating!strategies!for!change!processes!in!the!school.!The!unit!of!analysis!is!the!organizational!level!in!the!school!organization.!
Expected%conclusions/Findings:!The!expected!benefit!of!the!paper!will!be!empirical!driven,!further!development!of!existing!and!new!models!of!organizational!change!targeted!at!strategic!organizational!change!in!the!school.!This!will!not!be!any!strategic!change,!since!the!scope!of!the!symposium!is!limited!to!strategic!change!such!as!digitization,!digital!literacy,!technology!in!learning,!and!learning!platforms.!
Relevance%for%Nordic%Educational%Research:!The!relevance!is!in!the!transferring!of!international!experiences!and!theories!to!the!Nordic!context!and!thus!relating!the!international!field!to!Nordic!fields!such!as!Lundgren’s!‘frame!factor!theory’!(Lundgren!1984)!that!can!be!seen!as!a!theory!of!change!as!well!as!a!theory!for!describing!the!learning!situation.!!
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Paper%2:%Participatory%design%as%an%approach%to%facilitate%the%use%%and%integration%of%web%2.0%learning%platforms%%in%Danish%Schools.!Lone!DirckinckVHolmfeld*!&!Linett!Ræbild**!*,!**!Department!of!Communication!and!Psychology,!Aalborg!University!
Research%topic/Aim:%This!paper!is!going!to!research!!the!development!of!participatory!design!methods!as!an!approach!to!facilitate!the!use!of!and!integration!of!web!2.0!learning!platforms!!in!18!Danish!Schools.!Moreover,!it!will!investigate!how!these!platforms!mediate!the!teachers!practice!and!pupils!learning.!The!research!is!based!on!the!big!scale!project!on!learning!platforms!2.0!in!the!Danish!Schools!(Misfeldt!et.!al,!2016).!
Theoretical%frameworks:!The!overall!theoretical!framework!is!a!socioVcultural!drawing!on!inspirations!from!experiential!learning!(Dewey,!2012),!a!social!theory!of!learning!(Wenger,!1998)!and!an!activity!theoretical!reconceptualization!of!expansive!learning!!(Engeström,!2001).!The!following!concepts!will!be!in!focus:!learning!goals!and!signs!of!learning;!reification!and!participation,!and!contradictions!and!tensions!as!point!of!departure!for!the!design.!
Methodology/research%design:%The!project!is!based!on!the!development!of!local!design!projects!in!18!demonstration!schools,!where!teams!of!teachers!will!explore!the!use!of!the!learning!platforms!in!order!to!enhance!pupils!learning.!To!support!the!teachers!design!process!we!have!developed!a!methodological!approach!combining!elements!from!the!method!of!Future!Workshops!(Jungk!&!Müllert,!1984),!design!interventions!based!on!inspirations!from!design!thinking!!(Cross,!2011)!and!analysis!of!these!workshops!identifying!tensions!and!contradictions!as!point!of!departure!for!the!design!(Engeström,!2001)!.!!
Expected%conclusions/Findings:!We!expect!to!be!able!to!demonstrate!how!the!participatory!design!approach:!
• is!effective!in!order!to!get!a!situated!insight!into!the!teachers!practice!and!to!be!able!to!understand!the!dynamics!of!reification!and!participation,!!
• to!provide!an!efficient!method!for!the!teachers’!appropriation!of!the!learning!platform!in!the!service!of!further!developing!their!pedagogical!approaches!and!practices.!!
• to!demonstrate!that!expansive!learning!contributes!further!to!the!coVdevelopment!of!a!“platform!pedagogy”!which!goes!beyond!the!current!limitations!of!thinking.!
• to!demonstrate!that!the!expansive!learning!approach!can!be!used!as!a!communicative!tool!(boundary!object)!for!researchers!to!maintain!a!synergy!between!the!participants’!ideas,!their!expert!knowledge!and!the!design!experiments.!
Relevance%for%Nordic%Educational%Research:!The!focus!on!the!material!conditions!for!education,!pedagogy!and!learning!is!central!to!educational!research!as!the!area!is!undergoing!considerable!changes.!This!paper!will!contribute!to!the!development!of!!participatory!design!methodologies!–!which!are!new!to!the!educational!research!area!as!well!as!contributes!to!the!further!development!of!design!research.!!
References!
Cross,!N.!(2011).!Design$Thinking:$Understanding$How$Designers$Think$and$Work.!Oxford ;!New!York:!Bloomsbury!Academic.!
Dewey,!J.!(2012).!Barnet!og!læreplanen.!In!K.!Illeris!(Ed.),!49$tekster$om$læring.!København:!Samfundslitteratur.!
Engeström,!Y.!(2001).!Expansive!Learning!at!Work:!Toward!an!activity!theoretical!reconceptualization.!Journal$of$Education$and$Work,!14(1),!133–156.!https://doi.org/10.1080/13639080020028747!
Jungk,!R.,!&!Müllert,!N.!R.!(1984).!Håndbog$i$fremtidsværksteder.!Kbh.:!Politisk!revy.!
Wenger,!E.!(1998).!Communities$of$practice :$Learning,$meaning$and$identity.!Cambridge:!Cambridge!University!Press.!
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Paper%3:%Mapping%situations%in%implementing%learning%platforms%Andreas!Lindenskov!Tamborg,!Benjamin!Brink!Allsopp,!Morten!Misfeldt%
Research%topic/aim:%The!organisation!Local!Government!Denmark!(KL)!requires!all!Danish!municipalities!to!begin!purchasing!and!implementing!learning!platforms!in!their!state!primary!schools!(folkeskolen)!by!2016.!Learning!platforms!are!digital!systems!intended!to!support!teachers!and!students'!work!with!student!learning.!In!this!context!it!is!important!to!understand!preliminary!experiences!so!as!to!support!majority!of!schools.!This!is!a!complex!object!of!study!as!it!involves!many!areas!of!implementation!with!multiple!stakeholders!and!organizations!as!well!as!a!number!of!different!platforms.!The!aim!of!this!paper!is!to!map!recurring!situation!in!the!implementation!of!learning!platforms.!Specifically,!we!want!to!map!relations/interactions!between!stakeholders,!logics!and!roles.%
Theoretical%framework:%In!our!paper!we!draw!on!Nielsen’s!(2012)!concept!of!dynamic!stabilities!or!logics.!These!are!ways!of!seeing!the!world!that!effect!the!way!people!act!and!can!be!difficult!for!others!to!change!because!they!reflect!what!is!considered!to!be!urgent!by!holders.!We!use!this!concept!to!identify!regularities!in!the!ways!stakeholders!engage!in!the!implementation!of!learning!platforms.%
Methodology/research%design:%Our!research!is!inspired!by!Adel!Clarke's!(2009)!Situational!Analysis!and!draws!on!interviews!of!relevant!parties!such!as!school!leaders,!teachers!and!ICT!supervisors.!However,!where!Clarke!defines!a!number!of!types!of!maps!to!use,!we!apply!Arcform!maps!(Allsopp!2013)!to!support!more!complex!interactions!between,!stakeholders,!roles!and!logics.%
Expected%conclusions/findings:%We!expect!to!identify!tensions!on!actors,!especially!teachers!due!to!multiple!logics!requiring!them!to!fill!different!conflicting!roles.%
Relevance%for%Nordic%education%research:%The!Danish!nation!wide!project!reflects!Nordic!ambitions!of!digitally!supporting!learning.%
References%
Allsopp,!B.!B.!(2013).!Introducing$Arc$Form:$Designing$a$satisfactory$highly$nonClinear$
alternative$to$texts$for$generalCpurpose$idea$development.!PhD!dissertation.!Kbh:!Aarhus!Universitet,!Institut!for!Uddannelse!og!Pædagogik.!
!Clarke,!A.E.!et.!Al.!(2009):!“Developing!Grounded!Theory!–!The!Second!Generation”.!In:!Morse,!J.M!Stern,!P.N.!Corbin.!J,!B.!Bower,!B.s,!Charmaz,!K.!&!Clarke,!A.E.!(Eds.),!Developing$grounded$theory:$The$second$generation.!Walnut!Creek:!Left!Coast!Press!
!Nielsen,!L.!T.!(2012):!Teamsamarbejdets$Dynamiske$Stabilitet.$En$Kulturhistorisk$Analyse$Af$
Læreres$Læring$i$Team.$Ph.d.Cafhandling,!Aarhus:!Aarhus!Universitet!
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Paper%4:%Educational%affordance%of%learning%platforms%–%towards%an%evaluation%model%for%analyzing%pedagogical%use%of%learning%platform%technology!
Jens!Jørgen!Hansen,!University!of!Southern!Denmark!([email protected])!
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Learning!platform!is!a!new!emerging!educational!technology!that!can!support!and!has!potential!to!influence!the!way!schools!organise!and!develop!learning!environment,!how!teachers!teach,!corporate!and!evaluate!and!how!students!learn.!The!overall!question!is,!whether!the!use!of!learning!platforms!demands!a!new!pedagogic!(læringsplatformsdidaktik)?!The!specific!aim!of!this!study!is!twofold:!1)!developing!an!understanding!of!learning!platform!as!a!tool!for!teaching,!learning!and!communication.!This!is!a!classification!study!that!aims!at!supporting!teachers’!professional!language!on!learning!platform!and!reflection!on!the!pedagogical!use!(Churchill!2007;!Koschmann!1997;!Hansen!2010).!2)!Analyzing!the!educational!affordance!of!learning!platforms!in!relation!to!teachers’!goals,!expertise!and!beliefs!(Churchill!&!Churchill,!2008,!Lauridsen!&!Hansen!2015;!Bærentsen!&!Trettvik!2002).!The!output!of!this!research!will!be!formulation!of!an!evaluation!model!for!analyzing!pedagogical!use!of!learning!platform!that!can!support!teachers!and!others!pedagogical!actors!in!understanding!and!evaluate!learning!platforms!potential!as!a!tool!for!learning!(Flag!2013,!Hansen!2009).!!
The!theoretical!framework!of!study!the!affordance!on!using!learning!platform!is!based!on!activity!theory!(Leontjev!1978).!The!affordance!of!learning!platform!is!seen!in!relation!to!different!actors!activities!that!can!be!analysed!on!three!levels:!motive,!actions!and!operations.!Affordance!is!therefore!not!an!inherent!property!of!the!technology!but!properties!in!relation!to!these!three!levels!of!activity.!The!pedagogical!use!is!characterized!by!the!teachers’!interpretation!of!the!design!of!the!learning!platform.!The!design!of!the!learning!platform!mirrors!an!educational!designers!motives!and!educational!choices!in!relation!to!organizing!of!goals,!content!and!activities!based!on!a!certain!understanding!of!teaching!and!learning!a!subject.!The!task!and!challenge!of!the!teacher/teacher!team!is!to!adapt!and/or!supplement!the!educational!choices!of!the!learning!platform!in!relation!to!the!teacher’s!own!specific!intention!of!using!the!learning!platform!as!a!didactical!tool!in!activities!of!didactical!planning!and!practice.!The!use!of!a!learning!platform!is!subject!to!processes!and!strategies!of!redesigning!and!organizing!learning!processes!on!behalf!on!teachers!pedagogical!goals,!expertise!and!beliefs!and!result!in!different!types!of!learning!design!(Dohn!&!Hansen!2015).!Understanding!of!the!affordance!of!learning!platform!is!analysed!in!relation!to!teachers!didactical!competences!in!
choosing,!planning,!using,!evaluating!and!critical!discuss!the!potential!and!use!of!learning!platform!(Hansen!2010).!!!
The!study!is!based!on!empirical!data!collected!in!the!project!initiated!by!the!Danish!ministry!for!Children,!Education!and!gender!equality:!“Læringsplatforme!og!digitale!læremidler”!(2016V17).!
The!study!is!aiming!at!three!findings:!1)!developing!a!theory!on!learning!platforms!as!educational!technology!2)!empirical!documentation!of!the!affordance!of!learning!platforms!3)!developing!an!evaluation!model,!that!can!support!teachers!and!other!pedagogical!actors!to!evaluate!the!affordances!of!the!pedagogical!use!of!learning!platforms.!
This!study!of!the!affordance!of!learning!platform!is!relevant!because!learning!platform!is!a!new!educational!technology!that!both!challenge!and!support!change!of!existing!educational!practice!in!schools.!The!study!will!contribute!to!the!question!on!whether!the!use!of!learning!platforms!demands!a!new!pedagogic!(læringsplatformsdidaktik)!and!what!role!learning!platform!has!for!supporting!educational!aims!and!engaging!students!in!learning!activities.!
Paper%5:%Digital%learning%platforms%and%development%of%professional%teachers’%key%competences%
By:!Lars!Birch!Andreasen,!Aalborg!University,!Denmark!&!Rene!B!Christiansen,!University!College!Zealand,!Denmark!
Research%topic/aim:!During!the!past!10V15!years!international!experiences!with!digitization!and!use!of!digital!platforms!in!the!educational!system!have!been!examined.!However!the!knowledge!of!how!the!use!of!digital!learning!platforms!in!teaching!and!learning!transform!the!practices!in!schools!is!scarce.!This!paper!is!a!result!of!research!and!development!work!as!part!of!the!project!“Using!Digital!Learning!Platforms!and!Learning!Resources”!supported!by!the!The!Danish!Ministry!for!Children,!Education!and!Gender!Equality!and!The!National!Agency!for!It!and!Learning.!
Theoretical%framework:%The!empirical!material!that!forms!the!basis!of!this!paper!stems!from!working!with!a!group!of!teachers!in!a!primary!school!in!Denmark.!The!teachers!have!participated!in!a!future!workshop!and!a!design!workshop!and!thereby!developed!and!launched!design!experiments!(Brown!1992)!that!we!follow!closely.!The!material!is!analyzed!based!on!current!research!on!the!development!of!teachers’!competences!and!professional!teacher!work,!e.g.!DarlingVHammond!&!Bransford!(2005),!who!focus!on!teachers’!learning!in!and!from!practice,!and!who!analytically!highlight!as!well!the!content$of!teaching,!the!learning!process$and!the!context$of!learning.!A!systematic!literature!review!(Nordenbo!et!al.!2008)!have!outlined!three!key!competences!for!teachers:!(1)!Entering!into!a!social!relation!in!respect!of!the!individual!pupil.!(2)!Directing!the!teaching!work!of!the!class!and!gradually!ceding!responsibility!of!establishing!and!maintaining!the!rules!to!the!pupils.!(3)!Possessing!competence!in!the!general!teachingVlearning!process!and!in!the!individual!subjects!taught.!Along!these!central!areas,!preliminary!research!questions!are:!
V When$teachers$integrate$parts$of$their$teaching$work$practices$into$a$digital$learning$
platform,$what$transformations$can$be$seen?$$
V How$do$teachers$discuss$and$view$these$transformations?$$
Expected%conclusions/findings/relevance:!The!project!is!in!its!starting!phase!but!we!expect!to!be!able!to!come!close!to!teachers’!discussions,!experiences!and!forecasts!regarding!teacher!work!carried!out!via!digital!learning!platforms.!The!idea!of!using!data!derived!from!digital!platforms!and!dashboards!for!improving!teaching!and!learning!in!schools!is!expanding,!and!a!relevant!question!will!
be!what!kind!of!data!will!be!available!and!to!whom?!As!part!of!the!national!initiative!mentioned!above!all!Danish!primary!schools!has!to!implement!a!digital!learning!platform!by!2017.!It!is!essential!that!this!initiative!is!followed!closely,!as!the!transformations!that!will!take!place!in!the!practices!of!teachers’!everyday!life!in!schools!are!of!key!interest!for!the!research!on!understanding!professional!teacher!work!and!the!development!of!teacher!competences.!
References!
Brown,!A.!L.!1992.!Design!experiments:!Theoretical!and!methodological!challenges!in!creating!complex!interventions!in!classroom!settings.!Journal$of$the$Learning$Sciences,$2(22),!141V178.!
DarlingVHammond,!L.!!&!Bransford,!J.!2005.!Preparing$Teachers$for$a$Changing$World:$What$teachers$
should$learn$and$be$able$to$do.!San!Francisco:!JosseyVBass.!
Nordenbo,!S.!E.!et!al.!2008.!Teacher$competences$and$pupil$achievement$in$preCschool$and$school.!Danish!Clearinghouse!for!Educational!Research.!
Paper%6:%Digital%Learning%Platforms%and%Professional%Capital%in%Danish%Public%Schools!
By:!Thomas!R.S.!Albrechtsen,!Eva!D.!Christensen,!Rikke!C.!Denning,!Peter!Holmboe!&!Steen!J.!Møller!(University!College!South,!Denmark)!
!It!is!well!known!that!when!new!technology!is!implemented!in!organizations!it!will!be!interdependent!of!other!things!like!the!structure,!actors!and!task!of!the!organization!how!successful!the!implementation!will!be!(Leavitt,!1964).!This!is!also!the!case!for!public!schools!when!new!digital!technology!is!implemented!where!there!can!be!big!differences!between!expectations!and!experiences!(Elstad,!2016).!In!our!research!and!development!project!Use$of$Digital$Learning$Platforms$and$Learning$Materials$(Danish:!Anvendelse$af$læringsplatforme$og$læremidler)$we!are!looking!at!Danish!public!school!teachers’!expectations!and!experiences!of!a!nationwide!implementation!of!digital!learning!platforms!using!future!workshops!as!a!method!(Jungk!&!Müllert,!1996).!In!our!discussion!of!the!results!from!these!future!workshops!we!will!look!at!the!importance!of!the!importance!of!the!professional!capital!of!the!particular!schools!(Hargreaves!&!Fullan,!2012).!In!other!words,!we!want!to!discuss!how!the!combination!of!the!human,!social!and!decisional!capital!of!the!schools!affect!the!teachers’!pedagogical!use!of!the!new!digital!learning!platforms.!!!
References%
Elstad,!E.!Ed.!(2016).!Digital$Expectations$and$Experiences$in$Education.$New!York:!Sense!Publishers.!
Hargreaves,!A.!&!Fullan,!M.!(2012).!Professional$Capital.$New!York:!Routledge.!
Jungk,!R.!&!Müllert,!N.!(1996)!Future$Workshops:$How$to$Create$Desirable$Futures.$Institute!for!Social!Inventions.!
Leavitt,!H.!J.!(1964)!‘Applied!organizational!change!in!industry:!structural,!technical!and!
human!approaches’.!In!W.!W.!Cooper,!H.!J.!Leavitt!and!M.!W.!Shelly!(eds),!New!
Perspectives$in$Organization$Research.!New!York:!Wiley.!
Paper%7:%Sharing%Design%Knowledge%among%teachers%and%researchers%working%with%Learning%Management%Systems%!
Karsten!Gynther!&!Rasmus!Leth!Vergmann!Jørnø!!
Based!on!Yishay!Mor’s!(2013)!framework!for!communicating!design!knowledge,!this!article!examines!the!development!of!didactical!designs!to!be!used!in!Learning!Management!Systems!in!danish!public!schools.!In!the!growing!field!of!designs!for!learning!there!is!an!urgent!need!for!developing!a!vocabulary!and!procedures!for!operationalizing!learning!designs.!A!shared!approach!would!provide!the!community!means!of!translating!practices!into!learning!designs,!a!language!in!which!to!clarify!their!scientific!validity,!and!facilitate!the!spread!of!design!knowledge!among!practitioners.!The!article!is!based!on!data!collected!in!a!large!study!conducted!at!x!schools!in!Denmark.!Specifically,!the!research!is!conducted!in!relation!to!a!national!strategy!of!implementing!Learning!Management!Systems!(LMS)!throughout!the!school!system.!We!engage!with!a!particular!requirement!that!all!LMS!are!equipped!with!a!pedagogical!planning!functionality!called!‘forløbsbyggeren,’!that!allows!for!didactical!planning!and!design!of!courses!(Conole,!2013).!Through!designVbased!research!interventions!teachers!at!participating!schools!develop!“design!narratives.”!These!form!the!basis!for!various!didactical!designs!(Laurillard,!2012)!that!are!implemented!at!the!schools!and!evaluated!in!terms!of!how!they!bring!novel!possibilities!into!the!teaching!practice.!Concurrently!these!designs!are!articulated!by!the!designteams!as!“design!patterns”!and!ultimately!as!“design!scenarios,”!in!order!to!determine!their!suitability!for!communicating!learning!design!knowledge,!establish!a!rigorous!scientific!discourse!in!the!field,!satisfy!the!need!for!pragmatic!applicability!among!practitioners,!and!augment!our!general!ability!to!innovate!in!the!field.!Importantly!a!critical!perspective!is!maintained!as!to!whether!or!not!other!formats!for!capturing!the!designs!should!be!employed,!e.g.!protosketching!(Koskinen!et!al,!2009),!or!other!approaches!to!learning!designs!considered,!e.g.!prototypes!as!manifestation!of!design!ideas!(Lim,!Stolterman!&!Tenenberg,!2008).!!
References: $
Conole,!G.!(2013).!Design$for$Learning$in$an$Open$World.!Springer. Koskinen,!I.,!Mikkonen,!J.,!Eckoldt,!K.,!Hännien,!R.,!Jiang,!J.,!Schultz,!B.,!Battarbee,!&!K.!Fulton!Suri,!J.!(2009)!Protosketching:!Sketching!in!Experience!Prototyping.!CHI$2009,$April$4C9,$Boston,$MA,$USA.!2009!ACM Laurillard,!D!.!(2010).!Teaching$as$a$Design$Science.!Routledge. Lim,!Y.,!Stolterman,!E.!&!Tenenberg,!J.!(2008).!The!Anatomy!of!Prototypes:!Prototypes!as!Filters,!Prototypes!as!Manifestations!of!Design!Ideas.!ACM$
Transactions$o!n$ComputerCHuman$Interaction,!15(2),!art.!7. Mor,!Y.!(2013).!SNaP!!ReVusing,!sharing!and!communicating!designs!and!design!knowledge!using!scenarios,!narratives!and!patterns.!In:!Luckin,!Rosemary;!Puntambekar,!Sadhana;!Goodyear,!Peter;!Grabowski,!Barbara!L.;!Underwood,!Joshua!and!Winters,!Niall!eds.!Handbook$of$Design$in$Educational$Technology.$London,!UK:!Routledge,!pp.!189–200.!http://oro.open.ac.uk/33861/1/SNaPVORO.pdf!$
$
Paper%8:%How%does%the%teacher's%content%knowledge%influence%his%or%her%usage%of%the%learning%platform?%AnneVMette!Nortvig!og!Madeleine!Rygner!Holm$
One!of!the!main!functions!in!the!learning!platform!is!visualizing!the!teacher’s!lesson!plan!by!giving!them!a!digital!overview!of!learning!goals,!activities,!assignments,!evaluation.!To!create!a!digital!
lesson!plan!in!the!learning!platform,!the!teacher!must!be!specific!about!the!structure!of!the!course,!and!that!requires!a!high!degree!of!professional!competence!both!within!the!pedagogical!and!the!content!knowledge!field.!
However,!due!to!pedagogic!and!other!practical!reasons,!not!all!teachers!possess!a!high!level!of!content!knowledge!because!many!of!them!are!teaching!subjects!aside!from!the!ones!that!they!are!educated!to!teach.!They!have!a!lot!of!teaching!experience!and!might!be!skilled!pedagogues,!and!it!is!on!this!ground!they!build!their!lesson!plans.!Thus,!this!paper!wishes!to!address!the!relationship!between!the!teacher’s!content!knowledge!and!the!use!of!the!digital!lesson!plan!function!within!the!learning!platform.!
The!empirical!material!for!the!investigations!stems!from!future!workshops,!design!workshops!and!experiments!at!a!school!that!has!just!started/has!used!the!learning!platform!for!some!time,!and!the!data!are!analysed!with!a!theoretical!point!of!departure!found!in!Mishra!and!Koehler’s!(2006)!TPACK!model.!This!is!chosen!to!generate!a!deeper!understanding!of!the!different!competences!within!the!teacher’s!professionalism!and!the!relationship!between!them.!The!model!makes!it!possible!to!describe!how!teachers’!competences!variate!and!will!not!always!spread!out!equally!between!the!categories!of!knowledge!in!the!TPACK!model.!At!the!same!time!the!model!enhances!the!technology!as!a!leading!dimension!in!an!effective!pedagogical!practice.!In!order!to!analyse!the!teachers’!own!interpretation!of!their!role!when!using!the!learning!platform,!Goffman's!frame!analysis!and!in!Mead's!and!Blumer's!concepts!of!the!reflective!self!and!professional!roles!will!supplement!the!theoretical!analysis.!
The!paper!expects!to!present!findings!indicating!that!the!learning!platform!might!be!seen!as!an!obstacle!in!the!teacher's!lesson!planning!as!it!exposes!the!lack!of!content!knowledge!when!the!teachers!are!to!share!new!lesson!plans,!but!also!as!a!coVplayer!when!the!teacher!is!to!use!and!redesign!other!teachers'!designs.!
The!findings!presented!in!the!paper!is!relevant!for!Nordic!educational!research!in!that!it!addresses!a!present!challenge!for!teachers!to!use!a!learning!platform!in!the!school!system.!With!theory!and!the!empirical!material!gathered,!the!paper!enlightens!how!to!let!the!technology!become!a!coVplayer!in!the!teacher’s!process!of!designing!a!lesson!plan.!!!!!!!!!!
%
Paper%9:%Professional%practices:%Planning%lessons%with%learning%platforms%
Andreas!Lindenskov!Tamborg!&!Karina!Kiær!
Currently,!an!increased!number!of!technologies!are!becoming!available!that!support!teachers!in!planning!lessons!(Johnson,!Adams!Becker,!&!Hall,!2015),!and!though!there!is!evidence!that!technologies!can!influence!teachers!practice!(Gros!2016)!there!is!still!little!research!on!how!the!newly!implemented!learning!platforms!affect!the!decisions!made!by!teachers!when!they!plan!lessons!with!them.!By!drawing!on!interviews!of!teachers,!the!aim!of!this!paper!is!to!explore!which!decisions!that!are!made!by!teachers!when!they!plan!lessons,!how!these!decisions!are!related!to!the!interface!offered!by!the!specific!learning!platform,!and!with!which!consequences!for!teacher!professionalism.!To!answer!these!questions,!we!draw!on!the!notion!of!affordance!developed!by!Gibson!(Gibson1986,!Dohn!&!Hansen!2016)!and!on!the!concept!of!professional!capital!developed!by!Hargreaves!and!Fullan!
(Hargreaves!and!Fullan!2016).!Gibson!describes!affordances!as!the!relational!interaction!between!an!actor!and!his/her!surroundings!and!thus!as!the!complementarity!of!the!subject!and!the!environment!in!which!the!action!is!carried!out!(Gibson!1986:!129).!We!draw!on!this!the!notion!to!investigate!how!teachers’!decisions!when!planning!lessons!are!related!to!the!specific!affordances!offered!by!the!environment!in!the!learning!platform!that!are!being!used.!We!ask!what!is!being!used,!in!which!way!and!why?!What!is!afforded!in!the!learning!platform,!which!actions!does!the!learning!platform!afford!and!which!elements!in!the!learning!platform!make!it!possible?!!
Further!we!draw!on!Hargreaves!and!Fullan’s!concept!of!professional!capital!to!discuss!which!configurations!of!teacher!professionalism!that!emerge!in!teachers’!planning!with!learning!platforms.!According!to!Hargreaves!and!Fullan,!professional!capital!consists!of!a)!social!capital;!how!a!group!of!teachers!can!be!seen!as!a!powerful!source!when!collaborating!and!interacting!using!a!professional!language!b)!human!capital;!knowledge!and!skills,!the!individual!teacher!and!his!or!her!didactical/pedagogical!experiences!and!c)!decisional!capital;!understood!as!teachers’!ways!of!making!sound!decisions!(Hargreaves!&!Fullan,!2016).!We!use!these!three!dimensions!to!explore!and!discuss!which!conditions!for!social,!human!and!decision!capital!that!emerge!as!the!teachers!plan!lessons!with!the!platforms.!This!paper!thereby!sheds!light!on!how!the!learning!platforms!affects!decisions!made!by!teachers!as!they!plan!lessons!as!well!as!it!discuss!what!this!means!for!the!kind!of!teacher!professionalism!that!emerge.!!
References%!
Johnson,!L.,!Adams!Becker,!S.,!&!Hall,!C.!(2015).!2015$NMC$technology$outlook$for$Scandinavian$
schools:$A$Horizon$Project$regional$report.!Austin,!TX:!New!Media!Consortium.!
Dohn,!N.B.!&!Hansen,!J.!J.!(2016):!Didaktik,!design!og!digitalisering.!Samfundslitteratur!
Gibson,!J.J.!(1986):!The!Ecological!Approach!to!Visual!Perception!
Hargreves,!A.!&!Fullan,!M.!(2016)!Professionel!kapital.!Forandring!af!undervisning!på!alle!skoler.!Forlaget!Dafolo.!
Gros,!B.!(January!01,!2016).!The!Dialogue!Between!Emerging!Pedagogies!and!Emerging!Technologies.!In!Gros,!B.,!In!Kinshuk,!.,!&!In!Maina,!M.!(2016).!The$future$of$ubiquitous$learning:$Learning$designs$for$emerging$pedagogies.!
[610]%SWEDISH%TEACHERS'%DIDACTICAL%DESIGN%FROM%STUDENTS'%PERSPECTIVE:%PERSPECTIVES%ON%DIGITAL%COMPETENCES%% Peter!Bergström1 ,!Eva!Mårell!Ohlsson2 1Umeå$University,$Applied$Educational$Science,$Umeå,$Sweden!2Umea$University,$Dept.$of$Applied$Educational$Sciences,$Umea,$Sweden!
Research%topic/Aim:%Based!on!students’!perspective,!the!aim!of!this!study!is!to!understand!teachers’!didactical!design!in!contemporary!oneVtoVone!computing!classroom!in!Sweden.!The!following!research!questions!were!formulated:!
1. How!do!teachers’!organise!students’!use!of!oneVtoVone!computing,!and!what!are!the!effects?!!
2. How!are!social!processes!constructed!in!the!oneVtoVone!computing!learning!environment!based!on!students’!experience!and!use?!
Theoretical%frameworks:!In!a!theoretically!informed!analysis,!we!applied!Bernstein’s!(2000)!concepts!for!symbolic!power!and!control:!classification!and!framing.!Bernstein’s!relative!concept!of!classification!indicates!the!symbolic!boarders!between!categories,!for!example!teachers!and!students.!The!concept!of!framing!indicates!the!locus!of!control,!or!who!controls!what.!The!concepts!of!classification!and!framing!is!relative,!either!strong!or!weak.!These!concepts!are!used!to!understand!how!teachers’!either!keep!symbolic!power!and!control,!or!shift!the!symbolic!power!and!control!towards!the!students!in!teaching!and!learning!situations.!
Methodology/research%design:%This!study!is!part!of!a!greater!project!about!the!digitalisation!of!compulsory!schools.!Based!on!results!from!the!bigger!project,!this!study!focused!on!a!mixed!group!of!students!in!compulsory!school!in!gradeV2,!gradeV6,!gradeV7!and!gradeV8!studying!mathematics,!arts!and!sports.!The!empirical!material!consists!of!four!classroom!observations,!11!focus!group!interviews!with!students!and!a!questionnaire.!The!focus!group!interviews!were!based!on!three!themes:!1)!students’!basic!digital!skills,!2)!teachers’!teaching,!and!3)!students’!learning.!During!the!interviews,!the!approach!of!stimulated!recall!(Haglund,!2003)!was!used!for!probing!students’!experiences!of!different!teaching!approaches!by!showing!the!focus!groups!photography’s!of!different!oneVtoVone!computing!practices.!The!focus!group!interviews!lasted!between!18!to!35!minutes.!!
Expected%conclusions/Findings:!Based!on!the!concepts!of!classification!and!framing,!three!themes!were!constructed!that!indicated!teachers!and!students!digital!competence.!The!first!theme!indicated!students’!basic!digital!skills.!This!theme!identified!for!what!and!how!often!the!most!common!activities!in!which!the!teachers’!ask!students!to!use!oneVtoVone!computing.!The!second!theme!indicated!a!piecework!approach,!which!highlighted!students’!use!of!oneVtoVone!computing!in$class!and!out$of$class.!In!class!use!indicated!a!formal!practice!based!on!the!teachers’!power!and!control,!while!the!out!of!class!use!indicated!practices!based!on!students’!power!and!control.!The!third!theme!indicated!the!symbolic!gesture!of!raising!ones!hand.!This!theme!indicated!diverse!aspects!how!the!teacher!either!held!or!dislocated!symbolic!control.!!
Relevance%for%Nordic%Educational%Research:!In!the!Nordic!countries,!digital!competence!is!either!already!introduced!or!on!its!way!to!be!introduced!in!the!national!steering!documents.!Few!studies!have!so!far!focused!on!understanding!students’!perspective!of!teachers’!didactical!design.!This!study!contributes!to!this!field!of!research!and!indicates!a!need!for!a!broader!understanding!of!the!concept!digital!competence!beyond!basic!digital!skills.!Among!other!things,!this!study!indicate!especially!how!oneVtoVone!computing!constructs!a!need!for!diverse!digital!competences!based!on!students’!use!of!oneVtoVone!computing!in$class!as!well!as!out$of$class.!
[611]%COMPETING%DISCOURSES%IN%VALUE`BASED%EDUCATION%RELATED%TO%DIGITALISATION Sören!Högberg1 ,!Eva!Hultin1 1Högskolan$Dalarna,$Falun,$Sweden! Research%topic/Aim:%The!aim!of!this!study!is!to!contribute!with!new!knowledge!on!discourses!regarding!valueVbased!education!related!to!digitalisation!(VBED)!in!teachers’!speech!and!pedagogical!work.!The!process!of!digitalisation!in!society!and!school!has!been!thorough!and!comprehensive!during!the!last!decades,!not!the!least!in!the!Nordic!countries,!where!the!density!of!computers!and!mobile!phones!is!rapidly!increasing.!Digital!resources!are!available!in!most!classrooms;!e.g.!more!than!96%!of!all!municipalities!in!Sweden!have!planned,!initiated!or!carried!out!investments!of!one!computer!per!child.!This!new!digital!situation!brings!new!conditions!into!educational!settings!in!general!as!well!as!in!valueVbased!education,!which!is!the!focus!in!this!study.!Thus,!the!term!digitalisation!in!VBED!refers!here!to!both!the!availability!to!digital!recourses!in!and!out!of!school!and!the!availability!to!a!webVbased!social!life.%
Theoretical%frameworks:!The!theoretical!framework!of!this!study!is!based!on!discourse!theory!anchored!in!the!postVstructuralist!tradition!emphasising!the!discursive!hegemonic!struggle!(Laclau!&!Mouffe,!2001).!!Discourse!theory!gives!us!an!understanding!of!teachers’!talks!and!pedagogical!work!as!specific!articulations!in!discursivecte;!it!also!provides!a!methodology!and!analytic!tools.!!
Methodology/research%design:%The!data!construction!consists!of!transcripts!from!two!focus!group!interviews!with!in!all!12!primary!school!teachers!and!field!notes!from!two!weeks!of!classroom!observations!of!three!classes!(one!in!first!grade!and!two!in!sixth!grade).!The!school!and!the!teachers!have!been!selected!as!they!have!conducted!a!school!developmental!project!aiming!at!finding!new!forms!for!VBED.!The!discourse!analysis!of!the!constructed!data!(the!transcripts!and!field!notes)!is!carried!out!in!two!steps:!Firstly,!we!used!three!analytical!foci!concerning!VBED:!1)!Discourses!on!reasons!(why)!2)!Discourses!on!the!content!(what),!and!3)!Discourses!on!approaches!(how).!The!three!foci!correspond!to!the!main!areas!in!teaching!described!in!general!didactics.!Secondly,!we!analyse!how!the!discourses!(analytically!discerned)!are!combined!and!simultaneously!actualised!in!the!different!pedagogical!situations.%
Expected%conclusions/Findings:!The!result!of!the!first!step!of!the!discourse!analysis!show!competing,!dominant!discourses!in!all!three!analytical!foci!of!the!VBED:!1)!Discourses!on!risks!respectively!potentials!related!to!digitalisation!(why!VBED);!2)!Discourses!on!areas!of!knowledge!respectively!values!and!ethical!abilities!(what!content!in!VBED);!3)!Discourses!on!contentVcentred!respectively!pupil!centred!approaches!(how!to!carry!out!VBED).!The!result!of!the!second!step!of!the!discourse!analysis!shows!eight!different!pedagogical!situations!where!the!analytically!discerned!discourses!are!actualized!and!combined!in!different!ways!and!with!different!consequences!for!VBED.!!
Relevance%for%Nordic%Educational%Research:!Thus,!the!study!contributes!with!new!knowledge!on!VBED,!which!also!creates!opportunities!to!initiate!discussions!on!different!consequences!of!valueVbased!education!in!a!digitalised!world.!How!schools!handle!the!fact!that!pupils!in!an!early!age,!especially!in!the!Nordic!countries,!increasingly!interact!in!digital!settings!is!still!very!much!an!unexplored!issue.!!
[632]%TEACHER%APPREHENSION%OF%ASSESSMENT%OF%MULTIMODAL%STUDENT%WORK Patrik!Hernwall1 ,!Eva!Insulander2 ,!Anna!Åkerfeldt3 ,!Lisa!Öhman4 1Department$of$Computer$and$Systems$Sciences,$Kista,$Sweden!2Department$of$Education,$Stockholm,$Sweden!3BarnC$Och$UngdomsC$Vetenskapliga$Institutionen$,$Stockholm,$Sweden!4Department$of$Teacher$Education$in$Sloyd$and$Visual$Arts,$Konstfack,$Stockholm,$Sweden! Research%topic/Aim:%Based!on!the!overall!interest!in!better!understanding!the!assessment!practices!of!teachers!in!relation!to!digital!media,!we!ask:!What!possibilities!and!what!obstacles!do!teacher!experience!in!the!assessment!of!multimodal!student!works!(combinations!of!i.e.!sound,!image,!text)?!
Theoretical%frameworks:%In!the!national!curriculum!(Skolverket,!2011)!the!expression!of!knowledge!as!multidimensional!is!accentuated,!and!thus!that!students!should!have!to!possibility!to!express!their!knowledges!and!capacities!in!many!different!ways.!With!access!to!digital!tools!in!the!school!context,!the!authority!of!the!written!text!is!challenged.!Consequently,!the!stretched!classroom!creates!new!challenges!in!the!teachers’!everyday!practice!of!organizing!and!realizing!the!teachingVlearning!practice,!and!in!consequence!the!assessment!of!knowledges!and!capacities!of!the!students.!(LantzVAndersson!&!Säljö,!2014;!Åkerfeldt,!2014)!!
Many!researchers!(Jewitt,!2003;!Kress,!2009;!Kress!&!Selander,!2012;!WyattVSmith!&!Cummings,!2003;!WyattVSmith!&!Kimber,!2009;!McLay!&!Mackey,!2009;!Erstad!2008)!stress!the!need!of!developing!tools!as!well!as!strategies!for!the!assessment!of!multimodal!texts,!supporting!dynamic!and!formative!assessments.!One!key!component!is!to!assess!student!achievements!not!solely!from!predefined!goals,!but!rather!to!extend!the!notion!of!what!assessment!is!and!could!be!in!making!it!more!democratic!(Johnson!&!Kress,!2003)!embracing!heterogenous!student!populations.!!
Methodology/research%design:%Group!interviews!with!12!teachers!from!two!FV9!Swedish!schools!(spring!2015).!Thematic!analysis.!
Expected%conclusions/Findings:%The!analysis!of!the!group!interviews!suggest!at!least!three!themes!of!interest:!!
1. Increased!possibility!for!teachers!to!follow!student!learning!processes!
2. Increased!possibility!for,!and!need!of,!joint!assessment!
3. Subject!content!and!subject!form!
Relevance%for%Nordic%Educational%Research:%Aasgaard!&!Lund!(2013)!argue!the!importance!of!observing!how!the!access!to!and!the!use!of–as!well!as!the!absence!of–digital!resources!influence!the!assessment!practices!of!the!teacher.!They!stress!that!traditional!ways!of!assessment!may!risk!both!the!implementation!as!well!as!the!use!of!digital!tools.!It!is!therefore!important!to!develop!forms!of!assessment!that!are!in!parallel!with!the!contemporary!information!society,!and!with!how!students!actually!study!and!learn!in!technology!supported!learning!activities.!Hence,!it!is!important!to!make!a!move!from!“what!is!possible!to!assess?”!to!“how!can!we!assess!the!knowledge!of!the!students?”.!!
[656]%FROM%PRIVATE%TO%PROFESSIONAL:%A%LONGITUDINAL%STUDY%OF%SNS%USE% Brita!Bjørkelo1 ,!Ingrid!Helleve2 ,!Aslaug!Grov!Almås3 1Norwegian$Police$University$College,$Oslo,$Norway!2University$of$Bergen,$Bergen,$Norway!3Western$Norway$University$of$Applied$Sciences,$Stord,$Norway! Research%topic/Aim:%We!live!in!an!ever!changing!world,!where!new!arenas!for!communication!and!social!interaction!take!place,!also!in!a!professional!setting.!Preservice!teachers!as!well!as!pupils!spend!a!lot!of!time!in!social!networking!sites!(SNS’s,!Helleve,!Almås,!&!Bjørkelo,!2013),!mostly!Facebook,!for!social!interaction!with!friends!and!family.!Simultaneously,!research!also!shows!that!preservice!teachers,!students!and!pupils!have!negative!SNS!experiences!(Helleve,!Almås,!&!Bjørkelo,!2013).!This!means!that!student!teachers!may!have!negative!experiences!from!communication!through!SNS’s!before!they!enter!teacher!education.!One!reason!for!teachers!to!pay!attention!to!their!own!moral!conduct!is!respect$for$the$other;!another!reason!is!being!a!role$model,!hoping!to!inspire!students!by!their!way!of!being.!How!teachers!act!in!the!classroom!reflects!value!priorities!(Colnerud,!2006).!Professional!interaction!with!pupils!through!social!media!is!potentially!complicated!and!challenging!for!teachers.!Referring!to!the!possible!link!between!personal!experiences!and!moral!behaviour,!the!aim!of!study!is!to!investigate!how!preservice!teachers!transcend!from!private!social!interaction!to!professional!SNS!use.!The!aim!of!the!study!is!to!investigates!if!and!how!preVservice!teachers!develop!a!connection!between!their!private!and!professional!experiences!trough!SNS!use!over!time.!
Theoretical%frameworks:!Theories!of!teachers!professional!development!are!based!on!the!assumption!that!personal!experiences!influences!professional!behaviour!(see!e.g.,!Loughran,!2006).!At!the!same!time,!teaching!as!a!profession!is!described!as!a!highly!moral!behaviour!(Biesta,!2007;!Bullough,!2011;!Fenstermacher,!2001;!Kelchtermans,!2009).!
Methodology/research%design:%This!study!was!conducted!over!three!periods!of!data!collection!between!2011!and!2013.!Approached!sample!at!Time!1!(T1)!were!preVservice!teachers!from!6!teacher!education!institutions!in!Norway.!Questionnaires!with!an!across!site!response!rate!of!80!per!cent!(N!=!475)!were!filled!out.!At!Time!2!(T2),!the!participants!that!in!T1!(n=166,!35!%)!gave!their!consent!to!be!approached!for!a!follow!up!were!contacted!by!SMS.!40!participants!(24!%)!responded!and!received!a!web!survey!follow!up!questionnaire!for!T2.!Of!these,!a!total!of!35!participants!(87.5!%)!participated.!14!(40!%)!consented!to!participate!in!Time!3!(50!%)!through!an!interview.!
Expected%conclusions/Findings:!Preliminary!findings!show!that!preservice!teachers!use!SNS!as!a!social!arena,!both!as!private!and!many,!as!students.!Further,!preservice!teachers!report!that!they!to!small!extent!perceive!a!connection!between!their!private!and!professional!role!when!it!comes!to!negative!experiences!in!SNS.!
Relevance%for%Nordic%Educational%Research:!Nationally,!as!well!as!internationally!teacher!education!is!criticized!for!lacking!relevance!to!the!reality!newly!qualified!teachers!(NQTs)!meet!in!school!(Korthagen!et!al.!2006;!Finne!et!al.!2014).!Newly!qualified!teachers!do!not!seem!to!be!well!prepared!for!the!ethical!aspects!of!teaching!(Flores!and!Day!2006;!Solbrekke!2008a)!and!the!uptake!of!ICT!in!teacher!education!is!also!slow!(Tømte!2015).!This!study!seeks!to!combine!the!two!fields!and!to!point!to!possible!implications!for!teacher!education!in!future.!
[670]%EDUCATING%DIGITALLY%COMPETENT%TEACHERS% Elen!Instefjord1 1Western$Norway$University$of$Applied$Sciences,$Stord,$Norway! Research%topic/Aim:%The!paper!draws!on!a!newly!finished!PhDVthesis!which!examines!how!professional!digital!competence!is!integrated!in!initial!teacher!education!programmes!in!Norway.!The!thesis!is!articleVbased,!comprising!an!extended!abstract!and!three!articles.!The!overall!aim!of!the!study!is!to!gain!knowledge!about!how!preVservice!teachers!are!trained!to!use!technology!during!their!time!in!teacher!training.!
Theoretical%frameworks:!The!thesis!is!grounded!on!a!general!assumption!that!use!of!technology!and!development!of!professional!digital!competence!for!preVservice!teachers!take!place!within!a!sociocultural!environment.!Therefore,!the!thesis!draws!on!a!sociocultural!perspective,!with!particular!focus!on!how!Wertschs!(1998)!distinction!between!mastery!and!appropriation!of!cultural!artefacts.!!This!theoretical!foundation!is!integrated!with!theories!and!research!on!professional!digital!competence.!
The!main!research!question!for!the!thesis!is:!How$is$professional$digital$competence$emphasized$and$
integrated$in$initial$teacher$education$programmes$in$Norway?!!
Methodology/research%design:%The!research!question!has!been!operationalized!through!three!subVquestions.!Each!of!these!questions!have!been!explored!through!an!individual!subVstudy,!and!reported!in!an!article.!Methodologically,!the!thesis!uses!a!mixed!methods!approach!to!study!the!qualitative!and!quantitative!aspects!of!integration!of!digital!competence!in!teacher!education.!This!choice!is!grounded!on!the!premise!that!a!combination!of!multiple!sources!of!data!can!contribute!to!illuminating!the!research!question!from!different!angles!and!thus!provide!a!better!understanding!and!insight!into!the!complexity!of!the!research!question.!
Expected%conclusions/Findings/%Relevance%for%Nordic%Educational%Research:!Based!on!the!findings!in!the!three!studies,!the!main!contribution!of!this!paper!is!increased!knowledge!about!how!teacher!education!contributes!to!the!development!of!preVservice!teachers’!professional!digital!competence.!The!overall!interpretation!of!the!three!studies!is!that!most!programmes!lack!a!coherent!approach!for!the!development!of!professional!digital!competence.!In!this!paper!this!interpretation!will!be!explored!further,!and!implications!for!teacher!education!will!be!discussed.!
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[676]%EXPLORING%TECHNOLOGY%IN%TEACHER%EDUCATION%THROUGH%WIKIS Hilde!Brox1 1UitC$The$Arctic$University$of$Norway,$Ilp,$Tromsø,$Norway! Research%topic/Aim:%This!paper!reports!key!findings!of!a!recent!PhD!project!conducted!in!teacher!education!involving!the!students’!use!of!wikis.!
Theoretical% frameworks:! Bringing! discussions! about! teacher! students’! digital! competence! into!dialogue!with!theories!of!human!interaction!with!socioVtechnical!systems.!!
Methodology/research%design:%!The!students!set!up!their!own,!local!wiki!enabled!by!a!task!that!allowed!a!‘limitless’!exploration!of!the!wiki’s!technological!features.!With!the!initial!objective!of!examining!the!students’!digital$competence!and!how!wikis!could!function!as!a!“tool!for!learning”,!a!wide!range!of!data!was!collected,!mainly!through!interviews!and!logs.!
Expected%conclusions/Findings:!!The!data!collected!for!this!project!showed!a!curious!discrepancy.!In!the!logs!(where!the!students!were!not!asked!to!write!about!technology)!they!express!enthusiasm!and! interest! for! what! a! wiki! can! do;! they! comment! on! the! strengths! and! weaknesses! of! the!technology,!suggest!alternative!solutions,!and!imagine!its!possible!uses!in!their!future!teaching.!In!the!interviews,!where!they!were!asked!to!comment!on!how!their!digital!competence!had!been!affected!by!working!with!wikis,!they!seem!unable!to!provide!substantive!response,!such!as!transferring!their!learning!experience! to!other! situations.!A!discourse!analysis!approach! to! the!data!eventually!made!for! a! shift! in! the! project’s! overall! research! focus.! It! seemed! apparent! that! the! students’! sense! of!agency!expressed!in!the!logs!was!the!discovery!of!technological!affordance:!that!wikis!contain!certain!material! possibilities! that! depend! on! human! efforts! in! order! to! be! realized.! Yet,! as! the! interviews!showed,!they!fail!to!recognize!or!translate!this!experience!to!the!more!official!educational!rhetoric!of!‘digitally!enhanced!learning’!and!‘digital!competence’.!
Relevance%for%Nordic%Educational%Research:!The!paper!addresses!concerns!about!‘slow!uptake’!of!digital!technology!among!teacher!students!and!novice!teachers.!It!suggests!that!some!of!the!reported!failures!may!be!discursive!rather!than!real.!The!research!presented!in!this!paper!concludes!that!if!future!teachers!are!to!become!conscious!and!agentic!in!their!dealings!with!technology,!teacher!education!should!focus!not!only!on!what!can!be!achieved!by!means!of!technology!but!aim!to!also!create!situations!in!which!students!can!actively!explore!technological!affordances.!!!!!!
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[737]%TRIPLE%JUMP%TO%DIGIWORLD%`%EXPERIENCES%AND%FUTURE%VIEWS%OF%USING%TECHNOLOGICAL%LEARNING%ENVIRONMENT%AT%P.E. Ulla!Sten1 1University$of$Eastern$Finland$,$University$School$of$Joensuu,$Joensuu,$Finland! Research%topic/Aim:%This!research!presents!pedagogical!ideas,!experiences!and!future!views!for!using!Information!and!communication!technology!in!physical!education!and,!furthermore,!produces!some!practical!solutions!for!transferring!them!to!children's!lives!outside!school.!
Theoretical%frameworks:!Recently,!the!concerns!about!the!amount!of!time!children!spend!in!physical!activity!have!increased.!At!the!same!time,!the!latest!research!has!discovered!the!time!children!spend!on!smart!devices!has!increased.!According!to!other!studies,!the!time!spent!using!smart!devices!decreases!the!time!spent!in!sports.!Technology,!such!as!iPads!and!game!consoles,!is!seen!useful!in!teaching!P.E!and!an!active!lifestyle.!There!are!smart!devices!available!in!schools,!but!the!pedagogy!has!not!changed!much.!Moving!from!teacherVcentered!pedagogy!to!a!learningVcentered!approach!requires!educating!teachers!(e.!g.!Kontkanen!et!al.).!The!new!curriculum!for!comprehensive!schools!in!Finland!(2014)!draws!attention!to!children’s!wellVbeing!by!catering!to!their!physical,!psychological!and!social!performance.!It!has!two!goals:!to!educate!children!by!the!means!of!sports!and!to!educate!them!towards!an!active!lifestyle.!!ICT!should!be!utilized!in!different!teaching!and!learning!environments,!also!in!P.E.!
Methodology/research%design:%Data!was!collected!in!years!2015!and!2016!in!Joensuun!Normaalikoulu!Teacher!Training!School!by!group!interviewing!student!teachers!participating!in!teacher!practice.!Group!interviews!were!semiVstructured!theme!interviews.!The!goal!was!to!examine!the!students’!experiences!in!learning!and!teaching!P.!E.!!with!smart!devices.!Group!interviews!were!made!during!the!school!semester.!
Class!student!teachers,!who!had!completed!their!teacher!practice!last!semester,!were!asked!to!write!narratives.!Narratives!were!collected!by!an!electronic!form.!We!received!15!texts.!The!students!were!asked!to!write!about!their!future!P.E!teaching!in!the!narratives.!The!basis!of!this!study!is!phenomenologicalVhermeneutical.!One!can!study!experiences!and!understand!them!by!means!of!it.!The!personal!experiences!of!the!participants!are!studied!in!their!own!context.!Even!though!the!phenomenological!thinking!immerses!itself!in!the!subject,!it!also!produces!practical!knowledge.!The!data!was!divided!in!themes!and,!furthermore,!in!categories.!Main!categories!consist!of!necessity!of!technology,!benefits,!challenges,!tangible!experiences!and!the!future.!Second!data!was!collected!from!sixth!grade!students!by!questionnaire!and!their!own!production!of!videos,!power!point!slides!and!posters.!The!analysis!of!this!data!will!be!completed!in!the!end!of!this!year.!
Expected%conclusions/Findings:!The!experiences!and!future!views!of!the!student!teachers!introduce!mostly!positive!issues!on!a!large!scale.!Technology!presents!many!opportunities,!such!as!giving!and!receiving!feedback,!developing!own!teaching!and!its!contents,!motivating!and!creating!phenomena!teaching.!There!were!some!challenges!concerning!resources,!technological!problems,!teachers!‘own!technological!skills!and!the!students‘!inequality!in!using!their!own!smart!devices!during!the!lessons.!!
%Relevance% for%Nordic%Educational%Research:! This! research!presents!useful! views! for! future!P.E! teaching!and!even!possible!solutions!for!teaching!an!active!lifestyle.!Health!issues!are!important!in!Scandinavia!as!well.!This!is!one!of!the!new!pedagogical!approaches!to!consider.!
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NETWORK 14
Multi Cultural Educational Research
Network 14
Multi Cultural Educational Research
[18]%DIGITAL%MEDIA%AS%FUNDS%OF%KNOWLEDGE:%MULTIETHNIC%LEARNERS%ACROSS%FORMAL%AND%INFORMAL%CONTEXTS%AND%THEIR%FUTURE%TRAJECTOIRES% Solveig!Roth1 1Hedmark$University$College,$Department$of$Education$and$Social$Sciences,$Elverum,$Norway! Research%topic/Aim:%The!aim!of!this!article!is!to!study!how!multiethnic!youth!view!themselves!as!learners!in!the!transition!from!lower!to!upper!secondary!school.!I!study!how!they!draw!on!digital!media!as!funds!of!knowledge!when!they!position!as!learners!and!construct!futures.!
Theoretical%frameworks:!I!use!the!analytic!concepts!of!‘funds!of!knowledge’!and!‘positional!identities’!across!‘figured!worlds’!to!gain!insight!into!how!students!reflect!about!their!different!learner!positions!when!constituting!future!trajectories.!
Methodology/research%design:%The!ethnographic!data!were!collected!over!a!twoVyear!period!as!part!of!a!largeVscale!ethnographic!study!in!a!suburban!area!of!Oslo!with!a!large!percentage!of!families!with!immigrant!backgrounds.!
Expected%conclusions/Findings:!The!study!shows!that!students!experience!different!trajectories!and!changes!in!positional!identities!as!learners!when!entering!upper!secondary!school,!which!have!implications!for!their!future!orientations.!In!this!article!I!have!constructed!a!biographic!case!history!(on!one!boy!aged!15)!which!represented!an!educational!trajectory.!The!case!shows!how!personal!interests!in!digital!media!as!funds!of!knowledge!in!informal!contexts!influenced!his!position!as!a!learner!in!school!and!shaped!his!future!educational!trajectory.!!
Relevance%for%Nordic%Educational%Research:!How!informal!and!formal!influences!shape!educational!trajectories!among!multiethnic!youth.!!
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[115]%EQUITY%IN%EDUCATION:%CREATING%EQUAL%OPPORTUNITIES%FOR%LEARNING%AT%UCN Berit!!Simonsen1 ,!Anne!Zakaria2 ,!Tanja!Miller3 1University$College$Nordjylland,$Aalborg,$Denmark!2University$College$of$Northern$Denmark,$Aalborg,$Denmark!3University$College$of$Northern$Denmark,$Aalborg,$Denmark! Research%topic:%This!study!builds!upon!a!previous!pilot!study!carried!out!under!the!research!programme!“Inequality$and$disadvantaged$people”.!The!aim!of!the!pilot!study!was!to!establish!evidence!for!the!relevance!of!this!research!project!from!a!user!perspective,!scheduled!to!begin!in!January!2017.!As!the!title!indicates,!this!study!seeks!to!create!and!enforce!equal!opportunities!for!learning!at!UCN,!and!we!argue!that!equity!in!education!is!the!means!to!achieve!equality.!By!equity!in!education,!we!mean!that!personal!or!social!circumstances!such!as!gender,!ethnic!origin,!family!background!and!nationality,!are!not!seen!as!obstacles!in!order!to!achieve!educational!potential!!(OECD,!2012;!Plum,!2008).!
With!that!argument,!we!follow!the!understanding!of!scholars!and!practitioners!in!many!other!nations!who!agree!that!lecturer!education!and!competence!development!need!to!change!dramatically!if!they!are!to!succeed!at!preparing!21st!century!lecturers.!Within!this!line!of!thought,!scholars!argue!that!lecturers!who!can!work!effectively!with!all!students,!particularly!those!traditionally!marginalized!by!the!education!system,!as!it!seems!to!be!the!case!with!the!international!student!cohort!at!UCN,!are!better!equipped!at!overcoming!21st!century!challenges!(CochranVSmith,!et!al.,!2016).!!
Theoretical%frameworks:!The!theoretical!framework!is!yet!to!be!established.!!
Methodology/research%design:%The!preferred!methods!will!be!observation!and!interviews!as!well!as!interdisciplinary!workshops!involving!lecturers,!administrative!staff!and!international!students.!This!approach!follows!the!design!based!research!method!and!the!focus!is!directed!at!how!the!different!actors!develop!insights!and!actions!based!on!knowledge!gained!during!the!process.!The!overall!purpose!is!to!conduct!research!WITH!people!in!order!to!involve!them!in!the!process!and!the!learning!and!thereby!generate!a!deeper!knowledge!and!understanding!of!the!people!we!conduct!research!about!
Expected%conclusions/Findings:!The!findings!from!the!study!will!ultimately!benefit!all!aspects!of!the!internationalisation!process!at!UCN,!but!primarily!we!aim!to!improve!lecturerVstudent!interaction.!We!aim!to!do!so!by!identifying!factors!that!either!support!or!inhibit!the!lecturers!in!their!actions!and!based!hereon,!offer!suggestions!for!how!to!strengthen!the!lecturers`!agency!and!with!that!further!strengthen!their!role!as!knowledge!facilitators!and!change!agents!in!education!in!the!21st!century.!Ultimately,!we!aim!to!create!equal!possibilities!for!learning!for!ALL!our!students!by!means!of!equity!in!education.!
Relevance%for%Nordic%Educational%Research:%In!a!Nordic!context,!this!research!to!our!knowledge,!help!fills!a!gap!in!literature!and!research%as!it!applies!to!lecturers!in!higher!education!settings,!in!terms!of!their!knowledge!and!skills!when!working!with!internationalized!curricula!as!well!as!in!terms!of!their!personal!and!professional!attitudes.!Furthermore!relatively!little!literature!can!be!found!that!relates!directly!to!international!students!studying!in!Denmark!or!other!Nordic!countries,!and!virtually!none!that!related!directly!to!the!level!of!university!colleges!or!universities!of!applied!science.!!
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[138]%%MORE%DIFFERENCES%THAN%SIMILARITIES?%CONTRASTING%DISCOURSES%ON%CULTURAL%AND%MULTICULTURAL%IDENTITY%IN%FINNISH%AND%SWEDISH%NATIONAL%CURRICULA% Harriet!Zilliacus1 ,!BethAnne!!Paulsrud2 ,!Gunilla!Holm3 1University$of$Helsinki,$Faculty$of$Behavioural$Sciences$,$Helsinki,$Finland!2Stockholm$University,$Centre$for$Research$on$Bilingualism,$Stockholm,$Sweden!3University$of$Helsinki,$Faculty$of$Behavioural$Sciences,$Helsinki,$Finland!%
Research%topic:%‘The!multicultural!student’!is!a!widely!used!concept!in!educational!contexts,!yet!the!definition!of!‘multicultural’!is!often!left!curiously!open!and!unspecified.!‘The!multicultural’!has!been!shown!to!be!a!‘floating!signifier’!and!a!polysemic!term!with!varied!and!often!contradictory!meanings.!This!conceptual!vagueness!may!create!problematic!discourses!on!students’!cultural!identities!and!the!naming!of!some!students!‘multicultural’.!With!this!in!mind,!the!aim!of!this!study!is!to!illuminate!the!discursive!constructions!of!cultural!identity!which!prevail!within!educational!policy!in!two!countries,!Sweden!and!Finland,!through!a!comparative!perspective.!How!‘cultural!identity’!is!constructed!provides!an!understanding!of!the!‘multicultural!student’!within!the!two!national!contexts.!In!both!countries,!the!comprehensive!schools!are!seen!as!increasingly!‘multicultural’,!mainly!through!referral!to!students’!diverse!immigrant,!ethnic!or!linguistic!identities.!A!persistent!view!is!that!the!multicultural!school!is!constructed!through!the!presence!of!‘other’!students!with!a!different!cultural!identity!than!students!of!the!majority!population.!!
Theoretical%frameworks:!The!study!employs!a!critical!multicultural!education!and!postcolonial!perspective!with!a!particular!focus!on!essential!and!nonVessential!views!of!identity!in!the!curricular!discourses.!!
Methodology:%Two!texts!are!in!focus:!the!Finnish!national!curriculum!from!2014!and!the!Swedish!national!curriculum!from!2011,!including!its!amendments!from!2015.!Through!discourseVanalysis,!key!terms!such!as!cultural$identity!and!multicultural$identity!as!well!as!different!aspects!of!cultural!identities!such!as!language,!gender!and!religion!were!investigated.!All!in!all,!55!key!concepts!related!to!cultural!identity!were!examined!with!respect!to!word!frequency,!situated!meaning,!and!discursive!position.!!
Expected%conclusions:%The!preliminary!results!reveal!contrasting!discursive!trends!and!diverging!terminology!usage!in!the!two!countries,!particularly!in!regard!to!the!explicitness!of!the!discourses.!A!clear!effort!to!see!all!students!as!having!multilayered!and!multicultural!identities!is!evident!within!the!Finnish!curricular!discourse.!The!frequent!use!of!the!terms!cultural!and!multicultural$identity!and!other!related!terms!indicates!a!distinct!discursive!curricular!development!in!Finland,!in!contrast!to!the!Swedish!discourse.!A!more!essentializing!discourse!is!perceived!in!the!Swedish!curriculum,!which!was!rather!implicit!in!character.!On!a!general!level!and!to!a!certain!extent,!the!Swedish!curricular!discourse!avoids!articulating!diversity!by!not!‘naming’!and!labelling!certain!groups.!!However,!at!the!same!time,!a!potentially!problematic!discourse!on!cultures!as!static!and!solely!tied!to!minority!groups!in!the!school!exists.!!Relevance%for%Nordic%Educational%Research:%This!presentation!will!conclude!with!a!discussion!on!Nordic!policy!discourses!in!relation!to!students’!cultural!identities!and!efforts!to!ensure!nonVessentialist!and!socially!just!teaching!and!educational!practice.!
[155]%PROJECT%ANTURA:%HIGHER%EDUCATION%AND%CITIZENS'%MOVEMENT%CO`CREATE%BETTER%FUTURES%FOR%IMMIGRANT%INTEGRETION%AND%CO`EXISTANCE Harri!Ruoslahti1 ,!Tarja!Meristö2 1Laurea$University$of$Applied$Sciences,$Espoo,$Finland!2Laurea$University$of$Applied$Sciences,$Lohja$,$Finland! Research%topic/Aim:%The!aim!of!Project!ANTURA!is!to!evaluate!the!effects!of!the!immigration!themed!citizens’!forums!arranged!by!the!Greater!Leppävaara!Citizens’!Forum!(GLCF).!It!is!an!open!voluntary!coordinated!arena!for!citizens’!discussion!in!the!City!of!Espoo,!Finland.!The!study!is!done!as!student!integration!and!coVcreation,!including!active!effort!and!cooperation!of!the!area!actors,!citizens,!neighborhood!and!immigrant!associations,!researchers,!and!students.!Project!ANTURA!will!result!in!a!coVcreated!handbook!to!describe!possibilities!to!use!open!citizens’!forums!as!a!way!alleviate!challenges!caused!by!immigration.!The!handbook!‘Many!cultures;!one!home!town’,!will!include!guidelines!to!create!and!duplicate!positive!GLCF!working!models,!for!others!to!use!similar!activities!and!facilitate!the!effects!of!immigration!and!promote!positive!integration!in!Finland!and!other!Nordic!countries.!
Theoretical%frameworks:!CoVcreation!is!a!fairly!new!management!paradigm,!having!emerged!throughout!the!2000s.!It!allows!organizations!and!endVusers!create!value!and!innovation!through!interaction.!CoVcreation!in!a!business!context!puts!suppliers!and!customers!on!the!same!side,!as!they!interact!with!each!to!develop!new!opportunities!(Galvagno!&!Dalli,!2014).!Knowledge!transfers!are!rooted!in!collaborative!coVcreative!research!settings!in!higher!education!(Pirinen,!2015).!Distribution!of!responsibilities!among!stakeholders!decentralizes!decisions!and!optimizes!the!efficiency!of!local!stakeholders,!while!facilitating!endVuser!participation!(Bouraoui!&!Lizarralde,!2013).!“Including!network!partner!representatives!more!in!coVcreation,!would!result!in!better!transfer!of!learning”!(Ruoslahti,!Tiainen,!Kortelainen,!&!Vesterinen,!2011).!Based!on!this!theoretical!framework,!Project!ANTURA!includes!network!partner!representatives!in!coVcreation,!with!the!aim!to!promote!knowledge!transfers!on!the!topic!of!smooth!immigration!through!open!interaction;!all!actors!are!encouraged!to!put!themselves!on!the!same!side.!
Methodology/research%design:%The!first!phase!of!Project!ANTURA!is!to!evaluate!immigration!focused!activities!done!by!GLCF.!Background!surveys!and!interviews!are!used!as!a!systematic!method!to!collect!data,!best!practices,!and!development!suggestions!for!a!better!future!with!shared!vision!(Masini,!1993).!The!second!phase!is!a!future!workshop!with!multiVactor!participatory!development!work,!which!will!produce!positive!future!scenarios!(Meristö,!1989)!together!with!grass!root!actors!to!promote!smooth!immigrant!integration!and!coVexistence!in!society!now!and!for!the!future.!
Expected%conclusions/Findings:!The!study!is!expected!to!reveal!ways!to!facilitate!challenges!caused!by!immigration!by!promoting!active!citizens’!participation.!It!is!a!learning!process!for!each!and!everyone,!not!only!for!the!students!working!according!to!Learning!by!Developing!(LbD)!methodology!(NiinistöVSivuranta,!2015).
Relevance%for%Nordic%Educational%Research:!First!this!study!will!contribute!to!the!knowledge!base!of!coVcreation!in!a!collaborative!setting!including!higher!education!staff!and!students,!with!volunteer!based!citizen!actors.!Second!this!study!is!expected!to!promote!understanding!active!citizens’!participation.!Third!the!study!will!help!facilitate!immigration!challenges!and!identifying!examples!of!positive!coVexistence!in!society.!
[301]%EVERYDAY%LIFE%OF%NEWLY%ARRIVED%STUDENTS%IN%A%SWEDISH%COMPULSORY%SCHOOL:%A%PILOT%PROJECT Malin!Brännström1 1Institutionen$För$Didaktik$Och$Pedagogisk$Profession,$Göteborg,$Sweden!
Research%topic/Aim:%This!study!addresses!the!schooling!of!newly!arrived!students!who!join!elementary!school!having!low!levels!of!literacy!in!their!native!language,!often!due!to!none!or!little!previous!schooling.!In!accordance!with!international!research!this!group!of!students!are!referred!as!SLIFE$–$students$with$limited$or$interrupted$formal$schooling.!The!purpose!of!the!study!is!to!provide!a!basis!for!my!ongoing!PhD!project!in!which!I!examine!the!reception!and!education!of!SLIFE!through!ethnographic!fieldwork!in!schools!in!three!different!municipalities.!Situations!during!the!regular!school!day!where!dilemmas!and!challenges!arises!in!relation!to!SLIFE!are!examined!in!the!study.!
Theoretical%framework:!The!study!operates!within!a!tradition!where!the!school!is!examined!as!a!social!institution,!where!both!social!reproduction!and!social!change!can!take!place.!What!takes!place!in!the!classroom!is!not!created!in!a!vacuum,!but!is!the!result!of!processes!in!which!knowledge!is!produced,!selected!and!assembled!(Bernstein,!2003).!!
Methodology/research%design:%The!empirical!data!will!be!produced!in!a!pilot!study!through!ethnographic!fieldwork!consisting!of!participant!observation!and!interviews!with!students,!teachers!and!school!leaders!in!one!Swedish!elementary!school.!The!perspectives!of!the!participants'!are!the!starting!point!from!where!an!understanding!of!the!practice!and!those!operating!in!it!can!be!achieved.!
Expected%conclusions/Findings:!Dilemmas!and!challenges!that!arises!in!relation!to!SLIFE!in!a!Swedish!elementary!school!will!be!identified.!Previous!research!on!newly!arrived!students!in!general!has!shown!that!the!organisation!of!their!education!often!involves!a!dilemma!between!academic!and!social!inclusion!(Bunar,!2015).!This!dilemma!is!expected!to!be!present!in!the!schooling!of!SLIFE!too,!possibly!with!slightly!different!features.!
Relevance%for%Nordic%Educational%Research:!Data!from!the!Swedish!national!agency!for!education!(2016)!suggests!that!the!size!of!SLIFE!in!Sweden!has!grown!significantly!since!2008.!Despite!this,!the!group!has!not!been!fully!recognized,!either!by!researchers!or!policy!makers!in!Sweden.!Even!internationally,!the!group!is!understudied!(Bigelow!&!Pettitt,!2016).!This!study!hopes!to!illuminate!this!group!of!students!and!their!conditions!in!the!Swedish!school!system.!
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[304]%IMPLEMENTATION%OF%LANGUAGE%POLICY%IN%A%SWEDISH%MULTICULTURAL%EARLY%CHILDHOOD%SCHOOL:%A%DEVELOPMENT%PROJECT Birgit!Andersson1 ,!Ulla!Damber2 ,!Carina!Hermansson2 ,!Mareike!Jendis2 1Dept.$of$Applied$Educational$Science,$Umeå,$Sweden!2Umeå$University,$Umeå,$Sweden! Research%topic/Aim:%This!presentation!focuses!a!development!project!aiming!at!developing!and!documenting!the!steps!taken!at!a!multilingual,!multicultural!KV5!school,!with!the!aim!to!improve!the!achievement!levels!of!the!pupils!by!focusing!language!and!literacy!development!across!the!schedule,!and!in!all!units!of!the!school.!This!preVformulated!aim,!thus,!may!be!said!to!adhere!to!neoliberal!educational!and!accountability!policies!in!terms!of!its!focus!on!leadership,!learning!results,!and!national!curriculum!standards.!In!particular!the!project!aimed!at!improving!the!collaboration!between!the!teachers,!the!leisure!time!unit,!the!librarians,!the!mother!tongue!teachers!and!bilingual!study!counselors.!This!in!a!school!environment!characterized!by!cultural,!ethnic,!linguistic,!and!professional!pluralization.!The!project!also!includes!research!aiming!at!analysis!of!the!factors!enabling!and!obstructing!the!implementation!of!the!Language!Policy.!!
Theoretical%frameworks:!We!apply!multiVlevel!perspectives!in!the!analyses!inspired!by!Uljens’!ideas!about!interactive!and!interpersonal!first!order!(teacher/students)!and!second!order(principal/teachers!and!other!staff)!educational!leadership!as!described!within!the!framework!of!discursive!institutionalism,!when!we!try!to!relate!the!Language!Policy,!educational!policy,!and!curriculum!with!the!administrative!processes.!!
Methodology/research%design:%The!development!project!is!based!on!recurring!research!circles!where!teachers,!leisure!time!assistants,!mother!tongue!teachers!and!study!counselors!speaking!the!mother!tongue!of!the!pupils!together!with!two!researchers!discuss!their!practice.!The!researchers!have!in!collaboration!with!the!principal!developed!guidelines!for!the!work,!expressed!in!a!Language!Policy!document.!In!our!understanding!the!document!is,!however,!only!a!part!of!the!concept;!also!the!actions!of!the!personnel,!and!their!reflections!on!the!practice!constitute!the!major!part!of!the!development!project.!One!and!a!half!years!out!of!three!years!have!now!passed!and!the!project!has!met!with!a!row!of!difficulties,!which!shed!light!on!factors!of!importance!for!the!progress!of!the!development!project.!Field!notes!and!recordings!from!the!research!circles,!a!survey!with!the!personnel,!and!recorded!group!interviews!provide!data!on!the!progress!of!the!project.!
Expected%conclusions/Findings:!The!problems!experienced!deal!with!leadership,!curriculum,!interplay!between!aims,!contents!and!methods,!the!parents!as!customers!taking!their!children!to!other!schools,!conflicting!values,!and!interactional!difficulties,!that!is,!phenomena!on!different!levels,!ranging!from!school!to!a!societal!level,!as!for!example!teachers!being!substituted!as!a!result!of!the!marketization!of!schools.!Also!underlying!assumptions!from!actors!at!different!levels!create!obstacles.!We!find!this!study!and!the!problems!we!are!facing!utterly!important!to!share!and!discuss!in!an!era!with!a!steady!flow!of!refugees!arriving!in!the!Nordic!countries.!!
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[358]%THE%REFUGEES%HERE%AND%THE%FINNISH%THERE%`%THE%%TEACHER'S%ROLE%IN%CATEGORIZATION%AND%IDENTITY%CONSTRUCTION%IN%SCHOOL Ida!HummelstedtVDjedou1 ,!Fritjof!Sahlström2 1Faculty$of$Behavioural$Sciences,$Helsinki$University,$Helsinki,$Finland!2Faculty$of$Education$and$Welfare$Studies,$Åbo$Akademi$University,$Vasa,$Finland! Research%topic/Aim:%This!paper!investigates!the!actions!and!the!role!of!the!teacher!in!situations!at!school!when!pupils!use!categories!related!to!nationality,!race,!gender!and!sexuality.!The!aim!of!the!paper!is!to!show!the!kind!of!categorization!related!to!race,!gender!and!sexuality!that!takes!place!in!pupils’!interaction,!and!to!show!examples!of!what!kind!of!role!and!action!the!teacher!takes!in!these!situations,!and!how!the!teacher!reflects!on!different!outcomes!of!these!roles!and!actions.!!
Theoretical%frameworks:!Among!Finnish!teachers!a!color!blind!approach!is!common,!due!to!a!denial!of!racism,!and!a!notion!that!everybody!is!equal!and!hence!should!be!treated!in!the!same!way.!Teachers!also!have!been!shown!to!leave!issues!related!to!race,!sexuality!and!gender!unaddressed!because!of!fear!of!saying!something!wrong.!Nevertheless,!children!at!school!engage!in!categorization!and!identity!construction!as!part!of!their!everyday!interaction,!frequently!in!situations!where!teachers!also!are!present.!This!paper!draws!on!a!social!constructionist!view!on!identity!and!on!theories!of!othering!and!norm!critical!education.!To!provide!teachers!with!knowledge!and!resources!for!addressing!and!challenging!student!categorization!related!to!unequal!norms!of!race,!gender!and!sexuality,!further!empirical!research!on!how!to!carry!out!norm!critical!education!is!needed.!
Methodology/research%design:%The!data!consists!of!video!observations!of!a!teacher!in!year!six!in!a!primary!school!in!Finland,!and!a!stimulated!recall!interview!with!the!teacher!following!the!observations.!Three!specific!situations!when!categorization!takes!place!were!selected,!transcribed!and!analyzed!with!Conversation!Analysis.!The!teacher’s!reflections!on!the!situations!have!been!used!to!strengthen!the!analysis!of!what!kind!of!framework!a!teacher!needs!to!actively!engage!in!discussions!on!categorization!and!identity!construction.!
Expected%conclusions/Findings:!The!results!show!that!there!is!extensive!and!varied!simultaneous!categorization!in!peer!and!teaching!interaction!in!the!analyzed!material.!!This!massive!and!integrated!categorization!makes!it!demanding!for!teachers!to!orient!to!and!challenge!the!unequal!norms!attached!to!the!categories.!The!analysis!of!the!teaching!situations!demonstrates!how!entering!into!discussion!on!sensitive!matters!involves!joint!commitments,!which,!because!of!interactional!constraints!and!affordances,!can!lead!to!unwanted,!unexpected!and!not!approved!of!consequences,!where!the!interaction!strengthens!rather!than!questions!unequal!norms.!!The!teacher’s!reflections!raise!the!issue!of!on!whose!premises!the!discussion!should!be!led,!!and!highlight!the!dilemmas!involved!in!finding!!common!ground!with!the!pupils!for!discussion!that!at!the!same!time!recognizes!the!students’!agency!and!agenda,!and!critically!and!reflexively!questions!it.!!!
Relevance%for%Nordic%Educational%Research:!On!the!whole,!the!findings!give!insight!into!the!actual!situation!in!Finnish!schools!in!regards!of!norms!and!categorization.!The!analysis!of!the!actions!of!the!teacher!and!his!reflections!on!them,!offers!possibilities!for!teacher!educators,!teachers!and!teacher!students!to!reflect!on!their!own!roles!as!actors!of!social!change.!!
[360]%DIVERSITY%AND%MULTICULTURAL%CLASSROOMS%`%REFLEKTIVE%LETTER`WRITING%TO%INCREASE%FUTURE%TEACHERS%SELF`AWARENESS Eva!Martinsen!Dyrnes1 ,!Gudrun!Jonsdottir2 1Østfold$University$College,$Halden,$Norway!2Norwegian$University$of$Life$Sciences,$Ås,$Norway! Research%topic/Aim:%We!address!the!question!of!how!trainee!teachers!can!use!reflective!letterVwriting!to!increase!selfVawareness!of!identity!and!the!various!factors!which!have!played!a!role!in!their!development.!We!challenge!the!deficits!that!seem!to!meet!the!teacher!trainees,!which!include!being!seen!as!individuals!in!need!of!fixing;!the!very!same!attitude!preVservice!teachers!are!warned!against!in!working!with!multiVcultural!classrooms.!
Theoretical%frameworks:!We!aim!to!incorporate!the!results!of!these!analyses!into!perspectives!on!interV!and!transculturality!(Bergmann,!2004;!Kjeldstadli,!2008;!Welsch,!1999).!
Methodology/research%design:%To!introduce!the!concept,!the!students!were!given!the!following!task:!“Introduce!yourself!and!your!cultural!background!to!a!person!with!a!different!cultural!background!from!yours.!Please!write!a!letter!to!that!person”.!The!letters!were!used!first!and!foremost!as!an!approach!to!raise!the!students’!awareness!of!who!they!are.!In!addition!to!its!pedagogical!purpose!the!reflective!letterVwriting!also!served!as!a!method!of!generating!data!(PithouseVMorgan,!Khau,!Masinga!&!van!de!Ruit,!2012).!A!total!of!two!student!classes!from!two!separate!teachingVeducation!institutions!form!the!participantVbase!for!the!study.!We!used!thematic!analysis!in!our!analyses!of!the!letters!(Braun!&!Clarke,!2006;!Riessman,!2008).!First,!we!identified!interesting!and!crucial!recurring!themes.!Through!a!second!analysis!we!aimed!to!identify!signs!of!structure!and!organisation!with!regards!to!recipientVawareness;!how!is!the!text!of!the!“foreign!other”!adapted?!
Expected%conclusions/Findings:!Ethnic!Norwegian!students!thematically!ascribe!their!ethnicity!to!a!lesser!extent!than!students!with!a!different!ethnic!background.!Participatory!awareness!seems!to!vary!when!considering!the!question!of!the!participant!“taking!things!for!granted!
Relevance%for%Nordic%Educational%Research:!In!a!previous!study!we!found!that!our!trainee!teachers!saw!working!with!diversity!and!multicultural!classrooms!as!an!opportunity!to!learn!about!“others”!(Dyrnes,!Johansen!&!Jonsdottir,!2015).!In!this!paper,!we!address!the!question!of!how!trainee!teachers!can!use!reflective!letterVwriting!to!increase!selfVawareness!of!identity!and!the!various!factors!which!have!played!a!role!in!their!development.!We!challenge!the!deficits!that!seem!to!meet!the!teacher!trainees,!which!include!being!seen!as!individuals!in!need!of!fixing;!the!very!same!attitude!preVservice!teachers!are!warned!against!in!working!with!multiVcultural!classrooms.!
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[364]%EXPLORING%AESTHETIC%ATTENTION%AS%A%POLYPHONIC%PRACTICE%IN%PRESCHOOLS Johanne!IljeVLien1 1Lillehammer$University$College,$Lillehammer,$Norway! Research%topic/Aim:%The!Framework!Plan!for!the!Tasks!and!Content!for!Preschools!in!Norway!(Kunnskapsdepartementet,!2011)!emphasizes!the!preschools’!responsibility!to!facilitate!all!children’s!participation!in!the!classroom!community.!Despite!this!emphasis,!several!studies!show!that!many!minorityVlanguage!children!do!not!receive!the!possibility!to!interact!in!equal!social!relations!in!preschool.!This!can!lead!to!positioning!ethnic!minority!children!as!peripheral!participants!within!their!peer!groups.!!
Adults’!interest!and!follow!up!of!children’s!initiatives!is!crucial!for!children’s!experience!of!participation!in!the!classroom!community.!During!Norwegian!acquisition!minorityVlanguage!children!have!a!period!of!silence!before!they!get!active!speakers!in!their!second!language.!I!found!that!the!silent!children!I!studied,!participated!through!physical!action!and!sound.!This!modes!of!communication!do!not!get!the!same!attention!in!the!everyday!life!of!preschools!in!Norway!as!verbal!language.!!My!doctoral!study!is!therefore!driven!by!a!desire!to!explore!how!preschool!teacher’s!attention!towards!embodied!and!aesthetic!meaningmaking!can!increase!bilingual!children’s!possibilities!to!influence!and!contribute!to!the!classroom!community.!
Theoretical%frameworks:!Perception!and!knowledge!are!according!to!Maurice!MerleauVPonty!intertwined,!a!reversibility!calling!for!one!another;!the!sensible!invokes!language!and!at!the!same!time!shapes!what!is!expressed.!By!focusing!on!MerleauVPonty’s!concepts!of!the!body!as!expressive,!the!body!as!an!indirect!language!and!the!artistic!language!as!a!silent!language,!his!theories!works!in!my!analysis!as!important!perspectives!to!produce!new!knowledge!about!how!to!facilitate!the!silent!minority!language!children’s!possibility!to!contribute!as!equal!participants!in!their!everyday!life!in!preschool.!
Methodology/research%design:%This!paper,!in!drawing!on!my!ongoing!Doctoral!study,!uses!an!aesthetically!based!inquiry!of!qualitative!data,!including!interviews!and!participant!observations!during!sessions!of!exploring!arts!and!crafts!together!with!children!and!preschoolVteachers!in!order!to!explore!how!the!Norwegian!preschool!can!develop!a!polyphonic!environment.!By!framing!the!data!within!the!theories!of!MerleauVPonty!I!am!exploring!how!the!preschoolVteacher’s!engagement!in!ethnic!minority!children’s!ways!of!expressing!intentions,!emotions!and!interests!come!together!with!children!who!are!of!Norwegian!heritage!in!aesthetic!and!embodied!ways!that!allow!for!an!opening!that!welcomes!different!modes!of!participation.!
Expected%conclusions/Findings: I!expect!to!identify!some!qualities!of!acknowledging!characteristics!in!communication!between!staff!and!children!who!don’t!share!the!same!language.!
Relevance%for%Nordic%Educational%Research:!There!have!been!many!Nordic!studies!describing!how!ethnic!minority!children’s!life!experiences!has!no!or!less!impact!in!the!conversations!and!outline!of!the!practices!of!everyday!life!in!preschools!in!Scandinavia!(Andersen!&!Sand,!2011;!Bundgaard!&!Gulløv,!2006;!Palludan,!2005;!Zachrisen,!2013).!Drawing!on!these!studies!I!hope!my!study!will!bring!new!perspectives!to!how!we!meet!newcomers!in!preschool!drawing!attention!towards!the!multiple!modes!of!children’s!“voices”,!increasing!the!“silent”!minority!childrens!ability!to!inform!their!everyday!life.!
[392]%THE%COMPARATIVE%RESEARCH%OF%NORDIC%AND%TURKISH%EDUCATION%SYSTEMS:%THE%REPLICATION%OF%NORDIC%METHODOLOGIES%INTO%TURKISH%CONCEPT Merve!SanliVBulut1 1Ukla$Academy,$Alemdar$Mahallesi$,$Bursa,$Turkey! Research%topic/Aim:%In!order!to!keep!up!with!the!expectations!of!the!day!and!plan!for!future!needs!of!a!country,! there!are! local!and!global! issues!to!consider!when!determining!the!materials!and!the!technology!usage!(level,!kind,!extend!etc.)!in!an!education!system.!While!education!system!of!a!given!country!is!heavily!influenced!by!culture!and!social!dynamics!of!the!society!it!is!built!in,!there!still!are!many! aspects! that! transcend! the! cultureVspecific! level! and! stand! out! as! “good! practices”.! This!research!has!an!aim!of!arousing!curiosity!to!see!how!much!of!it!can!be!imported!elsewhere.!!
Theoretical% frameworks:%According! to! the!OECD!Education!at!a!Glance! reports,! those!who!need!better!education!most!get!the!least!of!it.!However,!Nordic!countries!are!investing!the!greatest!share!of!their!wealth!on!education!and!they!have!the!shining!degrees!on!better!education!standards;!such!as,!class!size,!class!time,!teacher!pay,!meeting!the!demands!for!all!levels!of!education.!In!this!regard,!this! paper!will!make!a!brief!&!broad! situational! explanation!about! the!distinctions! for!both!of! the!education!systems!and!will! inquire!into!the!ways!to!model!certain!aspects!of!the!Turkish!education!system!after!the!Nordic!system.!
Methodology/research% design:% Recently,! many! methodological! changes! have! been! made! in!Turkey`s!education!system!to!catch!up!with!the!norms!of!the!developed!EU!and!OECD!countries.!For!the! literature! review,! research! method! is! used! with! the! reviews! covered! in! the! media,! texts!published!by!universities,!unions!and!various!organizations!and!articles!reflecting!the!insights!of!the!domain!experts.!
Expected% conclusions/Findings:! This! data! is! evaluated! and! a! critical! perspective! is! developed!about!the!effectiveness!of!the!replication!of!Nordic!education!system!in!Turkish!concept.!!
Relevance% for% Nordic% Educational% Research:! This! paper! is! relevant! for! Nordic! Educational!research! because! the! theoretical! framework! and! the! methodology! are! based! upon! Nordic!Educational! research! literature! and! this! comparative! review! has! fruitful! suggestions! in! terms! of!comparative!educational!context.!!
[410]%TEACHER%EDUCATORS'%CONSTRUCTIONS%OF%'CULTURAL%DIVERSITY':%WHITENESS%AS%OTHERING%THROUGH%ACTS%OF%DISCURSIVE%EXCLUSIONS%% Sandra!Fylkesnes1 ,!Sølvi!Mausethagen2 ,!Anne!Birgitta!Nilsen3 1Oslo$and$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway!2Høyskolen$I$Oslo$Og$Akershus,$Oslo,$Norway!3Oslo$and$Akershus$University$College$of$Applied$Sciences$,$Oslo,$Norway! Research%topic/Aim:%According!to!the!Norwegian!educational!act,!education!is!supposed!to!promote!‘cultural!diversity’.!Even!though!the!promotion!of!‘cultural!diversity’!pertains!into!national!teacher!education!policyV!and!curriculum!documents,!the!term!is!nowhere!defined.!This!paper!contributes!to!knowledge!about!how!teacher!educators!construct!‘cultural!diversity’.!This!is!currently!relevant!as!Western,!including!Nordic,!educational!institutions!are!claimed!to!face!one!of!their!greatest!transition!periods!in!terms!of!changing!demographics.!These!changes!have!led!to!increased!diversification!of!the!student!population!(e.g.!Hachfeld!et!al.,!2011;!Holm!&!Londen,!2010;!Santoro,!2014).!Knowledge!about!how!teacher!educators!construct!‘cultural!diversity’!is!important,!because!as!teacher!educators!talk!about!and!hence!construct!‘cultural!diversity’,!they!simultaneously!reveal!their!own!positionality!in!the!world.!Even!though!most!teachers!experience!identification!with!most!of!the!majority’s!values!of!society,!minoritized!(Adair,!2008)!students!share!a!different!everyday!experience.!Closely!linked!to!such!divergent!experiences!is!not!only!what!student!teachers!enrolled!into!teacher!education!programs!learn!about!the!minoritized!everyday!experience!throughout!their!education,!but!also!what!knowledge!and!experience!their!teacher!educators!bestow.!!
Theoretical%frameworks:!The!paper!draws!on!theoretical!perspectives!from!both!discourse!analysis!and!critical!whiteness!studies.!Particularly!relevant!are!the!concepts!objectification$(Essed,!1991),!othering$(Said,!2003),!binary!oppositions!(Giroux,!1992;!MacLure,!2003),!assumptions!(Fairclough,!2003)!and!normality/normalisation!(Frankenberg,!1993).!!
Methodology/research%design:%Drawing!on!a!discourse!theory!(Laclau!&!Mouffe,!2001)!and!a!three!step!analytical!approach!(inspired!by!Mausethagen!&!Granlund,!2012,!Søreide,!2007),!twelve!semiVstructured!qualitative!interviews!at!two!large!(Norwegian)!teacher!education!institutions,!one!with!an!explicit!multicultural!profile,!this!paper!aims!to!shed!light!upon!what!knowledge!related!to!‘cultural!diversity’!teacher!educators!bestow.!!
Expected%conclusions/Findings:!The!paper!suggest!not!only!that!teacher!educators!lack!theoretical!based!knowledge!and!concepts!suited!for!the!demographically!diverse!reality!of!today,!but!also!that!they!all!generally!construct!‘cultural!diversity’!as!an!otherness,!though!discursive!practices!of!Othering.!When!taken!together,!this!is!also!a!question!of!who!holds!what!knowledge!in!teacher!education!and!whether!this!should!be!viewed!as!crucial!individual!competences,!or!as!competence!needed!on!program!level.!
Relevance%for%Nordic%Educational%Research:!The!increased!focus!on!an!increasingly!diversifying!demography!has!often!been!coupled!with!attention!to!student!outcomes!and!teacher!accountability,!and!not!to!teacher!educators’!teachers!theoretical!and!conceptual!understanding!in!relation!to!their!preparedness!for!work!of!student!teachers.!To!address!teacher!educators’!positionality!is!important!because!teacher!educators!are!holders!of!a!trifold!power:!they!are!members!of!the!white!majority;!positioned!within!institutions;!and,!experts!on!teachers!in!that!they!teach!student!teachers!the!profession!of!teaching.!Thus,!their!knowledge,!their!values,!and!their!dispositions!are!crucial!
components!when!it!comes!to!solidarity,!inclusion,!and!the!promotion!of!democracy,!equality!and!social!justice.!What!knowledge!teacher!educators’!bestow!when!it!comes!to!cultural!diversity,!has!scarcely!been!researched!(cf.!Cochran!Smith,!et!al.!2015),!particularly!within!the!Nordic!context.!!!
[442]%THE%CODING%OF%SECOND%LANGUAGE%STUDENTS%IN%EVERYDAY%LIFE%IN%SCHOOL% Frida!Siekkinen1 1Gothenburg$University,$Department$of$Education,$Communication$and$Learning,$Gothenburg,$Sweden! Research%topic/Aim:%This!paper!addresses!how,!when!and!where!second$language$coded$students!as!a!category!is!constructed!in!everyday!life!in!school.!!
Previous!research!has!shown!that!dominant!discourses!in!school,!in!Sweden!as!well!as!internationally,!construct!differences!between!students!with!reference!to!ethnicity,!gender!and!class.!In!Sweden,!language!is!an!important!element!in!the!construction!of!differences!between!students.!“Immigrant!students”!are!seen!as!deviant!from!the!norm:!“Swedish!students”,!for!example!as!a!result!of!their!participation!in!the!schools!subject!Swedish!as!a!second!language.!!
The!aim!of!this!paper,!which!is!a!part!of!an!ongoing!thesis!project,!is!to!explore!how,!when,!and!where!the!students!are!categorized!and!coded!as!“second!language!students”!in!the!everyday!life!in!school.!Furthermore!it!explores!the!consequences!of!the!categorization!with!regard!to!how!second!language!coded!students!are!positioned!by!others,!and!position!themselves!as!subjects,!and!how!it!might!intersect!with!other!power!asymmetries.!!
Theoretical%frameworks:!In!the!paper!a!poststructuralist!approach!and!discourse!analysis,!as!well!as!an!intersectional!perspective,!are!used!as!theoretical!frameworks!and!methodology.!Discourses!are!seen!as!performative,!which!includes!material!resources!as!well!as!language.!The!concept!of!subject!positions!is!used!as!an!analytic!tool!to!replace!traditional!notions!of!“identity”.!
Methodology/research%design:%The!paper!takes!its!departure!from!an!ethnographic!study!at!a!Swedish!secondary!school.!!The!coding!of!the!students!is!analyzed!in!relation!to!the!division!between!the!two!Swedish!school!subjects!(Swedish!and!Swedish!as!a!second!language).!
Expected%conclusions/Findings:!Preliminary!results!indicate!that!the!coding!of!“second!language!students”!are!implicitly!and!explicitly!made!relevant!in!school!throughout!the!entire!school!day!in!relation!to!the!students!subjects!position(ing)s.!When!possible,!some!of!the!students!use!the!second!language!position!as!a!mean!for!enabling!extra!resources.!It!is!also!contested!and!negotiated!as!a!present,!as!well!as!a!future!position.!For!the!teachers!the!coding!is!constantly!made!relevant!for!their!positioning!of!the!students.!!!
Relevance%for%Nordic%Educational%Research:!There!is!a!need!for!a!greater!understanding!of!school!categories!such!as!“second!language!students”!and!how!it!affects!students!and!their!subject!position(ing)s.!!Due!to!children!seeking!refuge!from!conflict!zones!around!the!world,!a!multilingual!and!diversified!school!and!education!is!to!some!extent!a!reality!in!every!Nordic!country.!There!is!an!increasing!amount!of!students!that!stem!from!other!language!backgrounds,!which!are!now!learning!the!additional!language!of!the!dominant!culture.!Thus!it!is!of!certain!importance!that!we!gain!more!knowledge!of!how!these!students!are!positioned,!and!position!themselves!in!order!to!offer!an!inclusive!education!for!all.!!
!
[468]%LANGUAGE%AS%SYMBOLIC%CAPITAL%IN%A%BILINGUAL%SCHOOL%SPACE%IN%FINLAND%AND%IN%SWEDEN% Tuuli!From1 ,!Gunilla!Holm2 1University$of$Helsinki,$Institute$of$Behavioral$Sciences,$Helsingin$Yliopisto,$Finland!2University$of$Helsinki,$Faculty$of$Behavioural$Sciences,$Helsinki,$Finland! Research%topic/Aim:%The!status!of!a!language!and!the!value!of!linguistic!competence!within!a!nation!space!are!constructed!under!particular!socioVhistorical!conditions!and!political!discourses.!In!this!presentation!we!discuss!the!valuing!of!language!in!bilingual!educational!spaces!in!Finland!and!Sweden,!particularly!from!the!perspective!of!two!linguistic!minorities;!the!SwedishVspeaking!Finns!in!Finland!and!the!SwedenVFinns!in!Sweden.!Swedish!is!due!to!historical!reasons!the!second!national!language!in!Finland,!whereas!Finnish!only!in!the!beginning!of!the!millennium!gained!the!status!of!an!official!minority!language!in!Sweden.!%
Theoretical%frameworks:!Bourdieu’s!theory!of!language!as!a!form!of!capital!observes!how!some!languages!are!seen!as!resources!in!the!linguistic!market,!whereas!some!are!considered!less!prestigious!or!less!valuable.!Language!can!be!considered!as!symbolic!capital,!unequally!distributed!and!gaining!different!values!and!access!to!educational,!social!or!material!resources.!Education!has!been!seen!as!a!means!in!enabling!access!to!these!symbolic!resources.!Bourdieu!argues!that!linguistic!difference!in!education!is!a!matter!of!symbolic!domination!and!that!legitimation!of!power!relations!and!distribution!of!resources!are!done!through!linguistic!practices.!Linguistic!competence!is!a!situated!resource,!which!is!connected!to!societal!power!relations!and!is!valued!differently!in!different!spaces!of!education.!Debates!over!linguistic!norms!can!be!viewed!as!debates!over!controlling!resources!and!education!acts!as!a!key!site!for!these!processes.!!
Methodology/research%design:%By!using!a!crossVcultural!ethnographic!approach!we!want!to!emphasize!the!political!and!historical!contextuality!of!linguistic!competence!and!the!value!of!language!constructed!in!a!particular!space.!The!ethnographic!fieldwork!of!this!study!was!carried!out!in!one!monolingual!SwedishV!and!one!FinnishVspeaking!public!primary!school!coVlocated!in!the!same!building!in!Finland!and!in!a!bilingual!SwedenVFinnish!independent!school!in!Sweden.!The!data!consist!of!participatory!observations!during!formal!and!informal!activities!of!the!schools!during!70!days!in!the!course!of!one!school!year,!participatory!photography!and!photo!elicitation!interviews!with!35!pupils!as!well!as!23!individual!interviews!with!the!school!personnel.!Sociologically!informed!theories!on!language,!power!and!spatiality!have!guided!the!analysis.!!
Expected%conclusions/Findings:!The!results!shed!light!on!how!language!is!constructed!as!symbolic!capital!and!as!a!resource!in!the!school!space.!Despite!the!slowly!dispelling!stigma!of!being!a!SwedenVFinn!in!the!Swedish!society!the!connotations!related!to!Finnish!language!are!still!in!places!strongly!classed!as!in!connected!to!societal!power!relations.!Swedish!language!in!the!Finnish!society!does!not!carry!a!similar!stigma!and!is!most!often!seen!as!a!form!of!symbolic!capital!and!as!a!prestigious!resource!in!the!linguistic!market.!Perceptions!of!social!class!emerge!while!defining!the!symbolic!and!instrumental!value!of!a!language!and!whether!linguistic!difference!is!seen!as!a!resource!or!a!deviance!in!a!bilingual!school!space.!!
Relevance%for%Nordic%Educational%Research:!Discussing!linguistic!value!hierachies!in!educational!spaces!will!bring!new!perspectives!to!language!and!minority!policy!in!linguistically!diverse!Nordic!societies.!!
[487]%REFUGEE%CHILDREN%IN%ICELANDIC%SCHOOLS Susan!Rafik!Hama1 1University$of$Iceland,$Reykjavik,$Iceland! Research%topic/Aim:%Linguistic!and!cultural!diversity!among!preV!and!compulsory!school!children!and!their!families!in!Iceland!has!been!steadily!growing!over!the!past!few!years!and!currently!around!11%!of!all!preschool!children!and!7.6!%!of!all!compulsory!school!students!have!heritage!languages!other!than!Icelandic!(Statistics!Iceland,!2016a,!2016b).!Refugees!are!among!these!children.!Issues!concerning!refugees!have!been!discussed!widely!in!Iceland!in!recent!months.!According!to!UNHCR,!altogether!597!refugees!have!settled!in!Iceland!in!the!past!decades,!from!1956!to!2016!(Rauði!kross!Íslands,!2016)!and!a!group!of!55!refugees!arrived!in!early!2016!and!settled!in!three!municipalities.!These!were!altogether!eleven!families;!20!adults!and!35!children,!all!arriving!from!Lebanon.!Before!the!arrival!of!the!refugees,!preparations!took!place!in!cooperation!with!the!UN!Refugee!Agency!(UNCHR).!The!refugee!families!receive!support!for!one!year:!Three!to!four!support!families,!housing,!courses!in!Icelandic,!financial!assistance,!health!care,!settlement!services!and!other!(Rauði!kross!Íslands,!2016).!!
Educational!policies!and!curriculum!guides!in!Iceland!emphasize!equity!and!inclusion!(Ministry!of!Education,!Science!and!Culture,!2011;!2014).!Some!schools!in!Iceland!have!responded!to!the!diversification!of!their!children!and!students!by!exploring!and!implementing!various!innovative!and!empowering!educational!practices!as!well!as!building!partnerships!with!parents!and!communities!(Ragnarsdóttir,!2015;!Ragnarsdóttir!&!Schmidt,!2014).!The!aim!of!the!study!is!to!explore!the!inclusion!of!newly!arrived!refugee!children!in!Icelandic!preV!and!compulsory!schools!and!the!structures!created!for!their!reception,!participation,!learning!and!wellbeing!in!their!school!settings!in!three!municipalities.!The!focus!of!the!study!is!on!good!educational!practices!in!creating!pathways!of!social!inclusion!for!the!children!and!educational!partnerships!with!their!parents.!The!study!also!explores!the!special!provisions!provided!in!cooperation!of!schools!and!health!care!services!for!the!refugee!children!in!light!of!their!experiences!and!traumas.!
Theoretical%frameworks:!The!theoretical!framework!of!the!study!includes!critical!approaches!to!education!(May!&!Sleeter,!2010;!Nieto,!2010)!and!multilingual!education!for!social!justice!(ChumakVHorbatsch,!2012;!SkutnabbVKangas,!Phillipson,!Mohanty!&!Panda,!2009)!as!well!as!research!on!cooperation!between!educational!institutions,!and!health!care!institutions!in!working!with!refugee!families!and!their!children!(Archambault,!2012;!Jones!&!Rutter,!1998;!Measham!&!Nadeau,!2012;!Richman,!1998).!!
Methodology/research%design:%Methods!include!semiVstructured!interviews!with!principals!and!teachers!in!the!preschools!and!compulsory!schools!in!the!three!municipalities,!as!well!as!interviews!with!the!refugee!parents!who!have!children!in!these!schools,!interviews!with!the!children!themselves!and!observations!in!all!the!schools!in!the!study.!Emphasis!in!the!study!is!on!inVdepth!research!in!the!cases!in!question.!Background!information!and!policy!documents!from!school!authorities!in!the!municipalities!will!also!be!explored.!
Expected%conclusions/Findings:!The!preliminary!findings!indicate!that!the!inclusion!of!the!refugee!children!in!the!schools!has!generally!been!successful,!although!a!number!of!dilemmas!and!issues!for!consideration!have!come!up.!
Relevance%for%Nordic%Educational%Research:!In!light!of!the!growing!number!of!refugees!in!the!Nordic!countries,!the!study!is!highly!relevant!to!Nordic!educational!research!with!refugee!families!and!schools.!!
[526]%THE%SAVING%KNOWLEDGE?%ANALYSIS%OF%THE%KNOWLEDGE%PROVIDED%FOR%SCHOOLS%ABOUT%ROMA%AND%TRAVELLER%NATIONAL%MINORITIES%IN%FINLAND,%NORWAY%AND%SWEDEN Jenni!Helakorpi1 1University$of$Helsinki,$Helsinki,$Finland! Research%topic/Aim:%Historically,!the!Roma!and!Traveller!minorities!have!been!submitted!to!assimilation!and!exclusion!efforts!by!the!states!in!Finland,!Norway!and!Sweden.!However,!at!the!end!of!1990s!and!the!beginning!of!the!2000s!Finland,!Norway!and!Sweden!acknowledged!some!of!their!Roma!and!Traveller!minorities!as!national!minorities!and!committed!to!protect!their!language!and!cultural!rights.!Nevertheless,!the!Roma!and!Traveller!groups!still!have!unequal!positions!in!the!Finnish,!Norwegian!and!Swedish!societies!and!clear!welfare!gaps!have!been!identified.!Discrimination!for!instance!in!education,!health!care,!housing!and!labor!markets!have!been!found!to!be!common.!
In!all!the!three!countries!there!are!policy!efforts!to!better!the!situation!of!Roma!and!Traveller!minorities!in!the!societies.!One!of!the!solutions!offered!is!providing!knowledge!about!Roma!and!Traveller!minorities!in!schools.!In!Finland!and!Sweden,!the!knowledge!about!national!minorities!is!mentioned!also!as!learning!goals!in!the!national!core!curriculums.!The!governments!have!produced!materials!about!Roma!and!Traveller!minorities!for!the!schools.!There!are!also!Roma!mediators!who!give!lectures!about!Roma!and!Traveller!minorities!for!the!children!and!the!staff.!!
This!paper!analyses!the!discourses!about!the!knowledge!that!is!needed!as!well!as!the!knowledge!that!is!provided!for!the!schools.!It!is!asked:!1.!what!kind!of!power!relations!are!constituted!in!the!discourses?!2.!What!kinds!of!subjectivities!are!enabled!and!constrained!for!Roma!and!Traveller!in!the!discourses?!
Theoretical%frameworks:!The!paper!draws!on!feminist!poststructural!theories!about!subject!constitution!and!power!as!well!as!critical!theories!on!‘race’!and!whiteness.!
Methodology/research%design:%The!paper!is!based!on!two!types!of!data!sets:!(a)!interviews!with!25!people!who!work!to!promote!the!basic!education!of!Roma!and!Traveller!minorities!in!Finland,!Norway!and!Sweden!and!(b)!materials!that!are!designed!for!the!schools!by!the!governments.!
Expected%conclusions/Findings:!The!preliminary!analysis!indicates!differences!and!similarities!of!the!discourses!between!and!within!the!countries.!Many!of!those!interviewees!who!themselves!identify!as!Roma!or!Traveller!wish!that!the!knowledge!provided!to!schools!emphasized!the!heterogeneity!within!the!groups.!Many!of!them!want!to!challenge!stereotypes!and!essentialising!ways!of!describing!Roma!and!Traveller.!Nevertheless,!the!materials!that!are!offered!to!schools!do!not!seem!to!escape!the!essentialising!descriptions!of!Roma!and!Traveller!–!especially!in!Finland!and!Norway.!Even!though!the!materials!are!provided!to!tackle!discrimination,!knowledge!about!for!instance!privileges!within!the!societies!get!easily!over!looked.!There!seems!to!be!a!danger!that!in!the!materials!Roma!and!Traveller!become!constructed!as!‘the!others’!of!the!society!who!one!needs!to!get!to!know!of.!!
Relevance%for%Nordic%Educational%Research:!This!paper!contributes!to!the!research!on!Roma!and!Traveller!minorities!and!basic!education!in!the!Nordic!countries!from!a!crossVcultural!perspective.!Additionally,!the!discourse!about!the!need!for!knowledge!that!helps!tackle!discrimination!and!racism!is!a!prevalent!discourse!in!general!in!the!Nordic!countries!and!needs!to!be!examined.!
[546]%MULTILINGUAL%PRACTICES%AND%TEACHER`PARENT%COOPERATION`%A%CASE%STUDY%OF%A%SWEDISH%PRESCHOOL% Mia!Heikkilä1 ,!Anne!!Lillvist!2 1Mälardalens$Högskola,$Box$883,$Västerås,$Sweden!2Mälardalen$University$,$Västerås$,$Sweden! Research%topic/Aim:%The!growing!ethnical!diversity!in!the!society!is!reflected!in!the!Swedish!preschool!in!which!a!vast!number!of!children!today!speaks!Swedish!as!their!second!or!third!language.!This!places!high!demands!on!the!competence!of!educators!to!warrant!high!quality!education!for!all!children!and!to!ensure!all!children!get!equal!education!and!care.!The!preschoolVparent!collaboration!is!one!important!aspect!of!this,!for!instance!when!placing!focus!on!language!and!identity!development!of!children.!This!study!set!out!to!explore!the!teacherVparent!cooperation!with!a!special!focus!on!language!development!at!one!multiethnic!preschool.!
Theoretical%frameworks:%The!theoretical!framework!rests!upon!a!bioecological!systems!model!(Bronfenbrenner)!in!addition!to!the!concepts!of!relational!agency!and!boundary!space!as!described!by!Edwards!(2006;!2011).!According!to!Edwards!relational!agency!is!necessary!for!reaching!solutions!viewed!as!good!from!several!perspectives,!or!relational!agencies.!The!space!between!these!agencies,!is!what!Edwards!(2011)!refers!to!as!a!boundary!space,!which!can!be!interpreted!as!a!borderland!for!agency.!!!
Methodology/research%design:%The!project!design!is!a!researchV!and!development!project!financed!by!Mälardalen!Skills!Center!for!Learning!(MKL)!which!is!a!University!based!cooperation!platform!for!school!development!at!Mälardalen!University.!The!research!was!conducted!at!a!preschool!unit!in!a!multiVethnic!suburban!area!of!a!midVlarge!Swedish!city,!during!spring!term!2016.!The!project!was!conducted!with!an!interactive!case!study!approach,!with!field!observations!carried!out!at!time!points!identified!by!the!preschool!teachers!as!relevant!for!parent!cooperation,!such!as!mornings!and!afternoons!when!parents!came!to!the!preschool.!Further!interviews!were!conducted!with!the!preschool!personnel!focusing!on!their!experiences!and!thoughts!of!the!preschools!multilingual!practices!and!teacherVparent!collaboration.!
Expected%conclusions/Findings:!Our!main!findings!are!twofold.!The!study!shows!the!importance!of!parentVcollaboration!in!itself!and!concerning!children’s!multilingal!identity!development.!The!informal!parentVcollaboration!turned!out!to!be!most!efficient!compared!to!formal!forms!of!collaboration.!The!teachers’!beliefs!about!multilingualism!being!a!“good!thing”!made!the!preschool!unit!work!a!lot!to!highlight!children’s!multilingalism!and!here!parentVcollaboration!had!a!part.!The!overall!findings!show!that!challenges!for!preschools!in!their!everyday!work!is!captured!by!this!case!study!–!how!to!work!with!parentVcollaboration!and!how!to!work!with!children’s!multilingualism.!
Relevance%for%Nordic%Educational%Research:%The!results!bare!relevance!for!Nordic!educational!research!by!identifying!the!challenges!and!strategies!concerning!parent!cooperation!specifically!regarding!language!development!at!one!multiVethnic!preschool.!Knowledge!about!language!development!of!dual!language!learners!and!multiethnicity!are!competencies!needed!by!preschool!personnel!today.!What!most!research!seem!to!agree!upon!is!that!cultural!competence!is!a!pivotal!competence!in!the!teacher!profession!and!needs!to!be!more!focused!on!both!in!teacher!education!programmes!as!well!as!in!facilitating!development!of!cultural!awareness!and!competence!in!all!educators!(Layne!&!Lipponen,!2016).!
[554]%LEARNING%IN%A%NEW%SETTING%AND%TEACHING%OF%ADULT%MIGRANTS%IN%FINLAND:%PERSPECTIVES%ON%TEACHERS'%PROFESSIONAL%DEVELOPMENT%AND%TEACHER%EDUCATION% Katarzyna!!Kärkkäinen!1 1University$of$Jyväskylä,$Teacher$Education$Department$,$Jyväskylä$,$Finland! Research%topic/Aim:%The!study!deals!with!matters!related!to!learning!and!teaching!of!adult!migrant!students!in!Finland.!The!study!aims!at!describing!of!aspects!raised!by!trainers!and!migrant!students!themselves!in!their!talks!on!learning!and!teaching.!In!addition,!the!purpose!of!the!research!is!a!better!understanding!of!that!how!learning,!teaching!and!integration!are!related!to!each!other.!This!presentation!focuses,!however,!only!on!chosen!aspects!brought!up!by!the!participants!of!the!study,!namely!on!matters!related!to!culture!and!language!in!approaching!of!migrant!students!in!different!learning!settings!(educational!institutions!as!well!as!workplace!learning!sites).!!
Theoretical%frameworks:!There!are!many!initiatives!aiming!at!improving!of!learning!and!teaching!of!linguistically!and!culturally!diverse!students!known!under!the!name!of!culturally!responsive!pedagogies!(for!example!Gay,!2010;!Banks,!2010;!LadsonVBillings,!1995;!LadsonVBillings,!2014;!Chavez!&!Longerbeam,!2016;!Rendon,!2009).!In!spite!of!being!good!in!their!intentions,!those!approaches!are!also!criticized!as!being!essentialist!one!(for!example!LadsonVBillings,!2014).!Therefore,!lastly!scholars!point!out!to!importance!of!giving!space!for!expressing!of!migrant!students’!linguistic!and!cultural!competences!in!educational!setting!and!for!seeing!of!all!of!that!as!a!resource!instead!of!treating!it!as!some!kind!of!deficit!that!needs!to!be!cured!(LadsonVBillings,!2014;!Paris!2012).!Others,!on!the!other!hand,!emphasize!the!need!for!freeing!ourselves!from!monocultural!and!monolingual!instruction!assumption!(for!example!Cummis,!2005)!and!concentrating!more!on!existing!similarities!than!differences!(cf.!Derwin,!2011;!Piller!2012).!!
Methodology/research%design:%The!qualitative!data!for!this!study!consists!out!of!13!individual!interviews!with!staff!members,!trainers!as!well!as!the!Rector,!11!individual!interviews!with!migrant!students!as!well!as!one!group!interview!with!six!migrant!students.!The!study!was!conducted!in!one!of!the!Adult!Institute!in!Finland.!The!data!were!analyzed!with!help!of!qualitative!content!analysis.!!
Expected%conclusions/Findings:!The!results!of!the!study!show!that!matters!related!to!culture!and!language!are!present!often!in!interviewees’!talks’!on!learning!and!teaching.!Though,!challenges!related!to!migrants’!learning!and!teaching!of!this!group!of!students!are!seen!as!a!matter!of!migrant!students’!cultural!and!linguistic!background,!in!fact,!learning!and!teaching!in!diverse!settings!is!an!effect!of!interplay!of!many!things.!There!are!some!specifics!of!migrants!as!learners,!however!migrant!students!learning!is!often!characterized!by!the!same!aspects!like!Finnish!students’!learning.!Many!times!that!what!works!for!migrant!students,!it!works!for!Finnish!students,!as!well.!Those!notions!have!many!important!implications!to!teacher!education!training!and!teachers’!professional!development.!It!is!not!enough!to!equip!future!teachers!with!knowledge!on!cultural!and!linguistic!backgrounds!of!different!groups!of!migrants.!Making!future!teachers!familiar!with!critical!views!on!culture,!pointing!out!to!existing!similarities!rather!than!to!differences!may!be!of!more!value!in!preparing!educators!for!approaching!of!diversity!in!various!learning!settings.!!
Relevance%for%Nordic%Educational%Research:!The!study!was!conducted!in!Finland,!however!the!result!of!the!study!are!applicable!to!other!Nordic!countries!as!well.!The!results!of!the!study!contribute!to!development!of!multicultural!education!and!teacher!education!in!in!Finland!as!well!as!in!other!Nordic!country.!!
[644]%IMPORTED%TEACHERS'%THOUGHTS%ON%THE%SWEDISH%EDUCATIONAL%SYSTEM%`%ADDING%AN%INDUCTIVE%APPROACH%TO%INTERNATIONAL%COMPARATIVE%EDUCATION Jakob!Billmayer1 1Mid$Sweden$University,$Department$of$Education,$Sundsvall,$Sweden! Research%topic/Aim:%The!aim!of!this!paper!is!to!present!the!outline!for!an!ongoing!research!project!on!“imported”!teachers!in!Sweden!and!their!views!on!the!Swedish!and!Scandinavian!school!system.!The!research!questions!are!very!open!at!this!stage!of!the!project!asking!what!is!special!about!being!a!teacher!in!Sweden!–!compared!to!the!teachers!home!countries.!Participants!in!the!research!are!teachers!who!have!come!to!Sweden!of!their!free!will!and!are!working!at!the!Internationella$Engelska$skolan,$a!popular!type!of!independent!schools!in!Sweden.!!
Aim!of!the!research!is!furthermore!to!develop!an!inductive!approach!in!international!comparative!education.!
Theoretical%frameworks:!Research!about!emigrant,!exiled!or!imported!teachers!is!mostly!about!how!they!are!treated!in!the!other!country!!(t.!ex.!Chen!&!Cheng,!2010;!ElbazVLuwisch,!2004;!Hutchison,!2006;!Janusch,!2015;!Myles,!Cheng,!&!Wang,!2006;!Ragnasdóttir,!2010;!Walsh!&!Brigham,!2007)�.!The!research!is!about!ethnicity!or!class!issues!and!about!how!it!is!to!be!alien!or!how!being!alien!is!constructed!in!the!meetings!with!the!exiled!teachers.!Usually!this!type!of!research!is!about!some!kind!of!conflict.!This!paper!has!another!focus!though,!not!focused!on!individual!life!stories!or!frictions!in!the!other!country.!Focus!here!is!instead!using!this!group!of!teachers'!capability!of!comparing!different!educational!systems!from!practitioners'!points!of!view!using!professional!and!elaborate!language.!Starting!point!for!there!is!therefore!the!informants'!reasoning!and!observations!which!means!that!at!this!point!it!is!not!completely!obvious!which!theoretical!framework!will!be!necessary!to!analyse!and!systematize!the!data.!!
Methodology/research%design:%The!presented!research!project!is!using!an!(as!far!as!possible)!inductive!approach!as!the!considerations!above!already!suggested.!Usually!studies!in!the!field!of!international!comparative!education!do!have!a!deductive!approach,!the!comparison!is!constructed!through!research,!using!a!theoretical!framework!on!two!or!more!(internationally)!separate!cases.!In!this!study!it!is!the!informants!who!are!capable!of!comparing!and!who!are!asked!to!do!so!by!the!researcher.!The!data!for!this!study!is!produced!in!a!series!of!interviews!and!different!kinds!of!meetings!with!the!teachers!really!get!to!know!them!and!being!able!to!explore!the!fields!that!they!find!interesting!talking!about!the!educational!system!they!are!working!in.!!
At!the!time!for!NFPF!NERA!2017!I!plan!to!be!able!to!present!a!clear!picture!of!the!methodological!framework!as!well!as!first!results!from!the!empirical!data!production!in!an!early!stage!of!analysis.!The!aim!of!presenting!at!such!an!early!stage!is!to!share!my!reflections!with!other!scholars!and!thereby!enriching!my!further!works.!
Expected%conclusions/Findings:!Not!clear!at!this!stage,!see!the!considerations.!
Relevance%for%Nordic%Educational%Research:!The!research!project!shall!contribute!to!understanding!the!Swedish!and!Scandinavian!as!well!as!the!teachers!native!countries'!educational!systems!from!practitioners'!point!of!view.!The!research!will!contribute!with!a!broadened!
understanding!of!school!as!globally!relevant!and!existing!social!institution!and!teacher!as!a!globally!relevant!profession.!This!research!can!therefore!be!relevant!even!outside!of!Sweden!and!Scandinavia.!Using!an!unusual!approach!can!hopefully!lead!to!results!which!other!approaches!have!not!been!able!to!identify.!!
Mentioned%literature!
Chen,!Cheryl!Wei!yu,!&!Cheng,!Yuh!show.!(2010).!A!case!study!on!foreign!English!teachers’!challenges!in!Taiwanese!elementary!schools.!System,!38(1),!41–49.!
ElbazVLuwisch,!Freema.!(2004).!Immigrant!teachers:!stories!of!self!and!place.!International$Journal$of$Qualitative$Studies$in$Education,!17(3),!387–414.!
Hutchison,!Charles!B.!(2006).!CrossVCultural!Issues!Arising!for!Four!Science!Teachers!During!Their!International!Migration!to!Teach!in!U.S.!High!Schools.!School$Science$and$Mathematics,!106(2),!74–83.!
Janusch,!Sandra.!(2015).!Voices!Unheard:!Stories!of!Immigrant!Teachers!in!Alberta.!Migration$&$
Integration,!16,!299–315.!
Myles,!Johanne,!Cheng,!Liying,!&!Wang,!Hong.!(2006).!Teaching!in!elementary!school:!Perceptions!of!foreignVtrained!teacher!candidates!on!their!teaching!practicum.!Teaching$and$Teacher$Education,!22,!233–245.!
Ragnasdóttir,!Hanna.!(2010).!Internationally!Educated!Teachers!and!Student!Teachers!in!Iceland:!Two!Qualitative!Studies.!Canadian$Journal$of$Educational$Administration$and$Policy,!(100),!1–31.!
Walsh,!Susan!C.,!&!Brigham,!Susan!M.!(2007).!Internationally!Educated!Female!Teachers!Who!Have!Immigrated!to!Nova!Scotia:!A!Research/Performance!Text.!International$Journal$of$Qualitative$Methods,!6(3),!1–28.!
[698]%TRANSFORMATIVE%TRADITIONS.%EXPLORING%TRANSCULTURAL%HERITAGE%IN%AN%INTERNATIONAL%WEEK%IN%A%NORWEGIAN%PRIMARY%SCHOOL% ThorVAndre!Skrefsrud1 1Hedmark$University$of$Applied$Sciences,$Hamar,$Norway! Research%topic/Aim:%This!paper!presents!preliminary!analysis!of!representations!of!cultural!tradition!in!an!international!week!in!a!Norwegian!Primary!school.!The!paper!draws!on!material!from!the!interdisciplinary!project!Investigating!representations!and!identity!negotiations!in!four!multicultural!school!and!community!arrangements,!funded!by!Hedmark!University!of!Applied!Sciences.!In!the!project,!a!crossVdisciplinary!research!team!sets!out!to!explore!a!widespread,!yet!seriously!understudied!pedagogical!practice:!multicultural!school!and!community!arrangements,!i.e.!an!international!week,!a!UN!day,!a!multicultural!children’s!festival!and!Kurdish!New!Year!celebration.!This!paper!reports!from!the!first!case.!!!
International!weeks!in!school!typically!involve!many!parties,!such!as!students,!school!staff,!parents!and!various!groups!in!the!local!communities.!During!an!international!week,!the!timetable!is!put!aside!and!students!are!grouped!across!ages!as!they!participate!in!workshopVlike!activities!to!learn!about!linguistic!and!cultural!diversity.!Often,!the!week!culminates!in!a!wholeVschool!celebration!and!an!exhibition,!which!includes!posters!of!different!countries,!food!dishes!from!across!the!world,!and!traditional!costumes.!!
