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  • 401.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mobilisering för laglydnad2013In: Folkbildning för förändring: dilemman i politiskt mobiliserande didaktik / [ed] Lisbeth Eriksson, Staffan Larsson,Martin Lundberg, Henrik Nordvall, Linköping: Linköping University Electronic Press, 2013, p. 97-111Chapter in book (Other academic)
    Abstract [sv]

    Denna bok är skriven av en grupp forskare, som på olika sätt studerat olika aspekter av folkbildning. I sitt arbete har var och en blivit förtrogen med de begrepp och företeelser, som vi här riktar ljuset på. Via ett anslag från Vetenskapsrådets Utbildningsvetenskapliga kommitté har vi kunnat samlas kring ett gemensamt tema, som vi valt att kalla mobiliseringsdidaktik. Begreppet är knappast etablerat, men vi har funnit att didaktikens frågor kan vara fruktbara även i ett sådant här sammanhang - den slags folkbildning, som siktar på samhällsförändring. Projektet utgör även ett försök att se didaktiska val som dilemman. Boken har tagit formen av en antologi, där varje författare svarar för de empiriska fall som de studerat och de begreppsliga resonemang, som präglat deras perspektiv. På så sätt uppstår en variation i tänkande inom ramen för det gemensamma: didaktik, design och dilemma. 

  • 402.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The global justice movement encounters Swedish popular eduation2013In: Popular education, power and democracy: Swedish experiences and contributions / [ed] Laginder, Ann-Marie, Nordvall, Henrik & Crowther, Jim, Leicester: NIACE - National Institute of Adult Continuing Education, 2013, p. 122-146Chapter in book (Other academic)
    Abstract [en]

    Through the themes of power and democracy this book examines popular education's contribution to enhancing people's lives in communities, reflecting on wider significance, and explores its impact on the political culture of the state and the cultural politics of society

  • 403.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Global Spread of the Nordic Folk High School Idea2017In: The Palgrave International Handbook on Adult and Lifelong Education and Learning / [ed] Milana M., Webb S., Holford J., Waller R., Jarvis P., London: Palgrave Macmillan, 2017, 1, p. 721-735Chapter in book (Refereed)
    Abstract [en]

    Educational institutions that refer to Nordic folk high schools as role models exist across the world. In this chapter, the dissemination of ideas and institutions associated with the folk high schools is analyzed. Three ideal-typical dissemination patterns are identified: (1) migration (Nordic emigrants who have founded schools), (2) inspiration (non-Nordic actors who have ‘discovered’ the folk high school idea), and (3) dissemination through persuasion (the dissemination of folk high school ideas by Nordic actors). Finally, the chapter argues that in studying the global dissemination of adult education ideas and institutions, it is crucial to emphasize the contingency of the local translation processes related to the spread of ideas, as well as the presence of global power structures and discourses with origins in the colonial era.

  • 404.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The value of knowledge and education when making a career as a social democratic parliamentarian in Sweden2015Conference paper (Refereed)
  • 405.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Amutabi, Maurice
    Kisii University.
    Interactions between traditions of lifelong learning in Scandinavia and Eastern Africa2014Conference paper (Other academic)
  • 406.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning och vuxenutbildning i skolkrisorkanens öga2014In: KOM : kommunikation mellan kommunala vuxenutbildare, ISSN 0347-4445, Vol. 42, no 3, p. 4-8Article in journal (Other (popular science, discussion, etc.))
  • 407.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Folkhögskolan: en samtida bildningsväg för svenska riksdagsledamöter?2018In: Folkhögskolan 150 år / [ed] Ann-Marie Laginder, Eva Önnesjö, Irma Carlsson och Erik Nylander, Stockholm: Föreningen för folkbildningsforskning , 2018, p. 303-323Chapter in book (Other academic)
  • 408.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science.
    The folk high school - a contemporary educational pathway for Swedish parliamentarians?2017Conference paper (Refereed)
  • 409.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    The Folk High School: A Contemporary Educational Pathway for Swedish Parliamentarians?2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 3, p. 347-362Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore the contemporary role of the folk highschool as an educational pathway for Swedish MPs. Statistics from the folkhigh school register at Statistics Sweden are analysed. In summary, thereare still quite a large number of former folk high school participants inthe Swedish parliament (27%, 2014). The MPs’ folk high schoolparticipation mainly took the form of short courses. Over time, the folkhigh schools have increasingly come to be used by members of partieson the left of the political spectrum. The folk high schools arecommonly used as meeting places during the MPs’ political career, andthus not only as an educational pathway to power, as emphasised inearlier research.