International!weeks!are!designed!as!a!response!to!the!call!for!an!inclusive!school!and!is!seen!as!a!contribution!to!establishing!belonging,!cohesion!and!trust!in!schools!and!in!local!communities.!The!research!literature,!however,!is!far!more!skeptical,!arguing!that!such!weeks!may!be!seen!as!“exotic!happenings”!which!instead!reinforce!boundaries!and!stereotypical!images!(Øzerk,!2008;!Hoffmann,!1996).!From!this!point!of!departure,!the!paper!aims!at!exploring!how!cultural!heritage!comes!into!play!in!the!final!wholeVschool!celebration!of!the!week.!
Theoretical%frameworks:!The!paper!draws!on!a!transcultural!theoretical!perspective,!using!Wolfgang!Welsch’s!(1999)!and!Sigurd!Bergmann’s!(2004)!notions!of!transculturality!and!transreligiosity!as!a!lens!for!understanding!the!role!of!cultural!legacy!in!the!context!of!an!international!week.!
Methodology/research%design:%The!research!project!is!designed!as!a!qualitative!case!study!(Stake,!2008)!and!aims!to!provide!a!thick!description!of!multicultural!arrangements!and!the!different!meanings!ascribed!to!such!arrangements.!The!data!to!be!analyzed!and!presented!is!collected!early!fall!2016,!using!participant!observation,!pictures!and!video!recordings!taken!at!the!arrangement,!interviews!and!the!collection!of!documents.!
Expected%conclusions/Findings:!The!expected!conclusion!of!the!paper!is!to!understand!more!of!how!cultural!legacy!transform!in!a!multicultural!educational!setting!and!thus!contribute!to!a!more!nuanced!picture!of!such!arrangements.!!!
Relevance%for%Nordic%Educational%Research:!The!paper!is!relevant!for!the!Nordic!educational!research!as!it!explores!a!wide!spread,!yet!underVresearched!practice!in!the!Nordic!educational!context.!
[709]%THE%EUROCENTRIC%TEACHER%EDUCATION'S%CHALLENGS%IN%THE%ERA%OF%GLOBALISATION Zahra!Bayati1 1Bangatan$42,$Göteborg,$Sweden! Research%topic/Aim:%Teacher!education!is!one!of!the!institutions!in!society!that!plays!the!most!important!role!in!encouraging!common!values.!Because!of!the!intensive!globalisation!movement!in!our!times!V!with!migration!from!nonVEuropean!countries!driven!by!wars!and!climate!change!–!the!demographic!composition!among!students!in!teacher!education!has!changed!in!Sweden!as!well!as!the!other!Nordic!countries.!
In!this!presentation,!I!focus!on!the!study!conditions!of!racialized!Swedish!female!students!in!teacher!education!with!a!background!in!the!Middle!East.!My!presentation!is!partly!based!on!my!dissertation,!empirical!studies,!and!in!part!on!observations!made!in!my!job!as!a!lecturer!in!Education.!Meanwhile,!I!have!a!Middle!Eastern!background!myself.!
Theoretical%frameworks:!The!results!of!the!empirical!study!are!analyzed!based!on!postcolonial!perspective!(Babha,!1986;!Said,!1978/2000)!and!critical!race!whiteness!theory!(Du!Bois,!1903/1998;!Frankenberg,!1995)!with!social!constructionism!and!poststructuralism!as!points!of!departure.!
.Methodology/research%design:%Participatory!research!(Holmstrand,!2008)!and!standpoint!theory!(Smyth!&!Mclnerney,!2011)!are!the!theoretical!and!methodological!basis!for!choice!of!methods!for!the!study.!Research!circle!study!and!qualitative!research!interviews!were!the!methods!of!the!empirical!study!of!my!dissertation.!The!research!circle!study!was!formed!by!six!teacher!educators!and!one!counselor,!all!with!Swedish!or!Western!European!background!with!myself,!of!Iranian!background,!as!a!circle!leader.!Eight!students!from!three!different!universities!were!interviewed,!seven!of!them!with!background!in!the!Middle!East!or!North!Africa!countries,!and!one!with!a!mixed!background.!I!will!add!to!this!the!email!correspondence!I’ve!had!with!students!who!have!contacted!me!after!my!dissertation’s!publication,!and!my!own!teacher!education!experience!of!the!Swedish!teacher!education!
Expected%conclusions/Findings:!The!study!confirms!the!findings!of!previous!studies,!which!show!that!many!students!from!nonVEuropean!countries!experience!stigmatization,!exclusion!and!discrimination!on!structural!and!individual!levels.!These!findings!are!confirm!in!the!eVmails!that!I!have!received!from!students!from!different!universities!who’ve!read!my!dissertation!or!been!at!my!lectures.!Observations!that!I’ve!made!myself!is!that!there!is!course!literature!in!teacher!education!with!stereotypical!images!of!people!with!background!in!the!Middle!East!and!North!Africa,!and!that!some!teacher!educators’!practice!V!and!white!Swedish!students’!attitudes!V!in!relation!to!these!female!interviewed!students!are!problematic,!especially!to!those!wearing!hijab.!But!at!the!same!time,!the!study!also!found!existing!resistance!with!many!agents!willing!to!embark!on!the!transcending!approach!
Relevance%for%Nordic%Educational%Research:!The!findings!of!this!study!have!a!high!relevance!for!Nordic!educational!research,!especially!after!the!migration!during!the!last!years!from!the!Middle!East!and!North!Africa.!In!Sweden,!many!of!these!immigrants!–!with!academicals!educations!in!a!variety!of!fields!–!are!recommended!to!study!teacher!education.!The!findings!of!my!study!would!be!helpful!in!planning!and!organising!a!teacher!education!with!an!approach!that!is!both!including!and!antiVracist.!!
[716]%"WHOSE%KNOWLDEGE%COUNTS?"%RETNINKING%COMMUNITY%KNOWLEDGE%ON%SUCCEEDING%IN%KINDERGARTEN%AND%SCHOOL%AFTER%MIGRATION Bushra!Fatima!!Syed1 ,!Susan!Lyden2 1Oslo$and$Akershus$University$and$College,$Oslo,$Norway!2University$College$of$Southeast$Norway,$Borre,$Norway! Research%topic/Aim:%From!within!the!diaspora!with!many!years!in!Norway,!we!see!that!support!provided!through!mother!tongue!schools,!after!school!clubs!and!the!like!play!for!success!in!school,!though!one!that!is!rarely!recognized!(Hall,!Özerk,!Zulfiqar!&!Tan,!2002).!Meeting!others!with!the!same!nationality,!gives!both!the!chance!to!share!common!experiences!and!longings,!but!is!also!a!source!of!knowledge!and!support!for!refugee!and!migrant!families!tackling!the!demands!of!a!new!life!in!Norway.!!!
As!educators!of!preschool!teachers,!we!wish!to!explore!if!such!support!networks!are!available!for!refugees!and!migrants!more!recently!arriving!in!Norway.!!Making!contact!and!encouraging!cooperation!with!kindergarten!staff!and!students.!In!addition,!we!can!include!this!information!and!cooperation!in!the!professional!development!of!our!students.!
The!Framework!plan!for!Kindergarten!(kunnskapsdepartementet,!2011)!and!other!government!documents!on!refugees!has!an!emphasis!on!the!knowledge!and!skills!needed!to!succeed!in!the!new!country!and!situation.!However,!this!can!lead!to!a!deficit!model,!where!kindergarten!teachers!see!parents’!not!as!equal!partners!but!as!marginalized!clients!needing!help.!Knowledge!of!minority!groups!own!support!systems!are!therefore!important!for!preschool!teachers!and!teacher!educators!if!they!are!to!fulfill!their!mandate!see!all!parents!as!resources!for!their!children.!
Theoretical%frameworks:!We!are!inspired!by!a!postcolonial!and!critical!multicultural!approach!(Banks,!2009,!May!&!Sleeter!2010,!Spivak!1988,!Said!1978),!and!the!need!for!preschool!teacher!students!to!be!aware!of!the!unequal!power!relations!between!professionals!and!parents.!!Yosso!(2005)!asks!“Whose!knowledge!counts”,!analyzing!community!cultural!wealth!through!challenging!traditional!interpretations!of!cultural!capital.!Yosso!(2009)!offers!the!following!as!alternative!categories;!aspirational,!navigational,!social,!linguistic,!familial!and!resistant!capital.!These!categories!will!be!problematized!and!critical!discussed!in!the!light!of!our!data.!
Methodology/research%design:%Mapping!what!is!available!for!more!recently!arrived!refugees!and!migrants!in!the!environs!of!our!teaching!colleges.!Document!analyses!of!recent!government!documents!concerning!early!childhood!education!and!school.!Interviewing!participants!and!organizers!on!their!thoughts!on!the!knowledge!shared!within!their!community!on!migration!and!what!is!needed!for!success!in!a!new!country.!
We!wish,!if!possible,!to!involve!our!students!in!this!research,!especially!where!students!themselves!have!access!to!groups!through!own!language!and!community!connections.!We!see!this!as!a!way!to!acquaint!all!students!with!the!potential!within!minority!groups!themselves.!!
Expected%conclusions/Findings:!Depending!on!what!we!find!within!the!communities!of!recently!arrived!migrants.!Mapping!what!is!available!of!support!within!minority!communities!is!an!important!resource!for!preschool!teachers!to!be!aware!of!in!order!best!to!gain!understand!parents!situation!and!to!support!children!through!kindergarten!and!school!
Relevance%for%Nordic%Educational%Research:!Researching!minority!communities!as!a!source!of!knowledge!for!student!teachers!in!higher!education.!Such!community!organization!can!potentially!provide!a!new!understanding!of!the!material!conditions!for!minority!groups,!accessing!them!can!inform!the!theory!and!practice!of!education!in!a!global!world.!
Type!of!presentation:!Paper!presentation!!
References:%
Banks,!J.!A.!(2013).!The!construction!and!historical!development!of!multicultural!education,!1962V2012.!Theory$into$Practice!52!
Hall,!Özerk,!Zulfiqar!&!Tan!(2002)!‘This!is!Our!School’:!Provision,!purpose!and!pedagogy!of!supplementary!schooling!in!Leeds!and!Oslo.!British$Educational$Research$Journal.!Volume!28,!Issue!3!June!2002!Pages!399–418!!
May,!S.!&!Sleeter,!C.!E.,!Eds.!2010.!Critical$Multiculturalism:$Theory$and$Praxis.$New!York:!Routledge.!
Yosso,!T.!J.!(2005).!Whose!culture!has!capital?!A!critical!race!theory!of!community!cultural!wealth.!Race$Ethnicity$and!Education!8!(1),!
Said,!E.!W.!(1978).!Orientalism.!London:!Routledge!&!Kegan!Paul!
Spivak,!G.!C.!(1988).!Can!the!Subaltern!speak?!!
[732]%THE%POSITIONING%OF%ETHNIC%MINORITY%WOMEN'S%FOOD%LITERACY%THROUGH%EMPOWERMENT%AND%CULTURAL%IDENTITIES Birgitte!Gade!Brander1 ,!Irene!Michele!!Nørlund!1 1Institut$for$Ernæring$Og$Jordemoderkundskab,$Det$Sundhedsfaglige$Og$Teknologiske$Fakultet$Professionshøjskolen$Metropol,$Copenhagen,$Denmark! ! The!focus!of!this!research!aims!at!understanding!a!group!of!ethnic!minority!women’s!perceptions!of!‘social!inclusion’!(Struve!2009;!Elm!Larsen!&!Mortensen!2009)!and!‘empowerment’!(Thompson!&!Thompson!2001)!narrated!through!experiences!and!stories!about!identity,!social!inclusion,!health!and!food!during!the!time!they!have!spent!in!Denmark,!having!their!children,!being!active!in!the!labour!market,!being!unemployed,!being!retired!etc.!The!objective!of!the!study!focuses!on!examining!and!challenging!empowerment!processes!of!a!group!of!Moroccan!women!through!their!selfVperception!of!food,!inclusion,!and!cultural!identities!during!their!lives!in!Denmark.!
Theoretical%frameworks:!The!research!takes!departure!in!P.!Freire’s!(1970)!ideas!about!democratic!and!empowering!health!education!and!critical!pedagogy.!Empowerment!encompasses!the!need!of!social!support!to!reinforce!resources,!assistance!and!motivation!and!thus!provide!the!individual!to!make!decisions!(Shearer!&!Fleury!2006;!Hawks!1992;!EllisVStoll!&!PopkessVVawter!1998).!Furthermore,!the!project!involves!theories!complemented!with!the!concepts!of!food!literacy!and!critical!health!literacy!(Vidgen!and!Gallegos!2014).!!
Methodology/research%design:%The!methodologies!were!deliberately!selected!to!be!qualitative,!applying!both!phenomenological!(Kristensen!2007;!Jacobsen!et!al!2015)!as!well!as!hermeneutic!approaches!(Dahlager!&!Fredslund!2007).!Phenomenological!and!epistemological!when!working!with!the!womens’!narratives!and!the!dialogues!about!integration!and!food!literacy.!Furthermore,!visual!methods!were!used!as!part!of!the!research!design.!!
Expected%conclusions/Findings:!The!research!provides!an!epistemological!and!methodological!value!to!the!current!literature!on!ethnic!minority!women’s!experiences!on!social!inclusion,!empowerment!and!their!cultural!identities!through!food!literacy.!!!
Relevance%for%Nordic%Educational%Research:!Various!methodological!approaches!were!tested!and!adapted!for!this!research!including!visual!design!–!where!the!women!through!the!technology!of!using!their!phones!became!more!empowered!by!means!of!critical!thinking!and!their!own!narratives.!
% %
[732] THE POSITIONING OF ETHNIC MINORITY WOMEN'S FOOD LITERACY THROUGH EMPOWERMENT AND CULTURAL IDENTITIES Birgitte Gade Brander1 , Irene Michele Nørlund 1 1Institut for Ernæring Og Jordemoderkundskab, Det Sundhedsfaglige Og Teknologiske Fakultet Professionshøjskolen Metropol, Copenhagen, Denmark The focus of this research aims at understanding a group of ethnic minority women’s perceptions of ‘social inclusion’ (Struve 2009; Elm Larsen & Mortensen 2009) and ‘empowerment’ (Thompson & Thompson 2001) narrated through experiences and stories about identity, social inclusion, health and food during the time they have spent in Denmark, having their children, being active in the labour market, being unemployed, being retired etc. The objective of the study focuses on examining and challenging empowerment processes of a group of Moroccan women through their self-‐perception of food, inclusion, and cultural identities during their lives in Denmark.
Theoretical frameworks: The research takes departure in P. Freire’s (1970) ideas about democratic and empowering health education and critical pedagogy. Empowerment encompasses the need of social support to reinforce resources, assistance and motivation and thus provide the individual to make decisions (Shearer & Fleury 2006; Hawks 1992; Ellis-‐Stoll & Popkess-‐Vawter 1998). Furthermore, the project involves theories complemented with the concepts of food literacy and critical health literacy (Vidgen and Gallegos 2014).
Methodology/research design: The methodologies were deliberately selected to be qualitative, applying both phenomenological (Kristensen 2007; Jacobsen et al 2015) as well as hermeneutic approaches (Dahlager & Fredslund 2007). Phenomenological and epistemological when working with the womens’ narratives and the dialogues about integration and food literacy. Furthermore, visual methods were used as part of the research design.
Expected conclusions/Findings: The research provides an epistemological and methodological value to the current literature on ethnic minority women’s experiences on social inclusion, empowerment and their cultural identities through food literacy.
Relevance for Nordic Educational Research: Various methodological approaches were tested and adapted for this research including visual design – where the women through the technology of using their phones became more empowered by means of critical thinking and their own narratives.
NETWORK 15
Literacy Research Network
Network 15
Literacy Research Network
[27]%PROCESSINRIKTAT%LÄS`%OCH%SKRIVLÄRANDE%–%LITERACY%IN%ACTION% Catharina!Tjernberg1 1Karlstad$Uneversity,$Department$of$Educational$Studies,$Karlstad,$Sweden! Research%topic/Aim:%Syftet!med!den!studie!jag!utgår!från!i!min!presentation!är!att!ta!reda!på!hur!läsV!och!skrivundervisning!kan!fungera!framgångsrikt!i!praktiken!utan!att!vara!exkluderande.!Utifrån!studiens!data!har!jag!också!sökt!efter!faktorer!som!främjar!lärarens!utveckling!av!didaktisk!skicklighet!och!förmåga!att!möte!den!mångfald!av!varierande!och!sinsemellan!olikartade!behov!som!en!elevgrupp!kan!uppvisa.!
Theoretical%frameworks:!Studiens!placerar!sig!inom!’Studies!in!excellent’Vtraditionen!med!företrädare!som!Judith!Langer!och!Michael!Pressley.!
Methodology/research%design:%Den!praxisorienterade!ansatsen!kommer!till!uttryck!i!deltagande!observationer!i!klassrummen!och!i!reflekterande!samtal!med!lärare.!
Expected%conclusions/Findings:!Utifrån!studiens!resultat!vill!jag!visa!hur!en!inkluderande!läsV!och!skrivundervisning!gestaltar!sig.!Frågor!som!diskuteras!är!hur!man!kan!utveckla!inkluderande!skriftspråkspraktiker!och!hur!hinder!för!deltagande!och!lärande!kan!undanröjas.!Utmärkande!för!den!pedagogiska!gestaltningen!är!strukturen,!det!formativa!arbetssättet!och!att!scaffolding!förekommer!på!olika!nivåer.!Dessa!olika!nivåer!av!stödstrukturer!fyller!olika!syften!på!väg!mot!ett!ökat!lärande!och!större!självständighet.!De!språkliga!aktiviteterna!samtalande,!läsande!och!skrivande!sker!interVaktivt.!Högläsning,!textsamtal!och!processkrivning!i!olika!former!syftar!till!att!bygga!upp!elevernas!ordförråd,!utveckla!läsförståelse,!lära!eleverna!effektiva!läsV!och!skrivstrategier!samt!utveckla!den!metaspråkliga!förmågan.!Centralt!för!lärarna!är!att!skapa!ett!tillåtande!och!tryggt!klassrumsklimat!där!det!råder!ett!naturligt!förhållningssätt!till!olikheter!och!där!elevens!tillit!till!den!egna!förmågan!får!utvecklas.!Läraren!har!höga!förväntningar!på!eleven!vilket!motsvaras!av!dennes!ständiga!strävan!att!stödja!elevens!proximala!utveckling.!!
Relevance%for%Nordic%Educational%Research:!Dagens!multimediala!samhälle!ställer!ökade!krav!på!läsV!och!skrivförmåga.!Eleverna!behöver!utveckla!strategier!för!att!kunna!ta!till!sig!alla!de!ämnen!och!genrer!som!de!möter.!De!behöver!utveckla!textmedvetenhet!och!strategier!för!att!med!förståelse!läsa!och!skriva!texter!i!skolans!alla!ämnen.!De!behöver!lära!sig!att!kritiskt!granska,!argumentera!och!föra!fram!sina!ståndpunkter.!Detta!ställer!krav!på!lärarens!kunskap!och!kompetens.!Läraren!behöver!ha!både!ämneskunskaper!och!kunskaper!om!lärprocesser.!!
Lärarprofessionalitet,!vilket!innebär!att!läraren!förstår!och!utvärderar!effekterna!av,!och!utifrån!det!förändrar,!sin!undervisning,!framstår!ysom!en!central!faktor.!Resultatet!understryker!betydelsen!av!mentorskap,!samarbete!och!kontinuerliga!pedagogiska!diskussioner!med!kollegor,!och!inte!minst!samtal!med!forskare.!De!senare!i!syfte!att!koppla!teori!till!praktik!och!därmed!främja!lärarens!egen!reflekterande!förmåga,!samt!stimulera!forskarna!till!innovativa!ansatser!till!gagn!för!elevernas!lärande!och!skolans!utveckling.!
[37]%PROCESSINRIKTAD%SKRIVUNDERVISNING%`%LITERACY%IN%ACTION Catharina!Tjernberg1 1Karlstad$Uneversity,$Department$of$Educational$Studies,$Karlstad,$Sweden! Research%topic/Aim:%Syftet!med!den!studie!jag!utgår!från!i!min!presentation!var!att!ta!reda!på!hur!läsV!och!skrivundervisning!kan!fungera!framgångsrikt!i!praktiken!utan!att!vara!exkluderande.!Utifrån!studiens!data!har!jag!också!sökt!efter!faktorer!som!främjar!lärarens!utveckling!av!didaktisk!skicklighet!och!förmåga!att!möte!den!mångfald!av!varierande!och!sinsemellan!olikartade!behov!som!en!elevgrupp!kan!uppvisa.!
Theoretical%frameworks:!Studiens!placerar!sig!inom!’Studies!in!excellent’Vtraditionen!med!företrädare!som!Judith!Langer!och!Michael!Pressley.!Lärande!betraktas!ut!ett!sociokulturellt!perspektiv!(Vygotskij,!1934/1962)!innefattande!en!handlingsteoretisk!tradition!(Dewey,!1916/1999).!Kunskap!konstrueras!och!utvecklas!i!en!dialektisk!process!mellan!individ!och!omgivning!och!ses!som!någonting!man!blir!delaktig!i!genom!pedagogiska!händelser.!!
Methodology/research%design:%Som!utgångspunkt!för!analysen!ligger!en!longitudinell,!praxisorienterad!studie,!där!jag!följer!lärare!och!elevers!arbete!med!skrifttspråket.!Den!praxisorienterade!ansatsen!kommer!till!uttryck!i!deltagande!observationer!i!klassrummen!och!i!kunskapssökande!dialoger!(Kvale,!2007)!mellan!forskare!och!lärare.!Regelbunden!insamling!och!analys!av!elevtexter!görs!för!att!upptäcka!avsedd!progression!I!elevens!lärande!och!därmed!resultatet!av!läraens!undervisning.!!!
Expected%conclusions/Findings:!Utifrån!studiens!resultat!vill!jag!visa!hur!en!inkluderande!läsV!och!skrivundervisning!gestaltar!sig.!Frågor!som!diskuteras!är!hur!man!kan!utveckla!inkluderande!skriftspråkspraktiker!och!hur!hinder!för!deltagande!och!lärande!kan!undanröjas.!Utmärkande!för!den!pedagogiska!gestaltningen!är!strukturen,!det!formativa!arbetssättet!och!att!scaffolding!förekommer!på!olika!nivåer.!Dessa!olika!nivåer!av!stödstrukturer!fyller!olika!syften!på!väg!mot!ett!ökat!lärande!och!större!självständighet.!De!språkliga!aktiviteterna!samtalande,!läsande!och!skrivande!sker!interVaktivt.!Högläsning,!textsamtal!och!processkrivning!i!olika!former!syftar!till!att!bygga!upp!elevernas!ordförråd,!utveckla!läsförståelse,!lära!eleverna!effektiva!läsV!och!skrivstrategier!samt!utveckla!den!metaspråkliga!förmågan.!Centralt!för!lärarna!är!att!skapa!ett!tillåtande!och!tryggt!klassrumsklimat!där!det!råder!ett!naturligt!förhållningssätt!till!olikheter!och!där!elevens!tillit!till!den!egna!förmågan!får!utvecklas.!Läraren!har!höga!förväntningar!på!eleven!vilket!motsvaras!av!dennes!ständiga!strävan!att!stödja!elevens!proximala!utveckling.!!
Relevance%for%Nordic%Educational%Research:!Dagens!multimediala!samhälle!ställer!ökade!krav!på!läsV!och!skrivförmåga.!Eleverna!behöver!utveckla!strategier!för!att!kunna!ta!till!sig!alla!de!ämnen!och!genrer!som!de!möter.!De!behöver!utveckla!textmedvetenhet!och!strategier!för!att!med!förståelse!läsa!och!skriva!texter!i!skolans!alla!ämnen.!De!behöver!lära!sig!att!kritiskt!granska,!argumentera!och!föra!fram!sina!ståndpunkter.!Detta!ställer!krav!på!lärarens!kunskap!och!kompetens.!Läraren!behöver!ha!både!ämneskunskaper!och!kunskaper!om!lärprocesser.!Lärarprofessionalitet,!vilket!innebär!att!läraren!förstår!och!utvärderar!effekterna!av,!och!utifrån!det!förändrar,!sin!undervisning,!framstår!som!en!central!faktor.!Resultatet!understryker!betydelsen!av!mentorskap,!samarbete!och!kontinuerliga!pedagogiska!diskussioner!med!kollegor,!och!inte!minst!samtal!med!forskare.!De!senare!i!syfte!att!koppla!teori!till!praktik!och!därmed!främja!lärarens!egen!reflekterande!förmåga,!samt!stimulera!forskarna!till!innovativa!ansatser!till!gagn!för!elevernas!lärande!och!skolans!utveckling.!
[71]%TRACING%READING%TO%THE%DARK%SIDE:%A%STUDY%OF%A%READING%PROJECT%AT%DETENTION%HOMES Elin!Sundström!Sjödin1 1School$of$Humanities,$Education$and$Social$Sciences,$Örebro,$Sweden! Research%topic/Aim:%In!many!instances!there!seem!to!be!an!unquestioned!truth!that!reading!literature!is!something!that!does!good,!perhaps!even!makes!us!better!people.!Moreover,!in!numerous!policy!contexts,!literacy!is!highlighted!as!key!for!students’!development!and!a!preVrequisite!for!their!attainment!in!school!(Edwards,!Ivanič!&!Mannion!2009).!How!reading!is!produced!as!something!positive!becomes!extra!palpable!in!relation!to!groups!of!‘problematic!students’,!for!instance!students!at!special!residential!homes,!or!detention!homes!(Gerrevall!&!Jenner,!2001).!This!study!aims!to!open!this!blackVboxed!apprehension!of!reading!by!studying!how!reading!and!(non)!readers!is!conceptualized!in!relation!to!young!people!taken!into!custody.!In!the!study!a!policy!document!–an!action!plan!V!describing!a!reading!project!at!detention!homes!for!young!people,!is!examined!as!a!case!where!reading!is!created!as!having!specific!effects,!focusing!the!relationship!between!reading!and!marginalized!readers.!The!action!plan!is!authored!by!the!Swedish!Board!of!Institutional!Care!(SiS)!as!part!of!a!grant!application!to!the!Swedish!Arts!Council.!!
Theoretical%frameworks:!The!study!adds!to!the!work!of!literacy!scholars!like!Vasudevan!&!Campano!(2009)!and!Irvine!&!Larson!(2007)!who!explore!the!ways!that!risk!is!embedded!in!the!identification!of!adolescents!as!low!literate.!In!line!with!these!scholars,!and!the!emphasis!on!the!relationship!between!literacy,!risk!and!power!brought!on!by!Critical!literacy!(Luke!&!Freebody!1997,!Janks!2013)!this!study!is!a!way!to!challenge!explanations!that!locate!risk!within!students!and!families!and!instead!examine!the!transactions!in!which!reading,!readers,!risk!and!deficiency!are!coVproduced!in!policy!texts.!!
Methodology:%Concepts!from!actorVnetwork!theory!(Latour!2007,!Star!&!Griesemer!1989)!are!used!as!analytical!tools!to!call!attention!to!the!ways!we!produce!ideas,!values!and!knowledge!about!educational!content!and!to!look!for!in!what!alliances!these!productions!are!made.!!
Expected%conclusions:!By!tracing!conceptualizations!of!reading,!the!analysis!shows!that!the!seemingly!coherent!policy!document!produces!radically!different!versions!of!what!reading!is!and!what!it!will!lead!to.!In!the!analysis!three!different!versions!of!reading!that!are!produced!in!the!action!plan!are!presented:!Reading!as!learning,!reading!as!remedy,!and!reading!as!aesthetics.!These!versions!are!effects!of!transactional,!networked!processes,!which!in!turn!enact!versions!of!students,!and!their!supposed!needs!and!lacks.!The!networks!interrelate!and!it!is!not!possible!to!disconnect!them!from!each!other.!However,!some!connections!in!one!network!do!not!fit!into!other!networks,!and!actors!that!are!strong!in!one!network!are!completely!missing!in!others.!I!conclude!that!conceptualizations!of!reading!and!of!literacy!also!always!involve!the!creation!of!“a!dark!side!of!reading”!–!thus!the!strong!construction!of!“reading!as!doing!good”!involves!marginalizing!effects.!
The!study!has!relevance!for!literacy!and!literature!research!in!all!Nordic!countries.!
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[157]%CHILDREN%AND%MULTILINGUAL%CHILDREN´S%CONDITIONS%IN%LANGUAGE%AND%LITERACY%LEARNING%IN%PRESCHOOL,%PRESCHOOL`CLASS%AND%PRIMARY%SCHOOL Martina!!Norling1 1School$of$Education,$Culture$and$Communication,$Västerås,$Sweden! Research%topic/Aim:%The!overall!aim!in!this!research!project!is!to!highlight!and!define!language!and!literacy!learning!activities!in!order!to!create!conditions!for!children!and!multilingual!childrens!progression!in!language!development!as!well!as!literacy!development!in!preschool,!preschoolV!class!and!primary!school!year!one.!
Theoretical%frameworks:!The!starting!point!in!a!development!project!is!according!to!Johansson!and!Lindhult!(2008)!a!pragmatic!orientation!and!action!learning!where!the!approach!focuses!on!human!development!in!an!organization!where!action!research!is!a!tool!for!learning.!The!analysis!of!data!is!based!on!theoretical!foundations!of!bioecological!and!sociocultural!theory!(Barton,!2007;!Bronfenbrenner,!1999;!Vygotsky,!1962).!
Methodology/research%design:%The!study!is!based!on!a!qualitative!approach!and!twenty!three!preschool!teachers!and!primary!school!teachers!participated.!Focus!groups!interviews,!surveys!and!three!meetings!was!conducted!from!May!2016!to!February!2017,!in!order!to!analyse!and!discuss!children!and!multilingual!children’s!conditions!and!progression!for!language!and!literacy!learning.!Preschool!teachers,!preschoolVclass!teachers!and!primary!school!teachers!have!actively!been!involved!in!both!research!questions!as!well!as!data!analysis.!The!project!started!with!focus!group!interviews!(Wibeck,!2000)!with!four!to!eight!participants!in!each!focus!group!interview.!The!focus!groups!interviews!were!transcribed!and!a!latent!content!analysis!were!conducted!in!order!to!find!overall!themes!(Elo!&!Kyngäs,!2008;!Graneheim!&!Lundman,!2004).!The!themes!were!analysed!based!on!the!theoretical!foundations!of!bioecological!and!sociocultural!theory!(Barton,!2007;!Bronfenbrenner,!1999;!Vygotsky,!1962).!
Expected%conclusions/Findings:!Results!indicate!that!there!are!both!similarities!as!well!as!differences!regarding!language!and!literacy!learning!between!preschool,!preschoolVclass!and!primary!school!teachers.!The!preschool!teachers!described!didactic!strategies!in!order!to!make!conditions!for!language!and!literacy!learning.!The!preschool!teachers!in!preschool!class!described!the!conditions!in!terms!of!varied!methods!and!language!tests!to!follow!up!children’s!and!multilingual!children´s!language!development.!Primary!school!teachers!described!teaching!strategies!regards!to!formal!learning!of!reading!and!writing!as!conditions!for!children’s!language!and!literacy!development.!!
Relevance%for%Nordic%Educational%Research:!The!paper!presentation!can!be!a!contribution!to!the!Nordic!educational!research!in!order!to!highlight!the!importance!of!a!developmental!project!and!how!the!project!can!contribute!preschool!teachers!and!teachers!to!actively!participate!and!be!involved!in!designing!didactic!strategies.!Additionally,!to!create!conditions!for!learning!in!order!to!support!children!and!multilingual!children’s!early!language!and!literacy!development!in!preschool,!preschoolVclass!and!primary!school!year!one.!
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[164]%THE%MAKING%OF%A%COMIC%BOOK%READER Lars!Wallner1 1Linköpings$Universitet,$Institutionen$För$SamhällsC$Och$Välfärdsstudier,$Norrköping,$Sweden! Research%topic/Aim:%This!paper!investigates!teachers’!and!students’!expressions!of!knowledge!of!comics,!and!how!these!expressions!are!employed!to!perform!actions!within!a!classroom!context.!Through!the!analytical!concepts!of!epistemic!stance!and!epistemic!primacy,!the!study!demonstrates!how!participants!utilize!displays!of!comic!book!competence!(or!lack!thereof)!as!a!form!of!social!action.!
Theoretical%frameworks:!Through!epistemic!stance,!speakers!position!themselves!along!an!epistemic!scale,!through!expressions!of!knowledge!(e.g.!‘I!know…’!or!‘I!don’t!know’).!Speakers!can!also!use!linguistic!markers,!such!as!“I!think”,!to!designate!epistemic!stance!or!to!make!themselves!less!accountable!for!things!expressed.!Furthermore,!epistemic!primacy!allows!for!the!demonstration!of!asymmetries!of!knowledge,!to!which!participants!orient!themselves,!and!the!relative!authority!of!the!knowledge!that!they!present!in!interaction.!For!example,!in!a!classroom!context,!students!could!demonstrate!expectations!from!a!teacher!to!be!more!knowledgeable!on!the!subject!content!than!the!student!group!who!is!being!taught.!
Methodology/research%design:%The!present!paper!is!based!on!recorded!video!materials!totalling!36!hours,!from!four!classes!(three!in!year!3!and!on!in!year!8)!in!two!different!Swedish!schools.!The!interactional!sequences!presented!have!been!taken!from!both!of!these!classes,!doing!different!lessons!following!different!curricula!(depending!on!subject!and!age),!using!a!qualitative!discursive!psychological!approach,!this!paper!demonstrates!and!analyses!typical!aspects!of!classroom!participants’!displays!of!epistemics!(being/not!being!a!competent!comic!book!reader)!in!regards!to!the!use!of!comics.!Initially,!nine!excerpts!were!found!where!the!participants!in!different!ways!refer!to!epistemic!aspects!around!comics.!
Expected%conclusions/Findings:!Results!show!three!different!social!actions!throughout!this!practice:!1)!constructing!comics!as!children’s!literature,!thereby!accounting!for!teenagers’!and!adults’!lack!of!knowledge!2)!producing!comics!as!a!visuoVverbal!material!that!requires!literacy!training!to!read,!thereby!accounting!for!competence,!as!well!as!a!lack!thereof,!and!3)!producing!the!teacher!as!a!lessVknowledgeable!participant,!thereby!‘raising’!the!student!as!the!more!competent,!providing!motivation!and!encouragement.!!
Relevance%for%Nordic%Educational%Research:!These!results,!and!the!practices!that!contribute!to!them,!demonstrate!how!teachers!working!with!comics!in!the!classroom!can!empower!their!students,!and!how!students!can!find!themselves!as!the!experts!of!a!topic!or!subject.!This!further!contributes!to!ideas!around!new!literacy!and!comics!literacy!as!viable!alternatives!to!traditional!school!literature,!as!motivation!and!empowerment!of!studentsVasVreaders.!The!idea!is!not!for!comics!to!replace!traditional!fiction!used!in!schools,!but!rather!to!explore!the!affordances!of!comics!for!the!practice!of!teaching!and!learning.!
[348]%YOUNG%CHILDREN%AND%DIGITAL%EDITING:%CATEGORIZATION%OF%MICRO%AND%MACRO%LEVEL%REVISIONS Dan!!Åkerlund1 ,!Charlotte!Engblom2 ,!Katharina!Andersson3 1Department$of$Educational$Studies$,$Karlstad,$Sweden!2Department$of$Education,$Uppsala,$Sweden!3Department$of$Humanities,$Gävle,$Sweden! Research%topic/Aim:%Since!2011,!all!children!in!Sweden!should,!according!to!the!national!curriculum,!learn!to!write!on!computers!during!their!first!school!years.!Despite!this,!research!shows!that!writing!is!taught!without!consideration!to!the!specific!writing!strategies!that!digital!tools!entail.!Instead!the!writing!strategies!applied!in!schools!are!still!largely!based!on!the!conditions!of!text!production!using!pen!and!paper!(Åkerlund!&!OlinVScheller,!n.d.;!Andersson,!2014;!Burnett!&!Merchant,!2015;!Fleischer,!2012).!The!results!presented!here!derive!from!a!pilot!study!within!a!larger!project!with!the!aim!of!shedding!light!on!the!effects!of!teaching!digital!writing!strategies!to!students!in!primary!school,!in!an!attempt!to!address!the!question!of!what!constitutes!appropriate!literacy!pedagogy!in!the!digital!age.!!
Theoretical%frameworks:!Our!study!takes!the!concept!of!affordance!(Gibson!1979)!as!departure!for!understanding!the!specific!conditions!of!digital!writing.!The!affordances!of!digital!writing!tools!include!for!example!grammar!and!spelling!checks!and!the!possibility!of!moving!around!chunks!of!texts!without!deleting!and!rewriting.!Affordances!are!potentials!that!human!beings!may!and!may!not!find!and!perceive!in!their!environment.!In!relation!to!digital!tools!and!editing,!the!affordances!may!only!be!theoretical,!i.e.!integrated!within!the!digital!tool,!and!not!actual,!i.e.!used!by!the!textVmaker.!!!!
Methodology/research%design:%The!project!in!its!whole!is!planned!over!a!3!year!period!(2017–2019)!including!experimental!(receiving!teaching!on!editing)!and!control!groups.!In!the!pilot!study!we!have!collected!empirical!data!of!digital!writing!via!screen!recordings!in!3!different!classrooms!where!the!children!are!8!and!9!years!old.!!
Expected%conclusions/Findings:!In!our!presentation!we!will!discuss!an!analysis!and!categorization!of!the!different!writing!strategies!that!the!children!use.!A!first!rough!categorization!has!been!made!into!micro!and!macro!level!editing!(Ball,!2014).!Micro!editing!includes!for!example!correction!of!spelling!and!punctuation,!change!of!names!of!protagonists!and!minor!clarifications,!exemplifications!and!extensions.!Macro!editing!includes!for!example!the!moving!around!of!elements!and!more!comprehensive!clarifications,!specifications!and!extensions!that!are!added!in!the!emerging!text.!A!more!fineVgrained!categorization!of!the!children’s!editing!will!be!provided!during!the!presentation.!A!preliminary!result!is!that!micro!editing!is!carried!out!by!most!children!in!the!recordings,!often!initiated!by!the!software’s!own!colour!corrections,!but!that!macro!editing!is!almost!completely!absent.!!
Relevance%for%Nordic%Educational%Research:!The!main!outcomes!of!the!pilot!concerns!the!categorization!and!analysis!of!the!editing!strategies!present!in!the!children’s!writing,!and!these!results!will!be!used!in!the!project!for!developing!new!directions!for!the!teaching!of!writing!where!the!affordances!of!digital!tools!are!taken!into!full!consideration.!The!Nordic!countries!are!well!on!their!
way!towards!implementing!digital!textVmaking!in!schools,!which!makes!the!present!project!relevant!to!the!everyday!practices!in!classrooms.!
Andersson,!K.!(2014).!Pojkar$kan$visst$skriva!:$Skrivkompetenser$på$nationellt$prov$i$svenska$$
i$årskurs$tre$i$Sverige.!(Boys!do!know!how!to!write!:!Writing!skills!on!Sweden’s!grade!3!national!exam!in!Swedish.!Åbo:!Åbo!Akademis!Förlag.!
Ball,!C.E.!2014.!Multimodal!revision!techniques!in!webtexts.!Classroom$discourse!(5)1,!91–105.!!!
Burnett,!C.,!&!Merchant,!G.!(2015).!The!Challenge!of!21stVCentury!Literacies.!Journal$of$$
Adolescent$&$Adult$Literacy,!59(3),!271–274.!
Fleischer,!H.!(2012).!What!is!our!current!understanding!of!oneVtoVone!computer!projects:!A!systematic!narrative!research!review.!Educational$Research$Review,!7,!107–122.!!
Gibson,!J.!(1979)!The!Ecological!Approach!to!Visual!Perception.!Boston,!MA:!HoughtonVMifflin.!
Åkerlund,!D.,!&!OlinVScheller,!C.!(n.d.).!Att$prata$sig$till$skrivande!(Video!observations!of!!
paired!writing!on!computers!in!primary!school)![Manuscript!in!progress]. !
[357]%ACTIVATING%LITERACY%IN%A%MULTILINGUAL%PRESCHOOL%SETTING Ulla!Damber1 ,!Helena!Eckeskog2 ,!Katarina!Kärnebro3 1Umeå$University,$Umeå,$Sweden!2Department$of$Language$Studies,$Umeå,$Sweden!3Department$of$Education,$Umeå,$Sweden! Research%topic/Aim:%This!presentation!focuses!a!development!project!aiming!at!enhancing!the!preschool!teachers’!pedagogy!regarding!emergent!literacy!and!literacy!development!among!the!preschool!children!in!a!Swedish!preschool!in!a!minor!municipality!in!northern!Sweden.!The!preschool!is!presently!adjusting!to!groups!of!children!where!a!few!children!in!every!group!are!developing!their!second!language.!The!preschool!in!focus!had!no!tradition!of!taking!care!of!multilingual!children,!thus,!the!preschool!principal!had!expressed!a!wish!to!establish!contact!with!researchers!to!conduct!a!development!project.!To!answer!these!needs!a!study!inspired!by!the!ideas!underpinning!action!research!was!performed,!grounded!in!the!needs!and!questions!emanating!from!the!practice!as!enunciated!by!the!preschool!teachers.!The!idea!was!to!enhance!pedagogy!stimulating!bilingual!children’s!language!learning!and!also!emergent!literary!activities!within!a!contextual!framework!based!on!children’s!picture!books.!!!
Theoretical%frameworks:!The!development!project!built!on!collegial!learning!with!tangible!inspiration!from!action!research.!Regarding!the!inVservice!training!built!in!into!the!project!a!culture!sensitive!view!of!literacy!as!participating!in!a!social!practice!guided!the!actions!pursued!by!the!researchers!and!the!preschool!teachers.!With!Brian!Street’s!terminology!a!shift!from!an!autonomous!view!of!literacy!to!a!more!ideological!view!of!Literacy!was!aimed!at!as!the!emergent!literacy!activities!that!were!introduced!in!the!preschool!practice!were!designed!as!social!activities,!giving!room!for!the!children´s!earlier,!shared!experiences!with!a!focus!on!communication,!social!interaction!and!collaborative!storyVtelling.!
Methodology/research%design:%This!preschool!was!selected!as!the!number!of!children!with!diverse!language!backgrounds!was!steadily!increasing.!The!preschool!was!located!in!a!rural!area!without!any!substantial!history!of!immigration.!The!preschool!principal!selected!three!work!teams!to!take!part!in!the!project,!teams!that!she!considered!as!stable!and!willing!to!engage!in!the!project.!The!work!teams!consisted!of!3V4!pedagogues!who!took!care!of!between!14V16!children!in!ages!2V5.!The!development!project!was!based!on!recurring!research!circles!where!the!preschool!teachers!met!with!the!researchers!regularly,!once!a!month!or!every!second!month!during!one!year.!Each!work!team!met!the!researchers!for!an!hour!and!a!half!in!the!preschool!conference!room.!The!preschool!teachers!outlined!what!was!happening!in!the!practice!and!what!steps!that!had!been!taken!since!the!last!meeting.!The!preschool!teachers!either!documented!activities!with!their!IVpads!or!used!observation!schedules!provided!by!the!researchers!to!provide!data!for!joint!reflection.!Events!documented!in!the!logbooks!were!also!used!to!reflect!on.!Collegial!learning!also!took!place!during!the!everyVday!activities!when!the!preschool!teachers!detected!how!the!learnt!from!observing!each!other.!Field!notes!from!these!research!circles,!teacher’s!log!books,!observation!schedules!and!individual!interviews!with!the!preschool!principal!and!the!pedagogues!conducted!towards!the!end!of!the!study!contributed!to!the!data.!The!log!books!were!introduced!during!the!first!meeting!and!were!collected!by!the!researchers!when!the!project!had!come!to!an!end.!Throughout!the!project!the!preschool!teachers!were!encouraged!to!make!connections!with!the!local!library!and!also!borrow!books!in!the!mother!tongues!that!were!represented!in!the!preschool.!!
Expected%conclusions/Findings:!The!results!describe!movements!from!an!autonomous!view!of!literacy!to!a!more!culture!sensitive!view!of!literacy.!An!existing!deficit!discourse!was!challenged!by!a!resource!perspective.!Routine!driven!practices!turned!more!reflexive!and!teachers’!reproductive!learning!moved!towards!becoming!more!explorative!in!its!nature.!The!study!illustrates!how!rather!limited!actions!can!bear!fruit!when!practitioners!and!researchers!work!together!to!learn!from!an!existing!practice,!even!though!the!implementation!of!a!multilingual!perspective!proved!to!be!the!most!problematic!task!for!the!pedagogues!to!cope!with!and!the!need!of!inVservice!training!regarding!second!language!development!is!highlighted,!something!that!also!will!be!discussed!in!the!presentation.!In!addition,!the!role!of!the!principal’s!engagement!for!the!progress!of!the!project!is!highlighted.!!
Relevance%for%Nordic%Educational%Research:!To!enhance!emergent!literacy!and!familiarity!with!children´s!literature!within!the!realms!of!preschool!practices!are!very!important!steps!towards!more!equal!conditions!for!the!children’s!later!literacy!learning!and!school!performance,!which!regard!to!both!native!Swedish!children’s!and!newly!arrived!children’s!future!opportunities.!We!also!find!it!important!to!shed!light!!on!intercultural!efforts!in!more!desolate,!rural!areas!as!many!refugees!arriving!to!Sweden!are!placed!in!other!areas!than!the!urban!regions,!where!immigration!might!be!a!novel!phenomenon.!.!!
[367]%WRITING%OPPORTUNITIES%IN%NORDIC%EARLY%LITERACY%EDUCATION% Hilde!!Hofslundsengen!1 ,!Maria!!Magnusson2 ,!Bente!Eriksen!3 ,!Elisabeth!Mellgren!4 ,!Ria!!HeiläVYlikallio!5 ,!AnnVKatrin!!Svensson!5 1Faculty$of$Teacher$Education$and$Sports,$Sogndal,$Norway!2Department$of$Education$,$Kalmar,$Sweden!3Department$of$Special$Education,$Oslo,$Norway!4Department$of$Education,$Communication$and$Learning,$Göteborg$,$Sweden!5Faculty$of$Education$and$Welfare$Studies,$Vasa,$Finland! Research%topic/Aim:%The!aim!of!the!current!study!was!to!explore!how!children’s!early!writing!skills!are!conceptualized!and!supported!in!present!day!early!childhood!education!in!Finland,!Norway!and!Sweden.!!We!have!addressed!the!following!research!questions:!a.!What!writing!practices!may!be!observed!in!early!childhood!and!care!institutions?!b.!How!is!children’s!early!writing!as!content!area!and!practice!described!in!the!curricula!of!preschool!teacher!training?!c.!How!is!the!importance!of!early!writing!(content!area!and!practice)!described!by!students!of!early!childhood!teacher!education?!!
Theoretical%frameworks:!The!projects!are!carried!out!within!sociocultural!perspectives,!where!artefacts!and!verbal!dialogues!are!seen!as!crucial!vehicles!of!the!children’s!culture.!
Methodology/research%design:%A!threeVstep!methodological!approach!was!used:!
• A!survey!given!to!students!of!preschool!teacher!training!during!their!practice!period!regarding!their!observations!of!writing!facilities!and!how!they!are!used!in!ECE!centers!(N=90!units).!
• A!study!of!how!the!content!area!of!writing!is!described!didactically!and!content!wise!in!the!national!and!local!curricula!of!preschool!teacher!training.!!
• A!small!scale!study!of!how!early!writing!as!a!content!area!and!praxis!is!conceived!by!students!of!early!childhood!teacher!education?!(N!=!60).!
Expected%conclusions/Findings:!The!study!contributes!to!increased!knowledge!about!the!role!“early!writing”!plays!in!present!day!early!childhood!education!in!samples!from!Finland,!Norway!and!Sweden.!Preliminary!results!from!the!students’!observations!of!writing!facilities!at!ECE!centers!have!revealed!considerable!differences!within!and!across!countries!in!the!use!of!artefacts!such!as!writing!corners!and!digital!tools.!We!expect!the!threeVstep!approach!applied!to!shed!further!light!on!trends!and!variations,!and!also!on!the!relations!between!curricula,!teacher!training!and!educational!practice.!%
Relevance%for%Nordic%Educational%Research:!The%findings!have!implications!for!policy!makers,!for!the!inVservice!and!preVservice!training!of!preschool!teachers!and!for!early!childhood!education.!It!will!presumably!also!contribute!to!a!deeper!theoretical!understanding!of!the!didactics!of!writing!in!preschools.!!
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[414]%MATERIAL%AND%SOCIO`ECONOMIC%CONDITIONS%FOR%ONE`TO`ONE%COMPUTING:%A%CRITICAL%LITERACY%PERSPECTIVE%ON%THE%USE%OF%TECHNOLOGY%IN%A%SWEDISH%SUBURBAN%MUNICIPALITY Ewa!Jacquet1 ,!Anders!Björkvall2 1Department$of$Language$Education,$Stockholm,$Sweden!2School$of$Humanities,$Education$and$Social$Sciences,$Örebro,$Sweden! Research%topic/Aim:%The!paper!presents!the!main!findings!of!an!ethnographic!project!on!multimodal!literacy!practices!in!oneVtoVone!computing!(i.e.!one!laptop!per!student!for!use!at!home!and!in!school,!cf.!
Jacquet,!2016;!Björkvall!2015;!Jacquet!and!Björkvall!2014;!Björkvall!and!Jacquet,!2014).!Five!secondary!school!learners’!daily!use!of!oneVtoVone!laptops!was!documented!over!a!time!period!of!over!two!years.!The!aim!of!the!present!paper!is!to!illustrate!and!discuss!how!the!introduction!of!laptops!fundamentally!changed!the!literacy!practices!(including!places!and!spaces!for!learning)!of!some!of!the!participants!whereas!those!of!others!remained!almost!unchanged.!We!argue!that!there!are!socioVeconomic!and!discourse!related!reasons!for!this!that!need!to!be!attended!to!when!technology!is!introduced!in!culturally,!ethnically!and!economically!diverse!contexts.!
Theoretical%frameworks:!Theoretically,!the!study!is!rooted!in!a!New!Literacy!tradition!(Barton,!2007)!that!combines!with!multimodal!social!semiotics!(Kress,!2010;!Kress!and!van!Leeuwen,!1996/2006).!
Methodology/research%design:%The!overarching!methodology!is!social!semiotic!ethnography!(cf.!Björkvall,!2012)!where!an!understanding!of!social!practices!that!involve!the!laptop!is!combined!with!semiotic!analysis!of!artefacts!and!texts.!The!study!was!undertaken!as!a!field!study!in!a!municipality!that!implemented!oneVtoVone!during!2011!and!2012.!The!five!participants!are!from!the!Blue!Anemone!School,!situated!in!a!residential!area!with!high!income!and!educational!levels,!and!the!White!Anemone!School,!located!in!a!more!socially!and!economically!challenged!area!in!the!municipality.!The!schools!were!chosen!to!reflect!a!broad!spectrum!of!socioVcultural!and!socioVeconomic!backgrounds.!The!ethnographic!methods!encompass!just!over!two!years!of!fieldwork!with!participating!observations!of!the!five!participants’!computing!activities!at!home,!at!school!and!elsewhere.!
Expected%conclusions/Findings:!Our!study!points!to!a!more!varied!usage!of!the!laptop!among!the!participants!from!the!Blue!Anemone!School!which!is!also!reflected!in!their!broader!digital!literacy!repertoires!and!their!greater!number!and!variety!of!digital!literacy!abilities.!Among!those!in!the!White!Anemone!School!the!interest!in!the!laptops!and!their!potential!for!learning!and!meaning!making!decreased!quite!rapidly.!The!White!Anemone!School!participants!did!not!use!the!laptops!as!frequently,!nor!in!so!many!different!school!subjects,!nor!for!as!varied!text!consumption!or!production!as!the!Blue!Anemone!participants!did.!The!participants!from!the!White!Anemone!School!often!left!the!computer!in!the!locker!throughout!the!school.!
Relevance%for%Nordic%Educational%Research:!In!the!Nordic!context,!we!are!experiencing!a!rapid!digitalisation!of!(at!least!some)!schools.!It!is!clear!from!our!study!that!investing!in!oneVtoVone!projects!is!not!enough!to!combat!digital!inequality!and!achieve!the!digitisation!goals!established!for!education.!Alongside!their!investments!in!technology,!schools!need!to!develop!more!inclusive!pedagogies!and!strategies!that!reduce!rather!than!increase!potential!digital!divides.!
[435]%YOUNG%CHILDREN%READING%EBOOKS:HOW%MULTIMODAL%FEATURES%MATTER%FOR%EMOTIONAL%LITERACY Carina!Hermansson1 ,!Anna!Lindhé2 1Umeå$University,$Umeå,$Sweden!2Institutionen$För$KulturC$Och$Medievetenskaper,$Umeå,$Sweden! Research%topic/Aim:%In!recent!years,!the!potential!of!the!Ebook!to!develop!children’s!literacy!skills!has!been!of!increasing!interest!to!scholars,!particularly!in!regards!to!phonemic!awareness,!vocabulary,!and!reading!comprehension!(Westlund,!2009).!But!there!is!another!dimension!of!Ebook!reading!that!has!not!been!sufficiently!explored:!its!ability!to!develop!emotional!literacy!in!young!children.!The!aim!of!this!study!is!to!explore!how!various!aspects!of!emotional!literacy!is!constituted!when!young!children!read!fictional!Ebooks.!
Theoretical%frameworks:!We!argue!that!the!interaction!between!the!text,!that!is,!the!character!and!the!plot,!and!the!reader!per!se!is!not!sufficient!to!understand!the!effect!of!emotional!literacy!when!young!children!read!digital!narratives.!Through!the!use!of!Martha!Nussbaum’s!notion!of!“narrative!imagination”!(1998)!we!claim!that!it!is!necessary!to!explore!how!emotional!literacy!is!constituted!inVbetween!materiality,!text!and!human!(for!example!the!digital!screen,!the!characters!of!the!eVbook!and!the!child),!and!how!this!interaction!is!vital!in!creating!a!space!for!various!aspects!of!empathy,!such!as!the ability of an individual to see him/herself in the other fellow's situation!or!tolerance.!!
Methodology/research%design:%The!empirical!data!is!taken!from!a!larger!study!concerned!with!understanding!the!complexity!of!digital!reading!practices!in!early!childhood!education.!The!data!consists!of!video!documentation,!field!notes!and!interviews,!collected!in!a!Swedish!preschool!class!one!day!every!other!week,!from!September,!2014,!till!May,!2015.!The!27!sixVyearVolds!and!the!teacher!had!access!to!his/her!own!digital!device.!!
Expected%conclusions/Findings:!The!analysis!shows!how!multimodal!features,!for!example!the!digital!readValoud!voice!of!the!Ebook,!create!an!increased!interactive!encounter!between!the!reader,!text!and!the!digital!device.!We!argue!that!these!interactions!produce!a!space!for!the!development!of!emotional!aspects!such!as!empathy!and!tolerance.!By!enabling!relations!between!agent,!text!and!materiality,!the!eVbook!seems!to!set!to!play!an!important!part!in!the!education!for!democracy!(Nussbaum,!1998).!
Relevance%for%Nordic%Educational%Research:!This!study!contributes!to!the!understanding!of!children’s!emergent!literacy!development!when!literature!becomes!digital!in!Nordic!classrooms.!
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[446]%A%CASE%STUDY%OF%FOUR%CHILDREN%WRITING%TEXTS%WITH%AUDITORY%FEED`BACK%FROM%SPEECH%SYNTHESIS%ON%A%COMPUTER.%LEARNING,%CREATIVITY%AND%INTERACTION? Britta!HannusVGullmets1 1Åbo$Akademi$University$Vasa,$Närpes$St,$Finland! Research%topic/Aim:%The!study!investigates!the!development!of!children’s!reading!and!writing,!when!auditory!feedVback!from!synthetic!speech!is!used!as!a!scaffold!for!learning!in!interaction!with!a!teacher!in!a!oneVtoVone!situation.!It!is!a!case!study!with!four!children,!all!boys,!six!and!nine!years!old.!The!aim!of!the!study!is!to!investigate!how!the!children’s!literacy!skills!develop!during!the!research!period,!and!also!to!investigate!a!way!of!using!ICT!to!promote!literacy!development.!!
Research!questions:!How!are!language!skills!developing!at!the!first!stage!(child!1!six!years!old)!and!at!a!later!stage!(child!2,!3,!4!nine!years!old)?!How!do!the!children!use!speech!synthesis!as!a!scaffold!for!writing?!How!does!interaction!between!teacher!and!child!happen!during!writing?!!
Theoretical%frameworks:!The!theoretical!framework!is!the!concept!of!scaffolding!according!to!Bruner!and!Tharp!&!Gallimore!as!a!description!of!the!interaction!between!the!child!and!the!teacher!or!a!parent!and!also!as!a!description!of!the!child’s!use!of!speech!synthesis!as!an!aide!in!his!writing.!The!concept!of!repair!(Martin!2004)!is!used!to!describe!how!the!teacher!and!the!child!work!together!when!problems!occur!during!the!writing.!
Methodology/research%design:%%The!study!is!a!multiple!case!study!(Yin!1994,!2009)!with!four!cases.!The!chief!method!for!collecting!data!is!participant!observation.!The!material!consists!of!field!notes,!videotapes,!log!of!the!children’s!use!of!the!keyboard,!a!psychologist’s!report!of!testing!before!and!after!the!research!period,!interviews!with!teachers.!The!researcher,!who!acted!as!a!teacher,!met!the!children!in!their!school!once!a!week,!and!the!children!wrote!words,!short!sentences!and!stories!on!a!computer!with!auditory!feedVback.!The!children!decided!what!they!wanted!to!write.!The!speech!synthesis!pronounced!letters!and!their!sounds,!parts!of!words,!words,!sentences!and!stories.!The!children!were!chosen!by!their!class!teacher!because!they,!according!to!their!teachers,!needed!extra!training!in!reading!and!writing.!
Expected%conclusions/Findings:%Finding%1.%The!six!years!old!child!learned!letters!and!their!sounds!during!the!period!and!could!write!words!with!the!help!of!the!teacher!and!the!speech!synthesis.!The!nineVyearVold!children!had!problem!with!the!spelling!of!words!with!double!consonants,!but!they!sometimes!could!benefit!from!the!speech!synthesis!to!spell!correctly.!
Finding%2.%Both!the!young!child!and!the!older!children!showed!creativity!and!willfulness!to!play!with!language.%
Finding%3.%The!following!categories!can!describe!the!development!in!many!examples!in!the!material:!!1.!Performance!otherVinitiated,!otherVcorrection.!2.!Performance!otherVinitiated,!selfVcorrection.!3.!Performance!selfVinitiated,!otherVcorrection.!4.!Performance!selfVinitiated,!selfVcorrection.!
Relevance%for%Nordic%Educational%Research:!!The!study!examines!in!detail!how!children!write!texts!on!a!computer!with!feedVback!from!speech!synthesis.!It!is!important!to!examine!and!develop!how!ICT!can!be!used!as!an!aide!for!writing!and!for!learning!to!write.!Digital!competence!is!mentioned!as!a!useful!area!of!knowledge!in!recent!curriculums!in!the!Nordic!countries.!!
[512]%CLOSING%GAPS%IN%A%DIGITALIZED%LEARNING%ENVIRONMENT Karin!Forsling1 1Department$of$Pedagogical$Studies,$Karlstad,$Sweden! Research%topic/Aim:%Digital!technology!is!playing!an!important!role!in!children’s!daily!creative!practices.!!Marsh!(2010)!describes!a!need!for!education!that!embraces!new!ways!of!teaching!and!learning!and!this!leads!further!on!to!a!different!approach!on!literacy!and!literacyVeducation.!From!a!special!needs!perspective!this!is!even!more!important.!Digital!technology!can!be!a!resource!for!children!in!need!of!special!education!(Jedeskog,!2000)!or!on!the!other!hand!create!a!variety!of!difficulties!(Ludvigsen,!Lund,!Rasmussen!&!Säljö,!2010).!Sometimes!technology!becomes!a!hindrance!for!children!with!disabilities!(Föhrer!&!Magnusson,!2003).!It!all!depends!on!the!productive!collaboration!between!technique,!methods,!the!teachers’!interventions!and!institutional!scaffolding!(Kluge,!Krange!&!Ludvigsen,!2014).!!Digital!literacy!could!reduce!the!risk!of!social!exclusion!(Buckingham,!2009;!Kress,!2003).!Reasons!for!the!extension!of!a!digital!gap!could!be!explained!by!cultural!factors,!associated!with!class!and!socioVeconomics!(Schradie,!2011).!!Reinhart,!Thomas!and!Toriskie!(2011)!show!evidences!of!how!teachers’!low!motivation!or!nonVability!to!use!technology!in!their!education!could!cause!digital!divides.!!
The!aim!of!the!study!presented!in!this!paper!was!to!extend!the!knowledge!of!how!preschoolVteachers!and!primary!schoolVteachers!design!and!set!learning!milieus!and!learning!situations!by!using!digital!tools!in!purpose!to!afford!all!children,!including!children!in!special!need,!literacyCdevelopment.!Didactic!questions!regarding!how!and!why!the!digital!tools!were!used!was!in!focus.!
Theoretical%frameworks:!The!theoretical!framework!was!grounded!in!designCorientated$theory,!with!focus!on!how!designs!and!settings!made!affordances!for!or!challenged!learning$and$meaningC
making.!A!designVoriented!perspective!has!its!ground!in!socioVcultural!and!socioVsemiotic!theories,!including!multiVliteracies!and!multimodality,!emerging!from!the!field!of!sociology!of!language!(Selander,!2014).!Jewitt!(2009)!describes!designs!for!learning!as!a!fusion!of!technical!design!and!learning!design.!!The!perspective!emphasizes!collaboration!and!the!intentions!of!the!actors!and!participators.!Several!actors!are!included;!teachers!as!well!as!pupils!become!designers!(Gynther,!2010).!!
Methodology/research%design:%The!study!was!an!ethnographically$inspired$caseCstudy!based!on!observations!and!interviews!at!one!school!in!Sweden.!Six!teachers!(two!from!preschool!and!four!from!primary!school)!took!part!in!the!study.!The!designVorientated!concepts!of!designs$and!settings!were!used!as!tools!for!analysis!of!the!data!material.!The!interaction!between!the!researcher,!the!informants,!the!settings!and!the!theory!developed!an!abductive$approach!and!procedure!(Alvesson!&!Sköldberg!2008).!
Expected%conclusions/Findings:!The!teachers’!intentions!for!their!designs!were!focused!on!children$in$need$of$special$education.!From!a!special!educational!perspective!this!is!to!be!seen!as!a!relational$and$democratically$approach,$an!intention!to!close$the$gaps.!The!teachers’$design$flexibility!regarding!the!use!of!digital!tools!in!different$institutional$contexts!leads!to!an!interesting!result.!In!the!1st!grade!the!teachers!used!only!digital!tools!for!literacyVeducation,!but!in!the!3d!grade,!they!more!often!designed!assignments!appropriate!for!pen!and!paper.!
Relevance%for%Nordic%Educational%Research:!The!results!could!have!a!universal!impact!on!theories!and!praxis!regarding!literacyVeducation!in!a$school$for$all$children.!
[574]%ENGAGEMENT%ACROSS%CONTEXT%`%THE%CASE%OF%FIFA%AND%SOCCER%IN%DIFFERENT%LITERACY%PRACTICES Øystein!Gilje1 1University$of$Oslo,$Oslo,$Norway! Research%topic/Aim:%Young!people!love!YouTube,!and!engage!in!a!number!of!different!ways!as!they!make!meaning!across!genres,!texts!and!contexts.!They!grow!up!in!a!mediaVecology,!where!questions!around!performativity,!participation!and!communication!are!at!stake!in!their!new!forms!of!engagement!and!communication!online.!This!paper!focuses!on!how!two!young!boys!(age!15)!perform!their!engagement!with!soccer!and!the!game!FIFA!across!contexts!of!learning.!By!looking!at!a!wide!variety!of!different!literacy!practices,!from!making!a!YouTube!channel!to!tasks!in!school,!the!analysis!scrutinize!young!people´s!interest!driven!literacy!practices!in!the!new!mediaVecology.!!
Theoretical%frameworks:!The!paper!considers!young!people´s!participation!with!YouTube!as!a!new!literacy!practice.!New!Literacy!Studies!(NLS)!consider!literacy!as!a!social!practice,!and!the!present!paper!starts!out!with!an!historical!account!on!YouTube!as!a!literacy!practice.!Moreover,!it!investigates!diverse!forms!of!participation!in!literacy!practices!across!contexts.!As!an!ethnographic!study!on!how!young!people!engage!with!media,!the!paper!distinguish!between!friendship!driven!and!interest!driven!forms!of!participation.!!
Methodology/research%design:%The!data!stems!from!an!ethnographic!longitudinal!project!(Knowledge!in!Motion,!2013V2016)!were!six!researchers!followed!100!lower!secondary!students!over!three!years.!The!data!used!in!the!analysis!in!this!paper!consist!of!texts,!YouTube!videos,!school!tasks,!“mediographies”,!as!well!as!video!data!from!school!and!diverse!informal!contexts.!Moreover,!the!two!young!boys!were!interviewed!repeatedly!when!they!worked!with!their!YouTube!channel!for!nearly!a!year.!The!analysis!aims!at!following!the!learners!across!sites!and!into!the!diverse!literacy!practices,!and!consequently!their!learningVnarratives!(trajectories!of!participation)!work!as!a!unit!of!analysis.!!
Expected%conclusions/Findings:!!The!findings!in!this!paper!highlight!how!knowledge!about!FIFA!in!particular,!and!about!soccer!in!general!is!performed!across!different!genres,!texts!and!contexts.!The!paper!scrutinizes!the!learningVnarratives!of!two!young!males!who!develop!a!FIFAVYouTube!channel,!where!they!play!FIFA!and!give!each!other!challenges.!More!specific!the!findings!highlight!what!kind!of!knowledge!and!literacies!these!young!producers!must!learn!in!order!to!gain!thousands!of!followers!on!YouTube!and!earn!a!small!income.!!
The!findings!are!discussed!in!relation!to!the!academic!discourse!on!21shVcentury!skills!and/or!literacies.!The!argument!here!is!that!these!young!producers!develop!a!liberal!approach!to!literacy!education!and!new!digital!forms!of!communication!that!enable!them!to!participate!in!a!qualitatively!different!kind!of!engagement!than!usually!found!in!formal!schooling.!!
Relevance%for%Nordic%Educational%Research:!This!paper!contributes!to!the!ongoing!debate!on!literacy!practices!across!contexts!by!following!learners!who!engage!in!literacy!practices!related!to!soccer!and!FIFA,!which!they!perform!across!genres,!texts!and!contexts.!!
The!presentation!is!interesting!for!researchers!as!well!as!teachers!who!have!an!interest!in!how!new!literacy!practices!out!of!school,!travel!across!contexts!and!into!schoolwork!and!education.!!
[624]%LEARNING%TO%WRITE%A%NATIONAL%TEST%`%A%STUDENT%PERSPECTIVE Marie!Tanner1 1Karlstad$University,$Karlstad,$Sweden! Research%topic/Aim:%During!recent!decades,!teachers!and!students!in!Sweden!have!had!to!manage!a!large!number!of!national!tests,!in!different!subjects!and!in!different!grades.!The!increase!of!national!tests!that!schools,!teachers!and!students!have!to!handle!could!be!understood!against!a!backdrop!of!educational!policies!that!seeks!to!improve!student!outcomes!in!a!global!competition!between!educational!systems.!The!aim!of!this!presentation!is!to!critically!examine!students’!participation!in!classroom!literacy!practices!concerning!a!national!test!in!Swedish!year!six.!The!research!questions!I!seek!to!answer!is:!
• How!and!to!what!are!aspects!of!knowledge!and!assessment!oriented!to!in!interactions!about!students!written!answers!to!assignments!in!the!test?!
• How!are!issues!of!responsibility!in!writing!managed!in!interactions!around!the!students’!answers!to!test!assignments?!
• How!can!national!tests!as!literacy!practices!be!described!and!discussed!critically!in!relation!to!contemporary!educational!policies?!!
Theoretical%frameworks:!A!point!of!departure!for!this!presentation!is!that!national!tests!are!part!of!contemporary!classroom!literacy!practices,!where!doing!the!tests!is!not!only!a!question!of!subject!matter!knowledge!but!also!learning!to!interpret!and!enact!a!policy!practice!(Ball!et!al.,!2012).!!Doing!the!national!tests!is!considered!as!part!of!literacy!practices!that!are!mediated!in!classroom!interaction!through!several!texts!like!for!example!test!materials!from!educational!authorities,!students’!written!answers!and!the!reported!data!from!the!teachers.!!In!this!presentation!I!take!a!student!perspective!based!on!social!understandings!of!literacy!as!described!within!the!field!of!New!Literacy!Studies!(Barton,!2007)!and!critical!literacy!(Janks,!2010).!
Methodology/research%design:%This!study!is!based!on!a!video!ethnographic!classroom!study!following!activities!in!the!subjects!of!Science!and!Social!studies!during!one!year!in!two!grade!six!classrooms!on!the!same!school.!For!this!specific!study!a!lesson!in!one!of!the!classrooms!concerning!preparations!for!the!national!test!in!Biology!was!selected!for!further!analysis!using!Conversation!Analysis!(Sidnell!&!Stivers!2013).!!
Expected%conclusions/Findings:!The!result!shows!how!the!students!and!the!teacher!negotiate!interpretations!of!the!assessment!criteria,!but!also!how!the!relation!between!the!national!test!and!the!ordinary!teaching!is!unclear!for!the!students.!The!interaction!that!evolves!contains!faceVsaving!features!in!the!evaluations!of!students’!answer!in!teacherVstudent!interactions,!but!is!also!to!a!large!extent!oriented!to!the!students’!responsibility!to!assess!their!own!results.!From!a!perspective!of!critical!literacy!the!literacy!practices!that!take!shape!in!this!lesson!concerns!giving!all!students!access!to!test!strategies!in!order!to!help!them!adjust!to!the!demands!of!the!national!tests,!but!without!any!critical!reflection!over!the!tests!in!relation!to!aspects!of!power!and!its!function!as!a!policy!practice.!
Relevance%for%Nordic%Educational%Research:!The!presentation!contributes!to!knowledge!about!consequences!of!changing!policies!regarding!assessment,!and!how!this!affects!conditions!for!learning!in!classroom!interaction,!which!is!a!matter!of!interest!in!a!Nordic!as!well!as!a!broader!international!context.!
[712]%HOMEWORK%CHALLENGES%FOR%CHILDREN%WITH%IMMIGRANT%BACKGROUNDS.%FROM%A%LITERACY`%AND%TRANSLANGUAGING%PERSPECTIVE. Birgitta!Ljung!Egeland1 ,!Susanne!Duek1 1Karlstad$University,$Karlstad,$Sweden! Research%topic/Aim:%This!paper!targets!at!particular!homework!challenges!for!children!with!immigrant!backgrounds!going!to!schools!where!a!minority!of!students!are!multilingual.!The!research!topic!deals!with!young!children!living!in!Sweden!and!their!experiences!of!doing!homework;!experiences!that!hold!different!social!and!cultural!information.!!!
In!an!international!context,!a!significant!body!of!research!has!addressed!factors!associated!with!homework!completion,!but!previous!studies!have!seldom!focused!on!children!with!immigrant!backgrounds.!!
The!wider!discourse!on!homework!suggests!its!importance!for!achievement!in!school!and!that!good!parents!help!their!children!with!their!homework.!The!primary!research!objective!addressed!in!this!study!was!to!understand!what!conditions!and!means!of!action!are!reflected!in!relation!to!homework!activities!among!young!children!with!immigrant!backgrounds.!!
Theoretical%frameworks:!Drawing!on!the!concept!of!translanguaging!(García!and!Wei,!2014),!the!study!examines!how!children!make!use!of!all!they!know!about!languages!in!homework!activities!and!in!literacy!achievement.!Canagarajah!(2013)!argues!that!it!is!important!for!teachers!to!help!their!students!to!negotiate!their!understanding!by!encourage!them!to!use!all!languages!they!know.!In!the!work!of!Jim!Cummins!(2007;!2015),!he!suggests!that!if!multilingual!children!get!the!opportunity!to!use!all!their!languages!to!engage!in!literacy!activities,!this!is!linked!to!higher!achievement!in!reading!comprehension.!This!study!examines!how!children’s!languages!are!incorporated!in!homework!activities.!
Methodology/research%design:%Based!on!data!originally!collected!for!two!dissertation!studies!on!young!children!with!immigrant!backgrounds!in!Swedish!schools,!the!two!datasets!were!here!reanalyzed!with!a!specific!focus!on!homework!activities!linked!to!teachers’!observable!work!in!the!classrooms!and!as!reported!in!interviews!with!children.!
Findings:!The!project!brings!new!perspectives!on!experiences!of!homework!activities!from!the!view!of!young!children!with!immigrant!backgrounds!living!in!nonVurban!communities!in!Sweden.!The!results!show!that!they!often!feel!demanded!to!do!a!large!amount!of!homework!to!keep!up!with!the!expectations!of!their!teachers!and!parents!and!that!homework!activities!often!involve!all!languages!they!know.!The!study!discusses!children’s!experiences!of!homework!in!terms!of!a!Swedishness!project,!a!family!project!and!a!school!project:!three!interwoven!and!sometimes!separate!identity!projects.!
Relevance%for%Nordic%Educational%Research:!This!study!extends!literature!on!children!with!immigrant!backgrounds!by!exploring!homework!activities!from!their!own!perspective!and!by!challenging!a!traditional!monocultural!and!monolingual!view!on!homework!completion!in!school.% %
[712] HOMEWORK CHALLENGES FOR CHILDREN WITH IMMIGRANT BACKGROUNDS. FROM A LITERACY-‐ AND TRANSLANGUAGING PERSPECTIVE. Birgitta Ljung Egeland1 , Susanne Duek1 1Karlstad University, Karlstad, Sweden Research topic/Aim: This paper targets at particular homework challenges for children with immigrant backgrounds going to schools where a minority of students are multilingual. The research topic deals with young children living in Sweden and their experiences of doing homework; experiences that hold different social and cultural information.
In an international context, a significant body of research has addressed factors associated with homework completion, but previous studies have seldom focused on children with immigrant backgrounds.
The wider discourse on homework suggests its importance for achievement in school and that good parents help their children with their homework. The primary research objective addressed in this study was to understand what conditions and means of action are reflected in relation to homework activities among young children with immigrant backgrounds.
Theoretical frameworks: Drawing on the concept of translanguaging (García and Wei, 2014), the study examines how children make use of all they know about languages in homework activities and in literacy achievement. Canagarajah (2013) argues that it is important for teachers to help their students to negotiate their understanding by encourage them to use all languages they know. In the work of Jim Cummins (2007; 2015), he suggests that if multilingual children get the opportunity to use all their languages to engage in literacy activities, this is linked to higher achievement in reading comprehension. This study examines how children’s languages are incorporated in homework activities.
Methodology/research design: Based on data originally collected for two dissertation studies on young children with immigrant backgrounds in Swedish schools, the two datasets were here reanalyzed with a specific focus on homework activities linked to teachers’ observable work in the classrooms and as reported in interviews with children.
Findings: The project brings new perspectives on experiences of homework activities from the view of young children with immigrant backgrounds living in non-‐urban communities in Sweden. The results show that they often feel demanded to do a large amount of homework to keep up with the expectations of their teachers and parents and that homework activities often involve all languages they know. The study discusses children’s experiences of homework in terms of a Swedishness project, a family project and a school project: three interwoven and sometimes separate identity projects.
Relevance for Nordic Educational Research: This study extends literature on children with immigrant backgrounds by exploring homework activities from their own perspective and by challenging a traditional monocultural and monolingual view on homework completion in school.
NETWORK 16
The Nordic Society for Philosophy of Education
Network 16
The Nordic Society for Philosophy of Education
[145]%THINKING%DIFFERENTLY%AND%LOOKING%FOR%JOY:%EXPLORING%DELEUZIAN%READINGS%OF%BERGSON,%NIETZSCHE%AND%SPINOZA%TO%REACH%AN%AFFIRMATIVE%ANALYTICS%OF%THE%CONTEMPORARY%AND%ITS%PROFESSIONALS%% John!Benedicto!Krejsler1 1Aarhus$University,$Danish$School$of$Education,$København$NV,$Denmark! Research%topic/Aim:%The!paper!explores!how!the!professional!teacher!and!education!can!be!made!problematic!in!terms!of!rethinking!what!learning!environments!could!become!under!current!conditions!for!thinking!school!and!professional!practice.!
Theoretical%frameworks:%Deleuze!and!Guattari!determine!the!task!of!philosophy!as!that!of!creating!concepts!that!make!it!possible!to!think!differently.!Theory!is!conceived!of!as!a!toolbox!serving!to!expand!the!repertoire!of!thought!itself.!Drawing!on!Deleuze’s!confrontations!with!Bergson,!Nietzsche!and!Spinoza!this!paper!presents!an!approach!to!thinking!differently!that!strives!for!an!affirmative!approach!to!thinking!the!present!by!pursuing!a!perspectivism!or!will!to!power!that!wills!practices!of!joy.!Methodologically!the!paper!draws,!in!particular,!on!Deleuze’s!readings!of:!(1)!a!BergsonVinspired!ontology!on!the!makes!the$actual$problematic!by!hinting!at!the!potentialities!of!taking!the!vantage!point!of!the$virtual;!(2)!a!NietzscheVinspired!thinking!of!difference!and!repetition!where!the!diceVthrow,!affirmation!of!contingency!and!the!rejection!of!resentment!and!bad!conscience!in!favor!the!will!power!and!the!affirmation!of!perspectivism!are!at!the!center;!and!(3)!Spinoza’s!practical!ethics!of!pursuing!and!expanding!what!a!body!is!capable!of,!rejecting!practices!of!sadness!in!favor!of!practices!of!joy.!
Methodology/research%design:%From!this!vantage!point,!the!paper!explores!how!the!professional!teacher!and!education!can!be!made!problematic!in!terms!of!rethinking!what!learning!environments!could!become!under!current!conditions!for!thinking!school!and!professional!practice.!The!diagnosis!of!the!present!draws!on!Deleuze’s!hypothesis!of!a!tendential!transition!from!disciplinary!societies!towards!societies!of!control,!and!the!author’s!creation!of!a!corresponding!conceptual!scale!from!the!professional!toward!the!competence!nomad!as!a!conceptual!tool!to!dealing!with!new!conditions.!The!paper!looks!for!ways!to!think!affirmatively!of!a!practice!that!expands!what!bodies!and!minds!are!capable!of!under!conditions!for!educational!practice!that!are!today!often!described!by!professionals!in!terms!that!overflow!with!resentment!in!terms!of!hopelessness!in!relation!to!external!accountability!demands,!demands!to!be!inclusive!in!relation!to!different!student!groups!and!few!hopes!of!ownership!to!professional!practice.!According!to!Deleuze!&!Guattari!such!an!endeavor!would!require!the!mastery!of!an!art!of!caution!that!carefully!deterritorializes!wellVknown!spaces!in!acts!that!balance!between!unlocking!stratified!layers!while!approaching!the!Body!without!Organs.
Expected%conclusions/Findings:!Expected!findings:!The!paper!aims!at!developing!conceptual!tools!to!make!it!possible!to!thinking!professional!teaching!practice!as!an!affirmative!practice!of!joy!that!matches!current!conditions!for!exercising!professional!practice…..!questioning!whether!it!still!makes!sense!to!talk!about!teaching!and!learning!in!terms!of!professionals.!!
Relevance%for%Nordic%Educational%Research:!An!increasing!number!of!Nordic!educational!researchers!go!to!the!Gilles!Deleuze,!the!French!philosopher,!and!Félix!Guattari,!the!psychoanalyst,!for!inspiration,!either!directly!or!indirectly!via!the!increasing!number!of!intellectual!traditions!that!draw!on!their!thinking!by!means!of!names!like!the!material!turn,!the!posthuman!turn,!the!affective!turn!and!others.!!!!!
[329]%OBJECT`ORIENTED%EDUCATION% Uffe!Lyngdal!Sørensen1 ,!Niels!Jakob!Pasgaard2 1Lærit,$Odense$NV,$Denmark!2Via,$Viborg,$Denmark! Education!is!traditionally!seen!as!a!teleological!discipline.!Teaching!is!always!done!with!a!purpose!in!mind.!Thus,!teaching!can!be!said!to!be!an!intentional!practice.!With!a!popular!Danish!expression,!one!may!say!that!teaching!is!to$want$something$with$someone!(Nepper!Larsen!2016).!In!recent!years,!school!systems!in!the!Nordic!countries!have!increasingly!equated!the!idea!of!wanting$something$with$
someone,!and!the!idea!of!teaching$someone$something$specific.!"The!purpose!of!teaching!is!that!students!learn!something!specific",!as!Per!Fibæk!Laursen!puts!it!(2015:!37).!Thus,!the!intentions!of!teaching!are!not!only!that!students!learn!about!something!or!learn!something.!No,!they!must!learn!something!specific,!something!which!the!teacher!already!knows.!
Based!on!ObjectVOriented!Philosophy!the!idea!that!education!should!be!understood!as!wanting$something$with$someone!is!criticised.!It!is!argued!that!education!should!be!seen!as!the!art!of!letting$Something$present$itself$to$someone.!In!this!context!Something$means!Objects!of!the!world.!ObjectVOriented!Philosophy!is!grounded!in!what!we!might!call!a!flat!ontology!(Bryant!2011,!Bogost!2012).!This!means!that!objects!are!considered!equal!beings.!Objects!may!exist!in!different!ways!but!no!object,!not!even!the!human!object,!is!taking!center!stage.!An!object,!human!or!nonVhuman!is!a!being!among!other!beings,!an!object!among!objects.!For!ObjectVOriented!Philosophy!this!means!that!objects!cannot!be!reduced!to!what!we!think!they!are.!Objects!are!always!more,!they!always!hold!something!back!V!there!is!always!something!that!recedes,!hidden!inside,!inaccessible.!Harman!calls!this!notion!of!holding!something!back!the!withdrawal$of$objects:$“(...)!objects!exist!in!utter!isolation!from!all!others,!packed!into!secluded!private!vacuums”!(Harman!2005:5).!Objects!cannot!be!reduced!to!what!we!know!about!them!or!to!what!use!we!put!them.!They!harbor!hidden!volcanic!powers!that!in!a!given!relation!could!be!put!to!use.!Every!object!therefore!bears!the!potential!of!being!otherwise.$No!object!is!ever!so!defined,!reduced,!or!dominated!that!it!can’t!break!free!and!be!otherwise.!In!this!sense!one!can!say!that!objects!contain!magical!or!enchanting!elements!(Morton!2013).!Every!object!hides!a!world!of!surprises!and!potential!otherness.!These!surprises!and!this!potential!otherness!are!the!manifestations!of!the!object's!own!intentions.!!
Based!on!ObjectVOriented!Philosophy!it!is!argued!that!school!must!be!a!suspension!of!the!order!and!answers!we!have!created!in!our!anthropocentric!perception!of!the!world,!a!suspension!that!frees!the!objects!from!the!responses!and!preconceptions!that!we!have!laid!down!upon!them.!School!must!be!an!institution!for!reVenchantment!of!the!world!(Oral!2013),!a!place!where!objects!are!given!the!freedom!to!present!their!own!intentions!to!us.!Teaching!must!allow!students!to!dwell!in!the!questions!that!stem!from!the!meeting!between!their!own!perceptions!and!understandings!and!the!intentions!and!otherness!of!the!objects!of!the!world.!
[368]%IN%THE%CAGE:%THE%REVERSIBILITY%OF%EDUCATIONAL%CAUSALITY Thomas!Aastrup!Rømer1 1Aarhus$University,$Risskov,$Denmark! In%the%cage:%the%reversibility%of%educational%causality%%
In!this!paper,!I!argue!that!the!relationship!between!teaching!and!learning!has!turned!into!what!I!call!a!reverse!causality.!
In!normal!causality,!an!independent!variable!causes!an!effect!on!the!behavior!of!a!dependent!variable.!In!a!common!vocabulary!we!would!say,!for!example,!that!teaching!causes!an!improvement!in!learning.!However,!this!kind!of!causality!can!only!appear!if!the!independent!variable!“teaching”!is!independent!proper,!that!is,!it!must!be!defined!independently!of!the!dependent!variable,!which!is!learning.!
Now,!my!point!is!simply!that!this!independency!is!often!not!the!case!when!it!comes!to!the!causality!between!teaching!and!learning.!The!problem!is!that!teaching!in!most!constructivist!philosophy!and!system!theory!is!basically!defined!as!a!break!from!learning.!Thus,!the!independent!variable!is!not!really!independent!but!conceptually!constituted!and!tamed!by!the!dependent!variable!itself.!I!call!this!a!“reverse!causality”.!Independent!theories!of!teaching!are!totally!different!from!constructivist!teaching.!
Next,!I!discuss!some!implications!of!this!reverse!causality.!In!particular,!I!emphasize!the!fact!that!we!end!up!in!a!conceptual!cage!that!is!only!able!to!visualize!predefined!processes!of!reverse!causality.!However,!because!of!the!“cage”Vcharacter!of!causality,!we!forget!the!ontological!and!scientific!configuration!of!this!process.!We!lose!touch!of!the!essence!of!both!teaching!and!learning.!Thereby,!we!get!a!problem!of!validity,!that!is,!a!lack!of!correspondence!between!concept!and!reality.!This!means!that!educational!research,!if!it!follows!the!rules!of!causal!reversibility,!is!not!able!to!say!anything!about!education!as!such.!This!paradox!produces!problems!in!many!other!educational!areas,!such!as!the!concepts!of!teacher,!student,!school!and!policy!as!well.!If!this!problematic!kind!of!research!defines!education!as!such,!for!example!via!various!evidenceVinformed!processes!and!methods!of!Visible!Learning,!society!loses!its!knowledge,!its!history!and!its!skills.!
Finally,!I!make!some!comments!about!the!concept!of!causality!as!such!based!on!Graham!Harman’s!theory!of!"vicarious!causation".!Harman's!discussion!is!relevant!in!the!present!context!because!he!criticizes!causality!from!an!ontologicalVmetaphysical!point!of!view,!which!stands!in!contrast!to!the!general!criticism!of!causality!that!is!rooted!in!the!epistemology!of!David!Hume.!Very!briefly,!I!examine!some!of!the!ways!in!which!vicarious!causation!could!stimulate!the!development!of!educational!research.
[472]%THE%TEACHER%AS%A%MORAL%AGENT.%ETHICAL`STRATEGIC%COMPETENCE%AND%SITUATED%AUTONOMY.% Chung!Kim1 1Læreruddannelsen$Silkeborg,$Via$University$College,$Silkeborg,$Denmark! Research%topic/Aim:%%In!the!last!20!V!25!years!a!field!of!educational!research!has!appeared!focusing!on!the!ethical!dimension!of!teaching!and!teachers’!classroompractices.!Results!from!the!first!phase!of!this!research!have!shown,!that!the!teachers’!pedagogicVethical!aims!and!values!have!a!profound!impact!on!the!classroomVinteractions,!and!that!ethical!competence!therefore!is!an!essential!part!of!the!professional!teachers’!practice.!In!a!second!phase!the!research!has!been!focusing!on!the!kinds!of!ethical!dilemmas!that!teachers!experience.!It!has!been!investigated,!internationally!and!in!a!specific!Nordic!schoolVcontext,!how!teachers!typically!respond!to!ethical!dilemmas,!and!what!kinds!of!ethical!understanding!and!knowledge!are!involved!in!their!ability!to!reflect!and!act!in!relation!to!the!dilemmas.!Now!a!third!phase!for!future!research!has!appeared!examining!how!the!teachers’!ethical!understanding!and!agency!can!be!strengthend!helping!them!to!deal!with!ethical!dilemmas.!!This!paper!is!based!on!a!ph.d.Vproject!that!investigates!in!a!danish!schoolcontext!two!questions!for!this!new!research.!Is!it!possible!to!improve!the!teachers’!ethical!understanding!and!agency,!and!if!so,!how!can!it!be!done!in!the!form!of!an!ethical!competence!to!be!developed!as!an!essential!part!of!the!teachers’!professionalism?!What!are!the!outlines!of!a!theoretical!framework!for!describing!aspects!of!this!ethical!competence?!!!!
Theoretical%frameworks:%%The!main!theoretical!framework!for!the!empirical!and!theoretical!studies!on!the!teachers’!ethics!is!philosophical.!According!to!Klaus!Prange!teaching!has!to!be!described!operationally!as!a!certain!kind!of!showing:!the!teacher!shows!something!to!the!students!learning!them!to!see!themselves!and!the!world!in!an!expanded!view.!Stanley!Cavell!has!described!the!educational!practice!as!an!ethical!prescriptive!call,!where!the!pedagogical!authority!is!exposing!possible,!new!and!ethically!better!forms!of!living,!selfVexposition,!community!and!citizenship!for!the!learning!‘friend’.!In!the!ethical!perspective!of!Charles!Taylor!we!can!conceive!of!the!classroom!and!its!interactions!as!in!itself!an!ethical!form!of!practice,!where!ethical!values!are!not!just!taught!but!lived,!that!is!offered,!negotiated!and!prioritized!and!thereby!developed.!!!
Methodology/research%design:%The!project!has!been!planned!in!3!stages!following!a!design!based!methodology:!A.!An!empirical!investigation!of!9!teachers’!ethical!experiences.!B.!A!course!of!professional!education!in!which!the!teachers!are!working!collaboratively!with!the!researcher!to!improve!their!ethical!competence.!C.!A!theoretical,!philosophical!framework!for!describing!this!ethical!competence!as!a!part!of!the!teachers’!professional,!situated!and!collaborative!distributed,!autonomy.!!
Expected%conclusions/Findings:%A!first!expected!conclusion!is!that!the!teachers’!ethical!competence!must!be!understood!in!terms!of!moral!sensibility,!language,!reasoning!and!decision!making!and!that!this!involves!a!strategic!element:!the!ability!to!reflect!and!act!in!situations!where!pedagogicalVethical!aims!and!values!are!challenged!by!external!conditions.!A!second!expected!conclusion!is!that!this!ethicalVstrategic!competence!can!be!developed!in!a!collaborative!educational!programme.!!The!paper!will!be!concentrated!on!exposing!the!third!expected!conclusion!that!an!adequate!theoretical!framework!can!be!constructed!in!the!form!of!a!philosophical!analysis!of!the!ethicalVstrategic!dimension!of!teaching!as!a!fundamental!pedagogic!activity.!!!
Relevance%for%Nordic%Educational%Research:%%The!paper!presents!expected!results!from!a!Danish!study!investigating!a!question!for!future!research!on!teachers’!ethics:!How!can!the!teachers’!ethical!understanding!and!agency!be!developed!as!a!professional!teacher!competence?!The!study!follows!up!on!the!results!from!several!studies!in!Finland,!Sweden!and!Norway!investigating!teachers’!experiences!with!ethical!dilemmas!in!their!practice.!%%!
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[604]%JOHN%DEWEY'S%THEORY%OF%EMBODIMENT%AND%CULTURE Sune!Frølund1 1Dept.$of$Education,$University$of$Aarhus,$Copenhagen$NV,$Denmark! Research%topic/Aim:%!Embodiment!in!education:!the!role!of!the!body!in!teaching!and!learning.!
Theoretical%frameworks:!It!is!commonly!acknowledged!that!John!Dewey’s!Experience$and$Nature!(1925)!launches!the!last!phase!of!his!philosophical!development.!Having!coined!his!pragmatic!philosophy!in!the!preceding!years,!over!the!next!10V15!years!he!develops!a!naturalistic!ontology!in!order!to!synthesize!nature,!life!and!experience.!This!phase!of!his!philosophy!is!often!named!its!‘naturalistic’!phase!or,!to!follow!Dewey’s!own!choice:!a!‘naturalistic!humanism’!or!a!‘cultural!naturalism’.!In!fact!it!is!a!further!development!of!Dewey’s!principle!of!continuity!into!theory!on!how!human!experience!and!culture!emerges!out!of!nature!without!ceasing!to!be!nature.!During!his!work!an!urgent!problem!becomes!to!integrate!the!body!in!the!concept!of!experience.!!
But!why!did!the!body,!in!the!first!place,!fall!out!of!experience?!Dewey’s!historical!diagnosis!is!that!the!Aristotelian!way!of!analyzing!nature!by!use!of!concepts!like!‘potency’!and!‘act’!in!the!mechanicistic!interpretation!of!nature!in!the!Renaissance!was!substituted!by!causal!explanations.!The!latter!imposed!a!strong!difference!between!matter!and!mind!or!between!body!and!experience!and!excluding!all!mediation.!The!underlying!reason!was,!so!Dewey,!that!mechanicism!exiled!qualities,!especially!temporal!qualities,!from!nature,!and!allocated!more!reality!to!causes!than!to!effects.!!
!In!order!to!overcome!mechanicism!and!develop!a!theory!of!cultural!emergence!Dewey!can!hardly!rehabilitate!Aristotle,!whom!he!seldom!hesitates!to!castigate.!Nevertheless,!Dewey!restores!certain!elements!from!Aristotle’s!philosophy!of!nature!to!life,!i.e.!qualia!and!a!semiVteleological!concept!of!causality.!And!since!Dewey’s!own!pragmatism,!to!some!extent,!shares!the!shortcomings!of!the!mechanistic!concept!of!causality,!he!will!even!correct!pragmatism.!
!In!Experience$and$Nature!Dewey!introduces!the!concept!‘BodyVMind’!the!task!of!which!is!to!establish!a!continuity!from!inanimate!nature,!over!organic!nature!to!human!experience.!Dewey!never!really!worked!out!the!consequences!of!this!concept!from!his!mature!bodyVphilosophy!for!questions!of!education!and!culture.!!
Methodology/research%design:%!Hermeneutics,!i.e.!interpretation!of!Dewey’s!texts.!
Expected%conclusions/Findings:!!I!expect!to!be!able!to!work!out!some!consequences!of!Dewey’s!late!work!on!embodiment!for!education!and!enculturation.!
Relevance%for%Nordic%Educational%Research:!My!here!described!work!is!a!contributing!to!research!on!the!role!of!the!body!in!Bildung!and!cultivation.!
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[605]%UNIVERSALISM%AND%CONTEXT:%EMERGENCE%AND%TRANSFORMATION%OF%SUSTAINABILITY%VALUES%IN%EDUCATION Ole!Andreas!Kvamme1 1Department$Og$Teacher$Education$and$School$Research,$Oslo,$Norway!Research%topic/Aim:%Universal!values!and!norms!have!a!disputed!role!within!environmental!and!sustainability!education.!On!the!one!hand!moral!claims!with!a!universal!scope!are!certainly!being!made.!The!primary!case!is!the!UNESCO!discourse!on!education!for!sustainable!development,!reaching!a!peak!during!the!UN!Decade!on!Education!for!Sustainable!Development!2005V2014.!On!the!other!hand!universal!values!and!norms!are!often!criticized!for!hiding!plurality!and!context,!concealing!conflicts!and!transforming!political!issues!into!individual!responsibilities.!In!this!paper!the!relevance!of!the!critique!summarized!above!is!acknowledged.!However,!when!reviewing!research!on!values!and!norms!within!environmental!and!sustainability!education,!a!certain!lack!of!awareness!of!the!genesis,!contextualization!and!recontextualization!of!universal!values!and!norms!is!unveiled.!The!aim!of!this!paper!is!to!contribute!to!such!an!awareness.!
Theoretical%frameworks:!With!reference!to!the!interactive!universalism!of!the!moral!philosopher!and!political!theorist!Seyla!Benhabib,!presented!in!the!90´s,!I!propose!that!moral!judgment!may!be!seen!as!an!activity!by!a!self!situated!in!a!web!of!relations.!Benhabib!emphasizes!the!reversibility!of!thinking!including!the!views!of!others!and!rejecting!presupposed!consensus.!Universalism!implies!the!direction!of!this!activity,!by!Benhabib!named!as!enlarged!thought,!a!concept!borrowed!from!Arendt!and!Kant.!For!philosophy!of!education!Benhabib´s!moral!philosophy!is!an!invitation!to!perceive!student´s!discussions!in!moral!education!as!exercises!of!interactive!universalism.!Benhabib!herself!has!shown!minor!interest!in!education.!However,!her!perspectives!challenge!the!conception!of!universal!values!as!a!topVbottom!process!in!environmental!and!sustainability!education.!It!might!as!well!be!seen!as!bottomVup.!The!dynamic!implied!may!be!further!elaborated!while!bringing!in!perspectives!from!Benhabib´s!latest!works.!Influenced!by!Derrida!the!interactive!universalism!of!the!90´s!is!by!Benhabib!reformulated!as!democratic$iterations,!pointing!at!how!an!issue!being!iterated!is!reposited!and!redesigned!via!subsequent!usages!and!references.!Benhabib!has!been!engaged!in!human!rights!issues!showing!an!interest!in!the!often!conflicting!process!of!contextualizing!universal!norms.!!
Methodology%/%research%design:%Methodologically!this!paper!is!informed!by!the!critical!hermeneutics!of!Paul!Ricoeur.!It!is!a!contribution!within!philosophy!of!education,!being!a!part!of!a!PhD!project!which!also!includes!curriculum!studies!and!class!room!observation,!carrying!out!Benhabib´s!theoretical!perspectives!as!an!analytical!framework.!
Expected%conclusions:!In!this!paper!I!suggest!that!both!Benhabib´s!interactive!universalism!and!her!conceptualization!of!the!human!rights!processes!may!be!illuminating!for!conceiving!the!recontextualisation!of!universal!values!and!norms!within!environmental!and!sustainability!education.!While!a!critique!of!universal!values!and!norms!as!static!figures!may!be!maintained,!here!is!a!perspective!which!opens!up!for!a!more!dynamic!approach.!
Relevance%for%Nordic%Educational%Research:!In!a!Nordic!context!it!is!foremost!Swedish!research!which!has!taken!responsibility!for!this!field.!In!the!paper!I!suggest,!while!examining!some!key!Swedish!contributions,!that!the!absence!here!claimed,!may!be!due!to!an!uncertainty!on!the!ontological!status!of!universal!values!and!norms.
[616]%JOHN%DEWEY'S%THEORY%OF%EMBODIMENT%AND%CULTURE% Sune!Frølund1 1Dept.$of$Education,$University$of$Aarhus,$Copenhagen$NV,$Denmark! Research%topic/Aim:%!Embodiment!in!education:!the!role!of!the!body!in!teaching!and!learning.!
Theoretical%frameworks:!It!is!commonly!acknowledged!that!John!Dewey’s!Experience$and$Nature!(1925)!launches!the!last!phase!of!his!philosophical!development.!Having!coined!his!pragmatic!philosophy!in!the!preceding!years,!over!the!next!10V15!years!he!develops!a!naturalistic!ontology!in!order!to!synthesize!nature,!life!and!experience.!This!phase!of!his!philosophy!is!often!named!its!‘naturalistic’!phase!or,!to!follow!Dewey’s!own!choice:!a!‘naturalistic!humanism’!or!a!‘cultural!naturalism’.!In!fact!it!is!a!further!development!of!Dewey’s!principle!of!continuity!into!theory!on!how!human!experience!and!culture!emerges!out!of!nature!without!ceasing!to!be!nature.!During!his!work!an!urgent!problem!becomes!to!integrate!the!body!in!the!concept!of!experience.!!
But!why!did!the!body,!in!the!first!place,!fall!out!of!experience?!Dewey’s!historical!diagnosis!is!that!the!Aristotelian!way!of!analyzing!nature!by!use!of!concepts!like!‘potency’!and!‘act’!in!the!mechanicistic!interpretation!of!nature!in!the!Renaissance!was!substituted!by!causal!explanations.!The!latter!imposed!a!strong!difference!between!matter!and!mind!or!between!body!and!experience!and!excluding!all!mediation.!The!underlying!reason!was,!so!Dewey,!that!mechanicism!exiled!qualities,!especially!temporal!qualities,!from!nature,!and!allocated!more!reality!to!causes!than!to!effects.!!
!In!order!to!overcome!mechanicism!and!develop!a!theory!of!cultural!emergence!Dewey!can!hardly!rehabilitate!Aristotle,!whom!he!seldom!hesitates!to!castigate.!Nevertheless,!Dewey!restores!certain!elements!from!Aristotle’s!philosophy!of!nature!to!life,!i.e.!qualia!and!a!semiVteleological!concept!of!causality.!And!since!Dewey’s!own!pragmatism,!to!some!extent,!shares!the!shortcomings!of!the!mechanistic!concept!of!causality,!he!will!even!correct!pragmatism.!
!In!Experience$and$Nature!Dewey!introduces!the!concept!‘BodyVMind’!the!task!of!which!is!to!establish!a!continuity!from!inanimate!nature,!over!organic!nature!to!human!experience.!Dewey!never!really!worked!out!the!consequences!of!this!concept!from!his!mature!bodyVphilosophy!for!questions!of!education!and!culture.!!
Methodology/research%design:%!Hermeneutics,!i.e.!interpretation!of!Dewey’s!texts.!
Expected%conclusions/Findings:!I!expect!to!be!able!to!work!out!some!consequences!of!Dewey’s!late!work!on!embodiment!for!education!and!enculturation.!
Relevance%for%Nordic%Educational%Research:!My!here!described!work!is!a!contributing!to!research!on!the!role!of!the!body!in!Bildung!and!cultivation.!
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[621]%THE%SIGNIFICANCE%OF%PEDAGOGY Moira!von!Wright1 1Ersta$Sköndal$University$College,$Stockholm,$Sweden! Research%topic/Aim:%!The!topic!of!the!paper!is!“The!Significance!of!Pedagogy”.!!
This!paper!is!a!critical!defence!of!pedagogy!(‘pedagogik’)!in!a!time!when!a!broad!public!seems!to!agree!that!pedagogy!has!outlived!itself!and!that!the!pedagogues,!or!educationists,!deserve!nothing!but!to!stand!in!the!pillory.!It!delves!into!the!question!of!why!we!desperately!need!pedagogy!even!though!there!is!so!much!accurate!scientific!knowledge!about!learning,!cognition,!instruction,!socialisation,!interaction,!organisation,!gender,!literacy,!child!development,!school!development,!etc.!It!argues!that!pedagogy,!in!its!unclothed!sense!of!dealing!with!the!situation!and!topos!in!the!classroom,!is!inevitable!for!a!school!and!for!its!students!and!teachers.!It!cannot!be!reduced!to!instruction!or!didactics,!nor!can!it!embrace!the!whole!world.!
Theoretical%frameworks:!In!the!Manifesto$for$Education,!Biesta!&!Säfström!(2011)!cried!out!their!concern!for!education!and!suggested!that!we!speak!for$education!from$the!viewpoint!of!education!–!which!in!my!understanding!means!from!pedagogy!(sv.!pedagogik;!no.!pedagogikk;!fi.!kasvatustiede)!–!and!not!from!any!other!science!or!from!a!populist!position.!The!manifesto!challenges!us!to!act,!to!do!something!for!education.!It!was!translated!into!many!languages!by!inspired!educationists,!but!the!possibility!it!presented,!namely!to!actually!‘reclaim!pedagogy’!was!not!fulfilled.!In!fact!it!seems!as!if!the!academic!field!of!education!(pedagogik)!is!–!if!possibleV!even!more!despised!today.!Inasmuch!as!I!detest!the!public!naming!and!shaming!of!educationists!and!teachers!that!is!going!on,!for!instance!in!newspapers!and!on!Facebook!sites,!and!dislike!the!amazing!PISAVhysteria!that!we!all!are!dealing!with,!I!too!worry!about!the!situation!for!the!young!in!schools.!!In!particular!I!am!concerned!about!the!vague!pedagogical$interest!within!research!on!education.!!
Methodology/research%design:%I!therefore!take!the!challenge!to!“multiply!the!manifesto”!by!speaking!for!pedagogy:!Different!from!other!academic!disciplines,!pedagogy!can!capture!the!existential,!aesthetic!and!ethical!dimension!of!education!in!classrooms,!those!uncertainties,!‘inVbetweens’!and!encounters!that!are!so!crucial!in!order!for!education!to!be!educational.!There!is,!however,!a!need!to!introduce!new!perspectives,!concepts!and!metaphors,!and!at!the!same!time!it!is!difficult!to!actually!introduce!new!meaning;!many!concepts!and!metaphors!tend!to!remain!verbal!ornaments.!!
Expected%conclusions/Findings:!I!arrive!at!my!conclusion!about!the!significance!of!pedagogy!with!the!help!of!some!concrete!examples!and!three!ironies,!which!are:!the!educational!situation!is!relational,!but!not!about!relations;!the!teacher!needs!to!be!seen!as!professional!but!act!as!an!amateur;!and!the!guiding!existential!question!for!all!present!is!the!egocentric:!Who!am!I!in!this?!
Relevance%for%Nordic%Educational%Research:!!
The!examples!that!I!discuss!are!derived!from!the!Swedish!school,!but!my!analysis!of!the!significance!of!pedagogy!is!highly!relevant!for!all!the!Nordic!countries.!It!is!also!relevant!for!the!discussions!within!NERA.!
[640]%PUTTING%YOURSELF%AT%RISK%`%BILDUNG%AND%DIGITAL%MEDIA% Odin!Fauskevåg1 1Ntnu,$Institutt$for$Pedagogikk$Og$Livslang$Læring,$Trondheim,$Norway! Research%topic/Aim:%Bildung!and!digital!media.!
Theoretical%frameworks:!Hegel’s!theory!of!recognition.!!
Methodology/research%design:%Theoretical!!
Expected%conclusions/Findings:!Can!digital!media!enhance!Bildung?!Lars!Løvlie,!in!his!article!“Teknokulturell!danning”!(2003),!argues!that!new!ways!of!communicating!on!the!internet,!increases!possibilities!of!Bildung.!I!argue!that!these!new!forms!of!communication!do!not!create!the!normatively!structured!space!necessary!for!Bildung.!!
A!central!theme!in!Hegel’s!philosophy!is!that!subjectivity!involves!recognition.!Only!by!taking!part!in!relations!of!mutual!recognition,!will!the!subject!come!into!existence.!What!this!means,!can!be!explained!by!the!concept!of!alienation:!Mutual!recognition!is!about!finding!acceptance!of!one’s!own!subjectivity!or!perspectives!in!another!subject.!When!expressions!of!subjectivity!mean!something!for!someone!else,!the!subject!exists!as!something!real;!it!is!involved!and!no!longer!alienated.!!
A!central!topic!in!Hegel’s!concept!of!recognition!is!that!this!coming!into!presence!as!a!subject!involves!risk.!To!recognize!someone,!is!to!“set!the!other!free”,!Hegel!claims!in!the!Phenomenology.!This!entails!accepting!the!perspectives,!values!or!judgments!of!the!other!as!valid!or!authoritative.!This!is!risky!because!the!judgment!of!one’s!subjectivity!and!identity!is!handed!over!to!someone!else.!Recognition!entails!the!possible!risk!of!negation!of!one’s!subjectivity.!But!this!risk!is!necessary!to!avoid!alienation!and!abstract!subjectivity.!!
Hegel’s!theory!of!subjectivity!and!recognition!describes!subjectivity!as!an!essential!normative!activity.!To!be!actual!as!a!subject!implies!to!be!involved!in!practices!of!recognition.!The!normatively!structured!spaces!these!practices!create,!is!the!necessary!medium!for!Bildung!and!realization!of!subjectivity.!It!is!«das!Element,!innerhalb!dessen!sich!der!Gebildete!bewegt.»!(Gadamer,!Wahrheit!und!Methode!1960,!s.20)!!
I!argue!that!this!normative!space!of!mutual!recognition!is!weakened!when!communication!takes!place!on!digital!platforms!like!mobile!phones!or!social!media!sites!like!Facebook.!One!important!reason!for!this!is!that!digital!media!increases!control!over!communication.!On!social!media,!for!example,!expressions!of!subjectivity!are!less!spontaneous!than!in!face!to!face!communication.!This!lowers!the!risk!of!negation!of!subjectivity,!but!also!lowers!the!possibility!of!taking!part!in!normatively!structured!relation!of!recognition.!Digital!media!decreases!the!possibility!of!normative!involvement!–!the!essential!activity!of!subjectivity.!!
Based!on!Sherry!Turkle’s!(2015,!2011)!analysis!of!digital!media!use,!I!will!discuss!some!concrete!cases,!like!friendship!and!travelling.!Through!these!examples!I!will!try!to!point!out!how!digital!media!reduces!the!potential!normativity!in!human!relations!V!and!thereby!their!potential!for!Bildung.!!
Relevance%for%Nordic%Educational%Research:!Contribute!to!the!understanding!of!the!concept!of!Bildung!in!the!digital!age.!
[655]%THE%DIGITALIZATION%OF%THE%LEARNING%AND%EDUCATION:%THE%QUESTION%OF%EDUCATIONAL%INTERACTION%AND%THE%PRODUCTION%OF%EDUCATION Kimmo!Kontio1 ,!Maximilian!SAiler2 1University$of$Oulu,$Oulu,$Finland!2LMU$Munich,$Department$of$Psychology$and$Education,$Munich,$Germany! Research%topic/Aim:%The!Digitalization!of!Education!and!Learning:!The!Question!of!Educational!Interaction!and!the!Production!of!Education.%
The!aim!of!the!presentation!is!to!analyze!the!“digitalization!of!education!and!learning”!in!the!light!of!the!concepts!of!educational!interaction!and!educational!production.!!
One!of!the!central!trends!of!the!current!school!reforms!is!the!digitalization!of!education!and!learning!i.e.!to!reform!the!learning!environments!and!teaching!practices!in!schools!by!means!of!the!information!and!communication!technologies!and!digital!media.!Several!intertwined!arguments!have!been!introduced!in!order!to!justify!these!reforms.!For!example,!because!new!information!and!communication!technologies!have!revolutionized!our!lives!and!the!work!conditions,!the!school!must!be!revolutionized!accordingly!in!order!to!bring!school!in!harmony!with!the!surrounding!society!and!its!needs.!The!digitalization!of!education!is!assumed!to!increase!equality!of!education!because!it!makes!possible!to!produce!educational!services!with!reasonable!costs!in!rural!areas,!and!digitalization!has!been!seen!as!a!solution!to!the!“productivity!problem!of!school”,!reflected!for!example!in!PISAVresults.!!
However,!the!argument!for!the!digitalization!must!be!justified!also!from!the!pedagogical!point!of!view.!Then,!it!is!!presumed!also!a!kind!of!a!“paradigm!shift”!or!“revolution”!in!our!views!about!school!education;!in!our!conceptions!how!learning!is!supposed!to!happen!and!how!teacher’s!intentional!pedagogical!acts!is!assumed!to!promote!learning.!This!“revolution”!has!been!widely!reflected!in!recent!educational!theoretical!and!philosophical!discourses!and!can!be!described!as!a!transition!from!the!“traditional!conceptions!of!education”!towards!the!paradigm!of!the!“selfVregulation”!or!“selfVeducation”!of!the!learner!where,!more!or!less,!the!meaning!of!the!“traditional”!pedagogical!concepts!such!as!the!teaching!and!education!and!the!“traditional”!pedagogical!functions!of!the!school!is!blurred.!
From!the!educational!theoretical!and!philosophical!point!of!view!in!this!critique!is!hardly!anything!new.!Rather,!the!question!is!of!the!very!traditional!line!of!argumentation!that!can!be!named!as!a!naturalistic!critique!of!the!artificiality!of!the!institutionalized!education.!Leaving!aside!all!the!aspects!of!the!pedagogical!justification!of!the!artificiality!of!schooling!i.e.!why!it!is!in!general!wellVfounded!to!claim!that!the!school!must!be!understood!as!a!relatively!autonomous!institution!in!relation!to!the!society!and!exactly!as!an!“artificial!learning!environment”!we!concentrate!in!the!“question!of!digitalization!of!the!learning!and!education”!at!the!level!of!educational!interaction!and!its!consequences!to!the!production!of!education.!!
Theoretical%frameworks:!Theory!of!education,!Economics!of!Education!
Methodology/research%design:%Theoretical!and!philosophical!analysis!
Expected%conclusions/Findings:!In!our!presentation,!we!claim!that!1)!school!education!as!an!educational!interaction!should!be!understood!as!a!form!of!“artificial!interaction”!where!professionally!acting!pedagogues!help,!support!and!stimulate!pupils!in!their!learning!processes!in!a!way!that!is!not!possible!in!efficient!manner!in!informal!spontaneous!settings.!Moreover,!what!characterized!educational!interaction!is!that!the!pupil’s!learning!potential!cannot!be!understood!referring!to!the!genetically!predetermined!trajectories!but!is,!instead,!actualized!in!pedagogical!interaction!itself.!This!is!to!say!that!learning!is!not!supposed!to!happen!“naturally”!but!in!relation!to!the!intentional!pedagogical!efforts!of!the!pedagogues.!Consequently,!pedagogue’s!intentional!pedagogical!efforts!can!be!defined!as!educative!only!if!these!are!based!on!the!recognition!of!the!learning!potential!of!the!learner.!Thus,!at!the!core!of!the!pedagogical!interaction!is!a!fictive!dimension!where!the!interpretation!of!the!learning!potential!of!the!pupil!is!done.!Obviously,!then,!pedagogical!interaction!is!characterized,!more!or!less,!the!problem!of!information!asymmetry!caused!by!the!fact!that!pupils!learning!potential!is!never!absolutely!transparent!to!the!educator.!
In!addition!to!this,!we!claim!2)!that!when!the!question!of!educational!production!is!approached!from!this!point!of!view,!it!is!possible!to!model!the!production!of!education!in!a!way!that!“traditional”!pedagogical!concepts!like!teaching!and!education!can!have!a!proper!standing!in!the!production!process!of!education.!Based!on!this,!the!fundamental!pedagogical!challenge!of!the!school!reforms!based!on!digitalization!can!be!posed:!how!can!the!problem!of!information!asymmetry!be!controlled!in!digitalized!learning!environments!in!a!pedagogically!meaningfully!way.!It!can!be!supposed!that!the!effectiveness!and!efficiency!of!the!“digitalization!of!learning!and!education”!is!largely!dependent!on!the!fact,!how!this!challenge!is!taken!into!account.!!
Relevance%for%Nordic%Educational%Research:!Taking!Finland!as!an!example,!one!can!see!how!all!the!mentioned!arguments!on!behalf!of!digitalization!of!education!and!learning!are!in!play!in!current!Finnish!educational!policy.!In!the!order!to!restore!Finland!position!as!a!“leading!country!in!education,!knowledge,!and!modern!learning”!the!central!objective!is!that!the!“learning!environments!have!been!modernized!and!the!opportunities!offered!by!digitalization!and!new!pedagogical!approaches!are!grasped!in!learning.”!What!makes!this!school!reform!even!more!attempting!is!related!to!the!economic!crisis!Finland!is!wrestling.!Namely,!if!the!learning!is!defined!as!a!“selfVregulation”,!then,!the!production!of!education!can!be!modelled!as!a!capitalVintensive!process!where,!in!order!to!raise!the!learning!achievements,!investing!to!the!technological!solutions!(instead!of!buying!teacher’s!time)!becomes!the!primary!concern.!!Hopefully!our!presentation!offers!a!critical!tools!to!evaluate!also!Nordic!educational!policies.!
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[657]%AMBIVALENT%TEACHING:%GENDERING%THE%SCHOLASTIC%TECHNIQUES Elisabet!Langmann1 ,!Lovisa!Bergdahl1 1Södertörn$University,$Huddinge,$Sweden! Research%topic/Aim:%In!this!paper!we!take!Masschelein!and!Simon’s!(2013)!reinvention!of!the!public!school!as!an!invitation!to!rethink!the!fostering!task!of!education!in!a!time!when!it,!paradoxically,!has!become!marginalized!or!privatized!despites!its!public!urgency.!Following!Arendt,!and!with!reference!to!the!challenging!situation!we!are!facing!in!Sweden!today,!we!suggest!that!the!school!occupies!the$very$border!between!the!private!and!the!public!–!a!place!which!both!‘separates!and!connects’!these!spheres!–!and!where!the!teacher’s!responsibility!neither!is!solely!to!emancipate!children!from!‘the!authority!of!the!family’!nor!to!simply!protect!them!from!‘the!tyranny!of!the!majority’,!but!to!cultivate!their!willingness!to!act!on!behalf!of!a!common!world.!!
With!reference!to!the!‘legitimation!crisis’!in!Western!democracies!(Habermas),!however,!the!question!that!confronts!teachers!today!is!how$to!remain!on!this!threshold!while!fostering!the!coming!generation.!One!way!of!responding!to!this!challenge!is!to!find!educational!strategies!or!‘scholastic!techniques’!that!have!the!potential!to!give!‘shape!and!form’!to!the!threshold!as!well!as!restoring!the!lost!authority!of!the!teacher!(Masschelein!&!Simons).!Still,!finding!one’s!authority!as!a!teacher!involves!a!necessary!tension!between!speaking!publicly!and!privately!to!one’s!pupils.!In!this!sense,!we!argue,!the!scholastic!techniques!seem!to!be!more!complex!and!messy!–!and,!hence,!the!task!of!the!teacher!more!ambivalent!–!than!what!is!acknowledged!in!the!work!of!Masschelein!and!Simons.!For!instance,!the!language!teachers!use!in!order!to!present!a!‘common!world’!to!children!is!always!already!a!sexed!language,!something!that!invites!a!gendered!presentation!of!the!world!and!makes!every!aspiration!to!relate!to!the!world!in!a!neutral!manner!impossible!(Irigaray).!Hence,!even!if!we!argue!that!Arendt’s!distinction!between!the!private!and!public!is!necessary!for!rethinking!the!fostering!task!of!education,!we!wish!to!highlight!what!goes!unnoticed!in!the!work!of!Masschelein!and!Simons,!namely!that!what!counts$as!a!teacher’s!voice!or!authority!is!a!gendered!and!embodied!issue.!!
Theoretical%frameworks:!The!paper!is!divided!into!two!parts.!In!the!first!part!we!put!the!scholastic!techniques!suggested!by!Masschelein!and!Simons!in!relation!to!the!fostering!task!of!education,!focusing!specifically!on!the!techniques!of!suspension,!profanation!and!love.!In!the!second!part,!we!reVread!the!scholastic!techniques!through!the!lens!of!feminist!critique!(Irigaray),!arguing!that!they!have!masculine!and!feminine!connotations!that!both!need!to!be!acknowledged!when!rethinking!the!fostering!task!of!education.!
Methodology/research%design:%This!is!a!philosophical!argument.!
Expected%conclusions/Findings:!By!way!of!conclusion,!we!argue!that!the!question!on!how!teachers!can!remain!in!the!ambivalent!space!between!the!private!and!the!public!needs!to!be!put!at!the!center!of!the!educational!agenda,!if!we!want!to!turn!the!fostering!task!of!education!into!a!‘public’!matter.!
Relevance%for%Nordic%Educational%Research:!The!paper!is!a!response!to!the!challenging!situation!we!are!facing!in!Sweden!today!(privatization!and!pluralism).!
!
[658]%THE%POLITICS%OF%GENDER%IN%EDUCATION.%CONTEMPORARY%PHILOSOPHICAL%PERSPECTIVES Claudia!Schumann1 1Stockholm$University,$Stockholm,$Sweden! Research%topic/Aim:%Symposium%
The%politics%of%gender%in%education:%
Contemporary%philosophical%perspectives!
Organizers:!Claudia!Schumann,!Rebecca!Adami!
Abstract:!The!symposium!will!provide!a!platform!for!the!contributors!to!a!special!issue!on!gender!and!education!for!Studier$i$Paedagogisk$Filosofi$to!critically!discuss!their!work!in!progress!with!each!other!as!well!as!with!other!researchers!in!the!field,!and!thus!to!further!develop!the!joined!conversation!in!preparation!for!the!publication!in!fall!2017.!We!want!to!collect!contemporary!perspectives!on!questions!of!gender!and!sexuality!within!the!field!of!philosophy!of!education!with!a!specific!emphasis!on!the!political!dimensions,!preconditions!and!implications!of!these!questions.!Taking!into!account!previous!work!raising!topics!such!as!ethics!of!care,!relationality,!and!embodiment,!we!want!to!extend!the!onVgoing!discussions!within!the!area.!Which!questions!have!been!overlooked!or!marginalized!so!far?!Which!theoretical!perspectives!need!to!be!developed!next?!In!particular,!we!want!to!bring!into!focus!how!the!gendered!and!sexualized!body!becomes!politicized!in!education.!Drawing!on!discussions!on!intersectionality,!new!materialist!thinking,!queer!and!trans!studies!we!want!to!move!the!discussion!of!gender!in!education!beyond!the!binaries!female/male,!femininity/masculinity.!
Contributors:!
Aislinn!O’Donnell!(Maynooth!University,!Ireland)!
Claudia!Schumann!(Stockholm!University,!Sweden)!
Rebecca!Adami!(Stockholm!University,!Sweden)!
Marie!Hållander!(Stockholm!University,!Sweden)!
Emile!Bojesen!(University!of!Winchester,!UK)!
Theoretical%frameworks:!”feminist!philosophy”!
Methodology/research%design:%”We!want!to!collect!contemporary!perspectives!on!questions!of!gender!and!sexuality!within!the!field!of!philosophy!of!education!with!a!specific!emphasis!on!the!political!dimensions,!preconditions!and!implications!of!these!questions”!
Expected%conclusions/Findings:”!We!want!to!bring!into!focus!how!the!gendered!and!sexualized!body!becomes!politicized!in!education.”!
Relevance%for%Nordic%Educational%Research:!”Drawing!on!discussions!on!intersectionality,!new!materialist!thinking,!queer!and!trans!studies!we!want!to!move!the!discussion!of!gender!in!education!beyond!the!binaries!female/male,!femininity/masculinity”!
Abstracts%
Aislinn%O’Donnell%(Maynooth%University,%Ireland):%A%Taste%for%the%Singular%
Simone!Weil,!Hannah!Arendt!and!Simone!de!Beauvoir!(until!1966)!refused!to!call!themselves!feminists!and!each!maintained!an!ambivalent!relationship!with!philosophy!through!her!life.!Yet,!they!shared!a!common!concern:!that!of!preserving!a!political!philosophy!that!begins!with!the!singularity!and!uniqueness!of!human!beings.!As!Julia!Kristeva!notes,!Arendt!keeps!her!passion!for!the!singularity!of!the!‘who’,!Weil!mobilises!the!language!of!attention!to!communicate!her!sense!of!the!preciousness!of!each!human!being,!and!Beauvoir’s!phenomenological!and!existential!commitments!led!her!to!think!from!the!feeling!of!the!lived!singularity!of!existence.!Perhaps!because!of!this!taste!for!the!singular,!each!of!these!women!argued,!in!different!ways,!that!the!language!of!political!philosophy!was!too!abstract,!running!the!danger!of!occluding!not!only!the!singular!reality!of!each!life!lived!but!also!the!uniqueness!of!the!concrete!situations!facing!humans.!All!of!them!argued!for!a!way!of!thinking!that!remained!closer!to!experience,!rejecting!the!urge!to!systematize,!and!offering!pluralistic!methodological!approaches!that!might!renew!philosophical!thought.!Such!reVimaginings!of!method!were!not!wedded!to!a!methodological!imperialism!that!privileges!a!systematic!way!of!thinking!with!its!presuppositions!of!coherence,!logic!and!unity!because!the!demands!of!lived!reality!and!the!catastrophe!of!war!demanded!another!orientation.!Arendt!wanted!to!find!ways!of!thinking!that!might!illuminate!the!present,!help!us!understand!the!past!and!allow!us!to!begin!again.!Her!concern!is!both!with!the!experience!of!thinking!and!finding!ways!to!reconcile!ourselves!with!the!world.!She!writes!in!‘Truth!and!Politics’,!“Who!says!what!is!always!tells!a!story.!To!the!extent!that!the!teller!of!factual!truth!is!also!a!storyteller,!he!brings!about!that!‘reconciliation!with!reality’!which!Hegel,!the!philosopher!of!history!par!excellence,!understood!as!the!ultimate!goal!of!all!philosophical!thought.”!Arendt!draws!upon!multiple!methodological!approaches!that!do!not!sit!readily!alongside!one!another,!for!example,!both!her!reVappropriation!of!the!Benjaminian!method!of!‘pearlVdiving’!and!her!elaboration!of!the!importance!of!storytelling!challenge!the!idea!of!what!it!is!to!do!philosophy!and!what!constitutes!a!philosophical!method.!Simone!Weil!works!with!the!difficulty!of!confronting!contradiction!and!accepting,!when!necessary,!the!impossibility!of!resolution.!She!described!philosophical!method!as!one!of!attentive!contemplation!and!the!correct!orientation!of!the!soul’s!gaze.!Beauvoir’s!philosophical!method!involved!autobiography!and!literature;!her!rich!descriptions!offered!an!analysis!of!her!times!and!a!way!of!bringing!philosophy!back!to!earth.!This!paper!will!explore!the!question!of!why!it!is!that!these!women!(amongst!other!women!philosophers!and!feminist!philosophers)!retain!this!sense!of!the!singular:!the!singularity!of!each!life!and!each!situation.!This!would!seem!to!put!them!outside!philosophy,!closer!to!fiction,!mysticism,!journalism,!activism,!or!autobiography,!however,!I!suggest,!each!offers!a!challenge!to!philosophy,!in!particular!political!philosophy!and!philosophy!of!education,!because!of!this!emphasis!on!the!singular,!the!refusal!to!treat!humans!as!means!rather!than!ends,!and!a!resolute!resistance!to!those!forms!of!universalism!that!unwittingly!lose!sight!of!the!lived!existences!of!singular!human!lives.!I!examine!the!implications!
of!this!politics!of!singularity!for!philosophy!of!education.!!
Claudia%Schumann%(Stockholm%University,%Sweden):%Queering%diversity.%On%bodies,%anger%
and%institutional%walls!
In!a!Swedish!context!diversity!work!in!schools!has!largely!become!a!matter!of!course.!It!is!happily!embraced!by!a!majority!of!school!leaders.!It!is!required!by!law!and!has!become!a!performance!indicator.!Nevertheless,!when!looking!into!how!diversity!work!is!understood,!how!its!meaning!and!implications!become!specified!in!practice,!we!encounter!a!multiplicity!of!conceptualizations!as!well!as!a!tendency!to!cover!a!variety!of!challenges!under!the!happy!invitation!and!commitment!to!diversity.!Some!of!the!issues!that!tend!to!become!unspeakable!rather!than!being!addressed!head!on!are:!racism,!homophobia,!sexism,!ableism,!classism,!and!ageism!among!others.!!Based!on!a!selection!of!Sara!Ahmed’s!works,!the!article!will!address!the!question!of!how!diversity!work!in!schools!is!being!practiced,!which!bodies!it!is!done!by!and!which!bodies!it!is!done!for,!which!rooms!it!is!practiced!in!and!which!rooms!it!is!trying!to!create.!Understanding!diversity!through!the!intersection!of!race,!gender!and!sexuality,!the!article!will!focus!on!the!aspect!of!embodiment!as!well!as!on!the!political!dimensions!of!the!emotional!labor!involved,!in!particular!anger!and!its!function!in!diversity!work!in!schools.!Towards!the!later!part!the!article!will!turn!to!school!leaders’!roles!in!meeting!excluding!structures!at!the!schools!they!are!responsible!for.!We!will!ask!how!school!leaders!can!develop!a!greater!sensitivity!for!uncovering!the!often!invisible!lines!of!the!familiar,!the!privileged,!to!which!ordinary!practices!tend!to!align!themselves,!to!notice!who!becomes!the!one!who!is!extending!an!invitation!and!who!is!the!one!who!is!expected!to!be!thankful!for!said!invitation.!It!will!be!argued!that!in!order!for!institutional!transformation!to!take!place!not!just!on!the!level!of!diversity!documents!and!declarations,!but!in!order!to!reach!to!the!ground!of!everyday!school!life,!diversity!work!has!to!become!disorienting,!uncomfortable!and!disconcerting.!!
Marie%Hållander%(Stockholm%University,%Sweden):%Profanation%and%Teaching.%A%Feminist%
Critique%
To!profane,!originally!a!religious!term,!is!an!act!that!makes!something!or!someone!worldly!and!open!to!be!played!with.!It!is!an!act!that!separates!the!thing!from!its!context!and!makes!it!free!(Giorgio!Agamben,!Profanations!2007).!Jan!Masschelein!och!Maarten!Simons’,!drawing!on!Agamben’s!idea!of!profanation,!write$In$Defence$of$the$Public$school,!that!“When!something!becomes!an!object!of!study!or!practice,!it!means!that!it!demands!our!attention;!it!invites!us!to!explore!it!and!engage!it,!regardless!of!how!it!can!be!put!to!use”!(2013:!40).!The!acts!of!profanation!have!implications!of!how!objects!that!are!’put!on!the!table’!can!be!regarded!in!teaching,!but!what!happens!when!that!which!is!used!in!teaching!is!representations!of!sublime!horror!and!suffering?!In!this!paper!I!ask!the!questions,!drawing!on!Ken!Chen!(2015)!how!teachers!can!“present!such!images!of!sublime!horror!without!either!simpleVmindedly!reenacting!their!violence!or!disenchanting!them!into!clichés?”!(“Authenticity!Obsession,!or!Conceptualism!as!Minstrel!Show”)!What!is!the!line!separating!representations!of!suffering!as!poetic!testimonies!from!an!expropriation!and!exploitation!of!already!vulnerable!subjects?!Can!representations!of!suffering!be!profaned;!explored!and!involved!regardless!how!it!can!be!put!to!use?!This!article!will!give!a!feminist!critique,!drawing!on!Sara!Ahmed,!Ken!Chen!and!bell!
hooks,!of!the!idea!of!profanation!in!relation!to!teaching,!and!specifically!when!teaching!is!dealing!with!representations!of!sublime!horror!and!suffering.!
!
Rebecca%Adami%(Stockholm%University,%Sweden):%Coming%into%this%world%as%political%beings%
–%on%schizophrenic%forms%of%female%sexuality%
In!this!article!I!am!concerned!with!the!comingVinto!this!world,!through!Hannah!Arendt’s!concept!of!natality!in!relation!to!literary!expression.!If,!as!Adriana!Cavarero!argues,!narration!is!a!relational!act!of!distinction,!then!how!can!one!understand!female!literary!expression!as!other!than!dissonance!to!the!maleVcentred!subjectivity?!The!public!reception!of!Scandinavian!writers!Lars!Norén!and!Karl!Ove!Knausgaard,!and!of!their!respective!inward!gazing!exposure!of!private!experiences!has!received!acknowledgement!for!its!male!authenticity.!According!to!Hannah!Arendt,!our!words!and!actions!become!political!when!received!in!the!public.!The!author!cannot!determine!the!response!her!or!his!words!will!provoke.!Female!authors!who!have!used!their!personal!narrative!as!the!sole!object!for!their!prose,!expressing!one’s!sexuality!through!literary!form,!like!the!feminist!author!Chris!Krause,!have!raised!the!difficulties!of!exposing!the!authenticity!of!female!sexuality/ies!without!risking!being!received!as!a!dissonance!in!the!public!by!a!dominant!male!gaze.!In!this!paper!I!will!read!the!notion!of!schizophrenia,!as!put!forth!by!Krause!and!Sabine!Spielrein,!as!an!image!of!the!relational!challenge!of!gaining!acknowledgement!for!political!statements!in!expressing!female!authenticity.!This!article!develops!the!political!dimension!of!natality!and!narrativity!through!a!feminist!critique!of!the!language!as!oneVsexed,!through!the!work!of!Luce!Irigaray,!Hélène!Cixous!and!Julia!Kristeva.!
!
Emile% Bojesen% (University% of% Winchester,% UK):% Subject% formation% of% women% in% English%
Renaissance%pedagogical%philosophy%
%
This!paper!will!provide!a!reading!of!two!texts!of!pedagogical!philosophy!from!an!English!Renaissance!context:!R!Richard!Mulcaster’s!Positions$Concerning$the$Upbringing$of$Children!and!Juan!Luis!Vives’!De$Institutione$Feminae$Christianae!(1524).!Vives’!book!influences!Mulcaster’s!and!was!translated!into!English!and!published!many!times!within!the!Sixteenth!Century!with!the!title!The$Instruction$of$a$Christen$Woman.!It!was!originally!designed!to!be!an!instructional!text!to!for!the!education!of!Mary!I,!daughter!of!Henry!VIII,.!Mulcaster’s!own!book!was!one!of!the!first!philosophical!texts!written!in!English!and!the!very!first!written!by!a!schoolmaster.!Both!books!are!not!only!interesting!because!of!their!outling!of!pedagogical!philosophies!for!women!in!a!time!which!we!now!often!think!of!as!being!opposed!to!such!ideas!but!also!because!also!because!they!were!clear!about!the!objective!for!this!kind!of!education:!formation!of!women!for!their!expected!place!within!a!social!milieu!where!freedom!had!no!substantial!meaning.!In!this!article!I!argue!that!regardless!of!what!the!different!goals!and!means!were!for!theories!of!education!for!men!and!women,!there!was!a!stable!conceptual!frame!which!kept!both!of!them!in!place.!This!frame!was!the!prioritisation!of!public!service!within!the!logic!of!Sixteenth!Century!educational!philosophy!in!England.!
!
Keywords:%Mulcaster,!Vives,!gender,!women,!Sixteenth!Century!
[664]%ARGUING%FOR%A%DEMOCRATIC%CITIZENSHIP%EDUCATION Asger!Sørensen1!%%1School$of$Education,$Aarhus$University,$Copnehagen$Nw,$Denmark!!Arguing!for!a!democratic!citizenship!education!
Citizenship!education!has!a!long!tradition!as!a!practical!project!in!modern!societies;!as!a!philosophical!question,!however,!it!is!rarely!discussed!in!detail.!Citizenship!itself!has!only!recently!become!the!object!of!major!concern!in!political!philosophy,!and!education!as!such!is!rarely!discussed!outside!philosophy!of!education.!The!present!work!reconstructs!an!argument!for!democratic!citizenship!education!in!three!steps!and!questions!its!sufficiency.!!
1.!When!it!comes!to!citizenship,!different!definitions!have!different!implications.!Anglophone!discussions!often!follow!Marshall!and!define!citizenship!in!terms!of!individual!rights,!emphasizing!the!historical!development!from!civil!rights!to!political!rights!and!finally!social!rights.!In!this!perspective!the!original!ambition!is!to!protect!the!preVpolitical!rights!of!human!beings!against!possible!abuses!of!political!and!social!power,!calling!first!for!a!state!of!law,!and!then!for!democracy!and!finally!for!a!welfare!state.!As!primarily!proud!members!of!civil!society!and!shunning!the!state,!selfVreliant!citizens!of!course!need!moral!education.!This!liberal!approach,!however,!has!few!positive!implications!for!the!political!education!of!the!citizens,!the!protection!of!them!being!basically!conceived!of!through!legal!rights!and!negative!freedom,!i.e.!freedom!from,!e.g.!abuses!of!power!and!poverty.!!
2.!In!contrast,!the!republican!tradition!stresses!positive!freedom,!i.e.!a!freedom!to,!e.g.!to!participate!in!collective!selfVgovernance,!and!this!calls!for!both!moral!and!political!education!of!the!citizens.!Rather!than!inherently!abusive,!the!state!is!thus!conceived!of!as!possibly!constituted!and!governed!by!reasonable!citizens.!To!realize!such!a!republican!rule!of!the!state!the!citizens!must!be!virtuous!and!dutiful,!and!this!in!turn!calls!for!some!kind!of!formation!and!education.!Republican!rule,!however,!does!not!imply!that!all!inhabitants!are!active!citizens.!Active!citizens!are!assumed!to!be!reasonable,!well!educated!and!of!independent!means.!Traditionally!the!latter!condition!has!excluded!not!only!children,!but!also!spouses!and!employed!laborers,!all!of!them!being!conceived!of!as!dependent!and!therefore!not!accountable!in!terms!of!opinion!and!will!formation.!!
3.!Both!traditional!liberal!and!republican!philosophy!recommends!liberal!education!to!provide!the!necessary!formation!of!the!citizen!to!live!a!free!and!rewarding!life.!However,!as!Dewey!has!argued,!in!a!capitalist!class!society,!this!kind!of!education!has!become!realized!as!being!offered!only!to!the!ruling!classes.!They!get!the!formation!to!enjoy!leisurely!contemplation!and!fine!culture,!whereas!the!working!classes!at!most!get!an!apprenticeship,!learning!how!to!toil!with!pride.!Hence,!private!property!to!the!means!of!production!determines!a!lot!of!republicanism!just!as!is!typically!the!case!with!liberalism.!However,!democratic!society!implies!some!kind!of!equality,!and!for!Dewey!this!implies!that!we!all!acquire!a!taste!for!instrumentality!and!experiments!through!the!active!unity!of!work!and!play,!thus!avoiding!the!dualism!of!leisure!and!labor.!!
Still!the!question!is!if!this!basic!education!for!the!democratic!lifeform!facilitates!the!necessary!opinion!and!will!formation!of!democratic!citizens.!
[667]%DEMOCRACY%AND%FORMATION.%FRIEDRICH%SCHLEGEL'S%CRITIQUE%AND%RECONSTRUCTION%OF%THE%CONCEPT%OF%'REPUBLICANISM'. Jørgen!Huggler1!%%1Dpu,$Aarhus$University,$København$NV,$Denmark!!Research%topic/Aim:%Political!legitimacy!and!participation!
Theoretical%frameworks:!A!discussion!of!Friedrich!Schlegel’s!Essay$on$the$Concept$of$Republicanism$(1796)!
Methodology/research%design:%Text!interpretation!
Expected%conclusions/Findings:!A!discussion!of!some!fundamental!problems!in!a!democracy!
Relevance%for%Nordic%Educational%Research:!The!topic!is!a!fundamental!issue!in!theory!of!democratic!legitimacy.!
In!the!essay!from!1796,!Versuch$über$den$Begriff$des$Republikanismus![Essay!on!the!Concept!of!Republicanism],!5!Schlegel’s!reading!of!Kant’s!treatise!Toward$Perpetual$Peace!leads!to!an!interesting!discussion!of!Rousseau’s!problematic!concept!‘general!will’.!Schlegel!makes!a!strong!case!for!that!concept!as!a!first!principle!for!political!legitimacy.!!
With!Schlegel’s!own!concept!of!a!‘juridical!fiction’,!he!suggests!a!solution!of!the!problem!how!to!reconcile!general!will!in!its!normativity!and!a!priori!character!with!the!empirical!decisions!made!by!the!people!or!their!representatives.!In!a!very!consequent!manner,!Schlegel!deals!with!general!will!as!the!normative!foundation!of!republicanism.!!
In!addition,!he!is!able!to!present!a!solution!of!the!old!problem!how!to!bridge!the!gap!between!principled,!a!priory!normativity!and!the!empirical!process!of!decisionVmaking.!In!contrast!to!Kant’s!appeal!to!nature,!Schlegel!appeals!to!culture!and!political!experience!and!political!formation,!in!order!to!make!the!world!more!peaceful.!!
He!opposes!with!heavy!arguments!the!Kantian!distinction!between!republicanism!and!democracy.!Instead!he!gives!quite!good!reasons!for!a!more!important!distinction!between!republicanism!and!despotism.!His!critique!of!Kant’s!so!called!guarantee!for!a!progress!toward!perpetual!peace!is!enlightening!and!brings!forward!an!obvious!and!convincing!!alternative!aspect!in!that!project,!viz.!the!importance!of!historical!political!experience!and!of!political!Bildung,!aspects!missing!in!Kant’s!project.!!
The!general!discussion!of!republicanism!in!opposition!to!despotism!brings!him!to!a!reconsideration!of!ancient!republics.!It!also!implies!a!more!restricted!alternative!to!Kant’s!peace!project,!and!it!leads!to!a!divergent!answer!to!the!question!about!insurrection,!so!firmly!denied!by!Kant,!because!of!the!structure!of!political!autonomy!in!a!political!social!contract!(Ingeborg!Mauss).6!Against!Kant,!the!thinker!of!political!continuity,!Schlegel!presents!historically!well!informed!reflections!on!the!
5 Friedrich Schlegel: Versuch über den Begriff des Republikanismus [Essay on the Concept of Republicanism] (1796). 6 Ingeborg Mauss: Zur Aufklärung der Demokratietheorie. Rechts- und demokratietheoretische Überlegungen im Anschluß an Kant. Frankfurt, 1992: Suhrkamp.
beginning!and!the!end!of!political!legitimacy.!Dictatorship!can!be!legitimate,!states!of!emergency!are!found!in!reality.!However,!the!defeat!of!constitution!allows!for!other!answers!than!the!Kantian!–!it!allows!for!rebellion.!
Topics:!
!I.!Schlegel’s!criticism!of!Kant’s!distinction!between!republicanism!and!democracy.!
II.!Schlegel’s!alternative!conceptions,!and!his!reasons.!
III.!Schlegel!on!universal!republicanism!and!the!question!of!peace.!
IV.!Schlegel’s!critique!of!the!Kantian!guaranty!for!the!realisation!of!perpetual!peace.!
V.!The!question!of!insurrection!
V.!Conclusion!
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[668]%THE%ROLE%OF%MEMORY%IN%THEORIES%OF%LEARNING:%AN%ATTEMPT%AT%A%NEW%PERSPECTIVE%ON%LEARNING Mathias!Christensen1!%%1Aarhus$University,$Aarhus$N,$Denmark!!Research%topic/Aim:%The!aim!of!this!paper!is!to!show!that!in!recent!years!theories!of!learning!have!neglected!to!focus!on!the!importance!of!memory.!I!will!argue!the!consequence!of!this!neglect!is!that!theories!of!learning!mainly!target!the!acquisition!of!content,!and!thereby!leaving!out!important!aspects!of!learning!like!storage!and!retrieval.!Furthermore,!I!will!argue!that!there!are!a!range!of!positive!didactical!consequences!by!including!an!explicit!aspect!of!memory!in!theories!of!learning.!In!other!words,!the!aim!of!the!presentations!is!to!show!that!the!role!of!memory!in!theories!of!learning!has!been!forgotten!in!recent!years.%
Theoretical%frameworks:!The!theoretical!framework!is!to!be!found!in!an!intersection!between!philosophy!of!education!and!cognitive!psychology.!It!can!be!shown!historically!that!memory!is!closely!linked!to!theories!of!learning!(Cicero!1963;!Piaget!&!Inhelder!1968;!Vygotsky!1978;!Vygotsky!1986),!but!it!is!unclear!how!and!why!memory!has!been!neglected!in!theories!of!learning.!But!when!most!theories!of!learning!are!scrutinized!it!is!obvious!that!this!is!the!case.!Uljens!–!for!instance!–!includes!the!argues!that!the!outcome!of!learning!is!memory!(Uljens!1997;!Gazzaniga,!Ivry!og!Mangun!2014).!I!will!argue!that,!contrary!to!popular!belief,!this!view!on!the!relation!between!memory!and!learning!is!too!simplistic!(Bartlett!1932;!Schacter!&!Addis!2007).!I!will!also!show!that!in!some!cases!the!aspect!of!memory!is!neglected!almost!entirely!(Illeris!2007).!
Methodology/research%design:%The!method!is!a!philosophical!and!to!some!extent!analytic!method.!So!I!will!basically!review!mainly!contemporary!literature!relevant!to!the!aim!of!the!presentation.!
Expected%conclusions/Findings:!I!will!argue!that!if!we!can!deal!with!this!memory!negligence,!then!theories!of!learning!can!incorporate!the!aspect!of!memory!in!a!more!adequate!way.!The!upshot!of!this!is!that!theories!of!learning!will!be!better!equipped!to!deal!with!recent!finding!in!the!field!of!metamemory!(Little!&!McDaniel!2015)!and!metacognition!(Roediger!&!Karpicke!2006;!!Roediger,!!Putnam!&!Smith!2011),!such!as!improving!longVterm!retention!and!the!transfer!of!knowledge!to!new!contexts.!
Relevance%for%Nordic%Educational%Research:!This!theme!is!rarely!discussed!in!Nordic!educational!research,!therefore!I!assume!that!the!discussion!is!worthwhile.!
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[733]%ONTOLOGICAL%ARGUMENTATION%IN%TEACHER%EDUCATION Knut!Ove!Æsøy1!%%1Faculty$of$Education,$Østfold$University$College,$Østfold,$Norway!!The!main!goal!of!this!paper!is!to!reflect!on!how!ontological!argumentation!is!being!used!in!teacher!education,!and!what!alternatives!could!be!used!to!this!kind!of!thinking.!An!ontological!argumentation!is!presenting!an!understanding!of!“what!is”!as!a!basic!premise!for!what!to!do!or!how!to!think.!“What!is”,!is!the!worldview,!or!the!characterization!of!the!society!or!of!the!future!society,!which!is!presented!in!textbooks!for!teacher!education.!
As!part!of!my!Ph.D.,!I!have!explored!the!understanding!and!use!of!worldviews!in!basic!textbooks!for!teacher!education.!In!this!paper!I!will!present!some!of!my!findings!and!show!how!these!understandings!of!“what!is”,!are!being!used!as!argumentation!for!purposes,!ideological!values,!scientific!activities!and!knowledge!views.!I!have!used!hermeneutic!interpretation!as!my!scientific!method.!My!interpretation!has!been!based!on!analytic!philosophy!and!formal!logical!analysis!of!ontological!argumentation!in!different!textbooks!for!Norwegian!teacher!education.!
The!worldview!in!teacher!education!is!presented!as!a!particular!type!of!society.!This!society!is!being!called!a!knowledge!society,!a!network!or!information!society,!a!complex!society,!a!dynamic!society!and!a!pluralistic!or!multicultural!society.!These!characterizations!are!connected!together!and!is!presented!as!ontological!reasons!for!the!contents!in!the!basic!textbooks.!Typical!ontological!argumentation!is:!We!live!in!a!knowledge!society,!therefor!we!have!to!produce!knowledge.!Or:!We!live!in!a!multicultural!society,!therefor!we!have!to!become!more!tolerant.!Or:!We!live!in!a!complex!society,!therefor!we!have!to!do!empirical!science!to!develop!knowledge!of!control.!
A!common!belief!in!this!“worldview”!is!the!value!of!development!and!change.!These!different!characterizations!of!the!society!is!said!to!increase.!The!society!becomes!more!and!more!pluralistic,!more!and!more!complex!and!so!on.!The!historical!facts!are!being!selected!to!fit!in!with!these!beliefs.!Indirectly,!the!prior!society!was!an!opposite!society,!which!means!a!nonVdynamicV,!a!nonV!informationalV,!a!nonVpluralisticV,!or!a!nonVcomplex!society.!Based!on!such!empirical!stories,!these!ontological!beliefs!are!being!used!as!basic!premises!for!the!content!in!the!thinking!of!teacher!education.!In!my!paper,!I!will!show!how!the!worldview!is!being!proved,!different!examples!of!this!type!of!ontological!argumentation,!and!I!will!present!heuristic!and!essential!argumentation!as!a!alternative!way!of!thinking.!!
Analytical!philosophy!can!be!used!as!a!tool!to!change!what!to!do!and!how!to!think,!special!about!purposes,!values,!scientific!activities!and!knowledge!views.!Reflections!on!different!types!of!argumentation!is!important!if!teacher!education!should!try!to!rethink!the!content!of!the!education.!To!rethink!the!existing!worldview!is!one!option,!to!change!this!type!of!argumentation!is!a!different!kind!of!option.!
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NETWORK 17
Leisure-‐time Pedagogy
Network 17
Leisure-time Pedagogy
[57]%A%THEORETICAL%AND%METHODOLOGICAL%REFLECTION%ON%USING%LEFEBVRE´S%CRITICAL%SPATIAL%ANALYSIS%TO%EXAMINE%CHILDREN´S%EXPERIENCES%OF%A%FOREST%GARDEN% Maria!Hammarsten1 1Högskolan$För$Lärande$Och$Kommunikation,$Jönköping,$Sweden! Research%topic/Aim:%A!theoretical!and!methodological!reflection!on!using!Lefebvre’s!critical!spatial!analysis!to!examine!children’s!experiences!of!a!forest!garden.!
Theoretical%frameworks:!Lefebvre’s!analysis!involves!many!steps!and!in!this!paper,!I!would!like!to!share!these!analysis!steps,!giving!examples!from!the!children’s!descriptions,!and!also!present!some!results!of!the!onVgoing!research!project.!!
Methodology/research%design:%Forest!gardens!are!generally!designed!to!be!robust,!resilient,!labour!extensive!suppliers!of!ecosystem!services.!The!study!presented!here!has!been!conducted!in!a!forest!garden!in!southern!Sweden,!and!which!has!a!primarily!educational!purpose.!Children!from!different!schools!regularly!visit!the!forest!garden,!and!are!involved!in!many!different!activities,!learning!modes!and!experiences.!They!are!accompanied!in!these!activities!by!their!teachers!and!environmental!educators!attached!to!the!garden.!A!research!group!interviewed!28!of!the!schoolVage!children!from!eight!to!nine!years!old!who!had!visited!the!forest!garden!on!several!occasions!over!a!twoVyear!period.!
Data!for!the!study!have!been!collected!and!constructed!on!site!in!the!forest!garden,!using!'walkVandVtalk'Vconversations!(Klerfelt!&!Haglund,!2014).!!The!intention!is!to!gain!a!picture!of!the!children’s!experiences!and!see!the!garden!from!their!perspective!by!letting!the!children!show!the!features!they!wanted!to!tell!about,!and!listening!to!what!they!had!to!say.!Besides!the!study!presented!here,!the!project!involves!3!other!studies,!where!data!include!pictures!that!the!children!took,!as!well!as!interviews!with!the!adults!working!with!the!children.!!!!
Expected%conclusions/Findings:!Lefebvre’s!(1991)!critical!spatial!analysis!was!used!to!analyse!the!children’s!descriptions!and!explanations.!The!forest!garden!can!be!understood!as!a!single!place,!but!which!contains!different!spaces!experienced!by!the!children.!Lefebvre!talks!about!three!dimensions!of!space:!the!perceived!space,!the!conceived!space!and!the!lived!space.!These!three!dimensions!are!conceptualized!as!being!on!the!same!level.!The!perceived$space!is!in!this!study!explored!through!what!schoolVage!children!say!they!do,!which!activities!are!involved!in,!where!they!do!it!and!what!they!learn!in!the!forest!garden.!The!conceived$space!is!how!the!environmental!educators!planned!and!designed!the!garden.!The!forest!garden!in!this!study!has!a!permaculture!design,!based!on!perennial!multilayered!vegetation!systems.!But!educational!considerations!also!influenced!the!design.!!The!last!dimension!is!the!lived$space,!which!here!is!the!children’s!experience,!how!they!understand!this!place!and!their!feelings!in!the!forest!garden.!
Relevance%for%Nordic%Educational%Research:!The!paper!discusses!the!spatial!analysis!in!a!study!examining!children’s!experiences!and!use!of!a!forest!garden!in!southern!Sweden.!The!aim!in!my!study!is!to!construct!knowledge!about!how!space!is!produced!in!a!forest!garden!from!the!child’s!perspective.!
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[111]%CHALLENGE%AND%OPTIONS%FOR%SCHOOL`AGE%EDUCARE%`%SWEDISH%PRINCIPALS%REFLECTIONS%OF%HOW%TO%MANAGE%AND%DISPENCE%WORK%FOR%TEACHERS%IN%EDUCARE%CENTRES%GIVEN%THEIR%COMPETENCE%IN%A%PRACTICAL/AESTHETIC%SUBJECT Birgit!Andersson1 ,!Anna!!Klerfelt2 1Dept.$of$Applied$Educational$Science,$Umeå,$Sweden!2Jönköping$University,$School$of$Education$and$Communication,$Jönköping,$Sweden! Research%topic/Aim:%In!the!newly!launched!teacher!education!in!Sweden!teachers!toward!work!in!schoolVage!educare!centres!are!also!authorized!to!teach!in!practical/aesthetic!subjects.!As!a!consequence!of!this!changed!teacher!education!principals!are!now!faced!with!opportunities!to!employ!teachers!towards!work!in!educare!centres!but!also!to!work!with!a!practical/aesthetic!subject!in!the!compulsory!school.!This!implies!that!the!same!teacher!can!combine!two!teacher!positions!for!two!diverse!practices!with!partly!different!pedagogical!intentions.!This!circumstances!rise!questions!about!what!opportunities!and!constrains!this!situation!could!cause!for!principals!in!their!management!duties!for!school!age!educare!and!school.!The!challenge!for!the!principals!to!face!is!the!responsibility!to!meet!the!goals!of!the!schoolVage!educare!centres!and!to!ensure!that!pupils!achieve!the!objectives!of!the!practical/aesthetic!subject.!
The!aim!is!to!contribute!with!knowledge!to!initiate!a!discussion!about!how!principals!perceive!and!organize!possibilities!for!teachers!in!schoolVage!educare!centres!to!cover!their!opportunities!to!work!as!teachers!in!the!educare!centre!and!in!a!practical/aesthetic!subject!in!collaboration!with!other!teacher!specializations.!!
Theoretical%frameworks:!We!will!use!curriculum!theory!(Ball,!Maguire!&!Braun,!2012;!Lundgren!&!Lindensjö,!2000)!to!understand!how!principals!interpret!and!put!curriculum!into!practice.!The!analysis!will!be!inspired!by!Fairclough’s!(2010)!descriptions!about!Critical!Discourse!Analysis!(CDA)!where!he!describes!that!CDA!looks!to!establish!connections!between!properties!of!text,!features!of!discourse!practice!and!wider!sociocultural!practice.!!
Methodology/research%design:%Data!has!been!constructed!by!means!of!written!narratives!made!by!15!principals.!!The!principals!were!asked!to!reflect!about!nine!openVended!questions!directed!towards!how!they!organize!their!teaching!staff.!Finally,!they!had!to!describe!their!own!role!as!school!leaders.!
Expected%conclusions/Findings:!As!this!study!is!a!work!in!progress!we!can!only!reflect!about!expected!findings.!The!findings!from!this!study!are!directed!to!support!principals!in!their!work!to!overcome!obstacles!in!form!of!different!educational!traditions!among!the!staff!and!themselves,!different!perspectives!on!constructions!of!knowledge!and!different!working!agreements.!!
Relevance%for%Nordic%Educational%Research:!While!the!goals!for!schoolVage!educare!are!in!change!in!Nordic!countries!and!the!teachers!working!in!these!practices!have!to!teach!according!to!the!values!expressed!in!each!country’s!governing!documents!also!the!teacher!educations!in!several!Nordic!countries!must!change.!The!results!from!this!study!can!also!act!as!a!lens!to!taper!and!focus!phenomena!caused!by!similar!or!future!changes!in!the!other!Nordic!countries.!The!results!for!the!study!may!thus!have!explanatory!value!for!policy!makers,!principals!and!different!teacher!specializations.!
[261]%LEISURE`TIME%CENTRES%AND%STEERING%DOCUMENTS%`%FROM%POLITICAL%INTENTION%TO%EDUCATIONAL%PRACTICE. Lena!Boström1 ,!Gunnar!Augustsson1 ,!Björn!Haglund2 1Department$of$Education,$Mid$Sweden$University,$Sundsvall,$Sweden!2Institutionen$För$Pedagogik,$Kommunikation$Och$Lärande,$Gothenburg$University,$Göteborg,$Sweden!
Research%topic/Aim:%The!aim!of!this!study!is!to!develop!new!knowledge!about!how!staff!in!two!leisureVtime!centres!(LVtCs)!interpret!and!realize!values!and!mission!regulated!in!the!steering!documents.!The!aim!is!to!highlight!how!staff!perceive!and!effectively!implement!their!learning!mission!to!offer!students!meaningful!leisure,!stimulate!their!learning!and!development!and!give!them!space!for!participation!and!influence.!In!other!words,!we!are!studying!how!political!decisions!are!mediated!between!the!formulation!and!implementation!arenas.!Another!aim!is!to!develop!knowledge!of!a!relatively!unexplored!field!of!knowledge.!
Theoretical%frameworks:!The!study!is!designed!as!a!field!study!with!an!ethnographic!approach.!Since!the!intention!of!the!study!is!to!focus!both!the!organizational!structure!and!complex!interpersonal!processes!in!LVtCs,!the!overall!theoretical!framing!is!structuration!theory!in!combination!with!didactic!theory.!
Methodology/research%design:%The!research!design!comprises!information!about!organisational!strategies,!use!of!existing!rules!and!resources,!and!motives!for!implementing!various!learning!activities.!We!are!using!different!mixed!data!collection!methods!such!as!document!study,!individual!interviews,!group!interviews!and!observations.!Since!two!parallel!studies!are!conducted!comparisons!between!them!will!also!be!done.!The!research!is!carried!out!during!autumn!2016.!
Expected%conclusions/Findings:!Expected!findings!is!to!get!answers!to!what!organizational!strategies!are!used!to!interpret!and!transform!the!values!and!data!in!control!documents!to!pedagogical!and!educational!activities.!Other!expected!findings!are!what!implications!rules!and!resources!staff!have!for!realization!of!the!values!and!data!in!the!relevant!policy!documents.!Hopefully!we!could!find!what!pedagogical!and!didactic!activities!staff!use!to!manage!occupational!standards!in!practical!work,!how!they!are!used,!and!what!motives!staff!have!for!implementation!of!various!learning!activities.!
Relevance%for%Nordic%Educational%Research:!The!relevance!of!the!project!is!diverse!and!the!results!will!be!particularly!relevant!for!analysing!the!practical!work!in!LVtC,!the!ongoing!implementation!of!curriculum!reform,!and!the!development!and!improvement!of!activities.!The!study!may!provide!an!understanding!of!how!LeisureVtime!teachers!(LVtTs)!better!can!fulfil!the!curriculum’s!learning!objectives,!shed!light!on!and!concretise!the!nuance!of!the!criticism!on!the!realisation!of!learning!assignments!and!provide!an!empirical!basis!for!further!development!and!improvement.!The!study!will!also!provide!an!understanding!of!how!LVtC!can!meet!learning!objectives!in!curriculum!and!thereby!better!individually!support!each!student.!For!activities!in!LVtCs!these!results!have!implications!for!educational!development!for!both!LVtC!and!schools.!The!result!may!also!provide!input!for!policy!changes.!For!Nordic!educational!research,!this!is!an!important!knowledge!contribution,!because!all!the!Nordic!countries!have!similar!school!form!and!the!extent!of!the!research!is!quite!small.!In!an!international!perspective,!the!study!will!provide!new!knowledge,!as!LVtC!in!Sweden!has!a!unique!position!and!that!other!countries!have!started!similar!reforms.!
Keywords;!Didactic!theory,!formulation!and!implementation!arenas,!leisureVtime!center,!steering!document,!structuration!theory!!
[275]%HOW%IS%INDEPENDENCE%PORTRAYED%IN%SCHOOL`AGE%CHILD`CARE? AnnaVLena!Ljusberg1 ,!Helene!!Elvstrand2 ,!Lina!Söderman!Lago2 1Department$of$Child$and$Youth$Studies,$Stockholm,$Sweden!2Department$of$Social$and$Welfare$Studies,$Norrköping,$Sweden! Research%topic/Aim:%The!aim!is!to!study!how!independence!is!portrayed!in!schoolVage!childVcare.!How!can!it!be!understood!both!from!the!teacher!and!the!children’s!perspectives?!!
Theoretical%frameworks:!!A!fundamental!mission!of!the!Swedish!child!care!and!school!is!to!educate!children!to!take!responsibility!for!their!democratic!citizenship.!Children's!agency!has!been!in!focus!in!Nordic!research!during!the!2000s!and!being!independent!is!a!highly!valued!ideal!in!Sweden,!clearly!visible!in!the!Swedish!childVrearing!(Tulviste,!Mizera,!de!Geer,!&!Tryggvason,!2007).!To!understand!childhood!and!different!discourses!about!childhood!the!study!take!the!theoretical!standpoint!in!the!sociology!of!childhood.!Further!on!we!relate!the!concept!independence!to!other!central!concepts!like!individualism,!independence,!agency!and!influence.!
Methodology/research%design:%!The!data!are!based!on!two!completed!practiceVresearch!project!of!four!schoolVage!childVcare!centres!groups,!ethnographic!(in!2001V2003)!and!an!action!research!project!(under!2013V2015).!The!data!in!both!studies!consist!mainly!of!observations!and!interviews!both!with!children!and!teachers.!!
Expected%conclusions/Findings:%!The!result!shows!that!for!both!pupils!and!staff,!it!is!important!that!pupils!be!able!to!fend!for!themselves,!that!adults!should!be!laidVback!and!not!to!an!excessive!extent!interfere!with!what!the!pupils!are!doing!and!that!pupils!should!not!take!help!of!adults!and!that!they!can!make!their!own!choices!(Johansson!&!Ljusberg!2004).!!The!result!also!shows!that!independency!is!not!easy!to!handle!and!is!also!a!value!which!can!come!conflict!with!others!values!and!tasks!like!giving!care!etc.!!!There!is!research!that!points!to!the!difficulty!of!finding!a!balance!between!supporting!children's!agency!in!play,!on!the!one!hand,!and!to!meet!organizational!expectations!on!the!other!(Henry!Smith!2010;!Cartmel!2010;!Persson!2008)..!!
Relevance%for%Nordic%Educational%Research:!”!The!relevance!of!Nordic!educational!research!is!about!contributing!with!practiceVstudies!of!schoolVage!childVcare!in!the!context!problematize!concepts;!independence,!individualism,!independence,!agency!and!influence”.!
[372]%AN%ETHNOGRAPHIC%CASE%STUDY%OF%EVERYDAY%PRACTICE%IN%SCHOOL`AGE%EDUCARE Catarina!Andishmand1 1Institutionen$För$Pedagogik,$Kommunikation$Och$Lärande,$Gothenburg,$Sweden! Research% topic/Aim: The! aim! of! the! research! is! to! discuss! how! contextual! conditions! may! be!important!in!the!everyday!life!in!schoolVage!educare.!According!to!the!Education!Act!(SFS!2010:800)!consideration! should!be!given! to!pupils'!different! circumstances!and!needs,!but! in! recent!decades,!this!has!taken!a!different!turn!with!decreasing!resources!and!larger!groups!of!children!in!the!schoolVage!educare.!
Theoretical% frameworks:! Theoretical! point! of! departure! originates! in! a! social! constructionist!perspective!(Berger!&!Luckmann,!1966;!Burr,!2003).!Theoretically,!the!study!is!influenced!by!Giddens’!(1984)! theory! of! structuration! which! means! that! focus! is! directed! to! the! context! and! actors! in!context.! Of! special! interest! in! the! study! is! the! schools’! specific! conditions! and! the! local!circumstances,!such!as!geographic!location,!the!area!and!the!school's!history,!financial!resources!and!the!schools! intake;!the!variety!of!factors!that! influence!how!policy!enacts!and!also!the!constraining!and!enabling!aspects!of!everyday! life! in!schoolVage!educare.!According!to!Stephen!Ball!et!al! (2012)!policies! are! intimately! shaped! and! influenced! by! schoolVspecific! factors.! In! order! to! contextualize,!analyze! and! explain! the! everyday! life! in! the! investigated! schools,! I! use! the! contextual! dimensions!proposed!by!Ball,!Maguire!and!Braun!(2012):!situated!context,!professional!culture,!material!context!and!external!context.!Buildings,!school!history,!school! intakes!and!settings,!personals!shared!values!and! commitments!within! the! school,! budgets,! levels! of! staffing,! and! infrastructure! are! dimensions!which!will!allow!me!to!explore!how!this!impact!variously!depending!on!context.!
Methodology/research% design: The! study! is! based! on! ethnographic! fieldwork! in! schoolVage!educare! in! three!schools!during!one!semester,! respectively.!The!schools!are!situated! in!geographic!and! socioeconomic! diverse! areas! as! earlier! research! shows! there! are! significant! differences!concerning!quality!and!equity!within!the!Swedish!schoolVage!educare.%
Expected% conclusions/Findings: There! are! big! differences,! according! to! geographic! location,!concerning! the!organization!of!everyday!practice! in! the! three! schools.!The!empirical! findings! show!that!the!residential!area!and!its!current!culture!are!central!to!the!everyday!practice!in!the!schoolVage!educare!and!have!constant!impact!upon!decisions!and!acts!in!the!organization!of!the!everyday!life!in!the! schoolVage! educare.! The! social! change! and! development! taking! place! during! the! last! three!decades!has!come!to!affect!the!schoolVage!educare!and!is!noticeable!in!all!three!schools!in!different!ways.!!
Relevance% for% Nordic% Educational% Research: Educational! research! has! a! long! withstanding!interest!in!the!role!of!education!in!the!reproduction!of!the!social!order!(Bourdieu!&!Passeron,!1990;!Willis,! 1997)! but! research! that! highlights! the! shoolVage! educare,! based! on! its! role! and! function! in!society!is!limited!both!nationally!and!internationally!(Persson,!2008).!
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[403]%TEACHING%IN%LESIURE`TIME%CENTRES Karin!Lager1 1Göteborgs$Universitet,$Ipkl,$Göteborg,$Sweden!%
Research%topic/Aim:%The!aim!for!this!paper!is!to!explore!teaching!in!leisureVtime!centres.!Since!educational!reforms!in!a!Swedish!context,!leisureVtime!centres!has!transformed!into!an!educational!practice!with!education!act!and!a!curriculum!together!with!the!compulsory!school.!National!intensions!statuses!teaching!in!leisureVtime!centres!as!a!wholeness!of!care,!learning!and!development!and!the!aim!for!this!paper!is!to!explore!what!this!can!look!like.!
Theoretical%frameworks:!The!theoretical!framework!for!this!paper!is!policyVenactment!theory,!focusing!on!how!policy!is!interpreted!and!translated!into!practice,!in!line!with!Ball!et!al.,!(2012).!This!policy!process!also!includes!recontextualisation!of!discourses!(Bernstein,!2003).!
Methodology/research%design:%The!research!design!is!inspired!of!policy!ethnography!(Beach,!1995)!and!the!data!production!consist!of!observations,!interviews!and!policy!documents!analysed!together!in!three!perspectives:!material,!discursive!and!interpretative!(Ball!et!al.,!2012).!
Expected%conclusions/Findings:!The!expected!findings!show!wholeness!in!teaching!with!focus!on!play!and!social!relations!in!line!with!a!social!pedagogical!tradition.!When!play!is!in!focus!it!is!possible!to!integrate!care,!learning!and!development.!
Relevance%for%Nordic%Educational%Research:!LeisureVtime!centres,!as!in!Sweden,!are!hard!to!find!in!an!international!context,!the!Nordic!countries!are!the!most!likely!to!have!similarities.!The!educational!trends!and!reforms!are!maybe!changing!the!practices!in!the!same!way!and!a!Nordic!perspectives!of!teaching!in!leisureVtime!centres!is!needed.!
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[568]%CHILDREN%AS%ONLINE%PROD`USERS%`%MEDIATED%CONDITIONS%IN%CHILDREN'S%EVERYDAY%LIFE%AND%ITS%RELEVANCE%FOR%THE%PEDAGOGICAL%WORK Heidi!Pugh1 ,!Majken!Svane!Hansen2 1Via$C$Pædagoduddannelsen$I$Ikast,$Ikast,$Denmark!2Via$University$College,$Pædagoguddannelsen$Randers,$Randers,$Denmark! Research%topic/Aim:%This!presentation!is!based!on!work!in!progress/preliminary!analysis!concerning!children!as!prodVusers!on!social!media!and!their!use!of!digital!tools!to!actively!unfold!themselves!in!everyday!life.!
Theoretical%frameworks:!Our!theoretical!framework!is!based!on!a!new!understanding!of!participatory!and!informal!learning!culture!(Bruns,!2008;!Gee,!2013)!and!which!value!children’s!own!online!participation!and!role!have!in!relation!to!being!an!active!part!of!their!surrounding!world!as!global!citizens!(Thestrup,!2015).!Other!theoretical!concepts!include!children’s!online!activity!and!contribution!of!content!as!a!part!of!their!own!education,!bildung!and!identity!formation!(Nyboe,!2009;!Klastrup,!2016).!
Methodology/research%design:%This!a!qualitative!research!focuses!on!children!aged!8V14!and!their!point!of!view!and!cultural!perspectives!of!being!prodVusers!on!the!social!network!site!YouTube,!i.e.!both!producers!and!users!of!contents!(Bruns,!2008).!We!will!gain!empirical!data!through!qualitative!interviews,!analysis!of!digital!productions,!observations!and!further!visual!data!of!children!making!their!productions.!!
Expected%conclusions/Findings:!We!expect!to!gain!knowledge!of!children’s!digital!behavior,!experience!and!contributions.!We!also!look!into!how!children!influence!–!and!are!influenced!by!V!other!digital!users,!while!we!reflect!ethical!and!democratic!perspectives.!Hereto!we!ask!how!and!where!children!find!inspiration!for!making!online!contributions,!and!how!potential!digital!paths!(e.g.!YouTube,!Instagram,!Snapchat!etc.)!appear!and!can!be!significant!when!it!comes!to!sharing!and!linking!their!productions.!
Relevance%for%Nordic%Educational%Research:!This!research!offers!knowledge!of!children’s!everyday!online!culture!as!well!as!their!understanding!of!the!global!online!community!they!are!a!part!of.!Getting!more!insight!into!children’s!own!perspectives!on!global!citizenship,!online!participation!and!identity!in!a!digital!contemporary!culture,!will!be!a!pointer!to!what!is!significant!for!working!more!purposeful,!goalVdirected!and!concrete!with!digital!literacy,!learning!and!bildung!in!leisureVtime!pedagogical!contexts.!Studying!children’s!perspectives!on!these!digital!technologies!will!lead!to!greater!firsthand!knowledge!regarding!why!and!how!children!act,!create!and!participate!online.!Such!knowledge!will!lead!to!deeper!understandings!of!possibilities!and!challenges!in!learning!contexts,!both!formal!and!informal!approaches,!and!in!the!pedagogical!work!with!the!increasing!mediated!digital!culture!among!children.!
Our!contribution!to!research!on!leisureVtime!pedagogy!will!be!an!analysis!of!the!way!children!relate!to!the!surrounding!world!from!an!ethical!and!democratic!perspective.!How!do!they!create!value!in!the!global!network!and!community!through!their!productions,!their!sharing!and!communication!with!other!users?!And!how!creative,!social!and!producing!approaches!to!the!social!media!as!cultural!
phenomena!among!children!can!be!used!in!a!more!formal!pedagogical!setting!and!in!the!partaking!of!professionals.!
[576]%CHILDREN%AS%ONLINE%PROD`USERS%`%MEDIATED%CONDITIONS%IN%CHILDREN'S%EVERYDAY%LIFE%AND%ITS%RELEVANCE%FOR%THE%PEDAGOGICAL%WORK Heidi!Pugh1 ,!Majken!Svane!Hansen2 1Via$C$Pædagoduddannelsen$I$Ikast,$Ikast,$Denmark!2Via$University$College,$Pædagoguddannelsen$Randers,$Randers,$Denmark! Research%topic/Aim:%This!presentation!is!based!on!work!in!progress/preliminary!analysis!concerning!children!as!prodVusers!on!social!media!and!their!use!of!digital!tools!to!actively!unfold!themselves!in!everyday!life.!
Theoretical%frameworks:!Our!theoretical!framework!is!based!on!a!new!understanding!of!participatory!and!informal!learning!culture!(Bruns,!2008;!Gee,!2013)!and!which!value!children’s!own!online!participation!and!role!have!in!relation!to!being!an!active!part!of!their!surrounding!world!as!global!citizens!(Thestrup,!2015).!Other!theoretical!concepts!include!children’s!online!activity!and!contribution!of!content!as!a!part!of!their!own!education,!bildung!and!identity!formation!(Nyboe,!2009;!Klastrup,!2016).!
Methodology/research%design:%This!a!qualitative!research!focuses!on!children!aged!8V14!and!their!point!of!view!and!cultural!perspectives!of!being!prodVusers!on!the!social!network!site!YouTube,!i.e.!both!producers!and!users!of!contents!(Bruns,!2008).!We!will!gain!empirical!data!through!qualitative!interviews,!analysis!of!digital!productions,!observations!and!further!visual!data!of!children!making!their!productions.!!
Expected%conclusions/Findings:!We!expect!to!gain!knowledge!of!children’s!digital!behavior,!experience!and!contributions.!We!also!look!into!how!children!influence!–!and!are!influenced!by!V!other!digital!users,!while!we!reflect!ethical!and!democratic!perspectives.!Hereto!we!ask!how!and!where!children!find!inspiration!for!making!online!contributions,!and!how!potential!digital!paths!(e.g.!YouTube,!Instagram,!Snapchat!etc.)!appear!and!can!be!significant!when!it!comes!to!sharing!and!linking!their!productions.!
Relevance%for%Nordic%Educational%Research:!This!research!offers!knowledge!of!children’s!everyday!online!culture!as!well!as!their!understanding!of!the!global!online!community!they!are!a!part!of.!Getting!more!insight!into!children’s!own!perspectives!on!global!citizenship,!online!participation!and!identity!in!a!digital!contemporary!culture,!will!be!a!pointer!to!what!is!significant!for!working!more!purposeful,!goalVdirected!and!concrete!with!digital!literacy,!learning!and!bildung!in!leisureVtime!pedagogical!contexts.!Studying!children’s!perspectives!on!these!digital!technologies!will!lead!to!greater!firsthand!knowledge!regarding!why!and!how!children!act,!create!and!participate!online.!Such!knowledge!will!lead!to!deeper!understandings!of!possibilities!and!challenges!in!learning!contexts,!both!formal!and!informal!approaches,!and!in!the!pedagogical!work!with!the!increasing!mediated!digital!culture!among!children.!Our!contribution!to!research!on!leisureVtime!pedagogy!will!be!an!analysis!of!the!way!children!relate!to!the!surrounding!world!from!an!ethical!and!democratic!perspective.!How!do!they!create!value!in!the!global!network!and!community!through!their!productions,!their!sharing!and!communication!with!other!users?!And!how!creative,!social!and!producing!approaches!to!the!social!media!as!cultural!phenomena!among!children!can!be!used!in!a!more!formal!pedagogical!setting!and!in!the!partaking!of!professionals.!
[633]%ROOM%FOR%QUALIFICATION,%SPACE%FOR%INCLUSION?%`%REFLECTIONS%ON%THE%ENCOUNTER%BETWEEN%CHILDREN,%SPACES%AND%PEDAGOGY%IN%DANISH%PRIMARY%SCHOOLS David!Thore!Gravesen1 ,!Lea!Ringskou1 1Via$University$College,$Viborg,$Denmark! Research%topic/Aim:%Our!research!project!concerns!the!work!of!leisure!time!pedagogues!in!the!Danish!primary!school.!We!focus!on!the!rooms!the!pedagogues!practice!in!and!the!pedagogical!roles!they!construct!in!those!rooms.!A!reform!in!2014!invited!the!pedagogues!into!a!new!series!of!curriculum!based!school!activities,!dominated!by!an!official!agenda!of!strengthened!qualification!and!effective!learning!environments.!To!a!certain!extent,!this!agenda!collides!with!V!and!often!dominates!–!another!important!agenda!in!the!Danish!Primary!School,!that!of!inclusion.!In!our!presentation,!we!discuss!the!encounter!between!these!two!agendas!and!through!examples!from!our!empirical!data,!we!illustrate!how!the!tension!between!qualification!and!inclusion!challenges!the!leisure!time!pedagogues!in!new!and!puzzling!ways.!
Theoretical%frameworks:!The!theoretical!framework!of!our!analysis!consists!of!concepts!and!research!concerning!the!dialectic!relation!between!spaces!and!processes!of!pedagogy.!The!distinction!between!hard!and!soft!functionalism!and!the!pedagogical!coding!of!rooms!inspires!our!analysis!(Kirkeby,!GitzVJohansen!&!Kampmann!2005).!Hereto,!we!draw!on!theoretical!concepts!from!Gert!Biesta,!!Iram!Khawaja!&!Hanne!Knudsen!and!Michel!Foucualt,!when!we!analyze!the!encounter!between!qualification!and!inclusion,!and!the!pedagogy!that!emerges!from!this!meeting!(Foucault,!2002;!Biesta,!2011,!2015;!Khawaja!&!Knudsen,!2015).!
Methodology/research%design:%Our!empirical!material!consists!of!different!data!types!from!two!Danish!primary!schools:!Ethnographic!participant!observations!accompanied!by!qualitative!semiVstructured!focus!group!interviews!and!diary!reflections!from!the!informants!(Hastrup,!2010;!Kristiansen!&!Krogstrup,!1999;!Spradley,!1979,!1980;!Kvale!&!Brinkmann!2008;!Halkier!2002).!!!
Expected%conclusions/Findings:!Our!empirically!driven!analysis!on!the!encounter!between!children,!spaces!and!pedagogy!illustrates!that!leisure!time!pedagogues!in!the!Danish!Primary!School!navigate!in!a!complex!and!paradoxical!sphere!of!rooms!and!roles!during!their!working!day.!Different!spaces!and!agendas!construct!different!possibilities,!when!the!pedagogues!handle!the!balance!between!qualification!and!inclusion.!In!our!research,!three!pedagogical!roles!stood!out,!when!we!began!interpreting!the!data;!respectively,!the!pedagogues!act!as!1)!Classroom!Leaders,!2)!Counter!Bodyguards!and!3)!Randomly!Intervening!Caregivers.!Each!role!has!its!own!practical!approach,!pedagogical!priority!and!connection!to!specific!rooms!in!the!school!setting,!all!of!which!we!discuss!in!relation!to!the!two!contradicting!agendas!qualification!and!inclusion.!Essentially!our!data!implies!that!the!agenda!of!qualification!dominates!the!agenda!of!inclusion,!which!raises!important!questions!regarding!learning!and!education!in!our!contemporary!society.!
Relevance%for%Nordic%Educational%Research:!Our!research!illustrates!how!the!work!of!Danish!leisure!time!pedagogues!have!changed!after!the!reform!in!2014,!and!what!effects!the!tension!between!qualification!and!inclusion!have!for!future!understandings!of!schoolV!and!leisure!time!pedagogy.!
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References:%%
Biesta,!G.!(2011).!God$uddannelse$i$målingens$tidsalder$C$etik,$politik$og$demokrati.!Århus:!KLIM.!Biesta,!G.!(2015).!Hvad!skal!vi!stille!op!med!børnene?!Om!uddannelse,!modstand!og!dialogen!mellem!
barn!og!verden.!I!J.!Klitmøller!&!D.!Sommer,!Læring,$dannelse$og$udvikling!(s.105V123).!København:!Hans!Reitzels!Forlag.!
Foucault,!M.!(2002).!Overvågning$og$straf.!København:!Det!lille!forlag.!Khawaja,!I.!&!Knudsen,!H.!(2015).!Når!inklusion!bliver!til!selvVinklusion.!Undervisningsministeriet.!
Hentet!fra!http://www.emu.dk/sites/default/files/N%C3%A5r%20inklusion%20bliver%20selvVinklusion.pdf!!
Kirkeby,!I.,!GitzVJohansen,!T.!&!Kampmann,!J.!(2005).!Samspil!mellem!fysisk!rum!og!hverdagsliv!i!skolen.!I!K.!Larsen,!Arkitektur,$krop$og$læring!(s.43V69).!København:!Hans!Reitzels!Forlag.!
Hastrup,!K.!(2010).!Feltarbejde.!I!S.!Brinkmann!&!L.!Tanggaard,!Kvalitative$metoder.!København:!Hans!Reitzels!Forlag.!
Kristiansen,!S.!&!Krogstrup,!H.!K.!(1999).!Deltagende$observation.!København:!Hans!Reitzels!Forlag.!Spradley,!J.!(1979).!The$Ethnografic$Interview.!Wadsworth:!Thomson!Learning.!Spradley,!J.!(1980).!Participant$Observation.!Wadsworth:!Thomson!Learning.!Kvale,!S.!&!Brinkmann,!S.!(2008).$Interview.$København:!Hans!Reitzels!Forlag!
Halkier,!B.!(2002).!Fokusgrupper.!København.!Samfundslitteratur.!!
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[687]%ON%THE%ENCOUNTER%BETWEEN%ANIMATION%AESTHETICS%AND%LEISURE%TIME%PEDAGOGY%IN%THE%RENEWED%DANISH%PRIMARY%SCHOOL Jacob!Noer!Ahm1 ,!Lea!Ringskou1 1Via$University$College,$Viborg,$Denmark! Research%topic/Aim:%The!topic!in!our!research!project!is!Danish!leisure!time!pedagogues,!more!specifically!the!part!of!leisure!time!pedagogy!concerning!learning!processes!of!animation!aesthetics.!
After!the!reform!of!the!Danish!primary!School!in!2014,!the!Danish!leisure!time!pedagogues!are!to!a!larger!content!invited!into!curriculum!based!school!activities!in!order!to!develop!varied$learning$environments.!Officially,!it!is!described!vaguely,!in!which!way!the!pedagogues!are!actually!to!be!a!part!of!these!varied!learning!environments!in!school.!Are!they!to!give!up!the!leisure!time!pedagogy!or!is!it!indeed!the!intention!that!they!are!to!bring!valuable!aspects!of!leisure!time!pedagogy!with!them!when!contributing!to!the!learning!environments?!!
Participating!and!being!a!part!of!concrete!learning!environments!in!school!activities!the!leisure!time!pedagogues!seemingly!enter!a!scene!where!primarily!writing!competences!and!verbal!competences!are!being!acknowledged!and!recognized!as!signs!of!learning,!dominating!learning!environment!and!learning!processes!(Kress,!1998)!(Ahm!&!Ringskou,!2017!(in!press)).!However,!there!is!a!growing!interest!concerning!multimodal!learning!processes!(Kress!&!Selander,!2012).!Today,!other!ways!and!signs!of!learning!and!an!interest!in!creating!alternative!learning!environments,!are!indeed!emerging.!Our!aim!in!our!research!project!is!to!obtain!knowledge!about!leisure!time!pedagogues!as!creators!of!varied!learning!environments!in!school.!More!precisely,!we!examine!the!part!of!leisure!time!pedagogy,!concerning!learning!processes!of!animation!aesthetics.!What!kind!of!pedagogy!emerge,!when!pedagogues!and!children!occupy!with!learning!processes!of!animation!aesthetics,!characterized!by!technological!liveliness!(Chow,!2013)?!
Theoretical%frameworks:!Theoretically,!we!draw!on!both!aesthetic!theories,!theory!concerning!animation!pedagogy!and!animation!aesthetics,!digital!media!theories!and!multimodal!learning!theories!(Frølunde,!2009;!Kress!&!Selander,!2012;!Lindstrand,!2013;!Letnes,!2013!and!2014;!Chow,!2013).!
Methodology/research%design:%Methodologically!we!conduct!a!design!based!research!(Bjørndal!2013;!Letnes!2014).!Design!based!research!emphasizes!a!strong!cooperation!between!the!researcher!and!the!field!of!practice.!It!focuses!on!intervention,!process!orientation!and!a!cyclic!research!design.!As!researchers,!we!alternate!between!designing,!carrying!out!the!design!and!developing!the!design!in!close!cooperation!with!the!leisure!time!pedagogues!who!participates!(Bjørndal!2013)!(Letnes!2014).!Our!empirical!data!primarily!consists!of!ethnographic!participant!observations,!accompanied!by!qualitative!semiVstructured!focus!group!interviews.!
Expected%conclusions/Findings:%Knowlegde!about!learning!processes!of!animation!aesthetics!and!the!leisure!time!pedagogy!that!emerges!within!this!field,!contributing!to!varied!learning!environments.!
Relevance%for%Nordic%Educational%Research:%Knowledge!about!how!the!leisure!time!pedagogues!can!create!varied!learning!environments!in!school!based!on!learning!processes!of!aesthetic!
animation!can!contribute!to!the!development!of!varied!learning!environments!in!school!that!embrace!new!technology!and!digital!processes.!Aesthetic!animation!learning!processes!involve!more!playful!and!creative!learning!processes,!acknowledging!both!sound,!pictures,!body!and!movement!as!signs!of!learning.!Overall,!the!research!project!constructs!knowledge!about!the!pedagogy!emerging!when!working!with!the!learning!processes!of!animation!aesthetics.%
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[701]%LEISURE%TIME%CENTERS,%SCHOOL%OR%SPARE%TIME Olof!Fastén1 1Göteborgs$Universitet,$Ipkl,$Gothenburg,$Sweden! Research%topic/Aim:%Today,!leisureVtime!centers!are!a!part!of!the!Swedish!educational!system.!Recent!chances!in!education!act!and!curriculum!state!LeisureVTime!Centers!as!part!of!the!Swedish!educational!system,!with!a!joint!mission!with!School!toward!student!learning.!In!the!same!time!the!educational!discourse!in!Sweden!focus!more!on!grades!and!results.!!
The!aim!with!this!paper!is!to!examine!how!children!construct!the!concept!School,!LeisureVTime!Centers!and!spare!time,!and!what!type!of!connections!between!these!different!areas!in!life!children!se.!What!differs?!What!similarities!do!they!see?!In!view!of!the!changes!of!the!educational!landscape!in!Sweden,!it!is!interesting!to!hear!the!voice!of!the!children.!
Theoretical%frameworks:!The!theoretic!framework!of!the!study!is!manly!based!on!a!socialcontructionist!view!of!the!world,!where!knowledge!is!socially!constructed.!The!study’s!concern!is!to!understand!how!children!understand!and!construct!the!conceptions!of!School,!LeisureVTime!Centers!and!Spare!Time.!What!type!of!constructions!is!conceivable?!How!is!it!possible!to!think!about!these!concepts?!Important!notions!are!perspective!of!children,!children’s!perspectives!and!discourse.!
%Methodology/research%design:%The!study!has!been!conducted!through!focus!group!interview,!where!5V6!children!discussed!the!meaning!of!the!concepts!(School,!LeisureVTime!Centers!and!Spare!Time).!The!material!has!been!transcribed!and!categorized;!similarities!and!differences!have!been!examined.!
Expected%conclusions/Findings:!The!study!shows!that!children’s!construction!of!the!concepts!doesn’t!match!the!educational!discourse!where!school!and!LeisureVTime!centers!melt!together.!The!children!construct!LeisureVTime!centers!as!a!place!where!pleasure!and!interest!should!be!the!aim!of!activities.!The!children!se!similarities!between!the!concepts!of!Spare!Time!and!LeisureVTime!centers,!in!a!contrast!to!the!concept!of!School!where!they!see!little!similarities!to!the!latter.!You!can!see!similarities!between!how!the!children!describe!LeisureVTime!Centers!and!how!the!ideal!picture!of!school!is!highlighted!in!the!curriculum.!!
The!results!of!the!study!indicate!that!children!doesn´t!se!LeisureVTime!Centers!as!part!of!the!educational!system.!The!way!they!describe!the!concept!of!School,!LeisureVTime!Centers!and!Spare!Time!does!not!match!the!educational!discourse!where!LeisureVTime!Centers!is!part!of!the!educational!system!characterized!by!goals,!grades!and!results.!!
Relevance%for%Nordic%Educational%Research:!In!Sweden!LeisureVTime!Centers!is!now!part!of!the!educational!system!and!you!can!see!similar!development!in!the!other!Nordic!countries.!The!consequence!of!the!merge!between!School!and!LeisureVTime!Centers!has!not!earlier!been!explored!in!view!of!the!perspective!of!children.!That!makes!this!study!interesting,!as!a!first!step.!!!!
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[736]%INCREASING%LEISURE`TIME%PEDAGOGY%IN%THE%20TH%CENTURY%IN%DENMARK Trine!Ankerstjerne1 1Ucc,$Kbh.$V.$,$Denmark! Research%topic/aim:%The!reform!of!the!Danish!Primary!School!has!created!a!new!reality!for!pedagogues!employed!in!both!school!and!leisureVtime!center,!but!the!implementation!has!shown!that!there!is!considerable!uncertainty!about!the!role!of!pedagogues!intended!and!which!role!they!are!able!to!see!themselves!in.!!
The!purpose!of!this!project!is!to!describe!what!pedagogues!do!and!what!pedagogy!can!across!the!school!and!leisureVtime!center.!
This!project!is!supposed!to!result!in!a!'master'!which!can!provide!pedagogues!and!leaders!direction!to!develop!coherent!learning,!welfare!and!development!environments!for!and!with!children!in!school!and!leisureVtime!centers!at!the!same!time.!!
The!project!will!also!provide!input!to!which!structural!solutions!are!needed!to!develop,!if!there!is!to!be!a!link!in!pedagogy,!to!an!even!greater!extent!than!today,!ensuring!good!learning,!welfare!and!development!environments!for!all!children.!!
Theoretical%framework:%The!theoretical!basis!is!inspired!by!the!criticallyVreflexive!tradition!and!network!methods!to!highlight!the!duality!embedded!in!the!pedagogues!new!role!–!working!across$or$between!the!school!and!the!leisureVtime!centers.!Network!theory!is!based!upon!empirical!phenomena!being!unclear!and!constantly!changing,!not!mutually!demarcated!and!marked!by!unknown!crisscross!interaction.%
Methodology/research%design:%This!project!will!associate!with!a!group!of!experts!that!exists!among!Danish!researchers!in!the!field!to!ensure!relevance!in!methodology!and!study!design.!Beside!this!the!project!is!based!on!methods!as!mini!laboratories.!This!is!intended!as!a!tool!to!ensure!the!linguistic!interaction!close!to!educational!practice.!The!empirical!basis!will!be!collected!through!participating!observations!and!interviews.!
Expected%conclusions/findings:%The!project!wants!to!increase!the!findings!of!elements!which!ensure!that!if!pedagogues!in!school!and!leisureVtime!centers!should!be!where!the!children!are,!then!we!need!some!structural!and!cultural!changes!and!we!need!to!develop!some!new!thoughts!about!leisureVtime!pedagogy.!!
Relevance%for%Nordic%educational%research:%Development!of!leisureVtime!pedagogy!matching!the!20th!century!and!new!understanding!of!the!school!policy!and!systems!across!the!Nordic!country.!%
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NETWORK 18
Families, Institutions and Communities in Education
Network 18
Families, Institutions and Communities in Education
[277]%THE%PRESCHOOLS´%AND%SCHOOLS´%(UN)%ABILITY%TO%IDENTIFY%AND%RESPOND%TO%CHILDREN%EXPOSED%TO%DOMESTIC%VIOLENCE.% AnnVcharlotte!Munger1 1Ibl,$Linköping,$Sweden!!Research%topic/Aim:%Children!exposed!to!domestic!violence!(EDV)!is!in!many!countries!regarded!as!one!of!society’s!most!important!social!and!health!problems!(e.g.!Feerick!et!al.,!2006)!and!is!a!matter!for!the!welfare!system!and!their!institutions!in!the!Nordic!countries!(Eriksson,!2005;!Øverlien!&!Hydén!2009).!In!Sweden,!at!least!one!child!in!20!is!exposed!to!situations!of!domestic!violence!(Annerbäck!et!al.,!2010).!!Previous!research!show!that!to!be!witness/exposed!to!domestic!violence!as!a!child!is!as!serious!and!harmful!as!to!be!physically!or!in!other!ways!directly!abused!and!have!the!same!negative!consequences.!To!be!exposed!to!violence!may!cause!psychological!problems,!social!problems!and!negative!cognitive!and!academic!outcomes!(Mac!Millan!2014;!Olofsson!et!al.!2011;!Øverlien!2010).!For!example,!research!has!found!lower!reading!levels,!lower!scores!in!math!tests!(Kiesel!et!al.!2016)!and!drop!outs!of!school!(Durand!et!al.!2011).!That!is,!this!problem!is!something!that!also!have!to!be!handled!in!educational!settings.!In!this!paper!we!discuss!some!preliminary!results!from!a!research!project!which!aims!to!investigate!professionals!in!preschools!´!and!schools´!knowledge,!experiences!and!perception!regarding!children!exposed!to!domestic!violence.!More!specifically,!the!aim!of!the!paper!is!to!investigate!if$and$how!professionals!in!school!notice!and!identify!children!exposed!to!domestic!violence!and!if!they!do,!how!do!the!professionals!respond!on!that.!
Theoretical%frameworks:!A!social!constructionistic!perspective!on!interviews!and!response!theory!are!applied!in!the!analyses.!!
Methodology/research%design:%Methodologically,!the!project!as!a!whole!use!a!multimethod!design!including!both!quantitative!and!qualitative!data.!In!this!paper!we!present!some!results!that!draw!on!individual!interviews!and!focus!group!interviews!with!preschool!teachers,!teachers,!school!nurses,!special!education!teachers!and!school!social!workers!that!meet!children!on!everyday!basis!or!in!more!specific!situations!in!the!pre/school!contexts.!!
Expected%conclusions/Findings:!So!far!the!results!show!that!the!professionals!think!that!even!if!they!have!knowledge!about!the!legislation!about!their!responsibilities,!they!are!not!so!familiar!or!think!that!they!have!knowledge!enough!about!child!abuse!when!it!comes!to!being!exposed!to/witnessing!domestic!violence.!The!preliminary!results!also!point!at!what!is!at!stake!when!it!comes!to!identify!these!children!is;!what!kind!of!signals!or!symptoms!that!the!professionals!in!school!pay!attention!to,!the!professionals´!prerequisites!and!the!role!of!relations!to!the!child,!their!parents,!colleagues!and!to!the!Child!Protection!Service.!Moreover,!the!analyses!also!show!that!the!possibility!that!a!concern!for!a!child!will!be!identified!and!reported!and!for!a!child!to!get!adequate!support,!can!be!explained!by!different!factors!on!an!individual,!group!and/or!organizational!level.!
Relevance%for%Nordic%Educational%Research:!(see!the!introduction!above:!Children!exposed!to!domestic!violence!(EDV)!is!in!many!countries!regarded!as!one!of!society’s!most!important!social!and!health!problems!(e.g.!Feerick!et!al.,!2006)!and!is!a!matter!for!the!welfare!system!and!their!institutions!in!the!Nordic!countries!(Eriksson,!2005;!Øverlien!&!Hydén!2009).!In!Sweden,!at!least!one!child!in!20!is!exposed!to!situations!of!domestic!violence!(Annerbäck!et!al.,!2010).!)
[345]%HOMEWORK%IN%ICELANDIC%COMPULSORY%SCHOOLS:%AMOUNT%AND%ATTITUDES%OF%STUDENTS,%PARENTS%AND%TEACHERS.% Amalia!Bjornsdottir1 ,!Ingvar!Sigurgeirsson1 1University$of$Iceland,$Reykjavík,$Iceland! Research%topic/Aim:%Little!is!known!about!the!role!of!homework!in!Icelandic!schools.!The!purpose!of!this!research!is!to!investigate!the!attitudes!of!students,!parents,!and!teachers!in!Iceland!towards!homework.!
Theoretical%frameworks:%Results!of!numerous!studies!show!how!controversial!homework!is!(Dannesboe!et!al.,!2010;!Kohn,!2006;!Marzano!&!Pickering,!2007),!partly!because!of!debates!about!different!possibilities!of!parents!to!supervise!and!assist!their!children.!It!is!known!that!homework!often!causes!stress!on!families!if!the!child!has!learning!disabilities!(Carr,!2013)!as!well!for!families!of!immigrants!(Brock!et!al.,!2007).!
Methodology/research%design:%%Teachers!and!parents!in!20!schools!participated!in!surveys!as!well!as!students!in!Grades!7‒10!in!14!of!the!schools.!Three!schools!were!purposely!selected!for!emphasizing!differentiated!learning,!a!policy!preferred!by!the!Icelandic!educational!authorities,!and!the!other!17!schools!were!randomly!selected.!There!were!7,300!students!in!the!participating!schools;!2,119!were!randomly!selected!(two!classes!in!each!year!group)!and!answers!were!obtained!from!1,821.Questionnaires!were!sent!to!the!parents!of!5,195!students!in!the!20!schools!(one!for!each!home).!Answers!were!obtained!from!3,481!parents,!or!67%.!The!response!rates!in!the!four!school!staff!surveys!were!from!80%!to!92%.!
Expected%conclusions/Findings:!The!majority!of!teachers,!or!78%,!considered!homework!as!very!or!rather!important;!the!teachers!of!the!youngest!students!were!the!most!determinant!in!this!position.!The!attitudes!of!teachers!across!schools!varied!greatly.!Both!students!and!parents!were!asked!about!the!amount!of!homework.!About!47%!of!students!in!Grades!7‒10!considered!the!homework!moderate!and!62%!of!parents!held!the!same!opinion,!whereas!15%!of!parents!felt!that!the!homework!was!too!much.!The!most!common!amount!of!time!spent!on!homework!was!20‒39!minutes!per!day,!!less!than!the!optimal!homework!time!defined!by!the!soVcalled!‘ten!minute!rule’!suggested!by!the!National!ParentVTeacher!Association!(Henderson,!1996),!suggesting!that!first!graders!should!have!10!minutes!of!homework,!!with!10!minutes!added!for!each!increasing!grade.!On!the!other!hand,!there!are!indications!of!too!much!homework!assignments!for!some!of!the!youngest!students.!Students!who!consider!themselves!low!achievers,!and!parents!with!children!with!learning!difficulties,!and!especially!those!who!say!their!children!are!not!given!sufficient!assistance!in!school,!describe!homework!as!too!demanding,!and!even!constraining.!These!students!also!spend!more!time!on!homework.!Most!parents!felt!that!the!school!makes!appropriate!demands!on!them!to!assist!their!children!with!their!homework,!with!the!exception!of!parents!of!children!with!learning!difficulties,!who!perceive!demands!as!too!great.!Only!18%!of!students!consider!the!homework!assignments!interesting.!This!raises!questions!about!the!possibilities!of!more!differentiation!regarding!homework!and!more!collaboration!with!parents.!
Relevance%for%Nordic%Educational%Research:!The!traditions!of!homework!are!found!in!many!Nordic!schools!making!this!a!relevant!topic!for!discussion!at!Nordic!conference.!The!same!challenges!of!how!schools!work!with!families!from!different!backgrounds!are!found!in!all!the!Nordic!countries.!
[391]%WHAT%IS%SAID%ABOUT%PARENTS?%THE%ROLE%OF%COOPERATION%BETWEEN%HOME%AND%SCHOOL%IN%FINNISH%SCHOOL`REFORM Miina!Orell1 1University$of$Turku,$Turku,$Finland! Research%topic/Aim:%My!presentation!is!based!on!undergoing!research!in!which!I’m!asking:!What!is!said!about!parents!in!Finnish!Core!Curriculum!2014?!How!are!the!actions!relating!to!engagement!described?!What!is!said!about!parental!engagement?!!
Theoretical%frameworks:!In!August!2016!Finnish!schools!started!to!implement!new!curriculums!based!on!Core!Curriculum!2014.!The!CC!determined!by!the!educational!ministry!is!a!part!of!normative!guidance!and!it’s!described!as!an!important!instrument!in!developing!basic!education!(Vitikka!&!Hurmerinta!2011,!5;!Halinen,!et.al.!2013).!Local!education!providers!are!obligated!to!draw!up!local!curriculums!according!to!the!CC.!The!Finnish!National!Board!of!Education!summarizes!the!reform!to!consider!above!all!the!following!themes!or!areas!of!basic!education:!
• Securing!necessary!competences,!encouraging!learning!
• Enforce!learning!outside!the!classroom,!utilising!technology!
• Changes!in!subject!content!and!starting!points,!optional!subjects!at!earlier!age!
• Transversal!competences!developed!in!all!subjects!
• Learning!the!fundamentals!of!programming!
• At!least!one!multidisciplinary!learning!module!per!year!
• Diversity!in!learning!assessment!
• Local!curricula!key!to!cooperation!between!home!and!school! (www.oph.fi)!
Methodology/research%design:%Answers!to!questions!asked!are!examined!with!the!help!of!document!analysis.!The!CC14!is!understood!as!an!artefact,!that!sets!out!tasks!and/or!aims!for!education.!Documents!are!not!neutral!or!asocial,!but!produced!by!people!acting!in!certain!circumstances!and!within!the!constraints!of!particular!conditions!(Finnegan!2006;!139,!144).!Language!used!creates!and!performs!states!and!affairs!and!in!so!defines!social!settings!and!thereby!document!provides!a!mechanism!to!understand!social!and!organizational!practices.!(Coffey!2014;!367,!369.)!!
The!printed!version!of!CC14!consists!508!pages.!First!part!of!CC14!discuss!issues!relating!to!education!on!overall!level!and!the!second!part!consists!the!syllabus!index.!Cooperation!with!homes!has!two!own!subchapters,!one!as!part!of!organisation!of!schoolVwork!and!the!other!one!as!part!of!supporting!learning!and!school!attendance.!The!CC14!was!produced!with!wide!coVoperation!of!administrations!and!process!included!possibilities!for!laymen!to!comment!on!curriculum.!The!process!is!described!as!a!possibility!to!reform!set!of!values!directing!the!school!and!to!define!the!mission!of!education!(Opetushallitus!2014;!Halinen!et.al.!2013.).!
Expected%conclusions/Findings:!Preliminary!results!indicate,!that!CC14!presents!cooperation!with!parents!in!unproblematic!and!simplifying!manor!focusing!merely!on!the!benefits.!It!seems,!that!CC14!
is!creating!a!parentalVmyths!to!encourage!schools!to!engagement!(see!Coffey!2014;!369V370;!Rapley!2007,!116).!CC14!creates!a!discourse!of!good!parent,!who!is!willing!to!participate!and!thereby!increases!demands!to!parenthood!(see!HaleyVLock!et.!al.!2016,!308).!At!the!same!time!the!actual!features!of!cooperation!are!presented!vaguely!and!possible!effects!to!equality!of!education!are!undealt.!!
Relevance%for%Nordic%Educational%Research:!Issues!related!to!growing!diversity!in!society!and!securing!equality!are!shared!by!all!Nordic!countries.!Aspects!of!parental!engagement!and!its!effect!on!community!level!should!be!discussed!more!openly!and!versatilely.!
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[693]%IMPORTANT%FACTORS%INFLUENCING%PARENTS´%SATISFACTION%WITH%COMPULSORY%SCHOOLS% Kristín!Jónsdóttir1 ,!Amalia!Bjornsdottir1 1University$of$Iceland,$Reykjavík,$Iceland!
Research%topic/Aim:%Parents’!satisfaction!and!desires!to!become!involved!in!their!child!compulsory!school!are!affected!by!several!factors.!In!this!article,!the!main!aim!is!to!look!at!factors!that!influence!parents’!satisfaction!with!school.!We!explore!social!background!factors!as!well!as!school!factors,!and!we!also!look!at!how!these!are!sometimes!intertwined.!The!article!reports!on!how!different!factors!are!influencing!parent!satisfaction!and!explain!the!variability!in!parents’!opinions.!It!discusses!reasons!for!parents’!dissatisfaction,!and!the!possible!consequences!for!homeVschool!cooperation.!
Theoretical%frameworks:!The!expectations!for!better!academic!achievement!are!pervasive!in!modern!societies!and!put!pressure!on!all!parties.!Yet!Hattie!(2012)!points!out!that!it!is!necessary!to!distinguish!first!between!factors!that!can!be!changed!and!those!that!cannot,!and!then!between!factors!that!can!be!easily!changed!and!those!that!demand!very!complicated!efforts!before!starting!educational!reform.!!
Parents!and!school!professionals!in!Iceland!agree!on!that!working!together!is!essential!for!children’s!education:!99%!of!them!consider!parental!support!to!be!rather!or!very!important!for!academic!achievement!of!children!(Jónsdóttir!&!Björnsdóttir,!2012).!However!that!does!not!mean!that!parental!support!in!education!is!unproblematic,!or!even!that!all!parents!have!the!same!expectations!when!it!comes!to!their!role!in!education.!Parents!should!not!be!viewed!as!a!homogenous!group!(Bæck,!2009),!and!school!culture!and!parents’!background!such!as!social!status,!gender,!educational!level,!and!cultural!values!have!great!impact!on!the!rationale!and!practice!of!parental!involvement!(Bæck,!2010;!Pepe!&!Addimando,!2014).!!
Methodology/research%design:%Findings!build!on!data!from!an!online!questionnaire!to!parents!in!20!compulsory!schools!in!Iceland!collected!in!the!spring!2011!(N!=2129).!!
A!multiple!regression!analysis!was!performed!to!provide!information!on!the!effect!of!the!explanatory!variables!on!the!outcome!variables.!The!regression!analysis!on!parents’!satisfaction!with!school!was!done!on!the!two!outcome!variables!produced!by!the!factor!analysis,!teaching$and$communication,!and!also!on!the!question!about!parents’$satisfaction$with$school.!!
Expected%conclusions/Findings:!The!majority!of!parents!were!satisfied!with!their!child’s!schools.!Those!that!felt!that!their!child!had!special!needs!that!were!not!met!were!more!likely!to!be!dissatisfied!than!other!parents.!Educational!background!was!influential;!parents!with!higher!education!were!more!critical!towards!school!than!those!with!less!education.!Single!mothers!were!overrepresented!in!the!group!of!unsatisfied!parents,!they!experienced!difficulties!in!communicating!with!school!personnel!more!frequently!than!other!parents!and!they!believed!less!in!parents’!possibilities!to!influence!school.!Findings!imply!that!equity!in!Icelandic!schools!is!disputable.!!
Relevance%for%Nordic%Educational%Research:!Quality!and!equity!are!often!put!forward!as!values!generally!emphasized!in!the!Nordic!countries.!The!findings!from!our!study,!however,!signal!the!importance!of!bringing!
these!values!forth!when!working!with!homeVschool!relations,!and!also!to!include!them!in!discussions!about!school!development,!where!school!professionals,!parents!and!students!should!all!have!a!respected!voice.!
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these values forth when working with home-‐school relations, and also to include them in discussions about school development, where school professionals, parents and students should all have a respected voice.
NETWORK 19
Teacher’s Work and Teacher Education
Network 19
Teacher’s Work and Teacher Education
[21]%STUDENT%TEACHERS'%LEARNING%AND%COPING%IN%DISTRESSFUL%TEACHING%EDUCATION%SITUATIONS% Henrik!Lindqvist1 ,!Maria!!Weurlander2 ,!Annika!Wernerson3 ,!Robert!Thornberg1 1Linköping$University,$Linköping,$Sweden!2Karolinska$Intitutet,$Stockholm,$Sweden!3Karolinska$Institutet,$Stockholm,$Sweden! Research%topic/Aim:%The!research!aim!was!to!investigate!and!conceptualize!student!teachers’!learning!from!distressful!situations.!Student!teachers’!coping!and!emotions,!as!well!as!the!situated!learning!to!become!teachers,!were!emerged!focuses!in!the!study.!
Theoretical%frameworks:!We!assumed!the!broad!notion!of!learning!to!be!situated!and!mediated!through!interactive!social!processes!in!communities!of!practice.!Learning!was!therefore!understood!as!part!of!student!teachers!senseVmaking!and!identity!construction.!The!theoretical!framework!of!sociocultural!learning!through!peripheral!membership!in!communities!of!practice!was!used!to!understand!possible!learning!being!in!distressful!situations!within!the!teacher!education.!Methodology/research%design:%The!methodology!of!constructivist!grounded!theory!was!adopted.!The!research!comprised!of!two!datasets!that!both!investigated!learning!from!distressful!situations.!One!dataset!comprised!of!data!from!four!focus!groups!and!five!follow!up!interviews!with!21!lower!secondary!student!teachers.!The!other!dataset!includes!22!interviews!with!primary!student!teachers.!Both!datasets!were!first!analyzed!separately,!and!then!an!iterative!synthesis!was!conducted!between!them.!!Expected%conclusions/Findings:!The!student!teachers!met!various!distressful!situations!during!their!education.!Distress!stemmed!from!worries!about!starting!to!teach!and!from!experiences!from!their!studies,!mainly!from!work!placement!education.!The!student!teachers!used!different!coping!strategies!to!resolve!their!distressed!feelings!evoked!at!their!teacher!education!program.!In!regards!to!student!teachers’!distressful!situations,!the!term!professional!inadequacy!was!constructed!to!describe!their!main!concern!when!dealing!with!these!situations.!In!being!professionally!inadequate!student!teachers!came!to!accept!factors!of!distress!and!therefore!further!learning!was!not!necessary.!The!other!strategy!was!to!postpone!learning.!An!acceptance!strategy!was!about!not!being!able!to!influence!a!situation!and!the!postponing!strategy!revealed!a!student!teacher!assumption!that!learning!cannot!take!place!outside!of!schools.!Other!identified!strategies!were!engagement!in!which!learning!was!in!focus!of!the!distressful!situations,!and!avoidance!focusing!on!factors!out!of!control!and!responsible!for!the!distress.!An!important!aspect!of!both!analyses!of!the!datasets!was!that!student!teachers!described!colleagues!as!very!important.!Student!teachers!most!frequently!reported!response!to!handle!distressful!situations!was!to!ask!for!help.!On!the!other!hand,!some!evidence!indicated!that!student!teachers!wished!collaborative!support!in!their!future!teacher!position.!As!much!as!they!wanted!help,!they!also!wanted!to!be!a!part!of!a!learning!organization!using!collaborative!strategies.!The!collaborative!organization!of!school!colleagues!was!described!as!alleviating!distressful!situations!by!the!student!teachers!and!formed!the!basis!for!future!learning!within!communities!of!practice!of!schools.!!Relevance%for%Nordic%Educational%Research:%This!research!is!of!relevance!to!Nordic!Educational!Research!since!it!focuses!on!teacher!education,!student!teachers!learning!and!coping!with!distressful!situations.!This!could!be!of!use!in!the!discussion!of!student!teachers’!attrition!and!beginning!teachers!choosing!to!quit!teaching.!!
[55]%IMPACTS%OF%A%COMPREHENSIVE%INDUCTION%PROGRAM%TO%BEGINNING%TEACHER'S%ATTRITION%AND%RETENTION Basanta!Prasad!Adhikari1 1The$University$of$Eastern$Finland,$Joensuu$Finland,$Lyceum$International$Model$School,$Nepal,$Joensuu,$Finland! Research%topic/Aim:%An!investigation!on!a!comprehensive!induction!program!to!support!beginning!teacher’s!retention!and!attrition.!
Theoretical%frameworks:!An!effective!and!comprehensive!induction!program!is!imperative!to!support!beginning!teachers!for!their!professional!development!(Wechsler!et!al,!2010).!A!satisfactory!level!of!support!from!each!element!of!a!comprehensive!induction!program!and!the!level!of!teacher’s!job!satisfaction!are!two!sides!of!a!same!coin!(Corbell!et!al,!2010).!The!empirical!literature!reveals!that!more!than!46%!of!all!teachers!leave!the!profession!within!their!first!five!years!of!teaching!in!the!United!States.!The!same!scenario!takes!place!in!the!Nepalese!context!as!well!(Ingersoll!and!Smith,!2011;!Bhandari,!2011).!
Methodology/research%design:%This!research!study!applied!a!mixed!methods!research!to!collect!data!from!teachers!because!it!minimizes!the!weakness!and!maximizes!the!strengths!of!both!qualitative!and!quantitative!approaches.!InVdepth!interviews!and!the!survey!questionnaires!were!applied!in!collecting!data!qualitatively!and!quantitatively!where!250!beginning!teachers!were!distributed!the!survey!questionnaires!and!15!beginning!teachers!were!interviewed!among!250!respondents!to!know!thoughts,!experiences,!feelings,!opinions,!and!experiences!of!beginning!teachers!on!the!impacts!of!the!key!elements!of!a!comprehensive!induction!program!to!support!beginning!teachers!(Cohen!et!al,!2007).!The!whole!Chitwan!District!was!divided!into!two!equal!parts,!the!eastern!and!the!western!Chitwan,!and!541!schools!were!selected!as!the!total!population!of!this!study!and!30!schools!were!randomly!selected!as!the!sample!schools.!!
This!researcher!used!two!the!survey!questionnaires!and!semiVstructured!interviews!to!collect!data!because!both!research!instruments!can!encourage!the!participants!to!talk!about!their!experience!and!ideas!in!a!holistic!way.!Furthermore,!the!same!questions!can!be!asked!to!all!participants!through!openVended!questions!so!that!it!can!underpin!the!reliability!and!validity!of!research!findings.!This!research!used!an!openVended!a!semiVstructured!interview!as!a!research!instrument!because!firstly,!it!is!well!suited!for!the!exploration!of!the!perception!and!opinion!of!beginning!teachers!how!the!key!elements!of!a!comprehensive!induction!program!impact!beginning!teacher’s!in!their!daily!life!regarding!their!attrition!and!retention!issues!and!enabled!this!researcher!probing!for!more!information!and!clarification!of!answers.!Secondly,!the!varied!professional,!educational!and!personal!characteristics!of!beginning!teachers!prohibited!the!use!of!a!standardized!interview!schedule!(Lichtman,!2006).!!
Expected%conclusions/Findings:!The!preliminary!findings!of!this!research!noted!that!the!key!elements!of!a!comprehensive!induction!program!bear!an!interrelationship!with!influential!factors!to!support!beginning!teachers’!attrition!and!retention.!A!proactive!mentor’s!support!seemed!one!of!the!most!influential!factors!to!retain!beginning!teachers!in!Nepalese!schools.!Classroom!management!skills,!supportive!school!management,!mentor!support!were!seen!to!be!the!most!influential!factors!for!retention!of!teachers!in!school!while!the!availability!of!instructional!resources!seems!to!be!the!least!important!factor!among!the!sampled!population!(Corbell!et!al,!2010).!!
Relevance% for% Nordic% Educational% Research:! The! issues! of! beginning! teacher’s! attrition! and!retention! is! an! international! problem,! and! embedded! with! an! effective! comprehensive! induction!program.!!!
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[75]%POTENTIALS%FOR%VOCATIONAL%TEACHERS%TO%RETAIN%COMPETENT%IN%THE%VOCATIONAL%SUBJECT%`%VOCATIONAL%STUDENTS'%WORK%PLACEMENTS%AS%A%LEARNING%OPPORTUNITY%FOR%THEIR%TEACHERS Susanne!Köpsén1 ,!Per!Andersson2 1Dept$of$Behavioural$Sciences$and$Learning,$Linköping$University,$Linköping,$Sweden!2Department$of$Behavioural$Sciences$and$Learning,$Linköping$University,$Linköping,$Sweden! Research%topic/Aim:%What!are!vocational!teachers!doing!to!retain!their!basic!vocational!identity,!which!is!the!basis!for!the!vocational!subject!that!they!teach,!when!they!have!left!a!position!as!e.g.!carpenter,!vehicle!technician,!or!nurse?!How!they!maintain!and!develop!their!vocational!identity!related!to!their!vocational!subject,!is!crucial!to!teachers’!competence!and!thereby!the!quality!of!vocational!education!and!training!(VET).!The!aim!of!the!paper!is!to!investigate!Swedish!vocational!teachers’!continuing!professional!development!(CPD)!and!the!conditions!for!this,!specifically!focusing!the!learning!potentials!in!relation!to!work!tasks!related!to!students’!work!placements.!Being!a!vocational!teacher!in!upper!secondary!school!in!Sweden!normally!means!a!fullVtime!position,!in!a!VET!system!that!is!mainly!schoolVbased.!However,!the!system!includes!fifteen!weeks!of!students’!work!placements,!of!the!threeVyear!programmes,!and!a!newly!introduced!complementary!path!of!apprenticeship!with!at!least!half!the!programme!spent!in!a!workplace.!A!vocational!teacher!is!responsible!for!student’s!learning!in!school!and!in!the!workplace,!although,!an!appointed!supervisor!at!the!workplace!supports!the!student’s!workVbased!learning.!
Theoretical%frameworks:!Theoretically,!our!study!draws!on!a!socioVcultural!perspective!on!practice,!learning,!identity!and!boundary!crossing!(e.g.!Lave!&!Wenger,!1991;!Wenger,!1998;!WengerV!Trayner!et!al,!2014).!Fundamental!here!is!the!situated!character!of!knowledge,!where!to!be!knowledgeable!means!having!developed!an!identity!for!full!membership!and!participation!in!a!specific!community!of!practice.!Hence,!the!knowledge!and!skills!related!to!the!vocational!subject!in!school!are!situated!in!a!specific!vocational!practice.!From!that!point,!we!see!vocational!teachers’!boundary!crossings,!between!vocational!practices!and!the!practice!of!school,!as!crucial!for!them!to!maintain!and!develop!their!vocational!knowledge!and!identity.!Furthermore,!the!theoretical!framework!for!our!investigation!includes!theories!and!concepts!related!vocational!teachers’!dual!identity!(Fejes!&!Köpsén,!2014),!adult!learning,!e.g.!drivers!and!barriers!(Cross,!1981;!Desjardins,!2015)!and!CPD!for!teachers!and!workplace!learning!(cf.!Billett,!2004;!Day!&!Sachs!2004).!Thus,!in!this!paper!we!investigate!the!vocational!teachers’!CPD!relating!their!original!vocational!identity!in!terms!of!boundary!work!between!school!and!work!life!and!the!barriers!and!drivers!for!such!work,!focusing!the!learning!potentials!in!connection!to!their!vocational!students'!work!placements.!!!
Methodology/research%design:%Qualitative!interviews!with!30!vocational!subject!teachers!in!upper!secondary!VET.!
Expected%conclusions/Findings:!Vocational!teachers’!planning,!monitoring!and!follow!up!of!vocational!students’!work!placements!are!of!significant!importance!for!the!teachers’!opportunities!to!retain!competent!in!their!teaching!subject,!(i.e.!still!having!a!fully!fledged!vocational!identity)!and!consequently!keeping!VET!upVtoVdate!in!relation!to!working!life.!However,!vocational!teachers’!ability!to!take!advantage!of!the!opportunities!is!affected!by!institutional!factors!such!as!structural!and!economic!factors!of!school!and!principals’!support!and!interest.!
Relevance%for%Nordic%Educational%Research:!The!expected!results!are!relevant!for!research!of!quality!of!VET,!vocational!teachers’!dual!identity!and!CPD.!
[97]%LEARNING%PROFESSIONAL%ETHICS%IN%PRACTICE Marita!Cronqvist1 1Faculty$of$Librarianship,$Information,$Education$and$It,$Borås,$Sweden! Research%topic/Aim:%An!empirical!study!of!professional!ethics!in!teacher!education!indicated!that!student!teachers´!learning!largely!takes!place!during!schoolVbased!education.%
Theoretical%frameworks:!This!study!is!based!on!lifeworld!theory.!Hence,!intentionality!and!the!natural!attitude!as!parts!of!phenomenology!and!lifeworld!theory!are!highly!relevant.!!When!student!teachers!make!new!experiences!during!their!teacher!education,!new!understanding!is!continually!reshaping!the!student!teacher´s!lifeworld,!the!way!that!the!student!teacher!relates!to!and!interacts!with!the!world.!
Methodology/research%design:%Ten!student!teachers!with!different!orientation!to!preschool!and!elementary!school!participated!in!the!study.!In!addition!to!interviews,!empirical!data!consists!of!observations!during!student!teachers´!meeting!with!children,!dialogues!with!supervisors,!seminars!at!campus,!meetings!with!mentors!and!different!kinds!of!written!material!during!this!period,!for!example!didactic!plans!and!diaries.!The!data!collection!was!conducted!during!the!student!teachers´!second,!third!and!fourth!semester.!Reflective!Lifeworld!Research!(RLR),!based!on!phenomenological!epistemology!(Dahlberg,!Dahlberg!&!Nyström,!2008)!is!the!methodology!used!in!this!study!in!order!to!describe!student!teachers´!essential!meanings!of!the!phenomenon!professional!ethics!and!how!they!learn!professional!ethics.!The!phenomenon!is!contextual!since!it!emerges!in!relation!to!a!practice!lifeworld.!So,!when!one´s!lifeworld!changes,!the!perception!of!the!phenomenon!changes.!
Expected%conclusions/Findings:!The!result!indicates!that!in!student!teachers´!experiences!of!ethics!in!different!situations,!the!issues!that!they!as!individuals!perceive!as!most!problematic!tend!to!stay!in!focus!from!semester!to!semester.!Gradually!they!reach!a!deeper!understanding!as!well!as!a!wider!perspective.!Their!reflections!are!sometimes!based!on!their!own!childhood!experiences.!Different!kinds!of!dilemmas!involve!the!same!issues!and!when!experiences!increase,!problems!become!viewable!from!many!angles.!When!complexity!increases,!more!dilemmas!are!raised!and!more!alternative!actions!become!visible.!The!term!reflection!is!more!and!more!frequently!used!by!the!students!and!is!expressed!more!actively!and!consciously.!During!teacher!training,!student!teachers´!development!both!personally!and!professionally!is!integrated!as!they!experience!and!learn!from!university!courses!and!placement.!The!need!to!function!as!a!role!model!to!children!is!explicit!and!in!order!to!achieve!that,!student!teachers!need!to!develop!selfVawareness.!Professional!ethics,!inherent!in!practice,!make!it!crucial!to!develop!a!judgment,!trying!to!make!the!best!choice!in!the!concrete!context.!Judgment!is!developed!through!practice!and!evaluation!in!a!learning!process.!This!process,!that!can!be!described!as!a!balancing!act!needs!support!from!teacher!or/and!supervisor.!Reflection!is!a!necessary!tool!in!this!learning!process.!In!a!situation!where!earlier!strategies!are!not!suitable,!reflection!must!create!new!ideas!about!solutions.!
Relevance%for%Nordic%Educational%Research:!Student!teachers´!ability!to!reflect!on!ethical!dilemmas!in!teaching,!to!function!as!role!models!and!to!develop!autonomous!professional!judgment!are!crucial!to!quality!in!teaching!generally!and!the!need!for!discussions!about!how!to!stimulate!this!learning!in!teacher!education!makes!this!study!relevant!both!nationally!and!internationally.!
[98]%NOTIONS%OF%DISCRETION%`%IMAGES%OF%TEACHERS'%PROFESSIONAL%FREEDOM%1993`2013 Ulla!Karin!Nordänger1 ,!Per!Lindqvist1 1Linnaeus$University,$Dept$of$Educational$Science,$Kalmar,$Sweden! Research%topic/Aim:%In!1993,!87!compulsory!school!teachers,!graduated!from!one!of!Sweden’s!universities.!Shortly!before!graduation,!they!were!asked!what!expectations!they!had!on!their!future!job!as!teachers.!The!work!they!saw!ahead!was!dominantly!characterized!by!“discretion”,!“variation”!and!“development”.!In!the!spring!of!2013!–!20!years!later!–!we!have!continuous!contact!with!75!of!them!(86%!of!the!original!cohort)!and!we!know!that!53!of!them!still!work!as!teachers.!We!now!once!again!ask!them!to!answer!the!same!question.!Have!their!hopes!of!a!creative!and!independent!job!been!spoiled,!or!have!their!expectations!on!freedom!of!action!been!maintained!or!even!increased?!%
Theoretical%frameworks:!Our!aim!in!this!presentation!is!to!describe!teachers’!statements!and!relate!them!to!more!general!analyses!of!the!relation!between!teachers’!discretion!and!the!new!governance.!Our!previous!studies!show!that!defensive!strategies,!limiting!professional!ideals!and!diminishing!didactic!space,!are!developed!on!a!collective!as!well!as!individual!level,!in!order!to!handle!the!demands!of!the!new!policy.!At!the!same!time,!some!teachers!manage!to!develop!strategies!where!discretion!is!protected,!ideals!maintained!and!reasonable!content!defined!(cf.!Levay!&!Waks’!discussion!on!”soft!autonomy”,!2009),!Jacobsson!&!SahlinVAndersson!(1995)!describe,!in!line!with!these!results,!examples!of!how!”professional!bifurcation”!may!arise!within!a!profession,!i.e.!an!internal!division!of!members!into!”experts”!and!”clinics”,!where!some!experience!a!high!level!of!discretion!with!significant!opportunities!to!influence,!while!others!experience!being!bereft!of!their!professional!freedom.!%
Methodology/research%design:!The!study!which!forms!the!basis!of!this!presentation!should!be!regarded!as!a!cohort!study!of!longitudinal!character!(Cohen,!Manion!&!Morrison,!2011).!The!study!is!a!part!of!a!larger!project,!“Crossroads!–!a!londitudinal!study!of!choises!and!values!in!teachers’!work!trajectories”!funded!by!grants!from!The!Swedish!Research!Council,!in!which!a!mixed!method!approach!combining!quantitative!and!qualitative!data!is!used!in!order!to!illuminate!a!comprehensive!understanding!of!teachers’!careers.!
Expected%conclusions/Findings:!In!the!results!an!image!of!a!substantially!decreased!level!of!discretion!emerges,!but!at!the!same!time,!the!results!indicate!that!this!image!needs!to!be!nuanced.!After!twenty!years!of!work!a!third!of!the!still!active!teachers!point!toward!a!new!space!of!discretion,!in!line!with!the!new!governance,!possibly!leading!to!the!development!of!an!alternate!professional!identity.!
Relevance%for%Nordic%Educational%Research:!The!87!started!their!teaching!careers!at!a!time!of!largeVscale!restructuring!of!working!conditions.!Several!profound!school!reforms!were!introduced.!The!transition!from!a!centralised,!regulated,!bureaucratic!control,!to!a!decentralised,!flexible!goal!orientation,!with!elements!of!market!solutions!such!as!freedom!to!choose!school!and!competition!amongst!schools!are!by!no!means!specific!to!Sweden;!rather!the!trend!is!global!(Menter!et.!al.!1997;!Apple,!2004).!Our!material!gives!a!unique!opportunity!to!closely!study!if!–!and!in!that!case!how!–!these!structural!changes!also!impact!teachers’!descriptions!of!their!discretionary!power.!!
[160]%EMOTIONAL%PRESENCE%IN%EDUCATIONAL%WORK.%A%PHILOSOPHICAL%ANALYSIS%OF%THE%EXISTENCE%OF%INTERSUBJECTIVITY%IN%THE%PEDAGOGICAL%MEETING AnnaVCarin!Bredmar1 1Department$of$Education,$Kalmar,$Sweden! Research%topic/Aim:%The!purpose!of!this!article!is!to!shed!light!on!the!emotional!presence!in!educational!work!through!a!philosophical!examination!of!the!empirical!results!from!a!study!regarding!teachers’!experiences!of!‘work!enjoyment’.!
Theoretical%frameworks:!The!theoretical!framework!is!lifeworld!phenomenology!and!the!philosophical!examination!is!achieved!with!the!help!of!the!philosopher!Martin!Buber’s!dialogueVphilosophical!work.!
Methodology/research%design:%The!empirical!study!consists!of!interviews!conducted!with!teachers!who!teach!students!in!their!younger!years!within!Swedish!primary!schools.!The!results!of!the!empirical!study!showed!the!experience!of!presence!in!teachers’!work!as!fundamental,!and!thus!crucial!for!the!educational!work.!Likewise,!it!proved!that!interpersonal!aspects!play!a!prominent!role.!The!essential!meaning!of!teachers’!enjoyment!of!work!V!!‘work!enjoyment!as!presence’!V!is!reVexamined!in!a!phenomenological!meaning!analysis!in!accordance!with!the!methodological!principles!of!Reflective!Life!World!Research.!To!reach!a!deeper!understanding!of!the!phenomenon,!a!philosophical!analysis!of!the!experience!of!presence!in!pedagogical!work,!based!on!Buber’s!philosophy!of!dialogue,!has!been!conducted!which!focused!on!the!existence!of!intersubjectivity.!
Expected%conclusions/Findings:!The!philosophical!examination!is!presented!in!terms!of!three!meaning!constituents:!Attention$to$what$is$human,!Sharpness$in$teachers’$work,!and!Integrity$and$community.!The!philosophical!investigation!illustrates!new!shades!of!meaning!of!presence!in!educational!work.!The!importance!of!emotional!presence!in!teachers’!work!is!maintained!and!reinforced!with!support!of!the!philosophical!examination.!Emotional!presence!has!a!guiding!significance!in!pedagogical!work.!It!is!also!of!importance!to!teachers’!ability!in!order!to!cover!the!educational!situation!as!a!whole.!Furthermore,!the!analysis!illuminates!the!human!power!of!emotional!presence!in!teachers’!work!that!is!able!to!see!and!take!advantage!of!the!educational!opportunities!and!counteracting!the!mechanical!and!instrumental!approaches!to!educational!work!that!are!increasing.!
Relevance%for%Nordic%Educational%Research:!Lifeworld!approach!provides!a!knowledge!discourse!that!emphasizes!the!complementary!function!of!the!rational!and!the!emotional!to!develop!professional!knowledge!in!teachers'!work.!Another!central!value!within!the!perspective!is!the!recognition!of!the!human!force!in!the!pedagogical!meeting.!It!is!an!important!task!to!develop!knowledge!about!how!educational!relationships!are!established,!maintained!and!developed,!as!well!as!about!the!significance!of!the!interpersonal!dimensions!in!educational!work.!The!article!intends!to!be!a!contribution!in!the!development!of!such!knowledge.!
[192]%DEVELOPING%FORMATIVE%FEEDBACKS%AND%ASSESMENTS%IN%THE%NEW%MODEL%OG%KINDERGARTEN%TEACHER%EDUCATION%IN%NORWAY% Marie!Brandvoll!Haukenes1 1Bergen$University$College$,$Bergen,$Norway! Research%topic/Aim:%This!paper!gives!insight!into!feedback!and!assessment!routines!in!the!subject!of!pedagogy!that!are!establishing!themselves!in!the!new!model!of!Kindergarten!Teacher!Education!(Barenehagelærerutdanning!V!BLU),!as!well!as!suggested!improvements!that!could!transform!this!area!of!practice!into!a!more!relevant!for!students’!interdisciplinary!learning!and!professional!development.!
Theoretical%frameworks:!The!findings!are!presented!with!use!of!theoretical!tool!of!CulturalVHistorical!Activity!Theory!(CHAT)!that!embraces!issues!significant!for!both!kindergarten!teacher!professional!theory!as!well!as!theories!on!feedback!and!assessment!in!higher!education.!!!!!
Methodology/research%design:%The!data!comprised!over!group!interviews!with!three!pedagogy!teachers,!two!pedagogues!from!inVservice!kindergartens,!five!students!as!well!as!one!qualitative!interview!with!one!student.!All!interviewed!teacher!educators!(campus!and!in!the!inVsevice!kindergartens’!teachers)!have!had!experience!form!both!“the!old”!as!well!as!“the!new”!model!of!Kindergarten!Teacher!education.!All!of!the!interviews!were!transcribed.!The!gathered!data!were!analyzed!according!to!guidelines!for!qualitative!content!analysis!(Mayring!2000),!and!interpreted!in!the!light!of!CHAT.!
Expected%conclusions/Findings:!My!results!show!that!the!teacher!educators’!community!experience!many!challenges!connected!to!formative!assessment!and!feedback!practice.!The!methods!and!ideas!(mediating!artifacts)!that!are!used!are!characterized!by!being!random,!tacit!and!private!practice,!which!is!not!prioritized!because!other!tasks!have!or!can!provide!a!higher!status!within!the!academia.!Moreover,!there!is!a!minimum!of!collaboration!between!the!teacher!educators!(division!of!labor)!in!this!area!of!practice.!The!paper!concludes!with!suggestions!of!improvements!in!the!area!of!feedback!and!assessment,!which!refer!to:!a)!establishing!a!real!community!with!closer!and!more!mutual!collaboration!between!students,!campus!teachers!and!inVservice!teachers!(community;!divisions!of!labor);!b)!securing!time!resources!for!all!involved!groups!(rules);!c)!promoting!the!importance!of!assessments!and!feedback!and!increasing!its’!status!(tools).!
Relevance%for%Nordic%Educational%Research:!My!results!form!a!base!for!further!action!research!project!at!Bergen!University!College.!
References:!
Mayring,!P.!(2000).!Qualitative!Content!Analysis.!Forum:!Qualitative!Social!Research!1(2),!Available!at:!http://www.qualitativeVresearch.net/index.php/fqs/article/view/1089/2385!(accessed:!14.10.2016).!
[199]%MEN%WHO%ARE%PRESCHOOL%TEACHERS%HANDLING%DISTRUST Maria!Hedlin1 ,!Caroline!Johansson1 1Linnaeus$University,$Kalmar,$Sweden! Research%topic/Aim:%The!notion!that!both!the!care!and!the!education!of!young!children!are!tasks!for!women!has!a!long!historical!background!and!still!has!a!strong!position.!In!Sweden!however,!measures!to!recruit!more!men!to!work!in!preschool!have!been!taken!for!a!long!time.!During!the!1970s,!soVcalled!free!quotas!were!used!to!give!male!applicants!priority!to!preschool!teacher!education!(Havung,!2000;!Wernersson!&!Lander,!1979).!This!led!to!a!temporary!increase!in!men!admitted,!but!the!situation!with!few!men!applying!for!preschool!teacher!education!remains.!Yet,!the!call!for!more!male!preschool!teachers!is!still!strong!in!Sweden.!In!many!other!countries!men!in!preschools!are!not!called!for,!as!they!are!regarded!as!potential!pedophiles!and!child!abusers.!15!years!ago,!the!British!researcher!Cameron!(2001)!discussed!the!AngloVSaxon!debate!in!which!suspicion!was!thrown!on!male!preschool!professionals!and!they!were!linked!to!sexual!abuse.!According!to!Cameron,!this!type!of!debate!had!not!gained!ground!in!the!Scandinavian!countries.!Said!(1983),!however,!describes!how!discussions,!theories,!and!explanatory!models!“travel”!and!reach!new!geographical!places.!Also,!with!the!Internet!and!social!media!the!spread!of!ideas!can!be!expected!to!accelerate.!Accordingly,!the!male!early!child!educator!is!now!linked!to!a!discourse!of!danger!and!distrust!also!in!Sweden!(Nordberg!2005;!Åberg!&!Hedlin!2013).!
Research%question:%Do!men!who! are! preschool! teachers! in! Sweden! feel! that! they! are!met!with!distrust!and!suspicions!that!they!might!be!child!abusers!and!if!so,!how!do!they!handle!this!distrust?!
Theoretical%frameworks:!!Our!approach!draws!on!Connell’s!(2009)!theory!of!gender!dynamics;!the!focus!is!on!gender,!meaning!the!cultural!ideas!about!femininity!and!masculinity.!Some!things!are!gendered!feminine!and!others!are!gendered!masculine.!In!the!process!of!gendering!four!dimensions!interact.!The!symbolic!dimension!denotes!all!the!ideas!and!expectations!that!the!concepts!‘man’!and!‘woman’!bring!about.!The!production!dimension!refers!to!tasks,!occupations,!workplaces!and!so!on!being!categorized!as!feminine!or!masculine.!The!power!dimension!includes!the!asymmetric!valuation;!masculinity!tends!to!be!attributed!a!higher!status!than!femininity.!The!emotional!dimension!deals!with!desire!and!sexual!lust,!as!well!as!other!emotions.!
Methodology/research%design:%11!men!who!are!preschool!teachers!working!in!Swedish!preschools!have!been!interviewed.!The!interviews!were!individual!and!semiVstructured.!
Expected%conclusions/Findings:!!The!men!have!all!had!to!deal%with!being!questioned!and/or!feeling!distrust.!Strategies!identified!so!far!are!shielding,!physical!caution!and!positioning!themselves!as!family!men.!
Relevance%for%Nordic%Educational%Research:!Research!concerning!men! in!preschool! is!a! topical!issue!in!the!Nordic!context.!!
References:!
Cameron,! C.! (2001).! Promise! or! Problem?! A! Review! of! the! Literature! on! Men! working! in! Early!Childhood!Services.!Gender,$Work$and$Organization.!Vol.!8,!No.!4,!431–453.!
Connell,!R.!(2009).!Om$genus.!Göteborg:!Daidalos!
Havung,!M.!(2000).!Anpassning$till$rådande$ordning.$En$studie$av$manliga$förskollärare$i$
förskoleverksamheten.!Malmö:!Lärarhögskolan.!
Nordberg,!M.!(2005).!Jämställdhetens$spjutspets?$Manliga$arbetstagare$i$kvinnoyrken,$jämställdhet,$
maskulinitet,$femininitet$och$heteronormativitet.!Göteborg:!Arkipelag.!
Said,!E.!(1983).!The$world,$the$text,$and$the$critic.!Cambridge:!!Harvard!University!Press.!
Åberg,!M.!&!Hedlin,!M.!(2012).!Förskolläraren!–!ett!hot?!Norsk$Pedagogisk$Tidskrift,!Vol.!96,!Nr.!6,!441–452.!
Wernersson,! I.!&! Lander,! R.! (1979).!Män$och$ kvinnor$ i$ barnomsorgen:$en$ analys$ av$ könskvotering,$
yrkesval$och$arbetstrivsel.!Stockholm:!Jämställdhetskommittén.!
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[208]%COMMUNITIES%OF%PRACTICE%IN%HIGH%SCHOOL%VOCATIONAL%BOARDS Bjørg!Herberg!Gloppen1 ,!Lillian!Gran1 1Hedmark$University$of$Applied$Sciences,$Hamar,$Norway! Research%topic/Aim:%This!paper!investigates!the!Norwegian!vocational!education!and!training!assessment.!In!2015!the!Norwegian!government!published!a!strategy!on!how!to!develop!the!competence!of!vocational!teachers!(VET).!The!strategy!includes!an!appreciation!of!examinational!boards'!expertise!and!special!skills!in!assessment.!Many!of!the!vocational!teachers!do!not!have!qualified!competence!as!formal!teachers.!In!2014!there!where!about!1000!vocational!teachers!working!in!schools!that!did!not!have!the!formal!teaching!competence.!Qualified!teachers!are!important!for!student!performance!and!implementation!in!VET.!Good!teachers!with!updated!expertise!provides!relevant!and!practical!training,!which!in!turn!contributes!to!more!complete!and!pass!with!a!craft!or!journeyman!(KD,!2015:!13).!It!is!essential!that!members!of!an!examination!board!also!have!expertise!in!judging!the!qualifying!examination!beyond!the!purely!vocational!skills.!
Our!research!question!is:!How$can$the$examination$boards$in$vocational$training$develop$
communities$of$practice?$
Theoretical%frameworks:!Hedmark!university!college!have!been!involved!in!developing!the!assessment!competence!of!the!examination!board!members!since!2012.!The!elements!of!the!competence!development!consisted!of!communication,!observation!and!assessment!for!learning!as!the!main!focus.!The!main!focus!for!the!examination!boards!is!the!summative!evaluation!since!the!examination!is!the!final!assessment!of!the!apprentices.!Although!the!focus!of!assessment!for!learning!in!the!formative!part!of!assessment!also!applies.!The!competence!development!program!started!with!curriculum!goals!and!a!common!understanding!and!interpretation!of!the!main!aims.!Our!attention!is!directed!on!how!members!of!examinational!boards!can!develop!a!common!interpretation!community!to!ensure!that!candidates!receive!an!evaluation!based!upon!criteria!and!common!understanding!of!what!is!quality!in!the!various!fields.!The!theoretical!approach!is!a!socioVcultural!perspective!where!members!dialogic!practice!will!form!the!foundation!for!the!development!of!knowledge!and!understanding.!This!will!form!the!basis!for!learning!in!the!organization.!
Methodology/research%design:%The!scientific!paper!connected!to!this!abstract!will!use!both!a!survey!within!the!three!levels!of!apprentices,!members!of!the!assessment!board!and!the!level!of!Hedmark!county,!the!main!stakeholder!in!this!programme,!observation!of!two!chosen!examinations!of!apprentices.!In!addition,!there!will!be!a!document!analyse!of!the!central!governmental!documents.!!
Expected%conclusions/Findings:!In!the!competence!programme!we!have!experienced!a!large!enthusiasm!in!development!of!the!vocational!teachers’!competence.!Making!them!more!aware!and!fit!to!do!their!jobs!as!examination!board!members.!This!is!a!very!unique!assessment!for!learning!method!giving!the!apprentices!feedback!during!the!days!of!their!final!examination.!
Relevance%for%Nordic%Educational%Research:!With!a!deeper!understanding!of!assessment!for!learning!and!the!importance!of!a!common!practice!within!the!county!and!maybe!as!far!as!to!the!Nordic!countries,!the!assessment!culture!will!satisfy!the!assessment!regulations!for!the!vocational!training.!!
[240]%WHY%ASK%THE%"WHY"%QUESTION?%EXPLORING%TEACHERS'%COLLEGIAL%KNOWLEDGE%WORK%PRACTICES%IN%AN%URBAN%SCHOOL%SETTING%IN%NORWAY% Galina!Shavard1 1Oslo$and$Akershus$University$College$of$Applied$Sciences,$Oslo,$Norway! Research%topic/Aim:%The!paper!looks!at!the!knowledge!work!practices!in!a!teacher!team!in!an!urban!school!setting!in!Norway.!The!focus!is!on!how!these!knowledge!practices!–!their!purposes,!content,!forms,!products!and!effects!–!are!being!framed!by!the!complexities!of!the!urban!context!in!Norway!as!well!as!in!the!conflicting!climates!of!performativity,!on!the!one!hand,!and!increasing!demands!for!the! quality! and! sophistication! of! teachers’! professional! practice,! on! the! other.! Two! overlapping!practical! problems! underpin! the! study.! First,! high! turnover! rates! and! teacher! burnout! in! urban!schools,!which!handicap!professional! communities,! are!often!explained!by! scarce! and!meaningless!collaboration,!lack!of!intellectual!drive!and!a!chronic!feeling!of!underachievement.!From!here!follows!a!need!to!study!the!conditions!that!make!urban!schools!more!intellectually!attractive!and!meaningful!workplaces.!The!second!problem!is!heterogeneity!that!characterizes!urban!settings!in!Norway.!Unlike!other!European!contexts!where!monoVethnic!schools!are!commonplace,!Norwegian!urban!school! is!mixed,!and!its!diversity!is!intensified!by!an!absence!of!early!streaming.!This!calls!for!more!knowledgeVdriven! collaboration! since! professional! problems! in! such! sensitive! cultural,! social! and! linguistic!contexts!put!forward!new!requirements!for!professional!knowledge!and!training.!
Theoretical%frameworks:!The!theoretical!perspective!is!rooted!in!understanding!teaching!as!a!distinct!knowledgeVbased!profession!with!knowledge!practices! in!a!dynamic!development.!To!this!end,!two!theories!are!guiding!for!the!study!–!Biesta’s!(2015)!conceptualization!of!three!domains!of!educational!purpose! that! frame! teachers’! knowledge! work! –! those! of! qualification,! socialisation! and!subjectification;! and! the! concept! of! collegiality! that! highlights! qualitative! characteristics! of!collaboration.!
Methodology/research%design:%The!study! followed!the!knowledge!practices!of!a!6thVgrade!teacher!team!of!six!members!in!a!school!located!in!a!socioVeconomically!disadvantaged!multicultural!suburb!of! one! large! Norwegian! city.! Ethnographic! data! collected! over! one! academic! year! consists! of!observations,!groupV!and!individual!interviews,!teachers’!logs!and!organizational!shadowing.!!!
Expected%conclusions/Findings:!The! findings!point! to! the!significance!of! systematized!and!updated!knowledge!of! the!core! theories!and!problems!underpinning!urban!context!and!a!codified! language!that! allows! approaching! everyday! tasks! in! a! more! analytical! and! emotionally! safe! manner.!While!urban! settings! are! far! from! homogeneous,! a! heavy! reliance! on! experiential! knowledge,! everyday!language!and!intuitive!decisions!made!teachers’!work!more!vulnerable!to!both!stress!and!a!sense!of!failure!and!to!poorly!grounded!decisions.!To!this!end,!an!important!knowledge!practice!that!allowed!the! teacher! team! to! connect! their! judgement! in! ambiguous! situations! to! the! facts! and! more!generalized! knowledge! was! collaborative! negotiation! and! justification! of! strategic! and! tactic!purposes.! It! also! encouraged! teachers! to! view! problems! from! different! angles! and! to! draw! on! a!variety!of!knowledge!courses.!!!
Relevance% for% Nordic% Educational% Research:! The! study! aims! to! contribute! to! the! strand! of!educational!research!that!views!teachers!as!knowledge!workers!with!a!strong!epistemic!agency!and!
urban! schools! not! as! places! “in! high! need”! to! “be! fixed”! but! as! intellectually! sophisticated! albeit!challenging!organizational!contexts.