  • 410.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den nya folkhögskolegruppen i riksdagen: En studie av folkhögskolan som samtida bildningsväg för svenska riksdagsledamöter.2016Conference paper (Other academic)
  • 411.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den nya folkhögskolegruppen i riksdagen: En studie av folkhögskolan som samtida bildningsväg för svenska riksdagsledamöter.2016Conference paper (Other academic)
  • 412.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The folk high school as a contemporary educational pathway for Swedish parliamentarians2016In: 2016 Triennial Conference European Society for Research on the Education of Adults (ESREA) - Imagining Diverse Futures for Adult Education: Questions of Power and Resources of Creativity: BOOK OF ABSTRACTS, 2016Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to explore the contemporary role of the folk high schools as an educational pathway for Swedish MPs. Statistics from the folk high school register at Statistics Sweden is analyzed. In summary, there is still quite many former folk high school participants in the Swedish parliament (27 percent 2014). The MPs’ folk high school-participation consists mainly of short courses. There are differences in terms of level of participation between parties, and over time the folk high schools have increasingly come to be used by members of the parties on the left side of the political spectrum. The folkhigh schools are to a significant extent used as a meeting place during the political career, not only as an educational pathway to power as emphasized in earlier research.

  • 413.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Malmström, Louise
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den folkligt bildade politikern: Akademiska kunskaper och det symboliska kapitalets logik inom den socialdemokratiska riksdagsgruppen i Sverige2015In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 18, no 2, p. 233-249Article in journal (Refereed)
    Abstract [en]

    Globally speaking, parliamentarians tend to be more highly educated than their average constituent. In some countries, such as Great Britain and France, there is also a clear link between political power and some certain educational institutions, such as Cambridge and Oxford, which have become important roads to a successful political career. The Swedish political elite differs from this pattern. Even though Swedish parliamentarians generally have a higher education than the average Swede, having an academic education has not been a necessity for a successful political career. This is particularly evident in the Social Democratic Party, which is Sweden’s largest party. Non-academic educational pathways have been of great importance. Historically, popular education, particularly certain «folk high schools», have served as an alternative educational portal for politicians. Is this still the case? What forms of education and knowledge are currently important portals for entering the political elite in Sweden? This paper explores these questions, using interviews with Social Democratic MPs and data from Statistics Sweden on MPs' educational background. Bourdieu's concept of symbolic capital is used to analyze how different skills and educational experiences confer value within the Social Democratic Party. The results show that there are a number of different types of knowledge and experience that are considered of great value. The value of academic knowledge exhibits a great deal of ambivalence. In terms of exchange value (e.g. academic degrees), academic knowledge is conferred low value and is often downplayed narratively. At the same time, however, in terms of use value, academic knowledge is acknowledged to have considerable utility as academic education is seen to facilitate the reading of political documents that forms a large part of MPs' daily lives. The results also suggest that non-formal education still appears to be a highly valued educational pathway to political power in Sweden.