[253]%ANALYZING%STUDENT%TEACHERS'%IDENTITY%TALK% Roald!Tobiassen1 1Høgskolen$I$Østfold,$Halden,$Norway! Research%topic/Aim:%The!study!follows!four!student!teachers!developing!into!a!professional!teacher.!I!analyzed!the!experiences!of!four!student!teachers!and!the!ways!in!which!the!students/teachers!talked!in!interviews!about!their!teacher!identity!as!narratives.!The!aim!of!this!paper!is!to!describe!how!to!use!methodological!tools!for!understanding!and!analyzing!student!teachers’/!teachers’!identity!talk!when!they!are!in!the!transition!processes:!From!the!beginning!of!teacher!education!(one!year!“praktisk!pedagogisk!utdanning”)!until!finishing!the!first!year!of!teaching.!I!aim!to!answer!the!following!research!questions:!How!did!student!teachers’!/teachers’!identity!talk!change!during!teacher!education!and!in!the!first!year!as!a!teacher:!a)!What!kind!of!interpretative!repertoires!and!rhetorical!devices!did!students/!teachers!use!in!interviews!on!their!experiences?!b)!In!which!ways!does!the!use!of!discursive,!rhetorical,!and!narrative!methodologies!help!us!to!understand!the!coherence/incoherence!manifested!in!student!teachers’/teachers’!identity!talk?!%Theoretical%frameworks:!Exploration!of!student!teachers’!identity!talk!on!teaching!and!being!a!teacher!is!important!because!it!reveals!how!they!are!doing!identity!work.!I!focus!on!how!to!analyze!student!teachers’!identity!talk!through!their!narratives.!In!other!words,!narrative!identity!mediates!between!“what!is”!and!“what!ought!to!be.”!When!considering!preservice!teachers’!identity!talk,!I!will!also!take!into!account!the!rhetorical!dimension.!%Methodology/research%design:%The!study!applied!narrative!and!rhetorical!approaches!together!with!discourse!analysis!of!interviews.!%Expected%conclusions/Findings:!The!study!applied!narrative!and!rhetorical!approaches!together!with!discourse!analysis.!The!study!indicates!that!student!teachers/teachers!have!awareness!of!the!tension!between!their!present!and!ideal!state!of!teacher!identity.!Based!on!the!discursive!approach,!the!study!also!revealed!different!kinds!of!talk!belonging!to!different!interpretative!repertoires.!Interpretative!repertoires!are!patterns!of!language!that!people!use!to!describe!various!social!and!other!phenomena.!The!students!shifted!from!one!repertoire!to!another!in!the!process.!The!results!from!the!study!indicate!use!of!interpretative!repertoires!such!as:!Victim!Repertoire,!EgoVDefensive!Repertoire,!SelfVDevelopment!Repertoire,!Formative!Repertoire,!Gain!An!Insight!Repertoire.!Interpretive!repertoires!could!support!a!richer!analysis!of!narratives!of!identity!that!students/!teachers!use!to!describe!their!experiences!in!fields!such!as!becoming!and!being!a!teacher.!%Relevance%for%Nordic%Educational%Research:%Applying!multiple!research!methods!enabled!the!researcher!to!understand!the!consistencies/!inconsistencies!manifested!in!students’/!teachers’!identity!talk.!The!study!concludes!that!combining!different!approaches!can!bring!useful!views!for!understanding!student!teachers’!and!teachers’!multiple!identities.!!
!
[289]%STUDENT%TEACHERS'%EXPERIENCES%OF%RESEARCH`BASED%TEACHER%EDUCATION%IN%FINLAND Jessica!Aspfors1!,!Gunilla!Eklund2!%%1Nord$University,$Bodö,$Norway!2Faculty$of$Education$and$Welfare$Studies,$Åbo$Akademi$University,$Vasa,$Finland!%
Research%topic/Aim:%The!aim!of!this!study!is!to!investigate!student!teachers’!experiences!of!researchVbased!teacher!education!in!Finland.!The!study!poses!the!following!research!questions:!%
How!do!student!teachers!experience!researchVbased!teacher!education?!
How!do!student!teachers!experience!researchVbased!teacher!education!in!relation!to!their!future!as!professional!teachers?!
Theoretical%frameworks:%The!Finnish!teacher!education!has!been!university!based!for!decades!and!has!a!strong!researchVbased!approach!which!is!both!implicitly!and!explicitly!present!in!the!program!(JakkuVSihvonen! &! Niemi,! 2006).! However,! although! the! researchVbased! education! has! got! much!publicity! and! credit,! it! has! been! discussed! and! criticized! (Hansen,! Forsman,! Aspfors! &! Bendtsen,!2012;!Hökkä!&!Eteläpelto,!2014).!According!to!the!critics,!too!much!focus!has!been!on!conventional!social! sciences! instead! of!more! emphasis! on! the! qualification! of! teachers! carrying! out! research! in!their!own!working!situation!(e.g.!Heikkinen,!Jokinen!&!Tynjälä,!2012).!Studies!also!show!that!students!conceive!the!relation!between!research!and!teacher!profession!as!diffuse!and!difficult!to!handle!and!they! find! it! demanding! to! relate! theoretical! issues! in! their! work! of! the! thesis! to! real! practical!problems.!(Aspfors!&!Eklund,!2016;!Eklund,!2010,!2012)!
Methodology/research%design:%The!study!is!part!of!a!larger!longitudinal!and!comparative!research!project! in!Finland!and!Norway!focusing!on!newly!qualified!teachers’!experiences!of! researchVbased!teacher! education! in! relation! to! the! school! reality! they! meet.! This! subVstudy! is! qualitative! to! its!character! and! the! empirical! data! were! collected! at! the! Department! of! Teacher! Education! at! Åbo!Akademi!University!in!September!2016.!A!total!number!of!67!third!year!students!participated!in!the!first!research!methods!course!at!Bachelor!level!and!at!the!very!beginning,!they!were!asked!to!write!down! their! experiences! of! researchVbased! teacher! education! and! the! relation! to! their! future! as!professional!teachers.!A!total!amount!of!57!student!teachers’!responses!on!the!two!essay!questions!were! collected.! The! responses!were!analyzed! in!an! inductive!way!and!meaning! categorization!was!used!as!the!method!of!analysis.!
Expected%conclusions/Findings:%The!results!show!that!the!students!mainly!emphasized!the!explicit!parts! of! the! researchVbased! teacher! education.! They! related! the! education! to! writing! scientific!theses,!reading!previous!research,!using!scientific! literature,!and!writing!references.!Some!students!also!pointed!out!that!the!education!gives!them!higher!status!and!competence.!Only!a!few!students!focused! on! the! implicit! part! of! researchVbased! education! in! terms! of! personal! and! professional!development.!The!results!further!show!that!it!was!more!difficult!for!the!students!to!relate!researchVbased!teacher!education!to!their!future!as!professional!teachers.!Though,!most!students!claimed!that!the!education!gives!them!a!solid!basis!for!the!teacher!job!and!helps!them!motivating!their!decisions!and! choices! in! the! teaching! in! relation! to! for! example! critical! parents.! Some! students! emphasized!that! the! education! gives! them! high! expertise! and! good! job! opportunities.! Finally,! a! few! students!
could! not! explain! the! relation! between! researchVbased! teacher! education! and! the! professional!teacher!job.!Consequently,!students!realized!that!researchVbased!education!is!an!important!tool!for!qualifying!teachers!although!they!find!it!sometimes!hard!to!relate!to!the!profession.!
Relevance%for%Nordic%Educational%Research:% In! the!presentation,!a!deeper!dialogue!concerning!the!development!of!researchVbased!teacher!education!in!a!Nordic!perspective!will!be!focused!upon.!A! comparative! approach! in! relation! to! Norway! will! especially! be! discussed! and! reflected! on.!Constructive!comments!will!be!presented!as!well!as!suggestions!on!how!to!further!develop!researchVbased!teacher!education!in!a!Nordic!context.
[344]%ACTION%RESEARCH%`%CONNECTING%PRACTICE%AND%RESEARCH%IN%TEACHER%EDUCATION% Marit!Ulvik1 ,!Hanne!Riese1 ,!Dag!Roness1 1University$of$Bergen,$Bergen,$Norway! Research%topic/Aim:%The!relation!between!practice!and!theory!is!frequently!discussed!within!teacher!education,!and!the!education!is!criticised!for!sustaining!a!gap!between!practice!teaching!(knowing!how)!and!the!university!coursework!(knowing!that)!(Finne!et!al.,!2013;!Korthagen,!2010).!Practice!and!theory!should!interlink,!but!do!not!need!to!appear!as!a!harmonic!unit!(Kvernbekk,!2012).!The!current!article!focuses!on!action!research!as!one!way!to!create!an!interaction!between!what!happens!at!campus!and!in!the!practice!field!(Smith!&!Sela,!2005;!Rönnerman!&!Salo,!2012).!The!research!questions!are!as!follows:!!
How$do$student$teachers$use$theory$in$their$action$research$process?$
What$outcomes$do$students$describe$from$researching$their$own$practice?$
The!overall!aim!of!the!study!is!to!learn!more!about!how!teacher!education!can!promote!a!dialogue!between!practice!teaching!and!university!course!work.!The!context!is!a!module!within!a!fiveVyear!integrated!teacher!education!programme!for!secondary!school!teachers!at!a!university!in!Norway.!Involving!student!teachers!in!research!is!supported!by!the!Norwegian!national!curriculum!for!teacher!education!(Kunnskapsdepartementet,!2013).!!The!national!curriculum!emphasise!that!student!teachers!should!have!knowledge!about!research,!be!able!to!use!research!knowledge!and!to!conduct!their!own!research!projects!in!order!to!promote!their!own!professional!development!(ibid.).!!
Theoretical%frameworks:!Action!research!is!here!understood!as!practical!action!research!with!an!aim!to!improve!the!outcome!of!practice!(Kemmis,!2010).!The!approach!builds!on!an!interpretative!view!implying!that!there!are!no!clear!solutions!to!challenges!in!complex!contexts!like!in!education!(Willis!&!Edwards,!2014).!Action!research!can!furthermore!be!described!as!a!tool!in!professional!development!understood!as!teachers’!constant!learning!(Avalos,!2011).!Professional!development!happens!when!teachers!develops!knowledge!about!their!own!practice!and!relate!it!to!a!wider!picture!–!what!Cochran!Smith!et!al.!(2009)!call!knowledge!of!practice.!!
Methodology/research%design:%Our!main!data!source!is!focus!groups!with!student!teachers.!Additionally,!we!use!an!anonymous!group!evaluation!and!students’!action!research!reports!to!inform!the!analysis.!In!the!focus!groups!students!were!encouraged!to!reflect!on!the!relevance!of!a!theoretical!perspective!to!practice!teaching,!and!on!the!outcome!of!action!research.!Analysis!was!conducted!through!content!analysis!in!terms!with!an!interpretative!approach!(Hatch,!2002).!!!
Expected%conclusions/Findings:!The!findings!show!that!student!teachers!use!theory!in!many!different!ways!both!as!consumers!and!producers!of!research.!They!especially!emphasise!the!relevance!of!theory!in!interaction!with!real!practice!situations.!Important!factors!with!positive!impact!on!experienced!outcome!are!the!opportunity!to!reflect!on!own!practice,!to!have!defined!a!focus!of!attention!and!to!experience!the!application!of!a!tool!for!professional!development.!!
Relevance%for%Nordic%Educational%Research:!Action!research!is!widespread,!but!appeared!rather!lately!in!the!Nordic!Countries!(Rönnerman!&!Salo,!2012).!Today!there!are!several!active!Nordic!milieus!working!with!action!research.!Hopefully!our!study!might!add!to!the!growing!body!of!knowledge!about!Nordic!action.!!
[378]%RESEARCH%AND%DEVELOPMENT%BASED%EDUCATION%AND%STUDENTS'%PROFESSIONAL%JUDGEMENT Gila!Hammer!Furnes1 1Bergen$University$College,$Bergen,$Norway! Research%topic/Aim:%Requirements!and!expectations!of!teacher!education!to!use!of!Research!and!Development!(R&D)!in!their!teaching,!in!addition!to!integrate!students!in!ongoing!research!projects,!may!affect!teacher!student’s!development!of!professional!judgement!in!various!ways.!On!the!one!hand,!implementing!R&D!in!education!is!an!intriguing!idea!wherein!future!teachers!are!offered!to!conduct!research.!Yes!–!right!out!theorize.!On!the!other!hand,!this!is!increasing!the!complexity!of!the!teaching!profession,!which!is!already!characterized!by!diversity!and!more!rapidly!pace!of!change.!One!has!the!notion!that!teachers!should!conduct!research!in!order!to!provide!education!of!high!quality,!and!when!such!a!change!to!the!teacher!profession!is!about!to!occur,!several!questions!arise!as!to!the!what,!why,!and!how!R&D!is!going!to!be!implemented!in!teacher!education.!Furthermore,!how!are!school!owners!planning!to!approach!the!new!type!of!teachers!that!are!to!emerge!from!such!an!education?!
Theoretical%frameworks:%The!present!study!is!motivated!by!the!conversation!concerning!R&DVbased!education,!and!the!initiatives!taken!recently!by!several!official!instances!in!Norway!encouraging!higher!education!to!study!different!approaches!to!integrating!of!R&D!in!teacher!education.!What!kind!of!education!do!teacher!students!need!in!order!to!develop!professional!judgement,!and!in!return!be!able!to!provide!high!quality!education?!!
Methodology/research%design:%The!study!is!planned!as!a!phenomenological–hermeneutical!approach!to!teacher!education,!as!a!means!of!studying!education!approaches!to!developing!teachers'!judgment!using!R&DVbased!teaching.!The!study!approaches!teacher!educators!and!students’!interaction!from!a!social!constructionist!idea,!in!order!to!explore!how!interaction!between!the!two!groups!may!have!implications!for!the!language!that!the!involved!individuals!use,!hence!for!practice!and!praxis!in!teacher!education!in!relation!to!R&DVbased!teaching.!
Expected%conclusions/Findings:!My!underlying!theory!is!that!there!may!be!significant!discrepancies!between!the!manners!in!which!teacher!educators!involve!students!in!R&D!during!education,!and!that!reflexive!educators!that!facilitate!excessive!student!influence!may!promote!creativity!and!critical!problem!solving!in!greater!extent!than!educators!that!merely!involve!students!in!data!collecting.!Different!approaches!to!R&D!in!education!may!also!lead!to!discrepancies!in!the!language!that!teacher!students!use!when!they!speak!of!education!research.!
Relevance%for%Nordic%Educational%Research:!Even!though!this!study!discusses!teacher!education!in!Norway,!the!discussion!may!be!seen!in!a!wider!global!debate,!in!relation!to!the!researchVteaching!nexus!and!teachers’!professional!judgement.!
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[380]%HOW%CAN%STUDENT%TEACHERS'%PERSONAL%MOTIVATIONS%SERVE%AS%TOOLS%FOR%SUCCESS%IN%THE%CLASSROOM?% Britt!Oda!Fosse1 1University$of$Oslo,$Oslo,$Norway! Research%topic/Aim:%”!Personal!beliefs!influence!teachers!classroom!decisions!and!behavior!and!may!be!in!the!forefront!of!teachers!work!(Fives,!Lacatena!and!Gerard!2015).!This!paper!analyzes!teacher’s!motivations!for!teaching!and!teacher!student’s!motivations!to!become!teachers!and!further!it!analyzes!the!knowledge!they!consider!necessary!to!become!professional!in!their!work!in!the!classroom.!This!papers!intention!is!to!investigate!how!personal!beliefs!support!teachers!and!student!teachers!thinking!and!learning!while!practicing!teaching!in!school.!The!paper!draw!on!preliminary!findings!from!interview!data!collected!in!OctoberVNovember!2016!in!a!fiveVyear!teacher!education!program!at!a!university!in!Norway.!The!teachers!in!the!study!are!also!the!student!teachers’!supervisors.!From!this!backdrop!the!following!research!questions!are!raised:!
What!are!teachers!and!student!teachers’!motivation!for!teaching?!!
How!do!their!beliefs!support!their!thinking!and!actions!in!the!classroom?”!
Theoretical%frameworks:!”!The!theoretical!framework!is!based!on!sociocultural!and!dialogical!theory.!We!create!meaning!by!interacting!with!others!and!the!world.!!How!we!make!meaning!is!strongly!contextual!(Vygotsky!1978,!2001,!Wertsch!1998,!Linell!2009,!Lemke!2000).!Key!concepts!in!dialogical!theory!are!interactivity,!contextually,!semiotic!mediation!and!moral!and!evaluative!communicative!construction!(Linell!2009).!Within!a!sociocultural!and!dialogical!framework!beliefs!are!here!connected!to!personal!identity.!Identity!results!from!cultural!participation!which!means!that!identity!is!simultaneously!unitary!and!multiple,!individual!and!social.!Sociocultural!and!dialogical!theory!offers!one!way!to!conceptualize!the!social!construction!of!knowledge!and!personal!activity.”!
Methodology/research%design:%”!The!study!is!conducted!in!the!teacher!students!7.!term!in!the!5!year!teacher!education.!SemiVstructured!interview!was!chosen!to!access!the!thinking!that!informed!the!teachers!and!student!teachers!practice!(Mutton,!Burn!&!Hagger!2010).!!A!total!of!23!informants!of!which!11!was!student!teachers!and!12!supervisors!participated.!The!student!teachers!were!placed!in!9!different!schools,!5!lower!secondary!and!4!upper!secondary!schools.!The!informants!comprise!of!9!men!and!14!women.!The!data!was!conducted!September!–October!2016.!!The!interviews!were!audioVrecorded!and!transcribed!and!will!be!further!analyzed!in!NVivo.!!Observation!of!11!lessons!as!a!departure!for!the!interviews!was!conducted.”!
Expected%conclusions/Findings:!”!Preliminary!results!indicate!that!the!informants’!motivations!for!teaching!are!different!and!based!on!their!personal!experiences!and!beliefs.!Further!there!are!indications!that!these!personal!beliefs!support!and!influence!the!informants’!activities!in!the!classroom.!The!experienced!teachers!often!use!the!students’!personal!motivations!and!beliefs!as!departure!for!reflections!when!supervising!them.!Their!personal!motivations!then!serve!as!tools!that!can!support!and!strengthen!the!students!feeling!of!success!in!the!classroom.”!
Relevance%for%Nordic%Educational%Research:!”!This!study!may!be!relevant!for!teacher!educations!when!they!develop!strategies!for!supervising!students!towards!becoming!professional!teachers!and!to!prevent!them!from!dropping!out.”!
[381]%STUDENT%TEACHERS`S%PROFESSIONAL%DEVELOPMENT%IN%THE%TENSION%BETWEEN%CAMPUS%AND%PLACEMENT%LEARNING Kirsten!E.!Thorsen1 ,!Finn!Daniel!Raaen2 1Høgskolen$I$Oslo$Og$Akershus,$Oslo,$Norway!2Høgskolen$I$Oslo,$Oslo,$Norway! Research%topic/Aim:%The!aim!of!teacher!education!is!to!facilitate!for!student!teachers`!development!of!!professional!qualifications!through!learning!processes!on!campus!and!in!placement.!!As!graduated,!they!are!to!be!able!to!meet!professional!challenges!in!the!classroom,!to!take!part!in!collegial!communities!and!to!cooperate!with!actors!outside!school.!This!requires!a!solid!knowledgebase!and!capability!of!reflective!and!analytic!thinking!(Kunnskapsdepartementet!2010).!
The!research!question!is:!What!kind!of!researchVbased!knowledge!do!student!teachers!require!to!develop!their!professional!competence?!
Theoretical%frameworks:!Theoretical!perspectives!are!related!to!research!revealing!tensions!between!researchV!based!and!experiencedVbased!knowledge!and!the!classical!dualism!between!theory!and!practice!in!teacher!education!(CochranVSmith!&!Zeichner,!2005;!Carlgren!2008,!Grimen!2008!,!Joram!2007)!as!well!as!research!on!professionalism!and!professional!identity!(Gee!2010,!Heggen!2008).!!
Methodology/research%design:%This!study!is!a!subproject!of!largeVscale!project!;!Teachers`!Professional!Qualifications!(TPQ)!(2012V2016),!funded!by!the!Research!Council!of!Norway`s!FINNUT!programme,!which!examines!the!intentions!of!the!new!teacher!education!reform!in!Norway!from!a!broad!perspective.!This!particular!study!draws!on!data!from!a!survey!with!84!student!teachers!in!the!last!year!of!their!teacher!education!and!inVdepth!interviews!with!six!of!them.!The!findings!will!be!discussed!in!the!light!of!comparable!research!in!the!project!concerning!!placement!teachers,!campus!teachers!and!school!leaders!(Raaen!og!Thorsen!2016,!Thorsen!2016,!Heggen!og!Thorsen!2015).!%
Expected%conclusions/Findings:!The!studies!show!that!student!teachers!regard!their!own!professional!learning!as!a!process!that!requires!an!interaction!between!researchVbased!and!experiencedVbased!knowledge.!CamusVbased!learning!proves!to!be!most!meaningful!given!that!student!teachers!take!active!part!in!learning!processes!and!the!issues!are!related!to!future!professional!work.!!It!further!seems!to!be!of!importance!to!be!in!interaction!!with!peer!students!and!with!campus!teachers!that!provide!exemplary!lessons.!Placement!is!recognized!as!the!most!powerful!learning!arena,!especially!when!it!provides!them!with!opportunities!to!reflect!on!and!explore!the!principles!of!the!teaching!activities!in!the!classroom.!The!importance!of!the!placement!teachers!as!educational!support!seem!to!vary.!Furthermore!the!studies!reveal!that!the!student!teachers!lack!opportunities!to!take!part!in!the!professional!communities!of!the!placement!schools.!!
Relevance%for%Nordic%Educational%Research:!!
The!study!gives!new!suggestions!of!relevance!to!Nordic!educational!research!regarding!the!issues!of!what!is!valid!knowledge!in!the!development!of!professional!competence!in!teacher!education.!!
[387]%TRIALS%OF%SUITABILITY%TESTING%PRIOR%TO%ADMISSION%TO%TEACHER%EDUCATION%IN%SWEDEN Lars!Fonseca1!,!Per!Gerrevall2!%%1Linnaeus$University,$Department$of$Pedagogy,$Kalmar,$Sweden!2Linnaeus$University,$Department$of$Educational$Science,$Växjö,$Sweden!!Research%topic/Aim:%The!research!aim!addresses!how!113!students’!preVacademic!results!on!the!five!domains!in!the!suitability!tests!relate!to!their!early!achievements!in!both!theoretical!and!teacher!practice!courses!in!teacher!education.!
Theoretical%frameworks:!The!study!is!framed!within!theories!of!admission!research!noting!fields!of!tension!where!different!interests!meet.!Admission!test!should!give!fair!access!to!teacher!education!whilst!justice!also!must!include!that!future!pupils!are!given!access!to!the!good$teachers!(Childs!et!al,!2011).!Previous!studies!have!indicated!that!tests!on!written!communication!can!predict!academic!success!(Hernandez!et!al,!2006).!Previous!studies!show!varying!results!regarding!to!what!extent!socially!interactive!elements!in!suitability!testing!can!predict!success!in!teacher!practice!courses!(Shechtman,!1989;!Kosnik!et!al,!2005).%
Methodology/research%design:%Teacher!Students!(113)!results!on!suitability!tests!are!compared!to!their!performance!on!theoretical!courses!and!teacher!practice!courses!in!teacher!education.!Correlations!are!calculated!for!the!relations!between!results!of!the!five!content!domains!in!the!suitability!test.!
Expected%conclusions/Findings:!Will!consist!of!a!comparison!of!the!results!of!113!teacher!students!on!Linnaeus!suitability!tests!compared!with!their!results!in!early!theoretical!courses!as!well!as!in!their!first!teacher!training!courses!in!teacher!education.!
Relevance% for% Nordic% Educational% Research:! Contemporary! Swedish! reports! on! teacher!education! and! the! teaching! profession! focus! decreasing! status! of! the! teaching! profession!(Skolvärlden,! 2014),! a! large! future! teacher! shortage! (Regeringen,! 2016),! major! defection! from!teacher!education! (UKÄ!2016),!an! increasing!number!of!complaints!against! individual! teachers!and!schools! (Skolinspektionen! 2015)! and! falling! ratings! in! PISA's! knowledge! assessments! (OECD! 2015).!Related! concerns! are! found! in! the! other! Nordic! countries,! with! the! exception! of! Finland! (Nordic!Council!of!Ministers!2009).!In!many!of!the!problems!described!the$good$teacher!is!a!prerequisite!for!improvement.!The!state's!public!inquiry!(SOU!2008:109)!states!that!"the!single!most!important!factor!for!a!school!system!to!be!successful!is!that!the!right!people!become!teachers.”!(ibid.,!p.424)!
In!2014!The!Swedish!government!asked! for! the!holding!of!“a! trial!with! requirements! for!suitability!tests!before!entering!the!teacher!and!preschool!teacher!education!".!Linnaeus!University!has,!as!one!of! two! universities,! been! responsible! for! developing! and! trying! out! the! suitability! tests! prior! to!admission!in!autumn!2016.!The!Linnaeus!suitability!tests!were!divided!into!three!subtests!regarding!five!content!domains:!a)!written!communications!skills,!b)!oral!communications!skills,!c)!the!ability!to!take!a! leadership! role,!d)! interactive! capabilities!and!e)!ability! to! selfVreflection!and!motivation! for!the!teaching!profession.!A!score!was!given!for!each!of!the!five!content!domains.!
The!presentation!outlines!the!experience!gained!so!far!based!on!168!applicants!who!have!undergone!the!admittance!test!in!2016,!as!well!as!on!75!already!admitted!teacher!students!who!participated!in!the!prior!simulated!testing!sessions!during!their!first!month!at!university!in!2015.!!
[439]%ABSENCE%AND%PRESENCE%OF%LEADERSHIP?%THE%EXPERIENCE%OF%EARLY%CAREER%TEACHERS'%WITH%SCHOOL%MANAGEMENT%WITH%RESPECT%TO%THEIR%COMPETENCE%FROM%INITIAL%TEACHER%EDUCATION Rachel!Jakhelln1!,!Kristin!Emilie!Bjørndal1!,!Gerd!Stølen1!%%1Uit$the$Arctic$University$of$Norway,$Tromsoe,$Norway!!Research%topic/Aim:%UiT,!the!Arctic!University!of!Norway!(UiT),!launched!a!national!pilot!program!in!teacher!education!(Pilot!in!North,!PiN)!in!2010.!This!was!a!researchVbased!Master’s!(MA)!program,!a! change! from! four! to! five! years.! The!main! purpose! of! this! paper! is! to! examine! how! the! first!MA!students’!experienced!working!at!schools!after!their! initial!teacher!education!(ITE).!The!question!we!will!discuss!is:!How!do!the!early!career!teachers!(ECT)!experience!the!school!management’s!effort!to!include!them!and!make!use!of!their!competence?!!
Theoretical%frameworks:!Eraut’s!(2004)!research!focuses!on!how!early!career!professionals!learn!in!a!workplace!setting.!Workplace!learning!is!informal!and!includes!experiences,!tacit!knowledge!and!transfer!of!learning!between!contexts!and!between!people.!This!encompasses!a!wide!range!of!more!or!less!structured!environments,!which!are!not!structured!with!learning!in!mind.!ECTs!want!to!be!accepted!as!teachers.!Building!on!Honneth’s!work,!Huttunen!&!Heikkinen!(2004)!discuss!the!meaning!of!recognition!in!educational!practice.!They!are!presenting!two!circles!of!recognition.!The!positive!circle!is!developed!through!reciprocal!recognition,!which!means!that!the!persons!respect!each!other’s!skills!and!abilities.!The!negative!circle!means!that!the!persons!downplay!each!other.!The!latter!proves!difficult!for!new!teachers.!The!ECTs!enter!their!workplace!as!strangers!and!have!the!outsider’s!perspective,!a!kind!of!objectivity.!There!are!aspects!of!the!person,!the!situation!and!the!organization!which!are!challenging!for!the!ECTs!as!well!as!for!the!school’s!organization!(Jakhelln!2014).!Translating!knowledge!from!ITE!requires!translation!competence!(Jakhelln!2014,!Røvik!2014).!!
Methodology/research%design:%The!study!illuminates!the!professional!development!of!ECTs!and!how!their!knowledge!from!ITE!are!met,!sustained!and!developed.!The!data!consists!of!interviews!with!22!students!graduating!in!2015!carried!out!just!few!days!after!they!had!submitted!their!MA!thesis,!and!followVup!interviews!conducted!after!one!year!of!working!in!schools.!The!data!are!supplemented!with!interviews!with!12!students!graduating!in!2016!and!annual!letters!at!the!turn!of!the!year.!!
Expected%conclusions/Findings:!The!first!interviews!show!that!the!students!were!proud!to!have!completed!an!MA.!The!thesis!had!given!them!inVdepth!knowledge!about!a!relevant!topic.!It!had!provided!them!with!a!professional!safety.!Nevertheless,!the!students!were!insecure!about!how!their!competence!would!be!appraised.!After!one!year,!most!of!the!ECTs!were!included!as!colleagues!and!employees!at!the!work!place.!However,!there!are!huge!variations!in!how!their!competence!was!considered!by!the!schools.!The!low!interest!in!their!special!competence!and!inVdepth!knowledge,!which!was!experienced!by!many,!was!challenging.!!
Relevance%for%Nordic%Educational%Research:!The!study!has!contemporary!relevance!due!to!ongoing!debates!on!teachers’!competence!and!discussions!about!how!to!design!ITE.!In!contrast!to!previous!traditions,!where!the!ITE!was!shorter!and!more!practice!based,!the!national!curriculum!for!ITE!in!Norway!from!2017!will!be!a!fiveVyear!researchVbased!MA!program!with!a!strong!subject!focus.!This!is!in!contrast!to!the!UK!and!the!US,!where!the!prevailing!strategy!has!been!shorter!teacher!training!routes!taking!place!mainly!in!schools.!
[444]%EMPIRICAL%RESEARCH%AND%CASE%STUDY%ON%EFFECTIVE%METHOD%OF%PEER%GROUP%MENTERING Takehiro!Wakimoto1!,!Jun!Nakahara2!%%1Yokohama$National$University,$Kanagawa,$Yokohama,$Japan!2Tokyo$University,$Tokyo,$BunkyoCKu,$Japan!!Research%topic/Aim:%”!In!schools!around!the!world,!the!professional!development!of!young!teachers!is!the!subject!of!concern.!Mentoring!is!attracting!attention!as!one!of!its!methods.!In!particular,!group!mentoring!is!considered!effective(Heikkinen,!Jokinen!&!Tynjälä,!2012).!It!is!the!purpose!of!our!research!to!analyze!its!effective!way.!And!our!presentation!relates!to!“Teacher’s!Work!and!Teacher!Education”.”!
Theoretical%frameworks:!”!Our!research!is!based!on!the!idea!of!peer!group!mentoring.!According!to!Heikkinen,!Jokinen!&!Tynjälä!(2012),!peer!group!mentoring!is!not!a!oneVway!relationship!but!a!mutual!learning!relationship.!In!such!practice,!the!question!of!what!kind!of!practical!features!are!effective!is!important.!In!addition,!the!composition!of!participants!is!critical!in!the!sense!that!it!affects!relationships!within!the!group.!We!especially!focused!on!the!participation!of!the!principal.”!
Methodology/research%design:%”!In!Yokohama!city!of!Japan,!implementation!of!group!mentoring!is!the!policy!of!the!board!of!education,!and!it!is!done!in!almost!all!schools.!It!is!because!the!proportion!of!inexperienced!teachers!has!increased!in!Japan.!It!is!an!important!task!to!encourage!their!professional!development.!We!conducted!a!questionnaire!survey!for!novice!teachers!belonging!to!those!schools,!and!also!interviewed!to!complement!the!results!and!interpretation.!And!we!!introduce!examples!of!some!schools.”!
Expected%conclusions/Findings:!”!Peer!group!mentoring!that!emphasizes!autonomy!tends!to!lead!to!problem!solving.!For!example,!norvice!teachers!themselves!decide!what!to!take!up!in!mentoring!practice.!In!the!traditional!lesson!study!in!Japan,!topics!are!set!by!middle!school!teachers!with!leadership.!Unlike!them,!peer!group!mentoring!which!decides!contents!based!on!the!point!that!norvice!teachers!are!suffering!in!daily!practice!is!highly!effective.!And!participation!by!the!principal!has!a!bad!influence!on!consultation!activities,!and!it!has!a!positive!effect!on!simulated!lessons.!The!principal!has!a!viewpoint!as!an!educator!and!a!viewpoint!as!an!evaluator!for!teachers.!Due!to!the!latter!feature,!depending!on!the!situation,!it!may!be!possible!to!suppress!the!relaxed!conversation!of!mentoring!participants.!We!will!present!case!examples!on!posters.”!
Relevance%for%Nordic%Educational%Research:!”!Peer!group!mentoring!is!taking!place!more!often!at!nordic!schools.!Our!research!can!contribute!to!practical!knowledge!about!it.”!
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[475]%HYPOTHETICAL%READINESS%TO%ACT%`%A%POTENTIAL%RESOURCE%FOR%NEWLY%QUALIFIED%TEACHERS? Janne!Thoralvsdatter!Scheie1 ,!Anne!Kristin!Dahl2 1Department$of$Teacher$Education$and$School$Research,$Faculty$of$Educational$Sciences,$University$of$Oslo,$Norway,$Oslo,$Norway!2Department$of$Teacher$Education$and$School$Research,$Faculty$of$Educational$Sciences,$University$of$Oslo,$Norway,$Oslo,$Norway! Research%topic/Aim:!The!research!topic!of!our!study!pertains!to!the!trajectory!from!being!a!student!teacher!to!working!as!a!teacher!in!school.!Recent!research!points!to!how!newly!qualified!teachers!often!experience!this!transition!as!being!rather!challenging!–!even!to!the!point!of!wanting!to!leave!the!teaching!profession.!While!university!studies!have!provided!them!with!plenty!of!pedagogical!and!didactical!theory,!they!have!little!knowledge!or!experience!in!dealing!with!the!complexity!of!real!life!classrooms.!Experienced!teachers!have!a!larger!repertoire!of!measures!and!instructional!representations!they!can!put!to!use!so!as!to!be!able!to!deal!with!a!variety!of!challenges!in!the!classroom.!This!preparedness,!or!readiness!to!act,!as!it!might!be!called,!can!be!seen!as!being!due!to!tacit!knowledge!these!teachers!have!amassed!during!their!long!service!in!the!classroom.!A!source!they!tap!into!as!need!be,!though!they!are!not!necessarily!able!to!articulate!it!explicitly.!!
Theoretical%frameworks:!We!aim!to!study!the!possibility!of!reducing!the!transition!stress!that!newly!qualified!teachers!experience!in!their!first!years!in!school.!Could!it!be!that!there!are!methods!of!mentoring!that!might!enrich!new!teachers’!repertoire!of!effective!measures!they!can!implement!at!an!early!stage!in!their!career?!Our!theoretical!framework!is!based!on!M.!Polanyi’s!(2000)!and!M.!Eraut’s!(2004)!work!on!tacit!knowledge.!
Methodology/research%design:%As!a!research!design!we!will!use!a!qualitative!approach,!we!plan!to!conduct!individual!interviews!with!student!teachers!just!after!they!have!submitted!their!final!exams,!and!then!to!follow!up!on!them!during!their!first!year!as!teachers!in!schools.!We!also!plan!to!interview!teachers!with!long!experience!of!teaching!and!of!mentoring!new!teachers.!
Expected%conclusions/Findings:!Our!expectation!is!to!find!that!experienced!teachers!has!a!well!of!information!in!their!tacit!knowledge,!and!we!aim!to!bring!these!resources!out!and!to!conceptualize!them!so!as!to!make!explicit!the!readiness!of!experienced!teachers!to!be!effective!in!demanding!classroom!situations.!
Relevance%for%Nordic%Educational%Research:!Our!study’s!relevance!for!Nordic!educational!research!will!be!a!contribution!to!teacher!educators!both!on!and!off!campus!by!offering!them!a!set!of!concepts!by!which!tacit!knowledge!can!be!articulated!explicitly,!and!thereby!make!this!knowledge!accessible!both!to!student!teachers!and!new!teachers.!This!would!equip!newly!qualified!teachers!with!tools!they!can!use!to!better!deal!with!challenging!classroom!situations,!and!eventually!give!them!confidence!to!remain!in!the!profession.!!
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[535]%CLASS%TEACHER%STUDENTS´%CONCEPTIONS%OF%TEACHER´S%PROFESSIONAL%RESPONSIBILITY Leena!Lestinen1 ,!Ulla!Maija!!Valleala2 ,!Päivikki!Jääskelä2 1University$of$Jyväskylä,$University$If$Jyväskylä,$Finland!2University$of$Jyväskylä,$University$of$Jyväskylä,$Finland! Research%topic%and%theoretical%framework:%Teachers!have!a!high!level!of!professional!autonomy!in!Finnish!schools.!They!are!expected!to!exercise!active!responsibility,!agency!in!questions!related!to!pedagogy!and!schooling.!It!requires!a!multifaceted!understanding!of!responsibility!both!individually!and!collectively!in!school!communities.!Accordingly,!teachers’!autonomy,!commitment!and!responsibility!are!the!aims!of!teacher!education.!Responsibility!is!mentioned!as!one!of!the!main!contents!of!teacher!education!in!official!documents!of!the!educational!system.!(Niemi,!2013;!Toom!&!Husu,!2012.)%
The!development!of!students’!sense!of!responsibility!has!been!taken!into!account!in!the!construction!of!studies!and!operational!culture!of!teacher!education!institutions!(Niemi!2013).!However,!researchVbased!knowledge!is!needed!about!how!students!actually!understand!and!experience!responsibility,!and!how!their!conceptions!of!it!may!change!during!their!studies.!The!paper!presents!the!results!of!a!qualitative!investigation!conducted!as!the!first!phase!of!a!longitudinal!study!on!the!development!of!class!teacher!students´!conceptions!of!responsibility.!!The!data!will!be!gathered!during!their!3rd!and!5th!study!year!and!after!they!as!newly!qualified!teachers!have!entered!the!working!life.!In!this!study!teacher´s!professional!responsibility!is!conceptualised!as!moral!and!social!responsibility!(Solbrekke!&!Englund!2011;!Edling!&!Frelin!2013).!
Methodology/research%design:%The!longitudinal!study!is!based!on!qualitative!methodology.!The!data!for!the!subVstudy!presented!at!the!conference!include!students´!individual!writings!gathered!at!the!beginning!(N=56)!and!end!(N=58)!of!the!third!study!year.!Students!produced!their!anonymous!responses!to!the!question!of!what!responsibility!means!to!them!at!the!current!phase!of!their!studies.!The!data!are!analysed!and!interpreted!through!the!conventions!of!content!analysis.!The!third!year!in!the!study!programme!means!the!completion!of!the!bachelor’s!degree!and!moving!to!master´s!level!studies.!The!curriculum!(e.g.!JYU!2014)!includes!the!study!modules!of!teaching!practice!in!school!and!writing!of!a!bachelor!thesis!which!require!and!encourage!students’!to!take!more!responsibility!than!their!earlier!studies.!
Expected%conclusions/Findings:!It!is!expected!that!the!elements!referring!to!professional!responsibility!as!a!class!teacher!will!become!more!visible!and!detailed!within!students´!conceptions!of!responsibility!during!the!third!study!year.!The!findings!will!offer!researchVbased!information!that!may!be!used!for!pedagogical!development!in!teacher!education.!
Relevance%for%Nordic%Educational%Research:!The!issue!of!professional!responsibility,!linked!with!the!question!of!accountability,!is!topical!in!European!educational!research!discussion!(e.g.!Biesta!2009,!2010)!emerging!in!Norway!and!Sweden!as!well!(e.g.!Solbrekke!&!Karseth!2006;!Solbrekke!2008;!Solbrekke!&!Englund!2011;!Edling!&!Frelin!2013).!For!their!part,!the!findings!of!this!study!conducted!in!a!Finnish!context!may!offer!a!contribution!to!current!discussion.!
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[541]%USING%VIDEOPAPERS%IN%TEACHER%EDUCATION Richard!Baldwin1 1Faculty$OF$Librarianship,Information,Education$AND$It,$Borås,$Sweden! Research%topic/Aim:%The!paper!presents!the!opinions!of!two!groups!of!student!teachers!on!their!experience!of!using!videopapers!in!teacher!training!education.!Videopapers!are!multimedia!documents!that!integrate!and!synchronize!video,!images!and!text!in!one!nonVlinear,!cohesive!document!(Nemirovsky!et!al!2005).!Videopapers!were!introduced!into!two!courses!for!prospective!teachers!of!Swedish!and!English!at!the!University!College!of!Boras,!Sweden!in!2015.!The!introduction!was!based!on!the!belief!that!videopapers!could!support!the!student!teachers’!reflective!processes.!
Theoretical%frameworks:!The!paper!uses!the!ideas!of!reflective!practice,!heavily!influenced!by!the!ideas!of!Dewey!(1933)!and!Schön!(1987).!The!initial!research!presented!here!has!focused!on!the!teacher!students’!reactions!to!using!videopapers!as!a!method!of!reflection.!the!plan!for!new!research!involves!!developing!theoretical!frameworks!that!enable!the!nature!and!quality!of!the!teacher!students’!reflections!on!their!professional!practice!to!be!explored.!
Methodology/research%design:%As!part!of!their!practicum!in!a!Swedish!school,!two!separate!groups!of!students!were!required!to!choose!one!or!more!lessons!to!be!videoVrecorded!and!to!then!create!a!video!paper.!Finally,!as!part!of!an!examination,!the!student!teachers!were!required!to!present!their!videopaper!orally!to!a!small!!group!of!student!teacher!colleagues!and!a!course!teacher!as!well!as!take!part!in!an!analysis!and!!group!discussion!based!on!the!contents!of!each!of!the!videopapers.!Opinions!from!student!teachers!were!gathered!from!comments!made!in!the!videopapers!themselves!as!well!as!in!an!online!questionnaire!that!the!students!filled!in!after!they!had!written,!presented!and!discussed!their!videopaper.!
Expected%conclusions/Findings:!The!students’!reaction!to!using!the!videopaper!as!a!method!of!reflection!was!overwhelmingly!positive.!All!of!the!students!felt!that!working!with!videopapers!had!led!to!increased!reflection!on!their!professional!practice.!These!findings!reflect!previous!findings!made!by!Almås!and!Krumsvik!(2008)!and!Smith!and!Krumsvik!(2007)!amongst!others.!The!case!study!findings!suggest!that!the!use!of!videopapers!can!create!a!means!of!bridging!the!gap!between!theory!and!practice.!They!can!enable!student!teachers!to!reflect!more!deeply!and!overtly!on!their!practice!and!articulate!tacit!knowledge!which!otherwise!can!be!difficult!to!articulate.!
Relevance%for%Nordic%Educational%Research:!The!bringing!together!of!theory!and!practice!is!one!of!the!fundamental!problems!that!teacher!training!in!general!contends!with.!Documentation!via!video!papers!can!enable!deeper!and!broader!reflection!on!student's!practice,!the!integration!of!theory!and!practice!and!the!verbalization!of!the!soVcalled!tacit!knowledge.!!The!project!contributes!new!evidence!on!the!advantages!and!disadvantages!of!the!use!of!video!papers!in!teacher!training!when!they!involve!reflections!on!subject!knowledge,!professional!ethics!and!the!use!of!ICT!and!multiVmodality.!The!research!results!can!contribute!to!the!research!field!and!also!provide!support!in!the!discussion!of!increased!use!of!video!papers!in!teacher!training!as!well!as!in!other!university!programs.!
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[547]%ON%STUDENT%TEACHERS'%EXPERIENCES%OF%WRITING%IN%TEACHER%EDUCATION% Emma!Arneback1 ,!Tomas!!Englund2 ,!Tone!Dyrdal!!Solbrekke!3 1Örebro$Universitet,$Education,$Örebro$,$Sweden!2Örebro$University,$Orebro,$Sweden!3University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway! Research%topic/Aim:%This!study!focuses!on!student!teachers’!experiences!of!writing!in!different!disciplines!in!teacher!education!in!Sweden.!By!studying!two!different!learning!and!writing!environments,!preschool!teacher!and!social!science!teacher!education,!we!distinguish!different!forms!of!writing!ideals!resulting!from!disciplinary!shifts.!As!a!second!step,!we!discuss!the!impact!on!the!students’!formation!as!professionals!that!is!embedded!in!these!different!educational!environments.!The!following!research!questions!have!guided!our!approach:!
• How! do! student! teachers! perceive! the! formative! impact! of! writing! ideals! in! different!disciplines?!!
• What!happens!to!formative! impacts!of!writing! ideals!as!a!result!of!disciplinary!shifts!during!the!first!two!years?!!
Theoretical%frameworks:%Inspired!by!the!academic!literacies!tradition,!academic!writing!is!seen!as!a!social!and!cultural!practice!in!higher!education!(cf.!Ivanic!1998,!Lea!&!Street!1998,!Blåsjö!2004,!MackenVHoraik!et!al.!2006).!The!research!field!of!academic!literacies!has!developed!a!perspective!on!writing!in!higher!education!as!a!social!and!cultural!practice!in!which!‘meanings!are!contested!among!the!different!parties!involved:!institutions,!staff!and!students’!(Lea!&!Street!1998,!158).!!
Methodology/research%design:%In!this!paper!we!draw!on!interviews!and!text!samples!from!11!student!teachers’!at!a!Swedish!university,!focusing!on!their!first!two!years.!The!sample!of!informants!was!selected!from!students!enrolled!in!preschool!teacher!education!and!upper!secondary!school!teacher!education!(social!science/history),!to!capture!similarities!and!differences!between!two!strands!of!teacher!education!at!one!university.!!
Expected%conclusions/Findings:!One!key!finding!is!that!most!of!the!students!describe!their!first!period!at!university!as!something!of!a!shock,!since!the!ideals!and!demands!of!writing!are!new!to!them!(cf.!Lillis!2001;!Ask!2005;!Wingate!2010).!In!this!respect,!it!is!important!to!consider!the!formative!impact!over!time,!since!the!order!in!which!student!teachers!encounter!different!disciplines!seems!to!have!an!impact!on!how!they!experience!the!writing!process!in!those!disciplines.!The!results!also!indicate!that,!in!their!writing!during!the!first!two!years,!the!student!teachers’!focus!is!on!becoming!students!and!adapting!to!different!disciplines!in!higher!education,!with!less!attention!paid!on!becoming!a!teacher.!!
The!results!also!reveal!differences!between!the!two!student!groups.!In!the!preschool!group,!all!the!student!teachers!express!the!idea!that!writing!ideals!change!during!their!education,!as!if!they!move!between!different!worlds!of!writing.!The!student!teachers!specializing!in!secondary!school!education!express!the!view!that!the!writing!ideal!remains!the!same,!and!have!a!sense!of!staying!in!the!same!neighbourhood.!These!different!experiences!most!likely!create!different!barriers!and!possibilities!in!their!formation!as!writers!and!future!teachers.!!
Relevance%for%Nordic%Educational%Research:!The!question!of!writing!ideals!in!teacher!education!is!a!highly!important!topic!for!teacher!education!in!general.!In!that!respect!our!contribution!could!lead!to!furtherer!discussions!on!writing!in!teacher!education!in!relation!to!different!national!traditions!and!conditions.!!
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[562]%ACHIEVING%A%PROFESSIONAL%IDENTITY%THROUGH%PROFESSIONAL%WRITING Emma!Arneback1 ,!Tomas!!Englund2 ,!Tone!Dyrdal!!Solbrekke!3 1Örebro$Universitet,$Education,$Örebro$,$Sweden!2Örebro$University,$Orebro,$Sweden!3University$of$Oslo$,$School$of$Education$,$Oslo$,$Norway! Research%topic/Aim:%Our!paper!summarizes!a!longitudinal!study!capturing!preschool!student!teachers’!struggle!with!academic!and!professional!writing!in!their!education!and!during!their!first!5!months!as!preschool!teachers.!The!study!concentrated!on!three!preschool!student!teachers!with!different!background!and!earlier!experiences.!!
Theoretical%frameworks:!As!we!see!writing!as!a!crucial!part!of!the!formation!of!their!professional!identities!being!a!process!of!“practical!knowledge!building!characterized!by!an!ongoing!integration!of!what!is!individually!and!collectively!seen!as!relevant”!(Beijard!et!al!2004!p.!123),!we!relate!their!writing!experiences!to!identity!formation.!Inspired!by!Northedge!(2003a,!2003b)!and!Macken!Horarik!et!al!(2006)!and!their!conceptualization!of!three!discourses!of!communication!concerning!writing!and!talking:!an!everyday!discourse,!a!professional!discourse!and!an!academic!discourse.!
Methodology/research%design:%By!combining!a!before,!within!and!after!perspective!in!analyses!of!their!texts!and!using!individual!interviews!we!related!their!struggle!with!writing!to!questions!of!identity!in!their!present!and!future!processes!of!life!(Ivanic!1998,!2004,!Lilllis!2001).!
Expected%conclusions/Findings:!We!have!in!our!analysis!of!the!three!student!teachers’!different!experiences!with!writing,!identified!how!they!developed!their!own!professional!discourse!in!different!ways!by!using!and!combining!these!three!discourses.!While!the!meeting!between!the!everyday!and!academic!discourses!may!have!been!a!struggle!throughout!their!course!of!education,!for!all!three!informants,!different!kinds!of!writing!‘new’!to!them!are!successively!taking!place!in!their!working!activities,!and!their!writing!is!influenced!by!their!experience!of!academic!writing!(cf.!Martin!&!Dismuke!2015).!As!novices!at!work,!we!find!that!they!have!created!a!more!elaborate!academic!discourse!to!draw!on!when!encountering!a!new!professional!discourse.!In!the!nexus!of!the!three!discourses!they!create!their!own!discourses!which!align!with!their!notions!of!who!they!want!to!be!as!a!professional!preschool!teacher.!!!!
Relevance%for%Nordic%Educational%Research:%The!study!is!a!part!of!a!Swedish!/!Norwegian!project!on!student!teachers’!writing!called!The$Struggle$for$the$Text!financed!by!the!Swedish!Research!Council.!The!project!meets!the!university!teachers’!complain!in!recent!years!of!students’!lack!of!writing!ability!and!their!unpreparedness!for!academic!writing.!An!earlier!article!from!this!study!is!recently!published!in!Nordic$Studies$of$Education$36(2)!211V228!Writing!in!and!out!of!control$$
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[579]%BECOMING%A%TEACHER%EDUCATOR:%DEVELOPING%PEDAGOGY%IN%TEACHER%EDUCATION Svanborg!Rannveig!Jónsdóttir1 ,!Karen!Rut!Gísladóttir1 1University$of$Iceland,$School$of$Education,$Reykjavik,$Iceland! Research%topic/Aim:%The!purpose!of!this!paper!is!to!discuss!our!a!developing!of!pedagogy!in!teacher!education!and!to!introduce!how!we!three!teacher!educators!created!a!space!for!student!teachers!to!use!their!professional!and!practical!resources!to!develop!their!professional!working!theory.!Our!aim!in!our!teaching!was!to!create!a!learning!community!that!focuses!on!the!experiences!and!questions!student!teachers!and!supervisors!bring!to!and!gain!throughout!their!teaching!practice.!!
Theoretical%frameworks:!As!we!became!teacher!educators!we!faced!the!challenge!of!pedagogy!in!teacher!education!and!the!critical!process!of!becoming!teacher!educators!of!the!future.!Teacher!education!requires!more!than!just!delivering!knowledge!and!theories.!It!requires!deep!understanding!of!the!pedagogy!that!is!developed!in!the!practice!of!itself.!Developing!our!teacher!education!pedagogy!we!consulted!the!idea!of!the!realistic!approach!developed!by!Korthagen!(2011),!the!praxis!inquiry!protocol!created!by!Kruger!and!Cherednichenko!(2006),!and!the!professional!working!theory!developed!by!Dalmau!and!Guðjónsdóttir!(2002).!!These!models!build!on!the!knowledge!and!experience!each!participant!brings!to!teaching!and!learning,!and!are!scaffolds!that!support!educators!to!inquire,!reflect!and!reframe!their!practice.!The!process!they!present!turns!traditional!teacher!education!models!upside!down,!and!focuses!on!a!professional!dialogue!that!permeates!all!aspects!of!teacher!education.!The!facilitation!of!this!dialogue!is!an!essential!aspect!of!reflective!practice!and!professional!competence!of!teachers.!
Methodology/research%design:%This!is!a!collegial!selfVstudy!as!we!continuously!critique!and!develop!our!practice.!In!selfVstudy!the!researcher!is!the!resource!and!topic!of!the!research,!ontologically!transforming!herself!and!her!practice!(Samaras!et!al.,!2012).!The!study!analyses!and!interprets!our!experience!with!the!realistic!approach,!professional!working!theory,!and!case!and!commentary!protocol.!Data!was!gathered!from!our!collaborative!teaching!in!teacher!education!2015!to!2016!including!recordings!of!meetings,!eVmail!communication,!tickets!out!of!class!and!online!documentation.!This!ongoing!selfVstudy!has!led!to!new!questions!and!understandings!about!the!scholarship!of!teaching.!!
Expected%conclusions/Findings:!Analyzing!the!data!we!realized!that!our!biggest!challenge!was!to!figure!out!how!we!could!support!student!teachers!to!connect!their!theoretical!backgrounds!and!daily!experiences,!and!enable!them!to!critically!reflect!on!their!practice.!These!findings!called!for!responses!in!our!collaborative!practice!and!we!realized!that!we!had!to!turn!our!teaching!around.!Instead!of!beginning!with!our!presentations!on!specific!topics!we!decided!to!begin!with!students’!questions!and!look!for!authentic!experiences!to!provide!rich!learning!opportunities.!We!created!learning!spaces!where!student!teachers!join!with!lecturers!in!the!related!discourses!of!learning/teaching,!inclusion!and!the!socioVcultural!context!of!education.!This!process!includes!the!epistemological,!pedagogical!and!ethical!dimensions!of!authentic!practice.!This!turning!caused!many!challenges!for!both!the!student!teacher!and!us.!We!intend!to!discuss!our!experience!and!how!we!have!developed!our!teaching.!
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Relevance%for%Nordic%Educational%Research:!The!research!is!relevant!to!the!discussions!of!teacher!educators’!knowledge!and!understanding!of!pedagogies!that!build!on!personal!and!practical!knowledge!of!teachers.!!
References:! Dalmau,!M.!C.,!&!Guðjónsdóttir,!H.!(2002).!Framing!professional!discourse!with!teachers:!Professional!working!theory.!In!J.!Loughran!&!T.!Russell!(Eds.),!Improving$teacher$education$practices$
through$selfCstudy!(pp.!102–129).!London:!RoutledgeFalmer.!
Korthagen,!F.!A.!J.!(2011).!Making!teacher!education!relevant!for!practice:!The!pedagogy!of!realistic!teacher!education.!Orbis$Scholae,$5(2),!31–50.!
Kruger,!T.,!&!Cherednichenko,!B.!(2006).!Social!justice!and!teacher!education:!ReVdefining!the!curriculum.!The$International$Journal$of$Learning,$12,!1–8.!
Samaras,!A.,!Guðjónsdóttir,!H.,!McMurrer,!J.!R.,!&!Dalmau,!M.!D.!(2012).!SelfVstudy!of!a!professional!organization!in!pursuit!of!a!shared!enterprise.!Studying$Teacher$Education:$A$Journal$of$SelfCstudy$of$Teacher$Education$Practice,$8(3),!303–320.!
!
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[721]%THE%ORGANIZATIONAL%IMPLEMENTATION%OF%ONLINE%TEACHER%PROFESSIONAL%DEVELOPMENT Anna!Neustrup1 ,!Rikke!Ørngreen1 1Dep.$of$Learning$and$Philosophy,$Aalborg$University,$Copenhagen$S.V.,$Denmark! Research%topic/Aim:%This!research!focus!on!the!organizational!implementation!aspects!of!a!large!longitudinal!research! project! that! investigates! the! development! and! implementation! of! an! online! resource! for! teacher!professional! development! (oTPD)! called! KlogPåNaturfag.dk! (KpN).!This! was! carried! out! as! a! case! study! in! a!school!district.!Here,! the!decision!to!partake! in!KpN!was! taken!by! the!district!administration!and!the!schoolVmanagement,! and! coVorchestrated! with! the! KpN! supplier! and! the! district! pedagogical! consultant,! though!teacher! participation! was! seen! as! voluntarily! (as! opposed! to! TPD! that! are! either! staged! as! mandatory! or!individually!managed! in!outVofVjob!settings).!This!setup! is!a! typical! scenario! in!a!Danish!context,!and!the!aim!was!to!study!the!many!roles!and!processes!influencing!the!practices!of!the!teachers,!while!involved!in!oTPD.!!
Theoretical%frameworks:!The!research!is!grounded!in!theory!related!to!(o)TPD,!transfer!theory!and!to!the!implementation!of!professional!development!in!general,!as!organisational!learning,!culture!and!management!theory.!In!TPD,!the!literature!points!out!that!the!tensions!affecting!development!and!implementation,!have!not!changed!much!during!the!past!decade.!Moreover,!improvements!in!the!field!of!oTPD!are!difficult!given!the!lack!of!findings!based!on!strong!methods!of!evaluation!and!research!about!what!strategies!work!well!and!why!(Dede!et!al,!2016,!p.!6).!Therefore,!the!purpose!of!the!case!study!was!to!drive!a!researchVbased!case!study,!generating!domain!specific!knowledge!that!can!guide!a!similar!implementation!in!the!future.!
Methodology/research%design:%The!case!study!applies!a!hermeneutic!and!pragmatic!approach!to!knowledge!creation.!Besides!the!district!administration!and!school!management,!6!schools!with!50!science!teachers!were!involved.!The!empirical!data!is!both!qualitative!(primary!data)!and!quantitative!(secondary!data).!The!qualitative!data!were!derived!from!interviews!with!all!stakeholders,!including!focusVgroupVinterviews!with!almost!30!teachers,!as!well!as!observation!from!initiatives!part!of!the!TPDVprocess!as!two!workshops.!The!quantitative!data!consist!of!teacher!surveys!before!and!after!the!oTPD,!and!backend!logVdata!from!KpN.! Expected% conclusions/Findings:! The! analysis! shows! that! the! number! of! stakeholders! involved! challenged!the! implementation,! particularly! communication! and! division! of! responsibilities.!!The! process! was!characterized!by!fragmented!communication!and!diffusion!of!information,!and!confusion!about!who!did!what!(or! not)! and! why.! This! resulted! in! very! little! activity! during! the! oTPDVperiod! and! in! a! very! high! dropoutVrate.!!However,! though! many! challenges! were! identified,! new! opportunities! in! this! form! of! organizational!implementation!of!oTPD!were!also!uncovered.!!!
Relevance%for%Nordic%Educational%Research:!Professional!development!is!a!key!element!of!the!new!Danish!school! reform,! and!municipalities! across! the! country! works! with! the! governmental! 2020Vobjective,! to! have!certified!teachers!in!all!subjects!(Jespersen!&!Hansen,!2013).!In!general,!the!competence!level!of!teachers!and!in!particular!K1V12!teachers!is!a!topic!of!interest!for!many!politicians!in!Scandinavia!and!Internationally.!There!is!therefore!also!an!increased!managerial!attention!towards!TPD!in!general!and!oTPD!specifically!as! it! is!time!
and!place!flexible.!It!is!pivotal!that!decisions!and!implementation!strategies!rest!on!a!solid!and!rich!knowledgeVbase.% %
NETWORK 20
Youth Research
Network 20
Youth Research
[35]%YOUNG%PEOPLE,%CLASSROOM%CULTURE%AND%MOTIVATION%FOR%LEARNING% Mette!Pless1 ,!Noemi!Katznelson2 1Aalborg$University,$Dept.$of$Philosophy$and$Learning,$The$Danish$Centre$for$Youth$Research,$Copenhagen$Sv,$Denmark!2The$Danish$Centre$for$Youth$Research,$Dept.$for$Learning$and$Philosophy,$Aalborg$University,$København$Sv,$Denmark! Research%topic/Aim:%!Young!people,!class!room!culture!and!motivation!for!learning!
Theoretical%frameworks: In!this!paper!I!aim!to!shift!the!focus!from!addressing!motivation!from!a!primarily!individual!and!psychological!perspective,!to!viewing!motivation!as!a!socio!cultural!phenomenon,!which!is!produced!in!the!interplay!between!young!people!and!a!given!educational!context!as!well!as!broader!social!discourses.!The!paper!thus!aims!!to!gain!insight!into!young!people’s!meaning!making!and!motivation!for!learning,!not!as!individual!and!innate!features!but!rather!as!‘biographies$in$interaction$with$schooling’$(Mcleod!&!Yates!2006:16).!!Furthermore!the!study!is!informed!by!theories!on!goal!orientations!in!relation!to!motivation!(Midgley!et!al!2001,!Nicholls!1983).!
Methodology/research%design: This!paper!is!based!on!a!study!focusing!on!young!people’s!motivation!for!learning!in!lower!secondary!education!in!Denmark!(7th,!8th!and!9th!grade).!The!study!is!based!on!both!qualitative!and!quantitative!methods:!
• Survey!with!1150!respondents!(year!7V9)!from!19!Danish!schools!!
• Qualitative!casestudies!at!6!schools!(!including!classroom!observations,!individual!pupilVinterviews,!group!interviews!with!pupils,!interviews!with!teachers).!
• In!the!paper!I!primarily!draw!on!the!qualitative!data.!!
Expected%conclusions/Findings:!Based!on!an!interplay!between!theoretical!inspirations!and!empirical!findings!of!the!study,!I!outline!a!number!of!motivational!orientations!at!play!in!lower!secondary!educational!settings!in!Denmark.!The!motivational!orientations!complement!each!other!and!often!more!than!one!are!at!play!in!classrooms.!I!do!however!find!a!tendency!for!performance!motivation!to!dominate.!I!discuss!how!this!can!affect!the!learning!climate!in!the!classroom,!how!it!risks!producing!a!narrow!understanding!of!learning!(often!closely!linked!to!testing!and!assessment).!
Relevance%for%Nordic%Educational%Research:!Educational!statistics!document!continuous!problems!regarding!drop!out!from!’youth!education’,!a!trend!which!is!evident!across!the!Nordic!countries!(Skolverket!2007).!!In!the!public!debate!on!education!these!challenges!are!often!ascribed!to!a!lack!of!motivation!amongst!young!people.!This!research!challenges!this!individual!deficitVthinking!and!offers!insigts!into!how!learning!contexts!and!broader!social!discourses!on!motivation!and!learning!frame!young!people’s!possibilities!for!participation,!and!for!being!recognized!as!motivated!students.!
References!!%
Jackson,!C.!(2006).!Lads$and$Ladettes$in$School.$Gender$and$a$Fear$of$Failure.!Maidenhead:!Open!University!Press!
Mcleod.!J.!&!Yates,!L.!(2006).!Making$Modern$Lives.$Subjectivity,$Schooling$and$Social$Change.!Albany:!State!University!of!New!York!Press!
Midgley,!C.,!Kaplan,!A.!&!Middleton,!M.!(2001).!PerformanceVApproach!Goals:!Good!For!What,!For!Whom,!Under!What!Circumstances,!and!At!What!Cost?!In!Journal$of$Educational$Psychology,$Volume!93,!(1)!77V86$
Nicholls,!J.G.!(1983).!Conceptions!of!ability!and!achievement!motivation:!A!theory!and!its!implications!for!education.!In!Oaris,!S.G.,!Olson,!G.A.!&!Stevenson,!H.!W.!(red.):!Learning$and$Motivation$in$the$Classroom.!Hilsdale,!NJ:!Lawrence!Erlbaum!Ass.!
Nordahl,!T.!(2003).!Møtet!mellom!en!hegemonisk!skole!og!handlende!ungdom.!In!Tidsskrift$for$ungdomsforskning,!3(2):6,!69V88!
Skolverket!(2007).!Attityder$till$skolan$–$elevarnas$och$lärarnas$attityder$til$skolan.$Rapport$299.!Stockholm:!Skolverket!
!
[191]%YOUTH%COUNCILS%IN%DENMARK:HOW%CAN%YOUTH%COUNCILS%ENCOURAGE%POLITICAL%PARTICIPATION? Akiko!Harada1 1The$University$of$Tokyo,$Tokyo,$Japan! Research%topic/Aim:%!This!paper%clarifies%the%elements%necessary%to%encourage%youth%to%actively%and$subjectively$participate$in$local$policy,$and$how$Youth$councils$(=YC)$can$contribute$to$and$cultivate)young)people’s)citizenship.!
With%high%youth%unemployment%and%the%UN’s%international)youth)year)in)1985,)youth)participation)became&a&hot&topic&in&the&1980’s.&The&course&of&young&people’s&transition&from&school&to&the&workplace*had*become*very*complex*and*unstable.*Youths*faced*transformation*into*postmodern*society(where(they"were"exposed"to"diversified"choices,"risks,"and"responsibilities.!
This%paper%focuses%on%YC%as%a%new%style%of%participation%that%the%EU%commission%recommended%to%fill%the$gap$between$the$current$public$youth$policy$and$the$reality$in$which$the$youths$actually$lived.$A$YC#is#a#local#organization#established#by#a#municipality#or#by#young#people#themselves.#YC#are#established*for*cooperation*with*the*community,*and*to*participate*in*decision*making*processes.*!
Theoretical%frameworks:!In#order#for#youth#to#effectively(participate(in(decisionVmaking,(it(is(necessary(for(them(to(develop(not(only(a(community(spirit,(but(also(subjective(thinking(towards(politics.)This)paper)attempts)to)analyze)how)young)people)could)learn)to)be)politically)subjective)in)YC#by#adapting$Gert!Biesta’s(idea(of(‘qualification’,-‘socialization’-and-‘subjectification’-(Biesta2010).!
Methodology/research%design:%First,'I'will'briefly'make'a'historical'overview'by'examining'national'youth&policies,&references&from&the&Danish&Youth&Council&(=Dansk%Ungdoms%Fællesråd:DUF),%and%local%community%magazines%and%papers.%Then,%I%will%move%on%to%our%main%focus,%in%which%I%will%apply%qualitative)methods)through)semiVstructured(interviews(with(some(workers(of(YC,(YC(members,(and(consultants)of)youth)organizations(in(order(to(build(case(studies.(To(select(interviewees,(questionnaires+were+sent+to+all+YCs+in+Denmark+to+find+out+about+their+activities.+The+interviews+were$executed$in$August$2015,$and!in!January!and!February!2016,"to"explore"the"varieties"of"youth$participation)according)to)each)youth)council.!
Expected%conclusions/Findings:!Although(my(research(is(still(in(progress,(I(expect(to(be(able(to(use(case%analysis,%taking%into%account%such%factors%as%structure%of%organization,%way%of%participation,%relationship(with(local(politicians(and(administration,(membership,(and(representation(of(youth,(to(determine(which(factors(contribute(to(well(functioning(YC,(and(to(create(some(models(that(can(be(used%to%build%strong%YC%in%the%future.%!
Relevance%for%Nordic%Educational%Research:!!This%discussion%is%relevant%in%terms%of%how%to%define%and$create$common$standards$for$YC$in$other$Nordic$countries$that$also$have$YCs$and$have$been$facing'similar'issues.'These'countries'are'encouraging'young'people'to'have'an'influence"on"youth"policy.(!
This!study!focuses!on!the!issues!and!methods!in!Nordic!countries,"but"it"is"significant"for"Japan"as"well.%In%reality%the%Ministry%of%Education%is%encouraging%citizenship%education%in%local%communities.%In#addition#there#has#begun#a#movement%to%try%connecting%student%councils%and%local%communities%for$the$purpose$of$encouraging$youth$political$participation.
[242]%RURAL%YOUTH%AND%EDUCATION:%SPATIAL%PERSPECTIVES%ON%EDUCATION,%IDENTITIES%AND%PARTICIPATION%IN%NORDIC%CONTEXTS% Maria!Rönnlund1 ,!Agneta!Knutas2 ,!Begoña!Vigo!Arrazola3 ,!Dennis!Beach4 ,!Juana!Soriano!Bozalongo3 ,!Belene!Dieste3 ,!PerVÅke!Rosvall5 ,!Monica!Johansson4 1Department$of$Applied$Educational$Sciences,$Umeå,$Sweden!2Norwegian$University$of$Science$and$Technology,$Trondheim,$Norway!3University$of$Zaragoza,$Zaragoza,$Spain!4University$of$Gothenburg,$Gothenburg,$Sweden!5Umeå$University,$Umeå,$Sweden! Research%topic/Aim:%In!this!symposium!Nordic!research!will!be!presented!and!discussed!in!order!to!create!deepened!understandings!of!education!in!rural!contexts.!This!is!important,!as!there!exist!an!ignorance!towards!rural!contexts!in!research!on!youth!and!education.!This!also!applies!to!an!ignorance!towards!spatial!perspectives!in!general.!These!metrocentric!tendencies!have!led!to!diverse!and!pluralistic!representations!of!urban!education,!and!contributed!to!a!picture!of!rural!education!as!uniform.!This!symposium!aims!at!developing!and!deepen!the!understandings!of!rural!youth!and!education!by!focusing!especially!on!spatial!perspectives!and!diversity.!!
Theoretical%frameworks:!The!papers!use!theories!on!sociology,!culture!and!space!to!identify!and!understand!cultural!forms!and!patterns!that!travel!across!spaces,!levels,!and!times.!!
Methodology/research%design:%The!symposium!includes!researchers!from$Nordic!and!European!countries!whose!work!have!addressed!rural!primary!and!secondary!education.!The!papers!address!the!effects!of!marketization!of!education!in!rural!contexts,!covering!both!national!and!regional!developments,!and!experiences!among!teachers!and!students.!Methodologically!they!draw!on!individual!case!studies!with!ethnographic!approaches!complemented!by!aggregated!statistics,!national!metaVethnographic!analyses!and!cross!national!ethnographic!syntheses.!The!papers!thus!cover!a!broad!spectrum!of!methods,!but!with!ethnography!as!common!methodology.!!
Expected%conclusions/Findings:%After!a!brief!introduction!by!symposium!organizers!Maria!Rönnlund!and!Monica!Johansson!three!papers!will!be!presented.%The!first!paper!deals!with!the!issue!of!youth!transitions!in!rural!education.!Drawing!on!six!rural!Swedish!contexts,!it!discusses!how!rural!youth!living!in!environments!with!limited!range!of!upper!secondary!education,!discuss!social,!cultural!and!material!resources!of!importance!to!trajectories!to!postVsecondary!and!higher!education.!The!second!paper!takes!the!perspective!of!the!teachers!when!exploring!the!effects!of!marketization!of!education!in!rural!contexts.!With!the!aim!of!getting!sight!of!what!values!that!get!lost!when!rural!cultural!diverse!schools!are!shut!down,!it!presents!a!study!in!which!teachers!everyday!work!in!one!comprehensive!multigrade!1V10!school!in!a!rural!area!in!Norway!have!been!observed.!The!third!paper!takes!case!studies!in!national!and!regional!contexts!in!Spain,!Sweden!and!Finland!as!examples!when!discussing!the!effects!of!marketization!of!rural!education.!The!comparison!draws!on!three!points!of!reference:!official!definitions!of!rural!community!school,!the!introduction!of!marketization!policies,!and!the!resolution!and!effects!from!marketization.!All!papers!provide!new!critical!analyses!to!the!issue!of!education!in!rural!contexts.!The!symposium!closes!up!by!a!summarizing!discussion!led!by!an!external!discussant.!The!discussion,!led!by!Professor!Gry!Paulgaard,!will!take!the!individual!papers’!outcomes!as!a!starting!point,!and!aims!at!synthesizing!the!conclusions.!!
Relevance:!The!papers!cover!a!broad!spectrum!of!issues!dealing!with!centrum–periphery!and!inclusionVexclusion!perspectives!on!education.!!These!issues!are!of!great!relevance!for!Nordic!educational!research.!Although!the!Nordic!countries!have!large!rural!areas,!there!exist!an!ignorance!towards!rural!contexts!in!research!on!youth!and!education!in!the!Nordic!countries.!This!symposium!challenges!these!metrocentric!tendencies,!and!contributes!to!diverse!and!pluralistic!representations!of!youth!and!education!in!the!Nordic!context.!!
Papers%in%presentation%order:%Where$to$go$and$what$to$do?$$Young$people’s$arguments$about$career$choices$in$Swedish$
rural$contexts$in$relation$to$social,$cultural$and$economic$resources.$$
Authors:$PerCÅke$Rosvall,$Maria$Rönnlund,$Monica$Johansson.!!This!paper!is!concerned!with!how!rural!youth!discuss!resources!important!in!trajectories!to!postVsecondary!and!higher!education.!The!aim!is!to!analyse!how!social,!cultural!and!material!resources!influenced!students!in!compulsory!educations!thoughts!of!choice!in!the!stage!of!entering!upper!secondary!education.!In!which!different!ways!did!the!rural!youth!discuss!those!resources!as!important!in!decision!making?!Theoretically!this!is!done!by!using!Fraser’s!(2008)!concepts!of!redistribution!and!recognition!and!Massey’s!(1994)!understanding!of!place.!The!data!consists!of!ethnographic!work!in!six!classes!in!six!rural!towns,!which!differed!in!terms!of!size,!access!to!postVcompulsory!education,!unemployment!and!youth!trajectories.!That!means!classroom!observations,!interviews!with!the!students,!teachers,!studyV!and!work!counsellors!and!heads.!The!analysis!started!out!with!a!multiVsited!collaborative!ethnographic!approach!(Lahelma!et!al,!2014)!by!discussing!individual!experiences!from!the!fields!of!research.!In!the!discussions!all!researchers!had!examples!in!interviews!and!field!notes!on!how!resources!seemed!important!in!the!students’!thoughts!on!future!careers.!The!field!notes!and!interviews!then!were!analysed!and!categorised!thematically!by!each!researcher!on!the!notion!of!resources.!The!result!of!the!thematic!work!were!then!discussed!in!relation!to!representation!in!order!to,!as!in!the!ethnographic!tradition!(Walford,!2008),!both!narrate!the!common!and!the!uncommon!(Atkinson,!1990;!Bagley!&!Hillyard,!2015;!Corbett,!2015).!The!results!indicate!that!social!resources!such!as!siblings!and!cousins!‘pawing!the!way’!and!having!a!relative!in!the!receiving!town!could!be!important!aspects!in!the!choice!of!upper!secondary!school.!Cultural!resources!such!as!institutional!recognition,!in!the!form!of!academic!credentials!or!qualifications!were!also!important.!However!most!as!a!deficit!in!terms!of!lack!of!grades,!diagnosis!and!experience!of!special!education.!Those!students!seemed!most!limited!when!it!came!to!choice!of!program.!Also!economic!resources!were!important!when!it!came!to!find!accommodation,!where!economic!privileged!students!did!not!seem!to!reflect!as!much!in!where!they!would!study,!but!rather!picked!the!program!of!their!choice.!However,!parents!also!used!economic!resources!to!keep!their!child!at!home!(gifts)!in!order!to!make!them!commuting!instead!of!mowing.!There!were!also!other!resources!used!in!order!to!choose!program!such!as!students!being!good!in!practicing!their!sport.!The!conclusions!are!that!different!resources!seems!even!more!important!to!rural!youth!than!what!is!known!of!their!urban!youth!equivalent!(cf.!Lundahl!et!al.,!2015).!!In!a!Nordic!perspective!the!analysis!contains!important!conclusions!on!how!economic,!cultural!and!social!resources!might!affect!rural!youth’s!career!decisions!in!which!there!are!some!studies!in!contexts!outside!the!Nordic!countries!(Bagley!&!Hillyard,!2015;!Corbett,!2015).!However,!with!contexts!in!the!Nordic!countries,!with!a!few!exceptions!(Karlsen!Bæck!&!Paulgaard,!2012)!this!is!seldom!reported.!!!$
The$ Nordic$ model$ and$ cultural$ diversity$ in$ times$ of$ New$ Public$ management:$ A$ case$ study$ of$ a$
comprehensive$multigrade$1C10$school$in$a$rural$area$in$Norway.$
Author:$Agneta$Knutas.$$
$With!the!construction!of!the!Nordic!welfare!model!in!Scandinavia,!we!find!a!political!system!promoting!security!and!equity!for!its!citizens.!With!the!introduction!of!the!Nordic!model,!the!idea!of!comprehensive!education!was!launched!as!an!essential!cornerstone.!The!goal!was!to!bolster!sense!of!belonging!to!support!culture,!socialization,!and!identity.!Locally!anchoring!the!comprehensive!school!was!understood!as!creating!a!democratic!society!in!miniature!(Blossing!et!al.,!2014)!In!Norway!during!the!1990s,!the!comprehensive!educational!system!underwent!changes.!Local!freedom!related!to!a!market!model,!shifted!the!governance!of!the!school!from!regulatory!intervention!to!a!managementVbyVobjectives!approach.!Argument!behind!the!changes!was!to!secure!the!welfare!state’s!economic!resources!by!becoming!more!efficient!(Karlsen,!2006).!With!ideas!influenced!by!the!market!model!it!is!argued!there!is!an!increase!in!demand!for!diversity!on!the!local!level.!Diversity!can!be!understood!in!the!light!of!a!decentralized!school!system.!The!assumption!holds!competition!between!schools!will!give!a!boost!to!quality!–!at!least!with!respect!to!the!testing!and!ranking!of!schools!(Karlsen,!2006).!Another!understanding!is!also!suggested!referring!to!the!Nordic!education!model.!I!propose!diversity!refers!to!political!duty!the!local!authorities!have!to!ensure!democracy,!especially!regarding!the!Nordic!model’s!aim!to!promote!the!comprehensive!school!being!locally!anchored!throughout!the!country!(Wahlström,!2011).!I!suggest!the!existence!of!local!schools!points!to!the!possibility!of!having!culturally!diverse!local!schools.!!When!it!comes!to!maintaining!local!schools!research!points!out!local!authority!consolidate!schools!in!order!to!reduce!costs.!We!know!550!local!comprehensive!schools!have!closed!down!over!the!last!ten!years!in!Norway!(Utdanningsdirektoratet,!2013).!The!main!part!of!these!school!where!situated!in!rural!areas.!Similar!trends!with!closing!of!schools!in!rural!areas!are!found!in!most!developing!countries!(Kučerova!&!Kučera,!2012).!The!economic!rationality!of!closing!rural!school!have!awaken!my!couriosity.!What!of!the!intentions!of!the!Nordic!model!of!education!enhancing!sense!of!belonging,!reconstructing!of!local!culture,!socialization,!and!identity!of!place?!Relating!to!the!Nordic!model!and!the!political!intention!of!promoting!locally!anchored!schools!throughout!the!country!the!aim!if!this!study!is!to!explore!what!cultural!diversity!might!hold!in!store!focusing!on!how!teachers!enact!the!organization!of!education!through!their!interactions.!To!explore!this!theme!I!have!carried!out!a!case!study!of!a!comprehensive!multigrade!1V10!school!in!a!rural!area!of!Norway.!Utilizing!the!method!of!shadowing!teachers!in!their!work!I!have!followed!teachers!”like!a!shadow”!when!enacting!their!work!in!mulitgrade!classrooms!(3!classes!1V4,!4V7!and!8V10),!corridors,!outdoor!activites!and!teachers!lunchroom!over!a!period!of!2!weeks.!Turning!to!Norbert!Elias!and!Hannah!Arendt!for!theories!on!respectivley!sociology!and!culture!the!result!indicate!sense!of!belonging!and!heterogenitiy!of!space,!culture!as!art!promoting!identity!of!place!and!phenomenology!of!time!enhancing!a!democratic!society!in!miniature.!!Developments$in$postCmarketised$educational$contexts:$The$rural$school$situation$in$Spain,$
Sweden$and$Finland.$A$vertical$cross$case$analysis$based$on$ethnographic$and$metaC
ethnographic$analyses$
Authors:$Begoña$Vigo$Arrazola,$Dennis$Beach,$Juana$Soriano$Bozalongo,$Belene$Dieste!!This!paper!attempts!to!render!an!account!of!the!meaning!of!rural!schools!in!the!educational!systems!in!Spain!and!the!Nordic!countries,!taking!primarily!Sweden!but!also!Finland!as!examples!of!the!latter.!
The!introduction!of!new!independent!providers!of!education!and!new!forms!of!education!governance,!and!private!actors!in!the!education!system,!will!be!considered,!as!will!changes!in!the!demographic!constitution!of!rural!reaches!through!deindustrialisation,!reindustrialisation!and!forms!of!migration.!Aggregated!statistics!and!education!ethnography!provide!the!main!data.!From!it!we!will!attempt!to!construct!a!tentative!theory!of!rural!education!change!in!postVmarketisation!education!contexts.!!Comparing!education!in!different!countries!and!regions!is!complex.!However,!it!is!the!tertium!comparitionis!(the!quality!that!two!or!more!things!that!are!being!compared!have!in!common)!that!makes!the!comparison!in!question!interesting.!We!will!use!three!such!points!of!reference.!The!first!will!be!official!definitions!of!rural!community!school,!the!second!will!be!the!introduction!of!marketization!policies,!and!the!third!the!resolution!and!effects!from!marketization!in!the!different!countries!with!respect!to!aims!of!justice,!inclusion,!and!juridicial!and!apparent!equity!in!rural!schools.!These!points!of!comparison!are!reasonable.!Definitions!of!rurality!in!Sweden!and!Finland!on!the!one!hand!and!Spain!on!the!other!are!quite!similar,!despite!the!very!different!types!of!national!population!distribution!and!patterns!and!forms!industry!and!of!industrial!and!agrarian!land!use.!Moreover,!the!period!and!processes!of!the!influx!of!market!policies!are!similar!too!and!in!all!three!national!contexts!education!authorities!define!rural!schools!in!similar!ways,!according!to!their!location!in!areas!with!very!small!population!centres.!Each!country!also!has!similar!types!of!rural!school.!The!comparisons!will!be!based!on!ethnographic!data!and!analyses,!initially,!producing!individual!case!studies.!This!part!of!the!research!has!been!completed!already!in!Spain!and!Finland!and!is!underway!in!Sweden!and!it!will!be!the!basis!for!firstly!national!metaVethnographic!analyses!and!secondly!a!cross!national!ethnographic!synthesis!or!vertical!case!comparative!analysis!as!it!is!sometimes!called!(Eisenhart,!2017).!This!multiVlevel!analysis!of!ethnographic!texts!is!crafted!in!relation!to!a!desire!to!identify!and!understand!cultural!forms!and!patterns!that!travel!across!spaces,!levels,!and!times.!It!is!meant!as!a!complement!to!detailed!case!studies!and!attempts!to!extend!their!generalizability!as!a!way!of!strengthening!their!claims!toward!various!stakeholders!and!for!informing!decisions!under!conditions!of!what!is!called!deep!uncertainty!(Eisenhart,!2017).!Deep!uncertainty!exists!under!conditions!where!stakeholders!do!not!know!or!do!not!agree!on!a!system!model!that!has!been!devised!for!relating!actions!to!consequences;!such!as!in!respect!of!the!effects!of!marketisation!on!rural!educational!possibilities,!availabilities!and!experiences.!Our!aim!is!to!contribute!key!input!parameters!to!the!construction!of!such!models!for!the!future.!!
[589]%CHANGING%LEARNER%AND%POSITIONAL%IDENTITIES%IN%THE%TRANSITION%FROM%VOCATIONAL%EDUCATION%TO%TRAINING Kristinn!Hegna1 1Department$of$Education,$University$of$Oslo,$Oslo,$Norway! Research%topic/Aim:%Educational!research!has!focused!on!the!importance!of!practical!learning!for!the!development!of!motivation!for!and!engagement!in!learning!for!deVmotivated!students!and!lowVachievers!in!secondary!school.!The!Norwegian!vocational!education!system!(VET)!consists!of!two!years!in!school!and!two!years!in!apprenticeship,!and!the!transition!from!school!based!education!to!workplace!learning!is!crucial!for!supporting!learning!and!completion!of!education!for!many!students.!Several!explanations!for!this!has!been!mentioned;!Learning!from!tacit!practice!to!theoretical!knowledge!supports!learning!in!students!who!react!negatively!to!books,!reading!and!theoretical!knowledge.!The!involvement!and!authentic,!interactive!nature!of!the!work!place!learning!fosters!comprehensive!and!integrated!knowledge!(Pratt!1998).!Inclusion!and!identification!with!communities!of!practice!provides!learning!and!worker!identity,!illustrating!the!intertwinement!of!the!two!as!two!sides!of!the!same!coin!(Lave!&!Wenger!1991).!!
A!focus!on!learning!identity!(Wortham!2005)!can!reveal!the!importance!of!selfVunderstanding!and!positioning!for!learning!and!completion!of!education.!What!are!the!content!of!the!learner!identities!in!school!and!in!training!described!by!VET!students!themselves?!In!what!way!are!school!and!work!environments!of!importance!for!the!identification!process!into!different!types!of!learner!identities?!Are!there!sides!to!these!identities!that!seem!to!contribute!to!or!hinder!motivation,!engagement!and!learning?!
Theoretical%frameworks:!The!theoretical!framework!of!the!study!is!inspired!by!socioVcultural!learning!theory!and!Stanton!Wortham’s!perspective!on!learner!identities,!as!well!as!Lave!&!Wenger’s!concept!of!communities!of!practice.!
Methodology/research%design:%The!analyses!are!based!on!qualitative!school!lifeVhistory!interviews!with!21!male!VET!students!(age!18V21)!in!apprenticeship!in!the!Norwegian!VET!system,!applying!an!analytical!focus!on!narratives,!discourse!and!identification!as!a!meaning!making!process!(Stuart!Hall!1996).!
Expected%conclusions/Findings:!Preliminary!analysis!shows!how!the!life!stories!of!the!students!are!characterised!by!negative!stories!of!learning,!detachment,!lack!of!engagement!and!of!failure.!Their!understanding!of!themselves!are!often!that!they!have!particular!difficulties!like!reading!difficulties,!ADHD!or!other!‘diagnoses’,!and!that!their!schooling!is!a!constant!struggle!to!keep!up!or!to!make!up!for!this.!Many!also!tell!stories!of!giving!up!and!being!on!the!verge!of!dropping!out!and!lack!of!homework!for!instance.!Relationships!to!peers!outside!school!represent!joy!and!humour!in!their!stories.!
These!stories!stand!in!stark!contrast!to!their!stories!as!apprentices,!where!there!are!engagement,!humour,!development,!community,!mature!reflection!and!pride!in!their!work!and!in!their!work!place.!Their!identity!changes!from!a!‘poor!student’!learner!identity,!to!a!‘good,!adult!worker’!identity,!masking!the!learning!that!takes!place!in!informal,!practical!work.!At!the!same!time,!their!positional!
identity!changes!from!subdued!in!the!studentVteacher!relationship,!to!a!peer!relationship!to!work!mates,!tasks!and!responsibilities.!
Relevance%for%Nordic%Educational%Research:!In!most!of!the!Nordic!countries,!apprenticeship!has!had!a!strong!legitimacy!in!VET!education.!However,!with!increasing!weight!on!qualifications!and!demands!for!higher!education,!lack!of!unskilled!work!and!apprenticeships,!stronger!argumentation!for!control!over!learning,!the!master/apprenticeship!model!for!learning!is!under!pressure.!In!addition,!poor!completion!rates!in!VET!in!Norway!underline!the!importance!of!understanding!positive!processes!of!learning!and!completion!in!VET.!There!is!a!lack!of!research!on!VET!in!general,!and!on!learning!in!VET!in!particular.!
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HALL,!Stuart,!et!al.!(1998)(ed.).!Questions$of$cultural$identity.!London:!Sage.!LAVE,!Jean!&!WENGER,!Etienne.!(1991).!Situated$Learning:$Legitimate$Peripheral$Participation.!
Cambridge:!Cambridge!University!Press.!
PRATT,!Daniel!D.!(1998).!Five$Perspectives$on$Teaching$in$Adult$and$Higher$Education.!Melbourne:!Krieger!Publishing!Co.!WORTHAM,!Stanton.!(2006).!Learning$identity:$The$joint$emergence$of$social$identification$and$academic$learning.!Cambridge:!Cambridge!University!Press.!!
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[601]%STUDENT%DISENGAGEMENT%AND%PERCEIVED%CONTROL:%PARENTING%PRACTICES%AS%CONTEXT Kristjana!Stella!Blöndal1 ,!Sigrun!Adalbjarnardottir1 1University$of$Iceland,$Reykjavík,$Iceland! Research%topic/Aim:%The!aim!of!this!research!is!to!examine!school!dropout!among!Icelandic!youth!longitudinally,!from!three!perspectives:!(1)!theories!on!school!dropout!that!conceptualize!students’!disengagement!as!the!central!concept!in!understanding!the!process!of!leaving!school!prematurely;!and!(2)!the!literature!on!the!influence!that!the!family!has!on!youth!adjustment!from!the!perspective!of!parenting!practices.!In!addition!(3)!we!build!on!a!recent!model!of!known!scholars!in!the!field!(Rumberger,!2011)!that!emphasize!the!importance!of!taking!students’!perceived!control!into!account!when!exploring!educational!success,!which!has!been!neglected!in!research!on!school!dropout.!!
Theoretical%frameworks:!Given!the!negative!personal!and!societal!costs!of!leaving!school!early,!an!adolescent’s!decision!on!whether!to!graduate!or!drop!out!of!school!can!be!described!as!one!of!the!most!crucial!developmental!tasks!of!this!age!period.!At!the!same!time,!student!engagement!have!a!tendency!to!decrease!at!that!age!period!which!places!them!at!risk!of!dropping!out!of!school.!School!dropout!is!described!as!a!gradual!process!of!student!disengagement!from!school!and!is!central!to!prevention!and!intervention!efforts!(Finn,!1989).!!
Methodology/research%design:%Icelandic!youth!(N=847,!53%!female)!were!followed!over!an!eightVyear!period,!from!age!14!to!22!(RARVLS;!Adalbjarnardottir,!1994).!We!built!our!analysis!on!multivariate!logistic!regression.!
Expected%conclusions/Findings:%Our!findings!show!that!controlling!for!gender!and!SES,!adolescents!who!at!age!14!perceived!that!they!were!in!control!of!their!situations!and!those!who!were!academically!interested!were!more!likely!to!have!completed!upper!secondary!school!eight!years!later!by!the!age!of!22.!In!addition,!those!who!at!age!14!characterized!their!parents!as!authoritative!(showing!acceptance!and!supervision)!were!more!likely!to!have!graduated!at!age!22,!compared!to!adolescents!with!less!authoritative!parents.!Furthermore,!even!after!controlling!for!previous!academic!achievement!which!is!the!single!strongest!predictor!of!school!dropout,!students’!perceived!control!during!adolescence!predicted!school!graduation.!!
Relevance%for%Nordic%Educational%Research:!School!dropout!is!of!great!concern!across!the!Nordic!countries!where!completing!upper!secondary!school!is!considered!the!minimal!acceptable!level!of!educational!attainment.!More!importantly,!young!people!who!drop!out!from!upper!secondary!education!face!more!economic!and!psychosocial!disadvantage!than!ever!before!(e.g.!Markussen,!2010).!!Our!findings!suggest!that!to!assist!young!people!to!accomplish!their!academic!goals!it!is!important!to!foster!their!perceived!ability!of!having!control!of!their!situations!and!encourage!quality!parentVchild!relationship!during!adolescence.!!
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[637]%EDUCATIONAL%PRACTICES%AND%LABOUR%MARKET%TRANSITIONS?%AN%ETHNOGRAPHIC%STUDY%IN%UPPER%SECONDARY%EDUCATION AnnaVMaija!Niemi1 ,!Markku!Jahnukainen2 1University$of$Helsinki,$Helsingin$Yliopisto,$Finland!2University$of$Helsinki,$University$of$Helsinki,$Finland! Research%topic/aim:%This!presentation!is!based!on!the!research!plan!and!the!first!steps!of!ethnographic!fieldwork!of!the!research!project!Employability,$education$and$diversities$(Academy!of!Finland).!We!focus!on!educational!practices,!labour!market!transitions!and!societal!inclusion!of!young!people!with!immigrant!backgrounds!and!special!educational!needs!in!upper!secondary!institutions!in!Southern!Finland.!By!utilizing!ethnographic!methodology,!we!particularly!investigate!the!studyVrelated!experiences,!obstacles!and!challenges!that!young!people!face!in!the!everyday!life!of!their!upper!secondary!studies.!In!addition,!we!ask,!what!are!the!elements!and/or!educational!practices!which!may!prevent!students’!studyVrelated!problems!and!dropping!out!and!instead!strengthen!their!possibilities!in!getting!along!in!educational!and!labour!market!paths.!The!current!study!is!implemented!in!close!connection!with!the!researchers!from!existing!Finnish!TRANSIT!study!group!which!explore!the!Grade!9!students’!transition!to!further!education!and!work!after!completing!compulsory!school.!Therefore,!we!also!aim!at!producing!interesting!followVup!information!of!the!employability!of!young!people!researched!within!TRANSIT!study!(see!Kalalahti,!Varjo!&!Jahnukainen!2016).!
Theoretical%frameworks:!We!have!a!multidisciplinary!approach!in!the!study!and!we!mainly!draw!on!the!theorisations!developed!within!sociology!of!education,!youth!studies!and!disability!studies.!The!theoretical!ideas!with!which!we!have!operated!so!far!are!related!to!educational!transitions,!agency!and!positions!of!young!people,!societal!inclusion!and!in/equality!in!education.!!
Methodology/research%design:%Methodologically,!the!study!is!multiVsited!ethnographic!research,!contextualized!in!current!education!policy.!We!will!start!an!ethnographic!fieldwork!period!from!January!2017!in!two!institutes!of!upper!secondary!education!(general!and!vocational)!in!Southern!Finland.!We!aim!at!observing!the!studies!of!various!classes!in!these!institutes,!conduct!interviews!with!students!and!teachers!and!also!produce!some!collaborative!research!material!with!research!participants.!The!timeframe!of!the!study!allows!continuing!the!followVup!of!the!students!interviewed!in!TRANSIT!study!to!working!life!and!further!education!during!their!first!postVsecondary!year.!Thus,!the!current!project!will!also!produce!followVup!information!of!the!employability!of!the!students!researched!in!TRANSIT.!
Expected%conclusions/Findings:!Educational!paths!and!transitions!of!students!with!immigrant!backgrounds!and!special!educational!needs!have!been!reported!to!often!be!winding!and!disjointed.!In!addition,!the!experiences!of!young!people!on!given!educational!support!and!guidance!at!school!are!varied.!(Niemi!2015;!Kurki!&!Brunila!2014;!Gudmundsson;!Beach!&!Vestel!2013).!With!an!ethnographic!perspective,!we!aim!at!focusing!both!on!the!educational!practices!and!students’!viewpoints!at!schools!and!analysing!young!people’s!positions,!agency!and!given!support!practices!by!asking,!what!kinds!of!relations!they!have!with!their!later!labour!market!transitions.!!!%
Relevance%for%Nordic%Educational%Research:!In!spite!of!the!wellVknown!objectives!of!educational!equality!in!Nordic!countries,!sociological!research!has!pointed!out!that!social!dimensions,!such!as!
immigrant!and!socioeconomic!backgrounds,!disability!and!gender!are!still!related!to!positionings!of!young!people!in!upper!secondary!education!and!labour!market!(see!for!example!Lappalainen!&!Lahelma!2016;!Järvinen!&!Vanttaja!2013;!Lundahl!2011).!This!study!aims!at!producing!fresh!data!from!the!field!of!Finnish!upper!secondary!education!at!the!moment,!when!the!upper!secondary!education!system!is!going!through!a!rather!big!reorganization!process.!
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[641]%YOUTH,%NORMALITY%AND%BELONGING%IN%THE%PROVINCE.%METHODOLOGICAL%REFLECTIONS%ON%GRASPING%YOUNG%PEOPLE'S%PERSPECTIVES David!Thore!Gravesen1 ,!Sidse!Hølvig!!Mikkelsen2 ,!Peter!Hornbæk!Frostholm3 1Via$University$College,$Viborg,$Denmark!2Via$University$College,$Skive,$Denmark!3Via$University$College,$Ikast,$Denmark! Research%topic/Aim:%This!presentation!is!based!on!qualitative!research!concerning!young!people’s!place!and!activity!constructions!in!the!tension!between!everyday!life!perspectives!and!structural,!societal!imperatives.!In!our!research!we!are!interested!in!examining!how!young!people!in!8th!grade!experience,!define!and!construct!youth,!normality!and!a!sense!of!belonging!in!their!local!environments.!
Theoretical%frameworks:!Which!spaces!and!places!(Kirkeby,!GitzVJohansen!&!Kampmann!2005)!do!young!people!use!in!their!everyday!cultural!practices,!and!how!do!their!leisure!life's!various!arenas!mark!identity,!belonging!and!kinship?!To!what!extend!do!young!people!use!nonVpedagogical!spaces!and!adultVfree!places,!and!what!role!do!such!unstructured!socializing!spheres!play!for!young!people's!communities!and!sense!of!belonging!(Gravesen!2015;!Gravesen!&!Olesen!2015a;!Gravesen!&!Olesen!2015b)?!What!understandings!of!normality!thrive!among!young!people,!and!how!are!their!choices!regarding!structured!activities!such!as!partVtime!jobs,!leisureVtime!activities!and!sports!affected!by!implicit!and!explicit!structural!requirements!from!the!welfare!state!and!its!institutions!and!professionals!(Frostholm!&!Gravesen!2016)?!
Methodology/research%design:%The!methodological!setup!involves!a!variety!of!experimental,!qualitative!methods!for!approaching!young!people's!everyday!life!perspectives!(Featherstone!1992;!Jacobsen!&!Kristiansen!2005).!We!conducted!a!number!of!researchVfacilitated!workshops!and!subsequent!followVup!studies.!First,!we!conducted!workshops!in!four!8th!grade!classes!in!four!socioeconomically!different!Lower!Secondary!Schools!in!Horsens!municipality!in!Denmark.!In!the!four!workshops!we!used!socio!matrixVinspired!(Beum!&!Brundage!1950)!cartographic!everyday$life$mappings$(Anvik!&!Gustavsen!2012)!to!gain!insight!into!young!people's!use!of!and!movement!between!different!spaces!and!places!in!their!local!environment.!In!the!followVup!studies,!we!move!away!from!the!classrooms!where!the!workshops!are!situated,!to!take!a!more!streetVbased!ethnographic!approach!(Hastrup!2010;!Spradley!1980).!In!this!part!of!the!data!collection!process,!we!follow!core!informants!from!each!of!the!four!classes!when!they!move!around!in!their!locality.!We!conduct!walkVandVtalks,!Photo!Elicitation!Interviews!(Jensen!2008;!Schjellerup!Nielsen,!H.!2013;!Sand!2014;!Pyyry!2015)!and!Place!Interviews!(Sand!2014)!in!order!to!gain!a!more!thorough!understanding!of!how!the!local!areas,!leisure,!normality!and!structural!requirements!are!linked!to!the!young!people’s!sense!of!belonging.!In!the!presentation!we!discuss!the!potentials!and!challenges!of!such!experimental!methods!and!assess!the!impact!the!participatory!elements!of!the!methods!have!for!the!ambition!to!grasp!the!young!people's!perspectives.!
Expected%conclusions/Findings:!By!conducting!this!research!we!strive!to!develop!a!methodology!that!better!grasps!young!people’s!understandings!of!youth,!normality!and!belonging.!Our!preliminary!analysis!suggest!that!the!socioeconomic!environment!in!the!school!districts!are!an!important!factor!behind!the!young!people’s!place!and!activity!priorities,!and!we!will!elaborate!on!this!in!the!presentation.!
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Relevance%for%Nordic%Educational%Research:!The!understanding!of!young!people’s!take!on!youth,!normality!and!sense!of!belonging,!will!shed!light!on!important!issues!regarding!socializing!practices!and!formal/informal!learning!processes!among!young!people!in!contemporary!Nordic!societies.!
References:%%
Anvik,!C.H.!&!Gustavsen,!A.!(2012).!Ikke!slipp!meg!!Unge,!psykiske!helseprobelmer,!utdanning!og!arbeid.!NFVrapport!nr.!13/2012.!Nordlands!Forskning.!
Beum,!C.!O.!&!Brundage,!E.!G.!(1950).!A!method!for!analyzing!the!sociomatrix.!Sociometry!13:!141V145.!
Featherstone,!M.!(1992).!The!Heroic!Life!and!Everyday!Life.!I:!Theory,!Culture!&!Society,!9:!159V182.!Frostholm,!P.H!&!Gravesen,!D.T.!(2016).!The!Inner!City!Skater!Facility—Playground!or!Control!
Mechanism?!On!Urban!Youth,!Civic!Learning!and!Pedagogical!Dilemmas.!IN!H.!Sacré!&!S.D.!Visscher!(ed.)$Learning$the$City:$Cultural$Approaches$to$Civic$Learning$in$Urban$Spaces$(p.$51C65).!Springer!
Gravesen,! D.T.! (2015).! ”Hvorfra?! Hvorhen?! Om! opvækstkvarterets! betydning! for! unges!uddannelsesvalg!og!fremtidige!livschancer”.!I:!Dansk!Pædagogisk!Tidsskrift,!nr.!2,!Maj!2015!
Gravesen,! D.T.! &! Olesen,! P.F.! (2015a).! “Ustruktureret! socialisering! blandt! børn! og! unge! –!interdisciplinært!betragtet”.!I:!Tidsskriftet!Barn!nr.!3V4,!2015,!s.!93V109!
Gravesen,!D.T.!&!Olesen,!P.F.!(2015b).!”Conflicting!cultures!–!a!streetVethnographic!take!on!urban!youth,!unstructured!socialization!and!territoriality”.!I:!Diskurs$KindheitsC$und$Jugendforschung/Discourse.$Journal$of$Childhood$and$Adolescence$Research”!Heft!3V2015,!S.!259V263!!
Hastrup,! K.! (red.)! (2003).! Ind! i! verden:! En! grundbog! i! antropologisk! metode.! København:! Hans!Reitzels!Forlag.!
Jacobsen,!M.H.!&!Kristiansen,!S.!(red.)!(2005).!Hverdagslivet.!Sociologier!om!det!upåagtede.!Hans!!!!!!Reitzels!Forlag.!
Jensen,! S.M.! (2008).! Mellem! rum:! om! unges! identitet! og! fællesskaber! i! og! udenfor! skolen! V! i!forstaden,!på! landet!og! i!byen.!Ph.d.Vafhandling.! Institut! for!Psykologi!og!uddannelsesforskning!Roskilde!Universitet.!
Kirkeby,! I.,! GitzVJohansen,! T.,! &! Kampmann,! J.! (2005).! Samspil! mellem! fysisk! rum! og! hverdagsliv! i!skolen.!I!K.!Larsen,!Arkitektur,!krop!og!læring!(s.!43V69).!København:!Hans!Reitzels!Forlag!
Pyyry,!N.!(2015).!“!‘Sensing!with’!photography!and!‘thinking!with’!photographs!in!research!! into!teenage!girls’!hanging!out”.!I:!Children’s!Geographies,!2015,!Vol.!13,!No.!2,!149–163!Rasmussen,!K.!(2004).!Børnene!i!kvarteret!V!kvarteret!i!børnene.!Roskilde!Universitetsforlag!Sand,!A.VL.!(2014).!Matrikelløse!rum!–!en!undersøgelse!af!selvorganiserede!måder!at!bruge!byen!på.!
Ph.d.Vafhandling.!Marts!2014.!Institut!for!Kulturvidenskaber,!Syddansk!Universitet.!Schjellerup!Nielsen,!H.!(2013).!Fotografier!som!børns!perspektiver!på!deres!hverdagsliv.!I:!!!
Rasmussen!(red.),!Visuelle$tilgange$og$metoder$i$tværfaglige$pædagogiske$studier.!Roskilde:!Roskilde!Universitetsforlag.!
Spradley,!J.!P.!(1980).!Participant!Observation.!!Wadsworth.!
[653]%EXCLUSION%OF%YOUTH%IN%NECONOMIC%BOOM%AND%CRISIS Gestur!Gudmundsson1 1University$of$Iceland,$Reykjavík,$Iceland! Research%topic/aim:%This!paper!is!a!part!of!an!ongoing!research!project!on!young!people!at!the!margins!during!the!economic!crisis!in!Iceland!2008V2013.!In!2008V9!unemployment!in!Iceland!rose!from!less!than!2%!to!8%!among!the!whole!labor!force,!but!to!12%!among!20V30!years!old.!A!central!part!of!the!governmental!measures!against!the!crisis!was!an!effort!to!activate!these!young!people,!and!this!paper!analyses!the!experience!of!participants!in!these!measures.%
Theoretical%framework:%The!approach!combines!British!theories!of!youth!marginalisation!(Cieslik!&!Simpson,!2013;!Standing,!2011)!with!European!transition!studies!(EGRIS,!2001;!Walther,!2006)!and!biographical!theories!of!learning!(Lave!&!Wenger,!1991;!Cohen!1997;!Alheit,!2004).!
Methodology/research%design:%In!2010V11!the!research!project!Measures$against$youth$
unemployment$in$Iceland$included!two!studies!of!ethnographic!participant!observations,!one!in!a!Production$School!and!the!other!at!Motivation$courses!at!a!youth!house.!The!interviews!!were!conducted!as!biographical!interviews!(Alheit,!2004)!where!the!interviewer!stimulates!a!biographical!narrative!of!the!informants.!In!2016!a!followVup!study!has!interviewed!a!part!of!the!original!sample!to!look!for!their!pathways!after!the!crises!and!how!they!evaluate!the!2010V11!measure!in!retrospect.!When!analysing!them!we!construct!a!sensitizing!framework!that!allows!for!a!systematic!activation!of!theories!(Reiter/Witzel!(2011).!!
Expected%conclusions/findings:%The!tentative!results!show!that!the!processes!of!marginalisation!had!started!before!the!crisis,!but!were!reinforced!by!it.!They!had!lost!interest!for!school,!some!of!them!had!learning!difficulties!or!severe!problems!in!the!family.!They!had!as!a!rule!found!jobs!when!they!dropped!out,!but!these!jobs!were!precarious!(Standing,!2011)!and!were!lost!in!the!crisis.!In!the!interviews!from!2010V11!most!participants!described!the!measures!as!a!place!to!get!focus,!find!their!interests!and!experience!a!meaningful!participation.!The!interviews!from!2016!reveal!that!the!road!continued!to!be!bumpy,!most!of!the!informants!have!been!yoVyoing!between!jobs!and!education,!between!having!their!own!place!and!living!with!their!parents,!etc!(EGRIS,!2001).!However!they!have!in!general!stuck!to!the!idea!that!they!want!to!find!a!working!career!that!corresponds!with!their!own!capabilities!(Sen,!1985),!and!some!of!them!have!developed!a!selfVconfidence!to!aim!for!return!to!education!(Alheit!&!Merrill,!2004).!
Relevance%for%Nordic%educational%research:!Within!the!Nordic!countries!Iceland!has!been!known!for!high!dropVout!rates!and!high!participation!in!the!labor!market,!and!this!was!heavily!challenged!by!the!crisis.!The!measures!against!the!crisis!contain!educational!experiments!that!now,!after!the!crisis,!are!finding!their!way!into!the!formal!educational!system.!
[719]%VOCATIONAL%STUDENT'S%EXPERIENCES%WITH%DIVERSITY% Hedvig!Skonhoft!Johannesen1 1Oslo$and$Akershus$University,$Oslo,$Norway! Research%topic/Aim:%The!topic!of!this!research!concerns!diversity!in!education!and!training!as!experienced!by!student’s!attending!the!Norwegian!upper!secondary!level!technical!and!vocational!education!and!training.!The!aim!of!the!research!is!to!analyze!diversity!as!experiences!by!youth!attending!upper!secondary!level!education!in!technical!and!vocational!educational!programs.!!!
Theoretical%frameworks:!The!student’s!experiences!with!diversity!in!education!and!training!at!the!vocational!education!in!Norway!is!analyzed!through!the!following!theoretical!perspectives:!
• A!broader!understanding!of!the!concept!diversity,!starting!with!ethnicity,!but!also!encompasses!the!interrelations!between!gender,!religion!and!social!class!connected!to!diversity!and!multiculturalism!(Reay,!Crozier,!&!James,!2011).!
• Diversity!as!a!concept!utilized!to!describe!the!increasing!complexity!among!student!in!schools!caused!by!migration!(Harlap!&!Riese,!2014).%
• Whiteness!as!a!framework!for!understanding!the!density!in!vocational!student’s!different!approaches!to!diversity!(Vassenden!&!Andersson,!2011).!%
• Vocational!student’s!identity!work!in!preparation!for!an!early!career!choice!(Hvitved,!2014).!%%
Methodology/research%design:%The!data!consists!of!qualitative!interviews!with!teachers!and!students!at!technical!and!vocational!educational!programs!at!10!Norwegian!upper!secondary!level!schools.!Among!these!are!both!urban!and!rural!context!schools.!The!material!in!the!study!is!total!23!interviews,!10!with!groups!of!pupils!and!13!with!groups!of!teachers,!teachers!and!pupils!interviewed!separately.!The!sample!selection!is!limited!to!four!selected!technical!and!vocational!educational!programs:!Restaurant!and!food!processing,!Building!and!construction,!Electrical!Installation!and!Maintenance!and!Healthcare,!Childhood!and!Youth!Development.!This!paper!will!utilize!the!interview!data!from!the!student!interviews.%
Expected%conclusions/Findings:!Vocational!students!are!accustomed!to!a!layered!and!multifaceted!relationship!towards!diversity,!also!related!to!class!and!gender.!
To!improve!the!learning!of!vocational!students!in!a!context!with!diversity,!this!encompasses!the!use!of!artefacts,!ICT!and!technological!learning!resources.!
Relevance%for%Nordic%Educational%Research:!The!migration!situation!and!diversity!among!upper!secondary!level!students!in!the!Nordic!countries!demands!that!the!vocational!students!deal!with!diversity!perspectives!in!their!everyday!life.!This!study!provides!insight!into!a!complex!social!reality,!which!require!new!knowledge!in!order!to!enhance!vocational!learning!and!generic!skills!related!to!citizenship!and!social!justice.!!
References!
Harlap,!Y.,!&!Riese,!H.!(2014).!Hva!skjer!når!vi!ser!farge!innen!utdanning?!Mulighetene!ved!å!teoretisere!rase!i!skolen!i!et!"fargeblindt"!Norge.!In!K.!Westrheim!&!A.!Tolo!(Eds.),!Kompetanse$for$mangfold!(pp.!190V216).!Bergen:!Fagbokforlaget.!
Hvitved,!L.!V.!(2014).!Elevattituder$på$erhvervsuddannelserne.!(Ph.D.),!Aarhus!Universitet,!København.!!!!
Reay,!D.,!Crozier,!G.,!&!James,!D.!(2011).!White$middle$class$identities$and$urban$schooling.!Basingstoke:!Palgrave!Macmillan.!
Vassenden,!A.,!&!Andersson,!M.!(2011).!Whiteness,!nonVwhiteness!and!‘faith!information!control’:!religion!among!young!people!in!Grønland,!Oslo.!Ethical$and$Racial$Studies,$34(4),!574V593.!doi:!http://dx.doi.org/10.1080/01419870.2010.511239!
!
[730]%JOURNEY%MAPPING%AS%METHOD%IN%THE%STUDY%OF%MARGINALIZED%YOUTH%AND%THEIR%LEARNING%PROCESSES%IN%ALTERNATIVE%SOCIAL%ARENAS Anne!Mette!Nielsen1 ,!Niels!Ulrik!Sørensen1 1Centre$of$Youth$Research,$Aalborg$University,$Aalborg,$Denmark! Visual!research!methods!are!internationally!wellVdocumented,!but!have!only!recently!found!their!way!into!the!Danish!research!literature!(Rasmussen!2013).!This!emerging!interest!can!be!anchored!within!a!new!awareness!of!multimodal!approaches!in!scholarly!practices,!which!has!followed!the!appearance!of!the!wide!range!of!digital!technologies.!In!Katherine!Hayles’!influential!work!on!the!groundbreaking!changes!in!higher!education,!How$We$Think$(2012),$she!unfolds!these!implications!on!humanistic!and!social!science!inquiry,!demonstrating!how!digital!media!and!technology!make!a!difference!in!the!way!we!conceptualize!projects,!implement!research!programs,!design!curricula!and!educate!students!(Hayles!2012).!
In!our!presentation!we!will!present!a!case!study!among!marginalized!youth!who!take!part!in!a!number!of!art!projects!involving!music,!visual!art!and!theatre.!We!have!used!journey$mapping!in!a!multiVmethod!and!multimodal!inquiry!into!how!they!take!part!in!the!projects!and!what!they!consider!the!most!important!aspects!of!their!participation.!Along!other!participatory!driven,!visual!methods!as!timelines!(Adriansen!2012),!participatory!video!(Milne!et!al.!2012)!and!snapchats!(Pless!2015)!journey$mapping!introduces!a!sense!making!process!initiated!by!the!young!(Hall!2005).!Our!contribution!will!give!examples!of!different!journeys!and!discuss!what!kinds!of!youth!perspectives!journing$mapping!as!method!opens!up!for!and!how!the!material!conditions!of!the!method!play!into!the!art!practices!of!the!young.!
References:%
Adriansen,!H.K.!(2012).!Timeline!interviews:!A!tool!for!conducting!life!history!research.!!
Qualitative!Studies,!3(1):!40V55.!!
Bo,!I.!G.!et!al.!(2016):!Narrativ!Forskning!–!tilgange!og!metoder!.!Hans!Reitzels!Forlag!
Hall,!R.!(2005):!The!Value!of!Visual!Exploration:!Understanding!Cultural!Activities!with!Young!People.!West!Bromwich,!The!Public!
Hayles,!K.!N.!(2012):!How$We$Think.!University!of!Chicago!Press.!
Milne,!E.J.!et!al.!(2012):!Handbook!of!Participatory!Video.!Altamira!
Pless!et!al!(2015):!Unges!motivation!i!udskolingen.!Et!bidrag!til!teori!og!praksis!om!unges!lyst!til!læring!i!og!udenfor!skolen.!Aalborg:!Aalborg!Universitetsforlag!
Rasmussen,!K.!et!al!(2013):!Visuelle!tilgange!og!metoder!i!tværfaglige!pædagogiske!studier!–!en!antologi!baseret!på!erfaringer!og!indblik!fra!forskning,!udviklingsarbejde!og!undervisning.!Roskilde!Universitets!Forlag% %
[730] JOURNEY MAPPING AS METHOD IN THE STUDY OF MARGINALIZED YOUTH AND THEIR LEARNING PROCESSES IN ALTERNATIVE SOCIAL ARENAS Anne Mette Nielsen1 , Niels Ulrik Sørensen1 1Centre of Youth Research, Aalborg University, Aalborg, Denmark Visual research methods are internationally well-‐documented, but have only recently found their way into the Danish research literature (Rasmussen 2013). This emerging interest can be anchored within a new awareness of multimodal approaches in scholarly practices, which has followed the appearance of the wide range of digital technologies. In Katherine Hayles’ influential work on the groundbreaking changes in higher education, How We Think (2012), she unfolds these implications on humanistic and social science inquiry, demonstrating how digital media and technology make a difference in the way we conceptualize projects, implement research programs, design curricula and educate students (Hayles 2012).
In our presentation we will present a case study among marginalized youth who take part in a number of art projects involving music, visual art and theatre. We have used journey mapping in a multi-‐method and multimodal inquiry into how they take part in the projects and what they consider the most important aspects of their participation. Along other participatory driven, visual methods as timelines (Adriansen 2012), participatory video (Milne et al. 2012) and snapchats (Pless 2015) journey mapping introduces a sense making process initiated by the young (Hall 2005). Our contribution will give examples of different journeys and discuss what kinds of youth perspectives journing mapping as method opens up for and how the material conditions of the method play into the art practices of the young.
References:
Adriansen, H.K. (2012). Timeline interviews: A tool for conducting life history research.
Qualitative Studies, 3(1): 40-‐55.
Bo, I. G. et al. (2016): Narrativ Forskning – tilgange og metoder . Hans Reitzels Forlag
Hall, R. (2005): The Value of Visual Exploration: Understanding Cultural Activities with Young People. West Bromwich, The Public
Hayles, K. N. (2012): How We Think. University of Chicago Press.
Milne, E.J. et al. (2012): Handbook of Participatory Video. Altamira
Pless et al (2015): Unges motivation i udskolingen. Et bidrag til teori og praksis om unges lyst til læring i og udenfor skolen. Aalborg: Aalborg Universitetsforlag
Rasmussen, K. et al (2013): Visuelle tilgange og metoder i tværfaglige pædagogiske studier – en antologi baseret på erfaringer og indblik fra forskning, udviklingsarbejde og undervisning. Roskilde Universitets Forlag
NETWORK 21
Politics of Education and Education Policy Studies
Network 21
Politics of Education and Education Policy Studies
[32]%ATTENTION%DEFICIT%HYPERACTIVITY%DISORDER%(ADHD)%IN%THE%SCHOOL%CONTEXT% Luís!Oliveira1 ,!Marcelino!Pereira2 ,!Teresa!Medeiros3 ,!Ana!Serrano4 1Universidade$Do$Minho,$Ponta$Delgada,$Portugal!2Universidade$de$Coimbra,$Coimbra,$Portugal!3Universidade$Dos$Açores,$Ponta$Delgada,$Portugal!4Universidade$Do$Minho,$Braga,$Portugal! Research%topic/Aim:%Attention!Deficit!Hyperactivity!Disorder!(ADHD)!in!the!school!context%
Theoretical%frameworks:!Attention!Deficit/Hyperactivity!Disorder!(ADHD)!is!a!neurodevelopmental!problem!(Schmidt!&!Petermann,!2009).!It!is!estimated!that!around!5%!of!children!are!affected!(APA,!2014).! It! is!also!known! that! there! is!a!high! risk!of!other!comorbidities! (e.g.,!anxiety!disorder! –!AD;!oppositional! defiant! disorder! –! ODD;! specific! learning! disabilities! –! SLD),! and! other! associated!problems!(e.g.,!low!academic!achievement)!(Faraone!et!al.,!2015).!!
Methodology/research%design:%This!research!was!intended!to!analyze!the!impact!of!ADHD!within!a! school! context! (i.e.,! at! an! academic,! behavioral! and! social! level)! and! the! educational! practices!adopted! with! these! students! (i.e.,! multidisciplinary! collaboration! in! signaling,! diagnostic! and!intervention;! differentiation! teaching! strategies! in! the! classroom;! parental! involvement;! education!and!special!educational!support!measures).!To!achieve!objectives,!a!qualitative!study!(multiple!case!studies)! was! conducted! and! a! method! of! triangulating! data! for! empirical! validation! was! used.!Specifically,! a! behavioral! evaluation! scale! (the!Vanderbilt$ ADHD$ Diagnostic$ Teacher$ Rating$ Scale$ C$VADTRS)!was!used! to!assess! students!diagnosed! (or!being!assessed)!with!ADHD! (n!=!105).!A! semiVstructured! interview!was! conducted!with! a! sample! of! five! teachers! of! the! 1st! cycle! of! public! and!private!elementary!school!education!(each!with!a!student!diagnosed!with!ADHD);!and!the!Individual!Education!Plans!of!these!five!students!were!analyzed!(one!of!the!criteria!for!inclusion!was!that!they!have!clinical!/!psychoVpedagogical!ADHD!reports).!Statistical!analysis!was!carried!out!using!the!IBM!V!Statistical$Package$for$Social$Sciences! (SPSS)!V!the!KrushalCWallis$Test!and!the!Spearman$Correlation$
Coefficient.!Qualitative!data!was!organized!and!analyzed!using!the!Maxqda![Qualitative$Data$Analysis$Software]!and!a!document!analysis!method!(categorical$data$analysis$technique).!
Expected% conclusions/Findings:! Results! highlight! the! heterogeneity! and! severity! of! ADHD! (i.e.,!with! regard! to! academic,! behavioral! and! social! problems)! and,! consequently,! the! urgent! need! for!school!intervention!to!address!the!specific!needs!of!individual!students.!On!the!other!hand,!the!study!identified! a! lack! of! qualified! human! resources,! little! interaction! between! the! various! agencies,! a!shortage! of! diagnostic! support! documentation,! a! lack! of! behavioral! and! cognitiveVbehavioral!strategies,! and! an! absence! of! programs! to! support! home! /! school! cooperation,! which! do! not!contribute!to!the!development!of!soVcalled!inclusive!schools!in!any!way.!
Relevance% for%Nordic%Educational%Research:! As! a! result! of! this! research,!we! propose! a!model!that!schools!can!use!to!help!ADHD!students.!It!has!three!levels:!(i)!Level!1!is!the!implementation!of!techniques!and!processes!aimed!at!identifying!ADHD!students!early,!a!clinical!assessment!resulting!in!a! rigorous! diagnostic! and! pedagogical! assessment! that! will! determine! what! special! educational!services! and/or! educational! support! is! required;! (ii)! Level! 2! provides! a! list! of! possible! educational!measures!arising!from!prior!evaluation/diagnostic!(i.e.!for!students!with!onVgoing!Special!Educational!Needs!(SEN)!and!for!those!eligible!for!educational!support);!and!finally!(iii)!Level!3!focuses!on!general!guidelines!for!school!intervention!for!these!students,!including!parental!involvement!in!this!area.!!
[83]%POLICY%ANALYSIS%ON%EUROPEAN%DISCOURSES%CONCERNING%LIFELONG%LEARNING%AND%DISABILITY% AnnaVMaija!Niemi1 ,!Heikki!Kinnari2 ,!Aarno!Kauppila1 1University$of$Helsinki,$Helsingin$Yliopisto,$Finland!2University$of$Turku,$Department$of$Education,$Turun$Yliopisto,$Finland! Research%topic/Aim:%Current!European!policy!discourses!concerning!education!for!disabled!people!have!strongly!emphasized!the!fundamental!rights!to!lifelong!learning,!education!and!labour!market!possibilities!for!all!citizens.!However,!education!and!employment!rate!and!socioeconomic!positions!of!disabled!people!have!remained!low!in!entire!area!of!the!European!Union.!!
This!presentation!focuses!on!European!Union’s!policy!discourses!of!lifelong!learning!and!their!relations!with!the!discourses!of!education!for!disabled!people.!We!ask,!1)!how!disability!is!constituted!within!the!discourses!of!lifelong!learning!and;!2)!how!lifelong!learning!is!rationalised!in!this!context.!The!analytical!focus!is!on!the!premises!of!lifelong!learning.!
Theoretical%frameworks:!Our!theoretical!framework!is!based!on!critical!disability!studies!and!theorizations!of!the!governmentality.!In!critical!disability!studies,!the!concept!of!disability!is!considered!as!multidimensional!and!situational!phenomena!as!well!as!a!category!of!governance!which!is!produced!within!social,!cultural!and!economic!discourses.!In!this!presentation,!we!scrutinize!our!central!concepts!–!disability!and!lifelong!learning!–!through!the!lenses!of!governmentality.!
Methodology/research%design:%The!presentation!draws!on!the!methods!of!critical!policy!analysis!to!explore!the!European!education!policy!discourses!on!disability!and!lifelong!learning.!The!data!consists!of!a!body!of!European!Commission’s!key!policy!texts!from!2000!to!2010.!We!scrutinize!the!ways!in!which!particular!terms!related!to!education!of!disabled!people!and!promotion!of!lifelong!learning!in!current!European!context!are!used!in!the!documents.!Our!analysis!focuses!in!both!the!underlinings!and!silences!of!policy!texts!chosen.!The!reading!is!discursive!in!a!sense!that!we!seek!to!highlight!the!nuances!of!the!ways!language!is!used!(and!is!not!used)!in!documents!and!bringing!out!how!the!policy!process!may!work!–!particularly!in!relation!to!social!justice!and!change. Expected%conclusions/Findings:!Our!preliminary!findings!imply!that!the!hegemonical!discourse!on!lifelong!learning!excludes!disabled!people!and!therefore,!disability!becomes!as!a!phenomenon!that!does!not!necessarily!fit!in!the!discourse!of!lifelong!learning.!We!propose!that!there!exist!multiple!contradictory!aspects!between!discourses!on!disability!and!lifelong!learning!and!in!this!presentation,!we!aim!to!open!up!those.!
Relevance%for%Nordic%Educational%Research:!For!the!European!Commission!Lifelong!Learning!is!the!central!goal!for!Lisbon!strategy!´for!a!competitive!and!knowledgeVbased!economy´.!As!most!of!the!Nordic!countries!belong!to!the!European!Union,!it!is!essential!to!study!these!policies!which!govern!and!even!control!the!policies!in!national!level!through!different!settings!and!fundings.!!
[88]%"SOCIAL%JUSTICE"%IN%NORDIC%TEACHER%EDUCATION%`%PARADIGM%SHIFT%OR%FASHION%FAD Jette!Steensen1 1UitC$Arctic$University$of$Norway,$Tromsoe,$Norway! Research%topic/Aim:%It!is!important!to!listen!to!the!normative!implications!in!the!message!of!the!American!cognitive!linguist!George!Lakoff!(2004)!who!have!analysed!how!conservatives!use!language!to!frame!and!dominate!politics.!He!stresses!the!importance!of!creating!slogans,!which!can!unite!people!for!powerful!change.!However!In!order!to!understand!the!relevance!and!sustainability!of!social$justice!in!the!Nordic!context,!it!becomes!important!to!analyse!its!trajectories!to!understand,!where!it!comes!from,!who!speaks!about!it,!and!what!the!content!in!each!context!is%
Theoretical%frameworks:%The!introduction!and!use!of!the!concept!!is!dependent!on!key!influential!actors!to!back!it!up!with!a!certain!amount!of!power,!resources!and!networks.!Acceptance!also!requires!some!material!ground,!which!will!legitimize!its!use!and!make!it!acceptable!to!a!wider!audience!in!the!professional!community.!!For!my!analysis,!I!found!inspiration!in!Fairclough´s!(2008)!critical!discourse!analysis,!which!draws!on!critical!theories!like!Foucault!(1992),!Bourdieu!(1992,!1997.!Language!use!may!thus!be!determined!by!the!social!structures!at!a!deeper!level!as!well!as!social!relations!between!classes!and!groups!and!that!both!of!these!again!may!contribute!in!the!transformation!or!reproduction!of!social!structures.!This!perspective!is!highly!relevant!and!compatible!with!the!insights!of!critical!realism!(Bhaskar!1986).!
Methodology/research%design:%In!my!analysis,!I!go!from!analysis!of!headlines!of!conferences!to!content!analysis!of!papers,!the!more!I!approach!the!Nordic!context.!First!I!ran!a!search!in!the!headlines!of!the!American!Journal”$Teaching$and$Teacher$Education”!in!order!to!establish!the!frequency!of!the!use!of!the!concept!“social!justice”!in!the!US.!I!ran!the!same!analysis!in!the!European!Journal!of!ATEE!as!well!as!“Scandinavian$Journal$of$Educational$Research$and$Nordic$studies$in$education.!I!then!analysed!in!more!detail!the!papers!of!EERA!2016!under!the!subgroup!of!“Social!justice!as!well!as!all!papers!from!the!NERA!2016!conference!!
Expected%conclusions/Findings:!In!my!paper!I!will!present!the!provisional!results!of!my!investigation,!and!time!permitting!discuss!the!future!of!the!concept!of!social!justice!as!well!as!its!potential!for!practice.!
Relevance%for%Nordic%Educational%Research:!The!concept!of!social!justice!is!well!established!in!US!literature!on!teacher!education!(Zeichner!2016),!but!rare!in!the!northern!context,!probably!because!equality!has!been!part!of!the!northern!DNA!for!so!long.!Nevertheless,!neo!liberal!policies,!migration!and!austerity!measures!in!the!wake!of!the!fiscal!crisis!are!changing!the!Nordic!countries,!and!consequently!it!is!time!for!educators!and!educational!researchers!to!reflect!on!their!educational!priorities.!Therefore,!the!concept!of!social!justice!in!the!headline!of!the!2016!NERA!conference!was!timely.!The!question!is!whether!the!concept!has!the!potential!of!becoming!an!influential!counter!hegemonic!headline!uniting!educational!researchers!and!practitioners,!or!is!it!just!a!passing!fad?!
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[100]%GOVERNING%SCHOOL%DEVELOPMENT%THROUGH%SALARIES%AND%STATUS:%THE%´FIRST%TEACHER´POLICY%REFORM%IN%SWEDEN Ian!Hardy1 ,!Karin!Rönnerman2 1School$of$Education,$The$University$of$Queensland,$Brisbane,$Australia!2Department$of$Education$and$Special$Education,$University$of$Gothenburg,$Gothenburg,$Sweden! Research%topic/Aim:%This!paper!reveals!how!a!new!career!step!–!‘förstelärare’!or!‘first!teacher’!–!designed!to!make!teaching!more!attractive!by!raising!the!salary!and!status!of!the!teaching!profession!in!Sweden,!influences!school!development!in!the!context!of!current!policy!conditions.!!The!research!seeks!to!explore!whether!and!how!the!‘first!teacher’!initiative!has!fostered!school!development!for!improved!student!learning.!!To!do!so,!we!draw!upon!the!insights!of!a!superintendent!in!one!municipality!in!western!Sweden,!a!union!official!from!this!municipality,!and!the!principal,!first!teachers,!and!their!colleagues!in!one!school!site!in!this!municipality.!!!
Theoretical%frameworks:!To!help!make!sense!of!the!varied!insights!of!these!educators,!we!employ!Rhoades’!(2012)!notion!of!‘interpretive!governance’,!which!understands!processes!of!governing!in!the!public!sector!as!not!simply!the!product!of!various!forms!of!publicVprivate!‘networks’,!and!overarching!processes!of!‘metaVgovernance,!but!as!heavily!influenced!by!how!policy!actors!make!sense!of!–!‘interpret’!–!these!reforms.!!!
Methodology/research%design:%We!employ!an!empiricalVphilosophical!approach!to!conducting!the!research,!involving!analysing!the!data!in!light!of!Rhoades!notion!of!‘interpretive!governance’.!Data!comprise!transcribed!audioVrecordings!of!participants,!and!were!generated!through!openVended!questioning!of!the!superintendent,!union!official,!principal,!first!teachers,!and!their!colleagues!in!one!school!site!in!a!single!municipality.!!In!keeping!with!Rhoades!approach,!we!analyse!the!varied!ways!these!educators!interpreted!this!reform!as!a!vehicle!for!school!development.%!
Expected%conclusions/Findings:!The!study!reveals!that!while!these!educators!were!governed!by!these!broader!policy!pressures!for!school!development!in!relation!to!the!first!teacher!reform,!they!interpreted!this!reform!in!varying!and!contradictory!ways.!!These!varying!interpretations!revealed!tensions!about!whether!the!first!teacher!policy!reform!should!be!understood!as!a!vehicle!for!individual!school!development,!or!to!help!address!more!municipalVwide!foci;!whether!the!salary!increase!was!beneficial!or!inhibited!school!development,!and;!whether!the!status!accorded!to!first!teachers!through!the!role!enhanced!or!diminished!their!work!for!school!development.!!
Relevance%for%Nordic%Educational%Research:!The!‘first!teacher’!reform!has!been!enacted!recently!in!Sweden!(since!2013);!research!into!this!reform!is!directly!relevant!to!Nordic!education!reform!more!broadly!at!present,!as!similar!reforms!are!also!currently!under!way!in!other!Nordic!countries!(e.g.!Norway).!!The!research!cautions!that!initiatives!such!as!the!‘first!teacher’!reform!that!seek!to!improve!teacher!development!and!student!outcomes!through!external!markers!of!esteem!(e.g.!salary!and!status)!are!unlikely!to!have!desired!effects;!one!of!the!reasons!for!such!outcomes!is!because!these!reforms!are!undertaken!in!a!complex!policy!moment,!and!these!multiple!reforms!may!inhibit!rather!than!enhance!the!profession!more!broadly.!!
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[135]%DATA%AS%'GAME%CHANGER'%IN%AUSTRALIAN%EARLY%CHILDHOOD%EDUCATION%POLICY%AND%PRACTICE Zsuzsa!Millei1 1Institute$for$Advanced$Social$Research,$University$of$Tampere,$Tampere,$Finland! Research%topic/Aim:%The!Australian!government!still!struggles!with!the!lack!of!“comprehensive!and!consistent!data!that!underpins!a!national!evidence!base”!in!education!and!early!childhood!education!(ECE)!(Productivity!Commission,!2016).!At!the!same!time,!powerful!data!infrastructures!have!already!become!‘game!changers’!in!Australian!ECE!policy.!In!this!paper,!I!trace!how!data!is!used!in!policy!by!zooming!in!on!a!preschool!and!its!shifting!approaches!to!implement!‘universal!access’!to!ECE!within!the!national!quality!framework,!a!government!agenda!now!in!progress!since!2009.!
Theoretical%frameworks:!The!main!theoretical!framework!used!is!Foucaldian!discourse!and!governmentality!analysis!which!is!supported!by!current!concepts!used!in!the!literature!on!datafication,!such!as!the!‘centre!of!calculation’!or!‘productive!measures’.!!
Methodology/research%design:%I!analyse!Australian!government!policies,!initiatives!and!submissions!to!inquiries!since!2009!related!to!the!Productivity!Commission’s!National!Quality!Framework.!I!tie!into!the!analysis!multiple!interviews!(6)!with!the!selected!preschool’s!director!during!the!past!7!years.!
Expected%conclusions/Findings:!I!argue,!that!this!preschool,!as!many!of!its!counterparts,!has!become!a!‘centre!of!calculation’!where!directors!are!obliged!to!do!some!complicated!metrics!in!order!to!keep!their!preschools!in!operation!and!maintain!quality.!Preschools!are!required!to!produce!data;!data!is!produced!on!their!work!(such!as!development!index),!data!produced!is!used!to!evaluate!them!and!their!work,!and!they!often!do!the!evaluation!themselves.!I!demonstrate!how!preschools!through!these!‘productive!measures’,!beyond!the!task!of!policy!informing!became!policy!forming!creating!a!more!complex!form!of!governing.!!
Data!define!what!is!knowable!and!what!is!possible,!becoming!an!everyday!part!of!decision!making,!practices!and!social!outcomes.!As!the!social,!including!knowledge!and!behaviours,!being!reshaped!by!data!in!preschools,!values,!desired!qualities!and!capacities!and!performance!become!constrained.!Moreover,!instead!of!finding!solutions!to!problems!that!stand!in!the!way!of!universal!access,!what!is!already!known!and!have!data!on!drives!policy!change!and!implementation!and!creates!new!problems.!What!this!analysis!also!shed!some!lights!on!is!that!the!construction!of!specific!indicators!and!benchmarks!represent!more!of!a!political!exercise!for!the!government!than!help!evidenceVbased!policy!making.!For!the!field!of!ECE,!metrics!reshapes!the!knowledge!base,!and!re/creates!problems!and!power!relations.!For!preschools,!metrics!become!the!rule!of!the!game!itself!and!it!is!not!surprising!then!that!they!also!start!to!game!the!system.!!
Relevance%for%Nordic%Educational%Research:!Current!Australian!ECE!policy!making!and!implementation!provide!a!great!example!of!what!happens!when!ECE!is!provided!through!privatized!and!marketized!systems!being!governed!at!a!distance!and!perhaps!more!prone!to!‘productive!measures’,!instead!of!being!provisioned!through!centralised!systems,!such!as!municipalities!or!other!kinds!of!local!or!national!governments.!!
[141]%PREVENTING%VIOLENT%EXTREMISM%AND%RADICALISATION%THROUGH%EDUCATION%IN%THE%NORDIC%COUNTRIES Jennie!Sivenbring1 1Department$of$Education$Communication$and$Learning,$Göteborg,$Sweden! Research%topic/Aim:%This!paper!addresses!the!educational!challenge!to!prevent!radicalization!and!violent!extremism!in!the!Nordic!region.!!
Since!the!attack!on!world!trade!Center!in!2001,!the!war!on!terror!has!constantly!been!on!the!agenda.!Recent!events! in!Europe!(i.e.!Malmö!2009V2010,!Utøya!2011,!Charlie!Hebdo!2015,!Nice!2016)!have!made!citizens!in!the!Nordic!countries!even!more!aware!of!a!threat!that!emanates!both!from!muslim,!as! well! as! rightV! and! leftV! wing! extremists.! ! In! line! with! the! emergence! of! political! and! religious!motivated! violence,! the! research! on! terrorism! has! gradually! expanded! its! focus.! Research! has!become!more! concerned! with! prevention! and! intervention! as! important! keys! in! the! fight! against!radicalization! and! violent! extremism.! The! civil! society! along! with! families! and! education! play! an!important! role! in! safeguarding! democracy! against! violence.! ! The! Nordic! countries! have! agreed! to!cooperate,!develop!and!share!knowledge!concerning!prevention!of!extremism.!Early!prevention!by!education!is!one!of!the!prioritized!areas.!!
The!purpose!of!this!paper!is!to!explore!how!the!national!action!plans!against!radicalization!and!violent!extremism!in!the!Nordic!countries!acknowledge!the!role!of!education.!
Theoretical%frameworks:!Using!a!discourse!analytical!approach!in!line!with!the!theoretical!framework!developed!by!Michel!Foucault,!the!narrative!of!the!“young!and!extreme”!is!analyzed.!
Methodology/research%design:%The!purpose!of!this!paper!is!to!explore!how!the!national!action!plans!against!radicalization!and!violent!extremism!in!the!Nordic!countries!acknowledge!the!role!of!education.!Furthermore!it!analyses!the!discursive!logics!of!some!of!the!methods!that!are!recommended!for!educational!purposes!from!the!PVE!(preventing!violent!extremism)!area.!!
Expected%conclusions/Findings:!The!results!indicate!that!there!are!differences!in!the!approaches!between! the! Nordic! countries!when! it! comes! to! defining! the! threat! of! extremism.! There! are! also!discrepancies!when!it!comes!to!defining!agents!that!are!believed!to!be!responsible!for!addressing!the!problem!in!school!and!how!they!are!supposed!to!confront!the!problem.!These!differences!are!related!to!either!a!security!based!or!a!socially!based!narrative.!!
Relevance% for% Nordic% Educational% Research:! The! Nordic! countries! have! agreed! to! cooperate,!develop!and!share!knowledge!concerning!prevention!of!extremism.!Early!prevention!by!education!is!one! of! the! prioritized! areas.! Assessments! of! different! approaches! is! needed! to! conclude! what!approach!is!most!effective!to!safeguard!democracy!and!to!prevent!violence!in!the!future.!!
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[161]%"FIRST%TEACHERS"%IN%MATHEMATICS.%A%SURVEY%STUDY%OF%THE%CAREER%STEP%REFORM%IN%SWEDISH%SCHOOLS.%% Catarina!PlayerVKoro1 ,!Anita!Eriksson2 1University$of$Gothenburg.$Dept$of$Pedagogical,$Curricular$and$Professional$Studies,$Gothenburg,$Sweden!2University$of$Borås.$Academy$of$Librarianship,$Information,$Education$and$It,$Borås,$Sweden! Research%topic/Aim:%This!paper!takes!its!point!of!departure!from!an!onVgoing!project!that!aims!to!investigate!a!Swedish!reform!initiative!the!soVcalled!Career!Step!Reform!(Prop.!2012/13:136,!2013).!This!move!is!part!of!!a!neoliberal!reforming!of!the!educational!system!and!is!related!to!the!notion!of!the!need!to!improve!the!educational!system!in!order!to!keep!pace!with!other!countries.!The!question,!in!this!study,!is!if!the!implementation!of!career!stages!for!teachers!is!part!of!the!answer?!The!reform!was!meant!to!implement!career!stages!for!teachers,!defined!as!“Förstelärare”!(first!teachers).!The!idea!behind!the!reform!is!that!the!rewarding!of!skilled!teachers!will!encourage!teachers!to!stay!in!the!teacher!profession!and!contribute!to!the!improvement!of!!educational!standards.!The!skilled!teacher!is!thus!perceived!as!the!key!to!reach!!the!reform!goals.!This!argumentation!is!also!strengthened!by!referring!to!research!findings!about!the!casual!relationship!between!skilled!teachers!and!student!achievement!(Hattie,!2009).!However,!other!studies!show!that!this!relationship!is!far!from!straightforward.!How!to!define!the!meaning!of!skilled!teachers!is!not!clear!and!there!are!both!disagreements!about!which!skills!and!abilities!that!defines!these!kinds!of!teachers!and!how!‘skilled!teachers’!should!be!identified!and!correctly!selected.!(Kane,!Taylor,!Tyler,!&!Wooten,!2011:!State!Treasury,!2015,!2016;!Stronge,!Ward,!&!Grant,!2011).!There!!are!several!hundred!observational!systems!aimed!at!judging!what!constitutes!good!teaching.!These!systems!have!been!developed!for!purposes!that!use!a!variety!of!procedures,!such!as!charts,!rating!scales,!checklists,!rubrics,!and!narrative!descriptions!(Strong,!Gargani,!&!Hacifazlioğlu,!2011).!!
The!research!!project!in!focus!!aims!to!investigate!how!the!Career!Step!Reform!has!arrived!!in! school!practice,!more! specifically! in!mathematics!education.! The! intention! is! to! identify!the!importance!it!has!had!for!both!the!status!of!the!teaching!profession!and!for!the!content!of!teaching!and!learning!in!mathematics.!In!this!way!it!could!be!said!that!this!study!has!the!ambition!to!investigate!policy!effects!of!the!newly!implemented!Career!Step!Reform.!
Theoretical%frameworks:!Theoretical!assumptions!and!tools!for!data!production!and!analysis!of!data!are!drawn!from!education!Sociological!Theory!(Bernstein,!2000)!as!well!as!from!research!on!the!pedagogical!subject!knowledge!teachers!need!in!order!to!design!qualitative!teaching!(Shulman,!1989;!Hill!et!al.,!2008;!Hoover,!Mosvold!&!Fauskanger,!2014).!
Methodology/research%design:%The!project!is!designed!as!a!theoretically!!informed!survey!and!is!funded!by!the!Institute!for!Evaluation!of!Labour!Market!and!Education!Policy!(IFAU)!directed!to!first!teachers!in!mathematics!and!their!principals.!
Expected%conclusions/Findings%/Relevance%for%Nordic%Educational%Research:!The!Career!Step!reform!is!a!trend!in!the!onVgoing!global!reforming!of!education!that!in!many!ways!is!complex!and!problematic.!By!taking!mathematics!education!as!an!example,!this!research!study!can!contribute!!to!!knowledge!development!in!how!reforms!of!this!type!are!both!interpreted!and!implemented!in!!
educational!practice.!Furthermore,!this!study!considers!the!benefits!and!constraints!such!reforms!will!have!for!teaching.!The!results!will!hopefully!be!of!great!relevance!for!Nordic!Educational!Research.!
[196]%THE%ROLE%OF%NUMBERS%IN%EDUCATION%GOVERNANCE%`%THE%CASE%OF%OECD'S%EDUCATIONAL%RECOMMENDATIONS%AND%PROGRAMMES% Christian!Ydesen1 ,!Yihuan!!Zou2 1Aalborg$University,$Department$of$Learning$and$Philosophy,$Aalborg$E,$Denmark!2School$of$Education,$Central$China$Normal$University,$Wuhan,$China!
Research%topic/Aim:%Over!the!course!of!the!last!decades!the!OECD!has!risen!to!a!privileged!position!in!the!global!education!space.!This!position!is!not!least!reflected!in!terms!of!political!influence!and!recommendations!extended!to!governments!and!decisionVmakers!across!the!globe!reaching!not!only!memberVstates!but!also!nonVmember!states.!A!central!component!in!the!road!to!achieve!this!privileged!position!has!been!the!easy!transfer!of!data!and!numbers!and!seemingly!wellVjustified!policy!recommendations!based!on!this!data.!
Theoretical%frameworks,%Methodology/research%design:%Using!an!OECD!member!state!(Denmark!joining!the!OECD!in!1961)!and!a!nonVmember!state!(China!beginning!its!working!relationship!with!the!OECD!in!1995)!this!paper!comparatively!takes!a!first!step!in!investigating!the!transfer!routes!employed!by!the!OECD!to!influence!and!shape!these!two!education!systems.!The!theoretical!framework!for!this!investigation!stems!the!soVcalled!spatial!turn!in!the!history!of!education!(Bagchi!2014)!and!the!methodological!framework!developed!by!Ivan!Christensen!and!myself!in!the!‘History!of!UNESCO’!project!(Christensen!&!Ydesen!2015).!The!archival!sources!derive!from!the!national!archives.!The!Danish!sources!will!be!harvested!by!myself!and!the!Chinese!sources!will!be!provided!by!Assistant!Professor!Yihuan!Zou!from!Central!China!Normal!University.!From!these!initial!findings,!the!paper!then!employs!the!theoretical!insights!of!Hansen!and!Porter!(2012)!on!the!role!of!numbers!in!transnational!governance.!
Expected%conclusions/Findings:%I!expect!the!paper!to!contribute!knowledge!about!the!implications!of!this!transfer!of!data!and!numbers!in!education!in!terms!of!shaping!a!global!education!space.!
Relevance%for%Nordic%Educational%Research:!Nordic!educational!research!has!a!very!strong!profile!in!terms!of!education!policy!research.!This!paper!will!add!and!strengthen!this!profile!even!further.!I!can!say!that!with!some!conviction!since!the!paper!reflects!the!start!of!a!major!research!project!at!Aalborg!University!focusing!on!the!historical!role!of!the!OECD!in!education.!
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[214]%BOUNDARIES%OF%THE%CAPABILITIES%APPROACH%FROM%A%PRAGMATIST%READING%TO%CARRY%OUT%AN%EDUCATION%FOR%ALL%(EFA) Alicia!García1 1Universidad$Complutense$de$Madrid,$Facultad$de$Educación,$Madrid,$Spain$!Research%topic/Aim:%The!present!study!aims!at!critically!analysing!the!underlying!boundaries!in!the!Capabilities! Approach! of! Martha! Nussbaum! to! carry! out! an! Education! for! all! (EFA).! The! study!assumed! the! capabilities! approach! as! a! product! of! a! pragmatist! Reading! of! Amartya! Sen’s!development!theories.!
Theoretical%frameworks:!The!capabilities!approach!has!got!great! influence!over!the!international!and! supranational! development! policies,! especially! in! the! field! of! economy! and! education.! The!capabilities!approach!is!mostly!quoted!in!the!Unesco!policy!guidelines.!
Methodology/research%design:%The!study!assumed!discourse!as!a!product!of!social!practice!which!deeply! rooted! in! liberalist! tradition.! The! study! focuses! on! the! content! of! the! discourse! to! analyse!how!a! pragmatist! Reading! linked!with! a!materialistic! interpretation! of! the! capabilities.! In! order! to!analyse! the! discourse! critically! and! to! evaluate! the! materialistic! bases! of! Nussbaum’s! capabilities!approach! critical! analysis! based! in! a! genealogical! research! has! been! adopted.! The! underlying!assumption! in!the!present!study! is!that!a!pragmatist!Reading!of!the!capabilities!approach! implies!a!materialistic!point!of!view!of!the!education,!including!all!factors!implicated!in!teaching!and!learning!process!(specially!freedoms,!rights!and!learning!mechanisms).!
Expected% conclusions/Findings:! This! presentation! maps! some! conditions! of! possibility! for!developing!capabilities!in!learning!process.!It!elaborates!two!major!intersecting!forces!at!the!heart!of!capabilities! approach! narratives:! 1)! the! changing! relations! between! subjectivity,! capacity! and!selfhood! to! the! subject! in! genealogies! of! truthVtelling,! including! the! impact! of! human! psychology!dissection! to! economical! development,! and! 2)! new! strategies! of! learning! based! digital! and! virtual!technologies! aimed! pragmatization! of! epistemological! process! (from! knowledge! to! educational!ideologies).!The!avantVgarde!entwinement!of!both!trajectories,!technologies!of!self!and!discourses!of!using! new! technologies! in! education,! generates! assemblages! that! provoke! questions! about! the!political! nature! of! ‘capabilities’! of! firstV! and! thirdVperson! perspectives,! and! claims! regarding!conceptions!of!will!power,!imagination!and!knowledge!in!liberalist!western!cultures!and!societies.!In!particular,! such! questions! seem! not! to! have! place! in! it! by! the! role! of! productivity! to! the! social!development,!from!economical!growth!to!educational!futures.!In!addition!to!the!challenges!that!the!role!attributed!to! ‘capabilities’!provokes!within!educational! systems,! the!presentation!will! consider!the!difficulties!at!a!broader!level!for!humanism,!as!well!as!for!more!recent!educational!policies.!%
Relevance%for%Nordic%Educational%Research:!Having!participating! last!summer! into!the!seminar!‘Possibilities! of! Data’! which! took! place! at! the! University! of! Tampere! (Finland),! the! lecture! of!fundamental! freedoms!became!problematic! to!me! and! it! showed!me! the! necessity! of! researching!about!emergency!possibilities! for! the!capabilities!approach.!So,! this!paper! is! the!result!of!a!serious!compromise! to! enhance! the! bases! of! education! in! general! including! these! issues! related! to!vulnerable! and! minority! groups! according! supranational! international! and! European! educational!policies.!Moreover,!it!aims!to!strengthen!the!collaboration!between!the!‘Civic!ethics!and!educational!
policies’!research!group!of!the!University!Complutense!of!Madrid!(Spain)!and!The!Nordic!Educational!Research!Association!(NERA).!
[229]%VOCATIONAL%EDUCATION,%TRANSITIONS,%MARGINALISATION%AND%SOCIAL%JUSTICE%IN%THE%NORDIC%COUNTRIES Mattias!Nylund1 ,!Sirpa!Lappalainen2 ,!PerVÅke!Rosvall3 ,!Lisbeth!Lundahl3 ,!Tero!Järvinen4 ,!Elsa!Eiríksdóttir5 ,!Christian!Helms!Jørgensen6 ,!Maarit!Virolainen7 ,!Daniel!Persson!Thunqvist8 ,!Anna!Tønder!Hagen9 1Department$of$Education$and$Special$Education,$University$of$Gothenburg,$Gothenburg,$Sweden!2University$of$Helsinki,$Helsinki,$Finland!3Umeå$University,$Umeå,$Sweden!4Turku$University,$Turku,$Finland!5University$of$Iceland,$Reykjavík,$Iceland!6Roskilde$University,$Roskilde,$Denmark!7University$Ofjyväskylä,$Jyväskylä,$Finland!8Linköping$University,$Linköping,$Sweden!9Fafo,$Oslo,$Norway! In! the!Nordic!welfare! states!principles! like!equality!have!been!central! to! the!organization!of! social!institutions! (Lappalainen! &! Lahema! 2016,! Nylund! &! Rosvall! 2016).! This! is! illustrated! by! the!organization! of! the! educational! systems! (Borhaug! 2008),! and! on! the! level! of! upperVsecondary!vocational!education!it!has!been!expressed!in!the!ambition!to!organise!these!programmes!to!enable!transitions!to!higher!education!and!to!working!life.!However,!there!are!also!key!differences!between!Nordic! countries.! One! such! difference! concerns! the! relationship! between! school! and!work! within!upper!secondary!vocational!education.!Sweden!and!Finland!has!a!tradition!of!a!mainly!schoolVbased!education,! while! countries! like! Denmark,! Iceland! and! Norway! have! a! strong! tradition! of!apprenticeship! training.! Despite! these! differences! in! the! dominant! form! of! providing! vocational!education,! it! seems! that! the! upper! secondary! vocational! education! in! Nordic! countries! faces! the!same!set!of!problems.!These!include!low!throughput,!high!youth!unemployment!and!social!exclusion,!which! have! been! central! for! the! debate! concerning! development! of! youth! education! (cf.! HelmsVJorgensen! 2015;! IsopahkalaVBouret! et! al.,! 2014;! Olofsson! &! Wadensjö! 2014;! Lundahl! &! Olofsson!2014).! The! attempts! to! tackle! these! problems! vary! among! the! Nordic! countries.! For! example,!Denmark!has!recently!moved!closer!to!Sweden!in!terms!of!increasing!integration!between!different!programmes!and!it!has!increased!the!space!of!general!subjects!in!the!curriculum!(Olofsson!&!Panican!2015),!while! Sweden!has!moved! closer! to!Denmark!by! increasing! the!element!of!workplaceVbased!learning.!These!commonalities!of!Nordic!welfare!states!and!their!shared!problems!described!above,!combined! with! marked! differences! in! the! organisation! of! upperVsecondary! vocational! education,!make! Nordic! countries! an! interesting! context! for! comparative! work;! they! present! a! case! which!enables!deeper!understanding!of!the!nature!of!these!problems!and!how!they!can!be!tackled.!!
Research!on!VET,!schoolVtoVwork!transitions,!and!transition!policies!tend!to!rest!on!somewhat!different! theoretical! bases,! and! this! symposium! provide! possibilities! to! develop! bridges! between!different! theoretical! ‘languages’! in! order! to! better! understand! and! contextualize! the! current!development! of! schoolVtoVwork! transitions! in! the! Nordic! countries.! Combining! and! comparing! the!findings! of! previous! work! within! the! Nordforsk! financed! NordVETVproject! and! JustEdVcentre! this!symposium!presents!five!comparative!studies!about:!!
!• Transition!policies!and!dropout!in!Sweden,!Finland!and!Denmark!!• The!shaping!and!reform!of!initial!VET!in!Norway!and!Sweden!since!the!1990s!• The!role!and!position!of!general!subjects!in!Sweden!and!Finland!1990V2016!• The!conception!of!equality!in!Finnish!and!Swedish!Curricula!1970V!2010s!!• Teachers!characterisations!of!VETVstudents!in!Sweden!and!Iceland!
Professor!James!Avis,!University!of!Huddersfield,!will!be!the!discussant!for!the!papers.!!!
Transition%policies%and%dropout%–%a%comparison%between%Sweden,%Finland%and%Denmark%%Christian$Helms$Jørgensen,$Tero$Järvinen$and$Lisbeth$Lundahl$$Research%aim:!This!paper!aims!to!compare!Swedish,!Finnish!and!Danish!policies!concerning!young!people’s!educational!and!schoolVtoVwork!transitions,!with!special!emphasis!on!NEETs!and!dropouts.!When!comparing!the!country!cases,!a!modified!definition!of!youth!transition!policies!by!Eurofound!(2012,!p.!108)!is!utilized.!The!analysis!is!thus!based!on!comparisons!of!policy!measures!a)!to!prevent!dropout!in!school,!b)!to!complete!upper!secondary!education!when!young!people!have!failed!to!get!an!exam/complete!grades,!c)!to!facilitate!transition!from!school!to!work!and!stable!employment.!!
Theoretical%framework:!The!paper!is!informed!by!theories!of!school!to!work!transitions!and!different!models!of!transition!systems/regimes!(Raffe!2013;!Pohl!&!Walther!2007)!and!policies!governing!transitions!and!preventing!dropVout!(Ball!2012;!Lundahl!&!Olofsson!2014;!Bacchi!2009;!Hodkinson!&!Bloomer!2001).!Methodology:!The!analysis!is!based!on!results!from!our!previous!research!on!youth!transitions!and!transition!policies!in!the!Nordic!countries.!The!studies!include!surveys!and!interview!data,!policy!documents,!and!evaluations!of!recent!programs!and!initiatives!aiming!at!prevention!of!dropVout!and!management!of!transition!and!inclusion!in!Finland,!Sweden!and!Denmark.!!
Expected%findings:!The!three!countries!are!all!assumed!to!represent!a!Nordic!model!of!education!and!transition,!but!also!exhibit!significant!differences!regarding!the!institutional!framework!for!school!to!work!transitions.!In!this!paper,!we!examine!and!compare!trends!and!shifts!in!transition!policies!over!the!last!decades.!The!examination!has!a!special!interest!in!uncovering!where!policies!locate!the!transition!problems!and!consequently!what!solutions!they!prescribe.!In!addition,!we!analyse!the!strengths!and!weaknesses!of!the!three!countries!in!relation!to!transition!policies.!In!the!conclusion,!we!discuss!whether!similar!measures!in!the!three!countries!are!likely!to!have!similar!effects!or!not.!!
Relevance:!Facilitating!smooth!schoolVtoVwork!transitions!and!prevention!of!dropout!have!become!more!and!more!important!topics!on!political!agendas!across!Europe.!Increased!completion!in!upper!secondary!education!is!given!high!priority!in!the!EU!and!OECD,!while!reducing!the!number!of!early!school!leavers!and!young!people!not!in!employment,!education!or!training!(NEETs)!is!one!of!the!key!benchmarks!of!the!EU!education!strategy.!However,!there!is!a!scarcity!of!research!on!transition!policies!in!general!and!with!a!Nordic!comparative!perspective!in!particular.!The!Nordic!countries!give!high!priority!to!social!inclusion!and!equality.!However,!the!organisation!of!upper!secondary!education!and!its!institutional!connection!to!the!labour!market!is!different!in!the!selected!three!countries.!Therefore,!it!is!exciting!to!compare!the!transition!policies!applied.!!
The%shaping%and%reform%of%initial%VET%in%Norway%and%Sweden%since%the%1990s:%A%policy%perspective%Daniel$Persson$Thunqvist$&$Anna$Hagen$Tønder %Research%topic:%The!aim!of!this!paper!is!to!discuss!why!Norway!and!Sweden!ended!up!with!different!models!when!reforming!their!vocational!education!systems!in!the!1990s.!One!major!difference!
between!the!two!countries!is!the!role!of!apprenticeship!training!in!initial!VET.!Another!and!related!issues!is!how!and!why!access!to!higher!education!for!VET!students!was!given!a!high!priority!in!Sweden,!but!not!in!Norway.!
Theoretical%framework:%We!apply!a!theoretical!framework!for!institutional!change!combined!with!the!comparative!literature!on!national!skill!formation!and!vocational!education!and!training.!An!analysis!of!institutional!change!in!VET!needs!to!explore!how!institutions!sometimes!are!quite!stable!over!time!while!in!other!cases!they!undergo!more!profound!changes.!To!understand!such!changes,!we!need!to!study!the!interests!and!power!bases!of!the!main!actors!(Thelen!2004).!National!VET!systems!will!be!inherently!unstable!as!actors!seek!to!change!or!preserve!institutions,!especially!if!changing!external!conditions!also!change!the!strategic!interest!or!power!base!of!the!main!stakeholders.!!
Methodology:%The!paper!is!based!on!previous!comparative!research!in!a!larger!research!project,!NordVVET7,!covering!four!Nordic!countries!(e.g.!Jørgensen!et!al,!2016;!Virolainen!&!P.!Thunqvist,!2016).!!The!comparison!between!Norway!and!Sweden!draws!on!different!written!sources!such!as!country!reports!from!the!NordVVET!project,!secondary!literature!and!national!policy!documents.!!!!%
Expected%conclusions/findings:%The!findings!reveal!similarities!as!well!as!differences!between!Norway!and!Sweden.!National!education!reforms!have!played!a!vital!role!to!transform!the!VETVsystems!to!promote!greater!flexibility!and!lifelong!learning!in!tone!with!societal!changes.!Unlike!Norway,!Sweden!has!until!recently!maintained!access!to!higher!education!as!a!central!goal!for!all!upper!secondary!programs!including!initial!VET.!Reforms!in!both!countries!have!reVintroduced!and!strengthened!apprenticeship!training,!but!the!timing!and!the!underlying!arguments!of!apprenticeship!training!differ.!Moreover,!the!analysis!explores!how!the!labour!market!partners!in!Norway!and!Sweden!took!different!roles!in!the!reform!process!and!shows!that!different!interests!were!at!stake.!Finally,!the!implications!of!the!findings!for!transitions!to!work!and!higher!education!in!the!two!countries!are!discussed.!!
References%Jørgensen,!C.,!Michelsen!S.!Olofsson,!J.!Persson!Thunqvist,!D.!(2016)!“Same,!but!different.!–!
emergence!of!VET!in!three!Nordic!Countries.”!!Esther!Berner!&!Philipp!Gonon!(eds.)!History$of$Vocational$Education$in$Europe$C$Concepts,$Cases$and$Challenges.Bern:!Peter!Lang.!!
Thelen,!K.!(2004).!How$Institutions$Evolve.$The$Political$Economy$of$Skills$in$Germany,$Britain,$the$United$States,$and$Japan$Cambridge!Cambridge!University!Press.!!Virolainen,!M.!and!Persson!Thunqvist,!D.!(2016).!Varieties!of!universalism:!developments!in!initial!
schoolVbased!model!of!VET!in!Finland!and!Sweden!postV1990s!and!transitions!to!the!world!of!work!and!higher!education.!Journal$of$Vocational$Education$and$Training.$$
%The%role%of%general%subjects%in%Swedish%and%Finnish%VET`curriculum%1990`2016%%Mattias$Nylund$and$Maarit$Virolainen$%
7 Nord-VET is funded by Nordforsk under the Nordic Council of Ministers. Read more on the project homepage www.Nord-VET.dk
Research% topic:% The! purpose! of! this! paper! is! to! analyse! similarities! and! differences! within! and!between!the!Finnish!and!Swedish!initial!VET!curriculum!in!1990s!–and!2010s!regarding!the!role!and!position! of! general! subjects.! More! specifically! the! paper! will! shed! light! on! the! time! and! space!dedicated!to!general!subjects!in!the!curriculum!as!well!as!the!general!classification!of!these!subjects.!!
Theoretical% framework:% The! role! of! general! subjects! in! the! curriculum! not! only! considers! the!knowledge! that! young! learners! have! access! to! but! also! their! eligibility! to! higher! education,! their!capabilities!for!lifelong!learning!and!lifeVchances.!!The!paper!draws!on!work!in!the!field!of!curriculum!studies,!such!as!Young!(2008)!and!Bernstein!(2000).!We!will!analyse!how!knowledge!is!organized!in!discourses,!with! implications! for!what! kind! of! knowledge! is! offered,! and!what! kind! of! affordances!(Billett! 2011)! this! implies! for! learners.! The!overarching! aim! is! to! identify! and! compare!dominating!discursive! principles! defining! the! position! and! role! of! general! subjects! in! upper! secondary! VET!education.!
Methodology/research%design:%Curricula!documents!constitute!the!data.!In!comparing!the!Finnish!and! Swedish! VET! curriculum!we!will! illustrate! the! general! patterns! of! classification! of! the! general!subjects!by!drawing!examples!from!one!exemplary!VET!qualification!from!each!country.! In!addition!to!the!amount!of!general!subjects!in!the!curriculum,!we!will!also!analyse!and!compare!what!kind!of!general! subjects! are! offered,! and! how! their! main! purposes! and! role! in! the! curriculum! has! been!defined.!
Expected%conclusions/findings:%The!position!of!general! subjects! in! the!VET! curriculum!has!been!under! redefinition! due! to! significant! curriculum! reforms! and! related! educational! policies.! ! In! the!1990s!both!countries!underwent!reforms!giving!priority! to!general!subjects!and!eligibility! to!higher!education.!Since!then!the!role!of!general!subjects!has!been!under!debate!and!curricular!change.!Our!findings!will!not!only!show!the!shifts!in!the!definitions!of!knowledge!in!VET!but!also!enable!discussing!their!contradictory!outcomes!in!the!changing!societal!context.!
Relevance%for%Nordic%educational% research:%As!universalist!welfare! states! the!Nordic! countries!share! some! important! similarities,! i.e.! that! education! should! promote! equality! and! reduce!stratification.!The!organization!of!VET!in!the!Nordic!countries!seem!to!be!facing!similar!problems!and!challenges!in!this!regard!over!the!last!decades!with!problems!of!class!and!gender!segregation,!dropVouts,!low!throughput,!etc.!Comparing!the!role!and!position!of!general!subjects!in!Swedish!and!Finnish!curricula! will! provide! some! insights! as! to! how! the! structuring! of! curriculum! is! related! to! these!problems.!!
The! study!utilizes! findings! from!earlier! research!carried!out! in! two!Nordic! research!projects! JustEd!and!NordVVET,!where!the!researchers!have!participated.!!
References%Bernstein,! B.! 2000.! Pedagogy,$ symbolic$ control$ and$ identity:$ Theory,$ research,$ critique.! Lanham:!Rowman!and!Littlefield!Publishers.!Billett,!S.!2011.!Vocational$education.$Purposes,$transitions$and$prospects.!Dordrecht:!Springer.!Young,! M.! 2008.! Bringing$ knowledge$ back$ in.$ From$ social$ constructivism$ to$ social$ realism$ in$ the$sociology$of$education.!London:!Routledge.!!Imagining%society%through%educational%equality?%An%analysis%on%Finnish%and%Swedish%Curricula%1970`%2010s%%
Sirpa!Lappalainen,!Mattias!Nylund!and!PerVÅke!Rosvall!!Educational!equality!has!been!a!central!tenet!that!has!framed!educational!policy!in!Nordic!welfare!states,!motivating!school!reforms!in!the!1960s!and!1970s.!However,!the!conceptualization!of!equality!has!fluctuated,!reflecting!the!political!climate!in!which!the!policy!statements!have!been!created.!In!this!presentation,!we!analyse!policy!and!curriculum!documents!in!two!Nordic!countries!concerning!upper!secondary!education!with!a!specific!focus!on!vocational!curricula!from!the!1970s!to!the!2010s,!focusing!on!the!aims!and!goals!of!educational!equality!and!on!what!kind!of!idea!about!society!these!argumentations!are!based!on.!!
The!theoretical!framework!draws!on!Torsten!Huséns!(1975)!concepts!on!possible!ways!to!conceive!equality:!as!a!starting!point;!as!a!treatment;!as!a!final!goal!or!as!assemblage!of!all!these!three.!We!also!approach!the!question!of!educational!equality!by!drawing!on!Nancy!Fraser’s!conceptualization!on!social!justice.!Fraser’s!(1997;!2008)!threeVdimensional!concept!of!social!justice!distinguishes!economic,!cultural!and!political!injustice.!The!remedy!for!the!first!one!is!redistribution,!for!the!second!one!recognition!and!for!the!third!one!representation.!The!political!dimension!of!justice!is!a!metaVlevel!dimension,!which!defines!who!are!those!ones,!entitled!to!just!distribution!and!reciprocal!recognition.!Following!Fraserian!thinking!we!conceive!curriculum!documents!as!one!of!the!sites!where!‘struggles!over!distribution!and!recognition!are!played!out’!(Fraser!2008,!p.17).! !!
We!analyse!policy!and!curricula!documents,!where!value!base,!aims!and!goals!of!upper!secondary!education!have!been!stated,!paying!attention!to!i)!definition!of!the!problem!of!equality!ii)!presuppositions!that!underlies!the!presented!problem!iii)!conditions!which!produces!particular!representations!of!the!problem!iv)!silences!v)!effects!produced!through!the!representations!of!the!problem!vi)!production!and!ways!to!problematize!the!representation!of!the!problem!(Bacchi!2009).!!
Compared!to!Finland,!Sweden!has!traditionally!been!more!enthusiastic!to!promote!educational!equality.!However,!it!can!be!argued!that!change!has!been!more!dramatic!in!Sweden!compared!to!Finland!in!1970V2010s.!In!both!countries!neo!liberal!reasoning!has!reVshaped!the!value!base,!aims!and!goals!of!education.!In!Sweden!it!has!had!a!fundamental!influence!in!how!the!structure!of!upper!secondary!education!has!been!organized.!Through!the!longitudinal!data!from!two!Nordic!countries!it!is!possible!to!analyse!how!neoVliberal!reasoning!has!influenced!these!countries,!which!have!a!reputation!as!ideal!countries!in!terms!of!educational!equality.!It!is!also!possible!to!ask,!whether!there!are!differences!how!these!Nordic!countries!imagine!themselves!as!societies.!
References%Bacchi,!C.!2009.!Analysing!Policy.!French!Forest:!Pearson.!Husén,!T.!(1975).!Social!influences!on!educational!attainment.!Research!perspectives!on!educational!equality.!Paris:!Institution!of!Economic!CoVoperation!and!Development.!Fraser,!N.!(1997).!Justice!interruptus:!Critical!reflections!on!the!“postsocialist”!condition.!New!York,!NY:!Routledge.!Fraser,!N.!(2008).!Scales!of!justice.!Reimagining!political!space!in!a!globalizing!world.!Cambridge:!Polity!Press.!%
Teacher%characterization%of%VET%students:%Paradoxes%and%consequences%Elsa!Eiríksdóttir!and$PerCÅke$Rosvall!!
Research!illustrates!that!the!student!population!in!vocational!education!and!training!(VET)!are!diverse,!in!terms!of!achievement,!learning!disability!and!age!for!example.!The!diversity!is!prominent!especially!when!compared!to!higher!education!preparatory!programmes,!which!tend!to!be!more!homogenous.!Policy!research!and!classroom!observations,!indicate!that!recent!educational!policy!reforms!and!pedagogical!practices!focus!first!and!foremost!on!lower!achieving!students.!This!is!not!necessarily!an!accurate!portrayal!of!the!VET!students!and!the!aim!of!the!presentation!will!be!to!look!at!how!teachers!discuss!and!describe!their!students!and!how!student!diversity!is!addressed!in!pedagogical!practices.!!
Interviews!with!12!VET!teachers!in!Iceland!and!Sweden!(6!in!each!country)!were!conducted!in!the!period!of!2009!to!2014!in!the!course!of!larger!studies!on!teaching!practices!in!upper!secondary!schools!and!VET!programmes.!In!the!current!analysis!we!extracted!themes!related!to!student!characterization!from!the!interviews.!The!resulting!themes!include!discussion!on!dealing!with!diverse!student!groups,!variations!in!age!of!students,!and!learning!disabilities!of!students.!Field!notes!from!41!classroom!observations!from!the!same!two!research!projects!were!also!analysed!thematically,!i.e.!how!VET!teachers!address!diversity.!!
The!results!highlight!paradoxes!related!to!the!characterization!of!VET!students!and!the!reality!facing!VET!teachers!as!well!the!consequences,!i.e.!consequences!in!pedagogical!practices!and!the!status!of!the!vocational!student!and!education.!The!teachers!describe!having!students!with!learning!disabilities!and!difficult!educational!history,!but!also!students!who!are!highVachieving!and!ambitious.!!This!description!of!the!VET!students!is!in!contrast!with!how!the!VET!students!tend!to!be!portrayed!in!policy!documents!–!where!the!emphasis!has!been!on!VET!being!for!lower!achieving!students,!emphasizing!the!secondary!status!VET!often!holds!in!the!educational!system.!The!results!also!reveal!that!in!dealing!with!the!diversity!in!the!classroom,!teachers!often!revert!to!individualisation!in!their!pedagogical!practices:!the!students!then!move!through!the!courses!on!their!own!speed!separately!and!rarely!work!or!reflect!collectively!on!the!issues!at!hand.!!
Drawing!on!research!data!from!VET!programmes!in!Iceland!and!Sweden,!even!though!having!diverse!educational!structures,!shows!similar!patterns!when!addressing!diversity.!Our!findings!seem!relevant!for!all!Nordic!countries!since!policy!reforms!and!pedagogical!practices!foremost!address!the!low!achieving!student.!When!policy!and!pedagogic!practices!addressing!the!low!achieving!student!the!status!of!the!VET!education!might!“push”!high!achieving!students!away!from!VET!as!well!as!future!employers!with!high!demands!of!skilled!labour.!Still!our!conclusion!is!not!to!instead!address!the!high!achieving!but!rather!emphasize!that!vocational!teachers!need!knowledge!in!how!to!arrange!challenging!pedagogical!practices!for!diverse!groups!of!students,!without!too!much!individualisation.!This!could!be!done!through!improvements!of!in!vocational!teacher!programmes,!but!also!and!probably!more!importantly,!through!the!organization!of!VET.!One!suggestion!might!be!closer!and!more!extensive!collaborations!between!VET!subject!teachers!and!special!pedagogues.!!
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[232]%THE%DOMINANCE%OF%SOCIOCULTURAL%PERSPECTIVES%ON%LEARNING:%A%BIBLIOMETRICAL%ANALYSIS%OF%WHO%CITES%WHO%IN%EDUCATION%RESEARCH Erik!Nylander1,!Andreas!Fejes1 1Linköping$University,$Linköping,$Sweden! Research%topic/Aim:%In!this!paper,!we!map!out!the!position!of!the!dominating!research!traditions!within!the!field!of!adult!learning!by!use!of!a!bibliometric!and!bibliographic!analysis.!!
Theoretical% frameworks:! This! paper!primarily! draws! inspiration! from!a! research! tradition!within!the!sociology!of!science!where!efforts!have!been!made!in!order!to!map!out!the!full!structure!of!any!given! research! field! relationally! (Bourdieu,! 1988,! Broady,! 1991;! Heilbron! 2015).! Building! on!Bourdieu’s!work!we!conceive!a!research!field!as!a!relationally!structured!space!with!its!own!rules!of!entry!and!within!which!agents!compete!about!scientific!recognition!(Bourdieu,!1988;!Sapiro,!2010).!Citations! can! thus,!we! argue,! be! seen! as! an! important! sign! of! collegial! recognition.! In! accordance!with! Bourdieu’s! field! theory,!we! see! scientific! practices! as! historically! and! relationally! constructed!(Bourdieu,!1988,!1996,!2004).!$
Methodology/research%design:%We!use!a!bibliometrical!approach!in!analysing!who!cites!who.!We!have! selected! five! journals! in! the! broader! adult! learning! field! for! further! analysis.! All! of! them! are!indexed!in!Scopus,!and!categorised!as!”international”!in!contexts!where!”international”!publication!is!encouraged!through!different!methods!of!quality!assessment!in!research.!Our!samples!in!these!five!journals! included!all!articles!and!reviews!published!2006V2014.!A!total!of!1219!articles!and!reviews!were!downloaded!from!Scopus!as!a!csv!file.!Rather!than!only!focusing!on!who!are!publishing!as!well!as!being!cited!most,!we!chose!to!analyse!the!relationships!between!different!actors!in!the!field!based!on! direct! citation! relations,! i.e.! to! analyse!who$ cited$ who?! In! total,! our! data! consists! of! 151! 261!citation!links!between!more!than!33!000!different!authors.!
Expected%conclusions/Findings:!Compared!to!previous!bibliometrical!studies!of!the!adult!learning!field,!our!study!provides!more!detail!on!the!relational!dynamic!of!the!different!academic!traditions!and! scholars! that! are! being! cited! and! citing! one! another! in! leading! EnglishVspeaking! journals.!We!have!been!able! to!outline! a! structural! interpretation!of! the! camps! active!within! the! research! field!where! there! is! total! dominance! of! Anglophone! citation! bibliographies,! as! well! as! bibliographies!representing! sociocultural! theories.! By! analysing! citation! patterns,! we! can! see! how! those! citation!bibliographies! representing! sociocultural! theoretical! traditions! seem! to! maintain! a! dominating!position! due! to! those! bibliographies! being! cited! by! scholars! from! a! range! of! different! theoretical!domains.!The!centrality!of!the!position!occupied!by!sociocultural!theories!on!learning!also!seems!to!build! on! the! perspectives! ability! to! transgress! institutional! and! geographical! boundaries,! as! these!scholars! have! successfully! mediated! research! between! scholars! located! in! the! US,! Europe! and!Australia.! We! have! also! been! able! to! identify! how! bibliographies! representing! scholars! who! are!editing!journals!in!the!field!under!scrutiny,!are!positioned!as!central!to!the!field!through!citations.!!
Relevance%for%Nordic%Educational%Research:!The!paper!addresses!key!issues!for!Nordic!scholars!engaged!in!the!game!of!publishing!in!international!journals.!
[241]%LOST%IN%TRANSLATION:%HOW%THE%COMPETENCE%TO%HANDLE%UNFORESEEN%SITUATIONS%CHANGES%FROM%THE%EQF%TO%NATIONAL%ADAPTATIONS%IN%THE%NORDIC%COUNTRIES% Tone!Cecilie!Carlsten1 ,!GlennVEgil!Torgersen2 1Nordic$Institute$for$Studies$in$Innovation,$Research$and$Education$(Nifu),$Oslo,$Norway!2The$Norwegian$Defence$University$College$(Nduc)$,$Lillehammer,$Norway! Research%topic/Aim:%Handling!unforeseen!situations!is!a!competence!sought!by!employers!today.!Feedback!from!employers,!however,!suggests!that!new!employees!from!higher!education!studies!are!not!prepared!to!handle!the!unforeseen!(Humburg!et!al!2013,!Støren!et!al!in!press).!This!lack!of!coordination!between!educational!goals!and!labor!marked!demand!puts!a!pressure!on!structures!for!interaction!between!national!authorities,!higher!education!and!the!labor!market.!In!an!earlier!study,!we!found!that!handling!the!unforeseen!is!not!an!explicit!part!of!the!Norwegian!Qualification!Framework!(NQF)!(Carlsten!and!Torgersen!2015).!The!Norwegian!adaptation!is!not!aligned!to!European!Qualification!Framework!(EQF)!which!includes!this!general!competence.!This!finding!led!us!to!a!study!asking:!How!have!Nordic!countries!adapted!the!EQFVcompetence!of!being!able!to!handle!unforeseen!situations?!!
Theoretical%frameworks:!Our!work!follows!existing!debates!in!higher!education!concerning!what!consequences!qualification!systems!have!on!higher!education!practices!(Fernie!2009,!Young!2010,!Allais!2011,!Raffe!2013,!Drowley!et!al!2013,!Ermenc!2014,!Friedrich!et!al!2016).!Several!conceptual!frameworks!could!be!applied!to!a!comparative!analysis!of!Nordic!Qualification!Frameworks!(Fernie!and!Pilcher!2009).!For!instance,!a!recent!study!on!how!qualification!schemes!are!used!on!the!study!program!level!in!Norwegian!higher!education!institutions!focuses!on!disciplinary!differences!(Friedrich!et!al!2016).!In!our!study,!we!focus!on!intended!aims!of!the!Nordic!Qualification!Frameworks!rather!than!on!evidence!of!actual!achievements.!
Methodology/research%design:%In!short,!qualification!frameworks!aim!to!aid!interactions!between!national!authorities,!the!education!sector!and!the!labor!market,!by!communicating!which!qualifications!new!employees!from!higher!education!studies!might!be!adding!to!workplaces!and!society.!The!eight!reference!levels!are!described!in!terms!of!learning!outcomes:!knowledge,!skills!and!competences.!This!allows!any!translated!and!adapted!national!qualifications!systems!in!Europe!to!relate!to!the!EQF!levels.!!
Our!data!consists!of!the!Nordic!Qualification!frameworks.!The!method!is!a!comparative!document!analysis,!particularly!a!thematic!analysis!targeting!the!concept!of!handling!the!unforeseen!(cf.!Bowen!2009).!By!comparing!the!Nordic!frameworks,!we!illustrate!how!the!competence!to!handle!unforeseen!situations!is!translated!between!countries’!adaptations!of!the!EQF.!!!
Expected%conclusions/Findings:!In!the!EQFVtool,!to!handle!the!unforeseen!is!not!only!an!element!of!modernity!and!preoccupation!with!physical!hazards,!but!rather!a!productive!element!of!innovation!and!productivity!integral!to!all!educational!and!workplace!practices.!Preliminary!analyses!indicate!that!the!Nordic!countries!have!translated!the!competence!of!handling!the!unforeseen!in!different!ways.!
Relevance%for%Nordic%Educational%Research:!Discussing!the!variety!of!adaptations!of!handling!the!unforeseen,!we!argue!that!the!EQF!is!not!a!tool!achieving!greater!consistency!between!the!Nordic!countries.!Even!if!research!suggests!that!the!EQF!does!not!affect!the!academic!community!in!profound!ways!(Friedrich!et!al!2016),!this!does!not!mean!that!the!academic!community!gives!the!competence!to!handle!the!unforeseen!any!priority.!Leaving!preparation!for!the!unforeseen!up!to!the!individual!teacher!or!student!may!lead!to!a!lack!of!important!competence!and!increased!inequity.!
[260]%PRESCHOOL%STAFF%INTERPRETATIONS%AND%IMPLEMENTATIONS%OF%THE%CHANGED%NATIONAL%POLICY%DISCOURSE%ABOUT%THE%PRESCHOOL%TEACHERS%RESPONSIBILITY% Anita!Eriksson1 ,!AnnVKatrin!Svensson2 ,!Dennis!!Beach3 1University$of$Borås.$Academy$of$Librarianship,$Information,$Education$and$It,$Borås,$Sweden!2Fakulteten$För$Pedagogik$Och$Välfärdsstudier$Vid$Åbo$Akademi,$Jakobstad,$Finland!3Akademin$För$Bliotek,$Iformation,$Pedagogik$Och$It,$Institutionen$För$Pedagogik$Och$Specialpedgogik,$Borås,$Sweden! Research%topic/Aim:%Like!in!many!other!countries!the!Swedish!education!system!has!undergone!a!number!of!major!and!similar!reforms!in!recent!years!with!the!expressed!aim!of!improving!education!quality!and!competitiveness!and!teachers!have!been!described!as!a!key!factor!in!this!process.!In!regard!to!the!Swedish!preschool!sector!both!the!National!School!Law!(SFS!2010:!800)!and!the!preschool!curriculum!(Skolverket,!2010)!underwent!a!revision!in!2010.!This!revision!implied!both!higher!demands!regarding!quality!assurance!for!the!educational!activities!in!preschools!and!explicit!demands!on!educational!quality!of!the!subjectVrelated!educational!content.!These!demands!were!from!a!political!point!of!view!expected!to!be!reached!by!providing!preschool!teachers!with!an!expanded!and!clarified!register!of!professional!responsibility!grounded!upon!their!formal!professional!university!education.!These!revisions!meant!a!discursive!change!from!a!joint!team!responsibility!to!a!special!and!increased!and!preschool!teacher!responsibility.!The!preschool!teacher!was!given!an!overall!educational!responsibility!and!team!responsibility!was!reduced.!!
The!research!presented!in!this!paper!is!a!part!of!a!Swedish!Research!Council!funded!project,!examining!the!preschool!teacher's!changing!responsibilities!on!the!basis!of!the!2010!policy!revisions.!The!present!paper!deals!with!a!specific!part!of!the!project,!namely!whether!the!national!policy!discourse!about!the!clarified!and!changed!responsibility!are!interpreted,!and!implemented!in!the!everyday!preschool!practice!by!heads,!preschool!teachers!and!childVcare!workers.!!
Theoretical%frameworks:!Theoretically!the!analysis!of!data!has!been!informed!by!education!sociological!theory!(Bernstein,!1995,!2000,!2003)!and!professions!theory!(Abbott,!2010;!Freidson,!2001,!Svensson,!2011)!and!Linds!and!Renstams!(2007)!model!of!different!kinds!of!team!work.!!
Methodology/research%design:%Data!production!was!conducted!through!ethnographic!fieldwork!(Walford,!2008;!Jeffrey!et!al,!2006),!i.e.!participant!observation,!field!conversations,!and!interviews!with!preschool!staff!at!four!preschools!in!four!different!Swedish!municipalities.!As!researchers!we!observed!four!preschool!team's!daily!work,!including!planning!meetings,!workplace!meetings!and!other!relevant!meetings!and!took!part!of!and!analyzed!the!preschools!policy!documents.!
Expected%conclusions/Findings:!The!findings!show!that!different!kinds!of!strategies!have!been!used!to!meet!the!requirements!expressed!in!the!2010!national!policy!discourse.!The!heads,!for!instance,!created!a!more!hierarchical!organisation,!which!meant!that!preschool!teachers!individually!or!as!a!group!received!an!increased!responsibility!for!the!quality!of!the!educational!activities.!Even!if!the!majority!of!preschool!teachers!and!childVcare!workers!talk!about!the!preschool!teacher!as!responsible,!it!turns!out!to!be!a!sensitive!issue!when!it!comes!to!the!real!(re)distribution!of!tasks!between!them.!The!distribution!of!tasks!turned!out,!for!example,!to!be!based!simultaneously!on!the!principles!of!equality,!personal!interest!and!professional!knowledge.!!
Relevance%for%Nordic%Educational%Research:!Even!the!education!systems!in!the!other!Nordic!countries!have!undergone!educational!reforms!in!recent!years,!so!our!findings!may!be!of!relevance!for!Nordic!educational!research!more!broadly!rather!than!only!Swedish!research!in!particular.!!
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[316]%THE%STRUGGLE%FOR%TEACHER%EDUCATION.%INTERNATIONAL%PERSPECTIVES%ON%GOVERNANCE%AND%REFORMS Tom!Are!!Trippestad1 ,!Anja!!Swennen2 ,!tobias!werler1 1Bergen$University$College,$Bergen,$Norway!2Hv$Amsterdam,$Va$Amsterdam,$Netherlands! Research%topic/Aim:%Reforming!and!governing!teacher!education!globally.!Political,!ideological!and!economic!conditions!for!teacher!educators!and!teachers!work.!
Theoretical%frameworks:%Diverse!depending!on!chapter!in!the!book:!see!text:!Political!economy,!governance!and!reform!theory,!professional!development!theory,!practice!theory,!educational!philosophy!and!bildung!theory.!
Methodology/research%design:%Diverse!methodology,!dependent!on!chapters.!Key!words:!policy!document!analysis,!rhetorical!readings,!discourse!approaches,!interviews,!quantitative!designs,!conceptual!and!philosophical!approaches.!
Expected%conclusions/Findings:%The!paper!discuss!the!contemporary!struggle!for!teacher!education,!focusing!on!how!political!ideology,!governance!and!reforms!shape!new!conditions!for!the!work!of!teacher!education!and!teachers!in!many!countries!around!the!world.!!
In!the!knowledge!society,!education!is!perceived!as!a!hub!to!improve!a!wide!range!of!sectors!in!a!global!and!economic!competitive!climate.!Education!is!also!seen!as!the!most!important!instrument!in!addressing!issues!such!as!social!justice,!democracy,!equality,!sustainable!development,!migration!and!transfer!of!culturally!important!knowledge.!
Because!teachers!are!recognized!as!the!most!important!factor!in!improving!education,!reforming!teacher!education!is!at!present!at!the!core!of!educational!policymaking!in!many!countries!around!the!world.!NonVgovernmental!as!well!as!governmental!policy!makers!look!at!teacher!education!as!the!key!lever!for!raising!achievement,!improving!schools!and!elevating!the!standard!of!
education!systems!(Barber!and!Mourshed!2007;!Furlong!et!al.!2000).!Reforming!how!student!teachers!are!educated!and!rearranging!their!work,!identities!and!knowledge!constructs!also!represent!strategic!eff!orts!to!shape!the!identity!and!work!of!teachers!and!the!teaching!profession!in!general!in!a!further!attempt!to!change!schools!(CochranVSmith!et!al.!2011;!Hulme!2016).!
The!identification!of!the!importance!of!teacher!education,!together!with!the!contradictory!and!often!idealized!visions!and!goals!from!a!wide!array!of!stakeholders,!produces!continuing!struggles!for!teacher!education,!affecting!teacher!education!in!a!profound!way!(Swennen!2012).!Through!the!focus!on!reforms!of!teacher!education,!significant!struggles!become!visible!(Zeichner!2009).!In!the!intensified!struggle!for!teacher!education!nationally!and!internationally!at!present,!the!voice!of!teacher!educators!is!often!missed!or!marginalized.!!
The!presentation!give!key!findings!in!the!upcoming!book!The$Struggle$for$Teacher$Education.$International$perspectives$on$Governance$and$Reforms,$edited!by!Tom!Are!Trippestad,!Anja!Swennen!and!Tobias!Werler.!It!is!the!first!book!in!the!Bloomsbury!series!Reinventing$Teacher$Education.!The!book!is!written!from!the!viewpoint!of!teacher!educators!and!researchers!experiencing!the!realVlife!
effects!of!teacher!education!governance!and!reform!in!Norway,!England,!Finland,!Australia,!The!Netherlands,!South!Africa!and!several!South!American!countries.!Through!theoretical!and!empirical!diversity,!the!chapters!demonstrate!the!political,!educational!and!professional!complexity!of!reforming!teacher!education!at!a!time!where!simplistic!concepts!have!gained!strong!influence!in!this!field.!The!book!presents!innovative!ideas!and!discussions!as!to!what!a!good!teacher!education!implies!or!needs!to!be!in!a!new!political,!professional!and!ideological!climate.!!
Relevance%for%Nordic%Educational%Research:!The!presentation!address!teacher!education!and!reforms!in!Norway!and!Finland!in!a!wider!global!context.!!
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[443]%SHOULD%I%STAY%OR%SHOULD%I%GO%`%A%STUDY%ON%SCHOOL%CHOICE%AND%ITS%IMPACT%ON%SOCIAL%MOBILITY. Susanne!Urban1 ,!Anders!Trumberg2 1Ibf,$Uppsala,$Sweden!2Institute$for$Housing$and$Urban$Research,$Uppsala$University,$Uppsala,$Sweden! Research%topic/Aim:%The!proponents!of!the!school!choice!reforms!argues!that!the!possibility!to!choose!school!without!having!to!resettle,!will!improve!possibilities!for!social!advancement!among!those!that!live!in!school!catchment!areas!with!low!social!resources!(families!with!low!educational!background,!low!incomes!and!low!proportion!of!people!that!speak!the!native!language).!This!study!focus!on!the!long!term!effects!for!the!students!in!Sweden!that!made!a!school!choice,!compared!to!those!that!did!not.!The!main!question!is!if!the!choice!of!school!has!had!an!impact!on!the!future!careers.!
According!to!classic!human!capital!theory!we!would!expect!that!level!of!education!will!be!associated!with!status!of!job!and!income.!The!cultural!theory!however!leads!us!to!expect!that!parents’!education!and!job!status!also!will!have!an!important!effect!on!the!individual!careers.!The!main!focus!in!this!article!is!to!analyze!if!a!school!choice!can!have!an!effect!on!the!future!labour!market!establishment,!over!and!above!parents!education!and!income.!Is!it!possible!to!break!the!intergenerational!social!predispositions!through!active!choice!of!elementary!school?!
Theoretical%frameworks:!When!Bourdieu!&!Passeron!(1977)!studied!the!school!system!in!France!they!saw!that!it!was!formed!by!the!cultural!most!dominant!class.!And!if!a!student!can,!through!different!socialization!processes,!get!hold!of!the!values!that!are!rewarded!within!the!school!system,!for!example!the!ability!to!use!the!right!parlance,!the!right!approach!to!education!and!the!ability!to!navigate!through!the!education!system,!she!has!better!chances!to!achieve!what!is!excepted!in!school.!These!values!are!in!Bourdieus!terms!a!part!of!the!human!habitus!that!are!to!a!high!extent!inherited!through!the!family!background!(Bourdieu!1994,!Broady!1990).!But!students!also!form!what!Bourdieu!(1986)!calls!social!capital,!that!in!a!broader!sense!it!is!the!formation!of!different!social!ties!between!the!students,!parents!and!the!teacher!staff.!The!school!can!in!that!way!be!seen!as!an!arena!where!social!networks,!relations!and!contacts!are!made!(Sandberg!1998,!Vranken!et.al!2003)!or!as!an!arena!for!the!creation!of!what!Granovetter!(1974)!calls!weak!ties,!that!are!important!for!school!achievement!but!also!for!the!future!life.!In!that!way!the!students’!socioeconomic!backgrounds!plays!a!vital!role!in!deciding!which!school!to!choose!or!not!to!choose.!
Research!on!the!differences!between!the!characteristics!of!schools,!so!called!school!effects,!or,!more!correctly!“between!school!effects”,!was!inspired!by!a!report!published!in!1966!by!sociologist!James!Coleman!in!the!US.!The!Coleman!report!found!that!these!effects!existed!but!were!less!important!than!student!backgrounds.!Family!background!characteristics!were!found!to!be!the!strongest!predictors!of!educational!attainment.!He!also!found!that!black!students!was!more!affected!by!quality!of!school!and!performed!better!in!raciallyVintegrated!classrooms.!His!report!was!one!important!basis!for!startups!of!desegregated!busing!programs.!Even!if!Coleman!later!found!that!white!flight!undermined!the!advantages!of!busing!(Coleman!1975).!
We!assume!that!pupils!in!a!school!socialize!with!each!other!and!that!they!will!affect!each!other’s!attitudes!and!ambitions,!and!each!other’s!social!and!cultural!capital!in!a!way!that!change!their!routes!
into!the!labor!market.!Their!classmates!will!affect!if!they!choose!to!involve!in!higher!education,!and!what!kind!of!occupation!they!strive!after.!The!schools!you!attend!to!will!also!have!an!impact!on!your!knowledge!and!ability!that!is!useful!in!the!labor!markets,!and!the!social!and!cultural!capital!will!have!an!impact!on!the!chances!to!obtain!the!job!that!you!want!to!have.!
Methodology/research%design:%For!this!study!we!use!data!on!all!pupils!that!finalized!9th!grade!in!2000,!2001!and!2002!in!Sweden.!Those!that!chose!to!go!to!another!school!than!the!municipal!school!that!they!otherwise!should!be!assigned!to,!are!named!schoolVvoter.!The!pupils!are!followed!in!12!years!until!most!of!them!are!28!years!of!age,!in!order!to!observe!the!long!time!consequences!in!labour!market!status.!
Income!and!level!of!highest!achieved!education!are!used!as!dependent!variables.!The!most!important!independent!variable!is!a!dummy!that!equal!to!one!if!child!does!not!live!in!the!school!catchmentVarea!and!hence!can!be!considered!to!be!a!schoolVvoter,!zero!of!the!child!live!in!the!school!catchmentVarea!and!is!considered!to!be!a!schoolVstayer.!We!also!use!four!measures!for!differences!between!actual!school!and!expected!school.!First!the!median!of!fathers!income,!median!of!highest!achieved!level!of!education!of!fathers,!mean!of!grades!among!pupils,!and!proportion!of!foreign!born!in!the!actual!and!expected!school!where!calculated.!Then!the!measures!for!the!actual!school!of!each!individual!where!subtracted!with!the!measure!for!the!expected!school.!
CatchmentVareas!are!constructed!with!a!method!we!call!the!voroniVmethod!that!take!in!account!that!schools!in!Sweden!often!are!using!proximity!to!assign!students!to!their!home!school.!Which!means!that!if!the!pupil!do!not!make!an!active!choice!of!school,!they!are!in!most!municipalities!automatically!assigned!to!their!nearest!school.!The!voroni!method!only!use!the!proximity!to!school!as!an!parameter!for!school!choice!and!take!no!regard!to!for!example!the!real!geography!in!a!neighborhood.!
Expected%conclusions/Findings:!Quite!a!large!proportion!of!all!pupils!that!finalized!ninth!grade!in!2000,!2001!and!2002!chose!to!change!school!and!got!classmates!with!higher!educated!and!more!paid!parents!and!less!foreign!born.!It!was!however!more!pupils!that!stayed!in!the!closest!school!and!in!contrast!got!classmates!with!lower!educated!and!lower!paid!parents!and!more!foreign!born.!
We!have!observed!that!individuals!with!foreign!background!more!often!use!the!opportunity!to!vote.!The!first!consequence!from!the!voting!behavior!is!that!differences!between!schools!are!enlarged.!Fewer!people!got!improved!social!context!and!more!people!got!a!deteriorated!social!context.!
On!the!long!term!effect!from!voting,!we!preliminary!observe!that!voting!as!such!did!not!have!a!positive!effect!after!parent’s!level!of!education!and!origin!category!was!controlled!for.!This!was!true!for!both!achieved!level!of!education!and!income!in!2014.!Changing!the!school!context!in!terms!of!level!of!education!among!the!parents!in!the!school!was!positive!especially!for!those!with!foreign!origin.!Changing!the!school!context!in!terms!of!proportion!foreign!born!did!not!have!any!impact!after!controlling!for!parents!income!and!education.!
Relevance%for%Nordic%Educational%Research:!This!study!contributes!to!the!knowledge!on!how!school!choice!reforms!impact!on!school!segregation!and!on!individual!social!mobility.!It!also!adds!to!knowledge!on!school!effects.!
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[449]%AN%EPISTEMIC%MUDDLE:%TWO%COMMITTEES,%TWO%VISIONS%AND%THE%FORMATION%OF%AN%OUTCOME`BASED%CURRICULUM%IN%SWEDEN%IN%THE%EARLY%1990S Magnus!Hulten1 1Linköping$University,$Linköping,$Sweden! Research%topic/Aim:%In!the!early!1990s!two!committees!were!appointed!by!the!government!to!develop!the!national!guidelines!for!an!outcomeVbased!school!system!in!Sweden.!The!Parliamentary!committee!on!grading!of!school!examinations,!responsible!for!developing!the!new!grading!system!and!the!National!curriculum!committee,!responsible!for!developing!the!new!national!curriculum.!!
The!Parliamentary!committee!was!first!out,!but!soon!realised!that!their!work!needed!to!be!coordinated!with!the!Curriculum!committee.!The!directives!were!changed!so!that!they!were!to!collaborate.!However,!tensions!and!differences!persisted!throughout!their!work.!
The!aim!of!this!paper!is!to!examine!the!principles!behind!the!new!outcomeVbased!curriculum!and!grading!system,!and!if!there!were!any!significant!differences!in!how!the!two!committees!created!the!principles!of!the!outcomeVbased!school!system!and!if!so,!which!consequences!that!might!have!had!on!the!Swedish!school!system.!
Theoretical%frameworks:!Educational!policy!analysis!focusing!on!epistemological!and!accountability!aspects!of!outcomeVbased!education!in!work!of!the!two!committees.!Foucault!may!be!used.!!
Methodology/research%design:%In!the!paper!some!of!the!most!important!tensions!in!the!committees!work!(archive!material)!of!formulating!objectives!are!analysed:!national!versus!local!responsibilities;!factors!to!control!versus!freedom!of!choice;!individual!rights!versus!national!obligations;!and!the!nature!of!knowledge.!
Expected%conclusions/Findings:!The!result!of!the!work!of!the!two!committees!can!be!characterised!as!an!epistemic!muddle!where!teachers!and!local!authorities!were!very!much!left!alone!in!trying!to!find!a!way!to!implement!the!new!curriculum!and!grading!system.!Despite!this,!however,!the!system!has!survived!for!over!two!decades,!and!has!in!some!aspects!come!to!work!exceptionally!well!–!for!selection!–!and!this!despite!the!fact!that!this!was!the!one!quality!that!the!new!grading!system!was!specifically!not!designed!for.!!
The!argument!I!want!to!make!is!that!the!unresolved!tensions!and!the!lack!of!dealing!with!possible!implications!of!the!system!might!have!caused!local!authorities!and!teachers!to!recur!to!“safe!grounds”,!i.e.!aspects!of!learning!that!were!easy!to!measure!and!control.!Thus!the!result!of!the!reform!became!quite!the!contrary!to!the!intention,!which!was!an!increased!emphasis!on!knowledge!in!schools.!!
Relevance%for%Nordic%Educational%Research:!This!paper!looks!into!how!outcomeVbased!education!can!be!implemented,!taking!Sweden!as!an!example.!But!comparisons!will!be!made!with!the!other!Nordic!countries,!and!international!trends,!in!a!way!to!see!if!one!can!also!possibly!talk!about!an!outcomeVbased!Nordic!model.!
[451]%TRANSATLANTIC%CROSSINGS?%ASPECTS%OF%TRANSNATIONAL%EUROPEAN%AND%FEDERAL%US%TURNS%IN%SCHOOL%POLICY%WITH%DENMARK%AND%TEXAS%AS%EXAMPLES Palle!Rasmussen1 ,!John!Benedicto!Krejsler2 1Aalborg$University,$Dpt.$of$Learning$and$Philosophy,$Aalborg,$Denmark!2Aarhus$University,$Danish$School$of$Education,$København$NV,$Denmark! Research%topic/Aim:%In!matters!of!education!and!schooling!the!USA!has!significant!influence!on!Europe,!perhaps!especially!the!countries!of!Northern!Europe.!Much!of!this!influence!is!due!to!the!leading!role!of!the!US!in!international!organisations!like!the!OECD,!whose!policies!have!significant!impact!on!European!countries!as!well!as!in!the!rest!of!the!world.!But!much!influence!also!comes!from!the!status!of!the!US!as!a!key!actor!in!the!world!economy!and!a!leader!in!science!and!technology!and!culture,!which!inspires!other!governments!to!try!out!policies!and!practices!developed!in!the!US!context.!Research!(including!educational!research)!is!increasingly!dependent!upon!rankings!that!privilege!American!(and!other!AngloVSaxon)!universities!and!publishing!strategies,!criteria!and!journals.!An!example!is!the!focus!on!evidenceVbased!educational!policy!connected!with!highVstakes!accountability!in!the!‘No!Child!Left!Behind’!initiative,!which!contributed!to!its!eager!adoption!in!Europe.!However,!European!policyVmakers!adopting!American!practices!–!but!also!educational!researchers!giving!critical!assessments!of!this!V!seldom!discuss!how!these!practices!are!embedded!in!US!school!systems.!!In!this!paper!we!will!try!a!different!approach.!We!will!look!at!school!and!education!policy!in!specific!settings!in!the!US!and!in!Europe,!try!to!identify!similarities!and!differences!and!also!to!identify!elements!that!reflect!or!link!to!transnational!developments.!!!
Theoretical%frameworks:!There!are!basic!differences!in!the!political!and!administrative!regulation!of!education!and!schooling!in!the!US!and!in!Europe.!The!US!is!a!nation!consisting!of!a!federation!of!states,!and!much!responsibility!for!education!is!located!at!the!state!level.!Europe!consists!of!a!large!number!of!big!and!small!nations,!most!of!them!organised!together!in!the!European!Union.!The!EU!is!not!a!government,!but!an!interVgovernmental!set!of!institutions,!strong!in!economic!matters!but!relatively!weak!in!matters!of!education.!This!makes!the!relation!between!central!and!local!levels!of!education!policy!difficult!to!compare.!But!in!both!contexts!regulation,!policyVmaking!and!implementation!in!education!are!characterised!by!shifting!connections!and!balances!between!the!levels.!In!the!paper!we!will!focus!on!primary!and!secondary!school!policy!(K12)!and!take!the!US!state!of!Texas!and!the!EU!country!Denmark!as!cases.!Across!the!two!cases!we!will!discuss!the!role!and!impact!of!evidenceVbased!policy!and!practice!and!its!coupling!to!accountability!measures.!The!theoretical!framework!will!draw!mainly!on!critical!education!policy!research.!
Methodology/research%design:%The!approach!in!the!paper!will!be!explorative.!We!will!not!present!a!finished!analysis!of!the!two!contexts!and!cases!but!rather!try!to!indicate!how!such!analysis!could!be!done.!Empirically!we!will!draw!on!official!information!and!existing!research.!!!Expected%conclusions/Findings:!Our!hypothesis!is!that!the!federal!turn!in!US!KV12!policy!has!affected!in!many!aspects!the!transnational!turn!in!European!national!school!policy.!!!!Relevance%for%Nordic%Educational%Research:!As!argued!above.!
References$$
Diamantopoulou,!A.!(2003).!The!European!model!of!integration!and!governance.!Are!EUVUS!comparisons!valid!and!credible!and!to!what!extent?![Press!release].!Retrieved!from!European!Commission,!Brussels:!!http://webcache.googleusercontent.com/search?q=cache:VswVg4KJ2s8J:europa.eu/rapid/pressVrelease_SPEECHV03V566_en.pdf+&cd=1&hl=sv&ct=clnk&gl=dk!
Germain,!E.K.!&!Barnes,!M.C.!(2015).!An!Overview!of!Modern!Accountability:!The!Standards!Movement,!!
HighVStakes,!and!the!Reauthorization!of!the!ESEA.!Texas$Education$Review.!3(1)!21V30.!Hamilton,!L.!S.,!Stecher,!B.!M.,!&!Yuan,!K.!(2008).!StandardsCBased$Reform$in$the$United$States:$
History,$Research,$and$Future$Directions.!Retrieved!from!RAND!Corporation,!Washington!D.C.:!http://www.rand.org/content/dam/rand/pubs/reprints/2009/RAND_RP1384.pdf!
Krejsler,!J.!B.!(2013).!'What!Works'!in!Education!and!Social!Welfare?:!A!mapping!of!the!evidence!discourse!and!reflections!upon!consequences!for!professionals.!Scandinavian$Journal$of$Educational$Research,$57(1),!16V32.!!
Krejsler,!J.!B.,!Olsson,!U.,!&!Petersson,!K.!(2014).!The!Transnational!Grip!on!Scandinavian!Education!Reforms:!The!Open!Method!of!Coordination!challenging!national!policyVmaking.!Nordic$Studies$in$Education,$34(3),!172V186.!!
Labaree,!D.!(2014).!Let's!Measure!What!No!One!Teaches:!PISA,!NCLB!and!the!shrinking!aims!of!education.!Teachers$College$Record,$116(090303),!14.!!
Rasmussen,!P.D.;!Larson,!A.;!Rönnberg,!L.!;!Tsatseroni,!A.(2015).!Policies!of!‘modernisation’!in!European!!
education!:!Enactments!and!consequences.!European$Educational$Research$Journal,!14(6),!479V486.!Rasmussen,!P.!(2015).!Professionalism!and!evidenceVbased!practice.!In:!From$Vocational$to$Professional$$
Education:$Educating$for$social$welfare.!Eds.!JVC!Smeby;!M.!Sutphen.!Routledge!pp.!124!V!136!(Routledge!Research!in!Higher!Education).!
Rhodes,!J.!H.!(2012).!An$Education$in$Politics:$The$origin$and$evolution$of$No$Child$Left$Behind.!Ithaca!NY!&!London:!Cornell!University!Press.!
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[462]%PROCESSES%OF%MARKETIZATION%OF%COMPREHENSIVE%AND%SECONDARY%EDUCATION:%COMPARATIVE%ANALYSIS%OF%THE%NORDIC%COUNTRIES%(1980`2015) Marianne!Dovemark1 ,!Petteri!Hansen2 ,!Sonja!!Kosunen3 ,!Jaakko!!Kauko4 ,!Berglind!!Rós!Magnusdottír,5 ,!Palle!Rasmussen6 1University$of$Gothenburg,$Dep.of$Education$and$Special$Education,$Gothenburg,$Sweden!2Faculty$of$Educational$Sciences,$Helsinki,$Finland!3University$of$Helsinki,$Institute$of$Behavioural$Sciences,$Helsinki,$Finland!4University$of$Tampereen,$Tampereen,$Finland!5University$of$Iceland,$School$of$Education,$Reykjavik,$Iceland!6Aalborg$University,$Dpt.$of$Learning$and$Philosophy,$Aalborg,$Denmark! Research%topic/Aim:%The!aim!of!the!paper!is!to!conceptualise,!review!and!compare!the!changes!in!educational! policy! related! to! school!markets! and! finance! of! education! in! all! five! Nordic! Countries!within!the!time!frame!of!1980V2015.!The!focus!is!on!comprehensive!and!secondary!education.!!
Theoretical% frameworks:! From! the!point!of! view!of! other! regions!of! Europe!and! the! rest! of! the!world!the!Nordic!countries!are!often!perceived!as!a!coherent!group!representing!the!Nordic!model!of!welfare! states! (e.g.! EspingVAndersen! 1996).! Even! though! they! can! all! be! characterised! as! welfare!states!with! a! strong! emphasis! on! public! provision! of! universal! welfare! and! a! strong! concern!with!social!equality,!there!are!many!differences!in!economic!conditions!as!well!as!in!cultural!and!political!traditions.!The!worldwide!economic!and!social!changes!have!been!altering!the!conditions!of!national!welfare!policy!and!Nordic!governments!have!been!trying!to!tune!welfare!policy!to!face!this!challenge.!!
Methodology/research%design:%The!methodological!frame!of!the!study!includes!a!comprehensive!literature! review! and! by! using! data! and! insights! drawn! from! the! practices! and! situations! in! the!different! Nordic! countries,! we!will! describe,! compare! and! discuss! these! developments! of!marketVbased!strategies! in!current!Nordic!education!policy!and!practices.!Based!on!the!review!on!previous!research,! interviews!with!decisionVmakers!as!well!as! content!analysis!of!documentary!material,!we!aim!to!build!a!comparative!analysis!of!the!changes!in!national!policies!and!practices.!The!analysis!will!help! us! to! understand! whether! or! not! the! Nordic! countries! can! be! seen! as! an! “interpretative!community”!(Nóvoa!et!al!2003;!see!Nóvoa!&!YarivVMashal!2003)!narrating!a!common!story!or!more!a!collection! of! nation! states! reacting! to! policy! transfer! with! dynamics! such! as! legitimisation! and!externalisation!(SteinerVKhamsi!2009;!Schriewer!&!Martinez!2004).!!
Expected% conclusions/Findings:! We! expect! to! be! able! to! crystalize! from! policyVstudies! in!education! as!well! as! from! empirical! data! new! knowledge! of! the! processes! and! patterns! to! derive!together! the! five! fields! of! Nordic! policyVstudies! in! education! and! produce! new! knowledge! of! the!processes! and! patterns! of!marketization! in! all! the! five!Nordic! countries! in! a! relevant! comparative!research!setting.!!
Relevance%for%Nordic%Educational%Research:!The!study!contributes!to!the!discussion!around!marketization!and!equity/equivalence!in!the!Nordic!context.!
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[469]%SCHOOLS%AS%DEMOCRATIC%INSTITUTIONS%IN%A%NEOLIBERAL%CONTEXT Ingvil!Bjordal1 1Norwegian$University$of$Science$and$Technology,$Trondheim,$Norway! Research%topic/Aim:%”!The!shift!towards!a!more!neoliberal!education!policy!is!based!on!ideas!about!democracy!from!bellow.!Decentralization!of!power,!freedom!of!choice!and!autonomy!are!being!held!as!ideals!that!can!be!realized!within!a!neoliberal!policy!context!(Apple,!2006).!At!the!same!time!this!implies!a!professional!landscape!that!is!more!controlled!(Haugen!&!Hestbek,!2014).!In!this!paper!I!use!Nancy!Frasers!(2009)!perspective!on!social!justice!to!discuss!the!following!research!questions:!In!what!ways!can!institutions!based!on!democratic!principles!lack!democratic!legitimacy?”!
Theoretical%frameworks:!”!Inspired!by!Frasers!(2009)!concept!of!metaVpolitical!injustice!the!paper!will!illuminate!whose!voices!are!being!represented!in!defining!schools!mandate!in!relation!to!social!justice”!
Methodology/research%design:%”!The!paper!is!based!on!a!case!study!of!policy!and!policy!enactment!(Ball,!Maguire,!&!Braun,!2012)!in!primary!schools!and!lower!secondary!schools!in!Oslo,!with!a!particular!focus!on!schools!work!with!cultural!and!linguistic!diversity!within!a!market!oriented!educational!context.!Through!analyses!of!policy!documents!and!inVdepth!interviews!with!15!head!teachers,!policy!enactment!is!being!illuminated!from!a!social!justice!perspective.!The!study!is!based!on!a!social!constructionist!paradigm,!influenced!by!a!reflexive!methodological!research!approach.”!
Expected%conclusions/Findings:!”!The!findings!show!that!although!the!latest!education!reform,!based!on!neoliberal!principles,!involve!a!restructuring!that!formally!increase!head!teachers!voice!and!room!for!local!decision!making,!there!are!elements!within!this!context!that!also!reduce!democratic!representation.!In!this!paper!I!especially!focus!on!the!impact!of!accountability!policies!and!how!this!kind!of!system!may!lead!to!social!injustice,!conceptualized!as!“meta!–!political!misrepresentation”.!In!line!with!Frasers!perspective!of!social!justice!as!something!that!encompass!participating!in!the!process!of!defining!the!frames!of!social!justice!policy,!I!argue!that!accountability!policies!are!based!on!premises!that!weakens!the!representation!of!voices!from!below.!This!is!related!to!two!findings!in!my!material.!First!of!all,!the!increased!control!and!demand!for!documentation!are!based!on!a!system!where!the!terms!for!dialogue!already!are!predefined.!And!second,!as!the!terms!are!predefined,!this!system!fails!to!incorporate!head!teachers!and!students’!contextual!experience!as!relevant!in!policy!making.!In!line!with!Fraser,!I!argue!that!conceptualizing!social!justice!as!something!that!encompass!the!process!of!frame!setting,!is!a!fruitful!way!to!illuminate!and!challenge!the!legitimacy!of!“new!democratic”!reforms!in!education.!!”!
Relevance%for%Nordic%Educational%Research:!”The!neoliberal!shift!with!market!oriented!education!policies!is!a!trend!that!influence!all!the!Nordic!countries,!but!in!somehow!different!ways.!This!paper!will!contribute!to!an!understanding!of!some!of!the!more!subtle!aspects!and!consequences!of!this!shift”.!
References:%%
Apple,!Michael!W.!(2006).!Educating!the!"right"!way:!markets,!standards,!God,!and!inequality.!New!York:!Routledge.!
Ball,!Stephen!J.,!Maguire,!Meg,!&!Braun,!Anette.!(2012).!How!schools!do!policy.!Policy!enactments!in!secondary!schools.!Oxon:!Routledge.!
Fraser,!Nancy.!(2009).!Scales!of!justice:!reimagining!political!space!in!a!globalizing!world.!New!York:!Columbia!University!Press.!
Haugen,!Cecilie!Rønning,!&!Hestbek,!Tine!Arntzen.!(2014).!Pedagogikk,!politikk!og!etikk:!demokratiske!utfordringer!og!muligheter!i!norsk!skole.!Oslo:!Universitetsforl.!
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[507]%THE%PUBLIC%OPINION:%ON%THE%MAKINGS%ON%MODERN%EDUCATION Rita!Foss!Lindblad1 ,!Sverker!Lindblad2 1University$of$Borås,$Borås,$Sweden!2Göteborg$University,$Department$of$Education$and$Special$Education,$Göteborg,$Sweden! Research%topic/Aim:%Our!case!is!Sweden!with!its!comprehensive!welfare!state!education.!This!case!have!been!in!rapid!change!in!education!during!the!last!decades,!including!worldwide!restructuring!measures!such!as!deregulation,!privatization!and!governing!by!school!performances.!Our!aim!is!to!analyze!education!as!part!of!a!modernization!project!based!on!the!development!of!science!as!well!as!on!democracy.!Our!approach!to!this!is!analyses!of!the!public!opinion!in!the!Swedish!welfare!state!in!relation!to!the!current!context!of!Sweden!and!what!its!educational!system!offers.!In!order!to!realize!these!ambitions,!we!put!forwards!the!following!research!questions:!
• What!confidence!and!discontent!in!education!is!presented!by!the!public!opinion?!How!is!this!related!to!educational!levels!and!political!preferences!among!individuals?!
• To!what!extent!is!there!confidence!or!mistrust!in!research!in!different!fields!–!including!educational!research!–!and!to!what!extent!is!this!connected!with!educational!levels!and!social!positions!among!the!individuals?!
Given!our!interest!in!modernization!of!education!we!have!a!special!interest!in!how!individuals!in!in!teaching!professions!assess!educational!research.!In!order!to!sharpen!the!analysis!of!current!trends!in!education!modernization!and!educational!research!we!made!special!analyses!of!the!public!opinion!on!the!uses!of!large!scale!assessments!of!educational!performances.!
Theoretical%frameworks:!Trust!has!become!an!important!factor!for!understanding!operations!of!governance!and!educational!reforms!and!variances!of!success!over!countries.!Given!the!present!context!of!rapid!social!and!political!transformations!and!ongoing!restructuring!of!higher!education!and!research,!the!level!and!objects!of!trust!thus!becomes!an!important!indicator!of!possibilities!and!readiness!of!change.!!
Methodology/research%design:%We!have!chosen!to!analyze!the!views!of!the!public!opinion!considering!trust!in!science!as!such!and!for!the!eventual!betterment!of!society,!with!a!special!focus!on!educational!science.!Data!are!obtained!from!the!SOMVInstitute!survey!2014!sent!to!a!national!sample!of!3!400!individuals,!out!of!which!54!percent!answered!the!questions!–!in!sum!1!634!persons.!!
Expected%conclusions/Findings:!In!the!public!opinion!the!confidence!in!the!school!is!not!very!high,!and!most!individuals!take!very!critical!stances!to!current!developments!in!schooling.!Regarded!as!indicators!of!perceptions!of!education!in!a!modernizing!welfare!state,!the!results!present!somewhat!of!a!crisis!in!trust!of!schooling.!This!is!further!underlined!by!the!finding!that!individuals!with!lower!levels!of!education!are!more!discontent!with!recent!developments!in!education.!Of!special!interest!is!the!finding!that!the!right!wing!populists!–!often!in!low!paid!jobs!–!are!most!dissatisfied!with!what!education!can!offer!them.!
Trust!in!educational!research!–!especially!among!those!in!teaching!professions!–!is!also!indicating!that!the!modernization!processes!in!education!is!at!work.!Stated!otherwise,!modernization!of!
education!and!schooling!seems!to!correspond!to!predominant!distribution!of!resources!in!society,!and!universalistic!claims!about!modernization!seem!to!be!contradicted!by!its!premises!and!practices!
Relevance%for%Nordic%Educational%Research:!There!is!a!large!need!for!analyzing!the!current!political!situation!and!its!politics!of!knowledge!and!educational!policies!in!the!Swedish!welfare!state!and!in!similar!welfare!state!contexts,!such!as!the!Nordic!countries.!
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[523]%MOVING%LANDSCAPES%OF%NORDIC%BASIC%EDUCATION%`%APPROACHING%DYNAMICS%IN%EDUCATION%POLITICS%THROUGH%SHIFTING%INTERNATIONAL%INFLUENCES Petteri!Hansen1 ,!Tommi!Wallenius2 1Faculty$of$Educational$Sciences,$Helsinki,$Finland!2University$of$Helsinki,$Institute$of$Behavioural$Sciences,$Helsinki,$Finland! Research%topic/Aim:%In!the!age!of!policy!borrowing!and!internationalization,!educational!researchers!have!started!to!pay!more!attention!to!strategic!use!of!international!policy!borrowing!in!context!of!national!policy!setting!(see!Ringarp!&!Waldow!2016;!SteinerVChamski!2002;!Takayama!et!al.!2013;!Waldow!2012).!In!this!presentation!we!wish!to!elaborate!the!phenomenon!by!asking!what!role!international!actors!and!influences!play!in!national!narratives!of!basic!education!in!three!Nordic!countries,!Norway,!Sweden!and!Finland.!The!analysis!is!based!on!several!interviews!of!central!educational!experts!(policymakers,!officials,!stakeholders,!academics!etc.)!in!each!country!collected!in!2015–16.!
Theoretical%frameworks:!Based!on!the!previous!empirical!research!work!of!Research!Unit!focusing!on!Sociology!and!Politics!of!Education!(KUPOLI)!we!are!aiming!to!bring!forward!the!idea!of!comparative!analytics!of!dynamics!in!education!politics!(see!Kauko!et!al.!2012).!As!a!conceptual!tool!to!analyze!the!changing!international!influences!we!apply!Jürgen!Schriewer’s!(1990)!concept!‘externalization’.!Drawing!on!Luhmannian!systems!theory,!the!education!system!is!seen!operatively!closed,!which!however!can!seek!points!of!reference!outside!in!its!environment.!In!contrast!to!previous!theoretical!discussions!we!have!applied!the!idea!of!externalization!as!a!situational!selfVobservation!strategy!(Stäheli!1997)!that!simultaneously!1)!allows!an!observer!to!reflect!and!make!sense!on!pastVpresent!trajectories,!2)!creates!social!identities!and!3)!both!factualizes!and!challenges!existing!discourses.!
Methodology/research%design:%In!total!40!interviews!of!central!educational!experts!in!three!countries!were!analyzed.!Interviewees!were!selected!by!using!a!snowball!sampling.!Interviews!were!transcribed!and!then!coded!by!using!atlas.ti!Vprogram.!We!have!applied!the!idea!of!second!observation!as!a!discoursive!analytic!strategy.!Second!order!observation!focuses!on!how!‘the!social’!emerges!in!observations!and!how!the!environment!can!be!presented!as!observations!of!other!people!or!systems!(Andersen!2003;!see!also!Hansen!2016).!
Expected%conclusions/Findings:!This!study!will!contribute!on!both!the!practical!and!the!theoretical!discussions!about!Nordic!comprehensive!school!systems.!The!origin!and!unity!of!Nordic!comprehensive!school!is!often!traced!to!Nordic!welfareVstate!regime!(Blossing!et!al.!2014)!that!seems!to!constitute!one!unified!model!of!welfare!capitalism!for!the!rest!of!the!world!(EspingVAndersen,!1990).!Observing!the!story!of!Nordic!comprehensive!school!from!local!and!current!perspective!will!however!reveal!more!complex!dynamics!where!the!reference!societies!(Takayama!2008)!as!well!as!relations!between!different!events!and!actors!are!moving!in!time!and!space.!
Relevance%for%Nordic%Educational%Research:!The!presentation!is!part!of!the!ongoing!DYNO!(Dynamics!in!Basic!Education!Politic!in!Nordic!Countries)!research!project!2016–18!at!the!University!of!Helsinki.!The!focus!in!the!DYNO!project!is!in!the!political!decisionVmaking!and!the!aim!is!to!compare!the!socioVhistorical!processes!through!which!the!comprehensive!schools!and!the!education!systems!in!all!the!five!Nordic!countries!have!developed!in!their!present!form.!
References:!!!Andersen,!N.,!Å.!2003.!Discursive!Analytical!Strategies:!Understanding!Foucault,!Koselleck,!Laclau,!Luhmann.!Bristol:!Policy!Press. !
Blossing,!U.!Imsen,!G.!&!Moos,!L.!(ed.)!2014.!The!Nordic!Education!Model:!'A!School!for!All'!Encounters!NeoVLiberal!Policy.!New!York/London:!Springer!Publishing!Company,!2014,!57!–75.!!!EspingVAndersen,!G.!1990.!The!Three!Worlds!of!Welfare!Capitalism.!Princeton:!Princeton!University!Press.!!
Hansen,!P.!2016.!The!Opportunities!and!limits!of!projectVbased!steering!in!teacher!education:!a!system!theoretical!analysis!of!two!developing!projects!based!on!government!programmes.!University!of!Helsinki,!Faculty!of!Behavioural!Sciences!Department!of!Teacher!of!Education.!Research!Report!391.!
Kauko,!J.,!Simola,!H.,!Varjo,!J.!&!Kalalahti,!M.!2012.!What!could!a!dynamics!perspective!contribute!to!comparative!research?!In!J.!Kivirauma,!A.!Jauhianen,)P.)Seppänen)&)T.)Kaunisto)(Eds.))Koulutuksen*yhteiskunnallinen,ymmärrys.,Social,Perspectives,on,Education.,Research,in,Educational,Sciences,59,,Turku:!Finnish!Educational!Research!Association,!219–233.!!Ringarp,!J.!&!Waldow,!F.!2016.!From!silent!borrowing´!to!the!international!argument:!legitimating!Swedish!educational!policy!from!1945!to!the!present!day.!Nordic!Journal!of!Studies!in!Educational!Policy.!2016:1.!
Schriewer,!J.!1990.!The!method!of!comparison!and!the!need!for!externalization:!Methodological!criteria!and!sociological!concepts.!In!J.!Schriewer!&!B.!Holmes!(Eds.),!Theories!and!methods!in!comparative!education.!Frankfurt!am!Main:!Peter!Lang,!25–83.!
SteinerVKhamsi,!G.!2002.$ReVFraming!Educational!Borrowing!as!a!Policy!Strategy.!In!M.!Caruso!(ed.),!Internationalisierung:!Semantik!und!Bildungssystem!in!Vergleichender!Perspektive.!Frankfurt:!Peter!Lang,!57–89.!
Takayama,!K.,!F.!Waldow,!and!Y.VK.!Sung.!2013.!“Finland!has!it!All?!Examining!the!Media!Accentuation!of!‘Finnish!Education’!in!Australia,!Germany,!and!South!Korea.”!Research!in!Comparative!and!International!Education!2013:8,!307–325.!
[531]%THE%RECRUITMENT%OF%STUDENTS%FROM%ABROAD%`%WHAT%PREVIOUS%STUDIES%CAN%REVEAL%ABOUT%THE%FIELD% Suvi!Jokila1 1University$of$Turku,$Turku,$Finland!
Research%topic/Aim:%The!aim!of!this!presentation!is!to!review!previous!literature!on!the!recruitment!of!students!from!abroad!and!examine!what!it!can!reveal!about!this!topical!phenomenon.!
Theoretical%frameworks:!!Research!in!the!field!of!internationalization!of!higher!education!has!amplified!together!with!strengthening!policy!focus!on!international!issues.!This!has!resulted!widening!understanding!of!the!internationalization!phenomenon!itself!but!also!stressed!the!importance!of!the!theorization!of!the!phenomenon!(see!e.g.!Cantwell!&!MaldonadoVMaldonado!2009;!Larsen!&!Beech,!2014).!One!central!and!increasingly!emphasized!activity!attached!to!the!internationalization!of!higher!education!is!the!recruitment!of!students!from!abroad.!Thus!I!have!selected!the!recruitment!of!students!from!abroad!for!the!scope!of!this!presentation.!!
Methodology/research%design:%!For!the!purpose!of!understanding!the!issues!attached!to!the!recruitment!phenomenon,!systematic!literature!review!is!conducted.!According!to!Hart!(1998),!systematic!and!critical!literature!review!opens!scope!for!understanding!the!‘intellectual!context’!of!the!research!phenomenon.!Analysis!of!the!paper!is!based!on!a!systematic!literature!review!(Hart!1998)!of!four!esteemed!journals!on!the!field,!namely!Globalisation,$Societies$and$Education;!Studies$in$Higher$Education,$and!Higher$Education.!Selected!articles!are!analysed!with!content!analysis.!
Expected%conclusions/Findings:!Results!are!discussed!with!reference!to!work!of!Cantwell!&!MaldonadoVMaldonado!(2009);!Larsen!&!Beech!(2014);!Saarinen!&!Ursin!(2012).!
Relevance%for%Nordic%Educational%Research:%The!recruitment!of!students!from!abroad!is!a!shared!policy!aim!in!the!Nordic!countries!and!beyond,!and!therefore!analysis!in!the!field!is!necessary.!
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[560]%TRANSFERING%THE%NATIONAL%CURRICULUM'S%FUNDAMENTAL%PILLARS%INTO%SCHOOL%PRACTICE.THE%OFFICIAL%DISCOURSE%AND%THE%PEDAGOGIC%DISCOURSE. Hildigunnur!!Gunnarsdóttir1 1University$of$Iceland$C$Educational$Dep.,$Reykjavík,$Iceland! Research%topic/Aim:%The!paper!presents!a!part!of!my!doctoral!research!on!the!integration!of!the!fundamental!pillars!in!one!upper!secondary!school!in!Reykjavík,!Iceland.!The!2011!national!curriculum!for!upper!secondary!schools!in!Iceland!puts!forward!six!fundamental!pillars!of!education!to!be!integrated!into!all!school!practice.!These!pillars!are:!literacy,!sustainability,!democracy!and!human!rights,!equality,!health!and!welfare,!and!creativity.!The!aim!of!the!study!is!to!analyse!the!NC´s!policy!and!intended!changes!in!school!practice!regarding!two!of!the!fundamental!pillars,!i.e.!equality,!and!democracy!and!human!rights,!and!the!way!in!which!they!have!been!recontextualised!in!the!school!curriculum!and!in!turn!integrated!in!two!subjects,!mathematics!and!sociology.!
My!research!questions!are:!
1) What!characterizes!the!ORF,!i.e.!the!discourse!of!the!policy!of!integrating!the!two!
fundamental!pillars!equality,!and!democracy!and!human!rights,!put!forward!in!the!
National!Curriculum?!
2) How!is!the!ORF!recontextualised!in!the!school!curriculum!(PRF)!in!an!upper!secondary!
school?!!
3) How!do!the!fundamental!pillars!appear!in!teaching!practice!in!the!classroom?!
Theoretical%frameworks:!In!the!study!I!use!Basil!Bernstein’s!theories!for!analysing!the!pedagogic!discourse,!first!in!the!official!recontextualising!field!(ORF)!as!it!appears!in!the!national!curriculum!and!secondly!how!the!discourse!is!transformed!in!the!pedagogic!recontextualising!field!(PRF)!in!the!school!curriculum!and!school!practice.!!!
Methodology/research%design:%The!method!is!based!on!reflexive!ethnography,!which!is!appropriate!when!the!field!of!research!is!the!researcher’s!own!school.!The!data!for!analysis!is!the!national!curriculum,!school!curriculum!and!other!documents,!field!observations!in!classrooms!and!interviews!with!teachers.!
Expected%conclusions/Findings:!Preliminary!findings!demonstrate!that!the!official!discourse!in!the!national!curriculum!is!characterized!by!the!competence!mode!rather!than!the!performance!mode!and!weak!framing!of!knowledge.!Regarding!the!regulative!discourse!integration!of!the!fundamental!pillars!demand!for!weakened!framing,!as!for!the!instructional!discourse!the!integration!of!the!pillars!assume!weak!classification!within!subjects.!!Analysis!of!the!school!curriculum!reveal!that!the!two!pillars,!equality,!and!democracy!and!human!right!are!evidently!part!of!the!regulative!discourse.!The!analysis!of!the!pedagogic!discourse!in!the!two!subjects,!sociology!and!mathematics,!reveal!how!they!are!recontextualised!in!a!different!way.!In!sociology!the!pillars!were!very!visible!both!in!the!in!syllabuses!and!practice!whereas!in!mathematics!they!were!hardly!visible!in!the!in!syllabuses.!However,!when!analysing!the!pedagogic!discourse!of!the!classroom!practice!the!fundamental!pillars!seem!to!have!affected!the!framing!of!the!regulative!discourse;!the!teacher!student!communication!is!regulated!by!weak!framing!in!both!subjects.!!
Hypotheses!based!on!interviews!with!the!teachers!suggest!that!the!criteria!of!knowledge!affect!the!way!in!which!the!fundamental!pillars!of!education!are!integrated!differently!in!the!two!subjects.!!!Relevance%for%Nordic%Educational%Research:!The!results!indicate!that!Bernstein’s!theory!is!useful!for!analysing!and!better!understanding!the!transformation!of!pedagogic!discourse!from!the!official!field!to!the!pedagogic!field,!and!a!better!understanding!of!different!pedagogical!discourse!within!these!two!subjects.!
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[578]%TRUST%IN%PROCESS%`%POLICIES%AND%PRACTICES%OF%THE%THE%SUCCESSFUL%ACADEMIC%DEVELOPMENT Mari!Simola1 1University$of$Helsinki,$Centre$for$Sociology$of$Education,$University$of$Helsinki,$Finland! Research% topic/Aim:! The! aim! of! the! presentation! is! to! show! how! the! organizational! trust! and!feeling! of! involvement! are! crucial! for! development! activities! at! the! university! and! how! these!emotions!become!created!in!the!practices!and!policies!of!higher!education!development.!!
Theoretical%frameworks:!Theoretic!framework!used!is!based!on!the!research!on!the!governance!of!organizations! and! affect! theories.! To! be! able! to! understand! the! complex! nexus! of! practices! and!policies!creating!the!conditions!for!higher!education!development,!FoucaultVinspired!theorizations!on!power!and!governance!are!used.!Based!on!Mitchell!Dean’s!definition,!governance!is!a!various!set!of!activities!and!practices,!which!are!working!to!structure!the!field!of!action,!as!well!as!actors’!capacities!to! act! (Dean! 1999).! Emotions! –! for! example! trust! and! feeling! of! involvement! V! are! understood! as!relational;! existing! in! relation! to! something! or! somebody.! Based! on! Sarah! Ahmed’s! studies,! for!instance,!emotions!work!in!social!(societal,!political!and!more!personal)!relationships!and!modify!the!very!fundamental!way!of!behaving.!(Ahmed!2004)!Our!experiences!of!emotions!–!how!we!interpret!and!give!meanings! to! them!–!are!understood!as! culturally! situated!and!positioned.! (Ahmed!2004.)!! !!
Methodology/research%design:!The!empirical!data!of!the!research!consisted!of!six! interviews!on!successful! development!projects! in! the! Finnish!university.! The! scope!of! the!projects! varied! from!a!single! course! to! the! nation! and! discipline! wide! development! project! connected! with! the! Bologna!process.! The! actual! method! was! inductively! driven! analysis,! which! started! from! structuring! the!factors!of!the!processes!defined!by!the!interviewed!developers!and!continued!by!tracking!the!crucial!resources!and!practices,!and!the!interlinking!aspects!between!the!projects.!!
Expected%conclusions/Findings:!The!detailed!analysis!of!practices!which!are!used!and!are!creating!the!feelings!of!trust!and!involvement!in!successful!development!processes.!!
Relevance%for%Nordic%Educational%Research:!Based!on!my!analyses,!the!way!of!organizing!which!is!respectful!and!involving!the!participants!seems!to!be!the!key!for!a!successful!change!in!university.!!The! higher! education! systems! in! Nordic! countries! have! undergone! huge! changes! during! the! past!decade!and!they!are!still!in!flux.!In!my!presentation,!I!hope!to!show!how!the!change!could!be!created!in!the!university!in!a!more!organic!and!systemic!way.!!
References%
Ahmed,!S.!(2004).!The!cultural!politics!of!emotion.!Edinburgh:!Edinburgh!University!Press.!!Dean,!M.!!(1999).!Governmentality:!Power!and!rule!in!modern!society.!London:!Sage.!!
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[619]%CHINESE%EDUCATIONAL%AID%TO%AFRICA:%GREEDY%DRAGON%OR%WELCOME%ALTERNATIVE? Barbara!Schulte1 1Lund$University,$Department$of$Sociology,$Lund,$Sweden! Research%topic/Aim:!The!presentation!will!look!into!the!People's!Republic!of!China's!engagement!in!international!aid!and!development,!with!a!particular!focus!on!Chinese!aid!to!educational!development!in!Africa.!An!educational!development!project!about!raising!the!quality!of!teaching!and!teacher!education!in!eight!African!countries!will!be!used!as!a!case!to!illustrate!these!new!development!dynamics:!“Harnessing!technology!for!quality!teacher!training!in!Africa”!is!carried!out!in!the!eight!African!countries!Côte!d’Ivoire,!Ethiopia,!Namibia,!Liberia,!Democratic!Republic!of!Congo,!Congo,!Tanzania!and!Uganda.!For!this!project,!China!had!signed!a!FundVinVTrust!with!UNESCO!for!the!first!time!in!the!country’s!history!of!providing!aid.!
Theoretical%frameworks:!Despite!repeated!calls!for!a!decentralization!of!the!development!debate!and!taking!into!account!processes!of!aid!and!knowledge!transfer!within!the!Global!South,!the!focus!of!development!research!has!by!and!large!dwelled!on!the!spread!of!knowledge!and!technology!from$
the$‘center’$to$the$‘periphery’!–!that!is,!from!the!global!North!to!the!global!South.!This!paper!intends!to!redirect!attention!to!initiatives,!strategies!and!implementation!of!aid!and!development!within!the!‘global$periphery’.!Important!theoretical!frameworks!are!therefore!globalization!theories!that!take!into!account!SouthVSouth!cooperation,!drawing!also!on!postcolonial!theory.!
Methodology/research%design:%The!paper!is!part!of!a!larger!project,!which!involves!a!variety!of!methods!and!approaches,!including!field!work!and!interviews!with!Chinese!and!African!partners.!For!this!presentation,!which!is!based!on!research!conducted!in!the!initial!stage!of!the!project,!I!will!mainly!draw!on!document!analysis.!
Expected%conclusions/Findings:!Much!of!the!academic,!policy,!and!popular!debate!surrounding!China’s!engagement!in!Africa!is!characterized!by!an!attitude!of!either!bashing!or!hailing!China:!the!country!is!either!depicted!as!a!greedy!dragon!threatening!to!grab!an!entire!continent;!or!it!is!presented!as!the!benevolent!alternative!to!imperialist!Western!donors.!It!is!the!purpose!of!this!presentation!to!provide!a!more!nuanced!picture!of!Chinese!aid!to!Africa!through!investigating!the!modalities!of!a!concrete!development!project.!
Relevance%for%Nordic%Educational%Research:!Internationally,!the!project’s!topic!of!SouthVSouth!relations,!and!specifically!aid!relations!between!China!and!Africa,!are!of!particular!relevance.!Although!the!importance!of!SouthVSouth!relations!has!been!noted!more!than!thirty!years!ago,!there!is!still!a!lack!of!empirical!research!on!how!SouthVSouth!transfer!of!aid!and!knowledge!plays!out!in!concrete!aid!projects,!particularly!within!the!realm!of!education.!Nordic!countries!have!been!traditionally!active!in!providing!aid!to!developing!countries,!including!in!the!field!of!education;!however,!particularly!with!regard!to!Sweden,!educational!research!on!development!is!an!underVresearched!area!in!the!educational!sciences,!meaning!that!the!Swedish!engagement!in!humanitarian!and!educational!aid!is!not!supported!sufficiently!by!independent!research.!The!new!landscape!of!international!aid,!both!regarding!donors!and!receivers,!bears!also!an!impact!on!how!Nordic!countries!design!and!implement!development!projects,!and!should!therefore!receive!more!attention.!
[636]%EDUCATION%POLICY`MAKING%NETWORKS:%THE%CASE%OF%THE%DIGITIZATION%OF%SCHOOLS Annika!Bergviken!Rensfeldt1 ,!Catarina!PlayerVKoro2 ,!Neil!Selwyn3 ,!Ben!Williamson4 1Dep$of$Education,$Communication$and$Learning.$University$of$Gothenburg,$Goteborg,$Sweden!2University$of$Gothenburg.$Dept$of$Pedagogical,$Curricular$and$Professional$Studies,$Gothenburg,$Sweden!3Dept$of$Education,$University$of$Gothenburg,$University$of$Monash,$Gothenburg,$Sweden!4Faculty$of$Social$Sciences,$University$of$Stirling,$Stirling,$United$Kingdom! Research%topic/Aim:%As!in!many!other!parts!around!the!world,!the!Nordic!countries!have!undergone!a!radical!marketization!and!neoVliberal!restructuring!of!the!public!sector.!As!a!part!of!these!changes,!policyVmaking!networks!are!now!a!current!feature!of!government,!connecting!public!and!private!interests,!and!local!and!global!actors.!Similar!to!the!UK,!the!changes!within!Nordic!countries!have!become!particularly!evident!in!the!educational!sector!and!in!relation!to!the!digitalisation!of!schools!(cf.!Williamson,!2015).!In!Sweden,!this!has!meant!that!the!soVcalled!eduVbusiness,!with!IT!consultants,!technology!and!infrastructure!suppliers,!are!key!players!in!shaping!public!IT!education!policy!at!the!same!time!as!they!displaying!strong!links!to!global!policy!networks!(Player!Koro!&!Beach!2014).!
Theoretical%frameworks:!The!contributions!within!the!symposia!all!consider!policy$networks$as!conceptual!tools!and!central!part!of!current!education!policy!formations!(Ball,!2016)!as!they!mobilize!and!connect!actors,!technologies!as!well!as!ideas!and!discourses.!Theoretically,!critical!and!dynamic!approaches!to!how!such!policy!networks!are!formed!have!been!a!starting!point,!however!based!on!different!approaches!to!aspects!of!how!policy!networks!take!form,!e.g.!through!policy!events!and!fast!policy!discourses,!processes!that!have!‘real!effects’!and!therefore!are!possible!to!act!upon!and!change.!These!kinds!of!policy!processes!make!new!centers,!or!dislocations!of!policy!possible.!
Methodology/research%design:%The!symposia!will!provide!a!critical!commentary!of!policy!network!formations!both!from!the!Nordic!and!European!context!and!by!the!use!of!for!example!networked!ethnography!and!documentary!analyses.!
! Abstract!1!Selling$technology$to$teachers:$education$trade$shows$as$a$policy$network$event%%
! Abstract!2!Fast$policy$networks,$digital$citizenship$and$computing$in$the$curriculum$
! Abstract!3$Methodological$considerations$when$researching$IT$education$policy$networks!!
Expected%conclusions/Findings:!The!changing!political!landscape!where!private!and!public!sector!now!‘work!together’!has!meant!that!the!boundary!between!the!private!and!the!public!sector!as!parts!of!the!society!has!been!weakened.!The!consequences!for!the!school,!the!students!and!for!those!working!in!the!school!sector!–!as!for!the!education!system!as!a!whole!–!are!many,!profound!and!serious.!The!aim!with!this!symposium!is!to!address!these!consequences!by:!!
• Providing!empirical,!conceptual!and!methodological!contributions!from!scholars!investigating!the!emergence!of!transVnational!spaces!of!policyVmaking!and!their!relation!to!intra!national!spaces!of!policy.!
• Discussing!the!consequences!these!occurrences!will!have!for!policy!formation!as!an!enactment!and!central!arena!of!educational!policyVmaking.!In!particular,!we!are!drawing!on!the!case!of!the!digitization!of!schools!and!exemplify!how!this!is!played!out!in!Nordic!education!contexts.!
Relevance%for%Nordic%Educational%Research:!MarkedVbased!reforms!in!education!and!the!formation!of!policy!networks!have!reworked!the!nature!of!public!education!in!Norway,!Sweden!and!Denmark!as!well!as!in!UK.!To!research,!explore,!and!analyse!the!consequences!of!this!is!both!necessary!and!relevant,!not!least!in!relation!to!issues!of!democracy!and!in!discussion!about!the!purpose!and!function!of!the!education!system!for!individuals!and!society.!!
Annika!Bergviken!Rensfeldt,$Dept$of$Education,$Communication$and$Learning,$University$of$
Gothenburg,$Sweden,$Catarina!PlayerMKoro,$Dept$of$Pedagogical,$Curricular$and$Professional$Studies,$University$of$Gothenburg,$Sweden,$Neil!Selwyn,!Dept$of$Education,$Communication$and$Learning,$
University$of$Gothenburg,$Sweden/Faculty$of$Education,$Monash$University,$Australia$
Abstract%1%Selling!technology!to!teachers:!education!trade!shows!as!a!policy!network!event%
Research%topic/Aim:%The!use!of!digital!technology!in!schools!is!now!a!multiVbillion!dollar!business,!and!an!increasingly!complex!area!of!policy!formation!and!enactment.!A!number!of!studies!have!mapped!out!the!policy!actors!and!networks!implicit!in!the!formation!of!technologyVrelated!ideas!and!imperatives!(PlayerVKoro!&!Beach!2014,!Picciano!&!Spring!2012).!This!paper!will!explore!how!these!networks!of!(inter)national!policy!actors!(forVprofit,!nonVprofit!and!state)!intersect!with!local!school!systems,!schools!and!teachers.!While!much!of!the!enactment!of!digital!education!policy!takes!place!within!schools!and!classrooms!(Ball!et$al.!2012),!this!paper!will!explore!the!significant!policyVwork!that!takes!place!outside!of!schools!–!in!particular!the!extensive!EdVTech!trade!fairs!that!are!run!annually!for!educators.!These!events,!we!argue,!are!key!(intra)national!sites!of!policy!interpretation!and!enactment!–!shaping!how!the!interests!of!global!policy!actors!are!‘sold’!to!local!schools!and!teachers.!
Theoretical%frameworks:!This!paper!is!rooted!in!the!critical!policy!sociology!tradition!(Ball!1997).!This!approach!seeks!to!develop%accounts!of!educational!policy!formation!that!make!sense!of!the!relations!of!power!and!political!interplays!between!different!elements!of!the!networks!through!which!policies!are!developed!and!allocated.!In!the!tradition!of!critical!policy!sociology,!this!paper!focuses!specifically!on!the!‘how’,!‘why’!and!‘because’!of!EdVTech!policy!formation!and!enactment!at!trade!shows!–!addressing!implicit!issues!of!power!and!social!justice.!
Methodology/research%design:%This!paper!is!rooted!in!the!critical!policy!sociology!tradition!(Ball!1997).!This!approach!seeks!to!develop%accounts!of!educational!policy!formation!that!make!sense!of!the!relations!of!power!and!political!interplays!between!different!elements!of!the!networks!through!which!policies!are!developed!and!allocated.!In!the!tradition!of!critical!policy!sociology,!this!paper!focuses!specifically!on!the!‘how’,!‘why’!and!‘because’!of!EdVTech!policy!formation!and!enactment!at!trade!shows!–!addressing!implicit!issues!of!power!and!social!justice.!
Expected%conclusions/Findings:!The!research!points!to!a!number!of!key!tensions!within!the!policy!interactions!and!enactments!taking!place!at!SETT.!In!brief,!these!will!include:%
V SETT!as!an!event!for!the!circulation,!consolation!and!consumption!of!predefined!ideas!and!imperatives!!
V The!role!of!SETT!in!consolidating!policy!networks!V The!subsuming!of!public!education!interests!into!forVprofit!corporate!concerns!!V The!differentiation!of!teachers!in!terms!of!their!economic,!social!and!cultural!resources!V The!framing!of!teachers!as!entrepreneurial!professionals!V The!affective!pressures!of!teachers’!lived!experiences!of!policy!enactment!
!Relevance%for%Nordic%Educational%Research:!The!paper!reports!on!one!of!the!key!Nordic!EdVTech!trade!shows!and!explores!the!EdVTech!policy!networks!that!have!developed!in!a!Swedish!and!Norwegian!context.
Ben%Williamson,%Faculty$of$Social$Sciences,$University$of$Stirling,$UK%
Abstract%2%Fast!policy!networks,!digital!citizenship!and!computing!in!the!curriculum!
Research%topic:%The!idea!that!young!people!should!learn!to!code!in!order!to!be!able!to!program!and!make!digital!products!has!become!a!major!educational!movement,!spearheaded!by!a!joinedVup!network!of!philanthropic!and!charitable!organizations,!businesses,!think!tanks,!academic!researchers,!influential!media!voices,!entrepreneurs,!and!government!departments.!In!England,!computer!programming!has!been!established!in!the!National!Curriculum!in!the!new!subject!Computing,!which!was!introduced!in!2014.!This!paper!examines!how!learning!to!code!has!been!positioned!by!its!network!of!advocates!and!governmentalized!to!shape!young!people!as!‘digital!citizens.’!!!Theoretical%framework:%In!this!paper,!I!theorise!the!formation!of!computing!as!a!subject!in!the!National!Curriculum!in!England!as!the!product!of!a!distributed!crossVsector!‘policy!network’!(Ball,!2016)!and!an!accelerated!‘fast!policy’!process!(Peck!&!Theodore,!2015).!The!policy!mobilities!approach!seeks!to!conceptualize!distributed!and!accelerated!policy!approaches!that!cross!national!borderlines,!traverse!public,!private!and!third!sectors,!and!combine!governmental,!business,!media!and!academic!expertise.!%Methodology/research%design:%The!paper!is!based!on!extensive!documentary!analysis!of!the!policy!network!that!translated!digital!making!and!coding!into!national!curriculum!policy,!plus!interviews!conducted!with!individual!actors!involved!in!the!process.!!!Expected%conclusions/findings:%The!significant!finding!of!the!research!is!that!learning!to!code!in!the!curriculum!is!becoming!part!of!state!strategies!to!shape!‘digital!citizens’!who!can!participate!in!‘digital!governance.’!Isin!and!Ruppert!(2015)!note!that!the!emerging!figure!of!the!‘digital!citizen’!has!become!‘a!problem!of!government:!how!to!engage,!cajole,!coerce,!incite,!invite,!or!broadly!encourage!it!to!inhabit!forms!of!conduct!that!are!already!deemed!to!be!appropriate!to!being!a!citizen.’!The!fast!policy!networks!that!have!embedded!coding!and!computing!in!the!curriculum!have!sought!to!solve!this!problem!of!government!by!schooling!digital!citizens!to!view!themselves!as!agents!of!social!progress!through!software!(Irani!2015).!
Relevance%for%Nordic%educational%research:%Learning!to!code,!making!and!computing!has!become!the!subject!of!globally!mobile!policy!networks!that!are!seeking!to!exert!influence!on!national!curriculum!policies!worldwide.!In!Nordic!countries,!like!the!UK,!advocates!of!digital!technologies!are!increasingly!prominent!influences!in!educational!policy!development!and!its!enactment!in!schools.!!
Catarina!PlayerMKoro,$Dept$of$Pedagogical,$Curricular$and$Professional$Studies,$University$of$Gothenburg,$Sweden!
Abstract%3!Methodological!considerations!when!researching!IT!education!policy!networks!
Research%topic/Aim:%This!paper!connects!to!the!onVgoing!discussion!about!the!need!to!develop!research!methods!that!allow!for!investigation!of!policy!processes!through!new!spatialities!and!new!governance!structures!of!policy!networks!that!has!been!the!result!of!neoliberal!commitment!to!deregulation!and!market!forces!(Ball,!2012;!Hogan,!2016).!It!draws!on!an!empirical!study!of!education!policy!making!in!Sweden!in!relation!to!digitalisation!of!schools.!In!Sweden,!as!in!other!countries!(UK!is!an!recent!example,!cf.!Williamson,!2015)!this!is!a!sector!where!the!involvement!of!private!actors!has!been!particularly!evident.!In!line!with!for!example!Ball!(2012)!and!Hogan!(2016),!we!draw!on!networked!ethnography!allowing!for!mapping!and!analysing!the!formation!and!mobility!of!policy!networks.!
Theoretical%frameworks:!Theoretically,!this!paper!connects!networked!ethnography!to!uptakes!within!traditional!ethnography!and!argues!the!strengths!of!using!ethnographic!approach!to!critically!examine!policy!implementations,!by!developing!theoretically!informed!descriptions!of!educational!lives,!identities!and!activities!from!the!perspective!of!those!who!work!in!educational!institutions.!In!this!way!this!paper!aims!to!stress!the!relevance!for!networked!ethnography!to!connect!closer!to!the!long!tradition!of!ethnographic!policy!research!focusing!on!teachers’!work!and!how!it!changes!in!response!to!political,!economic!and!social!pressures!(Beach,!2010).!!
Methodology/research%design:%Network!ethnography,!is!a!synergistic!research!design!between!social$network$analysis!and!ethnography.$This!way!of!doing!ethnography!was!first!developed!by!Philip!Howard!2002!for!studying!what!he!called!‘hypermedia!organisations.’!The!method!has!than!been!further!adapted!to!study!contemporary!policy!mobilities!by!amongst!others!Stephen!Ball!and!could$briefly!be!described!as!an!adaption!of!ethnographic!methods!to!the!way!organisations!and!associations!are!working!nowadays!due!to!globalisation!and!the!digitalization!of!the!society.!
Expected%conclusions/Findings:!”!The!ethnographic!tradition!of!subjectivity!and!meaningVmaking!for!people!with!limited!opportunities!to!have!power!and!influence!over!their!own!situation,!has!been!important!for!further!illuminating!and!understanding!the!effects!of!marketization!of!the!educational!sector!through!policy!networks!and!thereby!educational!policymaking!and!how!we!do!education!policy!analysis.!
Relevance%for%Nordic%Educational%Research:!Sweden!stands!out!as!a!country!where!the!neoVliberal,!marketVbased!reforming!of!the!education!system!has!been!the!most!aggressive!and!radical.!This!calls!for!research!trying!to!understand!what!consequences!this!will!have!for!education,!democracy!and!those!working!in!the!educational!sector.!!
References:!
Ball,!S.!(1997).!Policy!Sociology!and!Critical!Social!Research.!British$Educational$Research$Journal!23(3),!257V274.!
!
Ball,!S.!J.!(2012).!Global$education$inc.$:$new$policy$networks$and$the$neoCliberal$imaginery.!New!York,!NY:!Routledge.!
$
Ball,!S.!J.!(2016).!Following!policy:!networks,!network!ethnography!and!education!policy!mobilities,!Journal!of!Education!Policy,$(31)5,!549V566.!
!
Ball,!S.,!Maguire,!M.,!&!Braun,!A.!(2012).!How$schools$do$policy.!London:!Routledge.!
Beach,!D.!(2010).!Identifying!and!comparing!Scandinavian!ethnography:!comparisons!and!influences.!Ethnography$&$Education,$5(1),!49V63.!!
!
Hogan,!A.!(2016).!Network!ethnography!and!the!cyberflâneur:!evolving!policy!sociology!in!education.!International$Journal$of$Qualitative$Studies$in$Education,$29(3),!381V398.!
Irani,!L.!(2015).!Hackathons!and!the!making!of!entrepreneurial!citizenship.!Science,$Technology$&$Human$Values$40(5),!799V824.!
Isin,!E.!&!Ruppert,!E.!(2015).!Being$Digital$Citizens.!London,!New!York:!Rowman!&!Littlefield.!
Peck,!J.!&!Theodore,!N.!(2015).!Fast$policy:$experimental$statecraft$at$the$thresholds$of$neoliberalism.!Minneapolis:!University!of!Minnesota!Press.!
Picciano,!A.!&!Spring,!J.!(2013).!The$great$American$educationCindustrial$complex.!New!York:!Routledge.!!PlayerVKoro,!C.!&!Beach,!D.!(2014).!‘RollVout!neoliberalism’!through!oneVtoVone!laptop!investments!in!Swedish!schools.!I:!P.!Landri,!A.!Maccarini!&!R.!DeRosa!(red.).!Proceedings$of$the$3rd$annual$conference$on$Rethinking$educational$ethnography:$researching$onCline$communities$and$interactions.!Rom:!CNRVIRPPS!eVPublishing.$$!Williamson,!B.!(2015).!Political!computational!thinking:!policy!networks,!digital!governance!and!‘learning!to!code’.!Critical$Policy$Studies,!1V20.!
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[703]%CONSTRUCTING%LEGITIMATE%NATIONAL%TESTING%POLICIES%IN%NORWAY%AND%SWEDEN Sverre!Tveit1 1University$of$Agder,$Department$of$Education,$Kristiansand,$Norway! Research%topic/Aim:%This!paper!investigates!the!Norwegian!and!Swedish!governments’!legitimation!of!national!testing!policies,!in!the!intersection!of!supranational!governance!discourses!and!the!demands!of!national!states’!governments.!The!comparison!shed!light!on!how!the!countries’!vastly!different!approaches!to!governing,!and!associated!use!of!national!tests,!construct!different!premises!for!policymaking.!Reporting!on!policy!document!analyses!and!expert!interviews!with!highVprofile!policymakers,!the!paper!adds!to!the!existing!knowledge!base!by!undertaking!a!thorough!investigation!into!the!roles!and!purposes!of!national!testing.!Promulgating!a!conceptual!framework!that!discusses!how!tests!are!used!(i)!to$certify,!(ii)!to$govern!and!(iii)!to$support!learning!and!instruction,!the!paper!illuminates!national!tests’!substantially!different!roles!and!uses!in!governments’!policies.!
Theoretical%frameworks:!Capturing!how!globalisation!increasingly!influences!national!states’!policymaking,!the!paper!draws!on!Dale’s!(2005)!use!of!the!concept!supranational!to!give!attention!to!how!the!knowledge!production!is!interwoven!in!a!mixture!of!national!and!overVnational!actors!that!participate!in!policy!deliberations.!These!premises!assume!that!policy!deliberations!are!often!reliant!on!policy$borrowing.!Ozga,!DahlerVLarsen,!Segerholm,!and!Simola!(2011)!characterise!this!development!as!the!governance$turn,!emphasising!the!shift!from!the!practice!of!policy!and!administration!in!its!stateVform!(government)!to!greater!involvement!of!other!agents!and!agencies!such!as!the!European!Union,!the!World!Bank,!and!the!OECD!(governance).!The!increased!influence!from!supranational!agencies!have!made!politicians!accountable!not!only!to!their!respective!populations!but!also!to!European!and!global!standards.!
Methodology/research%design:%The!document!analysis!spanned!more!than!a!decade!of!policy!deliberations!(2001–2013!and!2002–2014,!respectively)!underpinning!the!contemporary!curriculum!reform!in!Norway!and!Sweden.!These!policy!documents!were!analysed!in!order!to!determine!the!roles!and!purposes!of!the!national!testing!programs.!The!policy!documents!included!white!papers,!legislation!and!regulations,!recommendations,!and!circular!letters!and!reports!from!the!governments’!inspection!and!auditing!bodies.!Furthermore,!expert!interviews!undertaken!in!2013!with!politicians!and!government!officials!in!the!two!countries’!Ministries!of!Education!and!Research!and!the!associated!government!agencies,!helped!identify!tacit!knowledge,!silences!and!inconsistencies!in!official!written!policies.!!
Expected%conclusions/Findings:!In!an!era!of!increased!political!emphasis!on!both!accountability!and!formative!assessment,!the!article!illustrates!how!national!governments’!turn!to!supranational!governance!actors!and!discourses!in!the!legitimation!of!its!policies,!when!public!and!professional!support!for!the!national!testing!programs!is!threatened.!Furthermore!it!demonstrates!the!importance!of!taking!national!meritocratic!traditions!into!consideration!in!order!to!understand!the!roles!of!contemporary!national!testing!programs.!The!paper!identifies!fundamental!conflicts!and!tensions!between!the!roles!of!educational!assessment!in!national!testing!programs.!
Relevance%for%Nordic%Educational%Research:!The!Scandinavian$welfare$state$and!the$Nordic$model$labels!may!give!the!impression!that!Norway!and!Sweden!have!largely!similar!education!
systems.!The!countries!evidently!share!many!political!and!cultural!values,!such!as!a!comprehensive!school!system.!This!article!demonstrates,!however,!that!the!premises!for!contemporary!national!testing!policymaking!are!fundamentally!different!in!the!two!countries.!!
[705]%TRUST%AND%CONTROL%OF%TEACHERS'%WORK Susanne!Fransson1 ,!Caroline!Runesdotter2 1Department$of$Social$Work$,$University$of$Gothenburg,$Gothenburg,$Sweden!2Department$of$Education$and$Special$Educatioin,$University$of$Gothenburg,$Gothenburg,$Sweden! Research%topic/Aim:%Many!teachers!experience!a!lack!of!legitimacy,!a!decrease!in!status!and!distrust.!We!want!to!discuss!the!impact!of!different!forms!of!control!over!the!schools!and!teachers’!work!in!relation!to!how!trust!and!legitimacy!are!experienced!by!teachers!and!principals.!The!work!in!school!is!controlled!by!the!Swedish!School!Inspectorate!and!is!based!on!the!Education!Act!(2010:800).!The!marketization!of!the!Swedish!education!system!with!parents!and!pupils!as!consumers!that!can!chose!between!exit!–!choosing!another!school,!or!voice!(Hirschman,!1970)!–!to!complain!to!the!principal!decreases!teachers’!status!.!Hence,!mistrust!and!control!affect!teachers!and!principals’!everyday!lives.!Teachers!are!also!expected!to!exercise!a!form!of!internal!control.!!
Teachers!have!a!mandate!of!trust!from!the!State!to!exercise!authority.!In!that!sense!the!teachers’!work!has!much!in!common!with!professionals!like!doctors!or!with!semiVprofessionals!like!social!workers.!Since!the!end!of!the!19th!century,!Swedish!teachers!have!endeavoured!to!be!considered!professionals.!However,!when!teachers!were!finally!referred!to!as!professionals,!this!was!imposed!by!the!State!and!an!essential!part!of!new!forms!of!governing!with!aims!and!results!having!been!introduced!in!1991.!!
Later!new!forms!for!control!were!introduced,!mainly!through!the!School!Inspectorate,!it!could!be!considered!as!a!way!for!the!State!to!regain!control!over!schools!and!reduce!the!autonomy!in!teachers’!work.!Also,!the!recently!introduced!teacher!authorization!can!be!considered!as!a!way!to!control!teachers’!work,!but!in!the!same!time!it!can!also!be!understood!as!a!way!to!enhance!the!status!of!and!trust!in!teachers.!
Theoretical%frameworks:!Control!and!trust!doesn’t!necessarily!have!to!be!opposite;!control!can!both!be!delegitimizing!and!can!also!be!a!way!to!enhance!legitimacy!and!trust!in!an!institution.!Luhmann!(2005)!distinguishes!between!trust!in!individuals!and!trust!in!systems.!!An!internal!control!within!a!system!can!strengthen!our!confidence!in!the!system!itself.!We!will!analyse!the!different!forms!of!control!of!the!teachers’!work!done!in!schools!in!relation!to!the!logic!of!professionalism,!compared!to!the!logic!of!bureaucracy!and!the!logic!of!the!market!(Freidson,!2001).!
Methodology/research%design:%We!will!combine!an!actor!perspective!based!on!interviews!with!teachers,!principals!with!a!content!analysis!of!policy!texts,!the!legal!framework,!and!documents!from!the!School!Inspectorate.!!
Expected%conclusions/Findings:!We!expect!to!be!able!to!disclose!some!of!the!intentions!and!the!rationale!of!the!different!forms!for!control!of!teachers’!work.!The!interviews!we!already!have!conducted!indicate!some!unintentional!effects!when!different!systems!of!control!are!combined!within!schools!that!compete!with!each!other.!!
Relevance%for%Nordic%Educational%Research:!The!results!will!be!considered!in!relation!the!ongoing!debate!about!the!status!and!conditions!of!work!for!Swedish!teachers!and!the!reconfiguration!of!teachers!work!as!a!more!general!phenomenon!in!the!Nordic!countries.!!
[713]%WHY%LLL%AND%PD%MIGHT%(SHOULD)%BE%A%PART%OF%THE%SAME%EDUCATIONAL%DISCOURSE%AND%BE%PLACED%WITHIN%THE%SYSTEM%OF%EDUCATION? Jón!Torfi!Jónasson1 1School$of$Education,$University$of$Iceland,$Reykjavík,$Iceland! Why!LLL!(lifelong!learning)!and!PD!(professional!development)!might!(should)!be!a!part!of!the!same!educational!discourse!and!be!placed!within!the!system!of!education.!!
Research%topic/Aim:%The!aim!of!the!paper!is!to!show!that!both!fields!are!outside!the!system!based!educational!discourse!and!have!to!contend!with!the!system!on!two!fronts.!On!one!front!they!are!being!held!outside!“the!system”!in!many!–!most!V!educational!systems.!They!are!not!a!part!of!the!system!(nor!are!they!normally!treated!as!very!related!entities).!On!the!other!front!they!have!to!contend!with!arguments!which!are!normally!used!as!the!pillars!for!basic!–!or!preVservice!education,!which!might!have!much!more!force!when!used!to!underpin!either!LLL!or!PD.!We!will!use!both!terms,!but!for!simplification!we!will!talk!about!PD.!
Theoretical%frameworks:%This!is!interwoven!with!the!outcome.!The!various!theoretical!perspectives!will!be!presented!in!the!paper.!!
Methodology/research%design:%Analysis!of!arguments!for!LLL!and!PD!and!their!standing!visVàVvis!the!system!of!education.!
Expected%conclusions/Findings:!!
The!paper!will!be!in!four!parts:!
V First!it!will!be!argued!that!the!premises!for!many!current!systems!of!basic!education!and!preVservice!education!are!outdated!and!should!be!replaced!by!new!premises!that!invite!a!different!perspective!on!which!a!system!might!or!should!be!based.!(The!premises!relate!to!rapid!changes!in!al!aspect!of!the!social!environment!–!the!rapidly!changing!world!of!work!and!frequent!changes!between!work!places!among!the!population).!
V Secondly!the!theoretical!underpinnings!for!the!PD!perspective!are!presented,!derived!from!three!different!directions.!The!first!focuses!on!change,!i.e.!how!changes!along!at!least!four!dimensions!are!becoming!increasingly!important,!i.e.,!changes!within!any!job!(such!as!technological!changes),!people!increasingly!taking!on!many!jobs!during!their!lifetime,!quite!dramatic!changes!in!cultures!in!many!sections!of!the!labour!market!and!new!ideas!about!how!change!can!most!fruitfully!be!orchestrated!from!within!the!workplace.!It!is!also!noted!that!the!rapidly!changing!social!environment!also!affects!culture!of!daily!life!as!well!as!work.!The!second!focus,!the!pedagogical!focus!will!note!that!there!are!motivational,!developmental!and!pragmatic!reasons!why!incremental!changes!interwoven!with!the!tasks!at!hand!are!most!likely!to!become!tools!of!thought!and!action.!Thus!it!is!important!for!pragmatic!reasons,!or!reasons!of!efficiency!to!emphasize!professional!development,!perhaps!at!the!expense!of!very!long!initial!preVservice!programmes.!The!third!focus!is!the!professional!(or!expert)!focus,!i.e.,!the!understanding!that!in!order!to!develop!expertise!takes!time,!often!a!number!of!years!and!is!often!situation!specific.!This!can!only!be!developed!on!the!job,!partly!as!the!job!also!develops.!!
V In!the!third!section!of!the!paper!various!obstacles!to!system!change!are!presented.!In!particular,!how!the!current!system!itself!resists!change.!But!not!only!the!system,!V!probably!most!of!the!stakeholders!or!actors!outside!the!system!would!also!not!like!to!hand!more!power!or!control!to!the!existing!system.!One!of!the!issues!(problems)!is!that!the!universities!have!such!a!high!status!and!strength!that!they!see!no!reasons!themselves!to!introduce!the!flexibility!(in!terms!of!unit!based!programmes!and!evaluation!of!proper!academic!work)!that!would!be!required!to!make!them!central!players!in!the!field!of!PD.!They!are!probably!not!interested!and!only!feel!it!would!lessen!their!competiveness!in!the!international!ranking!competition.!Nevertheless,!it!seems!very!weak!to!keep!both!the!rigid!educational!system!and!its!various!actors!(particularly!the!academics)!outside!a!crucial!part!of!any!modern!society!which!want!to!retain!its!dynamism.!The!academics!are!often!allowed!to!play!some!part!but!this!is!on!an!ad!hoc!basis!and!very!incidental.!!
V The!fourth!part!is!a!summary!and!an!attempt!to!evaluate!the!arguments!presented!and!discuss,!V!if!they!stand!up!to!initial!critique,!V!if!there!would!be!any!interested!stakeholder!likely!to!take!the!issue!up.!Each!segment!within!the!field!of!education!seems!to!be!happy!to!be!left!alone.!This!part!is!largely!inspired!by!Jónasson!(2016),!but!here!the!emphasis!is!on!the!system!rather!than!content.!It!will!also!evaluate!the!explicit!and!implicit!part!of!the!argument!that!LLL!and!PD!belong!to!the!same!category!with!respect!to!the!discussion!presented.!!
!Relevance%for%Nordic%Educational%Research:!This!is!presented!as!an!international!issue,!equally!important!for!the!Nordic!as!other!countries!or!systems.!!
!Jónasson,!J.T.!(2016).!Educational!change,!inertia!and!potential!futures.!Why!is!it!difficult!to!change!the!content!of!education?!European!Journal!of!Futures!Research!(4)!7.!
[739]%POLICY%NETWORKS%IN%SCOTTISH%TEACHER%EDUCATION%REFORM:%THE%MYTH%OF%DEMOCRACY Anne!!Beck1 1University$of$Strathclyde,$Glasgow,$United$Kingdom! This!paper!emerges!from!a!larger!study!that!traced!the!development!and!implementation!of!a!recent!teacher!education!policy!in!Scotland,!‘Teaching!Scotland’s!Future’!(TSF;!Donaldson,!2011).!Shortly!after!the!publication!of!TSF,!the!Scottish!Government!set!up!a!partnership!model,!the!National!Partnership!Group!(NPG)!to!refine!and!begin!to!implement!a!number!of!its!recommendations!in!partnership!between!key!organisations!in!Scottish!education.!The!membership!of!the!NPG!consisted!of!representatives!from!these!key!organisations,!as!well!as!a!small!number!of!individual!teachers.!!
Taking!a!critical!policy!analysis!approach,!this!paper!sets!out!to!investigate!the!representation!and!participation!of!actors!within!the!policy!process!and!identify!the!voices!that!were!not!heard!within!the!NPG.!The!research!employs!elements!of!actorVnetwork!theory!(ANT)!to!conceptualise!the!participation!of!institutional!actors!as!a!process!of!‘interest!translation’!(Edwards,!2012),!and!draws!on!literature!in!the!area!of!policy!networks!(Ball!&!Junemann,!2012)!and!democratic!network!governance!(Sørensen!and!Torfing,!2005)!in!order!to!examine!the!processes!by!which!the!NPG!operated.!The!data!used!in!this!paper!consists!of!interviews!conducted!with!members!of!the!NPG!and!documentary!evidence!in!the!form!of!minutes!of!meetings,!policy!documents!and!press!releases.!!
Drawing!mainly!on!the!perspectives!of!actors!central!to!the!process,!this!paper!highlights!the!complexity!and!subtly!of!the!policy!processes!at!work.!On!the!surface,!the!development!of!a!partnership!model!was!regarded!as!evidence!of!the!government’s!apparent!commitment!to!collaborative!and!democratic!policyVmaking.!However,!the!findings!of!this!research!suggest!that!underneath!this!‘simulacra!of!order’!lay!great!disorder:!divergent!institutional!interests,!unequal!power!relations,!strategic!institutional!positioning!and!a!conservative!network!culture!that!favoured!the!participation!of!some!actors!over!others.!!
It!is!expected!that!these!findings!will!be!of!relevance!to!Nordic!educational!research!given!the!increasing!focus!on!teacher!education!reform!across!Europe.!Furthermore,!many!of!the!issues!that!this!paper!highlights!around!power!and!participation!in!the!policy!process!may!be!symptomatic!of!Scotland’s!size!and!closeVknit!community!of!policyVmakers.!As!such,!it!might!be!interesting!to!compare!the!findings!of!this!research!to!countries!of!a!similar!size.!!!
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[740]%POSITIONING%POLICY:%EXPLAINING,%FRAMING%AND%FORMING%GIRFEC% Paul!Adams1 1University$of$Strathclyde,$Glasgow,$United$Kingdom! One!of!the!most!inclusive!policies!to!come!out!of!Scottish!Legislation!is!‘Getting$it$Right$for$Every$Child’!(Scottish!Government,!2012).!This!is!a!set!of!recommendations!which!seeks!to!ensure!that!the!educational!and!welfare!progress!of!all!children!and!young!people!is!prioritised.!The!proposals!seek!to!identify!ways!in!which!a!variety!of!agencies!can!work!together!to!reduce!exclusion!and!increase!educational!success.!!This!paper!addresses!some!of!the!features!of!GIRFEC.!Using!an!innovative!framework!for!analysis,!Policy!as!Positioning!(Adams,!2015),!the!paper!considers!the!way!in!which!educational!imperatives!are!‘framed’!by!wider!socioVpolitical!Discourses,!‘explained’!by!texts!which!seek!to!present!such!matters,!and!‘formed’!by!the!very!discursive!acts!that!relate!to!the!ways!in!which!individuals!and!groups!come!together!to!understand!and!form!the!very!policies!of!which!they!speak.!To!do!this,!the!paper!deploys!Positioning!Theory:!a!way!of!considering!the!interplay!between!the!storylines!that!come!together!to!form!Discourses!and!discourses,!the!speech!acts!used!to!define!and!explain!!certain!interactional!features,!and!the!positions!offered!and!taken!up!or!resisted!by!participants.!Positioning!Theory!concerns!itself!with!whom!and!what!has!the!right!to!speak!and!how!this!gives!rise!to!position!calls!for!those!involved.!These!position!calls!seek!to!orient!individuals!and!groups!through!the!rights,!duties!and!obligations!they!convey.!In!turn!such!position!calls!can!be!taken!up,!modified!or!resisted.!!The!paper!analyses!the!political!frames!and!textual!representations!for!GIRFEC!and!uses!data!gathered!through!interviews!with!teachers!in!one!school!that!has!yet!to!engage!with!GIRFEC!training.!The!paper!demonstrates!the!ways!in!which!interaction!at!all!three!levels!helps!one!to!understand!the!formation!of!policy!at!the!local!level.!Specifically,!the!paper!addresses!the!ways!in!which!policy!is!formed!by!the!individuals!concerned!within!the!frames!of!Scottishness!so!prevalent!within!political!Discourse!and!texts!oriented!towards!integrated!children’s!services.!Accordingly,!the!paper!identifies!three!position!calls!for!ICS!and!GIRFEC!in!Scotland:!the!ways!in!which!a!discourse!of!Scottishness!leads!to!distinct!understandings!of!ICS;!the!postVbureaucratic!reconceptualization!of!professionalism;!and,!the!drive!for!inclusion!and!a!respect!for!difference.!The!paper!has!relevance!for!other!countries!through!the!way!in!which!the!new!methodological!framework!is!applied!and!the!fact!that!the!integration!of!children’s!services!is!something!that!exists!out!with!Scotland.!Internationally,!such!approaches!are!evident!and!seek,!amongst!other!things,!to!rationalise!the!various!services!that!support!the!individual!child!and!young!person.!!
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[741]%ANTI`RACISM%EDUCATION%IN%SCOTLAND%AND%SWEDEN Rachel!Shanks1 1University$of$Aberdeen,$Aberdeen,$United$Kingdom!
AntiVracism!education!in!Europe!has!become!more!important!with!the!increased!popularity!of!antiVimmigrant!parties!and!the!UK!referendum!vote!for!leaving!the!European!Union.!The!UK!result!was!partly!attributed!to!antiVimmigrant!feeling!and,!following!the!vote,!there!has!been!an!increase!in!the!number!of!reported!incidents!of!racist!behaviour.!In!contrast,!Sweden!has!taken!a!different!approach!to!the!Syrian!refugee!crisis!welcoming!the!second!highest!number!of!refugees!as!permanent!residents!in!the!European!Union!after!Germany.!Scotland!and!Sweden,!therefore,!have!different!contexts!in!relation!to!providing!refuge!and!against!this!backdrop!the!researchers!wished!to!investigate!how!schools!in!the!two!countries!deal!with!racism!and!antiVracism!education!in!schools.!
There!are!criticisms!that!curriculum!bias!leads!to!a!form!of!racist!education!through!different!influences!and!practices.!This!bias!includes!the!use!of!only!European!literature;!European!paintings!and!sculpture!and!music;!social!studies!and!history!being!from!Eurocentric!viewpoint;!the!history!of!maths,!science!and!technology!considered!from!Western!cultures!only;!and!English!speakers’!limited!proficiency!in!other!languages!and!the,!mainly!European,!languages!on!offer!in!schools!(Coelho,!1998).!!
School!‘acts!as!an!agent!of!social!change,!in!the!interests!of!social!harmony!and!justice’!(Coelho,!1998,!p.199)!but!does!this!happen!in!practice!in!Scotland!and!Sweden?!This!can!be!understood!alongside!Sachs’!concept!of!the!activist!professional!(2000)!within!an!activist!teaching!profession.!The!potential!benefits!from!antiVracist!education!are!that!students!will!develop:!positive!and!nonVstereotypical!attitudes;!an!ability!to!interact!effectively!in!mixed!cultural!settings;!critical!thinking!skills!necessary!to!recognise!bias!and!inequity;!problemVsolving!strategies!for!counteracting!prejudice!and!discrimination;!cultural!enrichment!in!all!forms!of!cultural!expression;!and!equitable!levels!of!academic!achievement!(Coelho,!1998).!To!produce!these!outcomes!there!are!different!types!of!antiVracist!education!that!we!might!encounter.!Banks!(2016)!previously!identified!four!levels!of!antiVracist!education:!food,!festivals!and!famous!men;!the!‘addVon’!approach;!transformation;!and!social!action.!Not!all!of!these!levels!will!produce!any!or!all!of!the!outcomes!above.!
A!review!of!policy!documents!and!official!reports!of!practice!is!being!conducted!in!relation!to!school!education!within!each!country!and!in!reports!from!organisations!such!as!the!European!Union,!the!OECD!and!UNESCO.!The!paper!will!cover!three!areas:!firstly,!curriculum!and!curriculum!bias!including!what!is!taught!about!racism!and!antiVracism;!secondly,!the!role!of!teachers!in!challenging!and!combating!racism!according!to!their!professional!standards!and!legal!obligations;!and!thirdly,!consideration!of!teachers!as!agents!of!change!with!commentary!on!whether!they!can!be!regarded!as!part!of!the!problem!or!part!of!the!solution!in!relation!to!racism!and!antiVracism!in!education!today.!
[741] ANTI-‐RACISM EDUCATION IN SCOTLAND AND SWEDEN Rachel Shanks1 1University of Aberdeen, Aberdeen, United Kingdom
Anti-‐racism education in Europe has become more important with the increased popularity of anti-‐immigrant parties and the UK referendum vote for leaving the European Union. The UK result was partly attributed to anti-‐immigrant feeling and, following the vote, there has been an increase in the number of reported incidents of racist behaviour. In contrast, Sweden has taken a different approach to the Syrian refugee crisis welcoming the second highest number of refugees as permanent residents in the European Union after Germany. Scotland and Sweden, therefore, have different contexts in relation to providing refuge and against this backdrop the researchers wished to investigate how schools in the two countries deal with racism and anti-‐racism education in schools.
There are criticisms that curriculum bias leads to a form of racist education through different influences and practices. This bias includes the use of only European literature; European paintings and sculpture and music; social studies and history being from Eurocentric viewpoint; the history of maths, science and technology considered from Western cultures only; and English speakers’ limited proficiency in other languages and the, mainly European, languages on offer in schools (Coelho, 1998).
School ‘acts as an agent of social change, in the interests of social harmony and justice’ (Coelho, 1998, p.199) but does this happen in practice in Scotland and Sweden? This can be understood alongside Sachs’ concept of the activist professional (2000) within an activist teaching profession. The potential benefits from anti-‐racist education are that students will develop: positive and non-‐stereotypical attitudes; an ability to interact effectively in mixed cultural settings; critical thinking skills necessary to recognise bias and inequity; problem-‐solving strategies for counteracting prejudice and discrimination; cultural enrichment in all forms of cultural expression; and equitable levels of academic achievement (Coelho, 1998). To produce these outcomes there are different types of anti-‐racist education that we might encounter. Banks (2016) previously identified four levels of anti-‐racist education: food, festivals and famous men; the ‘add-‐on’ approach; transformation; and social action. Not all of these levels will produce any or all of the outcomes above.
A review of policy documents and official reports of practice is being conducted in relation to school education within each country and in reports from organisations such as the European Union, the OECD and UNESCO. The paper will cover three areas: firstly, curriculum and curriculum bias including what is taught about racism and anti-‐racism; secondly, the role of teachers in challenging and combating racism according to their professional standards and legal obligations; and thirdly, consideration of teachers as agents of change with commentary on whether they can be regarded as part of the problem or part of the solution in relation to racism and anti-‐racism in education today.
NETWORK 22
Post-‐approaches to Education
Network 22
Post-approaches to Education
[38]%THE ART STUDIO: BOTH A STABILISER AND A MOBILISER IN TRANSLATIONS OF RESIDENTIAL CARE HOMES FOR TROUBLED TEENAGERS.% Susanne!Severinsson1 1Linköping$University,$Department$of$Social$and$Welfare$Studies,$Norrköping,$Sweden! %
Research%topic/Aim:%:!This!chapter!presents!a!nonVrepresentational!analysis,!as!Callon!(1986)!ActorV
Network!Theory!(ANT)!and!diffractive!reading!(Barad!2007),!to!examine!fluctuating!and!stabilising!
aspects!of!room!and!materiality!in!relation!to!the!‘mangle’!concept!–!that!is,!the!dialectic!of!
accommodation!and!resistance!proposed!by!Pickering!(1993).!The!empirical!example!is!the!art!studio!
in!a!residential!care!home!for!troubled!teenagers.!The!aim!is!to!analyse!the!art!studio!network!in!
order!to!investigate!how!knowledge!and!subjectivities!fluctuate!in!different!translations!of!
materiality!and!human!actors.!This!network!is!analysed!in!terms!of!translations,!using!four!
characteristics!described!by!Callon!(1986,!201V208).!
The!openness!and!ambiguity!in!architecture,!furnishing!and!interactions!manifested!in!the!art!studio!
network!studied!here!create!opportunities!to!understand!residential!care!homes!at!a!level!beyond!
their!more!obvious!disciplineVoriented!societal!assignment.!In!this!analysis,!the!concept!of!
translation!combined!with!diffractive!reading!captures!both!the!stabilising!social!effect!of!
materiality,!and!its!complexity!and!flow.!The!ANT!analysis,!reveals!five!fluctuating!translations!that!
produce!different!types!of!knowledge!and!subjectivities:!(1)!an!art!lesson,!(2)!an!investigation!of!the!
psychosocial!situation,!(3)!psychotherapy,!(4)!amusement!and!(5)!imprisonment.!The!mangle!–!that!
is,!the!dialectic!of!accommodation!and!resistance!–!does!not!come!into!play!here!because!the!
translations!of!the!network!alter!with!its!different!facets.!
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[222]%"CULTURE"%AND%THE%PROBLEM%OF%METHODOLOGICAL%NATIONALISM% Touko!Vaahtera1 1Agora$for$the$Study$of$Social$Justice$and$Equality$in$Education,$University$of$Helsinki,$Helsingin$Yliopisto,$Helsinki,$Finland! Research%topic/Aim:%This!paper!investigates!the!uses!of!the!term!“culture”!in!cultural!studies!of!education.!It!tracks!different!ways!the!term!has!been!used!in!the!literature!of!cultural!studies!of!education.!
Theoretical%frameworks:!Already!in!1996,!cultural!studies!scholars!John!Stratton!and!Ien!Ang!suggested!that!a!cultural!analysis!should!find!ways!to!explore!particularities!without!taking!a!nationVstate!as!a!selfVevident!context.!Rather!recently!the!term!“methodological!nationalism”!has!been!emerged!as!an!analytical!concept!that!unpacks!a!presumption!that!the!borders!of!the!nationVstate!selfVevidently!define!the!viewpoint!of!a!research.!When!a!methodological!nationalism!defines!the!decisions!concerning!the!area!of!investigation,!a!research!that!concerns!several!locations!can!sometimes!be!comparative!in!a!way!that!reinforces!the!idea!of!a!coherent!nationVstate.!
Methodology/research%design:%In!this!respect,!the!aim!of!the!paper!is!to!consider!the!ways!in!which!“culture”!could!emerge!as!both!in!the!sense!of!cultural!products!and!ways!of!life!without!the!presumption!of!methodological!nationalism.!Moreover,!the!paper!reflects!the!methodological!decisions!that!I!have!made!in!my!PhD!research!on!cultural!formations!of!swimming.!In!particular,!it!shows!the!ways!in!which!I!have!mapped!how!Finnishness!and!the!ability!to!swim!have!been!associated!with!each!other.!
Expected%conclusions/Findings:!Even!though!the!term!“culture”!refers!on!the!one!hand!cultural!products!and!on!the!other!hand!“ways!of!life”!(Williams)!in!a!broad!sense,!the!term!has!been!used!in!the!proximity!of!a!nationVstate!(i.e.!“a!Finnish!culture”).!!
My!viewpoint!resonates!with!the!suggestion!of!Lawrence!Grossberg!whose!response!to!the!problem!of!methodological!nationalism!emphasizes!that!the!nationVstate!can!operate!as!a!context!but!in!a!way!that!foregrounds!how!the!nationVstate!has!been!a!fragile!set!of!complex!articulations!both!in!the!past!and!in!the!present!moment.!
Relevance%for%Nordic%Educational%Research:!It!is!important!to!reflect!the!problem!of!methodological!nationalism!in!the!context!of!Scandinavia.!!
[236]%VOICE%AS%AN%EVENT%IN%THE%PUBLIC%SPACE%`%'VOCAL%STROLLS'%AS%A%RESEARCH%METHOD%IN%EARLY%CHILDHOOD%EDUCATION%RESEARCH% Christine!Eriksson1 1Stockholms$Universtitet,$Buv,$Avd.$För$Förskollärarutbildning$Och$Förskoleforskning,$Stockholm,$Sweden! Research%topic/Aim:%In!Early!Childhood!Education!voice!metaphors!are!often!used!to!generally!describe!children’s!participation,!development!or!efforts!to!make!themselves!heard.!Metaphors!such!as!for!example!“to!give!children!voice”!or!“to!find!their!voice”!are!often!used!when!talking!about!children’s!possibilities!for!participation.!This!presentation!aims!to!study!the!ways!and!paths!voice!metaphors!take!when!researchers!and!1V2!yearVold!preschool!toddlers!‘reVplace’!them!in!the!material!and!physical!inVsitu!events!in!the!tunnel!of!Brunkeberg,!in!the!city!centre!of!Stockholm,!Sweden,!in!order!to!see!how!children!can!participate!in!the!public!space!with!physical!voices.!Hence,!focus!in!the!presentation!will!lie!on!how!it!is!possible!to!transpose!the!meanings!and!practices!of!voice!metaphors!in!physical!urban!spaces!by!performative!inVsitu!experimentations.!Hereby!it!becomes!possible!to!study!how!they!become!articulated!and!articulable!in!new!ways.!!
Theoretical%frameworks:!In!this!paper!I!put!to!work!relationalVmaterial!theory!(Mol,!2002)!in!order!to!show!how!voice!is!not!only!produced!by!human!vocal!chords!but!also!by!walls,!floors!and!the!vault!of!the!tunnel,!as!well!as!!human!discursive!notions!.!The!youngest!preschool!toddlers!are!not!yet!very!verbal!and!communicative!with!spoken!words,!and!they!do!not!yet!have!the!ability!to!understand!or!use!metaphors.!Nevertheless!they!still!have!a!physical!voice!with!which!to!‘take!place’!and!‘give!voice’.!Moreover,!they!can!use!and!experience!vocal!material!sensations!such!as!resonance!and!rhythms.!Perhaps!more!than!adults,!the!youngest!preschool!children!use!a!whole!range!of!different!channels!of!communication!modes!by!which!tone,!frequency!and!intonation!the!bodily!voice!can!produce.!In!this!way!toddlers!voice!can!‘take!place’!in!and!with!the!tunnel!as!a!nonVplace!(Agué,!2008![1995]).!
Methodology/research%design:%%I!have!developed!´vocal!strolls´!as!a!research!method!for!Early!Childhood!Research!by!enacting!artistic!research!approaches,!such!as!walking!methods!and!displacing!metaphors!(Sand,!2009;!2011;!2012).!!In!the!‘vocal!strolls’!voice!is!seen!as!an!event!that!takes!place!in,!with!and!through!resonance,!rhythms,!routines!and!refrains.%The!method!and!organisation!of!‘vocalVstrolls’!will!be!further!described!in!the!presentation.!!In!our!performed!inVsitu!vocalVstrolls!to!the!tunnel!of!Brunkeberg,!we!interrupt!and!disturb!the!mundane!ways!of!passing!through!the!tunnel!and!spatialize!voice!in!other!ways!where!the!resonance!amplifies!the!voices!of!preschool.!This!produces!heterogeneous!‘voiceVmeetings’!with!the!material!and!architectural!structure!of!the!tunnel!as!well!as!the!people!passing!through!the!tunnel!at!that!time.!
Expected%conclusions/Findings:!Concluding!thoughts!will!show!how!ongoing!bodily!memories!and!experiences!could!be!reVpresented!through!voiceVmeetings!and!where!a!direct!knowledge!production!could!create!concepts!such!as!‘voiceVways’,!‘voiceVpaths’!and!‘voiceVorientations’.!ReVplacing!metaphors!in!heterogeneous!networks!and!multiplicities!in!the!public!spaces!enables!reVactivation!of!voice!metaphors!in!Early!Childhood!Research.!
Relevance%for%Nordic%Educational%Research:!“VocalVstrolls”!can!be!used!as!a!research!method!when!doing!research!together!with!the!youngest!toddlers!at!preschool!and!when!studying!children’s!rights!to!participate!in!society!and!public!spaces.!
[284]%OFFERING%TEACHERS%MATERIAL%TOOLS%FOR%CONCEPTUALISING%DEMOCRACY Ingrid!Reite!Christensen1 1University$College$of$SouthCEast$Norway,$Kongsberg,$Norway! Research%topic/Aim:!This!paper!aims!at!developing!concepts!for!a!material!theoretical!understanding!of!democracy!in!education.!School!is!counted!as!a!crucial!factor!for!promoting!democracy!in!the!Nordic!countries.!In!school,!democracy!is!not!only!about!voting!for!a!government!but!democracy!can!also!be!considered!as!a!way!of!living!and!embraces!the!very!wellVfunctioning!society.!However,!the!definitions!of!democracy!are!not!clear.!Recent!research!shows!that!teacher!students!cannot!explain!what!democracy!is!and!have!vague!ideas!of!it!(Biseth!2015;!Eriksen!2017).!“Everyone”!agrees!that!democracy!and!education!are!closely!connected!but!the!concept!is!multiple!(Madsen!&!Biseth,!2014).!Thus,!democracy!seems!like!a!trap!value:!The!school!is!obliged!to!promote!democracy,!while!democracy!slips!away!from!conceptualization.!There!are!good!reasons!to!believe!that!democracy!is!conceptualised!inadequately!and!too!fluffy.!There!is!a!need!for!developing!a!more!tangible!and!material!theoretical!conceptualization!of!democracy!in!education.!I!ask:!What!characterizes!a!material!conceptualization!of!democracy!development!in!education?!!
Methodology/research%design:%This!paper!explores!how!conceptualising!democracy!in!education!can!be!theoretically!developed.!After!a!short!review!of!approaches!to!democracy!in!education,!I!conduct!a!reading!of!Bruno!Latour!(2005,!2007)!and!his!material!approach!to!democracy!as!well!as!using!practical!examples!from!classroom!teaching.!!
Theoretical%frameworks:%!In!this!paper,!the!democracy!concept!represents!more!than!a!government!system!being!part!of!the!social!sciences!curriculum.!Instead,!democracy!can!be!viewed!as!a!process!that!continually!is!worked!upon!by!the!participants!in!a!social!community!(Biesta,!2014;!Biesta,!2011;!Madsen!&!Biseth,!2014).!In!this!theoretical!analysis!I!present!central!pragmatist!accounts!of!democracy!development!in!education,!and!in!particular!Gert!Biesta!(2014)!and!Hannah!Arendt!(1977).!However,!even!though!Biesta!and!Arendt!describe!the!democracy!process,!they!turn!into!abstract!formulations!about!core!aspects!of!how!democracy!is!developed.!Thus,!I!turn!to!Bruno!Latour!(2005,!2007)!and!explore!the!grounds!for!a!more!specified!and!materialized!concepts!of!the!making!of!democracy.!I!situate!the!reading!of!Latour!into!the!classroom,!showing!how!teacher!can!add!important!sources!in!their!teaching!of!democracy.!
Expected%conclusions/Findings:%The!results!of!the!analysis!is!a!new,!a!material!theoretical!account!of!democracy!development!in!education.!!A!material!conceptualization!of!democracy!cannot!not!only!free!the!trapped!teachers!into!a!democracy!representing!all!and!anything.!A!material!account!can!nuance!and!reorder!concepts!democracy!in!new!ways!for!future!teachers!and!show!the!way!for!future!practical!classroom!interventions!of!democracy!development.!
Relevance%for%Nordic%Educational%Research:!Today’s!Northern!Europe!and!Nordic!countries!experience!increased!radicalization,!illuminating!issues!of!democracy.!!This!theoretical!study!promotes!a!material!account!of!democracy!development!in!education.!I!argue!that!this!material!account!offers!an!alternative!to!fluffy!definitions!and!then!can!help!teachers!muted!and!trapped!teachers!offering!material!tools!for!conceptualising!and!promoting!the!development!of!democracy!in!school.!!
[326]%CONSTRAINTS%AS%AFFECTIVE%LIMINAL%MANAGEMENT%TECHNOLOGIES Dorethe!Bjergkilde1 1Aarhus$University,$Copenhagen,$Denmark! Research%topic/Aim:%The!paper!explores!the!intended!aim!to!change!the!very!core!of!the!public!school!into!a!professionalized!knowledge!organization!with!shared!values!and!enhanced!coVoperative!practices!(Irgens!and!Jensen!2008).!Through!new!collective!approaches!of!leading!and!organizing!the!school,!leaders!are!cultivating!new!ways!of!performing!as!a!professional!teacher!and!new!ways!of!arranging!professional!learning!communities.!The!leaders!establish!organizational!constraints!in!order!to!disturb!and!disrupt!the!teacher’s!usual!practice!and!behaviour!and!enhance!new!practices.!The!paper!explore,!how!the!constraints!construct!intermediary!spaces,!where!the!usual!practice!is!disrupted,!and!how!it!gives!rise!to!an!increased!affective!and!emotional!atmosphere!and!thereby!a!possible!room!for!change.!E.g.!a!constraint!used!by!the!leaders!is!organizing!the!teacher’s!practice!in!ways!making!them!responsible!for!several!classes!at!the!same!time,!and!thereby!forcing!them!to!prepare,!share!knowledge!and!evaluate!collectively.!
Theoretical%frameworks:!The!paper!draws!on!a!Lisa!Blackmans’!and!Sara!Ahmes’!conceptualization!of!affect!and!emotion!allowing!me!to!engage!with!the!semiotic!and!affective!processes!of!reorganising!the!school.!In!order!to!understand!the!indeterminate!space!between!old!and!new!practices!in!the!development!process,!the!concepts!affect!and!emotion!are!supplemented!with!the!concept!liminal!technologies!(Bjerg!&!Staunæs!2016;!Stenner!&!Moreno!2013).!Liminality!refers!to!threshold!experiences!of!transition!between!two!states!which!involves!a!temporary!and!ritual!suspension!of!social!structure!and!usual!states!and!thereby!leaves!room!for!new!possibilities.!
Methodology/research%design:%Building!on!ethnographic!observations!and!qualitative!interviews!with!principal,!managers,!and!teachers,!the!paper!explores!constraints!as!intermediary!spaces!between!old!and!new!practices,!emerging!when!the!leaders!attempt!to!ensure!the!high!performance,!while!introducing!and!mobilising!new!organisational!structures.!Specific!focus!will!be!on!how!the!various!affective!technologies!in!educational!leadership!are!used!to!bridge!the!gap!between!desired!intention!and!actual!performance.
Expected%conclusions/Findings:!The!paper!also!shows!that!constraints!are!difficult!to!control!as!they!intraVact!in!unforeseen!new!ways,!which!seems!to!require!and!be!answered!with!further!leadership!during!the!transformation!process.!
Relevance%for%Nordic%Educational%Research:!I!am!part!of!the!network!22.!Postapproaches!to!Education.!!
[335]%EDUCATIONAL%NEUROSCIENCE%IN%EARLY%CHILDHOOD%PRACTICES:%COLLABORATIVE%RESEARCH%METHODOLOGIES%WITH%PRESCHOOL%TEACHERS Lena!Aronsson1 1Stockholm,$University,$Department$of$Child$and$Youth$Studies,$Stockholm,$Sweden! Research%topic/Aim:%Since!the!millennium,!the!emergent!discipline!of!Educational$Neuroscience!has!grown!rapidly,!as!the!development!of!the!neuroVimage!technologies!have!speeded!up.!What!would!Educational!Neuroscience!be!in!Early!Childhood!Education?!Is!a!bridging!of!neuroscience!and!preschool!practices!productive!or!even!possible?!This!emerging!inter/transdisciplinary!field!has!expressed!the!need!for!mutual!exchange!of!knowledge!and!research!questions!(Fischer!et!al,!2007)!and!how!the!epistemological!inconsistencies!between!the!disciplines!can!be!overbridged!is!a!core!question!for!forthcoming!research!in!both!disciplines.!As!an!ECE!researcher!I!have!been!inspired!as!well!as!provoked!by!reading!numerous!articles!on!how!to!bridge!the!gap!between!neuroscience!and!educational!practices.!My!research!interest!in!Educational!Neuroscience!did!however!find!its!match!in!the!curiosity!and!interest!in!what!neuroscience!might!have!to!offer!that!was!raised!by!teachers!in!three!Swedish!preschools!and!by!that!a!collaborative!intervention!study!became!possible.!This!presentation!is!dealing!with!methodological!implications!of!researching!the!encounter!of!theories!and!practices.!!
Theoretical%frameworks:!The!study!is!conducted!in!a!framework!of!relational!materialist!theories!(Barad,!2007;!Law,!2004),!and!Science!and!Technology!Studies!(Sismondo,!2004).!The!research!questions!concern!how!the!different!disciplines’!power!production!is!negotiated!and!reVnegotiated!in!the!encounter,!and!what!the!consequences!are!for!teachers'!constituted!and!reVconstituted!beliefs,!theories!and!practices.!!
Methodology/research%design:%Methodologically!the!study!is!inspired!by!praxiographic!research!(Mol,!2002);!basically!an!addition!to!ethnographical!observations!or!phenomena!that!is!focusing!on!relationships!between!human,!material,!and!discursive!actors!and!how!these!coVconstitute!practices.!This!enables!engagement!in!the$practice$of$research$practices$and!the$problem$of$how$to$overcome$
divisions!between!humanities,!social!science,!and!natural!sciences!(Latour,!2007).!Hence,!researching!a!problem!that!ultimately!concerns!the!possibilities,!difficulties,!and!problems!that!emerge!in!the!encounters!of!two!different!practices!–!scientific!research!practices!and!educational!practices.!The!design!involves!encounters!where!researcher,!teachers,!examples!of!brain!research,!and!documentation!from!preschool!practices!take!part,!intervene,!and!collaborate.!!
Expected%conclusions/Findings:!Questions!on!how!the!encounter!is!received,!processed,!resisted,!and!in!what!ways!this!kind!of!knowing!transforms!meaningVmaking!and!practices!concerning!the!literacy!work!performed!was!an!urgent!issue!in!the!participating!preschools.!The!profession´s!selfVesteem!and!confidence!is!likely!to!both!have!influence!and!be!influenced!by!the!engagement!in!these!questions.!A!preliminary!analysis!finding!shows!that!choice!of!theories!in!preschool!will!have!great!didactic!impact!as!they!are!translated!and!conceptualized!into!powerful!pedagogical!norms.!!
Relevance%for%Nordic%Educational%Research:!The!joint!aim!for!neuroscience!and!education!is!to!improve!educational!practices!for!future!generations.!Neuroscientists!are!not!only!addressing!school!and!other!educational!contexts,!but!also!areas!like!leadership,!economics,!and!health!and!as!this!seems!to!be!issues!in!academia!as!well!as!present!in!everyday!life!and!the!commercial!market!it!can!be!assumed!that!it!eventually!will!have!didactic!impact!also!in!the!youngest!children's!learning!in!institutions.!!
[411]%AFFIRMATIVE%CRITIQUE:%REDISCOVERING%ENERGY%WITHIN%CRITICAL%INQUIRY Karin!Gunnarsson1 1Stockholm$University,$Stockholm,$Sweden! Research%topic/Aim:%The!symposium!tackles!the!potentials!of!critical!educational!research!in!the!posthuman!condition,!working!from!an!understanding!of!an!uncertain!and!messy!world!characterized!by!openVended!relatedness!and!interdependency.!We!join!those!who!find!it!crucial!to!enact!new!ways!of!doing!critical!work!V!ways!that!do!not!rely!merely!on!preVset!structures!or!categories.!Ways!that!do!not!leave!the!objects!of!inquiry!powerless!after!unmasking!structures!of!oppression,!but!that!afford!interventions!and!experiments!of!affirmative,!careful!and!playful!manners.!!
Affirmative!critical!work!is!not!done!in!order!to!leave!difficult!or!dangerous!matters!aside.!We!want!to!ask:!What!becomes!into!existence!due!to!critical!research?!How!to!exceed!what!we!already!know?!How!to!investigate!stabilizations!and!movements!enacted!by!materialVaffective!assemblages?!As!Latour!provokes,!Has!critique!run!out!of!steam?,!we!imagine!that!there!is!specific!energy!that!is!both!needed!and!that!can!be!found!in!approaching!educational!practices!in!entangled!and!material!ways.!We!ponder!the!question,!how!to!do!critical!inquiry!that!challenge!the!separation!of!subject!and!object,!ideas!and!matter?!
Theoretical%frameworks:!Drawing!on!thinkers!such!as!Rosi!Braidotti,!Gilles!Deleuze,!Karen!Barad,!Donna!Haraway,!Annemarie!Mol!and!Bruno!Latour!we!share!the!idea!that!critique!does!not!require!an!analytical!and!critical!distance.!By!attaching!to!the!openVended!heterogeneity!of!material!and!discursive!events,!and!carefully!forefronting!agencies!that!are!not!merely!human,!we!see!that!critique!involves!affective!engagements!in!educational!practices.!This!include!the!potential!to!feel!and!think!together!with!different!practices.!
Methodology/research%design:%Doing!critical!research!then!becomes!a!performative!intervention.!It!might!become!a!distributed!and!relational!interruption,!a!collision,!or!a!gentle!shift,!always!with!unexpected!effects.!Tinkered!this!way,!we!suggest!a!methodology!of!coVexistence!that!acknowledge!the!messy!and!fluid!coVbecomings!of!researcher!and!practice,!but!not!without!considering!the!tensions!and!doubts!within!the!interventions.!!
Expected%conclusions/Findings:!We!will!present!and!further!elaborate!what!our!anticipation!of!the!return!of!energy!means!and!how!it!could!be!carried!out!in!connection!with!empirical!contexts!such!as!health!promotion,!special!education,!digital!practices!in!schools,!preschool!curriculums!and!evaluations,!racial!subjectivityVin!process.!We!set!for!to!challenge!our!earlier!conceptions!about!educational!matters!by!engaging!in!performative!ways!with!entanglements!and!collectives!that!at!the!same!time!are!troubling!and!creative.!!Thinking!with!Rosi!Braidotti!who!invites!us!“to!engage!both!affirmative!and!critically!with!the!present”!(2010,!423)!we!put!to!test!how!this!could!be!done!in!relation!to!various!empirical!educational!practices.!!!!
Relevance%for%Nordic%Educational%Research:!The!symposium!is!created!from!a!series!of!collaborations!between!educational!researchers!from!three!Nordic!countries;!Norway,!Finland!and!Sweden.!Thinking!together!about!questions!on!methodology,!ethics,!materiality!and!affectivity!we!are!preparing!a!special!issue!on!affirmative!critique!as!a!continuation!of!this!ongoing!work.!!
Riikka!Hohti,!University!of!Helsinki,!Department!of!Teacher!Education!
From%representing%to%relating%to:%thinking%about%behavior,%Siiri,%and%the%smartphone!
Posthumanist!ontology!and!its!denial!of!distinction!between!subject!and!object!of!knowing!(Barad!2007)!has!evoked!a!rethinking!of!the!conceptions!of!analysis,!data,!or!qualitative!research!in!general.!The!idea!of!doing!research!has!moved!towards!relational!middle!spaces!where!everything!starts!before!distinctions,!and!it!is!highlighted!that!research!is!performative,!making!things!and!realities!and!not!only!reflecting,!revealing,!or!representing!them.!
In!this!presentation!I!bring!together!the!issues!of!performativity,!representation!and!critical!research!in!connection!with!a!couple!of!very!tiny!and!mundane!educational!practices!in!schools!understood!as!material!entanglements.!I!first!draw!on!my!PhD!project!in!an!elementary!school!classroom!and!focus!on!a!form!that!has!to!be!filled!in!order!to!estimate!the!‘behavior’!of!a!girl,!Siiri.!Further,!I!analyse!a!moment!of!field!work!belonging!to!a!new!project!on!children!and!digitality,!in!which!I!find!myself!‘capturing’!children’s!digital!behaviors!by!my!own!mobile!phone!camera.!Both!events!provoke!a!rethinking!of!educational!methodology!beyond!representation.!
I!will!experiment!with!two!narrative!strategies:!Donna!Haraway’s!(2004)!‘Bag!lady!storytelling’!and!the!image!of!‘The!eagle’!developed!during!my!own!journey!into!posthumanist!methodology.!I!use!these!images!to!enter!critical,!detailed!and!yet!openVended,!material!and!relational!methodological!spaces.!Is!it!possible!to!disturb!the!separation!between!reality!and!its!representations,!and!accordingly!the!ideas!of!analytical!distance,!and!negative!(category)!difference?!
Emilie!Moberg,!Stockholm!university,!Department!of!child!and!youth!studies!
Exploring%the%potential%production%of%affirmative%sensibilities!
This!paper!elaborates!on!a!ten!month!ethnographic!fieldwork!in!a!Stockholm!preschool!in!terms!of!a!production!of!’affirmative!sensibilities’.!The!affirmative!sensibilities,!as!will!be!argued!in!the!paper,!does!not!evolve!on!its!own,!neither!is!it!the!researcher!that!decides!or!takes!a!stance!towards!affirmative!sensibilities.!Working!with!an!ANT!methodology!the!paper!will!argue!the!researcher!becomes!drawn!into!flows!and!relations!of!dependencies,!affects!and!overlappings!among!children!bodies,!carpets,!magnets,!pieces!of!Lego,!coffee!drinking!breaks!and!teachers!that!might!produce!affirmative!sensibilities.!
Camilla!Eline!Andersen,!Hedmark!University!of!applied!science,!Department!of!social!sciences!
Towards%other%durations:%Bergsonian%intuition%as%affirmative%critique!
This!paper!works!with!the!concepts!of!duration,!habit!and!intuition!in!relation!to!events!that!one!finds!intolerable!in!relation!to!racial!subjectivity!understood!as!a!becoming!and!hence!also!as!potential!of!a!becoming!differently.!This!is!done!as!an!attempt!to!practice!affirmative!critique!with!socioVmaterial!happenings!that!are!termed!raceVevents.!In!this!doing!I!draw!heavily!on!the!works!of!Deleuze,!Bergson,!Braidotti!and!Grosz!to!explore!what!some!of!the!mentioned!concepts!might!do!when!put!to!work!in!relation!to!such!real!and!intolerable!events.!Can!these!concepts,!when!worked!with!as!coVproductive!of!reality,!be!creative!of!other!durations!that!further!can!be!connected!to!a!wordly!justice?!
Karin!Gunnarsson,!Stockholm!University!
A%careful%critique:%to%survive%within%caring%collectives%and%wild%realities!
This!paper!is!a!story!about!care.!A!story!that!travels!through!winding!roads!of!health!promotion!and!education!as!well!as!methodological!queries!of!how!to!engage!with!a!careful!critique.!Here!I!encounter!care!as!a!response!to!the!many!calls!within!education!on!how!to!care!for!and!promote!young!peoples’!health.!In!an!era!when!mental!health!has!become!an!educational!responsibility,!how!can!we!touch!upon!this!matter!with!care?!In!the!paper!I!argue!that!a!careful!critique!makes!it!possible!to!engage!with!exclusions!and!power!and!in!the!same!time!open!up!for!the!erratic!and!speculative.!Thinking!with!a!sociomaterial!approach,!foremost!the!philosophy!of!Annemarie!Mol,!Donna!Haraway!and!Maria!Puig!de!la!Bellacasa,!affords!a!notion!of!care!that!includes!the!vital!doings!of!materialities,!discourses!and!affectivity.!
By!engaging!in!a!specific!program!of!health!promotion!in!education!I!trace!the!ambiguities!and!the!tinkering!of!care!and!elaborate!on!how!a!methodology!of!a!careful!critique!can!be!done.!To!explore!these!questions!I!put!to!work!the!notions!of!translation!and!touch.!Connecting!to!translation!and!touch!made!it!possible!to!acknowledge!the!tensions!and!movements!taking!place!within!the!practice!and!not!to!get!stuck!in!a!stabilizing!logic!of!control.!Practices!and!actors,!including!the!researcher,!are!not!the!same!from!situation!to!situation.!Rather,!they!become!transformed!in!their!relations,!in!touch!with!each!other.!
This!put!to!the!fore!how!it!is!impossible!to!define!good!care.!How!to!respond!with!care!cannot!be!determined!by!readyVmade!instructions!but!enacted!without!universal!answers!or!solutions.!It!means!to!create!an!imaginative!and!fluid!practice!that!of!caring!collectives.!Then,!a!careful!practice!becomes!a!mutual!arrangement!of!manuals,!teachers,!students,!spaces!and!times.!There!is!no!way!to!calculate!or!predict!the!right!things!to!do,!but!there!is!a!possibility!to!become!responsive!to!the!moment,!movement!and!becomings!and!to!embrace!the!wildness!of!reality.!
[418]%NOMADIC%WRITING:%%MUTUAL%PRODUCTIONS%OF%BODIES%OF%CHILDREN,%TEXT%AND%MATERIALITY%IN%WRITING%EDUCATION
Carina!Hermansson1 ,!Tomas!Saar2 1Umeå$University,$Umeå,$Sweden!
2Institutionen$För$Pedagogiska$Studier,$Karlstad,$Sweden!
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Research%topic/Aim:%The!aim!of!this!study!is!to!explore!and!discuss!how!children’s!textVmaking!is!produced!in!complex!relationships!between!different!elements,!modes!and!media.!
Theoretical%frameworks:!!Following!the!work!of!the!posthuman!literacy!studies!(e.g.,!Masny!&!Cole,!2006),!writing!practices!are!assumed!to!be!social!practices!that!are!always!active!and!interactive!within!particular!social,!cultural!and!material!contexts.!Based!on!these!assumptions,!the!nomad!thought!of!Deleuze!and!Guattari!has!been!used!to!develop!the!analysis.!
Methodology/research%design:%The!study!is!conducted!in!two!Swedish!preschool!classes!including!58!sixV!to!sevenVyearVolds.!An!ethnographical!approach!is!used!involving!video!and!audio!documentation!as!well!as!field!notes!and!examples!of!children’s!written!products.!
Expected%conclusions/Findings:!The!analyses!describe!how!writing!takes!place!in!the!“inVbetweens”!as!an!effect!of!creating!and!recreating!interactive!connections!between!children,!affects,!talk,!bodily!movements!and!materiality,!and!against!a!background!of!the!new!media!world!and!a!changed!childhood.!The!results!show!how!the!text!and!the!writer!are!reciprocally!created!in!the!flow!of!change!and!relations!between!different!elements,!thus!opening!up!to!a!variety!of!ways!of!becoming!writers.!
Relevance%for%Nordic%Educational%Research:!This!article!provides!a!language!for!capturing!the!complexities!and!the!movements!in!which!the!writings!and!the!writer!are!produced.!Understanding!writing!as!Nomadic!Writing,!as!a!way!to!account!for!movement,!connectivity!and!change,!is!an!important!contribution!to!the!issue!of!how!to!conceptualize!writing!in!a!way!that!corresponds!with!contemporary!forms!of!communication!and!literacy.!
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[504]%SPATIO`TEMPORAL`AFFECTIVE%INTERVENTIONS.%METHODOLOGICAL%REFLECTIONS%ON%WORKING%WITH%'POSTHUMAN%PSYCHO`GEOGRAPHY'%WHEN%STUYING%STUDENT%LIFE%OF%THE%REFORMED%SCHOOL.%% Malou!Juelskjaer1 ,!Vibe!!Larsen2 1Aarhus$University,$København$NV,$Denmark!2University$College,$Ucc,$Copenhagen$,$Denmark! Posthuman!research!on!education!involves!sensitivity!to!consider!and!take!into!account!what!participates!in!knowledgeVmaking!practices!instead!of!primarily!“who”.!The!answer!to!what$matters,!that!is,!the!agencies!at!stake!in!the!processes!of!learning,!living,!researching,!is!opened!up!to!include!nonVhuman!agencies!of!various!kind.!Many!scholars!have!effectuated!this!broadening!of!agencies,!leading!to!both!rich!analyses!and!discussions!on!educational!issues.!Theoretical!and!conceptual!refinements.!!!
Research%topic:%For!this!paper!we!investigate!methodological!issues!in!working!with!a!‘posthuman!psychoVgeography’!in!the!study!of!‘effects’!of!a!recent!introduction!of!a!school!reform!in!Danish!Folkeskole.!Analyzing!reform!effects!on!the!lives!of!students!may!call!for!other!approaches!than!asking!directly!to!‘the!reform’.!!
Theoretical%frameworks:%Inspired!by!Lefebvres!(2004)!rhythmanalysis!we!look!for!a!method!that!enable!a!focus!on!the!changes!and!proliferation!of!‘rhythms’!in!organizing!of!the!everyday!life!of!school!and!the!ways!such!changes!might!be!sensed!by!students,!and!to!what!effects.!Getting!at!rhythms!involve!approaching!the!phenomena!in!a!more!indirect!fashion!with!a!design!inspired!by!psychogeography.!The!development!of!psychogeography!is!attributed!to!the!artist!collective!‘the!Situationist!International’!(1958)!as!a!critique!of!how!capitalism!narrows!down!the!possibilities!of!life!in!the!cities.!In!psychogeography!you!draw!and!map!people’s!movements!and!dwellings!in!urban!space!as!“a!practice!that!rediscovers!the!physical!city!through!the!moods!and!atmospheres!that!act!upon!the!individual”.!We!follow!the!Situationists´!claim!that!specific!spaces!narrow!down!the!possibilities!of!life.!But!we!are!not!studying!the!city!or!capitalism!but!instead!the!shaping!of!humans!in!education!through!reform!processes.!!
Methodology/research%design:%We!are!interested!in!how!movements!in!spaces!and!atmospheres!of!spaces!form!modes!of!being,!sensing!of!being!and!doing!in!the!(ongoingly)!reformed!school.!Wherefore!we!have!the!students’!drawingVwhileVtalking!about!their!movements!and!dwellings!in!places!in!their!everyday!school!life.!We!see!our!version!of!psychogeography!as!a!way!of!engaging!in!conversations!with!students!about!their!school!life.!Our!appreciation!of!the!method!is!in!how!it!enables!seeing!with!more!than!the!eyes!and!is!situated!within!a!posthuman!framing!wherefore!we!highlight!the!performative!and!moreVthanVhuman!nature!of!the!method.!!
By!this!way!of!working,!we!call!forth!sensual!sequences!of!lived!life!of!the!(ongoingly)!reformed!school.!The!drawings!are!microVpolitical!performative,!aesthetic!and!affective!‘responses’!of!individual,!multiple!movements!and!readings!of!places!in!relation!to!specific!questions!about!the!everyday!school!life.!It!is!a!coVproduction!of!knowledges,!places,!materialities!and!meaning.!
Expected%findings:%The!drawings!open!up!narratives!of!routines,!ruptures!and!belonging.!It!furthermore!opens!up!a!mode!of!awareness!of!the!sense!of!space!and!life!and!the!qualities!of!this!through!sensual!accounts!and!metaphors.!!
!Relevance%for%Nordic%Educational%Research:%There!is!a!strong!tradition!of!researching!with!and!on!the!(voices!of)!students!in!Nordic!research.!We!find!the!paper!to!be!timely!in!looking!at!methodological!issues!in!how!such!‘voicing’!may!be!enacted!with!a!posthuman!frame!when!focusing!on!materialityVspatialityVmeaningmaking!that!takes!place!when!using!‘psychogeography’!to!produce!empirical!material!/!‘worlding’!research!and!student!voices.!!!
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[529]%"ARE%YOU%A%RESEARCHER?!"%PRODUCING%KNOWLEDGE%ON%CHILDREN'S%PERSPECTIVES%ON%RESEARCH%THROUGH%A%METHODOLOGY%OF%MULTIPLE%MEMORY%NOTES Linnea!Bodén1 1Department$of$Child$and$Youth$Studies,$Stockholm,$Sweden! Theoretical%frameworks:!The!interdisciplinary!field!of!Science!and!Technology!Studies!(STS)!reminds!us!that!scientific!practices!are!never!natural!or!neutral!(Sismondo!2010).!Particular!methodologies!will!strengthen!particular!realties!while!eroding!others!(Law!&!Urry!2004).!This!means!that!depending!on!how!the!research!apparatus!is!constituted,!different!realities!will!emerge.!Qualitative!methodologies!like!participant!observation!and!the!writing!of!field!notes!is!thus!not!a!straightforward!and!innocent!process.!However,!as!described!by!Jones!et!al!(2010,!481),!field!notes!have!had!a!special!scientific!significance,!as!bearing!traces!of!the!reality!of!the!field!itself.!Field!notes!have!become!tools!to!bring!a!sense!of!authenticity!to!the!research!practices,!and!to!bridge!the!gap!between!the!reality!of!the!field!and!the!scientific!knowledge!produced.!Through!the!scientific!premises!of!STS,!it!is!however!necessary!to!ask:!what!if!the!scientific!practice!is!a!storytelling!practice!where!each!story!produce!a!different!reality!(Haraway!1989)!and!where,!accordingly,!different!field!notes!would!produce!different!realities?
Research%topic/Aim:%This!paper!unfolds!an!experiment!with!writings!of!multiple!field!notes.!As!part!of!a!postVdoctoral!project!on!children’s!perspective!on!research,!and!on!being!part!of!a!scientific!research!project,!the!aim!of!the!paper!is!to!produce!knowledge!on!how!the!writing!of!field!notes!could!both!acknowledge!and!deprive!the!perspectives!of!children.!Traditionally,!children!have!either!been!understood!as!objects!for!different!research!practices!or!as!subjects!to!be!studied!by!the!researcher.!However,!as!these!perspectives!have!been!challenged!and!an!increasing!number!of!studies!emphasize!the!agency!and!participation!of!children!in!the!knowledge!production!(Harwood!2010;!Johnson,!Hart!&!Colwel!2014;!Mayne!&!Howitt!2015),!methodological!questions!arises.!How!could!children’s!understandings!and!perspectives!be!studied?!This!is!what!the!paper!seek!to!address.
Methodology/research%design:%In!the!paper,!the!writing!of!multiple!field!notes!becomes!a!methodology!to!show!manifold!versions!of!children’s!perspectives!on!research.!Writing!an!event!in!multiple!ways!means!that!each!of!field!note!will!(re)present!different!narrations!of!the!same!event.!The!field!notes!discussed!in!the!paper!are!written!at!two!preschools,!with!children!age!4V5.
Expected%conclusions/Findings:!The!results!show!that!when!the!notes!are!read!one!by!one,!each!story!seem!to!represents!“the!reality”!or!“a!fact”.!But!when!all!notes!are!read!together,!it!becomes!clear!how!reality!is!produced!in!(different!ways)!in!and!trough!the!writing!process.!Each!description!enacts!different!versions!of!the!participating!children,!different!agencies!and!thus!different!knowledge!on!children’s!perspectives!on!research.!Thus,!even!if!“a!fact”!is!thought!of!as!something!out!there!to!be!collected,!this!“out!there”!is!produced!through!the!scientific!(writing)!practice!(Latour!&!Woolgar!1979).
Relevance%for%Nordic%Educational%Research:!How!the!writings!of!field!notes!will!affect!the!knowledge!produced!extends!this!specific!project!and!can!thus!be!of!general!interest!for!qualitative!educational!researchers!in!the!Nordic!countries.!!
!
Haraway,!D.!(1989).!Primate$Visions.$Gender,$Race$and$Nature$in$the$World$of$Modern$Science!New!York/London:!Routledge!!
Harwood,!D.!(2010).!Finding!a!voice!for!child!participants!within!doctoral!research:!Experiences!from!the!field.!Australasian$Journal!of$Early$Childhood,$35(4):!4V13.!
Johnson,!V.,!Hart,!R.,!&!Colwel,!J.!(Eds.).!(2014).!Steps$to$engaging$young$children$in$research.$Volume$
1:$The$guide.$Brighton,!UK:$Education!Research!Centre,!University!of!Brighton.$
Jones,!L.,!R.!Holmes,!C.!Macrae,!&!M.!Maclure.!(2010).!”Documenting!Classroom!Life:!How!can!I!Write!about!what!I!am!Seeing?”!Qualitative$Research,!10(4):.!479V491.!
Latour,!B.!&!Woolgar,!S.!(1979).!Laboratory$Life:$The$Social$Construction$of$Scientific$Facts.!London:!Sage$
Law,!J.,!&!Urry,!J.!(2004).!Enacting!the!social.!Economy$and$Society,$33:!390V410.!
Mayne,!F.!&!Howitt,!C.!(2015).!How!far!have!we!come!in!respecting!young!children!in!our!research?!A!metaVanalysis!of!reported!early!childhood!research!practices!from!2009!to!2012.!Australiasian$Journal$of$Early$Childhood,$40(4):!30V38.!
Sismondo,!S.!(2010).!An$introduction$to$science$and$technology$studies.!2nd!ed.!Chichester,!West!Sussex,!U.K.:!WileyVBlackwell.!
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[530]%PREPARING%STUDENTS%FOR%A%POST`HUMANIST%WORLD:%REFORMING%THE%INTRODUCTION%TO%EDUCATION%STUDIES%COURSE%AT%THE%UNIVERSITY%OF%ICELAND Brynja!!Halldorsdottir1 ,!Eva!!Harðardóttir1 1University$of$Iceland,$Reykjavik,$Iceland! Research%topic/Aim:%A!significant!concern!in!Higher!Education!(HE)!is!maintaining!students’!interest!in!the!subject!matter!(Entwhistle,!2009).!This!is!especially!salient!in!introductory!or!survey!courses,!such!courses!often!serve!as!a!superficial!and!broad!overview!of!the!field!of!study!or!as!a!means!to!„weed!out“!the!students,!who!are!not!interested!in!the!field!(Tinto,!2006).!However,!the!authors!argue!that,!in!view!to!the!diversifying!nature!of!higher!education!and!students!in!the!modern!global!context,!programmatic!selective!processes!do!little!to!create!a!just!education!that!enrols!a!diverse!student!body!(Dewey!&!Duff,!2009;!Giroux,!2015).!This!paper!debates!this!issue!with!a!view!to!the!redesign!of!the!Introduction!to!Educational!Studies!(IES)!course!at!the!University!of!Iceland.!The!IES!course!has!been!a!core!course!within!the!Department!of!Education!Studies!for!forty!years.!It!is!interdisciplinary!drawing!from!various!fields!of!social!science.!While!in!the!last!few!years!it!experienced!increasing!enrolment,!it!has!encountered!numerous!setbacks!such!as!taking!on!blended!teaching,!reduced!funding!and!hours!for!teaching,!and!the!increased!commodification!of!BA!degrees,!that!have!resulted!decreased!retention!in!the!programme.!!
Theoretical%frameworks:!Students!often!enter!HE!with!predetermined!ideas!of!what!and!how!they!are!going!to!learn!(Popovic!&!Green,!2012).!Thus,!letting!go!and!unlearning!(Knott,!2014)!are!of!increasing!importance!in!the!postVhumanist!frame.!Furthermore,!there!is!need!to!ensure!that!any!blended!approach!is!tied!to!learning!theories!grounded!in!social!constructivism!where!students!are!engaged!in!learning!communities!of!practice!(Wenger,!1999).!Thus!the!role!of!the!teacher!is!to!apply!relevant!and!challenging!pedagogy.!The!focus!on!preparing!students!for!life!and!work!in!a!postVhumanist!world!requires!critical!reflection!and!critical!engagement!with!persistent!and!wicked!problems!such!as!diversity,!changing!socioVeconomic!demographics!and!neoVliberalism.!!!!
Methodology/research%design:%This!bounded!case!study!utilizes!a!critical!lens!to!explore!the!IES!course.!Data!in!the!study!includes:!mid!and!final!course!evaluations,!student!retention,!selected!student!focus!groups!and!individual!teacher!interviews.!This!empirical!data!is!used!to!evaluate!and!redesign!the!course.!
Expected%conclusions/Findings:!As!the!first!experience!of!university!study,!students!are!expected!to!read!academic!texts!in!Icelandic!and!English,!write!an!academic!paper,!engage!with!intellectual!concepts!in!a!fashion!they!are!not!accustomed!to!doing.!We!feel!it!is!important!to!reVexamine!the!tradition!and!the!current!context!to!determine:!What!type!of!tradition!do!we!want!to!generate!or!regenerate?!Increasingly!new!technologies,!materials!and!methodologies!have!emerged!and!have!consequences!for!pedagogy!and!learning.!To!tailor!the!course!more!closely!to!diverse!learners’!needs,!results!are!consolidated!in!a!new!course!plan,!which!responds!to!the!current!and!changing!context!with!regards!to!time,!space,!student!interactions!and!materials.!!
Relevance%for%Nordic%Educational%Research:!Nordic!Universities!are!based!on!the!notion!of!equal!educational!opportunities!and!social!good!(Fagerlind!and!Strömqvist,!2004)!as!such!they!also!face!similar!challenges!when!responding!to!increased!diversity!and!global!challenges.!Sharing!reflections!on!how!these!processes!are!dealt!with!at!various!levels!and!stages!is!important!for!practitioners!as!well!as!researchers!to!better!understand!their!own!reality!and!reactions.!!!
[572]%MAKING%AND%CHANGING:%MODES%OF%PARTICIPATORY%MATERIAL`HUMAN%RELATIONSHIPS Jonas!Lysgaard1 ,!Hanna!Hofverberg2 1Danish$School$of$Education,$København,$Denmark!2Department$of$Education,$Uppsala$University,$Malmö,$Sweden! Research%topic/Aim:%When!we!talk!about!history!we!define!the!age!based!on!what!materials!that!were!used,!for!example!the!Stone!Age!or!the!Bronze!age.!Today!the!Anthropocene!has!gradually!gained!acceptance!for!defining!the!time!epoch!we!are!in,!meaning!the!expansion!of!mankind!!(Johnsson!&!Morehouse,!2014).!However,!even!if!there!are!conflicting!notions!regarding!how!to!define!our!current!era,!there!are!many!examples!of!how!humans!use!various!materials!in!their!daily!lives,!and!thus!addressing!sustainability!is!necessary.!For!example!recently!published!reports!show!how!the!oceans!is!overloaded!with!plastic!and!that!if!we!continue!the!same!path!of!living,!in!the!year!of!2050!there!will!be!more!plastic!than!fish!in!the!oceans!(World!Economic!Forum,!2016).!This!is!an!example!of!how!materials!and!their!function!in!the!productionVconsumption!chain!is!a!relevant!sustainability!issue!and!thus,!that!how$we$learn!to!work!with!materials!are!important!questions!from!an!Environmental!and!Sustainability!Education!(ESE)!perspective.!
The! aim! of! this! paper! is! to! discuss! how! a! socioVmaterial! approach! can! influence! ESE! learning! and!theory,!methodology!and!analysis,!emphasizing!the!agency!of! the!material!and! its! influence!on!the!learning! and! education.! As! a! starting! point! for! our! discussions,! we! present! a! case! study! from! 8th!grade!in!the!craft!subject!educational!sloyd.!!
Theoretical%frameworks:!Understanding!of!materiality!and!its!role!in!humanVmaterial!relationships!is!changing!and!potentially!influencing!discourses!and!practices!surrounding!learning!and!education!(Sørensen!2009,!Harman!2016,!Bryant!2013)!In!education!and!learning!practices!materials!have!traditionally!been!understood!as!means!to!an!end!(Sørensen!2009).!This!instrumental!approach!limits!material!or!technology!studies.!Drawing!on!Sørensen!(2009)!it!makes!sense!to!ask!how!specific!technologies!and!materials!contribute!to!practice!without!focusing!on!what!teachers!would!like!them!to!do.!Even!if!materials!and!technologies!do!support!our!educational!aims,!they!do!also!always!produce!other!effects.!Linking!this!focus!with!the!emerging!speculative!realism!theoretical!movement!it!prompts!questions!of!how!we!understand!the!role!of!materiality!as!part!of!theory!and!practice!surrounding!learning!and!education!(Harman,!2011).!
Methodology/research%design:%Drawing!on!Ingold’s!(2013)!theory!of!making,!Sørensen!(2009)!concept!of!participation!performance!and!imaginaries!and!a!speculative!realist!understanding!of!materiality,!we!examine!how!the!embroidery!thread!participates!in!the!making!process!as!the!students!learn!to!make!a!piece!of!embroidery.!!
Expected%conclusions/Findings:!From!the!analysis!four!participatory!materialVhuman!relationships!are!identified:!attuning,!troubling,!tracing!and!lapsing!correspondence.!!
Relevance%for%Nordic%Educational%Research:!We!suggest!that!our!case!study!and!analysis!may!contribute!to!the!understanding!of!how!materialVhuman!relationships!unfold!in!educational!contexts!and!how!such!an!understanding!could!aid!new!perspectives!on!how!to!develop!ESE!practices!in!the!classVroom!and!beyond.!!
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Bryant,!Levi!R.!(2013)!Politics!and!Speculative!realism.!Speculations!IV.!
Harman,!Graham!(2016)!Immaterialism.!Polity.!
Ingold,!Tim.!2013.!Making$–$anthropology,$archaeology,$art$and$architecture.$London!and!New!York:!Routledge!Taylor!and!Francis!Group!
Johnson,!E.!and!Morehouse,!H.!(Eds).!2014.!After!the!Anthropocene!Politics!and!geographic! inquiry!for! a! new! epoch.! Progress$ in$ Human$ Geography,! Vol.! 38(3)! 439–456,!DOI:10.1177/0309132513517065!!
Sørensen,! Estrid.! 2009.! The$ Materiality$ of$ Learning$ C$ Technology$ and$ Knowledge$ in$ Educational$Practice.!New!York:!Cambridge!University!Press !
World!Economic!Forum.!2016.$The$new$plastics$economy$C$Rethinking$the$future$of$plastics.$http://www3.weforum.org/docs/WEF_The_New_Plastics_Economy.pdf!!
[600]%ENVY%AND%OTHER%UGLY%AFFECTS.INTERROGATING%THE%PERFORMATIVE%EFFECTS%OF%DATA%VISUALISATIONS%AS%MOTIVATIONAL%TECHNOLOGIES% Dorthe!Staunæs1 ,!Kia!!Wied1 1Department$of$Education,$Aarhus$University,$Copenhagen,$Denmark! Research%topic/Aim:%Across!the!Nordic!countries!different!forms!of!visualization!techniques!informed!by!for!instance!the!concept!‘Visible!Learning’!(Hattie,!2009;!Nottingham,!2013)!and!more!locally!designed!concepts!as!True!North!or!Rubrics!are!enacted!to!enhance!learning!and!performance!among!students.!Learning!progression!(or!regression)!is!rendered!visible!and!it!becomes!possible!to!watch!and!follow!one’s!own!learning!progression/regression!in!relation!to!others.!The!mechanic!of!these!technologies!is!to!attune!students,!make!and!move!their!energy!and!engagement,!and!thus!make!them!push!themselves!in!the!direction!of!what!is!normatively!perceived!as!‘learning’.!The!visuals!are!motivational!technologies!perceived!to!create!and!modulate!motivation.!In!this!paper,!our!aim!is!not!to!test!or!judge!whether!the!technologies!work!or!not,!are!efficient!or!not.!Rather!we!explore!the!performative!effects!of!such!data!visualisations:!We!ask!how!the!new!form!of!learningVcentered!educational!policy!is!translated!into!lived!school!life!through!borrowing!and!inventing!data!visualizations!and!what!kind!of!psyVontologies!is!produced.!!
Theoretical%frameworks:!Our!assumption!is!that!within!the!general!claim!of!‘leading!through!(learning)!outcomes’,!these!motivational!technologies!represent!a!rationalistic!framework,!however!manipulating!through!suggestive!dynamics!and!tools.!In!that!sense,!motivational!technologies!are!an!affective!specification!of!what!is!known!as!the!technologies!of!the!self!(Foucault,!2010).!Following!Haraway’s!thought!on!vision;!we!explore!how!different!techniques!of!visibility!and!visualizations!are!enacted!and!work!as!motivational!technologies.!How!do!visualizations!(selfVmade!or!not)!affect,!move!and!touch!which!affective!registers,!among!(which)!students?!First$we!explore!how!these!visuals!are!constitutive;!how!they!may!create!and!modulate!subjectivities!and!psyVontologies!at!a!fundamental!level.!Secondly$how!they!may!involve!different!affective!economies.!!
Methodology/research%design:%The!core!empirical!material!is!a!YouTubeVvideo!of!teachers!and!students!presenting!their!work!with!data!visualisation.!This!is!supplemented!with!ethnographic!fieldworkVnotes!from!lower!secondary!level!of!a!Danish!public!school,!students’!drawings!of!motivation!in!research!interviews,!different!wall!visualizations!of!learning!designed!in!three!municipalities!in!Denmark!and!interviews!with!educational!administrators.!We!use!the!differentiated!set!of!material!in!mapping!the!affective!traffic!in!and!between!discourse,!materiality,!technologies,!and!human!bodies/minds.!We!draw!upon!concepts!from!the!affectiveVsemioticVmaterial!turns!and!read!the!material!diffractively!through!analytical!concepts!of!performativity$(Barad,!2003;!Butler,!1993),!touch$(Barad!2012),!affect$(Blackman,!2012;!Massumi,!2002;!Wetherell,!2012),!and!materiality.!!
Expected%conclusions/Findings:!The!paper!contributes!with!an!affirmative!critique!of!tendencies!to!educate!and!govern!motivation!through!visualisations.!The!analysis!foregrounds!that!students!may!be!enrolled!in!an!affective!economy!of!motivation!that!is!entangled!with!the!affective!economy!of!the!peer!culture!in!which!relational!and!hierarchical!affects!known!from!sports!and!other!competitive!engagements!are!central.!This!economy!may!involve!all!kinds!of!‘ugly!feelings’!(Ngai!2005)!like!
competitiveness,!envy!and!despair!thus!making!students!feel!as!well!uncomfortable!as!sometimes!pretty!comfortable.!!
Relevance%for%Nordic%Educational%Research:!Data!visualization!building!upon!as!well!internationally!borrowed!concepts!as!locally!invented!concepts!are!at!work!in!the!Nordic!Countries.!This!may!change!the!ways!educational!leadership!goes!about!motivational!work!and!students!about!school!work,!themselves!and!peers.!!
[606]%STRIATED%AND%SMOOTH%LEADERSHIP%ROOMS%% Merete!Moe1 1Queen$Mauds$University$College,$Trondheim,$Norway! Research%topic/Aim:%This!article!is!experimenting!with!posthuman!and!newVmaterial!approaches!to!explore!possibilities!of!reconceptualizing!strategic!leadership.!!
Theoretical%frameworks:!Thinking!with!Deleuze!and!Guattari’s!immanent!ontology!(2016)!in!combination!with!Karen!Barad’s!agential!realism!(2007),!I!look!at!how!diffractions!and!leadership!productions!affect!bodies,!work!environments!and!events!in!smooth!and!striated!rooms.!Diffraction!or!interference!pattern,!is!about!how!waves!of!water!or!light!etc!move,!how!they!overlap!and!spread,!changing!directions!when!encountering!obstructions.!The!space!is!striated!with!structures!regarding!time,!meetings,!procedures,!rhythm!of!the!day,!furniture,!people!and!materiality.!There!are!two!not!symmetrical!moves,!one!that!striates!the!smooth!and!one!that!recreates!the!smooth!with!the!striated!basis.!The!smooth!and!the!striated!spaces!are!confronting!each!other.!To!travel!smooth!is!becoming,!difficult!and!uncertain.!Lines!of!flight!are!events$or!haecceities!with!components!related!to!movement!and!longitude.!In!smooth!space,!“haecceity!is$the!relations!and!affects!which!connects!the!bodies”!(Fox!1993:204).!However,!Deleuze!and!Guattari!state!that!we!should!never!believe!a!smooth!space!is!enough!to!save!us.!
Methodology/research%design:%My!research!is!based!on!thinking,!talking!and!wondering!with!glowing!events.!The!point!of!departure!is!the!opportunity!of!shadowing!a!director!of!a!Norwegian!ECEC!center!fall!2016.!Chosen!moments!of!leadership!productions!are!understood!in!the!context!of!smooth!and!striated!spaces.!A!glowing$event!is!basis!for!wonderings!on!how!leadership!is!both!smoothing!and!striating!the!space,!creating!turning!points.!The!event!is!glowing!like!a!haptic$space!of!close!gaze!and!emergent$listening!(Davies!2016).!In!line!with!discussions!of!“after!coding”!and!“without!data”!(St.!Pierre!and!Jackson!2014,!Brinkmann!2014),!my!shadowing!is!supplemented!with!field!notes!and!confabulative$conversations!(Johansson!2016),!with!respect!to!researcher’s!and!the!director’s!participating!production!in!creating$data.!
Expected%conclusions/Findings:!The!situation!in!ECEC!can!be!rather!complex!and!unpredictable.!The!director’s!short!morning!meetings!and!everyday!round!walks!gave!her!the!possibility!to!sense!the!atmosphere!and!maybe!help!make!the!rooms!smoother!and!more!open!to!haecceities.!Deleuze’s!ideas!of!haptic!or!optic!space!are!here!understood!in!the!context!of!smooth!and!striated!rooms,!where!the!haptic$space!can!open!for!awareness!of!relations!to!another.!A!combination!of!emergent!listening!and!haptic$space$based!on!a!close!gaze,!may!give!room!for!ethical!and!strategic!leadership!practices.!!
Relevance%for%Nordic%Educational%Research:!!It!is!a!close!approach!to!investigate!strategic!leadership!as!a!complex!and!interwoven!praxis!of!wonderings!and!decisions!to!capture!entanglements,!complexity!and!unpredictable!moments.!!
Key%words:!leadership,!striated!and!smooth!rooms,!glowing!events,!diffraction,!haptic!space!!
!
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[613]%POSTHUMANIST%EDUCATION%`%E%NEW%BOOK%ABOUT%POSTHUMAN%RESEARCH%PRACTICES%IN%EDUCATION Bosse!Bergstedt1 ,!Anna!!Palmer2 ,!Helena!!Pedersen3 ,!Hillevi!LenzVTaguchi4 ,!Tarja!Karlsson!Heikio5 ,!Mattias!Nilsson!Sjöberg1 ,!Carina!Hermansson6 ,!Tomas!Saar7 ,!Lotta!Johansson8 1Lund$University,$Department$of$Sociology,$Division$of$Education,$Lund,$Sweden!2Stockholms$Universitet,$Stockholm,$Sweden!3Ifz,$Institute$for$Advanced$Studies$on$Science,$Graz,$Austria!4Stockholm$University,$Department$of$Child$and$Youth$Studies,$Stockholm,$Sweden!5Högskolan$För$Design$Och$Materiell$Kultur,$Göteborg,$Sweden!6Umeå$University,$Umeå,$Sweden!7Institutionen$För$Pedagogiska$Studier,$Karlstad,$Sweden!8Norges$Forskningsråd,$Division$for$Samfund$Og$Helse,$Avdelning$for$Kunnskapssenter$for$Utdanning,$Lysaker,$Norway! This!symposium!will!present!a!new!book!written!by!researchers!within!Posthumanist!Education.!It!will!illustrate!how!research!with!a!postVhumanistic!perspective!can!be!used!to!do!research!on!pedagogy!practice.!A!research!that!makes!us!thinks!differently!about!what!is!beyond!human!control.!This!means!that!there!is!an!effort!to!develop!alternative!understandings!of!subjectivity,!time,!knowledge,!agents,!and!relationality!beyond!anthropocentric!limitations.!What!happens!when!we!see!human!and!nonVhuman!entities!connect!and!in!constant!intraVaction!with!each!other?!In!educational!situations,!it!may!for!example!be!subjects!that!connect!and!build!relationships!with!body,!matter,!technology,!nature!and!animals.!The!posthumanities!research!follows!the!flows!and!movements!and!highlights!how!these!produce!entanglement!of!various!kinds.!Particular!attention!is!paid!to!the!phenomena!of!the!notVyetVseen,!or!the!unexpected,!when!the!body!speaks,!or!when!language,!matter!and!nature!foil!our!understanding!of!what!we!take!for!granted.!Posthumanistik!research!is!not!only!important!for!what!we!are!studying,!but!also!how!we!do!it,!it!has!direct!implications!for!both!research!and!practice!researching!subjectivity!and!ethics.!
1.%%!Author:%Anna%Palmer%and%Helena%Pedersen%!
Title:'DoubleVdeath&and&dioramas:&The&Swedish&Museum&of&Natural&History&as&arena&for&critical&animal&pedagogies)
Research%topic/Aim:!How!may!problems!of!animal!ethics!be!explored!in!teacher!education?!This!paper!aims!to!contribute!to!the!emergent!field!of!critical!animal!pedagogies,!asking!what!happens!when!humanVanimal!relations!are!brought!to!the!fore!in!the!preschool!teacher!education!context!beyond!conventional!anthropocentric!positions.!What!potential!impact!may!such!a!pedagogical!approach!at!university!level!have!on!the!daily!work!in!preschool?!Our!inquiry!focuses!on!a!workshop!we!conducted!with!preschool!teacher!students!at!the!Swedish!Museum!of!Natural!History!in!Stockholm,!where!students!were!invited!to!explore!humanVanimal!relations!through!the!museum!exhibits!as!an!introduction!to!a!critical!posthumanist!relational!ethics.!
Theoretical%frameworks:!Our!theoretical!framework!is!critical!theoryVbased,!drawing!on!critical!animal!studies!and!its!analytic!tools!for!addressing!and!challenging!power!arrangements!and!animal!exploitation!in!a!variety!of!societal!and!cultural!settings.!In!this!paper,!critical!theory!is!brought!in!conversation!with!posthumanist!theory!in!order!to!explore!early!childhood!education!as!a!relational!space!comprising!humans,!animals,!nature,!and!other!materialities.!We!attempt!to!analyze!what!these!two!theoretical!approaches!may!coVproduce!in!practiceVbased!pedagogical!work!together!with!preschool!teacher!students,!and!thus!give!a!contribution!to!theory!development!in!critical!posthumanist!education!research.!
Methodology/research%design:!Our!research!design!is!an!exploratory!case!study!of!a!workshop!at!the!Swedish!Museum!of!Natural!History!in!the!preschool!teacher!education!programme.!We!have!worked!with!a!partial!ethnographic!approach!as!we!accompany,!interact!with!and!observe!the!students!as!they!are!documenting!their!own!reflections!and!responses!to!the!museum!exhibits.!Our!empirical!materials!include!the!students’!collective!processual!notes,!our!own!fieldnotes!from!the!workshop,!text!materials!and!images!from!the!museum!website,!and!a!survey!with!an!openVended!question!anonymously!responded!to!by!the!students!by!the!end!of!the!workshop.!Drawing!on!posthumanist!epistemology!and!research!ethics,!our!position!as!researchers!(and!teachers)!is!not!seen!as!disconnected!from!the!setting,!students!and!animals!brought!together!in!this!workshop,!but!entangled!with!them!in!a!situated,!shared!educational!experience.!
Expected%conclusions/Findings:!Throughout!the!workshop,!conditions!for!the!formation!of!a!temporary!pedagogical!“assemblage”!were!created,!where!theories,!lectures,!displays,!information!signs,!animal!bodies,!and!other!entities!came!together!as!active,!meaningful!and!worldVforming!agents!together!with!the!students!and!ourselves!as!teachers.!In!this!dynamic!constellation,!all!participating!agents!also!become!teachers,!and!teaching,!learning,!critique,!emotions,!and!ethical!positions!are!developed!as!an!effect!of!intraVaction.!Through!these!processes,!the!construction!of!animals!as!scientific!resources!for!pedagogical!consumption!is!challenged,!as!the!animals!are!allowed!to!emerge!as!subjects!in!relationVshaping!and!worldVforming!practices.!
Relevance%for%Nordic%Educational%Research:!Our!case!study!is!empirically!relevant!for!Nordic!educational!research!as!one!of!the!exhibitions!explored!in!the!workshop!bears!the!title!“Swedish!Nature”!(Natur!i!Sverige),!showcasing!dioramas!reconstructing!various!“specimen”!of!animals!and!natural!environments!with!a!domestic!origin!and!coded!as!“Swedish”.!The!posthumanist!theories!worked!with!in!this!paper!have!recently!proliferated!in!Nordic!educational!research!and!have!become!significant!for!the!understanding!of!learning,!subjectivity,!and!ethics!in!pedagogical!practice.!The!emergent!area!of!critical!animal!pedagogies!may!both!overlap!and!conflict!with!these!theories.!
2.%
Author:!Hillevi!Lenz!Taguchi!
Title:! The! Ultrasoundfetusimage:! a! feminist! reconfiguration! of! the! concept! of! posthumanism! in! educational!research!!
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Research%topic/Aim:%The!concept!of!posthumanism!is!made!a!concern!of!inquiry!in!this!paper.!Inspired!by!Claire!Colebrook’s!and!Deleuze!and!Guattari,!I!aim!to!make!the!concept!of!posthumanism!itself!my!‘method’!in!order!to!reconfigure!the!meanings!and!practices!of!this!concept.!The!objective!of!such!an!inquiry!is!a!growing!selfVcritique!of!how!posthumanism!has,!in!parts,!been!adopted!in!educational!research.!!
Theoretical%frameworks:!The!theoretical!underpinnings!of!this!work!are!feminist!neoVpragmatism!and!neoVmaterialism!based!on!Gilles!Deleuze!and!Felix!Guattari’s!philosophy!of!the!concept!and!rhizomatics.!!
Methodology/research%design:!Concept!as!method!puts!the!concept!to!play!on!a,!in!this!case,!feminist!plane!of!thinking,!in!order!to!traceVandVmap!the!problems!and!components!from!which!the!concept!emerges;!i.e.!takes!on!its!meanings!and!practices!on!this!particular!plane.!However,!in!the!same!movement,!the!tracingVandVmapping!also!involves!an!active!play!of!asignifying!ruptures!of!the!lines!of!articulations!put!on!the!map,!aiming!to!make!a!reconfiguring!of!the!concept!take!shape.!
Expected%conclusions/Findings:!In!the!exercise!performed!for!this!paper,!articulations!from!texts!by!Karen!Barad,!Rosi!Braidotti,!Claire!Colebrook,!Donna!Haraway,!Elizabeth!Grosz,!and!Isabelle!Stengers!have!been!put!on!the!map!with!research!from!other!disciplines.!Hereby,!a!reconfigured!“face”!of!the!concept!of!posthumanism!takes!the!shape!of!the!ultrasoundfetusimage.!The!components!of!posthumanism!as!the!ultrasoundfetusimage!can!inspire!educational!research!to!1)!pose!for!our!time!relevant!problems!of!concern,!and!2)!for!researchers!to!be!actively!involved!in!practical,!scientific!and!artistic!experimental!research!together!with!the!agents!that!the!research!concerns,!in!order!to!construct!new!possible!realities!as!well!as!find!ways!to!selfVdifferentiate!in!ways!that!opens!new!possibilities!for!affirmative!actions!and!becomings.!!
Relevance% for% Nordic% Educational% Research:! The! concept! of! posthumanism! and! posthumanist! research! has!rendered!a!great!interest!in!the!educational!sciences!during!the!last!decade.!However,!it!is!very!unclear!what!this!concept!might!mean!and!what!kinds!of!research!practices!the!concept!evokes.!This!tracingVandVmapping!exercise! offers! a! feminist! reconfiguration!of! posthumanism! that! can! inspire! us! to! develop!new! creative! and!transformative!forms!of!educational!research!practices,!some!of!which!are!already!in!the!making.!
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3.%
!
Author:!Tarja!Karlsson!Häikiö!!
Title:!Transformative!learning!V!Visual!Culture!as!Part!of!the!Pedagogical!Practice!in!Preschool!
Introduction:!In!Visual!Art!Education!and!Visual!Studies!social!perspectives!have!recently!gained!increasing!importance!(KallioVTavin!2015;!Quinn,!2006,!2010).!From!a!broader!perspective,!visual!knowledge!in!educational!practice!can!be!related!to,!and!problematized!from,!ethical!and!political!aspects,!as!well!as!
feminist,!ecological,!multicultural!dito.!Visual!analysis!of!society!and!the!use!of!visual!research!methods!are!nowadays!recognized!in!various!disciplines!(Rose!2012).!The!visual!is!described!as!an!essential!part!of!moving!from!a!modern!to!a!postmodern!society!in!our!Western!cultural!sphere!(Mirzoeff!1998,!1999).!
Problematization:!A!discourse!of!documentation!and!systematic!quality!assurance!has!come!to!take!strong!expression!in!Swedish!preschool!(Elfström!2015;!Hakansson!2014).!Due!to!these!different!visual!methods!has!become!part!of!the!preVschool!prectice!through!the!process!of!observation!of!the!educational!activities!but!also!through!increased!medialization!(Bjervås!2011;!Dahlberg,!Moss!&!Pence,!1999;!Elfström!2015;!Häikiö!2007;!Lenz!Taguchi!2000,!2012;!Lindgren!2016;!Olsson!2014;!Sparrman!&!Lindgren!2010;!Svenning!2009).!Therefore,!it!is!important!to!discuss!and!problematize!the!use!of!soVcalled!visual!tools!as!part!of!the!changes,!not!least!theoretically,!and!discuss!the!impact!this!change!has!had!on!the!preschool!practice.!Visual!knowledge!includes!both!the!ability!to!use!vision!as!well!as!interpretation!of!the!seen!including!educational!work!with!materials!and!environments!(Karlsson!Häikiö!2012,!2014)!and!therefore!the!need!for!visual!literacy!and!picture!analysis!has!increased!in!preschool.!The!documented!material!needs!to!be!analyzed!and!interpreted!as!multimodal!expression!(Kress!2009/2011)!V!as!well!as!other!kinds!of!visual!material!produced.!
Method%/%Study:!In!the!aesthetic!and!creative!work!with!children!with!different!materials!like!various!colors,!clay,!light,!etc.!in!themselves!have!transformative!dimensions.!In!the!creative!exploration!the!boundaries!are!blurred!between!storytelling,!play,!relationshipVbuilding!and!other!forms!of!communication!(Häikiö!2007).!The!presentation!gives!examples!of!how!visual!events,!staged!and!documented!by!the!preschool!teachers,!in!the!children’s!creative!activities!with!visual!and!other!materials.!This!communication!between!children!and!materials!can!be!described!as!an!intraVmodal!materialization!(Karlsson!Häikiö!forthcoming),!a!phenomenon!as!an!onVgoing!intraVactive!becoming!(Barad!2007;!Lenz!Taguchi!2012).!In!this!intraVaction,!from!a!post!humanistic!interpretation,!separate!elements!and!different!expressions!are!merged!in!a!materialVsemiotic!distribution!of!visual!communication!(Asberg,!Hultman!&!Lee!2012).!Through!video!and!documentation!analysis,!thus!a!number!of!different!visual!relativities!and!relationships!can!be!interpreted!in!a!variety!of!ways!based!on!the!idea!of!coVbecoming!(Johansson,!2015).!The!analysis!provides!a!kind!of!cutting!or!intersectional!point!(leikkauspiste,!Kirkkopelto!2004)!in!the!visualization!of!the!documentation!or!the!learning!process!that!can!be!used!pedagogically!(Häikiö!2007).!
Results%/%Conclusion:!By!seeing!the!educational!work!as!a!continuous!creation!(Johansson!2015)!also!the!perception!of!how!knowledge!comes!forth!is!changed.!A!transformative!approach!to!learning!means!that!knowledge!is!born,!transformed!and!constantly!modified!during!the!learning!process!in!ever!new!situations.!This!places!new!demands!on!teachers'!professional!knowledge!but!also!tools!for!analysis!of!the!pedagogical!work.!Transformative!learning!(Mezirow!1997,!2000)!and!the!questioning!of!taken!for!granted!assumptions!raise!awareness!of!the!need!for!new!perspectives!and!methodological!considerations!based!on!a!constant!professional!transformation!of!methodology!and!didactics!(McLeod!2015!p.!256).%
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4.%
Author:!Mattias!Nilsson!Sjöberg!
Title:!(Un)becoming$Dysfunctional:$ADHD$and$How$Matter$Comes$to$Matter$
This!presentation!is!based!on!my!article!(Un)becoming$Dysfunctional:$ADHD$and$How$Matter$Comes$to$Matter$
(forthcoming).!The!main!theme!of!the!article!is!to!problematize!the!biomedical!model!of!the!soVcalled!neuropsychiatric!disorder!Attention!Deficit!Hyperactivity!Disorder!(ADHD).!!Various!neuropsychiatric!disorders!are!a!common!feature!today,!not!least!in!educational!contexts!where!ADHD!is!a!common!diagnosis.!The!dominant!perspective!regarding!ADHD!is!biomedical.!This!perspective!has!been!questioned!and!challenged!in!theories!where!ADHD!is!seen!as!a!social!construction!for!power!and!social!control.!Theorists!have!also!tried!to!see!ADHD!as!a!biopsychosocial!disorder.!The!aim!of!this!article!is!to!think!ADHD!through!quantum!physicist!and!philosopher!Karen!Barad’s!(2007)!theory!of!agential!realism.!According!to!Barad,!what!we!perceive!as!singular!entities!–!or!disorders!–!do!not!exist!in!advance.!Barad!pays!attention!to!the!world’s!entanglements,!and!what!we!perceive!as!singular!objects!and!subjects!are!effects!of!specific!and!various!materialVdiscursive!practices!acting!as!agential!cuts.!The!theory!of!agential!realism!assigns!performativity!to!matter,!which!highlights!that!ADHD!is!something!that!continuously!comes!into!being!together!with!human!and!nonVhuman!bodies.!The!material!dimension!has!not!previously!been!emphasized!as!a!causal!factor!in!studies!on!ADHD.!In!this!article,!the!focus!is!on!the!agency!of!the!book.!As!a!conclusion,!the!importance!of!taking!responsibility!for!every!materialVdiscursive!practice!with!which!we!are!always!entangled!is!emphasized.!What!we!think!of!individual!diagnoses!aren’t!necessarily!that!individual!as!we!think!they!are,!and!therefore!we!must!challenge!theoretical!models!that!place!individuals!in!‘static’!and!hierarchic!strata.!
5.%
Author:!Carina!Hermansson!och!Tomas!Saar!
Title:!Children’s!textVmaking!produced!in!complex!relationships!between!different!elements,!modes!and!media.!
Research%topic/Aim:!The!aim!of!this!study!is!to!explore!and!discuss!how!children’s!textVmaking!is!produced!in!complex!relationships!between!different!elements,!modes!and!media.!
Theoretical%frameworks:%!Following!the!work!of!the!posthuman!literacy!studies!(e.g.,!Masny!&!Cole,!2006),!writing!practices!are!assumed!to!be!social!practices!that!are!always!active!and!interactive!within!particular!social,!cultural!and!material!contexts.!Based!on!these!assumptions,!the!nomad!thought!of!Deleuze!and!Guattari!has!been!used!to!develop!the!analysis.!
Methodology/research%design:!The!study!is!conducted!in!two!Swedish!preschool!classes!including!58!sixV!to!sevenVyearVolds.!An!ethnographical!approach!is!used!involving!video!and!audio!documentation!as!well!as!field!notes!and!examples!of!children’s!written!products.!
Expected%conclusions/Findings:!The!analyses!describe!how!writing!takes!place!in!the!“inVbetweens”!as!an!effect!of!creating!and!recreating!interactive!connections!between!children,!affects,!talk,!bodily!movements!and!materiality,!and!against!a!background!of!the!new!media!world!and!a!changed!childhood.!The!results!show!how!
the!text!and!the!writer!are!reciprocally!created!in!the!flow!of!change!and!relations!between!different!elements,!thus!opening!up!to!a!variety!of!ways!of!becoming!writers.!
Relevance%for%Nordic%Educational%Research:!This!article!provides!a!language!for!capturing!the!complexities!and!the!movements!in!which!the!writings!and!the!writer!are!produced.!Understanding!writing!as!Nomadic!Writing,!as!a!way!to!account!for!movement,!connectivity!and!change,!is!an!important!contribution!to!the!issue!of!how!to!conceptualize!writing!in!a!way!that!corresponds!with!contemporary!forms!of!communication!and!literacy.!
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6.%
Author:!Lotta!Johansson!
Title:!An!education!for!movement:!capturing!the!power!of!learning!
The!aim!of!this!paper!is!to!emancipate!the!subject!from!images!associated!with!anthropocentrism!as!well!as!from!a!linear!and!progressive!understanding!of!time,!thus!highlighting!the!need!for!an!education!of!movement.!Based!on!the!philosophy!of!Deleuze!and!Guattari!(1994,!2012),!this!paper!takes!departure!in!some!of!the!basic!fundaments!that!are!considered!to!legitimize!humanism!and!anthropocentrism!(Humanism!=!((human!being!→!reasonable)!+!(reasonable!→!goodness))!and!discusses!those!stances!critically.!In!an!argumentation!in!accordance!with!philosophies!associated!with!posthumanism!(see!e.g.!Karen!Barad,!Rosi!Braidotti),!the!bases!for!the!anthropocentric!conclusion!are!contested!and!questioned!(¬!(human!being!→!reasonable!→!goodness)!≠!humanism).!Additionally,!the!linear!and!progressive!understanding!of!time!is!critically!discussed,!foremost!for!two!reasons:!firstly,!because!the!linearity!tends!to!centralize!the!past!and!thus!also!already!existing!knowledge!and!experiences,!and!secondly;!because!the!linearity!is!restricting!the!room!for!maneuver!and!thus!also!for!creative!thinking.!By!questioning!these!to!aspects!that!have!great!importance!in!the!educational!project,!both!historically!and!currently,!a!need!for!different!kind!of!pedagogy!arises.!!
However,!this!is!by!no!means!to!be!regarded!as!something!new,!many!great!pedagogues!have!historically!stressed!the!need!for!a!different!education.!This!paper!uses!the!progressive!pedagogues!John!Dewey!(1999)!and!Ellen!Keys!(1992,!1996)!theories!in!addition!to!Deleuzes!and!Guattaris.!Although!expressed!in!different!words,!Dewey!and!Key!both!highlight!the!inherent!possibility!in!education!for!encouraging!societal!change.!However,!the!mentioned!progressive!pedagogues!take!departure!in!a!humanistic!image!of!the!subject,!thus!restricting!the!possibilities!for!movement.!The!moment!Dewey's!and!Key's!theories!meet!with!Deleuze's!and!Guattari's,!an!ontologically!based!education!for!movement!is!produced.!By!questioning!the!image!of!the!human!being!as!unique,!rather!placing!the!subject!on!the!same!plane!of!immanence!where!everything!(things,!animals,!plants!etc.)!exists!side!by!side,!the!importance!of!the!different!components!are!divided!equally.!Since!an!unVcentralized!human!being!is!considered!to!be!connected!to!all!other!components,!a!clarification!of!the!responsibility!that!the!human!being!historically!has!escaped!with!reference!to!anthropocentrism!is!produced.!An!education!of!movement!captures!the!radical!power!of!learning.!An!education!that!aims!to!produce!room!for!movement!is!less!about!what!already!is,!and!more!about!what!potentially!could!be.!It!creates!possibilities!for!
becomings,!for!the!movement!of!subjects!in!direction!towards!something!other,!something!different.!Becomings!takes!place!through!movements!and!encounters!on!the!plane!of!immanence.!In!encounters!with!all!kinds!of!components,!unexpected!possibilities!for!learning!arise!–!beyond!the!already!known.!Thus,!creating!room!for!ontological!movements!is!stressed!as!preVcondition!to!capture!the!inherent!possibilities!of!education,!and!the!potential!radical!aspects!of!learning,!and!of!change.!
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becomings, for the movement of subjects in direction towards something other, something different. Becomings takes place through movements and encounters on the plane of immanence. In encounters with all kinds of components, unexpected possibilities for learning arise – beyond the already known. Thus, creating room for ontological movements is stressed as pre-‐condition to capture the inherent possibilities of education, and the potential radical aspects of learning, and of change.
NETWORK 23
Social Pedagogy
Network 23
Social Pedagogy
[36]%EDUCATION%RELATED%TO%THE%FIELD%OF%(INTELLECTUAL)%DISABILITY%`%WE%HAVE%TO%DO%BETTER!% Britta!Nørgaard1 1University$College$Nordjylland,$Ucn,$Aalborg$,$Denmark! Research%topic/Aim:%Focus!for!me!my!research!background!is!an!investigation!on!the!professional!encounter!or!meeting!between!different!professionals!in!a!broad!field!of!social!work!and!adults!with!an!intellectual!–!and!sometimes!invisible!–!disability.!Working!in!this!field!means!on!one!hand!demands!on!effectivity,!documentation!and!New!Public!Management.!On!the!other!hand!we!think!of!this!field!including!ethics!and!values!as!recognition,!respect,!understanding.!
The!UN!Disability!Conventionsee!e.g.!article!4!and!8!(:!http://www.un.org/disabilities/convention/conventionfull.shtml),!states!the!obligations!for!the!state!to!secure!suitable!education!to!ensure!that!the!intentions!in!the!conventions!can!be!fulfilled!and!to!raise!a!general!awareness.!Looking!into!educational!orders!in!Denmark!for!professional!bachelors!in!this!area!it!seems!not!at!all!evident,!that!this!is!going!to!happen.!For!all!programs!it!relates!to!the!choice!of!the!students!if!they!want!to!know!more!about!the!area!of!disability!–!and!following!research!on!awareness!and!accept!of!people!with!disability!you!easily!see!a!lack!of!fulfilling!the!convention.!
Theoretical%frameworks:My!theoretical!framework!for!this!work!has!been!inspired!from!social!philosophy!with!names!as!Emmanuel!Lévinas,!Axel!Honneth!and!Jürgen!Habermas,!but!also!Løgstrup,!Buber!and!Foucault!contribute.!How!can!we!–!in!spite!of!structural,!governmental!and!economic!barriers!–!work!with!ethical!aspects!and!values!as!recognition!and!understanding.!
Methodology/research%design:%My!main!methodology!has!been!a!phenomenological!approach!letting!people!in!the!field!!talk.!This!means!people!with!intellectual!disabilities!giving!voice!to!their!experiences!with!!professionals!and!systems!and!letting!the!professionals!tell!about!their!experiences!and!dilemmas.!!
Expected%conclusions/Findings:!A!phenomenological!approach!also!means!that!you!cannot!draw!a!line!and!say!that!this!is!the!result.!My!findings!show!different!perspectives!in!this!field!that!are!very!rarely!in!focus!of!any!research.!Structural!barriers!are!quite!important.!Among!others!educational!gaps!V!in!general!V!but!also!more!specific!on!e.g.!ethics!and!knowledge!of!legislation.!Adults!with!intellectual!disability!experience!infringement!in!different!ways!and!from!both!professionals!and!even!related!to!structures.!Professionals!on!their!side!experience!also!infringements!and!dilemmas!!and!sometimes!because!of!the!same!structural!barriers.!
Relevance%for%Nordic%Educational%Research:!My!point!is!to!show!that!the!topic!for!this!conference!with!a!focus!on!“learning!and!education!–!material!and!technological!conditions!and!consequences!–!cannot!be!seen!without!a!basic!knowledge!of!and!education!in!the!field!of!intellectual!disability!including!a!level!of!values!and!ethics!!Otherwise!–!as!my!research!also!shows!–!you!might!end!up!with!easy!and!technical!fix’es!and!solutions.!This!is!not!a!good!solution!–!neither!for!the!citizens!with!intellectual!disabilities!nor!for!the!professionals!in!the!field.!
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[154]%BECOMINGS%OF%THE%ROLE%MODEL:%YOUTH%RECREATIONAL%LEADERS,%OCCUPATIONAL%CHOICE%AND%A%WILL%TO%INCLUDE Andreas!Fejes1 ,!Magnus!Dahlstedt2 1Linköping$University,$Linköping,$Sweden!2Linköping$University,$Norrköping,$Sweden! !Research%topic/Aim:%During!the!last!few!years,!social!tension!and!escalating!conflicts!have!arisen!among!youth!in!suburbs!of!cities!across!Sweden.!Such!tensions!have!created!an!intensive!debate!about!the!exclusion!of!young!people,!and!put!focus!on!the!closing!down!of!meetings!points!for!youth!such!as!recreational!centres.!One!of!the!ways!to!deal!with!the!exclusion!of!young!people!has!been!to!engage!people!who!themselves!have!experience!of!exclusion,!and!who!have!managed!to!break!free!from!e.g.!criminal!backgrounds,!to!work!with!the!young!people!in!the!suburbs!(Ekholm,!2016;!Öhlund,!2016).!The!hope!is!that!they!will!then!act!as!role!models!to!the!young!people,!thus!compensating!for!what!is!referred!to!a!lack!of!good!role!models!in!the!suburbs!(Dahlstedt!&!Lozic,!2016).!Such!discourse!raises!questions!over!who!one!needs!to!“be”,!in!order!to!become!a!youth!recreational!worker.!By!focusing!on!youth!recreational!leader!students,!their!occupational!choice!and!how!they!construe!themselves!as!role!models,!we!aim!to!contribute!with!critical!remarks!in!relation!to!current!debates!on!role!models,!young!peoples’!exclusion,!and!youth!recreational!work.
Theoretical%frameworks:!Theoretically!we!draw!on!the!work!of!Foucault!(1972,!2007,!2008)!and!education!scholars!who!have!engaged!with!his!work!(Fejes!&!Dahlstedt,!2014;!Fejes!&!Nicoll,!2015).!We!specifically!draw!on!the!concepts!of!subjectivity!and!discourse!with!a!focus!on!selfVidentifications!and!regularities!of!descriptions!in!students’!interviews.!!!
Methodology/research%design:%In!order!to!identify!regularities!of!description,!we!draw!on!interviews!conducted!with!nine!students!enrolled!at!the!youth!recreational!program!at!a!folk!high!school!in!Sweden.!These!interviews!are!part!of!a!larger!research!project!on!adults!“doings”!of!citizenship.!The!analysis!was!directed!at!the!selfVidentifications!of!students.!More!precisely!we!focused!on!the!regularities!emerging!in!the!interviews,!and!in!what!ways!the!students!construed!themselves!differently!concerning!their!occupational!choice.!!
Expected%conclusions/Findings:!The!analysis!illustrates!how,!across!all!interviews,!the!ontological!beings!(who!am!I/who!have!I’ve!been?)!merge!with!epistemological!doings!(what!have!I!done!which!is!important!for!choosing!this!occupation?)!as!a!basis!for!the!becomings!of!the!youth!recreational!leader!as!a!role!model!(what!do!I!wish!to!contribute!by!being!a!youth!recreational!leader?).!However,!the!beings!and!doings!of!the!role!model!emerge!differently!across!interviews.!The!analysis!raises!questions!concerning!who!is!the!target!of!youth!recreational!work,!what!the!role!of!the!welfare!society!and!education!is!and!what!happens!to!the!profession!when!experience!of!exclusion!becomes!a!central!part!in!the!becoming!and!being!of!a!youth!recreational!leader.!
Relevance%for%Nordic%Educational%Research:!The!paper!addresses!key!issues!faced!across!all!Nordic!countries,!i.e.!the!question!of!social!exclusion!of!young!people.!!
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[340]%THE%INTEGRATION%OF%YOUNG%PEOPLE%WITH%A%DIFFERENT%CULTURAL%BACKGROUND.%A%SOCIAL%PEDAGOGICAL%CHALLENGE. Mats!Högström1 1Malmö$University,$Department$of$Social$Work,$Malmö,$Sweden! Research%topic/Aim:%The!last!years!many!asylum!seekers!have!fled!to!the!Nordic!countries.!In!Sweden!alone,!160.000!asylum!seekers!crossed!the!borders!in!2015.!Among!them!35!369!are!unaccompanied!children!from!Afghanistan!(23!000),!Syria,!Somalia!and!Eritrea.!Most!of!them!are!boys!(32.522)!between!13!–!17!years!(Migration!Agency,!2106).!The!circumstances!give!new!challenges!for!the!social!service!system,!housing,!labor!market!and!schools.!!
The!purpose!of!the!forthcoming!study!is!to!explore!how!undergraduate!and!graduated!social!workers!encounters!the!new!challenges!caused!by!migration.!What!knowledge!and!skills!are!acquired!in!social!work!education!to!face!the!new!situation?!What!elements!of!the!educational!programs!in!social!work!are!supposed!to!give!the!future!social!workers!tools!to!meet!the!needs?!
Theoretical%frameworks:!The!young!asylum!seekers!are!in!most!cases!given!shelters!in!small!institutions!all!over!Sweden.!The!institutions!are!staffed!by!social!workers,!social!pedagogues,!nurses!and!other!professionals!in!the!social!service!sector.!What!all!the!young!asylum!seekers!have!in!common!is!uncertainty!about!the!future.!The!concept!“loss”!is!powerful!to!describe!what!many!of!the!youngsters!are!facing!(Lyons,!Manion!and!Carlsen,!2006).!They!have!lost!their!home!country,!relatives,!siblings,!parents,!friends!and!cultural!means!of!expression.!The!concept!of!loss!is!dual.!They!have!to!deal!with!the!past!as!well!as!to!adapt!to!the!new!and!challenging!way!of!living.!They!have!to!form!new!identities!in!the!new!context.!
!The!social!workers!are!in!great!need!to!find!ways!to!meet!the!necessities!of!this!group!of!young!people.!Concepts!and!theoretical!frameworks!used!in!a!social!pedagogical!tradition!might!be!useful!for!the!social!workers/social!pedagogues!to!cope!with!feelings,!emotions!and!existential!thoughts.!Participation,!community!and!integration!policies!on!a!local!level!are!concepts!and!working!models!that!should!be!in!the!social!workers!(V!pedagogues)!toolVbox.!
Methodology/research%design:%To!answer!the!first!questions!students!and!graduated!social!workers!will!be!interviewed.!To!seek!answers!to!the!second!one,!curricula!(study!plans,!book!lists,!assignments,!examinations!papers)!in!social!work/social!pedagogue!education!will!be!examined.!
Expected%conclusions/Findings:!The!findings!will!probably!state!that!students!will!answer!that!they!lack!sufficient!knowledge!and!skills!to!face!the!problems.!The!text!analyses!will!come!to!a!similar!conclusion.!The!conclusions!are!due!to!the!very!slow!pace!of!making!alterations!in!the!academic!orientated!educational!system.!
Relevance%for%Nordic%Educational%Research:!The!paper!is!relevant!for!Nordic!educational!research!since!the!above!outlined!situation!is!common!for!all!Nordic!countries!as!well!as!it!is!covering!crucial!pedagogical!questions.!!
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[341]%COLLABORATIVE%ISSUES%IN%IMPLEMENTING%SOCIAL%PEDAGOGY Irena!Dychawy!Rosner1 1Department$OD$Social$Work,$Malmö$Univwersity,$Malmö,$Sweden! Research%topic/Aim:%Contemporary!societies!are!exposed!to!serious!challenges!due!to!demographics!and!labor!market!demands!and!the!universalistic!welfare!model!for!growing!vulnerable!populations.!These!premises!point!to!need!for!social!work!and!social!pedagogy!practitioners!to!develop!their!skills!in!meeting!the!new!demands!of!their!profession.!Studies!have!acknowledged!the!presence!of!stigmatizing!process,!which!to!great!extent!influence!socialization,!individual!independence!and!wellbeing.!Literature!shows!that!several!factors!may!affect!social!pedagogy!practitioners’!service!provision!and!helping!skills.!Research!also!demonstrates!that!the!need!for!socioVpedagogical!competence!will!increase.!The!aim!of!this!presentation!is!to!reveal!how!social!pedagogy!practice!is!justified!in!community!social!work!within!the!culture!of!collaborative!practices!exposed!in!occurring!mobilizing!implementations!for!social!inclusion.
Theoretical%frameworks:!Social!pedagogy!researchers!have!emphasized!the!importance!of!developing!approaches!to!practices!related!to!prevention!of!social!exclusion!and!support!for!socially!vulnerable!people.!This!applies!especially!to!individualistic,!adaptive!and!mobilizing!pedagogical!arrangements!for!social!protection!from!segregation!through!various!mobilizing!schemes.!Thus!the!debate!about!pragmatically!models!of!social!pedagogy!practice!can!be!argued!to!have!different!viewpoints!and!policies!as!well!as!vary!depending!on!clients’!needs,!differences!in!services!and!staff’s!competence.!Few!studies!have!focused!on!the!social!pedagogy!process!within!social!work!practice!related!to!collaboration!strategies!and!the!relational!interactions!in!supporting!their!clients.
Methodology/research%design:%The!study!was!conducted!during!the!autumn!2016!academic!year!at!Malmö!University,!Southern!Sweden.!The!university!has!both!urban!and!suburban!students.!This!project!was!infused!in!a!5!weeks!long!bachelor!of!social!work!(BSW)!program!as!part!of!field!experiential!learning.!As!a!part!of!the!activity,!students!(n!=!72)!received!course!content!on!social!pedagogy,!conducted!interviews!with!social!workers!in!their!practice!(n!=!216)!and!prepared!and!then!gave!an!oral!field!presentation!of!their!experiential!learning!in!the!class.!The!project!material!was!further!analyzed!with!respect!to!social!pedagogy!models!of!intervention!that!appeared!in!the!actual!social!work!practice.
Expected%conclusions/Findings:!The!outcome!showed!dynamics!of!social!pedagogy!arrangements!that!will!be!discussed!in!three!themes:!i)!PreValliance!and!mobilizing!strategies!of!social!participation;!ii)!Establishment!and!buildVup!strategies;!iii)!Formalisation!and!establishment!of!the!working!model
Relevance%for%Nordic%Educational%Research:!The!findings!have!implications!for!social!work!and!social!pedagogy!practice!with!vulnerable!populations.!From!a!social!pedagogy!perspective,!it!may!enrich!theory!as!well!as!reveal!practical!implementations.!It!is!important!that!all!collaborating!actors!have!possibilities!to!operate!within!a!situation!defined!arrangements.!Further,!the!results!are!placed!within!a!wider!discussion!of!different!services!and!social!policy!contexts!having!impact!on!implications!for!social!pedagogy!practice.!
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[375]%THE%DIFFERENCES%BETWEEN%SOCIAL%PEDAGOGUES%AND%SOCIONOMS%IN%SWEDEN Yaka!Matsuda1 1Graduate$School$of$Education,$The$University$of$Tokyo,$Tokyo,$Japan! Research%topic/Aim:%“The!differences!between!social!pedagogues!and!Socionoms!in!Sweden”/!The!aim!of!this!study!is!to!clarify!the!expertise!of!social!pedagogues!in!Sweden,!through!analyzing!differences!between!social!pedagogues!and!Socionoms!(=!Social!Worker)i.!
Theoretical%frameworks:!Social!Pedagogy!in!Sweden!has!described!mainly!two!different!theoretical!frameworks,!at!the!first,!it’s!understood!a!pedagogical!side!in!Social!Work,!and!second,!it’s!understood!as!a!pedagogical!subject!in!which!bridging!Social!Work!and!pedagogy.!In!other!words,!academically,!Social!Pedagogy!is!placing!in!pedagogy!focusing!on!social!side!in!the!latter!one,!but!in!the!farther!one,!it’s!placing!in!the!Social!Work.!Social!Work!became!an!academic!discipline!in!1977.!After!this!year,!Social!Pedagogy!integrated!into!Social!Work!institutions!and!the!social!pedagogue!programs!at!the!colleges!had!been!also!included!in!the!Socionom!programs!and!there!is!now!only!one!college!which!educates!social!pedagogues.!It!is!now!common!that!social!pedagogues!work!as!Socionoms.!In!this!situation,!it!is!important!to!consider!which!theoretical!value!social!pedagogical!work!based!on.!In!this!study,!Social!Pedagogy!will!describe!as!a!pedagogical!subject!and!not!as!a!part!of!Social!Work.!
Methodology/research%design:%This!study!will!be!analyzed!and!considered!the!differences!between!social!pedagogues!and!Socionoms!through!interviews!with!both!of!professions!and!considered!what!kinds!of!roles!they!have!in!the!society.!In!the!interviews,!they!were!asked!mainly!in!three!points!of!view!which!are,!what!Social!Pedagogy/Social!Work!is!for!them,!how!they!work!and!what!they!have!for!the!system!of!thought.!I!first!categorized!their!words!from!the!interviews!and!compared!what’s!different!between!the!two!professions!following!the!points!of!view.!
Expected%conclusions/Findings:!The!study!found!that!there!are!some!differences!between!social!pedagogues!and!Socionoms’!thinking!and!attitude.!First,!social!pedagogues!usually!support!people!collectively!and!indirectly,!on!the!other!hand,!Socionom!support!people!individually!and!directly.!Second,!social!pedagogues!think!that!Social!Pedagogy!targets!all!generation!while!Socionoms!think!that!Social!Work!targets!depend!on!their!working!place.!At!the!last,!social!pedagogues!focus!on!people’s!learning!than!Socionoms.!From!these!analyzing,!it!could!be!said!that!social!pedagogues!are!“pedagogue”!in!which!coordinating!to!make!an!environment!which!everyone!could!participate!the!society!and!also,!to!motivate!people!and!groups’!abilities!to!develop!and!change!themselves.!The!concept!of!Social!Pedagogy!which!is!constructing!society!through!learning!and!development!between!people!is!important!in!this!unstable!society.!
Relevance%for%Nordic%Educational%Research:!To!consider!the!differences!between!social!pedagogues!and!Socionoms,!it!could!be!helpful!to!develop!an!understanding!of!a!“pedagogue”.!Also,!the!presenter!is!an!Asian!Ph.D.!student,!so!this!study!could!be!shown!how!Social!Pedagogy!in!Sweden!looks!like!from!the!outside!of!Nordic!countries.!
[390]%THE%PROFESSIONALS´%UNDERSTANDING%OF%SOCIAL%PEDAGOGY Lisbeth!Eriksson1 1Högskolan$Väst,$Individ$Och$Samhälle,$Trollhättan,$Sweden! Research%topic/Aim:%In!this!paper!I!will!present!one!part!of!a!bigger!research!project.!The!aim!of!the!project!is!to!study!the!meanings!of!social!pedagogy!expressed!by!social!pedagogical!professionals.!!!My!part!of!the!study!is!to!examine!how!the!social!pedagogues!talk!about!theory,!aims!and!core!values!important!in!their!daily!work.!!
Theoretical%frameworks:%In!this!project!we!use!a!social!pedagogical!theoretical!framework!that!have!been!built!up!during!previous!research.!In!a!study!(Eriksson,!2010)!social!pedagogical!researcher!were!interviewed!about!their!understanding!of!social!pedagogy.!On!the!basis!of!this,!three!models!for!understanding!the!meanings!of!social!pedagogy!were!constructed.!These!models!were!the!model!of!adaptation,!the!model!of!mobilization!and!the!democratic!model.!These!models!were!used!in!the!analysis!in!this!project.!
Methodology/research%design:%A!total!of!25!professional!social!pedagogues!have!been!interviewed!by!5!researchers.!The!empirical!data!has!been!categorized!in!five!different!categories.!In!the!analytical!work!each!researcher!work!with!one!category.!After!this!we!make!a!joint!analysis.!
Expected%conclusions/Findings:!We!expect!to!find!several!common!understandings!of!social!pedagogy!among!the!interviewed!and!also!similarities!with!the!ones!of!the!researchers!interviewed!in!the!previous!study.!This!can!help!us!to!deepen!and!broaden!the!understanding!of!social!pedagogical!meanings.!
Relevance%for%Nordic%Educational%Research:%Research!with!relevance!to!social!pedagogy!is!limited!in!the!Nordic!countries.!It!is!a!field!of!knowledge!that!need!to!be!developed!in!the!frames!of!educational!research.!
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[510]%LIFE%ON%HOLD%`%AGENCY,%PARTICIPATION%AND%BELONGING%OF%ASYLUM%SEEKERS%IN%THE%"INTERMEDIATE%SPACES"%OF%REFUGEE%RECEPTION%CENTRES Elina!Nivala1 ,!Sanna!Ryynänen1 1University$of$Eastern$Finland,$Kuopio,$Finland! Research%topic/Aim:%The!current!refugee!situation!in!Europe!and!worldwide,!calls!attention!to!soVcalled!intermediate!spaces!where!asylum!seekers!are!forced!to!stay!for!an!indeterminate!length!of!time.!There!are!thousands!of!refugee!reception!centres!where!asylum!seekers!are!waiting!for!a!procession!of!their!residence!permits.!Despite!the!great!variation!of!the!living!conditions!and!treatment!of!the!asylum!seekers,!one!thing!is!common!to!all!refugee!reception!centres:!people!are!placed!there!to!wait.!Waiting!is!most!often!what!they!mostly!do!because!they!are!not!allowed!or!able!to!do!anything!meaningful.!Their!lives!are!on!hold.!
In!this!situation!there!are!first!and!foremost!changes!to!be!done!in!the!national!and!international!policies!that!create!and!reinforce!the!current!situation.!However,!in!our!research!project!we!take!a!more!grassroots!perspective!and!concentrate!on!the!daily!life!of!asylum!seekers!in!the!refugee!reception!centres!from!a!point!of!view!of!agency,!participation!and!belonging.%
Theoretical%frameworks:!We!ask!what!kind!of!agency!is!and!could!be!possible!in!a!situation!where!the!basic!preconditions!of!agency,!such!as!selfVdetermination!and!decisionVmaking!concerning!one’s!own!future,!are!stripped.!We!want!to!find!possibilities!for!participation!that!could!bring!some!meaning!to!the!everyday!life!and!also!be!meaningful!from!the!perspective!of!personal!hopes!and!plans!for!the!future.!We!also!try!to!understand!the!bases!of!belonging!that!are!possible!in!a!life!situation!where!most!of!the!social!networks!have!been!destroyed!and!cultural!and!material!grounds!for!feelings!of!belonging!have!been!left!behind.!The!politics!of!belonging!that!affect!the!lives!of!asylum!seekers!are!an!important!point!of!interest!as!well.!On!the!whole,!we!ask!how!the!totalising!condition!imposed!by!a!life!situation!characterised!by!uncertainty!and!temporality!could!be!transformed!into!a!slightly!more!humane!and!meaningful!one!by!developing!the!work!practices!of!refugee!reception!centres.!
Methodology/research%design:%Our!presentation!is!based!on!a!research!and!intervention!project!that!is!at!its!early!stages.!This!far!we!have!been!doing!background!interviews!with!people!who!are!or!have!been!working!in!refugee!reception!centres,!with!voluntary!workers,!activists!and!researchers!in!this!field.!In!future!stages!of!the!research!we!will!use!ethnography!to!reflect!the!preconditions!for!agency,!participation!and!belonging!in!refugee!reception!centres,!and!later!participatory!action!research!the!objective!of!which!is!to!enhance!the!agency,!participation!and!belonging!of!asylum!seekers.!!
Expected%conclusions/Findings%and%Relevance%for%Nordic%Educational%Research:!Our!aim!is!to!find!ways!to!transform!the!“intermediate”!waiting!time!into!something!that!could!be!meaningful!and!empowering!from!the!point!of!view!of!individual!lives.!Our!research!will!take!the!theoretical!and!methodological!perspectives!and!tools!of!critical!social!pedagogy!into!a!context!where!they!have!not!been!used!before!neither!in!Finland,!the!Nordic!countries!nor!any!other!country.!Thus,!it!will!create!new!kinds!of!understanding!and!knowledge!of!the!concepts!and!the!phenomena!concerned.!This!will!be!valuable!for!the!development!of!the!theoretical!discussion!on!the!field.!
[647]%WHAT%MAKES%PRACTICE%SOCIAL`PEDAGOGICAL Elina!Nivala1 ,!AnnVMerete!Iversen2 ,!Mari!Tapio3 ,!Irena!Dychawy!Rosner4 1University$of$Eastern$Finland,$Kuopio,$Finland!2University$College$Nordjylland,$Aalborg,$Denmark!3Humak$University$of$Applied$Sciences,$Preventiimi,$Jyväskylä,$Finland!4Department$OD$Social$Work,$Malmö$Univwersity,$Malmö,$Sweden! Roundtable:%What%makes%practice%social`pedagogical%
Aim:%This!roundtable!discussion!looks!at!the!work!practices!on!social!and!educational!fields:!what!makes!practice!socialVpedagogical?!Social!pedagogical!work!orientation!is!possible!on!different!fields!and!with!different!groups!of!people:!in!early!education,!in!youth!work,!at!schools,!in!social!work,!in!prisons,!in!work!with!elderly!people,!disabled!people,!immigrants,!alcohol!and!drug!abusers!etc.!It!can!have!a!general!aim!of!social!and!civic!education!trying!to!support!the!integration!and!active!participation!of!all!members!of!society.!It!can!also!have!specific!aims!of!supporting!the!social!inclusion!of!people!who!live!in!difficult!life!situations!and!who!suffer!from!different!kinds!of!social!problems.!Often!social!pedagogy!is!considered!to!have!a!critical!perspective!on!social!problems,!not!seeing!them!as!individual!problems!but!as!problems!in!the!relationship!of!the!individual!and!the!society,!and!thus!in!need!of!social!and!societal!changes,!not!just!interventions!on!the!individual!level.!However,!there!are!differences!between!different!countries!in!how!social!pedagogy!is!understood!and!what!kind!of!practices!have!been!developed!as!socialVpedagogical.!This!roundtable!discussion!tries!to!map!these!differences!in!the!Nordic!context!and!also!to!find!similarities!between!different!understandings!of!socialVpedagogical!practice.!The!debaters!are!from!Denmark,!Finland!and!Sweden!and!they!all!bring!their!own!practical!caseVexamples!to!the!discussion.!
Ann`Merete%Iversen:%Social`pedagogical%practice%in%Denmark,%the%case%of%’samskabelse’%(english:%co`creation)!
The!concept!’samskabelse’!(coVcreation)!is!quite!central!in!the!socialVpedagogical!practice!in!Denmark.!Up!till!now,!most!literature!about!’samskabelse’!has!been!based!on!a!set!of!assumptions!that!could!(and!should)!be!challenged!in!order!to!qualify!the!prevailing!positive!and!idealistic!discourse!evolving!around!the!concept.!Drawing!on!my!empirical!material!I!will!point!to!an!observed!gap!between!idea!and!practice!–!between!idealistic,!political!intentions!called!’samskabelse’!and!actual!practices!as!they!take!place!in!public!sector!settings.!!
In!the!Danish!public!sector!samskabelse/coVcreation!is!a!rapidly!growing!phenomenon.!The!reasons!for!this!are!many!and!diverse,!some!economic!and!some!cultural!and!political.!One!motivation!is!the!increase!in!welfare!tasks!in!the!public!sector!and!the!decrease!in!resources;!another!is!demanding!and!critical!citizens!and!growing!distrust!in!politicians.!Samskabelse!is!closely!connected!to!the!term!4’th!sector!innovation!which!implicates!merging!private!sector,!public!sector,!NGOs!and!civil!society!in!a!joint!effort!to!create!solutions!across!sectors.!Studying!the!web!sites!of!large!danish!municipalities!you!will!find!descriptions!of!projects!where!citizens!and!other!stakeholders!are!involved!in!designing!and!developing!welfare!solutions!characterized!by!the!term!’samskabelse’.!The!curious!reader!is,!however,!often!left!in!the!dark!as!to!how!the!proces!of!’samskabelse’!is!actually!carried!out.!Leaving!the!question;!what!are!we!talking!about!when!we!talk!about!’samskabelse’!and!what!are!we!doing?!!
During!my!ph.d.!I!have!spent!approximately!two!years!doing!field!work!in!a!dropVin!center!in!a!large!municipality!in!Denmark.!The!dropVin!centre!has!two!overall!functions:!reducing!crime!and!disturbance!of!the!public!order!in!a!local!community!and!reVintegrating!the!group!of!18V25!year!olds!causing!the!disturbance.!The!overall!aim!is!to!motivate!towards!and!assist!the!18V25!year!olds!in!establishing!an!alternative!way!of!life!through!education!and/or!work.!In!oral!as!well!as!written!communication!collaboration!practices!in!and!around!the!dropVin!center!are!described!using!the!term!’samskabelse’.!The!18V25!year!olds!in!particular!are!put!forward!as!signicant!and!essential!partners!in!the!development!of!the!dropVin!center,!which!fits!well!to!socialVpedagogical!ideals.!However!two!years!of!field!work!transformed!into!a!case!shows!that!the!apparent!logics!and!ideas!implied!in!the!concept!of!’samskabelse’!are!not!easily!integrated!into!the!actual!social!pedagogical!practice!in!this!type!of!social!work.!Nor!are!they!easily!integreted!into!public!governance.!
At!this!point!in!time!it!is!beyond!question!that!the!concept!of!’samskabelse’!or!coVcreation!will!come!to!play!a!role!in!future!development!of!the!public!sector.!In!Denmark!as!in!other!countries!with!the!characteristics!of!democratic!welfare!states.!The!appearance!of!any!new!concept!should!be!carefully!scrutinized!–!especially!if!this!new!concept!is!declared!to!be!the!solution!to!fundamental!democratic,!social!and!political!challenges,!as!is!the!case!with!’samskabelse’.!
Mari%Tapio:%Social`pedagogical%practice%in%Finland,%the%case%of%‘preventive%work%with%young%people’!
Nowadays,!preventive!work!is!not!anymore!seen!as!being!about!warning!young!people!about!the!dangers!they!might!face!in!their!lives!or!prohibiting!unwanted!behaviour.!Instead,!preventive!work!today!promotes!wellVbeing,!creates!spaces!and!opportunities!for!the!young!people!to!criticize!and!question!the!prevailing!culture!and!social!practices!that!might!seem!inevitable!and!stable.!That!is,!for!example,!the!cultural!habits!and!ways!of!using!substances!in!the!so!called!'real!Finnish!way'!as!a!practical!means!for!handling!emotions,!having!fun!and!solving!problems.!!
SocialVpedagogical!theory!and!practice!go!well!together!with!the!ethos!of!preventive!work.!Practices!of!socialVpedagogical!work!include!elements!that!promote!participation,!communication!(dialogue),!communal!relationships,!studying!and!questioning!the!existing!situation,!new!ways!of!understanding!the!world!and!making!people's!thoughts!and!conceptions!visible!in!the!society.!In!socialVpedagogical!practices,!the!professionals!must!engage!a!role!of!a!mentor,!an!animator,!a!facilitator!and!an!activist.!The!practices!are!more!often!education!with!groups!and!the!whole!community!than!with!the!individual!young!person!and!his/her!attitudes,!thoughts!or!personal!acts.!!
Activities!are!socialVpedagogical!when!they!have!a!purpose!of!provoking!thoughts,!action,!hope,!alternatives!and!change!concerning!themes!relevant!to!young!people!and!their!current!situations.!!All!the!mentioned!can!be!carried!out!in!a!sociocultural!animation!process!(project).!During!the!process,!young!people!and!the!educator/animator!study!and!analyse!the!chosen!theme!together!from!different!and!versatile!perspectives!in!purpose!of!making!better!sense!of!it.!!
The!goal!is!that!young!people!would!be!able!make!choices!that!promote!their!good!life!–!in!the!way!they!consider!best!for!them.!When!the!processes!and!especially!young!people's!thoughts!are!made!visible!in!their!community!and!society,!the!actual!and!tangible!changes!for!better!can!take!place,!in!the!lives!of!the!people!involved!as!well!as!in!the!culture!and!policies!of!society.!
SocialVpedagogical!practices!must!be!taken!there!where!young!people!now!are,!also!in!the!internet!and!social!media,!creating!new!kind!of!educational!spaces!that!utilize!the!electric!devices!and!virtual!societies.!Thus,!the!practice!is!always!context!and!time!specific.!
Irena%Dychawy%Rosner:%Social`pedagogical%practice%in%Sweden,%the%case%of%‘elderly%social%work’!
Contemporary!societies!in!the!Western!world!are!facing!challenges!to!local!welfare!authorities!poised!by!globalisation,!socioVeconomic!conditions!and!increasing!prevalence!of!vulnerable!populations!such!as!for!example!older!people,!people!with!disabilities,!minority!groups!and!immigrant!populations.!Extensive!research!in!pedagogical!social!work!consider!that!relationships!and!collaborative!practice!are!central!to!the!dynamics!of!encounter!between!the!service!provider!and!the!service!user!and!to!understand!the!expected!effects!of!these!supporting!encounters.!Elderly!people!may!be!particularly!vulnerable!due!to!low!level!of!social!relationships!and!due!to!their!relative!powerlessness!and!dependence!on!societal!support.!!!
In!the!last!decades!the!importance!of!socialVpedagogical!work!and!the!development!of!socialVpedagogical!education!and!theory!have!been!of!growing!influence.!This!perspective!is!strongly!connected!to!the!time!of!globalisation,!socioVeconomic!demands!and!social!development!with!new!challenges!and!importance!of!meeting!different!requirements!and!competences.!According!to!socialVpedagogical!theory,!the!important!notion!is!its!subject’s!goal!of!harmonization!of!the!persons’!and!their!social!environments’!interaction.!Consequently,!it!considers!interaction!of!a!person!and!social!environment!and!harmonization!of!their!mutual!relations.!
A!purposive!sample!of!social!work!practitioners!(n=216)!operating!in!Malmö,!Southern!Sweden,!has!been!used!as!a!source!of!data!information!collection!regarding!challenges!and!good!service!practice.!The!understanding!of!how!practitioners!experience!their!practice!was!obtained!through!qualitative!interviews.!The!received!empirical!material!was!analysed!to!study!the!socialVpedagogical!practice.!
SocialVpedagogical!practitioners’!relation!to!the!field!work!with!their!clients!was!built!on!two!different!sets!of!logic!and!two!different!positions!were!showed!to!clarify!social!pedagogy!and!social!work!issues!at!stake.!They!can!be!seen!related!to!two!different!perspectives!of!challenges!and!possibilities.!The!first!perspective!was!linked!to!Formalised!upVdown!job!position!requiring!the!high!legacy,!formed!standards!and!strong!roots!in!intervention!programmes.!This!subject!was!shown!to!be!linked!to!institutional!subjects!through!legislative!regulations.!!In!contrast!to!the!Formalised!position!the!Integrated!practice!runs!pragmatic!approach!providing!downVup!opportunities!to!meet!individual´s!skills!in!the!field!increasing!chain!of!support!actions!and!building!a!more!coherent!whole!towards!clients´!lifeworld.!
The!outcome!showed!both!Formalized!and!Integrated!dynamics!of!socialVpedagogical!arrangements.!It!seems!at!the!moment!that!the!Formal!model!of!practice!is!most!applied.!This!study!could!provide!useful!information!when!structuring!the!object!and!the!subject!of!social!pedagogy!as!its!practice.!!!
Relevance%for%Nordic%Educational%Research:%A!roundtable!discussion!like!this!will!give!us!more!understanding!about!the!differences!and!similarities!between!the!socialVpedagogical!practices!and!also!the!definitions!of!social!pedagogy!in!different!Nordic!countries.!
[660]%OLDER%PEOPLE'S%LONELINESS%`%WHO%IS%HELD%RESPONSIBLE? Elisabet!Cedersund1 1Dept$of$Social$and$Welfare$Studies,$Norrköping,$Sweden! Research%topic/Aim:%The!theme!of!how!older!people!experience!loneliness!has!mostly!belonged!to!the!field!of!social!gerontology.!This!research!has!often!been!based!on!older!people’s!assessment!of!their!own!situation!–!how!they!experience!loneliness!and!whether!the!feeling!of!loneliness!is!a!dominating!phenomenon!their!everyday!lives.!These!selfVassessments!of!loneliness!could!then!be!related!to!background!factors!in!groups!of!older!people,!such!as!gender,!civil!status,!socioeconomic!aspects,!or!other!aspects!of!their!living!situation.!Various!types!of!loneliness!surveys!have!been!carried!out!in!many!countries,!and!Swedish!figures!show!that!approximately!8!percent!of!older!people!often!feel!lonely!(Andersson,!1998),!while!a!further!20V40!percent!report!that!they!sometimes!feel!lonely.!$!!
The!purpose!of!this!paper!is!to!explore!and!present!the!development!of!new!methods!of!research!into!older!people’s!loneliness.!When!discussing!loneliness,!questions!about!the!individual’s!opportunities!and!ability!to!experience!togetherness!also!arise.!Reflections!on!these!two!concepts!–!loneliness!and!togetherness!–may!help!us!to!identify!an!intersection!between!social!gerontology!research!and!other!research!fields!in!social!sciences,!such!as!social!pedagogy.!!
This!paper!examines!possible!ways!in!which!methods!of!studying!older!people’s!loneliness!could!be!developed.!!!A!particular!focus!of!the!paper!concerns!the!actors!that!are!held!responsible!for!work!to!combat!loneliness!among!older!people.!!Who!is!held!responsible!for!older!people’s!loneliness?!In!what!way!can!theories!and!concepts!from!Social!pedagogy!be!used!when!we!try!to!develop!the!research!on!loneliness?!
Theoretical%frameworks:!Togetherness!has!long!been!a!key!concept!within!Social!pedagogy!(Eriksson,!2004),!and!loneliness!has!been!a!central!theme!in!social!gerontology!(Bengtson,!2006).!These!two!concepts!have!usually!been!treated!separately!but,!by!combining!them,!they!can!be!developed!and!be!reflected!in!each!other!in!a!dynamic!interaction.!!
Methodology/research%design:%The!analysis!is!based!on!a!selection!of!material!(24!interviews,!20!written!documents!collected!in!different!organisations)!from!a!Swedish!context.!The!analysis!has!been!conducted!within!a!discourse!analytical!tradition.!One!of!the!questions!raised!in!the!study!is!the!following:!In!what!way!are!responsibility!relations!constructed!when!loneliness!of!older!people!is!discussed?!Responsibility!is!then!not!seen!as!a!stable!quality!of!individuals!and!organisations.!It!is!instead!negotiated%in!interaction!and!texts!(Solin!&!Östman,!2012).!Expected%conclusions/Findings:!The!analysis!of!responsibility!for!loneliness!highlights!negotiations!over!roles,!rights,!and!obligations!related!to!individuals,!professions,!organisations.!The!possible!actors!that!are!held!responsible!are!mainly!the!following:!The!municipality!as!a!care!provider,!civil!society!organisations,!!the!family!of!the!older!person,!or!the!older!person!him/herself.!!
Relevance%for%Nordic%Educational%Research:!In!this!study!it!is!shown!how!Social!pedagogy!–!a!knowledge!field!within!education!V!can!be!used!in!research!about!loneliness!in!later!life.!Social!pedagogy!is!then!used!as!a!tool!that!supports!the!development!of!new!methods!of!research!about!later!life.!!
[680]%PEDAGOGY%OF%THE%MARGINALIZED.%KNOWLEDGE%SEEKING%PRACTICES%AND%SOCIAL%MOBILIZATION%IN%THE%METRIOPOLITAN%DISITRICTS%OF%SWEDEN% Ove!Sernhede1 1Goteborg$University,$Goteborg,$Sweden! Research%topic/Aim:%Changes!in!metropolitan!districts!of!Sweden!during!the!last!30!years!have!created!a!situation!that!in!many!respects!resembles!those!in!big!cities!of!continental!Europe.!Increasing!social!and!economic!disparities!have!generated!a!tense!social!climate!that!threatens!social!cohesion.!The!globally!reported!riots!in!the!poor!highVrise!suburbs!of!Stockholm!in!2013!were!stark!manifestations!of!the!tensions.!The!presentation!examines!the!social!background!of!the!tensions!that!fostered!the!riots.!Its!prime!focus!is!on!a!new!form!of!suburban!mobilization!that!has!emerged!in!parallel!to!police!confrontations.!Young!people!from!multiVethnic!highVrise!suburbs!in!the!metropolitan!districts!of!Sweden!have!formed!organizations!with!explicitly!articulated!objectives!to!change!their!living!conditions.!This!new!form!of!suburban!mobilztion!gives!priority!to!the!need!of!acquiring!knowledge!and!learning!in!the!political!agenda!developed!by!organizations!that!young!adults!have!established!recently!in!these!suburban!areas.!The!presentation!gives!attention!to!The!Panthers!for!the!Restoration!of!the!Suburb!from!Gothenburg.!Drawing!inspiration!from!Black!Panther!Party!and!hipVhop!culture,!as!well!as!the!tradition!of!adult!education!that!was!once!crucial!for!the!Swedish!labor!movement!this!new!social!movement!is!seeking!a!voice!in!local!and!national!policyVmaking.!!
Theoretical%frameworks:!The!presentation!is!based!on!studies!on!learning!processes!in!alternative!and!informal!settings!as!will!also!use!the!broad!field!of!cultural!studies!as!theoretical!point!of!departure.!From!a!more!sociological!view!the!presentation!draws!on!contemporary!research!within!the!field!of!urban!studies!V!segregation,!marginality!and!territorial!stigmatization.!PostVcolonialism,!racism!and!pedagogy!of!the!oppressed,!and!gender!issues!are!among!the!issues!that!will!be!in!focus.!!
Methodology/research%design:%The!empirical!data!for!the!presentation!is!all!based!on!an!ongoing!ethnographic!work!on!the!youth!scene!in!Gothenburg,!mainly!orientated!towards!The!Panthers.!The!ethnography!involves!participant!observation!as!well!as!interviews.!
Expected%conclusions/Findings:%Two!key!questions!are!addressed.!How!can!the!knowledgeVseeking!and!learning!processes!related!to!the!informal!and!formal!activities!of!the!Panthers!be!understood!and!categorized?!What!can!compulsory!schools!run!by!the!municipality!learn!from!the!purposeful!learning!in!the!everyday!praxis!of!an!organization!like!the!Panthers?!
Relevance%for%Nordic%Educational%Research:%The!patterns!of!poverty!and!vulnerability!that!are!prominent!in!the!Swedish!metropolitan!suburbs!have!their!counterparts!in!other!Nordic!countries.!The!youth!situation!as!well!as!the!difficulties!that!the!school!is!facing!in!these!neighborhoods!is!also!present!in!particularly!Denmark!and!Norway.!
[688]%WHAT%ARE%THE%MAIN%IDEAS%IN%SOCIAL`PEDAGOGICAL%THINKING Britta!Nørgaard1 ,!Juha!Hämäläinen2 ,!Mats!Högström3 ,!Elina!Nivala2 1University$College$Nordjylland,$Ucn,$Aalborg$,$Denmark!2University$of$Eastern$Finland,$Kuopio,$Finland!3Malmö$University,$Department$of$Social$Work,$Malmö,$Sweden! Roundtable:%What%are%the%main%ideas%in%social`pedagogical%thinking%
Aim:%This!roundtable!discussion!asks!for!the!main!ideas!of!socialVpedagogical!thinking!in!the!Nordic!context:!What!is!social!pedagogy!all!about?!Which!are!the!central!concepts!that!can!be!seen!as!describing!the!core!of!socialVpedagogical!thinking?!The!concept!of!social!pedagogy!was!born!in!the!19th!century!Germany!and!ever!since!the!first!definitions!it!has!been!understood!in!different!ways.!When!socialVpedagogical!thinking!has!spread!out!to!different!countries!and!continents,!it!has!developed!along!different!routes.!The!social,!political,!cultural,!economical!and!other!conditions!of!each!society!as!well!as!the!specific!social!problems!of!each!time!and!place!have!affected!the!ideas!that!have!been!highlighted!and!concepts!that!have!been!seen!as!central!and!most!fruitful!in!each!context.!In!some!countries!the!development!of!socialVpedagogical!thinking!has!been!more!theoretical,!in!others!very!close!to!the!practical!work!on!different!fields!that!has!been!seen!as!socialVpedagogical.!Despite!of!these!differences,!it!is!possible!to!find!things!that!are!common!to!different!definitions!and!understandings!of!social!pedagogy,!something!that!makes!ones!thinking!socialVpedagogical.!This!multifaceted!nature!of!social!pedagogy!is!scrutinized!in!the!roundtable!discussion.!The!debaters!are!from!Denmark,!Finland!and!Sweden.!
Britta%Kusk%Nørgaard:%Theoretical%Understanding%of%Social%Pedagogy%in%Denmark%!
For!quite!many!years!there!has!been!a!model!of!thinking!that!Social!Pedagogy!should!take!care!of!people!who!have!fallen!socially!out!of!the!general!accepted!circle,!i.e.!the!‘normal’!society.!This!is!still!an!accepted!mental!model,!and!even!if!the!discussion!about!Social!Pedagogy!has!been!very!vivid!for!many!years!in!Denmark!with!integration!and!inclusion!as!some!of!the!key!words,!you!can!still!find!this!traditional!model!as!part!of!a!professional!approach.!E.g.!some!institutions!for!addicts,!criminals!and!some!special!social!pedagogy!settings!for!young!people!still!have!elements!of!this!way!of!thinking.!This!can!cause!problems:!how!is!life,!when!you!get!back!to!‘normal’,!when!you!leave!the!institution!and!should!be!part!of!society!again.!Rehabilitation!and!education!for!life!would!be!logic!elements!here.!
Another!mental!model!is!perhaps!to!be!seen!as!a!middle!position!between!the!‘oldVfashioned’!way!of!thinking!and!the!more!‘modern’!way.!!Inspiration!comes!from!Professor!Søren!Langager!–!at!the!Danish!Pedagogical!University!–!leader!of!a!Research!Programme!in!Social!Pedagogy.!He!presents!the!idea!of!being!on!the!edge,!and!Social!Pedagogy!should!be!observing!people!on!the!edge!and!prevent!social!exclusion.!
A!third!mental!model,!the!modern!one,!of!Social!Pedagogy!mirrors!working!with!people!inside!the!circle!–!thinking!inclusion,!integration!and!preventing!people!from!falling!out,!supporting!their!own!social!competences,!capabilities,!resources.!In!this!model!diversity!and!otherness!is!an!integrated!part!of!Social!Pedagogy,!whereas!the!first!model!stresses!difference!related!to!certain!norms.!An!approach!seeing!the!human!being!as!depending!on!relations!and!on!finding!and!using!his!potentials!
and!conquering!possible!and!different!barriers!can!be!seen!as!part!of!an!approach!based!on!this!understanding!of!social!pedagogy.!
These!days!I!think!it!is!fruitful!to!remind!us!of!the!correlation!between!Gemeinschaft!and!Gesellschaft!(Tönnies!1887).!I!use!these!old!but!still!widely!used!terms!to!describe!the!distinction!between!Pedagogy!and!Education!(Inspired!from!Karsten!Tuft!2007):!Pedagogy!is!the!more!civil!and!unintended!process,!with!the!aim!that!you!will!be!part!of!the!community!and!the!Gemeinschaft,!whereas!Education!is!the!more!intentional!and!systematic!process!in!order!to!develop!a!citizen!in!the!Gesellschaft,!e.g.!!paying!your!taxes,!voting!etc.!but!also!enjoying!some!rights.!The!former!is!the!wild!process!not!to!be!measured!and!the!latter!can!be!stated!and!measured.!The!former!contains!definable!roles!and!positions!just!for!the!time!being,!whereas!the!latter!contains!more!fixed!and!defined!roles.!
Related!to!education!we!know!that!pedagogy,!knowledge!about!society!and!an!ethical!approach!integrating!otherness,!recognition!and!understanding!are!essential!ingredients!in!social!pedagogy,!and!at!the!same!time!we!find!that!professionals!working!with!social!pedagogy!have!to!cope!with!very!different!positions,!values!and!in!changing!settings.!This!indicates!a!necessary!personal!ability!to!cope!with!changes,!dilemmas!and!paradoxes!on!top!of!the!professional!education.!
Juha%Hämäläinen:%Theoretical%Understanding%of%Social%Pedagogy%in%Finland%!
Social!pedagogy!can!be!defined!as!a!way!of!thinking!that!unites!the!social!and!educational!perspectives.!However,!both!the!social!and!the!educational!perspective!can!be!understood!in!many!different!ways!and!also!the!combination!that!they!make!together!has!quite!many!faces.!From!a!historical!point!of!view!it!is!possible!to!theoretically!identify!two!main!developmental!lines!of!social!pedagogy:!a!line!of!social!care!and!welfare!activities!and!a!line!of!civil!education.!These!lines!give!the!social!and!the!educational!different!meanings!and!emphasis.!In!different!countries!these!lines!have!had!different!significance!during!different!periods!of!times.!In!Finland,!both!lines!have!been!included!in!the!recent!theorizations!of!social!pedagogy.!
The!line!of!social!care!and!welfare!activities!of!social!pedagogy!stresses!as!its!aim!the!prevention!and!alleviation!of!social!problems!by!educational!means.!Social!problems!are!seen!as!something!that!happens!in!the!relationship!between!the!individual!and!the!society:!in!general!they!can!be!seen!as!consequences!of!the!disintegration!of!socialisation!that!may!lead!to!social!exclusion.!Historically!the!whole!field!of!social!pedagogy!can!be!seen!to!have!evolved!as!an!educational!answer!to!difficulties!in!the!integration!processes!in!the!modern!society.!In!this!line!the!concept!of!social!pedagogy!has!been!strongly!connected!to!social!work!with!an!emphasis!on!the!educational!dimension!of!social!problems.!Thus,!concepts!like!marginalization,!exclusion,!inclusion,!integration,!emancipation,!life!management!and!everyday!life!are!essential!in!the!theoretical!discussions!in!this!line!of!social!pedagogy.!
The!line!of!civil!education!of!social!pedagogy!does!not!have!the!social!problems!perspective!as!its!starting!point.!!Instead!it!starts!from!the!idea!that!human!beings!are!social!by!their!nature!but!in!order!to!develop!fully!this!social!potential!needs!to!be!supported!so!that!an!individual!grows!up!to!become!a!social!and!societal!being.!Social!pedagogy!is!thus!about!social!education!that!is!seen!as!a!crucial!factor!in!social!development!and!wellVbeing.!It!helps!the!individual!to!grow!into!mature!subjectivity!and!active!citizenship!as!a!morally!responsible!member!of!different!communities!and!the!society.!In!the!line!of!civil!education!concepts!like!‘Bildung’,!citizenship,!subject!(in!the!meaning!of!agengy)!and!participation!are!essential!in!the!socialVpedagogical!theories.!
The!Finnish!understanding!of!social!pedagogy!is!built!both!on!the!traditional!German!roots!of!the!field!and!on!the!more!recent!RomanceVlanguages’!discussion!as!well!as!on!a!wide!interest!towards!other!countryVspecific!considerations!of!social!pedagogy!in!Europe!and!even!further.!Finnish!research!has!concentrated!a!lot!on!the!historical!understanding!of!the!theories!of!social!pedagogy!but!there!is!also!empirical!research!concerning!questions!from!both!the!developmental!lines.!SocialVpedagogical!thinking!in!Finland!is!based!on!the!hermeneutical!and!the!critical!traditions!of!social!pedagogy.!The!emphasis!is!on!the!emancipative!understanding!of!the!nature!of!social!pedagogy.!!
Mats%Högström:%Theoretical%Understanding%of%Social%Pedagogy%in%Sweden!
The!theoretical!foundation!of!social!pedagogy!in!a!Swedish!context!has!been!described!by!researchers!in!different!ways.!One!way!to!discuss!the!contemporary!understanding!of!social!pedagogy!is!to!review!what!references!researchers!use!to!understand!what!social!pedagogy!is.!To!do!this!some!research!papers!as!well!as!a!number!of!textVbooks!used!in!university!programs!for!social!workers/social!pedagogues!may!serve!as!material.!The!authors!of!the!textVbooks!and!research!papers!have!influenced!each!other!in!their!production!of!the!texts.!Consequently,!there!are!similarities!in!what!references!they!use.!
Theories!about!learning!and!personal!growth!from!the!subject!area!of!pedagogy!are!widely!used.!Dewey!with!his!thoughts!about!reflectionVinVaction!is!a!powerful!way!to!enhance!the!individuals!to!tie!actions!to!the!outer!world.!!Freire!is!contributing!with!his!mobilization!theme.!The!mobilization!perspective!is!useful!when!it!comes!to!the!concept!of!“community”.!Vygotsky´s!concept!socioVcultural!learning!is!useful!when!understanding!in!how!individuals!perceive!the!world!through!language.!In!the!field!of!social!psychology!Goffman´s!theory!of!symbolic!interactionism!is!useful!in!understanding!how!the!social!pedagogues!may!support!identity!formations.!There!are!some!sociologists!that!are!framing!the!social!pedagogical!thoughts.!Those!are!Giddens,!Bauman,!Luhmann,!Honneth!and!Beck.!They!give!all!different!entries!for!the!understanding!of!Natorp´s!conception!of!“man!in!society”.!
In!Sweden,!social!pedagogy!has!always!had!difficulties!in!distinguishing!itself!from!social!work.!In!the!academic!field!social!pedagogy!has!been!forced!to!fit!in!to!the!concept!of!social!work.!Although,!there!are!examples!on!how!social!pedagogy!succeeded!to!stay!independent.!There!are!tendencies!that!advocates!for!social!pedagogy!in!a!way!have!surrendered!and!now!instead!have!introduced!the!notion!of!“pedagogic!social!work”.!The!concept!covers!the!theories!about!learning!and!development!as!well!as!the!sociological!theories!on!a!macro!level.!The!concept!also!shows!that!a!certain!kind!of!social!work!is!described.!
What!social!pedagogy!is!in!a!Swedish!context!has!no!distinct!answer.!The!following!definition,!that!was!formulated!in!a!thesis!about!social!pedagogy,!is!an!example!on!how!social!pedagogy!can!be!defined:!
Social!pedagogy’s!mission!in!society!is!social!integration.!The!client!groups!have!in!common!that!they!live!in!difficult!situations.!The!social!educational!worker!should!initiate!and!develop!a!pedagogical!process!based!on!the!competence:!!!• to!meet!the!client!on!the!same!level!and!to!take!the!perspective!of!the!other!• to!lead!a!critical!discussion!on!the!client’s!life!conditions!in!relation!to!contemporary!
society,!from!which!a!constructive!pedagogical!goal!should!be!formulated!with!reference!to!the!actual!client’s!resources!and!the!potentials!for!action!!
• to!reflect!on!her!behavior,!to!be!aware!of!the!quality!of!the!current!relationship,!and!to!act!in!accordance!with!ethical!principles.!(Hallstedt!and!Högström,!2005!pp.!55–56.)!
Relevance%for%Nordic%Educational%Research:%A!roundtable!discussion!like!this!will!give!us!more!knowledge!about!the!differences!and!similarities!between!the!theoretical!understandings!and!the!definitions!of!social!pedagogy!in!different!Nordic!countries.!
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[720]%HOW%CAN%ACTIVITY%THEORY%SERVE%AS%A%RESOURCEFUL%TOOL%FOR%ENHANCING%THE%%PROFESSIONAL%DEVELOPMENT%OF%SOCIAL%PEDAGOGUES%WITHIN%THE%SCHOOL%COMMUNITY? Jóna!Ingólfsdóttir1 ,!Vilborg!!Jóhannsdóttir1 1University$of$Iceland,$Reykjavík,$Iceland! Research%topic/Aim:%Within!the!field!of!disability!research!the!conceptualisation!of!disability!is!widely!debated.!In!the!minds!of!many!the!concept!‘disability’!has!changed!from!being!a!medicallyVdefined!classificatory!concept,!signifying!an!abnormality!or!malfunctions!of!the!body!or!mind,!to!being!seen!as!a!socially!produced!phenomenon!or!as!a!relative!construct!emerging!out!of!interaction!between!impairment!and!societal!surroundings.!As!we!witness!the!effect!of!this!global!shift!on!the!working!demands!of!social!pedagogues!within!the!school!system!in!Iceland!we!sense!the!importance!of!a!theoretical!tool!!which!can!shed!a!light!on!the!current!situation!and!future!development.!In!this!presentation!the!findings!from!an!ongoing!mixed!method!research!focusing!on!the!challenges!faced!by!social!pedagogues!in!the!light!of!the!new!disability!agenda!is!analyzed!and!interpreted!with!the!help!of!the!culturalVhistorical!activity!theory!(CHAT).!
Theoretical%frameworks:!CHAT!offers!a!new!perspective!in!analysing!learning!and!cognition!within!complex!systems!such!as!the!school!system.!Contradictions!play!a!central!role!as!sources!of!change!and!development.!According!to!CHAT!every!activityVsystem!is!understood!as!a!collective,!systemic!formation!that!has!a!complex!meditational!structure.!In!this!regard!contradictions!within!the!school!system!do!not!necessarily!indicate!problems!or!conflicts!but!are!more!like!historically!accumulating!structural!tensions!within!and!between!the!elements!of!the!system!which!is!in!progress.!
Methodology/research%design:%Empirically!this!paper!provides!an!example!of!the!use!of!this!novel!analytical!framework!to!track!social!pedagogical!practice!within!the!school!environment!in!Iceland!from!an!ongoing!mixed!method!study!using!a!questionnaire!and!focus!groups!.!
Expected%conclusions/Findings:!The!findings!indicate!dramatic!changes!in!the!professional!role!of!social!pedagogues!within!the!school!community!in!recent!years.!They!also!highlight!the!gap!between!policy!ideals!and!the!reality!in!the!service!provision!which!affects!their!professional!identity!and!practices.!The!findings!show!as!well!the!effectiveness!of!activity!theory!as!a!tool!to!shed!a!light!on!the!contradictions!and!struggle!experienced!by!the!profession!in!their!efforts!to!comply!with!the!demands!stated!in!the!new!disability!policy!within!the!inclusive!schooling.!Finally!it!is!argued!that!the!concept!of!‘relational!agency’!can!be!beneficial!to!increase!the!capacity!of!social!pedagogues!to!better!utilise!collaboration!and!resources!across!boundaries!to!support!their!own!actions.!
Relevance%for%Nordic%Educational%Research:!This!study!offers!a!new!perspective!on!the!collaboration!between!social!pedagogues!and!teachers!within!the!inclusive!school!setting.!
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[725]%THE%STATUS%AND%PROFESSIONAL%ROLE%OF%SOCIAL%PEDAGOGUES%WITHIN%THE%SCHOOL%SYSTEM%IN%ICELAND:%WHAT%HINDERS%AND%WHAT%SUPPORTS? Vilborg!!Jóhannsdóttir1 ,!Jóna!Ingólfsdóttir1 1University$of$Iceland,$Reykjavík,$Iceland! The!study!described!here!focuses!on!the!status!and!professional!development!of!social!pedagogues!working!in!schools!in!Iceland!in!light!of!the!challenges!and!quality!demands!they!are!facing.!The!presented!study!is!part!of!a!larger!project!which!highlights!the!complex!work!challenges!facing!social!pedagogues!within!their!broad!and!diverse!working!community.!Currently!there!is!a!global!shift!from!the!individual!and!medical!models!of!disability!to!the!human!rights!based!model!as!described!in!the!UN!convention!on!the!rights!of!disabled!people!which!Iceland!ratified!in!September!2016.!These!trends,!along!with!the!official!aims!of!inclusive!schooling!lead!to!dramatic!changes!in!the!roles!of!involved!professionals!such!as!social!pedagogues!and!teachers.!Yet,!minimal!attention!has!been!paid!to!the!turbulence!these!changes!have!caused!for!example!in!the!powerVbalance!between!the!professionals!involved!on!one!hand!and!the!professionals!and!service!users!on!the!other!hand.!This!paper!reviews!the!data!from!a!mixed!method!study!in!two!municipalities!in!Iceland.!The!aim!is!to!get!insight!into!how!ongoing!changes!in!both!theoretical!aspects!and!external!circumstances!have!affected!the!working!environment!of!social!pedagogues.!!
Furthermore!their!views!and!lived!experiences!are!in!focus!to!better!understand!how!to!support!their!professional!development!within!the!school!system.!A!questionnaire!on!the!challenges!practicing!social!pedagogues!within!the!municipalities!in!Iceland!are!facing!were!conducted!followed!by!focus!group!interviews!with!social!pedagogues!working!in!schools.!The!study!at!whole!draws!on!professional!and!organisational!developmental!theories,!such!as!culturalVhistorical!activity!theory,!as!well!as!disability!studies!perspectives!that!deepen!understanding!of!the!development!of!the!human!rights!based!model!of!services.!The!findings!show!that!approximately!50%!of!the!participants!work!within!the!inclusive!school!setting!with!unclear!roles!and!job!descriptions.!Many!are!facing!unrealistic!expectations!in!the!light!of!their!educational!background!such!as!being!made!solely!responsible!for!the!education!of!disabled!students!especially!those!with!challenging!behavior.!Furthermore!the!study!indicates!the!need!for!a!stronger!shared!human!rightsVbased!vision!within!the!school!and!in!that!context!a!plan!for!the!school!and!the!professions!involved!to!develop!in!an!interdisciplinary!way.!At!last!the!findings!show!that!the!professional!practice!of!social!pedagogues!in!schools!has!historically!developed!in!a!systemic!institutional!way!and!that!there!is!a!need!to!focus!from!individual!action!to!action!with!others!as!a!step!towards!supporting!ones!actions!in!accordance!to!new!demands.
[752]%ACTION%RESEARCH%AND%EMPOWERMENT%OF%CARE%WORKERS%AND%RESIDENTS%IN%PUBLIC%NURSING%HOMES%IN%DENMARK Annette!Bilfeldt1 1Aalborg$University,$Copenhagen,$Denmark!
Research%topic/Aim:%The%project%goal!was!to!develop!a!democratic!and!inclusive!praxis!for!more!autonomy,!participation!and!social!life!for!the!residents!and!a!better!working!life!for!the!employees.!!
Theoretical%frameworks:!The!administrational!focus!on!cost!efficiency!and!standardized!measurements!in!public!care!service!has!led!to!a!situation!where!employees!report!feeling!trapped!in!a!negative!spiral!of!stress,!and!residents!report!feeling!socially!isolated!and!treated!without!respect!towards!their!individual!needs!and!perspectives.!
Methodology/research%design:%The%methods!were!critical!utopian!action!research!with!group!interviews,!future!workshops,!network!conferences!and!task!force!groups.!!
Expected%conclusions/Findings:!The%results:!The!initiation!of!learning!processes,!enabling!employees!to!respectfully!engage!in!dialogue!with!residents!and!relatives;!the!involvement!of!residents!(and!their!relatives)!in!decision!making!at!all!levels!of!nursing!home!life;!the!establishing!of!mentorship!relations!between!residents;!the!supporting!of!social!activities!for!the!residents!by!changing!staff!working!hours.!!
A%conclusion!may!be!drawn,!that!in!spite!of!the!challenge!of!power!inequities!between!employees!and!residents,!the!project!contributed!to!the!commencement!of!a!more!ethically!reflective!praxis!focused!on!the!empowering!of!primary!‘stakeholders’!in!nursing!home!daily!life.!!
Relevance%for%Nordic%Educational%Research:!The%project%led%to!the!empowerment!of!both!residents!and!staff!and!played!an!important!role!in!the!development!of!democratic!knowledge!building.!Thus,!the!contours!of!an!alternative!strategy!to!counter!the!New!Public!Management!agenda!of!standardized!care!service!has!been!made!visible.!!
% %
[752] ACTION RESEARCH AND EMPOWERMENT OF CARE WORKERS AND RESIDENTS IN PUBLIC NURSING HOMES IN DENMARK Annette Bilfeldt1 1Aalborg University, Copenhagen, Denmark
Research topic/Aim: The project goal was to develop a democratic and inclusive praxis for more autonomy, participation and social life for the residents and a better working life for the employees.
Theoretical frameworks: The administrational focus on cost efficiency and standardized measurements in public care service has led to a situation where employees report feeling trapped in a negative spiral of stress, and residents report feeling socially isolated and treated without respect towards their individual needs and perspectives.
Methodology/research design: The methods were critical utopian action research with group interviews, future workshops, network conferences and task force groups.
Expected conclusions/Findings: The results: The initiation of learning processes, enabling employees to respectfully engage in dialogue with residents and relatives; the involvement of residents (and their relatives) in decision making at all levels of nursing home life; the establishing of mentorship relations between residents; the supporting of social activities for the residents by changing staff working hours.
A conclusion may be drawn, that in spite of the challenge of power inequities between employees and residents, the project contributed to the commencement of a more ethically reflective praxis focused on the empowering of primary ‘stakeholders’ in nursing home daily life.
Relevance for Nordic Educational Research: The project led to the empowerment of both residents and staff and played an important role in the development of democratic knowledge building. Thus, the contours of an alternative strategy to counter the New Public Management agenda of standardized care service has been made visible.
NETWORK 24
School Development
Network 24
School Development
[116]%DIALOGUE%FOR%DIDACTIC%DEVELOPMENT% Anette!Olin1,!Jonas!Almqvist2 ,!Karim!Hamza3 1Gothenburg$University,$Dep.$of$Education$and$Special$Education,$Gothenburg,$Sweden!2Uppsala$University,$Uppsala,$Sweden!3Stockholm$University,$Stockholm,$Sweden! Research%topic/Aim:%The!idea!of!didactic!modelling!or!inquiry!emphasizes!researchers!and!teachers!as!crucial!actors!in!development!of!disciplinary!knowledge!about!teaching.!However,!how!this!may!occur!is!not!an!uncontested!area!of!knowledge,!and!depends!on!underlying!views!of!theory!and!practice!as!well!as!how!professional!learning!may!be!framed.!This!study!is!based!on!theories!of!dialogue!as!a!vehicle!for!constructive!and!critical!collaboration.!We!present!a!way!for!researchers!and!teachers!to!collaborate!in!dialogue!and!discuss!how!written!as!well!as!oral!dialogue!may!nurture!and/or!hinder!didactic!development!and!professional!learning.!
Theoretical%frameworks:!The!action!research!field!has!long!experience!of!and!knowledge!about!development!work!where!researchers!and!teachers!collaborate.!Action!research!has!an!emergent!developmental!form;!it!deals!with!practical!issues,!supports!human!development,!is!founded!on!knowledgeVinVaction!and!aims!at!participation!and!democracy.!The!role!of!teachers!in!educational!research!has!been!an!essential!topic!for!decades!especially!in!critical!theoretical!approaches!such!as!Participatory!Action!Research!(PAR).!In!the!field!of!working!life,!theories!of!dialogue!as!a!basis!for!collaboration!have!emerged!and!later!been!brought!into!education.!Dialogue!conferences!as!a!collaborative!working!method!is!here!used!as!a!theoretical!foundation!for!how!the!action!research!in!this!study!was!conducted.!The!concept!of!recognition,!based!on!Ricoeur’s!thinking,!is!used!to!interpret!the!ways!in!which!collaboration!evolves.!
Methodology/research%design:%The!methodology!developed!and!discussed!in!the!paper!is!a!way!for!researchers!and!teachers!to!produce!knowledge!about!teaching!in!common!writing!about!educational!cases.!In!a!dialogue!meeting!written!cases!of!teaching!and!critical!reflections!from!other!researchers!and!school!developing!teachers!on!these!cases!were!discussed.!The!aim!was!to!agree!on!constructive!feedback!and!get!ideas!about!further!writing.!Written!responses!on!each!other’s!texts!and!discussions!in!wellVorganized!forms!were!documented.!An!evaluation!of!the!meeting!was!also!gathered!as!empirical!data!and!analyzed!in!relation!to!professional!learning!and!recognition.!
Expected%conclusions/Findings:!Preliminary!results!point!to!the!importance!of!teachers’!and!researchers’!dialogue!on!matters!focusing!dilemmas!and!problems!in!the!teaching!practices.!Based!on!reflections!on!the!critical!responses!on!the!cases!written!by!the!teachers,!the!dialogues!seem!to!have!been!crucial!for!giving!teachers!strength!to!handle!critical!comments!in!a!constructive!way.!In!particular,!recognition!of!other’s!views!and!competence,!as!well!as!discerning!recognition!of!one’s!own!competence!in!the!written!comments,!contributed!to!this.!
Relevance%for%Nordic%Educational%Research:!The!relevance!of!this!study!relates!to!developing!knowledge!in!and!about!dialogue!for!didactic!development!of!educational!practices,!especially!in!view!of!the!widespread!use!of!collegial!learning!in!professional!development!in!Sweden!and!other!Nordic!countries.!Although!the!dialogue!meeting!is!a!very!specific!form!for!professional!learning,!it!creates!conditions!where!dialogue!is!brought!to!a!head,!thus!contributing!to!general!knowledge!about!dialogue!which!may!be!utilized!also!in!other!situations.!!!
[179]%CHANGING%DESIGN%OF%SCHOOL%ENVIRONMENTS%IS%CHANGING%EDUCATION%`%CHANGING%PROCESSES%THROUGH%THE%EYES%OF%THE%STAKEHHOLDER%`%PART%1 Ulrike!StadlerVAltmann1 ,!Pamela!Woolner2 ,!Anna!Kristin!Sigurðardóttir3 ,!Torfi!Hjartarson!3 ,!Ulrike!Thomas2 ,!Lars!Emmerik!Damgaard!Knudsen4 ,!Anneli!Frelin5 ,!Jan!Grannas5 1Free$University$of$Bolzano,$Faculty$of$Education,$Bressanone,$Italy!2University$of$Newcastle,$School$of$Ecls,$Newcastle$Upon$Tyne,$United$Kingdom!3University$of$Iceland,$School$of$Education,$Reykjavík,$Iceland!4Aarhus$University,$Danish$School$of$Education,$Copenhagen$NV,$Denmark!5University$of$Gävle,$Gävle,$Sweden! Research%topic/Aim:%Learning!environment!–!innovative!learning!spaces!
Educational!research!on!learning!and!instruction!and!the!processes!of!learning!space!design!
Comparison!of!different!national!educational!research!on!learning!environment!
Theoretical% frameworks:! In! Europe! and! around! the!world,! new! investments! are! being!made! in!innovative!learning!spaces!especially!in!schools.!The!aim!of!this!symposium!is!to!share!experiences!of!making! connections! between! research! on! learning! and! instruction! and! the! processes! of! learning!space!design.!As!Bengstson!highlighted,!schools!are!products!of!their!time!(Bengtsson,!2011)!and!also!the!changing!processes!are!deeply!influenced!by!the!actual!thinking!about!education!and!design,!for!example!by!the!mainstream!thoughts!about!learning!through!design!(cf.!Carmuffo!et!al,!2014).!!
A! more! recent! example! is! the! design! of! nonVtraditional! openVplan! learning! environments,! which!require! team! teaching,! a! higher! degree! of! shared! space! and! resources! for! teachers,! a! different!distribution! of! roles! and! responsibilities,! flexible! timetables! and! greater! freedom! for! students! in!terms!of!selfVdirected!learning!and!peer!collaboration!(Blackmore!et!al,!2011;!Saltmarsh,!2015).!This!example! illustrates! that! school! environments! are! didactical! spaces! that! both! extend! and! limit!teachers’! and! students’! everyday! teaching! and! learning.! Also! physical! learning! environment! of!schools!could!force!or!limit!teaching!and!learning!therein!and!this!could!be!seen!as!an!expression!of!the!pedagogical!thinking!and!the!didactical!orientations!of!teachers!(cf.!StadlerVAltmann,!2015).!!How! the! different! agents! in! the! school! environment! experience! and! conceptualize! the! relation!between!educational! approaches!and! the!design!of! the! school!premises!affects!what! they! view!as!achievable!and!desirable!in!that!space.!In!this!sense,!the!school!environment!is!not!a!fixed!entity,!but!is! continuously! created! and! recreated! in! a! dynamic! everyday! process! (cf.!Mulcahy,! 2016;! Stables,!2015).!It!affords!different!kinds!of!individual!interpretations,!judgements!and!responses,!all!of!which!influence! the! outcome! of! the! education! that! is! conducted! there.! Indeed,! the! enacted! school!environment! is! rarely! played! out! in! accordance! with! architectural! blueprints! and! pedagogical!intentions!(cf.!Woolner!et!al,!2012).!
Methodology/research%design:%Different!methodology!and! research!design! in! the!presentations!in! the! symposium:! using! of! quantitative! and! qualitative! data;! questionnaires! for! teachers! and!students;!interviews.!Please!find!the!specific!methodology!in!the!abstracts!of!each!presentation!!
Expected%conclusions/Findings:%This!symposium!seeks!to!integrate!and!extend!knowledge!about!the! interplay!between!designed!and!experienced!school!environments! for!different! individuals!and!groups!who!operate!in!them!at!a!certain!time.!The!common!focus!of!all!presentation!is!the!changing!
process! of! school! environment! as! an! educational! changing! process! through! the! eyes! of! students,!teachers!and!principals.!The!different!experiences!in!five!European!countries!(Iceland,!Italy,!Norway,!Sweden,!Portugal!and!UK)!could!highlight,!that!changing!design!of!school!environments!often!is!the!beginning!of!changing!educational!processes!in!schools.!
Relevance%for%Nordic%Educational%Research:%In!Nordic!context!this!symposia!adds!new!aspects!to!how!modern!schools!buildings!are!designed!to!meet!the!UNESCO!and!OECD!requirements!of!lifelong!learning,! ICT! and! how! the! extensive! use! of! glass! materializes! educational! ideas! of! visible! and!measurable!learning!(Bertelsen!2014a,!2014!b,!Haastrup!&!Knudsen!2015).!!
References$
Bengtsson,! Jan! (Ed.)! (2011).! Educational! dimensions! of! school! buildings.! Frankfurt! am!Main:! Peter!Lang.!!
Blackmore,!Jill,!Bateman,!Debra,!Loughlin,!Jill,!O’Mara,!Joanne,!&!Aranda,!George.!(2011).!Research!into! the! Connection! between! Built! Learning! Spaces! and! Student! Outcomes:! Literature! Review!Retrieved! from!http://www.education.vic.gov.au/Documents/about/programs/infrastructure/blackmorelearningspaces.pdf!!
Bertelsen,! Eva.! (2014a).! Aktuelle! pædagogiske! forestillinger! om! fremtidnes! skolebyggeri.! Unge!Pædagoger!(1).!2014.!p.!33V39!
Bertelsen,! Eva.! (2014b).! Skole! i! glas! –! nyt! skolebyggeri! og! glassets! positionsafhæmgige! virkemåde.!Unge!Pædagoger!(1).!2014.!p.!41V51.!!
Camuffo,!Giorgio;!Dalla!Mura,!Maddalena;!Mattozzi,!Alvise!(2014)!(Eds.),!About!Learning!and!Design,!Bolzano:!bu!press.!
Haastrup,! Lisbeth!&!Knudsen,! Lars.! E.!D.! (2015a).! Theory! and!Practice! in! the!Workshop:!Using! the!gaps.$Nordic$Psychology.!67:2,!117V135!
Mulcahy,! Dianne.! (2016).! Policy! matters:! de/re/territorialising! spaces! of! learning! in! Victorian!government!schools.!Journal!of!Education!Policy,!31(1),!81V97.!!
Saltmarsh,!Sue,!Chapman,!Amy,!Campbell,!Matthew,!&!Drew,!Christopher.!(2015).!Putting!“structure!within! the! space”:! spatially! un/responsive! pedagogic! practices! in! openVplan! learning!environments.!Educational!Review,!67(3),!315V327.!!
StadlerVAltmann,! Ulrike! (2015),! The! Influence! of! School! and! Classroom! Space! on! Education,! in:! C.!RubieVDavies,!J.!M.!Stephens,!&!P.!Watson!(Eds.),!The!Routledge!International!Handbook!of!Social!Psychology!of!the!Classroom,!London:!Routledge,!p.!252V262.!
Woolner,!Pamela,!McCarter,!Sheila,!Wall,!Kate,!&!Higgins,!Steve.! (2012).!Changed! learning! through!changed! space:! When! can! a! participatory! approach! to! the! learning! environment! challenge!preconceptions!and!alter!practice?!Improving!schools,!15(1),!45V60.!
!
Presentations%of%the%Symposium%(Part%I)!!The% Idea%and%Reality%of% an% Innovative%School.% From% Inventive%Design% to%Established%Practice% in%a%New%School%Building%National$perspective:$Iceland!!The!physical!environment!in!schools!has!in!the!literature!of!late!been!gaining!recognition!as!a!potential!factor!supporting!educational!change!(Blackmore,!Bateman,!Loughlin,!O‘Mara!&!Aranda,!201;!Gislason,!2010;!Veloso,!Marques!&!Duarte,!2014).!A!collaborative!design!process,!involving!important!stakeholders!from!the!very!beginning,!has!been!considered!essential!in!changing!traditional!school!design!to!better!fit!our!needs!for!effective!learning!environments!(Woolner,!2010;!Sanoff,!2009).!Educational!benefits!as!well!as!the!democratic!value!of!including!students!in!the!process!have!been!noted!(Woolner!&!Clark,!2014).!This!paper!draws!a!single!case!out!of!a!research!sample!of!20!schools!in!Iceland!to!relate!an!inventive!design!process!as!the!school!was!being!developed!and!investigate!the!current!state!of!established!school!practice.!We!relate!how!one!of!the!most!innovative!schools!in!Reykjavík!was!initially!conceptualised!and!designed!to!examine!how!the!idea!has!turned!out!in!reality!of!some!10!years!of!practice!in!a!new!school!building.!Results!in!areas!where!the!school!in!case!might!be!different!from!other!schools!are!compared!with!results!in!the!other!19!schools!in!the!sample!of!our!extended!research!project.!Data!includes!observations,!surveys!among!staff!members,!and!interviews!with!both!school!leaders!and!teachers.!The!school!was!carefully!designed!following!a!Design!Down!Process!(Copa!&!Pease,!1992;!Jilk,!2005)!and!a!local!policy!emphasising!individualised!and!flexible!learning,!student!initiative!and!possibilities!to!influence!the!learning!process!by!making!individual!plans!and!real!choices,!both!on!methods!and!content.!Variety,!flexibility!and!open!learning!spaces!were!assumed!to!promote!high!levels!of!individualised!practice,!while!closed,!traditional!classrooms!were!not!(Reykjavík!City!Department!of!Education,!2005).!The!school!was!designed!as!an!open!plan!building!intended!to!enhance!individualised!learning!and!team!teaching!with!strong!ties!to!the!wider!community.!A!decade!later!the!original!policy!is!still!relatively!firmly!in!place,!in!particular!at!the!primary!level,!while!teachers!at!the!lower!secondary!level!have!been!bending!somewhat!the!initial!design!plan,!leaning!towards!traditional!teaching!methods!and!more!confined!classroom!layouts.!$
Bibliography:$
Blackmore,!J.,!Bateman,!D.,!Loughlin.!J.,!O‘Mara,!J.,!&!Aranda,!G.!(2011).!Research!into!the!connections!between!built!learning!spaces!and!student!learning!outcomes:!A!literature!review.!Melbourne:!State!of!Victoria!(Department!of!Education!and!ECD).!!
Copa,!G.!H.,!&!Pease,!V.!H.!(1992).!A!new!vision!for!the!comprehensive!high!school.!Preparing!students!for!a!changing!world.!St.!Paul,!MN:!University!of!Minnesota.!!
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future.!Design!proposals!from!Architectural!psychology!(pp.123–142).!Göttingen;!Hogrefe!&!Huber!Publisher.!!
Woolner,!P.,!&!Clark,!A.!(2014).!Developing!shared!understanding!of!learning!environment.!In!P.!Woolner!(Ed.),!School!design!together,!pp.!167–183.!London:!Routledge.!Woolner,!P.!(2010).!The!design!of!learning!spaces.!NY:!Continuum.!
!Change%and%Static%within%Design%and%Practice%over%Three%Decades%in%an%English%Primary%School%National$perspective:$United!Kingdom!!This!paper!focuses!on!foundational!teaching!and!learning!space!within!schools:!the!'classrooms'!of!traditional!design!and!the!more!varied!spaces!of!open!plan!design.!Research!demonstrates!that!different!physical!settings!facilitate!some!pedagogical!practices!while!hindering!others!with,!specifically,!traditional!classrooms!being!more!likely!to!contain!teacherVcentred!approaches!and!less!student!collaboration!(Sigurðardóttir!&Hjartson,!2011)!while!open!plan!schools!require!teacher!coVoperation,!collaboration!and,!often,!team!teaching!(Gislason,!2010,!2015;!Saltmarsh!et!al.,!2015).!The!school!investigated!was!built!in!the!1980s!for!315!pupils!to!an!open!plan!design,!based!on!multiVpurpose!spaces!intended!for!90!children!spanning!two!year!groups,!learning!individually!or!in!small!groups,!and!less!often!as!a!class!group.!There!are!now!over!400!children,!and!the!areas!within!these!spaces!have!been!enclosed!in!an!adVhoc!manner,!producing!classrooms!of!varying!sizes,!mainly!but!not!all!enclosed,!where!four!classes!of!30,!each!from!a!single!year!group!are!taught,!with!a!high!proportion!of!whole!class!teaching.!The!methodology!was!informed!by!Hargreaves!and!Goodson's!(2006)!study!of!educational!change!and!continuity!in!a!sample!of!secondary!schools,!but!focused!on!the!physical!space!and!its!relationship!to!practice!over!time.!Interviews!with!staff,!observations!of!current!use!and!investigation!of!the!history!of!the!interior!of!the!school!were!combined!to!provide!understanding!of!current!experiences!and!of!changes!made.!Gislason's!framework!(2010;!2015)!for!understanding!the!distinct!elements!of!the!learning!environment!(Ecology/Physical!Design;!Organisation;!Student!Dynamics/Milleu!and!Educational/Staff!culture)!was!used!to!analyse!the!design!and!use!of!the!learning!space!as!originally!intended!and!as!now!arranged.!In!agreement!with!Gislason,!and!my!own!use!of!his!model!(Woolner!&!Tiplady,!2016),!it!is!argued!that!the!alignment!of!these!elements!is!essential!to!successful!functioning.!Thus!the!teaching!and!learning!spaces,!as!well!as!many!organisational!features,!were!partially!adapted!to!reflect!changes!in!teaching!practice!driven!by!a!changed!educational!culture,!with!more!whole!class!teaching!required!by!teaching!strategies!imposed!in!the!2000s!(DfEE,!1998,!1999).!However,!it!is!argued!that!this!occurred!reactively!rather!than!through!planning!of!space!to!match!needs,!and!the!resulting!spaces!now!constrain!teaching!and!learning.!Suggestions!are!made!for!ways!to!reconfigure!the!space!to!address!the!immediate!frustrations!of!the!staff!and!students,!while!developing!better!alignment!between!the!learning!environment!elements.!$
Bibliography:$
DfEE!(1998)!The!National!Literacy!Strategy!Framework!for!Teaching,!London:!DfEE!!DfEE!(1999),!The!National!Numeracy!Strategy:!framework!for!teaching!mathematics!from!reception!
to!Year!6,!London:!DfEE!Gislason,! N.(2010).! Architectural! design! and! the! learning! environment:! A! framework! for! school!
design!research,!Learning!Environments!Research,!13,!127–145.!!Gislason,!N.!(2015)!The!open!plan!high!school:!educational!motivations!and!challenges.!In!P.!Woolner!
(Ed)!School!Design!Together!Abingdon:!Routledge!!
Hargreaves,! A.! and! Goodson,! I.! (2006)! Educational! Change! Over! Time?! The! Sustainability! and!Nonsustainability! of! Three! Decades! of! Secondary! School! Change! and! Continuity,! Educational!Administration!Quarterly,!42(1):!3V41!!
Saltmarsh,!S.,!Chapman,!A.,!Campbell,!M.!and!Drew,!C.!(2015)!Putting!“structure!within!the!space”:!spatially! un/responsive! pedagogic! practices! in! openVplan! learning! environments,! Educational!Review,!67(3):!315V327!!
Sigurðardóttir,!A.!K.!and!Hjartson,!T.!(2011).!School!buildings!for!the!21st!century.!Some!features!of!new!school!buildings!in!Iceland.!CEPS!Journal,!1(2):25V43.!!
Woolner,! P.! and! Tiplady,! L.! (2016)! Adapting! School! Premises! as! Part! of! a! Complex! Pedagogical!Change!Programme! In:!StadlerVAltmann,!U,!ed.! (English)!Learning!Environment.!Educational!and!Architectual! Views! on! Schoolbuildings! and! Classrooms.! (German)! Lernumgebungen.!Erziehungswissenschaftliche! und! architekturkritische! Perspektiven! auf! Schulgebäude! und!Klassenzimmer.! Opladen/Berlin/Toronto:! Barbara! Budrich,! pp.69V81.! Also! presented! at! ECER!2014,!Porto.!
!“Changing%Design%is%Changing%Practise.”%New`%and%Rebuilding%Schools%in%South%Tyrol,%a%Case%Study%National$perspective:$Italy!!As! Higgins! et! al! stresses! the! physical! learning! environment! is! a! precondition! for! student! centred!teaching!and!learning.!Even!the!discussion!about! learning!environment!between!teachers,!students!and! architects! could! start! changes! (cf.! StadlerVAltmann,! 2016).! Hence,! if! openVplan! learning!environments! support! teaching! and! learning! (cf.! Blackmore! et! al,! 2011),! then! design! of! school!buildings!changes!educational!practices.!Following!this!hypotheses!the!newV!and!rebuilding!process!of! schools! and! Kindergarten! in! South! Tyrol! could! be! an! example! for! this.! In! this! presentation,! the!focus!of!the!principal!in!changing!process!is!analysed.!Based!on!an!interview!with!the!principal!of!one!school! department! and! combined! with! data! from! observation! in! schools! and! kindergarten! of! his!department!some!general!points!could!be!outlined! to!show!how!the!changing! in!design! influences!changing!in!educational!practise.!For!this,!the!situation!in!South!Tyrol!have!to!take!in!consideration:!A!school! principal! in! South! Tyrol! is! head! of! more! than! one! school.! The! chosen! principal! leads! five!primary!schools! (360!students!and!67! teachers,!most!of! them! in!part! time)!and!one!middle!school!(189! students! and!29! teachers).!He! is! also!head!of! a! school! and! kindergarten!network!with! round!about! 67! primary! schools! and! 21!middle! schools.! Since! 2008! with! the! curricular! reform! in! South!Tyrol,!all!schools!and!kindergarten!have!to!have!an!individual!pedagogical!concept.!Based!on!the!new!curricular!the!principals!are!relatively!free!to!arrange!curricula!and!learning!programs.!Most!of!them!used! this! opportunity! to! think! fundamentally! about! their! concepts! about! pedagogy,! teaching! and!learning!for!children!in!the!age!from!2!to!6!(Kindergarten)!and!6!to!12!(primary!school).!In!this!period,!we!could!find!a!lot!of!teacher!training!in!schools!and!kindergarten!to!improve!and!to!develop!modern!teaching!and!modern!learning,!organised!by!the!principals!and/or!the!school!administrative!of!South!Tyrol.!According!to!this,!the!changing!in!daily!school!and!kindergarten!routine!was!very!small.!In!this!process,! some! principals! detected! school! buildings! and! kindergarten! buildings! as! didactical! spaces!(see! Watschinger! et! al,! 2007).! Their! consideration! was! if! they! change! the! design! of! schools! and!kindergarten,! they! could! influence! the! practise.! How! this! changings! worked! in! schools! and!Kindergarten!in!one!school!department!is!the!focus!of!the!presented!case!study.!$
Bibliography:$
Blackmore,! J.,! Bateman,! D.,! Loughlin,! J.,! O’Mara,! J.! and! Aranda,! G.! (2011)! Research! into! the!
Connection!between!Built!Learning!Spaces!and!Student!Outcomes,!Literature!Review,!Paper!No.!22,! Melbourne,! Australia.!!Higgins,! S.,! Hall,! E.,! Wall,! K.,! Woolner,! P.! and! McCaughey,! C.! (2005)! The! Impact! of! School!Environments:!A!Literature!Review,!London:!Design!Council.!!
StadlerVAltmann,! U,! ed.! (English)! Learning! Environment.! Educational! and! Architectual! Views! on!Schoolbuildings! and! Classrooms.! (German)! Lernumgebungen.! Erziehungswissenschaftliche! und!architekturkritische!Perspektiven!auf!Schulgebäude!und!Klassenzimmer.!Opladen/Berlin/Toronto:!Barbara!Budrich!
Watschinger,!J.;!Kühebacher,!J.!(2007)!(ed.),!Schularchitektur!und!neue!Lernkultur,!Bern.!!Compensatory% Conditions% in% the% Corridor% –% Comparing% Staff% Work% in% Two% Secondary% Schools%Designed%in%Two%Time%Periods%National$perspective:$Sweden!!In!this!paper!we!set!out!to!explore!how!the!physical,!social!and!conceived!conditions!in!schools!can!facilitate! or! disrupt! support! work! aimed! at! improving! student! learning! and! preventing! social!exclusion!(cf.!Frelin!&!Grannäs,!2013).!This! is!accomplished!by!comparing!student!support!practices!in!the!common!areas!of!two!newly!renovated!secondary!schools!built!in!two!different!time!periods.!The!focus!is!on!teachers’!and!other!school!staff’s!enactment!of!curriculum!and!policy!reforms!in!their!endeavours! to! improve! students’! learning! conditions! and! wellVbeing! (cf.! Ball,! Maguire,! &! Braun,!2012;!Mulcahy,!2016).!This!enactment!takes!place!in!a!designed!school!environment,!where!teachers!and!support!staff!appropriate!spaces! for!educational!purposes! in!different!ways! (cf.!Stables,!2015).!The!interview!and!observational!data!come!from!two!qualitative!case!studies,!one!complete!(2012V14)! and!one!ongoing! (2015V16),! using! a! spatial! analysis! perspective.! Physical,! social! and! conceived!aspects! of! space! are! considered! (Frelin! &! Grannäs,! 2014,! 2015).! The! case! schools,! located! in! two!municipalities,! were! originally! built! in! the! 1910s! (Lönnhaga)! and! the! 1960s! (Tallvik).! Both! schools!serve!mixed! to! low!SES!communities!and!have!organized!student!support! functions! in! the!schools’!corridors,! cafeterias,! recreation! areas! and!other! common! spaces.! These! functions! are! for! example!school! host,! student! coach! and! student! welfare! officer.! The! organization,! function! and! physical!layout!of! the!schools!differ!and!represent!the!pedagogical!and!architectural! ideas!of! the!periods! in!which!they!were!built.!Preliminary!results!show!variations!in!the!physical!conditions!for!support!work!in!terms!of!number!of!storeys,!transparency!(e.g.!stone!or!glass!walls)!and!layout!(enclosed!or!open!spaces),!how!the!staff!respond!to!these!conditions!(e.g.!stationary! in!offices!or!mobile! in!corridors)!and! the! kind! of! contact! staff! have! with! the! management! (e.g.! whether! or! not! they! are! used! as!substitute!teachers).!In!contrast,!the!task!perception!among!the!support!staff!as!a!whole!is!similar!in!both! schools.! It! is! interesting! to! see! how! the! staff! respond! creatively! to! the! physical! school!environments,!designed!in!different!time!periods!and!rebuilt!in!response!to!policy!reform,!in!order!to!carry!out!their!tasks!(cf.!Blackmore!et!al,!2011;!Mulcahy,!2016;!Stables,!2015).!$
Bibliography:$
Ball,!Stephen!J,!Maguire,!Meg,!&!Braun,!Annette.!(2012).!How!schools!do!policy:!policy!enactments!in!secondary!schools.!London:!Routledge.!!
Blackmore,!Jill,!Bateman,!Debra,!Loughlin,!Jill,!O’Mara,!Joanne,!&!Aranda,!George.!(2011).!Research!into! the! Connection! between! Built! Learning! Spaces! and! Student! Outcomes:! Literature! Review!Retrieved! from!http://www.education.vic.gov.au/Documents/about/programs/infrastructure/blackmorelearning
spaces.pdf!!Frelin,!Anneli,!&!Grannäs,!Jan.!(2013).!Results!and!accountability!V!Marginalization!of!the!educational!
interpersonal!space.!Paper!presented!at!the!ECCS!conference,!Braga,!Portugal!!Frelin,! Anneli,! &! Grannäs,! Jan.! (2014).! Studying! relational! spaces! in! secondary! school.! Applying! a!
spatial! framework! for! the! study! of! borderlands! and! relational! work! in! school! improvement!processes.!Improving!schools,!17(2),!1V13.!!
Frelin,! Anneli,! &! Grannäs,! Jan.! (2015).! Direct! and! indirect! educational! relationships.! Developing! a!typology! for! the! contribution! of! different! categories! of! school! staff! in! relation! to! students'!educational!experience.!Improving!schools,!18(1),!56V68.!!
Mulcahy,! Dianne.! (2016).! Policy! matters:! de/re/territorialising! spaces! of! learning! in! Victorian!government!schools.!Journal!of!Education!Policy,!31(1),!81V97.!!
Stables,! Andrew.! (2015).! The! semiotics! of! organisational! landscape.! School! as! design.! In! Andrew!Stables! &! Inna! Semetsky! (Eds.),! Edusemiotics.! Semiotic! philosophy! as! educational! foundation.!New!York:!Routledge.!
[238]%ORGANISING%SCHOOL%DEVELOPMENT%THROUGH%MIDDLE%LEADING:%ENABLING%AND%CONSTRAINING Karin!Rönnerman1 1Department$of$Education$and$Special$Education,$University$of$Gothenburg,$Gothenburg,$Sweden! Research%topic/Aim:%In!the!light!of%new!public!management%it!seems!that!leading!across!for!professional!learning!develops!with!new!roles!for!teachers.!These!are!called!differently!(in!Sweden;!försteläraren,!processledare,!handledare,!lärledare)!but!will!in!this!paper!be!mentioned!as!middle!leaders!in!line!with!Grootenboer,!EdwardsVGroves!&!Rönnerman!(2015)!who!define!them!to!spend!most!time!teaching!in!the!classroom!but!also!have!a!leading!role!where!they!sit!‘in!the!middle’!as!their!leading!is!practiced!‘below’!the!positional!head!(e.g.,!principal)!and!simultaneously!‘above’!and!‘among’!the!teaching!staff!!The!purpose!of!this!article!is!to!examine!the!intricacies!of!the!leading!practices!of!15!middle!leaders!in!one!city!district!in!Sweden,!using!a!practice!theory!framework.!Specifically,!we!aim!to!understand!how!these!middle!leaders!were!supported!in!their!organisations,!and!how!their!leading!practices!facilitated!the!improvement!of!the!teachers’!professional!work!in!their!units!in!line!with!curriculum.!
Theoretical%frameworks:!To!explore!and!understand!what!enable!and!constrain!middle!leading!the!theory!of!practice!architectures!is!used!as!a!theoretical!lens,!as!it!draws!attention!to!the!particular!arrangements!(made!visible!in!language,!activity!and!power)!and!the!culturalVdiscursive,!materialVeconomic!and!socialVpolitical!conditions!that!enable!and!constrain!the!practices!of!these!middle!leaders!in!their!systematic!quality!work!(Kemmis,!et.al.!2014).!
Methodology/research%design:%The!study!was!conducted!in!a!city!district!of!a!major!city!in!Sweden.!Participants!included!the!15!middle!leaders!(including!two!coordinators).!!Data!were!collected!at!different!occasions!during!2014!and!2015!with!a!focus!on!the!leading!practices!of!these!15!middle!leaders.!In!2015!a!survey!was!conducted!with!five!broad!questions!and!several!followVup!sub!questions.!Data!from!observations!and!recorded!conversations!of!Learning!Dialogues!among!middle!leaders!were!collected!during!2014.!Additionally,!interviews!with!one!principal!and!the!district!development!leader!were!conducted.!Other!complementary!data!include!relevant!documents!such!as!the!revised!curriculum,!minutes!from!meetings!etc.!Analyses!are!done!by!using!the!three!distinctive!realms!of!theory!of!practice!architectures;!the!culturalCdiscursive$arrangements,!the!materialCeconomic$arrangements!and!the!socialCpolitical$arrangements.!
Expected%conclusions/Findings:!The!analyses!highlighted!how!different!culturalVdiscursive,!materialVeconomic!and!socialVpolitical!arrangements!influenced!what!particular!practices!were!possible!in!the!quest!to!improve!the!quality!at!the!local!site.!A!main!conclusion!is!that!middle!leading!practices!were!influenced!by!practice!architectures!that!distinctly!and!distinctively!shaped!the!language!and!discourses,!the!activities!and!physical!setVups!and!the!social!relationships!required!for!creating!(or!not)!development!and!sustainable!change!in!Swedish!preschools.!!
Relevance%for%Nordic%Educational%Research:!As!leading!positions!for!professional!learning!increases!not!only!in!practice!but!also!through!policies!in!Sweden!(and!Norway)!it!is!research!of!importance!to!understand!how!their!leading!can!make!a!difference!and!develop!professional!learning!and!quality!in!schools.!
[292]%CIE%`%CREATIVITY,%INNOVATION%AND%PEDAGOGICAL%ENTREPRENEURSHIP%IN%THE%NORDIC%COUNTRIES.% Michael!Dal1 1University$Of$Iceland,$Reykjavik,$Iceland! Research%topic/Aim:%The!Nordic!countries!face!–!as!in!the!rest!of!Europe!–!a!number!of!challenges!that!can!only!be!met!if!it!has!innovative,!wellVeducated,!and!entrepreneurial!citizens,!who,!whatever!their!walk!of!life,!have!the!spirit!of!inquisitiveness!to!things!in!new!ways,!and!the!courage!to!meet!and!adapt!to!the!challenges!facing!them.!!Moreover,!dynamic!economy,!which!is!innovative!and!able!to!create!the!jobs!that!are!needed,!will!require!a!greater!number!of!young!people!who!are!willing!and!able!to!become!entrepreneurs!–!young!people!who!will!launch!and!successfully!develop!their!own!commercial!and!social!ventures,!or!who!will!become!innovators!in!the!wider!organizations!in!which!they!work.!!Because!education!is!one!of!the!keys!to!shaping!attitudes!of!young!people,!skills!and!culture,!it!is!vital!that!entrepreneurial!learning!is!addressed!from!an!early!age.!!Pedagogical!entrepreneurship!can!be!understood!as!essential!not!only!to!shape!the!mindsets!of!young!people!but!also!to!provide!the!skills!and!knowledge!that!are!central!to!developing!an!entrepreneurial!culture.!The!main!question!is:!!How!does!this!affect!the!students’!learning!and!the!role!of!the!student!in!the!classroom?!In!this!symposium!the!participants!want!to!explore!pedagogical!entrepreneurship!in!the!Nordic!countries.!!The!aim!is!to!discuss!the!definition!of!pedagogical!entrepreneurship!as!well!as!presenting!different!research!in!the!field.!!
Theoretical%frameworks:!The!papers!presented!will!represent!different!theoretical!frameworks!ranking!from!the!theories!of!Basil!Bernstein!theory!of!pedagogic!practice!to!the!activity!theories!of!Vygotsky,!Dewey!and!Yrjö!Engeström.!!
Methodology/research%design:%Different!research!will!be!presented.!Some!of!the!research!use!the!method!of!inquiry!and!inVdepth!semiVstructured!interviews.!Other!participants!present!research!based!on!surveys!and!a!quantitative!research!design.!Yet!other!research!is!based!on!review!and!textV!and!discourse!analysis!of!policy!papers.!!
Expected%conclusions/Findings:!The!symposium!will!explore!how!the!pedagogical!entrepreneurship!is!defined!in!the!Nordic!countries.!!
Relevance%for%Nordic%Educational%Research:!As!the!teacher!education!is!mandatory!for!future!teachers,!the!content!of!the!education!will!likely!have!an!impact!on!practices!in!tomorrow’s!education!system!in!the!Nordic!countries.!
The!symposium!consists!of!the!following!papers.!!!%1.%Pedagogical%entrepreneurship%at%the%Nordic%teacher%education%colleges%–%presence%and%design!Michael$Dal,$Mats$Westerberg,$Gudrun$Svedberg,$Eva$Leffler,$&$Janne$Elo$%2`%Developing%teachers%for%the%21st%century%by%focusing%on%professional%competences!
Ulrika$Bergmark,$Niclas$Ekberg,$Joakim$Leonardson,$Mats$Westerberg$&$Susanne$Westman,$Luleå$University$of$Technology!!3.%Students’% perception% of% learning% outcomes,% and% factors% which% effect% learning,%associated%with%participation%in%the%Young%Enterprise%Project.%Steven$Hunter$Lindqvist$$4.%%Pedagogical%entrepreneurship%in%order%to%reach%content%knowledge%`%A!study!of!inVdepth!learning!in!school!subjects.!Helena$Sagar,$Helle$Munkholm$Davidsen,$Frode$Olav$Haara$and$Eirik$S.$Jenssen.!!5.%The%Role%of%Dynamic%Mindset%in%Entrepreneurial%Education:%From%Pre`School%to%University%Mats$Westerberg!%6.%%How%to%use%the%“open%to%learning”%–%framework%in%the%context%of%entrepreneurial%learning%Kaarin$Kivimäki,!!!7.%%Creativity%in%the%hands%of%teacher%autonomy%Janne$Elo!%!
!
! !
Paper%1%Pedagogical%entrepreneurship%at%the%Nordic%teacher%education%colleges%–%presence%and%design!!Michael!Dal,!associate!professor,!eVmail:[email protected],!University!of!Iceland!!Mats!Westerberg,!professor,!eVmail:[email protected],!Luleå!University!of!Technology!!Janne!Elo,!Ph.d.,!eVmail:[email protected],!Åbo!Akademi!University!!Gudrun!Svedberg,!assistant!professor,!eVmail:[email protected],!Umeå!University!!Eva!Leffler,!assistant!Professor,!eVmail:[email protected],!Umeå!University.!!%
Research%topic/aim:%Ever!since!the!late!1980s!entrepreneurship!has!been!part!of!the!school!debate!in!EU!(e.g.!1998;!2004;!2006;!2010;!2011)!first!promoted!by!the!OECD(1989)!and!later!introduced!into!national!strategies!and!curricula!from!preschool!to!the!upper!secondary!level.!Entrepreneurship!in!schools!is!both!about!the!narrow!aspect!linked!to!starting!and!running!a!business,!and!the!broad!aspect!linked!to!developing!an!entrepreneurial!mindset!akin!to!21st!century!skills!allowing!the!students!to!prosper!in!an!uncertain!and!dynamic!world!(Erkkilä,!2000;!Jones!&!Iredale,!2010;!Dweck,!2015).!As!the!narrow!aspect!of!entrepreneurship!is!most!clearly!present!in!curricula!for!upper!secondary!school,!while!the!broad!aspect!is!part!of!all!levels,!we!will!focus!on!the!broad!aspect,!which!we!label!pedagogical!entrepreneurship.!In!the!Nordic!countries!there!have!been!several!initiatives!launched!implementing!pedagogical!entrepreneurship!in!schools!as!a!response!to!new!curricula!(Dal!et!al.,!2016).!!However,!in!teacher!education!entrepreneurship!is!generally!not!part!of!the!program!curricula!even!though!the!graduates!are!to!abide!to!curricula!stating!that!they!should!provide!teaching!that!promotes!entrepreneurship.!Still,!there!are!teacher!education!programs!that!do!work!with!this!in!different!ways.!As!there!are!few!guidelines!for!this!more!than!the!text!in!the!national!curricula,!the!design!of!these!entrepreneurship!modules!are!likely!to!differ!substantially.!Based!on!this!our!research!questions!are:!
To!what!extent!is!pedagogical!entrepreneurship!present!in!Nordic!teacher!education?!Where!is!it!present!–!how!is!it!designed?!Are!there!differences!between!the!five!Nordic!countries?!
Theoretical%framework:%After!a!review!of!how!entrepreneurship!has!found!its!way!in!the!school!system!we!review!studies!investigating!entrepreneurship!at!teacher!education!colleges.!Based!on!this!we!put!forward!a!framework!for!pedagogical!entrepreneurship!in!teacher!education.!
Methodology/research%design:%For!each!of!the!five!countries,!we!will!approach!all!teacher!education!providers!and!collect!information!about!1)!whether!there!are!any!courses!or!modules!dealing!with!pedagogical!entrepreneurship!for!the!KV6!level!and!2)!the!actual!design!of!the!courses!and/or!modules.!We!will!do!this!by!interviewing!the!person!responsible!for!the!KV6!program!or!the!person!being!responsible!for!the!entrepreneurship!course/module.!We!will!also!collect!documents!(course!plans,!study!guides,!curricula)!that!describes!the!content!and!structure!of!these!courses/modules.!Based!on!this,!we!will!make!a!discursive!analysis.!
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Expected%conclusions/findings:%A!broad!picture!about!the!state!of!the!game!when!it!comes!to!pedagogical!entrepreneurship!at!Nordic!teacher!education!colleges,!both!in!terms!of!prevalence!and!content.!%
Relevance%for%Nordic%educational%research:%As!the!teacher!education!is!mandatory!for!future!teachers,!the!content!of!the!education!will!likely!have!an!impact!on!practices!in!tomorrow’s!education!system!in!the!Nordic!countries.!!!
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Paper%2%Developing%teachers%for%the%21st%century%by%focusing%on%professional%competences!!Ulrika!Bergmark,!associate!professsor,!eVmail:[email protected],!Luleå!University!of!Technology!!Niclas!Ekbert,!senior!lecturer,!eVmail:[email protected],!Luleå!University!of!Technology!!!Joakim!Leonardson,!Phd.!student,!eVmail:[email protected],!Luleå!University!of!Technology!!Mats!Westerberg,!professor,!eVmail:[email protected]!!Luleå!University!of!Technology!!Susanne!Westman,!!senior!lecturer,!eVmail:[email protected],!Luleå!University!of!Technology!!%
Research%topic/aim:%The!quality!of!the!education!system!is!central!for!both!assuring!that!individuals!can!achieve!their!potential!and!that!we!together!can!build!a!sustainable!society.!One!key!ingredient!in!the!education!system!is!competent!teachers!and!therefore!teacher!education!becomes!a!central!issue.!It!is!given!that!teachers!need!to!command!the!subjects!that!they!teach,!but!equally!important!is!to!be!able!to!function!in!the!teaching!situation!and!thus!be!a!professional!teacher.!One!way!to!approach!this!is!to!focus!on!the!development!of!generic!teacher!competencies!such!as!autonomy,!critical!reflection,!selfVknowledge,!cooperation,!communication,!creativity,!digital!competence,!and!ethical!attitude.!However,!to!do!that!successfully,!we!believe!the!student!is!helped!by!being!engaged!and!approaching!the!task!entrepreneurially,!i.e.!as!an!actor!that!independently!and!together!with!others!takes!initiatives!to!reach!goals.!Based!on!this!the!aim!of!this!research!is!to!understand!and!analyze!the!role!student!engagement!and!entrepreneurship!play!in!student!teachers’!development!of!generic!teaching!competencies!throughout!their!education.!!
Theoretical%framework:%The!theoretical!framework!is!based!on!student!engagement!literature,!with!a!focus!on!higher!education!as!well!as!the!literature!on!entrepreneurial!learning!especially!focusing!on!nonVbusiness!contexts.!
Methodology/research%design:%The!study!is!performed!at!a!University!in!Sweden!providing!extensive!teacher!education!programs.!Participants!of!the!study!were!1)!teachers!involved!in!the!teacher!education!programs!and!2)!student!teachers!in!their!first!year!of!teacher!training.!For!1)!we!used!workshops,!lesson!plans!and!teacher!educator!reflections!to!find!ways!to!work!with!professional!competences!and!based!on!this!we!designed!a!course!for!2)!where!the!voice!of!students!were!captured!in!student!diaries,!class!interaction!and!reflective!assignments.!!
Expected%conclusions/findings:%The!preliminary!findings!are!that!teacher!educators’!awareness!of!generic!competences!seems!to!be!crucial!for!bringing!attention!to!this!matter!in!teacher!education,!facilitating!teacher!professionalism.!We!also!found!that!involving!students!in!a!more!extensive!way!in!their!education!and!using!an!entrepreneurial!attitude!may!contribute!positively!to!their!development!of!generic!teacher!competencies.!Moreover,!there!are!ways!to!work!with!generic!teacher!competencies!through!deliberate!work,!for!example,!through!learning!goals,!as!topic!in!lessons,!assignments!and!examinations.!In!addition,!challenges!that!relate!to!problems!of!balancing!subject!knowledge!and!generic!competences!were!found.!
The!expected!result!is!that!we!will!be!able!to!generate!models!of!how!to!work!with!development!of!the!generic!teaching!competencies.!!
Relevance%for%Nordic%educational%research:%As!the!teacher!profession!faces!new!challenges!in!contemporary!and!future!society,!such!as!teacher!attrition,!increased!diversity!and!the!temporality!of!knowledge,!competences!other!than!subject!specific!can!be!crucial.!Hopefully,!our!research!can!inspire!teacher!educators!in!different!educational!programs!in!the!Nordic!countries!to!also!work!with!generic!teaching!competencies!in!conscious!and!strategic!ways.!
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Paper%3%Students’% perception% of% learning% outcomes,% and% factors% which% effect% learning,%associated%with%participation%in%the%Young%Enterprise%Project.%!Steven!Hunter!Lindqvist,!!Phd.!Student,!eVmail:[email protected],!Högskolan!Dalarna/Karlstad!Universitet,!!%Research%topic/Aim:%The!purpose!of!this!study!is!to!gain!insight!in!to!what!students!perceive!they!learn,!or!develop,!when!starting!and!running!a!company!within!the!framework!of!the!Young!Enterprise!Project!(YEVproject).!The!study!also!investigates!what!students!perceive!affects!learning.!This!is!an!exploratory!study!which!not!only!investigates!learning!outcomes!specifically!associated!with!entrepreneurship!but!also!general!skills!and!abilities!often!referred!to!as!entrepreneurial!learning!(Skolverket,!2010).!This!paper!is!part!of!a!licentiate!thesis!planned!to!be!presented!in!2017.!
Theoretical%frameworks:!Situated!learning!theory!(Brown,!Collins,!&!Duguid,!1989;!Lave!&!Wenger,!1991)!is!used!as!a!means!of!analyzing!!factors!which!affect!students’!learning!as!well!as!how!schools’!learning!environment!(known!as!a!community!of!practice)!can!be!affected!by!other!communities!of!practices!outside!of!school.!!
Methodology/research%design:%The!participants!in!this!study!constitute!a!nonVprobability!sample!of!eleven!students!from!six!high!schools!and!seven!different!programs!in!central!Sweden.!Each!student!in!this!study!ran!his/her!own!company,!together!with!one!to!four!other!students.!!Each!student!also!had!a!role!in!their!company;!administrator,!marketer,!accountant,!or!president.!The!method!of!inquiry!used!is!inVdepth!semiVstructured!interviews.!
Expected%conclusions/Findings:!A!preliminary!analysis!of!the!data!reveals!that!starting!and!running!companies!within!the!YEVproject!is!perceived!by!students!to!significantly!improve!general!skills!and!abilities!such!as!working!together,!communication,!and!taking!responsibility!as!well!as!business!specific!skills!such!as!sales,!business!negotiations!and!customer!relations.!Students!refer!more!often!to!the!development!of!skills!and!abilities!than!to!business!specific!knowledge!such!as!accounting,!economic!reports,!and!marketing.!Although!no!student!expressed!a!desire!to!further!develop!skills!or!abilities!in!the!project,!many!wanted!to!further!develop!business!specific!knowledge.!One!reason!given!for!this!is!fragmentation!of!work!caused!by!dividing!students!in!to!different!roles.!Students!who!were!accountants!learned!more!accounting!and!financial!reporting!than!students!with!other!roles.!Reflection!on!learning!was!another!problem!area.!Students!state!that!before!the!interview!they!had!not!reflected!much!on!learning!outcomes!associated!with!the!YEVproject.!Students!perceived!that!their!school!learning!environment!(or!community!of!practice)!was!changed!by!the!rules,!regulations,!culture!and!expectations!of!other!communities!of!practices!such!as!the!YEVproject!and!the!business!community.!Examples!of!factors!in!the!school!environment!which!changed!because!of!outside!influences!include!ownership!of!project,!deadlines,!division!of!labor,!and!group!work.!!
Relevance%for%Nordic%Educational%Research:!Although!the!YEVproject!is!a!popular!means!of!learning!entrepreneurship!in!secondary!schools,!there!is!little!Nordic!research!on!the!impacts!of!the!YEVproject!on!learning!outcomes!or!the!effect!of!the!YEVproject!on!schools’!learning!environment.!This!study!attempts!to!fill!a!small!part!of!that!gap.!
!
Brown,! J.! S.,! Collins,! A.,! &! Duguid,! P.! (1989).! Situated! cognition! and! the! culture! of! learning.!Educational$researcher,$18(1),!32V42.!!
Lave,! J.,! &! Wenger,! E.! (1991).! Situated$ learning:$ Legitimate$ peripheral$ participation:! Cambridge!university!press.!
Skolverket.!(2010).!Entreprenörskap$i$skolan.!(10:1191).!Stockholm:!Skolverket.!!! !
Paper%4%Pedagogical%entrepreneurship%in%order%to%reach%content%knowledge%A!study!of!inVdepth!learning!in!school!subjects!!Helena!Sagar,!Ph.d.,!eVmail:[email protected],!Kungsbacka!Municipality,!Sweden.!Helle!Munkholm!Davidsen,!chief!of!research,!eVmail:[email protected],!VIA!University!College!Aarhus,!Denmark.!Frode!Olav!Haara,!assistant!professor,!eVmail:[email protected],!University!College!of!Sogn!og!Fjordane,!Norway!Eirik!S.!Jenssen,!assistant!professor,!eVmail:[email protected],!University!College!of!Sogn!og!Fjordane,!Norway!!Introduction:%Implementation!of!the!broad!interpretation!of!pedagogical!entrepreneurship!in!all!school!subjects!is!strongly!argued!for!at!policy!levels,!internationally!as!well!as!in!the!Nordic!context,!due!to!its!lifelong!learning!perspective!(Nordic!Council!of!Ministers,!2016;!Lackéus,!2014;!Sagar,!2013).!It!allows!the!students!to!practice!entrepreneurial!skills!and!gain!understanding!of!the!complex!nature!of!“realVlife”!issues!and!tasks!while!having!influence!over!the!teaching!practice!and!experiencing!strong!relevance!of!learning!goals,!which!in!turn!has!positive!effect!on!students’!inner!motivation!and!inVdepth!learning!of!content!knowledge.!Research!on!implementation!of!pedagogical!entrepreneurship!is!needed!in!order!to!understand!and!to!enhance!implementation!processes,!and!to!sustain!the!position!of!pedagogical!entrepreneurship!within!school!after!the!initial!implementation!phase.!!!Research%topic/Aim:%Together!with!practicing!teacher!from!schools!in!Sweden,!Denmark!and!Norway,!we!will!develop!pedagogical!entrepreneurship!based!teaching!and!learning!in!science,!mathematics!and!mother!tongue!languages!and,!as!a!research!project,!closely!follow!the!facilitation!for!learning!of!content!knowledge.!!Since!inVdepth!learning!of!content!knowledge!through!pedagogical!entrepreneurship!has!not!been!well!investigated,!the!study!will!be!a!valuable!contribution!for!both!research!and!political!processes.!Our!research!question!is:!
How$can$pedagogical$entrepreneurship$facilitate$inCdepth$learning$of$content$knowledge$in$school$subjects?$
!Theoretical%frameworks:%Pedagogical!entrepreneurship!is,!based!on!entrepreneurship!theory!(Sarasvathy,!2008;!Shane,!2003;!Gibb,!1993),!in!opposition!to!transmissive,!reproductive!and!goalVoriented!learning!focused!on!means!and!possibilities!within!school!subjects.!This!calls!for!an!epistemological!transformation!of!subject!matters!that!allows!interpretation!in!many!ways.!This!project!will!be!based!on!a!semiotic!understanding!of!this!transformation,!which!opens!up!for!a!‘didactics!of!possibilities’.!%Methodology/research%design:%The!research!part!of!the!project!will!be!based!on!methods!wellVknown!for!caseVstudies!based!on!qualitative!approaches.!A!design!based!research!project!where!the!participating!teachers!at!each!school!work!as!coVresearchers!opens!up!for!an!action!research!approach.!The!developmental!part!of!the!project!will!be!planned!together!with!the!teachers,!and!in!
the!research!part!they!will!act!as!informants!through!being!observed!and!interviewed.!Each!country!will!emphasise!one!of!the!three!school!subject!mentioned!above!in!the!research!part.!!Expected%conclusions/Findings:%Based!on!positive!indications!of!inVdepth!learning!of!content!knowledge!in!entrepreneurial!learning!environments!(Lackéus,!2016),!we!expect!positive!outcomes!of!inVdepth!learning!as!well!as!student!motivation!in!this!development!and!research!project.!We!also!expect!the!participation!of!the!practicing!teachers!as!coVresearchers!to!be!a!valuable!resource!of!information!on!effective!organization!and!inVservice!teacher!professional!learning!in!a!collaborative!context.!Finally,!we!hope!to!contribute!to!the!research!community!with!a!theoretical!and!methodological!framework!for!further!development!of!content!knowledge!in!a!pedagogical!entrepreneurship!perspective.!!Relevance%for%Nordic%Educational%Research:%There!is!extensive!attention!given!to!entrepreneurship!in!school!on!the!Nordic!venue!(e.g.!Nordic!Council!of!Ministers,!2016).!Hence,!there!is!a!strong!relevance!for!this!study!in!the!Nordic!educational!research!field,!particularly!within!the!CIE!network.!!References%Gibb,!A.A.!(1993)!'Enterprise!culture!and!education:!Understanding!enterprise!education!and!its!links!with! small! business,! entrepreneurship! and! wider! educational! goals'.! International$ Small$ Business$
Journal,!11(3).!Lackéus,!M.!(2015).!Entrepreneurship$in$Education$–$What,$Why,$When,$How?!OECD.!Lackéus,! M.$ (2016).$ Att$ möta$ entreprenöriellt$ lärande.$ Oral! presentation! at! NELIS! conference! in!Sundsvall,!Sweden,!2016V09V22.$Rasmussen,! A.! &! Fritzner,! A.! (2016).! From$ Dream$ to$ Reality.$ Learning$ outcomes$ and$ didactic$
principles$for$teaching$entrepreneurship$in$Nordic$Schools.!Nordic!Council!of!Ministers!2016.!!Sagar,! H.! (2013).! Teacher$ Change$ In$ Relation$ to$ Professional$ Development$ in$ Entrepreneurial$
Learning.!PhD!Dissertation,!University!of!Gothenburg.!Bohus:!Ale!Tryckteam!AB.!$Sarasvathy,!S.!D.!(2008).!Effectuation:$Elements$of$Entrepreneurial$Expertise.$Cheltenham,!UK:!Edward!Elgar.!Shane,!S.!(2003).!A$General$Theory$of$Entrepreneurship:$The$IndividualCOpportunity$Nexus,!Cheltenham:!Edward!Elgar. Paper%5%
The%Role%of%Dynamic%Mindset%in%Entrepreneurial%Education:%From%Pre`School%to%University%
Mats!Westerberg,!professor,!eVmail:[email protected],!Luleå!University!of!Technology!!
Research%topic/aim:%In!the!entrepreneurial!learning!literature,!it!becomes!clear!that!successful!entrepreneurs!are!lifeVlong!learners!that!use!their!(good!and!bad)!experiences!as!their!main!learning!tool.!This!is!enabled!by!an!ability!to!act!in!spite!of!uncertainty!through!the!use!of!entrepreneurial!competences!such!initiative,!courage!and!collaboration.!Thus,!entrepreneurs!can!be!role!models!for!how!to!train!students!in!being!autonomous!actors!that!in!collaboration!with!their!peers!take!responsibility!for!their!own!learning.!However,!a!critical!element!is!to!develop!a!dynamic!mindset!
(Dweck,!2012)!implying!that!the!student!considers!intelligence!and!abilities!as!malleable!and!not!fixed.!Dweck!has!shown!that!this!belief!is!very!powerful!and!a!fixed!mindset!can!turn!off!the!willingness!to!learn.!In!this!study!I!will!explore!the!impact!of!Mindset!on!students!of!all!ages,!from!preVschool!to!university!in!the!context!of!entrepreneurial!education.!!
Theoretical%framework:%I!will!draw!on!Dweck’s!theory!of!Mindset!and!link!this!to!entrepreneurial!learning!to!form!a!framework!pointing!to!enablers!and!obstacles!for!developing!entrepreneurial!competences!for!students!at!different!ages!in!the!school!system.!
Methodology/research%design:%The!empirical!material!is!collected!mainly!by!interviews!with!teachers!at!different!levels!in!the!school!system.!They!are!asked!to!provide!examples!of!students!being!enabled!or!hindered!by!their!Mindset.!Also!a!focus!group!interview!with!teachers!at!the!different!levels!is!conducted!to!compare!their!different!examples.!
Expected%conclusions/findings:%A!developed!framework!for!how!Mindset!enables!and!hinders!student!learning!and!development!at!different!levels!in!the!school!system.!This!will!also!contain!concrete!advice!for!how!teachers!can!work!to!foster!a!dynamic!mindset!among!students.!
Relevance%for%Nordic%educational%research:%The!simple!belief!about!whether!you!are!born!with!your!intelligence!and!abilities!or!whether!it!is!developed!seems!very!powerful!in!understanding!student!learning!and!development!and!possibly!something!we!need!to!apply!to!allow!more!students!to!reach!their!potential.!Thus,!knowing!more!about!how!our!Mindset!may!enable!or!hinder!learning!seems!to!be!highly!relevant!for!educational!research!in!all!parts!of!the!world.!
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Paper%6%How%to%use%the%“open%to%learning”%–%framework%in%the%context%of%entrepreneurial%learning%Kaarin!Kivimäki,!lecturer,!eVmail:[email protected],!!Luleå!University!of!Technology!!Research%topic/aim:%Being!a!school!leader!involves!educational!leadership!and!can!be!expressed!in!various!ways!in!practice.!Many!teachers!are!asking!for!a!stronger!presence!by!school!leaders!in!the!pedagogical!work.!It!is!appreciated!by!the!teachers!that!school!leaders!follow!their!work!and!provide!feedback.!Feedback!to!educators!can!be!done!in!different!ways,!and!one!way!to!increase!the!quality!of!this!feedback!is!the!use!of!a!structured!method,!such!as!Open!to!Learn!(OTL),!that!enables!a!deeper!understanding!and!visualizes!the!educator's!work!and!approach.!Entrepreneurial!learning!can!be!seen!as!a!way!to!relate!to!student!learning!with!particular!focus!on!the!development!of!entrepreneurial!capabilities!such!as!courage,!tolerance!for!ambiguity!and!uncertainty,!cooperation,!responsibility,!initiative!and!creativity.!This!approach!can!be!difficult!to!make!visible!and!difficult!to!discuss.!By!using!OTL!entrepreneurial!learning!may!become!easier!to!apply!and!assess.!A!normal!OTL!cycle!starts!by!that!the!school!leader!first!observes!the!teacher!in!an!educational!situation!followed!by!a!conversation!based!on!inVdepth!questions!about!the!teacher's!way!of!teaching!that!then!leads!to!changes!that!is!implemented.!This!can!be!experienced!by!both!the!school!leader!and!teacher!as!challenging,!but!also!rewarding!as!it!may!lead!to!considerable!development.!This!study!aims!to!shed!light!on!such!processes!to!see!if!the!OTLVframework!can!assist!school!leaders!to!develop!better!teaching!in!an!entrepreneurial!learning!context.!
Theoretical%framework:%The!theoretical!framework!is!based!on!entrepreneurial!learning!literature,!professional!learning!literature!and!especially!the!literature!on!the!Open!to!Learn!framework.!
Methodology/research%design:%This!pilot!study!is!performed!in!a!school!district!in!a!municipality!in!Sweden.!Participants!in!the!study!are!three!school!leaders,!one!from!preschool!and!two!from!elementary!school.!!The!study!will!be!based!on!observations,!Open!to!Learn!interventions!and!a!focus!group!interview.!The!observations!will!be!made!by!the!school!leaders!in!a!classroom!activity!held!by!the!teacher,!OTL!interventions!will!be!conducted!and!filmed!by!the!school!leader!which!then!is!analyzed!together!with!the!researcher.!Finally,!a!focus!group!interview!is!made!with!all!three!school!leaders!to!evaluate!the!OTLVframework!as!a!tool!for!pedagogical!development!in!the!context!of!entrepreneurial!learning.!
Expected%conclusions/findings:%The!expected!results!are!that!we!will!be!able!to!see!how!OTL!as!an!intervention!can!be!used!in!the!context!of!entrepreneurial!learning.!If!this!pilot!proves!promising!the!OTL!framework!will!be!presented!and!tested!in!the!entire!municipally!as!a!professional!and!practical!tool!for!leading!the!development!of!entrepreneurial!learning!in!schools.!!
Relevance%for%Nordic%educational%research:%Leading!schools!to!better!results!is!the!main!task!for!the!school!leader.!Putting!the!OTLVframework!to!test!in!the!context!of!entrepreneurial!learning!may!provide!insights!about!how!school!leader!can!lead!more!effectively,!which!seems!relevant!for!educational!research!both!in!the!Nordic!and!elsewhere.!!
%Paper%7%Creativity%in%the%hands%of%teacher%autonomy%Janne!Elo,!PhD,!eVmail:[email protected],!Åbo!Akademi!university,!Faculty!of!education!and!welfare!studies!
%Research%topic:%Development!of!creativity!appears!as!a!cross!curricular!goal!in!many!countries!as!well!as!on!a!transnational!policy!level.!Finland!is!no!exception!from!this.!Simultaneously!the!basic!structure!of!basic,!as!well!as!upper!secondary,!education!rests!on!subject!focus!and!division.!Previous!research!suggests!that!the!extent!to!which!cross!curricular!goals!are!pursued!in!teaching!practice!falls!into!the!scope!of!the!teacher´s!professional!autonomy!to!a!much!larger!degree!than!the!subject!goals.!The!concept!of!teacher!autonomy!is!thus!relevant!for!understanding!the!conditions!for!development!of!students´!creativity!in!basic!and!upper!secondary!education.!!!
This!case!study!focuses!on!exploring!how!teachers!in!a!Finnish!upper!secondary!school,!profiled!as!a!creative$school,!within!the!scope!of!their!professional!autonomy,!relate!to!the!curriculums!and!school!profiles!expectations!of!developing!students´!creativity,!in!a!setting!structured!on!subject!division,!focus!and!evaluation.!This!particular!school´s!outspoken!profile!as!a!creative!school!makes!the!tension!between!a!cross!curricular!focus!on!creativity,!and!the!inherit!subject!focus!of!the!educational!system!especially!apparent.!
Theoretical%framework:!The!theoretical!framework!rests!mainly!on!a!current,!Nordic,!discussion!on!teacher!autonomy.!Of!special!relevance!to!the!discussion!are!different!levels!of!autonomy,!such!as!general!autonomy!of!the!teaching!profession,!collegial!or!staff!autonomy!of!the!individual!school,!and!individual!teacher´s!autonomy!of!practice.!An!understanding!in!the!research!field!is!that!different!levels!of!autonomy!affect!each!other;!autonomy!at!one!level!can!restrict!autonomy!at!another.!An!individual!school´s!autonomy!to!create!a!unique!profile!might!thus!restrict!autonomy!at!the!teacher!level,!as!teachers!are!expected!to!adhere!to!the!profile.!The!discussion!on!autonomy!also!points!to!national!differences!regarding!teacher!autonomy,!suggesting!that!Finland!might!be!an!exception!with!larger!degrees!of!autonomy!than!many.!
Research%design:%The!empirical!research!consists!of!semiVstructured!interviews!with!10!of!the!schools’!staff,!focusing!on!the!teachers´!thoughts!on!how!their!autonomy!is!constrained!in!their!individual!contexts,!from!the!viewpoint!of!the!tension!between!a!cross!curricular!focus!on!creativity,!and!a!focus!on!subjects!in!evaluation!and!structure.!Methodologically!the!orientation!is!hermeneutic.!
Expected%findings:!The!findings!will!reveal!how!teacher!autonomy!is!constrained!in!this!particular!caseVschool.!This!will!bring!new!knowledge!to!the!conditions!of!pursuing!a!cross!curricular!goal!of!developing!student!creativity!in!contemporary!upper!secondary!education.!The!results!will!also!produce!new!knowledge!of!how!teacher!autonomy!is!constrained!in!a!Finnish!context,!providing!a!valuable!contribution!to!the!Nordic!discussion!on!teacher!autonomy!in!general.!!
Relevance%for%Nordic%Educational%Research:!This!research!is!relevant!from!a!Nordic!perspective!since!both!creativity!as!a!cross!curricular!goal,!and!the!discussion!on!teacher!autonomy,!are!current!issues!for!Nordic!counties.!The!expected!result!suggest!that!teacher!autonomy!is!constrained!differently!in!a!Finnish!setting!than!in!many!other!countries,!shedding!light!on!how!different!national!contexts!constrain!teacher!autonomy!differently.!
[293]%SCHOOL%DEVELOPMENT%THROUGH%MIDDLE%MANAGER%LEADERS% Lisbeth!Stedt1!,!Ann!Öhman!Sandberg2!%%1Örebro$Universitet,$Institutionen$För$Humaniora,$UtbildningsC$Och$Samhällsvetenskap,$Örebro,$Sweden!2Örebro$Universitet,$Humaniora,$UtbildningsC$Och$Samhällsvetenskap,$Örebro,$Sweden!!Research%topic/Aim:%This!paper!aims!to!analyze!how!middle!management!leaders!(principals)!in!schools!can!support!and!sustain!professional!learning!and!school!development.!The!authors!of!this!paper!studies!an!ongoing!development!venture!in!a!Swedish!municipality.!The!long!term!aim!of!the!venture!is!to!enhance!student!achievements.!The!venture!started!in!2015!and!the!research!project!started!in!august!2016.!
Theoretical%frameworks:!Data!is!analysed!in!the!framework!of!theory!of!work!place!learning!and!organizational!learning!with!a!special!focus!on!sustainable!organizational!change.!
Methodology/research%design:%The!methodology!of!the!study!involves!an!analysis!of!findings!from!16!semiVstructured!thematic!interviews.!The!interviews!have!been!carried!out!with!teachers,!principals!and!the!educational!administration!in!the!municipality.!!!
Expected%conclusions/Findings:!The!tentative!findings!of!the!study!are!that!the!different!levels!–!the!administrative!level,!the!principal!level!and!the!teacher!level!–!lack!a!shared!vision!of!the!aim!of!the!development!work.!
Relevance%for%Nordic%Educational%Research:!This!study!can!contribute!with!more!knowledge!about!multilevel!leadership!in!change!processes.!!
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[309]%CHANGE%IN%PRACTICE.%A%STUDY%OF%TEACHERS'%EXPERIENCES%OF%A%PROFESSIONAL%DEVELOPMENT%PROGRAMME. Veronica!Sülau1 1University$of$Gothenburg,$Department$of$Education$and$Special$Education,$Göteborg,$Sweden! Research%topic/Aim:%The!present!study!is!to!be!framed!and!understood!within!the!field!of!school!development! and! teachers'! continuing! professional! development.! A! large! amount! of! research! has!been! conducted! within! the! field! of! educational! change,! which! can! be! divided! into! two! different!approaches;! teacher$ change! and! learning$ to$ teach.! Whereas! research! originated! in! the! teacher$change! literature! seeks! to! explore! to! what! extent! teachers! respond! to! externally! implemented!change!proposals,! research!within! the! learning$ to$ teach! literature! is!more! descriptive! in! character!with!the!aim!of!understanding!teachers'!individual!learning!processes!as!meaningful!for!change.!The!professional! development! (PD)! programme,! the! Boost$ for$ Mathematics,! is! constituted! of! both!approaches!in!the!sense!that!it!is!an!external!"topVdown"!implemented!programme!but!with!a!design!that! focuses! on! teachers'! learning! through! collegial! dialogues.! The! aim! of! the! present! study! is! to!investigate! the! influence! of! a! specific! PD! programme,! the! Boost$ for$ Mathematics,! on! teachers'!approaches! to!mathematics!as!a! subject,! to! their! classroom!practice!and! to! students'! learning! in!a!longitudinal!perspective.!
Theoretical%frameworks:!In!order!to!understand!and!describe!the!influence!of!the!PD!programme,!and! to!determine!what!aspects!enable!and!constrain! the!possibility!of!change,! theories!of!practice!such! as! ecologies! of! practice! and! practice! architectures! will! be! used.! Furthermore,! theories!associated!with! processes! of! reflection,! pedagogical! content! knowledge! and! researching! from! the!inside!will!probably!be!useful!in!the!analysis!of!the!data.!
Methodology/research%design:%Research!within! the! field! of! educational! change! shows! that! the!organization! of! the! school! is! of! great! importance! for! the! effect! that! change!will! have! in! teaching.!Therefore,! the! study!will! be! conducted!within! a! specific! school! setting!with! a! unanimous! view! of!culture,! norms! and! values.! In! order! to! gain! insights! into! the! research! questions! the! study! is!conducted!as!an! instrumental!case!study,!where!the!case! is!constituted!of!a!charter! (independent)!school!company!consisting!of!four!schools!in!four!different!municipalities.!The!sample!has!been!made!following!the!notion!of!"most!favourable!case",! in!relation!to!the!design!of!the!PD!programme,!the!Boost$ for$ Mathematics.! All! mathematics! teachers! at! the! four! schools! have! been! involved! in! the!programme!during!two!years.!Data!has!been!collected!frequently!during!a!period!of!3!years!time!and!consists! of! individual! teachers'! reflections,! audio! recordings! of! and! written! notes! from! collegial!dialogues! and! surveys! addressed! to! both!mathematics! teachers! and! all! other! teachers! at! the! four!schools.!!
Expected%conclusions/Findings:!The!expected!result!of!this!study!is!to!find!patterns!of!change!in!teachers'! approaches! to! mathematics! as! a! subject,! to! their! classroom! practice! and! to! students'!learning! that! can! be! related! to! the! PD! programme! in! question.! The! findings! are! also! expected! to!reveal!aspects!that!enable!and!constrain!change!within!a!specific!practice.%
Relevance%for%Nordic%Educational%Research:!This!study!seeks!to!contribute!to!the!research!field!of! educational! change! in! terms! of! creating! a! wider! understanding! of! the! effects! of! a! teacher!development!programme!in!a!longitudinal!perspective.%
[320]%WHY%TEACHER%WELL`BEING%IS%NOT%THE%OPPOSITE%OF%TEACHER%STRAIN:%A%CONCEPTUAL%SHIFT%INSPIRED%BY%HERZBERG Sarah!Grams!Davy1 1Institut$for$Læring$Og$Filosofi,$Aalborg$Universitet,$Aalborg,$Denmark! Research%topic/Aim:%In!the!research!field!of!teacher!strain!in!schools,!there!is!an!ongoing!discussion!about!“how!strained!teachers!really!are”.!This!is!because!on!the!one!hand,!data!shows!that!many!teachers!leave!the!profession!earlier!than!other!employees!in!the!public!sector!and!that!they!often!report!high!levels!of!occupational!strain.!But!on!the!other!hand,!studies!show!that!teachers!are!among!the!employees!who!are!most!satisfied!with!their!job.!These!contradicting!findings!have!led!scholars!to!question!reports!on!teacher!strain,!which!makes!it!difficult!to!further!strain!research!and!to!develop!its!practical!implications!in!schools.!Built!on!a!quantitative!survey,!this!study!shows!that!the!explanation!for!this!contradiction!may!be!the!way!“teacher!wellVbeing”!and!“teacher!strain”!are!conceptualized.!
Theoretical%framework:!Herzberg’s!twoVfactor!model!of!Motivation!(1968)!proposes!that!motivation!and!demotivation!cannot!be!regarded!as!the!opposites!of!each!other!(on!opposite!ends!of!one!continuum,!called!“motivation”),!but!that!they!are!two!different!concepts!which!also!in!practice!are!correlated!with!two!different!sets!of!experiences,!called!motivators!and!hygiene!factors,!at!the!workplace.!The!reVconceptualization!of!strain!and!wellVbeing!in!this!study!is!inspired!by!Herzberg’s!twoVfactor!model.!
Methodology/research%design:%The!quantitative!survey!(n=!542!teachers)!was!conducted!at!8!comprehensive!schools!in!Niedersachsen,!Germany.!Teachers!answered!a!questionnaire!including!seven!scales:!
Interaction!with…!
• …school!leadership,!
• …colleagues,!
• …students,!
• …parents!of!students,!
• workVorganization!and!–infrastructure!
and!
• overall!perceptions!of!occupational!wellVbeing!
• currently!perceived!strain!factors.!
Scales!a)Ve)!were!correlated!with!f)!and!g)!respectively!via!Multiple!Regression.!
Conclusions/Findings:!Data!confirms!a!two!factor!model!of!wellVbeing!and!strain!in!teachers.!The!results!show,!that!different!perceptions!in!everyday!schoolVlife!(the!perceptions!on!the!scales!a)Ve))!
are!correlated!with!both!wellVbeing!and!strain!in!teachers!(scales!f)!and!g)).!Occupational!wellCbeing!is!correlated!with!teachers’!perceptions!of:!
• Interaction!with!students,!!
• Interaction!with!colleagues.!
Indications!of!strain!are!correlated!with!perceptions!of!
1. Interaction!with!school!leadership,!
2. WorkVorganization!and!Vinfrastructure.!
Even!if!the!two!factors!interaction$with$school$leadership!and!workCorganization$and$Cinfrastructure!are!perceived!as!positive,!they!show!no!correlation!with!teachers’!wellVbeing.!Interactions!with!students!and!colleagues!however,!have!a!buffer!function!towards!strain!perceptions:!When!perceived!positively,!they!buffer!indications!of!strain.!When!perceived!negatively,!they!correlate!with!perceptions!of!strain.!
Relevance%for%Nordic%Educational%Research:!Teachers’!occupational!wellbeing!has!been!shown!to!play!a!key!role!in!education,!as!it!is!one!of!the!central!preVconditions!for!students’!learning!environment!(Grams,!2014;!Klusmann!et!al.,!2008).!In!order!to!deal!with!high!numbers!of!strained!teachers!in!Denmark!and!the!rest!of!Europe!via!policy!and!in!practice,!it!is!necessary!that!the!research!community!acknowledges!the!existing!data!on!teacher!strain,!instead!of!questioning!it,!because!teachers!also!(in!parallel)!studies!report!high!wellVbeing!on!the!job.!The!twoVfactor!model!furthermore!implies!the!importance!of!an!evaluation!of!both!wellVbeing!and!strain!as!a!part!of!schoolVdevelopment.!!
Literature:%
Grams,!S.!L.!(2014),!Content!teachers!–!content!learners?!Aalborg!Universitetsforlag:!Aalborg!
Herzberg,!F.!(1968),!One$more$time:$How$do$you$motivate$employees.,!Boston.!
Klusmann,!U.,!Kunter,!M.,!Trautwein,!U.,!Lüdtke,!O.!and!Baumert,!J.!(2008),!“Teachers'!occupational!wellVbeing!and!quality!of!instruction:!The!important!role!of!selfVregulatory!patterns”,!Journal$of$Educational$Psychology,!Vol.!100!No.!3,!pp.!702V715.!
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[322]%CHANGING%DESIGN%OF%SCHOOL%ENVIRONMENT%IS%CHANGING%EDUCATION%`%CHANGING%PROCESSES%THROUGH%THE%EYES%OF%THE%STAKEHOLDERS%`%PART%2 Ulrike!StadlerVAltmann1,!Lars!Emmerik!Damgaard!Knudsen2 ,!Anneli!Frelin3 ,!Jan!Grannas3 ,!Maria!Rönnlund4 ,!anna!Larsson5 ,!Goncalo!Canto!Moniz6 ,!Carolina!Ferreira6 1Free$University$of$Bolzano,$Faculty$of$Education,$Bressanone,$Italy!2Aarhus$University,$Danish$School$of$Education,$Copenhagen$NV,$Denmark!3University$of$Gävle,$Gävle,$Sweden!4Department$of$Applied$Educational$Sciences,$Umeå,$Sweden!5Umeå$Universitet,$Umea,$Sweden!6Universidade$de$Coimbra,$Departamento$de$Arquitectura,$Coimbra,$Portugal! Research%topic/Aim:!
Learning!environment!–!innovative!learning!spaces!
Educational!research!on!learning!and!instruction!and!the!processes!of!learning!space!design!
Comparison!of!different!national!educational!research!on!learning!environment!
Theoretical% frameworks:! In! Europe! and! around! the!world,! new! investments! are! being!made! in!innovative!learning!spaces!especially!in!schools.!The!aim!of!this!symposium!is!to!share!experiences!of!making! connections! between! research! on! learning! and! instruction! and! the! processes! of! learning!space!design.!As!Bengstson!highlighted,!schools!are!products!of!their!time!(Bengtsson,!2011)!and!also!the!changing!processes!are!deeply!influenced!by!the!actual!thinking!about!education!and!design,!for!example!by!the!mainstream!thoughts!about!learning!through!design!(cf.!Carmuffo!et!al,!2014).!!
A! more! recent! example! is! the! design! of! nonVtraditional! openVplan! learning! environments,! which!require! team! teaching,! a! higher! degree! of! shared! space! and! resources! for! teachers,! a! different!distribution! of! roles! and! responsibilities,! flexible! timetables! and! greater! freedom! for! students! in!terms!of!selfVdirected!learning!and!peer!collaboration!(Blackmore!et!al,!2011;!Saltmarsh,!2015).!This!example! illustrates! that! school! environments! are! didactical! spaces! that! both! extend! and! limit!teachers’! and! students’! everyday! teaching! and! learning.! Also! physical! learning! environment! of!schools!could!force!or!limit!teaching!and!learning!therein!and!this!could!be!seen!as!an!expression!of!the!pedagogical!thinking!and!the!didactical!orientations!of!teachers!(cf.!StadlerVAltmann,!2015).!How! the! different! agents! in! the! school! environment! experience! and! conceptualize! the! relation!between!educational! approaches!and! the!design!of! the! school!premises!affects!what! they! view!as!achievable!and!desirable!in!that!space.!In!this!sense,!the!school!environment!is!not!a!fixed!entity,!but!is! continuously! created! and! recreated! in! a! dynamic! everyday! process! (cf.!Mulcahy,! 2016;! Stables,!2015).!It!affords!different!kinds!of!individual!interpretations,!judgements!and!responses,!all!of!which!influence! the! outcome! of! the! education! that! is! conducted! there.! Indeed,! the! enacted! school!environment! is! rarely! played! out! in! accordance! with! architectural! blueprints! and! pedagogical!intentions!(cf.!Woolner!et!al,!2012).!
Methodology/research%design:%Different!methodology!and! research!design! in! the!presentations!in! the! symposium:! using! of! quantitative! and! qualitative! data;! questionnaires! for! teachers! and!students;!interviews.!
Please!find!the!specific!methodology!in!the!abstracts!of!each!presentation!!
Expected%conclusions/Findings:%This!symposium!seeks!to!integrate!and!extend!knowledge!about!the! interplay!between!designed!and!experienced!school!environments! for!different! individuals!and!groups!who!operate!in!them!at!a!certain!time.!The!common!focus!of!all!presentation!is!the!changing!process! of! school! environment! as! an! educational! changing! process! through! the! eyes! of! students,!teachers!and!principals.!The!different!experiences!in!five!European!countries!(Iceland,!Italy,!Norway,!Sweden,!Portugal!and!UK)!could!highlight,!that!changing!design!of!school!environments!often!is!the!beginning!of!changing!educational!processes!in!schools.!
Relevance%for%Nordic%Educational%Research:%In!Nordic!context!this!symposia!adds!new!aspects!to!how!modern!schools!buildings!are!designed!to!meet!the!UNESCO!and!OECD!requirements!of!lifelong!learning,! ICT! and! how! the! extensive! use! of! glass! materializes! educational! ideas! of! visible! and!measurable!learning!(Bertelsen!2014a,!2014!b,!Haastrup!&!Knudsen!2015).!!
References$
Bengtsson,! Jan! (Ed.)! (2011).! Educational! dimensions! of! school! buildings.! Frankfurt! am!Main:! Peter!Lang.!!
Blackmore,!Jill,!Bateman,!Debra,!Loughlin,!Jill,!O’Mara,!Joanne,!&!Aranda,!George.!(2011).!Research!into! the! Connection! between! Built! Learning! Spaces! and! Student! Outcomes:! Literature! Review!Retrieved! from!http://www.education.vic.gov.au/Documents/about/programs/infrastructure/blackmorelearningspaces.pdf!!
Bertelsen,! Eva.! (2014a).! Aktuelle! pædagogiske! forestillinger! om! fremtidnes! skolebyggeri.! Unge!Pædagoger!(1).!2014.!p.!33V39!
Bertelsen,! Eva.! (2014b).! Skole! i! glas! –! nyt! skolebyggeri! og! glassets! positionsafhæmgige! virkemåde.!Unge!Pædagoger!(1).!2014.!p.!41V51.!!
Camuffo,!Giorgio;!Dalla!Mura,!Maddalena;!Mattozzi,!Alvise!(2014)!(Eds.),!About!Learning!and!Design,!Bolzano:!bu!press.!
Haastrup,! Lisbeth!&!Knudsen,! Lars.! E.!D.! (2015a).! Theory! and!Practice! in! the!Workshop:!Using! the!gaps.$Nordic$Psychology.!67:2,!117V135!
Mulcahy,! Dianne.! (2016).! Policy! matters:! de/re/territorialising! spaces! of! learning! in! Victorian!government!schools.!Journal!of!Education!Policy,!31(1),!81V97.!!
Saltmarsh,!Sue,!Chapman,!Amy,!Campbell,!Matthew,!&!Drew,!Christopher.!(2015).!Putting!“structure!within! the! space”:! spatially! un/responsive! pedagogic! practices! in! openVplan! learning!environments.!Educational!Review,!67(3),!315V327.!!
StadlerVAltmann,! Ulrike! (2015),! The! Influence! of! School! and! Classroom! Space! on! Education,! in:! C.!RubieVDavies,!J.!M.!Stephens,!&!P.!Watson!(Eds.),!The!Routledge!International!Handbook!of!Social!Psychology!of!the!Classroom,!London:!Routledge,!p.!252V262.!
Woolner,!Pamela,!McCarter,!Sheila,!Wall,!Kate,!&!Higgins,!Steve.! (2012).!Changed! learning! through!changed! space:! When! can! a! participatory! approach! to! the! learning! environment! challenge!preconceptions!and!alter!practice?!Improving!schools,!15(1),!45V60.!
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Presentations%of%the%Symposium%(Part%II)!!
The%Conceived%Schoolyard.%A%Comparison%between%Sweden%and%France%National$perspective:$Sweden!and!France!!The!schoolyard! is!a! social!and!pedagogical! space!continuously!constructed! in!a!dynamic!process! in!which!different!spatial!dimensions!are!in!play.!Drawing!on!data!from!a!cultural!history!project!on!the!Swedish! schoolyard! (Larsson,! 2013;! Larsson! &! Norlin,! 2014;! Rönnlund! 2015a,b;! Larsson! et! al,!forthcoming)! and! on! additional! data! from! France,! this! paper! focuses! on! spatiality! in! terms! of!conceived! space.! By! exploring! how! different! agents! in! the! school! environment! represent! the!schoolyard,! the! aim! is! to! contribute! to! the!understanding!of! how! the! schoolyard! is! produced! as! a!social! and! pedagogical! space.! Starting! from! Henri! Lefebvre's! theory! of! the! production! of! space!through! various! spatial! dimensions! (1991),! the! study! highlights! different! school! agents’!representations!of!the!schoolyard:!How!do!planners/architects!and!teachers!in!two!different!national!contexts! represent! the! schoolyard,! and! what! similarities! and! differences! can! be! distinguished!between! different! groups! of! agents! and! different! cultural! contexts! in! this! respect?! International!comparisons!are!sparse!in!this!field,!and!of!particular!interest!as!Sweden!and!France,!although!they!both!have!long!pedagogical!traditions,!represent!two!different!educational!traditions!based!in!their!different! historical! and! pedagogical! background.! On! the! other! hand,! societal! developments! and!pedagogical! influences! on! international! level,! are! likely! to! influence! on! national! practices! in! both!these!countries.!By!comparing!the!two,!various!perspectives!will!be!brought! into!the!analysis.!With!this!crossVcultural!and!comparative!design,!semiVstructural!interviews!with!about!15!school!agents!in!two! cultural! contexts! were! conducted! (Denscombe,! 2007):! persons! working! with! planning!schoolyards! at! the!municipality! at!different! levels! (including!architects),! and! teachers.! The!analysis!was! directed! towards! discourses! (How! did! the! interviewees! talk! about! and! understand! the!schoolyard?!What! did! they! view! as! desirable! in! that! space?),! and! towards! patterns! in! relation! to!different!cultural!contexts!and!groups!of!agents.!Preliminary!results!indicate!two!main!patterns!–!the!schoolyard!as!fragmented,!pluralistic,!diverse,!interrupted!and!mobile,!and!the!schoolyard!as!a!fixed!entity.! While! the! planners’! representations! gave! a! picture! of! the! former,! the! teachers’!representations!were!more!in!line!with!the!latter:!a!wellVdefined!place!with!wellVdefined!places!in!it,!places!with! strong! single! identities! and! somewhat! predefined! activities.! However,! the! comparison!between!the!two!national!contexts!revealed!more!complex!patterns.!$
Bibliography:$
Denscombe,! M.! (2007),! The! Good! Research! Guide:! For! SmallVScale! Social! Research! Projects.!Maidenhead:!Open!University!Press.!!
Larsson,!A,!Norlin,!B!&!Rönnlund,!M! (forthcoming).!Den!svenska! skolgårdens!kulturhistoria!Skolans!utemiljö! som! pedagogiskt! rum! och! socialt! spänningsfält! 1611V2011! [The! cultural! history! of! the!Swedish!schoolyard]!!
Larsson,! A.! &! B.! Norlin,! eds.! (2014),! Beyond! the! Classroom:! Historical! Perspectives! on! Pupils! and!Informal!Schooling!Processes.!Hamburg:!Peter!Lang!Publishers.!!
Larsson,!A.!(2013),!“A!children’s!place?!The!school!playground!debate!in!postwar!Sweden”,!History!of!Education!42,!no!1,!115–130.!!
Lefebvre,!H.!(1991)!The!production!of!space.!Blackwell!Publishers.!Oxford!!Rönnlund,!M.!(2015)!Skolgården!som!socialt!rum.!Nordic!Studies!in!Education,!33!(3V4),!s!200V216.!!
Rönnlund,! M! (2015).! Schoolyard! Stories.! Processes! of! gender! identity! at! a! ’childrens’! place.!Childhood,!22!(1),!s!85V100.!
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Cartographic%analysis%of%educational%spaces:%The%inclusion%of%%students’%views.%
National$perspective:$Portugal!!
In!this!paper!we!set!out!to!explore!and!present!a!methodological!reflection!on!cartographic!analysis!as!a!research!technique!which!allows!to!combine!it!with!participatory!methods.!As!Duarte!et!al!(2014)!point!out,!research!on!teaching!and!learning!environments!requires!new!thinking!and!the!need!to!test!innovative!research!methods!incorporating!the!space!as!a!central!element!of!the!question.!Along!this,!cartographic!analysis!has!been!used!in!several!and!different!ways!of!studying!social!complexity!(Lévy,!2015).!In!this!sense,!this!research!focuses!on!students’!views!of!the!school!to!provide!a!better!understanding!of!the!uses!and!relationships!with!the!school’s!and!city’s!spaces.!Thus,!the!students!are!asked!to!sketch!out!their!use!of!the!school!on!maps!and!show!the!researchers!the!spaces!and!express!their!opinions!about!them!as!well.!The!actors!are!invited!to!participate!in!the!research!and!become!critical!thinkers.!A!subjective!vision!and!a!participatory!design!are!explored!in!this!work!to!contribute!to!a!reflection!about!how!we!design,!organise!and!use!space!in!schools!for!learning!and!teaching!(Woolner,!2014)!in!a!particular!territory.!
This!paper!is!organised!in!two!parts.!Firstly,!a!literature!review!on!methodologies!of!space!analysis!will!inform!the!experimental!study!with!the!students!of!several!Portuguese!schools!recently!renovated.!In!this!sense,!the!modernisation!process!of!secondary!school!buildings,!carried!out!in!Portugal!from!2007!to!now,!has!contributed!to!improve!not!only!physical!conditions,!but!also!the!teaching!and!learning!process!(Veloso!et!al,!2014).!Thus,!architecture!has!played!a!role!in!renewing!the!symbolic!value!of!these!schools!and!has!opened!ways!to!new!opportunities!and!educational!practices.!From!this!research!we!intend!to!involve!the!students’!perspective!in!the!architectural!design!of!the!school!related!with!its!urban!surroundings.!The!urban!space!is!considered!an!extension!of!the!interior!space!of!the!school!and!an!educational!space!as!well.!Thus,!we!expect!to!present!design!orientations!to!continue!the!research!on!the!school!environment!as!an!educational,!social!and!territorial!changing!process.!Furthermore,!we!hope!to!develop!and!clarify!a!kind!of!methodology!through!cartographic!analysis!which!is!capable!of!an!integrated!historical,!social,!urban!and!educational!research.!!
Bibliography:$
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VELOSO,! Luísa;! MARQUES,! Joana! S.;! DUARTE,! Alexandra! (2014)! “Changing! education! through!learning! spaces:! impacts! of! the! Portuguese! school! buildings´renovation! programme”,! in!Cambridge$Journal$of$Education,!44(3)!pp.!401V423.!
DUARTE,! Alexandra;! VELOSO,! Luísa;!MARQUES,! Joana;! SEBASTIÃO,! João! (2014)! “SiteVspecific! focus!groups:! analysing! learning! spaces! in! situ”,! in$ International$ Journal$ of$ Social$ Research$
Methodology.!Londres:!Routledge!LÉVY,!Jacques!(ed.)!(2015)!A$cartographic$turn:$mapping$and$the$spatial$challenge$in$social$sciences.!
Lausanne:!Routledge.!WOOLNER,!P.!(2014).!School$Design$Together.!Routledge.!!
[336]%RATER%TRAINING%AS%PROFESSIONAL%DEVELOPMENT.%IMPROVING%RELIABILITY%IN%TEACHER%ASSESSMENT%OF%STUDENT%PERFORMANCES. Michael!Tengberg1 ,!Gustaf!B.!Skar2 ,!Eric!Borgström3 1Karlstad$University,$Karlstad,$Sweden!2Norwegian$University$of$Science$and$Technology,$Trondheim,$Norway!3Örebro$University,$Örebro,$Sweden! Research%topic/Aim:%Equity!in!assessment!of!student!performances!is!a!cornerstone!in!all!forms!of!education.!It!is!well!known,!however,!that!subjective!scoring!of!complex!abilities!such!as!writing!and!oral!communication!inevitably!involves!disagreement!between!raters.!When!disagreement!is!too!large,!the!reliability!of!assessment!is!jeopardized.!This!means!that!the!fundamental!right!to!impartiality!and!equal!opportunities!in!education!is!jeopardized.!
The!following!presentation!reports!a!study!of!the!potential!of!rater!training!as!a!tool!for!professional!development!in!the!domain!of!language!performance!assessment.!Rater!training!was!provided!to!experienced!middle!school!teachers!of!Swedish!and!English.!By!measuring!interrater!reliability!on!national!test!data!before!and!after!the!training,!the!study!aims!to!determine:!
(1)! to!what!extent!rater!training!may!contribute!to!consistency!and!consensus!in!teachers’!scoring!of!L1!writing!and!L2!speaking!performances,!and!
(2)!!which!aspects!of!the!L1!writing!and!L2!speaking!abilities!that!the!rater!training!contributes!to!more!reliable!assessment!of!
Theoretical%frameworks:!The!study!is!framed!within!the!broader!context!of!validity!theory.!It!draws!on!rater!cognition!theory!in!order!to!conceptualize!and!target!attributes!of!raters,!and!employs!a!sociocultural!perspective!from!which!rater!training!is!viewed!as!teaching!and!learning!activities!with!the!overall!aim!to!form!an!interpretive!community!among!raters.!By!introducing!relevant!concepts!from!assessment!theory,!the!purpose!is!to!help!teachers!to!discern!their!own!rater!identity!and!to!view!themselves!as!participants!in!a!professional!interpretive!community.!
Methodology/research%design:%The!study!employs!an!experimental!design!(pretest/posttest)!to!measure!the!effect!of!rater!training!implemented!in!two!different!conditions:!scoring!of!L2!(English)!speaking!performances!and!of!L1!(Swedish)!writing!performances.!Training!included!feedback!on!pretest!scoring,!rater!cognition!theory,!and!repeated!sessions!of!individual!scoring!followed!by!benchmark!feedback!and!group!discussions.!Participants!(n=20)!also!completed!surveys!and!group!discussions!were!taped!either!by!video!or!audio.!Statistical!analysis!includes!classical!measures!of!consensus!and!consistency!as!well!as!Rasch!modelling.!Group!interaction!will!be!analyzed!using!both!content!analysis!and!conversation!analysis!(CA).!
Expected%conclusions/Findings:!Preliminary!findings!from!the!study!indicate!that!the!rater!training!contributed!effectively!to!raise!levels!of!interrater!reliability.!Consensus!and!consistency!indicators!increased!substantially!from!pretest!to!posttest!compared!with!results!in!a!coVassessment!condition!where!no!training!was!given.!Qualitative!analyses!will!be!conducted!to!reveal!the!extent!to!which!improvement!covers!the!various!aspects!of!performance!that!were!assessed.!
Relevance%for%Nordic%Educational%Research:!Previous!studies!in!the!field!provide!promising!evidence!in!favor!of!rater!training!practices.!However,!training!is!often!implemented!in!expert!rating!panels,!and!not!to!ordinary!teachers.!Generalization!across!educational!contexts!and!assessment!methods!has!also!proven!difficult,!particularly!due!to!lack!of!inVdepth!descriptions!of!actual!training!practices.!Thus,!there!is!a!need!for!local!validation!of!rater!training!programs!in!terms!of!recipients,!educational!context,!and!assessment!culture.!Research!on!interrater!reliability!and!rater!training!is!very!limited!in!the!Nordic!context.!Therefore,!experimental!research!to!improve!reliability!of!language!performance!assessment!is!vital.!
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[346]%COLLABORATIVE%FORMATIVE%INQUIRY:%A%FRAMEWORK%FOR%TEACHER%DRIVEN%DEVELOPMENT%OF%INSTRUCTION%IN%A%CHANGING%SCHOOL%PRACTICE Åsa!Hirsh1 ,!Mikael!Segolsson2 1Jönköping$University,$Jönköping,$Sweden!2Jönköping$University,$Bankeryd,$Sweden! Research%topic/Aim:%The!current!study!concerns!a!project!in!which!two!researchers,!one!municipal!superintendent,!and!the!staff!of!one!local!school!jointly!develop!and!implement!a!model!for!longVterm!school!development!work!focusing!on!teachers’!collaborative!analysis!of!instruction!and!pupils’!learning!and!experiences!of!teaching.!The!municipal!superintendent’s!objective!is!to!develop!a!municipalVwide!framework!for!schools!to!be!able!to!systematically!analyze,!document!and!disseminate!local!school!development!work,!and!thus!enable!systematic!interaction!with!quality!work!at!the!municipal!level.!!
The!researchers'!role!is!to!follow!the!school!principal!and!teachers’!work!within!the!model,!with!specific!focus!on!the!identification!of!obstacles!and!success!factors!associated!with!the!model.!The!research!questions!are:!1!/!How!can!collaborative!school!development!work,!involving!all!teachers!at!a!school,!take!shape,!based!on!pupils'!learning!and!experiences!of!teaching?!2/!What!obstacles!and!success!factors!in!school!development!efforts!over!time!(here!three!semesters)!can!be!identified!when!implementing!a!model!for!collaborative!school!development!work!involving!all!teachers!at!a!school?!
Theoretical%frameworks:!The!study!mainly!takes!its!theoretical!point!of!departure!in!activity!theoretical!perspectives.!School!development!work!is!viewed!as!an!activity!system!involving!various!actors;!teachers,!middle!leaders,!principal!and!pupils.!Contradictions!are!ever!present!in!activity!systems!and!understood!as!the!driving!force!for!change!and!innovation,!wherefore!identifying!contradictions!(through!discursive!manifestations!articulated!by!various!actors)!in!the!activity!system!is!an!essential!part!of!the!analysis.!Further,!the!changing!practice!in!the!activity!system!is!analyzed!and!described!using!the!activity!theoretical!concepts!of!rules,!community!and!division$of$labour!(Engeström,!2011;!Virkkunen!2013).!!
Methodology/research%design:%The!school’s!work!in!accordance!with!the!model!is!followed!by!the!researchers!for!three!semesters,!starting!in!February!2016!and!finishing!in!June!2017.!Data!is!primarily!collected!through!interviews;!individual!interviews!with!the!school!principal!and!eight!middle!leaders!at!four!separate!occasions!during!the!study,!and!focus!group!interviews!with!representatives!of!the!rest!of!the!teaching!staff!on!four!different!occasions.!In!addition,!the!school!principal!and!middle!leaders!continuously!write!selfVreflections!on!the!obstacles!and!opportunities!they!experience!in!their!work!during!the!project.!!All!data!is!analyzed!primarily!using!qualitative!content!analysis!in!accordance!with!Graneheim!and!Lundman!(2006).!
Expected%conclusions/Findings:!By!assigning!soVcalled!middle!leaders!a!certain!role!and!an!extra!responsibility!for!timeVconsuming!parts!of!the!school!development!work,!the!rules!and!the!division!of!labor!in!the!activity!system!are!changed.!The!analysis!so!far!shows!that!the!role!and!function!of!middle!leaders!enable!collaborative!school!development!work!that!involves!an!entire!teaching!staff!in!a!way!that!makes!it!possible!to!systematically!take!advantage!of,!analyze!and!document!both!
teachers!and!students'!experiences!in!a!way!that!is!difficult!to!accomplish!without!changing!rules!and!division!of!labour.!!
Relevance%for%Nordic%Educational%Research:!The!study!deepens!our!understanding!of!school!development!processes!based!on!collaborative/collegial!learning,!and!is!an!example!of!how!school!development!work!can!develop!towards!systematized!‘proven!experience’.!
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[359]%TO%GET%A%KICK%OUT%OF%A%DATA%BASE%`%PRESCHOOL%TEACHERS'%PROFESSIONAL%LEARNING Annika!Elm1 ,!Ingrid!Nordqvist2 1Depratment$of$Education,$University$of$Gävle,$Gävle,$Sweden!2Department$of$Education,$University$of$Gävle,$Gävle,$Sweden! Theoretical%frameworks:!School!reforms!and!revised!policy!documents!in!Sweden!and!the!Nordic!countries!demand!changes!in!practice!on!scientific!base!as!well!as!different!attitude!and!pedagogical!content!in!preschool!teachers’!professional!learning.!There!is!a!need!for!a!shift!in!thinking!about!professional!learning!–!based!on!engagement!and!agency.!The!challenge!is!the!movement!for!preschool!teachers!being!seen!as!receivers!of!knowledge!to!taking!the!role!as!an!active!producer.!The!concept!of!professional!learning!is!built!on!mutual!engagement!in!procedures,!tools,!concepts,!language!and!different!ways!of!acting,!in!the!perspective!of!children’s,!development,!play!and!learning.!One!approach!for!enhancing!the!quality!of!teaching!and!learning!in!preschool!is!through!a!partnership!between!preschool!teachers!and!researchers.!This!paper!aim!to!explore!preschool!teachers’!professional!learning!communities!where!preschool!teachers!and!researchers!meet!on!a!regular!basis!during!one!year!focusing!on!a!content!related!to!sustainable!development,!science!and!technology.!The!main!question!is:!In!what!ways!can!collaboration!between!preschool!teachers´!and!researchers!contribute!to!preschool!teachers’!professional!learning!and!the!preschool!development?!!
Methodology/research%design:%The!research!focused!on!experiences!of!participation!in!research!circles!and!indications!in!praxis!with!theoretical!basis!in!Participatory!Action!Research,!PAR!(Reason,!1994;!BrydonVMiller,!Greenwood!&!Maguire,!2003)!and!Pedagogical!Content!Knowledge,!PCK!(Baxter!&!Lederman,!1999).!The!investigation!was!based!on!preschool!teachers’!documentation!and!CoRes,!and!interviews!with!preschool!teachers.!There!was!a!voluntary!participation!in!two!groups!of!eight!preschool!teachers!in!each!group.!The!general!content!of!work!was!improvements!according!to!participants!as!coVlearners.!The!specific!content!was!decided!by!each!participant.!Data!included!documentation!of!reflection!meetings,!interviews!and!storyline!narratives.!The!analyses!explored!three!bodies!of!social!and!educational!change!for:!individuals,!teams!and!organisations.!!
Expected%conclusions/Findings:!The!overall!conclusion!in!this!study,!is!that!principles!taken!from!participant!research!has!involved!a!cyclical!process!which!is!seen!as!a!tool!for!preschool!teachers’!professional!learning,!to!become!aware!of!their!own!practice,!to!meet!issues!and!challenges!in!different!content!and!implement!improvements!in!a!collaborative!and!reflective!way.!The!study!shows!the!importance!of!scientific!based!awareness!in!preschool!teachers’!daily!practice!to!become!aware!of!their!own!practice,!to!meet!issues!and!challenges!in!different!content!such!as!sustainable!development,!science!and!technology,!and!implement!improvements!in!a!reflective!way.!
Relevance%for%Nordic%Educational%Research:!This!study!reports!of!dilemmas!preschool!teachers!face!according!to!scientific!based!practice.!One!issue!that!occurred!is!the!question!to!get!access!to!scientific!databases.!It!is!a!question!that!we!consider!is!important!for!preschool!teachers’!professional!learning!and!for!school!development!not!only!in!Sweden,!but!in!all!the!Nordic!countries.!
Keywords:!Content!representation,!early!year’s!education,!Participatory!Action!Research,!Pedagogical!Content!Knowledge,!preschool!teacher,!professional!learning,!science,!sustainable!development,!technology.!
[370]%LEARNING%IN%PRACTICE%OR%RESEARCHING%PRACTICE?%THE%ROLE%OF%THEORY%IN%TEACHERS'%ACTION%RESEARCH Peter!Johannesson1 1Departement$of$Education$and$Special$Education$(Ips),$Gothenburg,$Sweden! Research%topic/Aim:%Since!the!change!in!the!Education!Act!in!Sweden,!that!all!teaching!should!be!based!on!“vetenskaplig!grund!och!beprövad!erfarenhet”,!a!discussion!about!teachers'!knowledge!(base)!has!come!to!the!fore!and!professional!development!amongst!teachers,!and!various!forms!of!collaborative/collegial!learning!such!as!action!research,!have!come!to!replace!more!individual!approaches!of!professional!development.!However,!earlier!research!on!action!research!has!shown!that!teachers!adapt!a!rather!instrumental!approach!to!action!research,!which!is!not!promoting!critical!reflection!and!collaboration.!The!aim!of!this!article!is!to!examine!what!actually!happens!amongst!teachers!attempting!to!implement!action!research.!The!research!question!is:!!What!role!does!theory!play!in!teachers’!action!research!when!it!comes!to!critical!reflection!and!collaboration?!!
This!study!is!still!in!its!initial!stage!and!one!part!of!a!compilation!thesis!and!it!is!the!research!design!that!I!would!like!to!present!and!discuss!at!the!conference.!(The!following!text!is!therefore!tentative).!!
Theoretical%frameworks:!The!social!theory!of!communities!of!practice,!CoP!(Wenger,!1998)!will!be!used!to!analyze!the!collaboration!and!communication!amongst!the!teachers!in!the!actions!research!process.!The!analytical!tools,!shared$repertoire,!mutual$engagement!and!joint$enterprise!might!give!an!insight!to!what!constitutes!the!teachers’!communication!and!the!degree!of!critical!reflection.!Combining!this!with!analytical!tools!in!practice!architecture!theory!(Kemmis!et.!al,!2014),!such!as!to!see!what!arrangements!affects!the!teachers’!work,!might!also!give!us!an!insight!to!what!teachers!actually!do!and!why!and!what!knowledge!they!develop!and!why!in!their!communities!of!practice.!
Methodology/research% design:% The! research! design! includes! primary! data! gathered! from!interviewing!teachers!who!are!participating!in!a!school!development!project!that!aims!to!implement!action! research! in! their! local! schools.! Interviews! with! teachers! that! has! the! role! of! being! critical!friends!to!their!peers!will!be!conducted!and!complemented!with!observations!made!when!teachers!are!working!together!to! implement!action!research.!As!secondary!data!teachers!own!writtenVdown!reflections!on!the!work!will!be!examined.!!
Expected%conclusions/Findings:!Expected!findings!may!show!teachers’!understandings!of!theory!related!to!their!own!practice!and!profession.!The!findings!may!indicate!whether!theory!is!acquired!in!purpose!to!reflect!and!deepen!their!own!understanding!of!practice!or!to!obtain!research!on!“what!works”.!
Relevance%for%Nordic%Educational%Research:!Knowing!more!about!teachers’!views!on!theory!in!their!collegial!learning!processes!will!contribute!to!a!deeper!understanding!on!how!to!improve!learning!practices!in!local!school!improvement.!!
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[452]%TEACHERS%IN%SCHOOLS%`%ON%CHANGES%IN%RELATIONS%AND%COMMUNICATION%IN%THE%ORGANIZATIONAL%CONTEXT Kristin!Eide1 1Ntnu,$Fakultet$for$LærerC$Og$Tolkeutdanning,$Trondheim,$Norway! Research%topic/Aim:%My!research!seeks!to!understand!relations!between!educational!policies!and!culture!in!schools!through!calling!attention!to!experiences$of$change!from!within!schools.!In!this!presentation,!I!focus!on!teachers’!experience!of!changes,!and!more!specifically!how!they!report!on!changes!in!the!organizational!culture.!Through!my!empirical!work!with!experienced!teachers!(from!Norwegian!lower!secondary!schools),!I!outline!how!they!describe!changes!in!pedagogic!practice.!Characteristics!on!how!teachers!collaborate!and!interact!in!different!ways!and!on!different!areas,!as!well!as!relations!and!communications!with!their!principal,!are!central!to!this!presentation.!!Theoretical%frameworks:!Pedagogic!practice!refers!to!a!social!context!where!both!cultural!production!and!reproduction!takes!place,!and!where!pedagogic!communication!is!central!(Bernstein,!2000).!Bernsteins!(2000,!p.25)!model!of!‘the!pedagogic!device’!shows!principles!on!how!knowledge!transforms!to!pedagogic!communication,!referred!to!as!the!‘pedagogising!of!knowledge’.!Production,!reproduction!and!change!addresses!through!these!principles,!and!I!therefore!use!the!pedagogic!device!to!structure!my!analysis.!Overall,!in!my!phd!project,!I!analyse!changes!in!relations!using!four!classification!elements:!!1)!ExtraVdiscourse!relations!of!education!2)!IntraVdiscourse!relations!of!education!3)!Transmission!context!and!4)!System!context!(Bernstein,!1990,!p.!27).!!This!presentation!will!focus!on!intra!discourse!relations,!where!the!main!question!is:!how!do!schools!organize!themselves/the!relations!within!their!organization?!Classification!analytically!address!relations!between!actors!in!this!field.!Framing!will!serve!as!an!analytic!tool!to!view!various!forms!of!the!relations!and!communication.!Framing!points!to!the!regulative!features!and!degree!of!control!(Bernstein,!1990,!p.36V37).!Classification!and!framing!are!concepts!well!fitted!to!analyse!change,!as!they!are!concepts!that!varies!in!degree!(+/V).!Hence,!I!will!analyse!the!identified!changes!in!terms!of!strengthening!or!weakening!classification!and!framing.!
Methodology/research%design:%The!study!has!a!qualitative!research!approach.!The!context!is!Norwegian!schools,!where!I!have!conducted!11!interviews!with!experienced!teachers!(minimum!10!years’!experience!as!teachers)!in!lower!secondary!school!(where!students!are!aged!13V16).!The!interviews!centers!on!both!external!and!internal!initiated!change,!and!a!goal!is!to!provide!the!teachers!voice!on!changes!in!schools!and!to!describe!and!understand!characteristics!of!these!changed!pedagogic!practices.!!Expected%conclusions/Findings:!My!findings!will!outline!on!how!teachers!describe!changes!in!schools!regarding!how!teachers!work!within!the!organization.!One!central!aspect!of!this!culture!is!teachers’!collaborative!work,!as!initial!results!shows!a!tendency!towards!describing!teachers!work!as!more!shared!and!regulated!in!terms!of!joint!practices.!Characteristics!of!this!will!be!analyzed!further!as!well!as!discussed,!as!I!raise!questions!concerning!the!consequences!of!these!changes.!Relevance%for%Nordic%Educational%Research:!My!research!seeks!to!understand!relations!between!discursive!changes!in!educational!policies!and!the!culture!of!knowledge!(re)production!in!schools,!through!calling!attention!to!experiences!of!change!from!within!schools.!As!educational!policies!in!Norway!and!the!Nordic!countries!forms!new!surroundings!for!teachers!work!in!schools,!it!is!important!to!report!on!teachers!experiences.!This!study!provides!a!strong!teacher!voice,!on!how!everyday!life!in!school!has!changed!the!last!decade.!!
[464]%TRANSLATING%IDEAS%FOR%SCHOOL%DEVELOPMENT%INTO%CHANGED%LEADING%PRACTICES Lisbeth!Gyllander!Torkildsen1 ,!Jaana!Nehez1 ,!Anette!Olin1 ,!Torbjörn!Lund2 1University$of$Gothenburg,$Gothenburg,$Sweden!2University$of$Tromsö,$Tromsö,$Norway! Research%topic/Aim:%This!paper!draws!on,!and!extends,!insights!from!previous!parallel!case!studies!of!leading!and!teacher’s!professional!learning!conducted!in!Sweden,!Norway!and!Australia.!Previous!studies!examined!the!role!of!leading!practices!in!the!circulation!and!transformation!of!key!educational!ideas!(Wilkinson,!Olin,!Lund!&!Stjernstrom,!2013).!The!research!focused!on!how!leading!practices!travel!within!and!between!educational!sites,!transforming!the!discursive,!material!and!social!conditions!for!learning!and!teaching!practices!in!schools.!Scandinavian!new!organizational!literature,!on!how!ideas!travel!globally,!was!used!as!a!frame.!!
Theoretical%frameworks:%The!ongoing!research!focuses!on!new!developments!in!organizational!literature!and!translation!studies,!as!well!as!research!conducted!amongst!middle!leaders!in!Norway!and!Sweden.!This!paper!examines!how!key!educational!ideas!circulate,!are!transformed!and!translated!with!varying!degrees!of!success!by!middle!leaders!into!educational!practice.!In!particular,!it!analyses!the!process!of!translation,!that!is,!how!ideas!travel,!are!made!legible!to!individual!practitioners,!and!translated!into!local!practices.!The!focus!is!on!the!translator`s!understanding!and!competence!in!the!process!of!knowledgeVtransfer!where!he/she!plays!an!active!role.!Røvik!(2015)!claims!that!there!are!certain!rules!that!inform!the!translation!processes!and!that!these!rules!are!contextually!dependent.!The!rules!thereby!need!to!be!developed!and!investigated!at!the!local!site.!There!has!been!sparse!empirical!research!conducted!on!this!issue!as!well!as!on!the!related!issue!of!how!different!translations!rules!are!“deliberately!chosen!or!just!followed”!by!translators.!Insights!into!these!questions!have!the!potential!to!enhance!understanding!of!how!translations!of!ideas!into!local!practices!in!local!sites!may!be!(mis)guided,!(misV)interpreted!or!(misV)understood.!Methodology/research%design:%Based!on!insights!from!translation!theory!and!previous!studies!of!middle!leaders,!we!explore!the!following!questions:!!!
! How!do!middle!leaders!‘translate’!new!ideas!into!leading!practices?!!! How!are!middle!leaders!informed/influenced!and!inform/influence!the!translation!process!
through!their!leading!practices?!!
Focus!group!interviews!are!being!conducted!with!middle!leaders!(process!leaders!in!Swedish!schools!and!principals!and!development!leaders!in!Norwegian!schools)!in!two!municipalities!where!new!school!development!reforms!have!been!implemented.!Using!middle!leaders!to!support!and!enhance!school!development,!is!part!of!the!reform.!The!new!ideas!is!being!translated!through!their!ways!of!understanding!and!acting!in!the!their!schools.!
Expected%conclusions/Findings:%We!will!look!for!differences!and!similarities!in!the!translation!process!expressed!through!the!middle!leaders’!ways!of!describing!their!role!as!leaders!in!the!change!processes.!These!descriptions!will!be!compared!with!the!general!rules!described!by!Røvik!(2015),!thereby!addressing!the!lack!of!empirical!work!mentioned!earlier.!Relevance%for%Nordic%Educational%Research:%Translation!theories!have!not!been!much!used!in!Nordic!education!empirical!studies,!even!though!there!are!some!exceptions!(Lund!&!Moksnes,!2013;!
Røvik!et.!al.!2015).!This!study!adds!to!this!new!body!of!knowledge,!thereby!contributing!with!a!new!perspective!on!questions!on!change!processes!in!schools,!making!it!possible!to!understand!local!variation!and!general!rules!as!two!sides!of!a!coin.!
[508]%VARIATIONS%OF%STUDENT%ENGAGEMENT%IN%ICT%ACTIVITIES Nina!Bergdahl1 1Department$of$Computer$and$System$Sciences,$Dsv,$Kista,$Sweden! Research%topic/Aim:%This!study!approaches!the!student!perspective!and!engagement!for!learning,!in!one!upper!secondary!school!in!Sweden,!to!understand:!
• how!ICTVtools!and!activities!in!learning!activities!are!used,!and!what!this!might!mean!for!learning.!
• how!an!ICT!activity,!which!engages!learners,!can!develop!into!a!model!for!a!DBR!intervention.!
Theoretical%frameworks:!Anderson!and!Shattuck!(2012)!argues!that!Design!Based!Research!(DBR),!makes!collaboration!between!researchers,!students!and!teachers!possible.!By!being!situated!in!real!educational!contexts,!DBR!can!be!used!to!develop!education!(ibid.).!When!transferring!ideas!of!how!to!use!ICT!in!education,!they!often!remain!framed!with!traditional!teaching!(Guðmundsdóttir,!et!al,!2014).!To!approach!how!engagement!varies!is!essential,!as!it!is!key!to!all!learning!(Fredricks,!Blumenfeld!and!Paris,!2004).!The!more!engaged!the!student,!the!more!effective!the!learning!–!and!as!teachers!ICT!practises!develop!and!schools!ICT!usage!matures–!it!is!vital!to!understand!student!engagement!in!the!light!of!ICT!tools!and!activities.!
Methodology/research%design:%In!this!ethnographic!study!(Angrosino,!2007)!data!is!gathered!through!observations!and!video!recordings!of!students!using!ICTs!for!learning,!as!well!as!through!interviews!with!students.!Observations!are!conducted!until!a!point!of!theoretical!saturation!is!achieved!(ibid.).!Students’!engagement,!are!categorised!in!engagement!type!(as!conceptualised!by!Fredricks,!Blumenfeld,!&!Paris,!2004).!The!transcribing!of!video!and!analysing!data,!focuses!on!search!for!patterns!of!engagement!types,!as!well!as!for!engagement,!in!the!light!of!ICT!use!(e.g.!participation,!can!for!instance!mean!participation!using!an!artifact,!online!etc).!
Expected%conclusions/Findings:!It!is!expected!a!variation!of!student!engagement!in!the!use!of!ICT!tools!and!activities!are!found.!I!hope!to!raise!some!suggestion!on!how!engagement!can!be!viewed!in!the!light!of!ICT!complexity!(eg.!offering!differences!in!study!place,!pace!and!time)!in!relation!to!traditional!definitions!of!engagement.!An!additional!outcome,!would!be,!at!least!one,!ICT!activity!which!engaged!the!students!significantly,!and!which!can!develop!into!a!model!for!a!DBR!intervention.!
Relevance%for%Nordic%Educational%Research:!There!is,!to!my!knowledge,!no!research!yet,!on!how!student!engagement!varies,!in!the!light!of!the!complexity!of!ICT,!its!tools!and!activities.!!
Key!words:!designVbased!research,!ICT!activities,!student!perspective,!learning!activities,!school!development!
Bibliography%
Anderson,!T.,!&!Shattuck,!J.!(2012).!DesignVbased!research:!A!decade!of!progress!in!education!research?!Educational$Researcher,$41(1),!16V25.%
Angrosino,!M.!(2007).!Doing$ethnographic$and$observational$research.!Sage.!Fredricks,!J.!A.,!Blumenfeld,!P.!C.,!&!Paris,!A.!H.!(2004).!School!engagement:!Potential!of!the!concept,!
state!of!the!evidence.!.!Review$of$educational$research,$74(1),!59V109.!Guðmundsdóttir,!G.!B.,!Dalaaker,!D.,!Egeberg,!G.,!Hatlevik,!O.!E.,!&!Tømte,!K.!H.!(2014).!Interactive!
Technology.!Traditional!Practice?!Nordic$Journal$of$Digital$Literacy,$01,!23V43.!
[516]%KNOWLEDGE%AS%STRUCTURE%MEETS%KNOWING%AS%PRACTICE:%DILEMMAS%AND%TENSIONS%IN%NORWEGIAN%SCHOOL%DEVELOPMENT.% Erlend!Dehlin1 ,!Eirik!Irgens1 1Norwegian$University$of$Science$and$Technology,$Programme$for$Teacher$Education,$Trondheim,$Norway! Research%topic/Aim:%”!The!article!examines!how!different!knowledge!views!may!influence!governmentVdriven!national!change!programs!intended!to!improve!quality!in!schools!through!professionalV!and!school!development.!”!
Theoretical%frameworks:!”!The!article!expands!on!a!schism!derived!from!knowledge!sociology!between!a!structural!and!a!process!view!on!knowledge.!We!conceptualize!this!schism!on!two!levels,!one!paradigmatic!as!a!difference!between!a!constructivistVprocess!and!a!positivistVstructural!epistemology,!and!the!other!as!a!pragmatic!tool!for!sensemaking!and!organizing!in!practice.!”!
Methodology/research%design:%”!We!deploy!these!epistemic!schisms!to!make!sense!of!inherent!knowledge!views!and!possible!implications!from!these!in!the!latest!of!many!national!reform!programs!in!the!school!sector,!namely!the!“UiU”Vprogram!(2013V2017)!targeted!the!middle!school!level.!Our!empirical!material!consists!of!a!variety!of!official!documents!as!well!as!program!evaluations!published!by!the!Norwegian!Directorate!for!Education!and!Training.”!
Expected%conclusions/Findings:!”!We!take!particular!interest!in!how!the!UiU’s!strategy!of!“schoolVbased!development!of!competence”!contains!and!expands!on!constructivist!notions!and!values,!as!associated!with!the!program’s!explicit!focus!on!contextVbased!change!and!coVdetermination.!A!crucial!part!of!this!is!to!investigate!how!these!elements!are!innovative!to!the!extent!they!pose!a!challenge!to!dominant!knowledge!views!in!earlier!governmental!change!programs.!”!
Relevance%for%Nordic%Educational%Research:!”!We!argue!that!a!key!element!in!a!successful!change!program!of!developing!schoolVbased!competence!is!to!make!a!transition!from!structural!models!of!distributing!knowledge!contents!to!a!process!view!where!knowledge!is!contextual!and!processual.!This!is!particularly!interesting!in!the!context!of!what!is!often!referred!to!as!the!Scandinavian!model!of!leadership!associated!with!organisational!learning!and!coVdetermination.!”!
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[577]%TEACHERS'%NEW%ROLES%AS%TRANSLATORS%OF%REFORM%PROGRAMS Åse!!Slettbakk1 ,!Siw!Skrøvset2 1Faculty$of$Education$(Ilp),$Tromsø,$Norway!2Faculty$of$Education$(Ilp),$Tromsø,$Norway! Research%topic/Aim:%This!paper!focuses!on!teachers’!new!roles!as!translators!of!school!development!participating!in!national!and!regional!network.!In!Norway,!the!last!years!include!teachers!as!key!participants!in!implementing!school!reform.!This!means!that!teachers!assist!their!home!school!and!neighboring!schools!to!implement!the!new!reform!programs.!These!teachers!have!new!tasks!both!on!the!local!school!and!on!other!schools!where!they!are!leading!and!supporting!reform!program.!These!leading!practices!of!teachers!with!an!acknowledged!position!of!leadership!but!also!a!significant!teaching!role!can!be!described!as!middle!leaders!(Grootenboer,!EdwardsVGroves!&!Rönnerman!2014).!
!Studies!show!that!there!are!several!implications!and!problems!when!the!governments!implement!reforms!in!schools.!Røvik!(2009)!claims!there!are!only!a!few!studies!that!are!conducted!in!ways!that!analyze!problems!and!gateways!for!ideas!to!be!realized!as!new!practices!in!teachers’!teachings.!The!middle!leaders!can!be!seen!as!translators!of!reform!ideas!from!networks!into!schools.!Our!research!question!is!therefore,!how!teachers,!in!the!middle!leadership!position,!work!as!translators!in!school!reforms?!
Theoretical%frameworks:%To!analyze!the!processes!when!ideas!and!practices!travel!from!the!network!into!the!teachers!‘practices,!we!use!the!translation!theory.!Our!main!purpose!is!to!find!paths!of!ideas!moving!into!the!schools!(Røvik!2009).!In!this!knowledge!transfer!process,!the!translator!has!an!important!role.!!
Methodology/research%design:%During!2016,!we!have!made!focus!group!interviews!(Halkier!2006)!with!15!teachers!in!primary!and!secondary!schools.!They!represent!three!different!roles!as!“middle!leaders”!in!implementing!educational!reform!program.!!
Expected%conclusions/Findings:!First,!preliminary!findings!of!this!study!indicates!that!translations!of!ideas!take!place!in!different!arenas.!Secondly,!the!teachers!use!different!translation!rules!in!the!translation!processes.!Thirdly,!the!teachers!report!on!both!difficulties!and!possibilities!in!developing!translation!competence!when!combining!the!position!of!leadership!with!the!teaching!role.!
Relevance%for%Nordic%Educational%Research:%In!the!Nordic!countries,!there!has!been!using!traditional!perspectives!on!implementation!processes!of!reforms.!Using!concepts!from!translation!theory!might!give!other!ways!to!understand!reform!processes.
[615]%DESIGN%PATTERNS%FOR%TEACHERS%IMPROVED%PRACTICE Elisabeth!Rolf1 1Stockholms$Universitet,$Computer$and$System$Sciences,$Dsv,$Kista,$Sweden! Research%topic/Aim:%Schools!today!are!well!equipped!with!technology,!yet!49%!of!Swedish!upper!secondary!teachers!report!that!they!lack!competence!on!ICT!as!a!pedagogical!tool!or!aid!according!to!the!Swedish!National!Agency!of!Education!(Skolverket,!2016).!The!aim!of!the!study!described!below!is!to!improve!teachers!practice!by!introducing!design!patterns!which!assemble!technology!supported!learning!activities!grounded!in!pedagogy.!
Theoretical%frameworks:!Inspired!by!research!on!design!patterns!in!architecture,!Winters!and!Mor!(2007)!transformed!the!design!pattern!concept!for!the!purpose!of!supporting!technology!enhanced!learning!(TEL).!In!the!design!process,!initiated!by!the!researchers,!solutions!to!problems!related!to!learning!environments!were!collaboratively!discussed!and!then!described!in!design!patterns!by!representatives!from!six!european!schools,!experts!on!technology!and!the!researchers.!Ultimately,!the!patterns!were!shared!in!a!development!network.!
Methodology/research%design:%!The!current!study!is!made!in!I!USE!IT,!which!is!an!onVgoing!designVbased!research!project!involving!upper!secondary!teachers.!In!the!project,!researchers!and!upper!secondary!teachers!collaborate!in!the!process!of!creating!design!patterns!where!teachers!describe!their!ideas!on!technology!issues!relevant!for!their!practice.!The!project!largely!builds!on!design!based!research!characteristics!as!described!by!Anderson!and!Shattuck!(2012),!and!more!specifically!the!I!USE!IT!project!is:
V “Being!situated!in!real!educational!contexts”!
V “Focusing!on!the!design!and!testing!of!a!significant!intervention”!!
V “Using!mixed!methods”!!
V “Involving!multiple!iterations”!!
V “Involving!a!collaborative!partnership!between!researchers!and!practitioners”!!
V “Evolution!of!design!principles”!!
V “Practical!impact!on!practice”!
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Expected%conclusions/Findings:!A!design!patterns!template!that!include!pedagogical!aspects!will!be!elaborated!during!the!study.!Therefore,!an!analysis!of!the!existing!patterns!will!be!carried!out!using!a!“model!of!pedagogies”!developed!by!Conole,!Dyke,!Oliver!and!Seale!(2004).!For!abstraction,!they!distilled!various!learning!theories!into!six!key!components.!Although!the!six!key!components!are!related,!three!of!them!correspond!in!a!continuua!to!the!other!three:!Individual!–!Social;!Reflection!—!NonVreflection;!Information!–!Experience!(Conole!et!al.!2004).!In!the!axis!of!these!six!connected!key!components!it!should!be!possible!to!locate!learning!theories!the!upper!secondary!teachers!implicitly!express!in!the!design!patterns.!
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Relevance%for%Nordic%Educational%Research:!With!a!refined!design!patterns!template,!teachers!will!at!the!same!time!be!able!to!plan!for!activities!including!ICT!resources!and!articulate!inherent!pedagogies.!Design!patterns!can!then!be!used!as!a!tool!by!teachers!for!reflection!on!didactics!while!planning!for!learning!activities!to!be!performed!by!their!students,!both!for!single!activities!and!for!an!overall!picture!of!the!pedagogical!nature!of!the!multiple!activities.
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[618]%DESIGN`BASED%RESEARCH%AS%SUPPORTER%OF%PEDAGOGICAL%DEVELOPMENT Patrik!Hernwall1 ,!Ola!Knutsson2 ,!Robert!Ramberg3 1Department$of$Computer$and$Systems$Sciences,$Kista,$Sweden!2Dep.$of$Computer$and$Systems$Sciences,$Stockholm$University,$Kista,$Sweden!3Department$of$Computer$and$Systems$Sciences,$Stockholm$University,$Kista/Stockholm,$Sweden! Research%topic/Aim:%This!presentation!will!discuss!theoretical,!methodological!and!practical!assumptions!and!consequences!of!the!designVbased!research!carried!out,!as!well!as!the!challenges!experienced!from!hosting!coVparticipative!school!development!research!projects.!!
Theoretical%frameworks:%Within!the!learning!sciences,!the!methodological!approach!of!designVbased!research!has!grown!in!application!(“DesignVBased!Research!Collective”,!2003,!Barab!&!Squire,!2004;!Brown,!1992;!Collins,!1992).!DesignVbased!research!entails!a!series!of!approaches!with!the!intent!of!producing!new!theories,!practices!and!artefacts!that!account!for!learning!and!teaching!in!naturalistic!settings.!In!designVbased!research,!researchers,!users!and!practitioners!work!together!to!produce!a!meaningful!change!in!contexts!of!practice.!As!such,!participatory!design!methods!are!frequently!utilized!in!the!technologyVenhanced!learning!field!(Mor!&!Winters,!2007).!Anderson!and!Shattuck!(2012)!suggest!that!“a!quality!DBR!study”!is!defined!by:!
●!!!!!!“Being!situated!in!real!educational!contexts”!
●!!!!!!“Focusing!on!the!design!and!testing!of!a!significant!intervention”!
●!!!!!!“Using!mixed!methods”!
●!!!!!!“Involving!multiple!iterations”!
●!!!!!!“Involving!a!collaborative!partnership!between!researchers!and!practitioners”!
●!!!!!!“Evolution!of!design!principles”!
●!!!!!!“Practical!impact!on!practice”!
Methodology/research%design:%At!DSV!we!similarly!address!this!challenge!from!a!designVbased!research!perspective!building!on!participatory!design!methodology.!However,!in!our!work!practitioners!(teachers,!pupils,!leaders,!etc.)!are!active!participants!in!framing!themes!and!questions!of!interest,!and!more!importantly!participate!in!both!the!research!and!in!the!design!and!development!of!their!own!practice.!Equal!emphasis!is!therefore!put!on!collaboratively!identifying!and!defining!problems!(which!could!be!framed!as!research!questions)!that!call!for!solutions,!and!collaboratively!proposing!and!designing!solutions!to!these.!Design!solutions!in!this!context!can!entail!both!the!introduction!of!technology!as!well!as!the!introduction!of!learning!activities,!with!or!without!technology.!
Expected%conclusions/Findings:%This!presentation!will!be!followed!by!illustrative!examples!from!three!ongoing!PhDVprojects!in!which!designVbased!research!approaches!are!assumed.!The!projects!focus!different!but!complementary!questions!and!issues!within!the!larger!framework!of!designVbased!research!within!the!learning!sciences.!
Relevance%for%Nordic%Educational%Research:%An!acknowledged!key!challenge!for!the!development!of!educational!practice!is!to!build!new!practices!on!systematic!knowledge.!There!is!a!call!for!“proven!experience!and!scientific!basis”,!a!call!emphasizing!an!important!but!still!troublesome!relation!between!educational!practice!and!research,!as!the!meeting!of!the!two!often!lacks!in!interaction!and!thus!in!mutual!relevance.!DesignVbased!research!within!the!learning!sciences!thus!constitutes!one!way!to!approach!this!challenge.!Questions!can!however!be!formulated!regarding!if,!and!in!that!case!to!what!extent!artifacts!that!are!developed!in!designVbased!research!projects!are!appropriated!into!everyday!practice!once!a!project!has!ended,!which!has!been!identified!as!a!problem!(CerrattoVPargman!&!Milrad,!2016;!Ramberg,!2013).!
Key!words:!designVbased!research;!participatory!design,!design!of!artifacts!and!learning!activities,!school!development!
References%
Anderson,!T.,!&!Shattuck,!J.!(2012).!DesignVbased!research:!A!decade!of!progress!in!education!research?!Educational!Researcher,!41(1),!16V25.!doi:10.3102/0013189X11428813!
Barab!S,!Squire!K.!(2004a)!DesignVbased!research:!putting!a!stake!in!the!ground.!Journal!of!the!Learn!Sciences!2004;13!(1):1–14.!
Brown,!A.!(1992).!Design!experiments:!Theoretical!and!methodological!challenges!in!creating!complex!interventions!in!classroom!settings.!Journal!of!the!Learning!Sciences,!2(2),!141V178.!
CerrattoVPargman,!T.!&!Milrad,!M.!(2016).!Beyond!Innovation!in!mobile!Learning:Towards!Sustainability!in!Schools.!Book!chapter!in!“Mobile!Learning:!The!Next!Generations”.Edited!by!Traxler,!J.!and!KukulskaVHulme,!A.!.!pp.!154V178.!Routledge.!
Collins,!A.!(1992).!Toward!a!design!science!of!education.!In!E.!Scanlon!&!T.!O’Shea!(Eds.),!New!directions!in!educational!technology!(pp.!15–22).!NY:!SpringerVVerlag.!
DesignVBased!Research!Collective.!(2003).!DesignVBased!Research:!An!Emerging!Paradigm!for!Educational!Inquiry.!Educational!Researcher,!32(1),!5V8.!
Mor,!Y.!and!Winters,!N.!(2007)!Design!Approaches!in!Technology!Enhanced!Learning,!Interactive!Learning!Environments,!15(1),!p.!61V75.!
Ramberg,!R.!(2013).!DesignVbased!mobile!learning!research:!Results!and!reflections!on!communication!and!sustainability.!In!proceedings!of!ICTER13,!Colombo,!Sri!Lanka.!!
[622]%CHALLENGES%FOR%SCHOOL%DEVELOPMENT%IN%RURAL%AREAS% Patrik!Hernwall1 ,!Uno!Fors1 ,!John!Birger!Stav2 1Department$of$Computer$and$Systems$Sciences,$Kista,$Sweden!2Norwegian$University$of$Science$and$Technology$Ntnu,$Trondheim,$Norway! !!Research%topic/aim:%What!are!the!conditions!for!research!and!developmental!school!projects!are!in!rural!areas?!!
Theoretical%framework:%It!is!suggested!that!designVbased!research!is!an!approach!that!can!open!up!for!new!relations!between!educational!practice!and!research!(“DesignVBased!Research!Collective”,!2003,!Barab!&!Squire,!2004;!Brown,!1992;!Collins,!1992).!As!known,!a!key!challenge!for!the!development!of!educational!practice!is!to!build!new!practices!on!systematic!knowledge!as!there!is!a!call!for!“proven!experience!and!scientific!basis”!within!educational!practices.!!
Methodology/research%design:%Interviews!with!teachers!and!school!headmasters!(n=!16)!in!five!schools!in!rural!Norway!(“MidtVNorge”).!The!backdrop!for!this!presentation!is!a!research!project!in!Norway!and!Sweden!aiming!at!an!ICTVbased!intervention!that!came!to!a!halt.!This!presentation!is!therefore!a!meta!reflection!on!the!possibilities!to!run!research!projects!in!coVoperation!with!“schools!in!the!outskirts”,!as!one!of!the!interviewees!expressed!it.!!
Expected%conclusions/findings:%The!thematic!analysis!of!the!interviews!find!five!themes!that!need!to!be!considered:!!
V How!is!a!research!project!conceptualised?!
V The!everVpresent!issue!of!technology!hassles!
V Being!a!project!member!
V Understanding!the!difference!between!research!and!development!projects!
V The!importance!of!support!from!projectV!and!schoolVleaders!
Relevance%for%Nordic%educational%research:%In!the!presentation!we!will!give!examples!on!a!number!of!findings!on!potential!obstacles!and!their!possible!solution!in!performing!technology!based!research!projects!in!rural!schools.!Additionally!we!will!discuss!how!inspiration!from!a!designVbased!approach!can!support!participants!in!actively!frame!themes!and!questions!of!interest,!and!thus!participate!in!both!the!research!and!in!the!design!and!development!of!their!own!practice.!
[694]%MUTUAL%REINFORCEMENT%OF%POLICY%DRIVEN%SCHOOL%DEVELOPMENT%VENTURES%% Ann!Öhman!Sandberg1 1Örebro$Universitet,$Humaniora,$UtbildningsC$Och$Samhällsvetenskap,$Örebro,$Sweden! Research%topic/Aim:%The!aim!of!the!presented!study!is!to!investigate!how!two!policy!driven!ventures!mutually!can!reinforce!each!other!as!tools!for!school!development.!The!two!studied!ventures!are!the!Swedish!career!reform!and!a!large!scale!project!called!Läslyftet.!The!career!reform!was!launched!in!2013!and!implies!that!especially!skilled!teachers!are!appointed!as!Advanced$Teachers.!The!project$Läslyftet!was!launched!in!2015!and!is!a!national!professional!learning!project!aiming!to!offer!teachers!new!knowledge!that!will!enhance!the!readingV!and!writing!skills!of!their!pupils.!
Theoretical%frameworks:%The!theoretical!framework!that!has!been!operationalized!in!this!study!consists!of!four!dimensions!of!sustainable!change.!The!dimensions!are:!active!and!delegated!ownership,!needsVdriven!development,!development!towards!a!partly!shared!object!of!activity!and!artifact!mediated!depth.!
Methodology/research%design:%An!interactive!research!approach!is!used,!ensuring!that!people!in!the!studied!organizations!take!part!in!activities!together!with!the!researchers.!The!study!started!in!2016!and!will!end!in!2018.!The!data!consists!of!semi!structured!thematic!interviews!with!people!holding!strategic!positions!in!the!studied!municipality!administration!and!case!studies!at!four!schools.!Each!case!study!consists!of:!semi!structured!interviews!with!the!principal,!teachers!holding!career!positions!at!the!schools,!and!semi!structures!interviews!with!teachers!participating!in!the!project!Läslyftet.!
Expected%conclusions/Findings:!The!expected!findings!are!that!the!project!support!expansive!learning!efforts,!school!development!and!a!change!of!practice,!when!the!motive!answers!to!needs!at!all!levels!in!the!municipality!(administrative!level,!principal!level,!middle!leader!level!and!teacher!level).!We!expect!that!the!active!delegated!ownership!on!all!levels!are!crucial!to!support!sustainable!change.!!!
Relevance%for%Nordic%Educational%Research:!School!reforms!and!policy!driven!projects!aiming!at!school!development!are!today!common!in!the!educational!system.!There!is!a!need!for!more!knowledge!about!how!policy!driven!ventures!mutually!can!reinforce!each!other!as!tools!for!school!development.!
[743]%ANIMATED%STORYTELLING%IN%HYBRID%ENVIRONMENTS%AS%A%FRAMEWORK%FOR%CREATIVE%AND%COLLABORATIVE%LEARNING Lisa!Gjedde1 1Aalborg$University,$Kbh.Sv,$Denmark! Research%topic/Aim:%Creativity,!collaboration,!critical!reflection!and!communication!are!defined!as!Critical!Learning!and!Innovation!Skills,!key!skills!for!the!21st.!Century.!A!global!paradigm!shift!in!teaching!and!learning!is!focused!at!developing!these!skills!at!different!levels!of!education.!!
There!is!however!a!dearth!of!methods!and!approaches!to!successfully!implement!these!skills!in!designs!for!teaching!and!learning!the!curriculum!in!primary!and!secondary!education.!
Creativity!can!be!fostered!(Wegerif!&!Dawes,!2004)!and!technology!may!provide!tools!for!creative!expression!in!digital!media!(Loveless!2002),!but!while!teachers!find!creativity!important!many!find!that!they!lack!the!skills!to!develop!it!in!their!classrooms!(Adobe!2013).!
In!response!to!the!need!for!developing!teachers’!competences,!the!project!Animated!Learning!Labs!aims!at!developing!teachers’!competences!to!design!and!facilitate!creative!and!productionVbased!learning!integrated!in!the!curriculum.!The!project!involves!teachers!from!the!27!schools!in!Viborg!Municipality.!
The!production!of!animated!films!and!other!mediaVproductions!including!“pocketVfilms”,!as!well!as!gameVdesign!can!serve!as!cognitive!tools!to!work!authentic!and!creatively!with!the!subject!matter,!in!order!to!develop!students'!21st.!Century!skills.!To!support!the!development!of!new!competences!among!teachers,!there!is!a!need!for!researchVbased!knowledge!on!tools!and!approaches!that!can!enhance!designs!for!21st.!century!learning.!The!research!project!Animated$Film$Learning$C$animation$production$as$creative$learning$path$in$
schools!has!therefore!had!a!focus!during!the!first!phase!of!the!Animated!Learning!Labs!project,!on!exploring!the!potentials!of!animation!production!and!productionVbased!learning!as!a!tool!for!strengthening!subjectVmatter!learning,!collaboration,!creativity!and!inclusion.!!!!!!!
The!qualitative!research!methods!combined!surveys!done!at!the!beginning!of!the!project!and!after!the!first!phase,!video!observations!of!classroom!work!and!interviews!with!teachers,!students!and!consultants!in!focus!groups!and!individually.!The!preliminary!conclusions!from!the!first!phase!of!the!project,!points!to!the!challenges!and!potentials!of!integrating!skills!for!the!21st.!century!into!the!curriculum,!and!the!implications!for!the!need!for!further!teacher!capacity!building!with!regard!to!production!based!and!creative!learning.!
Creative!and!academic!learning!based!on!the!production!of!animation!films!and!short!videos,!has!enhanced!students’!creative!engagement!and!provided!a!framework!for!differentiated!and!inclusive!approaches!based!on!collaborative!processes!as!well!as!facilitated!meaningful!subject!matter!learning.!It!has!also!presented!challenges!in!terms!of!technical!skills!and!points!to!the!need!for!further!competence!development!regarding!creative!learning!designs!integrating!subject!matter,!and!facilitation!of!creative!learning!processes!as!well!as!models!for!artsVbased!assessment!and!formative!feedVback.% %
[743] ANIMATED STORYTELLING IN HYBRID ENVIRONMENTS AS A FRAMEWORK FOR CREATIVE AND COLLABORATIVE LEARNING Lisa Gjedde1 1Aalborg University, Kbh.Sv, Denmark Research topic/Aim: Creativity, collaboration, critical reflection and communication are defined as Critical Learning and Innovation Skills, key skills for the 21st. Century. A global paradigm shift in teaching and learning is focused at developing these skills at different levels of education.
There is however a dearth of methods and approaches to successfully implement these skills in designs for teaching and learning the curriculum in primary and secondary education.
Creativity can be fostered (Wegerif & Dawes, 2004) and technology may provide tools for creative expression in digital media (Loveless 2002), but while teachers find creativity important many find that they lack the skills to develop it in their classrooms (Adobe 2013).
In response to the need for developing teachers’ competences, the project Animated Learning Labs aims at developing teachers’ competences to design and facilitate creative and production-‐based learning integrated in the curriculum. The project involves teachers from the 27 schools in Viborg Municipality.
The production of animated films and other media-‐productions including “pocket-‐films”, as well as game-‐design can serve as cognitive tools to work authentic and creatively with the subject matter, in order to develop students' 21st. Century skills. To support the development of new competences among teachers, there is a need for research-‐based knowledge on tools and approaches that can enhance designs for 21st. century learning. The research project Animated Film Learning -‐ animation production as creative learning path in schools has therefore had a focus during the first phase of the Animated Learning Labs project, on exploring the potentials of animation production and production-‐based learning as a tool for strengthening subject-‐matter learning, collaboration, creativity and inclusion.
The qualitative research methods combined surveys done at the beginning of the project and after the first phase, video observations of classroom work and interviews with teachers, students and consultants in focus groups and individually. The preliminary conclusions from the first phase of the project, points to the challenges and potentials of integrating skills for the 21st. century into the curriculum, and the implications for the need for further teacher capacity building with regard to production based and creative learning.
Creative and academic learning based on the production of animation films and short videos, has enhanced students’ creative engagement and provided a framework for differentiated and inclusive approaches based on collaborative processes as well as facilitated meaningful subject matter learning. It has also presented challenges in terms of technical skills and points to the need for further competence development regarding creative learning designs integrating subject matter, and facilitation of creative learning processes as well as models for arts-‐based assessment and formative feed-‐back.
NETWORK 25
Guidance and Counseling
Network 25
Guidance and Counseling
[49]%SELF`DISCLOSURE%IN%COUNSELING:%HOW%DO%COUNSELORS%USE%STORIES%FROM%THEIR%PERSONAL%AND%PROFESSIONAL%LIFE%EXPLICITLY%IN%THEIR%PROFESSIONAL%PRACTICE? Kristin!Vonheim1,!Heidi!Mjelve2!%%1Oslo$and$Akershus$University$College$of$Applied$Sciences,$Postboks$4,$St.Olavs$Plass,$Oslo,$Norway!2University$of$Oslo,$Postbox$1072,$Oslo,$Norway!!Research%topic/Aim:%!In!this!study!we!explore!how!educational!psychological!counselors!use!personal!and!professional!stories!explicitly!in!their!professional!practice.!In!counseling,!the!counselor!is!an!important!factor!in!conducting!the!counseling!process.!The!counselors’!personal!and!professional!stories!are!relevant!for!the!counseling!process,!and!it!is!worth!exploring!how!the!counselors!deal!with!this!explicitly!in!counselling.!The!research!question!is:!How!do!counselors!use!stories!from!their!personal!and!professional!life!explicitly!in!their!professional!practice?!
Theoretical%frameworks:!The!theoretical!framework!for!the!study!relies!on!an!interactional!view!of!counseling,!where!the!counseling!relationships!are!crucial.!%%Methodology/research%design:%The!methodology!is!in!a!qualitative!tradition,!and!within!a!phenomenological!and!hermeneutical!framework.!The!data!collection!was!performed!as!focus!group!interviews!where!3V4!counselors!participate!in!each!group,!four!groups!in!all.!The!analysis!followed!a!thematic!analytical!method.!%%
Expected%conclusions/Findings:!We!have!developed!a!more!complex!and!nuanced!understanding!of!what!selfVdisclosure!in!professional!practice!means!in!educational!psychological!counseling.!The!findings!show!that!the!participants!lived!experiences!formed!a!backdrop!for!their!counseling!practice.!We!found!that!different!personal!and!professional!stories!were!used!in!counseling.!Some!stories!derived!from!everyday!situations,!other!stories!dealt!with!problems!and!challenges!while!some!stories!comprised!solutions!and!success.!The!participants!gave!a!variety!of!reasons!for!using!stories!explicitly!in!the!counseling!process.!It!seems!like!being!professional!comprise!the!awareness!of!when!and!how!to!use!personal!experiences.!!%
Relevance%for%Nordic%Educational%Research:!The!issue!of!selfVdisclosure!and!the!use!of!personal!experiences!in!professional!practice!is!more!explored!within!psychotherapy!and!less!in!educational!counseling!settings.!This!study!is!relevant!for!a!variety!of!educational!counseling!practices!in!the!Nordic!countries.!!
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[167]%SPECIAL%EDUCATION%TEACHER'S%(SET)%CONSULTATIVE%WAY%OF%WORKING Lea!Veivo1!%%1Oulu$Univerisity,$Oulu,$Finland!!Research%topic/Aim:%The!aim!is!to!model!the!consultative!SET’s!work!and!its!impact!on!inclusive!school.!The!Support!in!Finnish!comprehensive!school!is!three!step!model!(general,!intensified,!special)!and!arranged!with!using!multiprofessional!collaboration.!
Research!!questions:!What!kind!of!experiences!have!a)!SET’s!who!have!made!consultative!work!in!practice!and!b)!the!teachers!who!have!been!consulted?!How!should!the!consultative!way!of!SET’s!working!be!implemented!at!schools?!What!kind!of!consultative!way!of!working!will!function!at!comprehensive!school?!!
Theoretical%frameworks:!SETs’!consultative!way!of!working!is!based!on!pedagogical!encounter!and!dialogue.!Positive!pedagogy!is!philosophical!background.!Consultative!SET’s!acts!as!a!development!partner!in!situations!where!you!have!to!think!about!pedagogical!solutions!and!support!for!the!pupils.!Consulting,!mentoring!and!peer!group!mentoring!are!related!concepts.!The!purpose!of!the!work!of!consultative!SET!is!to!find!out!character!strengths,!knowledge!and!make!the!pupils!flourish.!
Methodology/research%design:%Focus!group!interview!is!used!to!gather!the!material.!Selected!experts!discuss!consultative!SET’s!work!and!experiences!of!consultative!way!of!working!in!groups.!Analyzing!process!will!be!done!by!data!based!content!analysis.!The!content!of!interviews!is!emphasized.!The!analysis!units!and!theory!will!be!constructed!with!the!precondition!of!the!material.!The!purpose!is!to!find!out!main!core!issues!which!will!be!classified!and!thematized.!!
The!study!will!be!carried!out!in!three!parts.!The!first!stage!of!the!study!will!be!to!find!out!the!experiences!of!the!consultative!SET.!The!guidance!and!counselling!teachers!in!Learning!and!consulting!centre!Valteri!Tervaväylä!will!be!participants!of!the!study!because!of!their!specialist!experience.!!
The!special!education!students!in!Oulu!University!will!make!their!pedagogical!training!as!a!part!of!consultative!special!education!teacher’s!work!at!the!second!stage!of!the!study.!The!supervisors!of!this!period!will!be!SETS!who!has!special!peer!supervisor!training!(SOLMU).!Both!students,!their!supervisors!and!teachers!who!have!been!consulted!will!be!interviewed!about!their!experiences.!
The!third!stage!will!be!to!construct!a!model!of!consultative!way!of!working.!That!will!be!piloted!at!comprehensive!schools!in!Oulu!area!with!special!education!students!and!their!SOLMUVsupervisors.!Experiences!will!be!gathered!by!interviewing!consultative!SETs!and!teachers!who!have!been!consulted.!The!model!will!be!developed!based!on!feedback.!
Expected%conclusions/Findings:!SET’s!consultation!will!be!developed!for!all!teachers,!educating!pupils!in!different!kind!of!needs,!planning!support!and!making!documents!for!pupils.!The!consultative!way!of!working!will!increase!the!knowledge!and!collaboration!of!school!staff!and!strengthen!their!professional!growth!and!wellVbeing.!!!
Relevance%for%Nordic%Educational%Research:%Developing!inclusive!school!system!and!pedagogical!working!culture!will!be!supported!by!SET’s!consultative!way!of!working.!!SET!training!will!be!developed!by!enhancing!the!content!of!the!work!towards!development!of!skills!of!whole!school!staff!and!culture!instead!of!single!pupils.!
[173]%NEW%QUALIFIED%TEACHERS´POSSIBILITIES%TO%GET%FOOTHOLD%IN%A%LIFELONG%CAREER%COURSE Lisbeth!!Lunde!Frederiksen!1!,!Dorthe!Moelgaard2!%%1Viauc,$København,$Denmark!2Viauc,$Århus,$Denmark!!Research%topic/aim%and%Relevance%for%Nordic%Educational%Research:!
Over!a!period!of!years!!!the!level!of!education!in!lot!of!European!countries!has!grown!but!not!in!the!same!degree!in!Denmark.!Therefore,!politicians!call!attention!to!this:!The!level!of!education!and!competencies!has!to!be!raised!the!next!years.!At!the!same!time,!we!know,!that!the!quality!of!the!teaching!is!the!most!important!factor!for!pupils´!effort!and!outcome!of!learning!(Nordenbo,!2008;!Hermansen,!2007;!Darling!Hammond!&!Brasford,!2005;!Alto!P.,!2002!Robinson,!2011):!
Research!shows!a!big!need!for!support!to!guarantee!the!professional!development!of!new!educated!teachers!and!to!remain!teachers!in!work!(Britton!et!al.!2003;!European!Commission,!2010,!2013;!Frederiksen,!2009).!!
Research!also!shows,!that!in!schools!where!you!find!supervision!and!feedbackVsessions!the!colleagues!in!between,!in!schools!that!have!an!ethos,!that!encourages!to!professional!development!and!that!arrange!possibilities!for!induction!programs,!here!the!teachers!have!a!continuous!professional!development!(European!Commission!Staff!Working!Document!SEC,!2010!and!Wang!and!Odell,!2007).!In!Denmark!you!only!find!few!decentralized!initiatives!concerning!Teacher!induction!programs.!
In!Center!for!profession!and!education,!in!the!program!“mentoring!and!counselling”!we!have!established!a!research!project!in!cooperation!with!The!National!Union!of!Teacher!concerning!teacher!induction!programs!in!Denmark.!!!
The!purpose!is!to!develop!and!test!a!prototype!of!a!Danish!version!of!teacher!–!induction!–!program.!A!program!that!has!focus!on!new!educated!teachers´!competencies!and!carrier!development.!
Theoretical%framework:!The!term!induction!does!not!refer!to!a!single!program!nor!a!certain!theory.!Induction!has!to!be!seen!in!terms!of!four!broad!categories.!These!categories!conceive!of!induction!as!
1) A!process!for!learning,!2)!a!particular!period!of!time,!3)!a!specific!phase!in!teaching,!4)!a!system!(!Britton!et!al.!2003)!
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Methodology/research%design:%A!part!of!this!project!is!to!investigate!circumstances!in!teacher!induction!programs,!that!are!important!for!new!educated!teachers’!possibilities!to!get!a!foothold!in!the!profession.!A!part!of!this!project!is!therefor!to!investigate!what!international!research!has!found!out!about!this.!Therefore,!a!part!of!this!project!is!to!make!a!review!about!this.!The!question!of!the!review!has!been:!!!
What!importance!and!satisfaction!do!teacher!induction!programs!and!other!kinds!of!support!have!for!new!educated!teachers´!possibilities!for!retention!in!the!job!and!for!their!professional,!personal!and!social!development?!!
In!our!review!we!have!included!only!peer!reviewed!metaVanalysis,!metaVsynthesis,!systematical!reviews!and!overviews!about!the!importance!of!support!from!Europe,!New!Zealand,!Australian,!USA!and!Canada.!Published!in!the!years!2006V2016.!!
Expected%conclusions/Findings:!!
The!following!themes!emerged:!
• Generalized!research!!• Continuum!from!education!to!profession!• To!learn!to!teach!• Mentorship!• School!culture!and!context!• Observation!• Structured!collaboration!!• Variation!in!part!elements!of!the!teacher!induction!programs!
!The!themes!(except!mentorship,!that!have!an!own!presentation)!will!be!clarified!in!the!presentation.!
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[256]%CONSULTING%MEETINGS%BETWEEN%SPECIAL%EDUCATORS%AND%EDUCATORS:%TURNING%POINTS%AND%PITFALLS%IN%THE%USE%OF%COMMUNICATION%SKILLS Christel!Sundqvist1!%%1Åbo$Akademi$University,$Vasa,$Finland!!Research%topic/Aim:%The!guiding!principle!in!education!today!is!that!all!children!have!the!right!to!receive!education!together!with!peers!in!regular!education!settings.!To!meet!the!needs!of!all!children!special!educators!and!general!educators!have!to!collaborate.!A!form!of!professional!collaboration!that!can!facilitate!inclusive!education!is!consultation!between!special!educators!and!educators.!!In!most!cases!the!special!educator!functions!as!a!communication!leader!in!this!kind!of!consulting!meetings!(Ahlfeld!Nisser,!2014;!Dettmer!et!al.,!2012;!Sundqvist,!2012;!Sundqvist!et!al.!2014).!The!aim!of!the!study!is!to!deepen!the!knowledge!of!how!special!educators!experience!the!use!of!different!kind!of!communication!skills!in!consultation!meetings!with!general!educators.!Two!research!questions!have!guided!the!investigation.!
1. What!kind!of!communication!skills!do!the!special!educators!experience!as!useful?!
2. What!kind!of!pitfalls!do!the!special!educators!experience!during!the!consultation?!
Theoretical%frameworks:!The!theoretical!framework!will!be!based!on!Martin!Buber´s!(Buber,!1994)!and!Carl!Rogers´!dialog!philosophy!(Rogers,!1965)!as!well!as!Bruner´s!scaffolding!theory!(Bruner,!2006).!
Methodology/research%design:%A!qualitative!research!design!will!be!used.!The!empirical!data!has!been!sampled!for!the!study!during!a!course!in!consultation!offering!preVschool!teachers!and!teachers!attending!special!education!studies!with!the!aim!to!receive!a!special!educator!or!special!teacher!degree.!The!empirical!data!consists!of!the!participants´!(n=!17)!written!reports!of!audioVtaped!consulting!meetings!with!educators,!in!combination!with!group!interviews.!For!the!analysis!qualitative!content!analyze!will!be!used.%
Expected%conclusions/Findings:!The!study!can!bring!knowledge!about!how!to!improve!communication!skills!in!special!educational!consultation.!The!ambition!is!also!to!get!deeper!understanding!of!how!consulting!meetings!between!special!educators!and!educators!can!be!developed!into!meetings!that!make!difference!in!the!daily!practice!in!preVschool!and!school.!
Relevance%for%Nordic%Educational%Research:!Earlier!research!from!Nordic!countries!shows!that!special!educators!often!are!unsure!in!the!role!of!function!as!communication!leader!in!consulting!meetings!with!colleagues!(Sundqvist!et!al.!2014).!Therefor!the!results!can!be!of!high!relevance!in!a!Nordic!context!and!bring!more!knowledge!about!effective!communication!strategies!and!also!knowledge!about!how!special!educational!consultation!can!be!used!as!a!tool!to!facilitate!inclusive!education.!!!
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[333]%BETWEEN%SUBJECT%SPECIFIC%GUIDANCE%AND%GENERAL%GUIDANCE:%NOVICE%TEACHERS%IN%HIGH%SCHOOL%EXPERIENCE%WITH%A%GUIDANCE%PROGRAM Tone!Brendløkken1!,!Ylva!!Langaas1!%%1Hedmark$University,$Faculty$of$Education$and$Natural$Sciences,$Campus$Hamar,$Hamar,$Norway!!Research%topic/Aim:%In!Norway!in!2006!a!new!curriculum!reform!the!«Knowledge!promotion»!was!implemented.!!Associated!with,!the!implementation!of!the!school!reform,!the!Directorate!of!Education!initiates!guiding!of!novice!teachers!that!also!includes!education!in!guidance!education!to!experienced!teachers.!!The!purpose!of!the!guidance!program,!is!to!promote!recruitment!and!to!keep!teachers,!in!the!teaching!profession,!by!providing!closer!monitoring!of!novice!teachers.!The!employer!is!responsible!for!the!supervisorVscheme,!and!the!first!evaluation!rapport!in!2015!showed!that!90!%!of!the!leaders!claimed!to!have!guidance!program.!Teachers!at!one!of!the!schools!we!visited!had!such!a!program.!The!aim!of!this!study!is!to!investigate!the!following!question:!How!do!novice!teachers!in!high!school!experience!the!first!years!of!their!teaching!profession?!
Theoretical%frameworks:%We!draw!on!theoretical!perspectives!from!phenomenological!approach!for!investigating!this!topic.!This!provides!a!framework!for!investigating!the!novice!teachers’!experiences.!
Methodology/research%design:%The!study!includes!interviews!of!five!teachers!in!three!different!high!schools!in!eastern!Norway!and!asking!them!about!their!experiences!with!guidance.!The!interviews!were!conducted!in!the!period!February!–June!2016.!The!informants!were!teachers!in!their!first!year!of!teaching!and!the!majority!was!working!fullVtime.!The!transcribed!interviews!were!analysed!and!our!findings!were!categorized!into!six!major!categories.!
Expected%conclusions/Findings:!The!teachers!reported!to!be!very!satisfied!when!the!pupils!were!active!and!engaged!in!learning!activities.!Colleges!and!school!leaders!are!polite!and!positive,!but!the!novice!teachers!feel!lost!because!there!is!so!much!going!on!even!outside!the!ordinary!lessons.!As!earlier!research!has!pointed!out!(Caspersen!and!Raaen!2010;!Hansen,!Raaen!and!Østrem,!2010;!Caspersen!and!Raaen,!2014),!novice!teachers!have!trouble!with!the!pupil’s!motivation!and!behaviour.!Assessment!can!be!challenging!and!they!do!feel!alone!and!insecure!at!times.!One!of!the!teachers!had!tutor!responsibility,!and!reported!many!challenges.!
All!our!teachers!are!focused!on!teaching!their!subjects!and!that!may!possibly!be!why!they!would!prefer!that!teaching!the!specific!subjects!was!part!of!the!guidance!they!received.!This!has!also!been!identified!by!others!(Dahl!et.al,!2006)!and!may!be!an!important!finding!with!relevance!to!the!organization!of!the!guidance!of!the!novice!teachers!and!therefore!a!challenge!to!the!school!leaders.!However,!it!is!not!possible!to!conclude!from!this!study!that!novice!teachers!with!guidance!from!experienced!teachers!with!guidanceVeducation,!experience!the!start!of!their!professional!practice!easier!than!others!did.!The!ones!who!got!guidance!from!experienced!teachers!with!guidanceVeducation!appreciated!the!guidance!they!got,!experienced!to!cope!with!better!with!their!work!and!felt!more!certainty!than!the!others!did.!
Relevance%for%Nordic%Educational%Research:!This!study!illuminates!guidance!of!Norwegian!novice!teachers,!we!claim!that!the!study!also!has!aspects!that!make!it!relevant!for!other!Nordic!countries.!!
[342]%SUPERVISION%IN%TEACHER%EDUCATION%`%A%COMPARATIVE%PERSPECTIVE.%CASE%STUDIES%ON%SUPERVISION%IN%SWEDEN,%FINLAND%AND%NORWAY:%CONTRASTING%INTENTIONS,%MODELS%AND%CONTEXTS Eva!Merete!Bjerkholt1!,!Hilde!Sofie!Stokke1!,!Renata!Svedlin2!,!Göran!Karlsson3!,!Ingela!Månsson4!,!Carina!Bruzell4!%%1University$College$of$Southeast$Norway,$Notodden,$Norway!2Åbo$Academy,$Vasa,$Finland!3University$College$of$Halmstad,$Halmstad,$Sweden!4Laholm$Municipality,$Laholm,$Sweden!!Research%topic/Aim:%Supervision!in!teacher!education!–!a!comparative!perspective.!Case!studies!on!supervision!in!Sweden,!Finland!and!Norway;!contrasting!intentions,!models!and!contexts.!
The!symposium!is!based!on!a!Nordplus!Horizontal!research!project!on!the!mutual!relationship!between!practice!and!theory!in!teacher!education.!The!project!aims!to!establish!an!equal!research!partnership!and!a!network!between!two!different!sectors:!higher!education!(teacher!education)!and!the!municipality!level!(schools)!in!three!Nordic!countries.!We!will!begin!with!a!short!presentation!and!an!overview!on!the!project!Professionalization!through!Veiledning!V!ProV!I/ProV!II!(2014V2017).!The!focus!is!based!on!supervision!in!teacher!education!and!mentoring!new!teachers.!The!project!is!organized!as!three!research!environments:!one!in!Laholm!(Sweden),!one!in!Vasa!(Finland)!and!one!in!Notodden!(Norway).!Each!of!the!three!research!environments!consists!of!researchers,!teachers!from!the!universities!(University!College!of!Halmstad,!Åbo!Academy!and!University!College!of!SoutheastVNorway),!schoolVleaders,!and!teachers!in!different!schools!(Osbecsgymnasiet,!Vasa!Øvingsskola!and!different!schools!in!Notodden).!The!three!research!environments!have!worked!with!different!research!questions!on!supervision.!The!three!research!environments!are!partners!in!the!ProVVnetwork.!This!network!arranges!workshops!three!times!a!year!where!they!visit!each!other’s!schools,!participate!in!group!mentoring,!and!present!and!discuss!their!research!projects.!!The!symposium!consists!of!an!introduction!and!three!presentations,!one!from!each!of!the!three!research!environments.!After!each!presentation,!there!will!be!time!for!questions,!comments!and!short!discussions.!At!the!end,!we!will!discuss!the!Nordic!perspectives!on!this!project.!What!can!we!learn!from!this!way!of!organizing!Nordic!Networks?!!Abstract%1:%%The$research$circle$in$Laholm,$Sweden:$An$upper$secondary$school’s$work$with$scientifically$proven$experience$focus$on$the$students$and$peer$mentoring$through$research$and$systematic$quality$work.!Presenters:!Head!of!department,!School!management!and!administration!Ingela!Månsson,!Laholm!municipality,!Sweden!Assistant!principal!in!Upper!Secondary!Education!Karina!Bruzell,!Municipality!of!Laholm,!Sweden!Dr.!Göran!Karlsson,!Halmstad!University!College,!Sweden!!!In!what!way!can!an!upper!secondary!school!through!research!projects!raise!their!first!teachers!(førstelærere)!to!consciously!connect!their!work!of!scientific!research!and!experience!to!strengthen!secondary!school!effectiveness,!and!encourage!their!colleagues!to!peer!mentoring?!Through!university!studies!and!exchanges!with!universities!in!Sweden,!Norway!and!Finland,!the!goal!is!to!achieve!an!exchange!of!knowledge!and!to!strengthen!the!work!as!first!teachers.!Fellow!colleagues!in!school!should!be!able!to!see!the!new!research!as!a!natural!part!of!everyday!life!in!order!to!mentor!each!other,!students!and!aspiring!teachers!and!thus!increasing!the!effectiveness!of!the!systematic!quality!work!as!the!school!conducts.!!This!project!was!launched!in!an!upper!secondary!school!in!southern!Sweden!with!the!purpose!of!cultivating!cooperation!between!colleagues!and!giving!teachers!the!opportunity!to!develop!competences!in!areas!that!correspond!to!the!needs!of!the!school.!The!ultimate!goal!was!to!take!advantage!of!current!pedagogical!research!to!strengthen!the!teaching!quality.!Eight!first!teachers!participated!in!a!research!circle!aiming!at!introducing!a!method!for!
collegial!guidance.!They!also!identified!pedagogical!issues,!which!they!addressed!through!research.!The!project!has!so!far!resulted!in!that!collegial!guidance!is!in!regular!use!in!the!school!and!three!reports!addressing!pedagogical!issues.!!Abstract%2:!The$research$circle$in$Vasa,$Finland$
Presenter:!Presenters:!Researcher!Dr.!Renata!Svedlin,!Åbo!Academy!Vasa,!Finland!
Within!the!framework!of!the!Nordic!research!project!ProV!II,!the!participating!research!environments!studied!local!development!projects!in!teacher!supervision!and!supervision!in!teacher!education.!Former!studies!in!Finland!have!presented!analyzes!of!the!supervision!process!based!on!theories!of!learning,!(Cantell!2001,!u.a.,!Laine!&!Juuso!2010)!and!models!of!supervision!(Krokfors!2003;!Ojanen!2003),!with!additional!views!through!research!on!experiences!of!newly!qualified!teachers!(Bendtsen!2016).!The!new!research!project!in!Vasa!has!focused!on!supervision!during!preVservice!training!periods!in!the!training!program!for!class!teachers.!The!aim!is!to!describe!the!aspects!/!elements!in!the!student's!expected!progression!during!tutoring!sessions.!The!material!is!based!on!focus!group!discussions!with!mixed!supervisory!groups,!including!both!supervisors!working!as!teachers!in!pedagogy!and!supervisors!working!as!teachers!at!school!(övningsskola).!Based!on!supervisor’s!experience!of!tutoring!conversations,!we!can!retitle!the!research!problem!as!follows:!What!is!being!developed!when!the!student!teacher!evolves!as!a!teacher?!In!this!teacherVstudent's!expected!progression,!we!can!outline!three!main!stages:!!
! Areas!/!aspects!where!the!supervisor!notes!significant!and!noticeable!changes!during!the!first!practice!periods!
! The!following!stage!includes!areas!/!aspects!where!evolvement!is!dynamic!and!varies!widely,!and!also!has!a!connection!with!the!student's!past!experiences!and!the!mindset!of!the!student!(Romar!et!al.!2015).!!
! The!last!stage!usually!arises!during!the!final!stage!of!the!training!–!in!reflections!on!what!expectations!are!communicated!to!the!student,!how!will!students!demonstrate!a!proficiency!in!the!teaching!profession?!How!do!we!meet!the!classic!pedagogical!paradox!(Uljens!2007,!2014)!in!situations!of!teacher!education!–!to!instruct!and!supervise!and!still!encourage!autonomy!and!critical!thinking?!
! Abstract%3:!!The$research$circle$in$Notodden,$Norwegian:$Different$assumptions$about$theory,$
and$theory$and$practice$
! Presenters:!Researcher!Dr.!Eva!Bjerkholt,!University!College!of!SoutheastVNorway!Norway!
! Assistant!professor!Hilde!Sofie!Stokke,!University!College!of!SoutheastVNorway!Norway!
Abstract%3%
! Within!the!framework!of!the!project!ProV!II!we!address!the!research!question:!Which!assumptions!are!made!about!theory!and!practice,!and!the!relationship!between!theory!and!practice.!What!are!the!teachers’!supervision!practice!in!preVservice!training!institutions!based!on?!!
! Research!studies!on!teacher!education!documents!lack!coherence!between!the!two!learning!environments!in!teacher!education:!the!preVservice!training!institutions!and!the!universities!(Carlgren!&!Marton!2002;!Haug!2006;!NOKUT!2006).!!
! The!theoretical!framework!builds!on!the!Aristoteles!conceptions:!episteme,!techne!and!phronesis.!It!is!also!builds!on!Fred!Korthagen!and!Jos!P.!A.!M.!Kessels!(1996)!conception!on!theory!with!a!big!T!and!theory!with!a!small!t:!Theory!with!a!big!T!is!connected!to!the!concept!of!episteme,!theory!with!a!small!t!represent!phronesis,!a!more!perceptual!than!conceptual!theory.!Tone!Kvernbekk!(2005)!is!a!Norwegian!professor!in!Pedagogical!Philosophy!who!is!concerned!with!the!fact!that!pedagogical!theories’!legitimacy!often!relates!to!how!applicable!pedagogical!theories!are!in!practice.!She!talks!about!pedagogical!theories!for!analyzing!phenomena!and!pedagogical!theories’!applicability!in!practice.!She!calls!it!“theories’!dual!function”.!Our!analysis!of!the!empirical!data!is!based!on!John!Dewey’s!(1991)!assumption!on!a!dialectical!relation!between!theory!and!practice.!
! The!study!is!a!multimethodological!and!explorative!design!(Merriam!2009;!Postholm!2010).!The!empirical!data!is!the!teachers!in!preVservice!teacher!education!institutions,!recorded!mentoring!sessions!with!teacher!education!students,!and!focus!interviews!with!the!teachers!from!the!preVservice!teacher!education!institutions.!It!also!consists!of!field!notes!from!the!research!environment!in!Notodden.!The!informants!were!also!fellow!researchers!and!participated!in!analyzing!the!data!(Postholm!&!Moen!2009).!
! Our!analyses!show!that!the!teachers!(supervisors)!assumption!is!built!on!both!theory!with!a!big!T!and!theory!with!a!small!t!(Korthagen!&!Kessels!1999).!The!supervisors!used!both!types!of!theory!and!was!concerned!about!the!theories!dual!function!(Kvernbekk!2005).!Their!assumption!on!supervising!students!were!to!create!excitement!about!both!types!of!knowledge!and!use!supervision!to!develop!a!relationship!to!practice!and!create!a!distance!to!practice!(Kvernbekk!2005;!Schön!1987).!!!
! We!think!that!this!way!of!working!together,!teachers!and!researchers!side!by!side,!on!data!collected!from!preVservice!training!institutions,!makes!it!possible!to!create!a!space!for!a!common!room!where!we!can!investigate!supervisor!practices.!!!!
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Theoretical%frameworks:!The!theoretical!framework!is!based!on!equality!and!research!in!a!crossVsectoral!and!transnational!Network.!!This!symposium!is!based!on!three!different!abstracts.!The!framework!differs!from!abstract!to!abstract!depending!on!the!different!research!questions.!!
The!theoretical!framework!builds!on!the!Aristoteles!conceptions:!episteme,!techne!and!phronesis.!It!is!also!builds!on!Fred!Korthagen!and!Jos!P.!A.!M.!Kessels!(1996)!conception!on!theory!with!a!big!T!and!theory!with!a!small!t:!Theory!with!a!big!T!is!connected!to!the!concept!of!episteme,!theory!with!a!small!t!represent!phronesis,!a!more!perceptual!than!conceptual!theory.!Tone!Kvernbekk!(2005)!is!a!Norwegian!professor!in!Pedagogical!Philosophy!who!is!concerned!with!the!fact!that!pedagogical!theories’!legitimacy!often!relates!to!how!applicable!pedagogical!theories!are!in!practice.!She!talks!about!pedagogical!theories!for!analyzing!phenomena!and!pedagogical!theories’!applicability!in!practice.!She!call!it!“theories’!dual!function”.!Our!analysis!of!the!empirical!data!is!based!on!John!Dewey’s!(1991)!assumption!on!a!dialectical!relation!between!theory!and!practice.!
Methodology/research%design:%The!methodological!research!varies!from!abstract!to!abstract.!The!first!abstract!is!based!on!different!qualitative!and!quantitative!research!methods!like!and!is!a!part!of!a!university!study!on!competence!building.!The!second!abstract!is!based!on!focus!group!discussions!with!mixed!supervisory!groups,!including!both!supervisors!working!as!teachers!in!pedagogy!and!supervisors!working!as!teachers!at!school!(övningsskola).!The!third!abstract!is!based!on!recorded!mentoring!sessions!from!pre!service!training!institutions!and!focus!group!interviews.!
Expected%conclusions/Findings:!!
The!first!abstract!focuses!on!research!knowledge.!The!ultimate!goal!was!to!take!advantage!of!current!pedagogical!research!to!strengthen!the!teaching!quality.!Eight!first!teachers!participated!in!a!research!circle!aiming!at!introducing!a!method!for!collegial!guidance.!They!also!identified!pedagogical!issues,!which!they!addressed!through!research.!The!project!has!so!far!resulted!in!that!collegial!guidance!is!in!regular!use!in!the!school!and!three!reports!addressing!pedagogical!issues.!
The!second!abstract!I!based!on!supervisor’s!experience!of!tutoring!conversations.!They!retitled!the!research!problem!as!follows:!What!is!being!developed!when!the!student!teacher!evolves!as!a!teacher?!In!this!teacherVstudent's!expected!progression!they!can!outline!three!main!stages:!!
V! Areas!/!aspects!where!the!supervisor!notes!significant!and!noticeable!changes!during!the!first!practice!periods!
V! The!following!stage!includes!areas!/!aspects!where!evolvement!is!dynamic!and!varies!widely,!and!also!has!a!connection!with!the!student's!past!experiences!and!the!mindset!of!the!student!(Romar!et!al.!2015).!!
V! The!last!stage!usually!arises!during!the!final!stage!of!the!training!–!in!reflections!on!what!expectations!are!communicated!to!the!student,!how!will!students!demonstrate!a!proficiency!in!the!teaching!profession?!How!do!we!meet!the!classic!pedagogical!paradox!(Uljens!2007,!2014)!in!situations!of!teacher!education!–!to!instruct!and!supervise!and!still!encourage!autonomy!and!critical!thinking?!
The!third!abstract!show!that!the!teachers!in!preVservice!training!institutions!(supervisors)!assumption!is!built!on!both!theory!with!a!big!T!and!theory!with!a!small!t!(Korthagen!&!Kessels!1999).!The!supervisors!used!both!types!of!theory!and!was!concerned!about!the!theories!dual!function!(Kvernbekk!2005).!Their!assumption!on!supervising!students!were!to!create!excitement!about!both!types!of!knowledge!and!use!supervision!to!develop!a!relationship!to!practice!and!create!a!distance!to!practice!(Kvernbekk!2005;!Schön!1987).!!!
We!think!that!this!way!of!working!together,!teachers!and!researchers!side!by!side,!on!data!collected!from!preVservice!training!institutions,!makes!it!possible!to!create!a!space!for!a!common!room!where!we!can!investigate!supervisor!practices.!!!!
Relevance%for%Nordic%Educational%Research:!!We!experience!that!this!way!of!working!together,!teachers!and!researchers!side!by!side,!from!different!countries!in!the!north!gives!us!important!inspirations!and!perspectives.!We!collect!data!from!preVservice!training!institutions,!makes!it!possible!to!create!a!space!for!a!common!room!where!we!together!in!a!Nordic!context!can!investigate!supervisor!practices.!
[408]%MENTORING%`%A%KEY%ELEMENT%IN%TEACHER%INDUCTION%PROGRAMS Bente!Kjeldbjerg!Bro!Andersen1!,!Karen!Annette!!Paaske1!%%1Via$University$College,$Research$Centre$Via$Profession$and$Education,$Risskov,$Denmark!!Research%topic/Aim:%The!research!project!Induction$programs$and$mentoring!is!carried!out!by!Research!Centre!VIA!Profession!and!Education8!as!part!of!the!program:!Mentoring!and!counselling.9!The!aim!of!the!project!is!to!provide!part!of!the!basis!on!which!a!Danish!induction!program!for!beginning!teachers!can!be!developed.!This!paper!focus!on!the!part!of!the!project!related!to!mentoring!as!a!key!element!in!induction!programs!and!is!based!upon!the!research!question:!
V What!are!the!documented!influence!of!mentoring!as!a!key!element!in!induction!programs!sustaining!beginning!teachers!in!a!lifelong!professional!career!development?!!
V What!kind!of!mentoringVelements!are!supporting!new!teachers´!professional!development!and!which!mentoringVskills!are!essential!to!sustaining!beginning!teachers?!
Theoretical%frameworks:!The!theory!behind!induction%holds!that!preVemployment!teacher!preparation!is!insufficient!to!provide!all!of!the!knowledge!and!skill!necessary!to!successful!teaching!and!a!significant!part!can!only!be!acquired!while!on!the!job10.!!
Mentoring%!is!one!of!the!key!elements!in!teacher!induction!programs.!!The!goal!of!mentoring!programs!is!to!give!newcomers!a!local!guide,!but!the!content!and!character!of!the!programs!vary!widely11.!
Methodology/research%design:%We!use!a!designVbased!research!approach!(DBR)12.!Based!on!our!
analysis!we!will!propose!a!possible!prototype!for!mentor!practice!intended!to!support!beginning!
teachers.!The!first!phase!of!DBR!contains!an!analysis!in!which!we!have!used!a!qualitative!meta!
synthesis!as!a!method13.!!
Expected%conclusions/Findings:!The!work!is!in!progress.!Preliminary!findings!show:!
8 The research project is a collaboration between Research Center VIA Profession and Education and The Danish Union of Teachers. 9 The other parts of the project consist of a) Individual and group focused qualitative interviews with beginning teachers b) designing and carrying out a survey addressing beginning teachers. Both projects examining the beginning teachers experiences in their first years of teaching.
10 (Ingersoll & Strong, 2011) 11 (Ingersoll & Strong, 2011) 12 (Brandon et al., 2014) 13 (Sandelowski & Barroso, 2007)
MentoringVprograms!
V Promote!increased!retention14!
V Reduce!feeling!of!isolation,!increase!confidence!and!selfVesteem,!professional!
growth,!improve!selfVreflection!and!problemVsolving!capacities15!
V Have!a!positive!impact!on!the!classroom!management!skills!and!ability!to!manage!
time!and!workloads16!
V Have!a!positive!impact!on!students!achievement17!
Mentoring!is!most!effective!when:!
• Mentors!have!received!training!as!mentors18!
• Mentors!teach!the!same!subject!as!their!mentees19!
• It!is!responsive!to!the!needs!of!the!mentee20!
• It!takes!place!within!schools!which!are!characterized!by!collegial!and!learning!cultures21!
Relevance%for%Nordic%Educational%Research:!The!theme!of!the!conference!is!Learning$and$education$–$$material$conditions$and$consequences.!The!aim!of!our!project!is!to!provide!part!of!the!basis!on!which!a!Danish!induction!program!for!beginning!teachers!can!be!developed!!–!a!new!material!condition!V!!with!the!intended!consequence!to!sustain!beginning!teacher.!!%
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14 (Guarino, Santibanez, & Daley, 2006; Hobson, Ashby, Malderez, & Tomlinson, 2009; Ingersoll & Strong, 2011; Jian Wang, Odell, & Schwille, 2008; Schaefer, Long, & Clandinin, 2012; Shockley, Watlington, & Felsher, 2013) 15 (Hobson et al., 2009)(Greenfield, 2015) 16 (Hobson et al., 2009; Ingersoll & Strong, 2011; Jian Wang et al., 2008; Shockley et al., 2013) 17 (Hobson et al., 2009; Ingersoll & Strong, 2011; Jian Wang et al., 2008; Shockley et al., 2013) 18 (Hobson et al., 2009; Ingersoll & Strong, 2011; Jian Wang et al., 2008; Shockley et al., 2013) 19 (Ingersoll & Strong, 2011)(Hobson et al., 2009) 20!(Hobson!et!al.,!2009;!Jian!Wang!et!al.,!2008)!
21 (Hobson et al., 2009; Ingersoll & Strong, 2011)
[551]%THE%TEACHERS'%PROFESSIONAL%ORALITY Schoien!Kristin!Solli!1!,!Hilde!Margrethe!Hegna1!%%1University$College$Southeast$Norway$(Usn),$Porsgrunn,$Norway!!Research%topic/Aim:%The!teachers'!professional!orality.!This!paper!presents!an!ongoing!research!at!University!College!Southeast!Norway!(USN).!USN!has!initiated!this!Nordic!research!project!located!at!the!Faculty!of!Humanities,!Sports!and!Educational!Science!(HIU),!department!of!Pedagogy.!The!main!study!objective:!To!identify,!describe,!explore!and!document!the!teacher's!professional!orality,!PO,!in!order!to!highlight!the!importance!of!PO!and!to!develop!competence!in!oral!communication!within!the!teaching!profession.!!
Theoretical%frameworks:!The!aim!of!Primary!Teacher!Education!to!qualify!for!the!exercise!of!a!particular!profession!implicates!that!the!professional!competence!consists!of!both!knowledge,!attitudes!and!highly!specialized!skills!(Abbot!1988,!Nortvedt!&!Grimen!2004,!Grimen!2008,!Ludvigsen!2015).!Research!on!quality!in!teaching!shows!the!teacher’s!impact!on!student!learning!(Timperley!et!al.!2007,!Hattie!2008,!Drugli!2012,!Krane!et.al.!2016).!An!important!part!of!teachers'!work!consists!of!being!seen,!heard!and!understood!in!a!communicative!practice.!Such!relational!communication!practice,!through!language,!voice,!body,!eyes!and!face,!we!understand!as!a!generic!(crossVsubject)!competence,!in!this!project!called!the$teachers'!professional$orality$PO.!!
There!are!reasons!to!consider!PO!as!a!highly!specialized!professional!skill!within!the!teacher's!pedagogical!practice,!which!focus!the!teacher!as!a!performer!and!as!a!person.!Even!if!PO!can!be!seen!as!a!core!competence!for!the!teaching!profession,!the!development!of!PO!receives!little!attention!and!priority!in!Primary!Teacher!Education.!In!a!Nordic!setting,!only!Finland!has!oral!communication!as!an!integrated!part!of!their!education!for!teachers.!!!!
Methodology/research%design:%The$teachers'$professional$orality$is!a!mixed!method!research!project!that!uses!both!qualitative!and!quantitative!methods!for!data!analysis.!!
The!main!research!questions!are:!
D. In!which!ways!are!PO!described!and!emphasized!as!a!specialized!skill!within!the!teaching!profession!in!Norway?!!
E. What!kind!of!singular!skills!and!elements!of!expression!may!the!PO!consist!of?!!How!can!PO!be!thought/educated,!trained,!mentored!and!assessed?!! !
Expected%conclusions/Findings:!This!paper!present!an!ongoing!research.!
Relevance%for%Nordic%Educational%Research:!PO!is!an!underVresearched!field!of!competence!of!great!importance!to!teacher!education,!which!is!little!described!and!articulated!both!nationally!and!internationally.!The!field!is!little!explored!and!described!in!other!professions!as!well.!Recent!research!
shows!a!need!for!such!oral!communicative!competence!for!several!professions!(FossliVJensen!2011,!Rees!e.t!al!2004,!Laurence!et.!al!2012,!Schøien!2011),!thus!making!parts!of!the!material!in!the!project!interVprofessional.!!
References$$!
Abbott,!A.!(1988).!The$system$of$professions.$An$essay$on$the$division$of$expert$labor.!Chicago:!The!University!of!Chicago!Press.!!
Drugli,!M.!B.!(2012).!Relasjonen$lærer$og$elev$C$avgjørende$for$elevenes$læring$og$trivsel.$Oslo:$Cappelen!Damm.!
FossliVJensen,!B.!(2011).!Hospital$Doctors`$Communication$Skills$_$A$randomized$controlled$trial$investigation$the$effect$of$a$short$course$and$the$usefulness$of$a$patient$questionnaire.!Oslo:!UiO,!Faculty!of!Medicine!
Grimen,!H.!(2008).!Profesjon!og!kunnskap.!I!A.!Molander!&!L.!I.!Terum!(Eds.),!Profesjonsstudier!(pp.!71V86).!Oslo:!Universitetsforlaget.!
Hattie,!J.!(2008).$Visible$learning:$A$synthesis$of$over$800$metaCanalyses$relating$to$achievement.$Taylor!&!Francis!Ltd.!
Krane,!V.;!Karlsson,!B.E;!Ness,!O.!&!Kim,!H.!S.!(2016).!Teacher–student$relationship,$student$mental$health,$and$
dropout$from$upper$secondary$school:$A$literature$review.$Retrieved!from:!psykologist.no/sp/2016/07/e11!!!!
Ludvigsen,!S.(2015).!Fagfornyelse,!dybdelæring!og!progresjon!i!lærerutdanning!s!221V228!i!Rindal,!U.;!Lund,!A.!og!Jakhelln,!R.!(red.)!Veier$til$fremragende$lærerutdanning.!Oslo:!Universitetsforlaget.!
Laurence,!B.,!Bertera,!E.!M,!Feimster,!T.,!Hollander!R.!og!Stroman,!C.!(2012)%Adaptation$of$the$Communication$Skills$Attitude$Scale$(CSAS)$to$Dental$Students,!pp!1629V1638,$Journal!of!Dental!Education,!Volume!76,!Number!12!
Nortvedt,!P.!&!Grimen,!H.!(2004).!Sensibilitet$og$refleksjon.$Filosofi$og$vitenskapsteori$for$helsefag.$Oslo:!Gyldendal!Akademisk.!
Rees,!C.!Sheard,!C.!&!Davies,!S.!(2002).!The!development!of!a!scale!to!measure!medical!students'!attitudes!towards!communication!skills!learning:!the!Communication!Skills!Attitude!Scale!(CSAS).!Medical$Education!2002;36:141V147.!
Schøien,!K.S.!(2011).!Hvordan$øve$hellige$handlinger.$En$profesjonsdidaktisk$studie$av$treningen$av$muntlige$ferdigheter$i$en$norsk$presteutdanning.!Åbo:!Åbo!Akademi!Publ.!!
Timperley,!H.!S.,!Wilson,!A.,!Barrar,!H.,!&!Fung,!I.!(2007).!Teacher$Professional$Learning$and$Development$Best$Evidence$Synthesis.!Wellington:!Ministry!of!Education.!
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[724]%COLLEAGUE%MENTORING%FOR%ASSISTANT%PROFESSORS Schoien!Kristin!Solli!1!,!Hilde!Margrethe!Hegna1!,!Anne!Sandnes2!,!Eva!Augestad!Wikstøl2!%%1University$College$Southeast$Norway$(Usn),$Porsgrunn,$Norway!2Department$of$Educational$Science,$University$College$of$Southeast$Norway,$Norway!!This!paper!presents!an!ongoing!research!in!mentoring!a!group!that!is!part!of!an!assistant!Professor!Development!Program!at!University!College!Southeast!Norway!(USN).!A!recent!Norwegian!report!(NAR,!2016)!shows!that!8!out!of!10!teacher!educators!want!to!increase!their!formal!competence.!
The!program!is!built!around!group!work,!where!each!group!of!2V3!colleague!candidates!(CC)!are!led!by!a!colleague!mentor!(CM)!who!holds!a!Phd!or!similar.!The!program!is!flexible!and!under!development,!and!the!research!presented!here!is!based!on!data!from!one!of!the!groups!in!this!program.!The!aim!of!the!program!is!that!the!CCs!will!obtain!Phd!level.!Each!CC!has!applied!for!participation!in!the!program!through!an!application!showing!a!broad!documentation!of!their!qualifications.!Based!on!the!applications,!the!groups!were!established!and!each!CC!developed!an!individual!plan!suggesting!a!date!for!application!for!assisting!professor,!in!dialogue!with!the!CM!and!the!other!CCs!in!the!group.!!
For!this!research,!the!theoretical!framework!is!social!cultural!theory.!The!design!is:!a!qualitative!project,!with!selfVethnographic!elements.!The!participants!explore!both!group!processes!and!their!individual!journey!of!learning.!The!data!is!based!on!individual!logs!and!documentation!of!the!group!process.!The!project!will!also!be!linked!to!followVup!research.!
An!assumption!in!the!USN!program!is!that!learning!on!an!academic!level!is!highly!individualized.!By!building!learning!groups!where!all!are!expected!to!participate,!an!assumption!is!that!the!group!will!develop!common!knowledge!and!contribute!to!the!realization!of!the!academic!potential!of!the!participants.!!
A!main!assumption!in!this!research!group!is!that!there!is!much!tacit!knowledge!in!the!academic!context,!on!several!levels.!Another!assumption!is!that!practical!knowledge!often!is!devaluated!in!Academia.!One!of!the!aims!of!this!group!is!to!explore!and!describe!some!of!this!tacit!knowledge,!and!the!practical!elements!in!our!own!competence.!We!expect!to!find!tacit!knowledge!both!in!our!own!competence!and!in!the!academic!system.!!
Research!on!mentoring!on!Phd!level!is!limited,!and!on!that!background!this!ongoing!research!seems!relevant!for!Nordic!educational!research.!!
!!
i I will use the word “Socionom” because it will be complicated to use the word “social worker” which includes meaning both of “Socionom” and “socialarbetare”. This paper will be handled only about Socionoms.