  • 414.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Malmström, Louise
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The election of egalitarian elites: Valorization of merit among Social Democratic parliamentarians in Sweden2015Conference paper (Refereed)
  • 415.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Nilsson, Staffan
    Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Preventing discriminating attitudes through educational interventions?: A study of two anti-discrimination workshops for security guards2012In: The 40th Annual Congress of the Nordic Educational Research Association: Everyday life, education and their transformations in a Nordic and globalized context, Department of Eduation, Aarhus University, Copenhagen, Denmark , 2012Conference paper (Refereed)
  • 416.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Pastuhov, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Osman, Ali
    Institutionen för pedagogik och didaktik, Stockholms univeritet.
    Folkbildning av och för migranter: En lokal studie av deltagarmönster och meningsskapande inom ABFs verksamhet för målgruppen invandrare2018Report (Other academic)
    Abstract [sv]

    I din hand håller du ABFs forskningsrapport, Folkbildning av och för migranter, som är den första i ABFs skriftserie folkbildning och forskning. Rapporten har kommit till genom ett forskningsbidrag och ett gott samarbete mellan ABFs förbundsexpedition och Linköpings universitet. Resultatet blev en lokal studie av deltagarmönster och meningsskapande inom ABFs verksamhet för målgruppen invandrare. Vår förhoppning är att den ska ge både folkbildare i olika studieförbundsavdelningar och forskare inom fältet folkbildning ny kunskap och inspiration kring hur folkbildningen utvecklas.

  • 417.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wieslander, Malin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    When Gender Training Backlashes: Participants’ Resistance and the Fragility of Commonsensical Feminism2019In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 69, no 3, p. 207-224Article in journal (Refereed)
    Abstract [en]

    Feminist educators often encounter different forms of resistance from both maleand female participants. This article uses a neo-Gramscian theoretical perspective todiscuss the importance of considering this resistance when analyzing the relationshipbetween pedagogical design and outcomes. The study draws on survey data andparticipant observation from a case study of a workshop designed to raise awarenessof gender issues. The results from a before-and-after survey show that the workshophad the opposite effect to the one intended in terms of changes in the participants’perceptions of gender. Having a “failed case” as the center of attention, the articlesheds light on the fragility of mainstream discourse on gender equality and thedilemmas of engaging in a struggle over common sense.

  • 418.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Det akademiska klansamhället i mätbarhetens tidevarv2015In: #FOTO, no 2, p. 14-16Article in journal (Other academic)
    Abstract [sv]

    Akademiska samfund har ofta liknats vid klansamhällen. I varje samhälle sägs det finnas hövdingar, tronföljare och särskilda entréritualer som avkrävs nybörjarna för att uppnå medlemskap. Medlemmarna i gemenskapen håller sen noga koll på varandras förehavanden, sina inbördes relationer och de symboliska värden som de både tillerkänner varandra och fightas om. Istället för pengar tävlar man om mer svårbegripliga saker, men i förlängningen handlar det om kollegiala former av anseende, ryktbarhet och erkänsla....

  • 419.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskoledatabasen2019Other (Other academic)
    Abstract [sv]

    Denna databas samlar folkhögskolornas nationella kataloger mellan åren 1952-2019. Materialet är inskannat vilket möjliggör undersökningar om hur skolorna förändrats över tid, vilka ämnen de tillhandahållit och hur de beskrivit sin verksamhet. Innehållet i databasen härstammar från de fysiska katalog exemplar som bevarats i de nationella arkiven (Kungliga Biblioteket, Riksarkivet). Genom att OCR-tolka och digitalisera katalogernas innehåll och presentera det i ett digitalt gränssnitt möjliggörs undersökningar av hur folkhögskolorna förändrats historiskt. Man kan också söka efter enskilda folkhögskolors kursutbud eller förekomster av ord och ämnen i folkhögskolornas förflutna.

    Databasen vänder sig till alla folkbildningsforskare, folkhögskollärare, folkbildare, rektorer och alumni som vill lära sig mer om skolformen. Arbetet med databasen har möjliggjorts genom anslag från Stockholms Arbetareinstitut och bygger på ett samarbete med Linköpings universitetsbibliotek.

  • 420.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mastering the jazz standard: sayings and doings of artistic valuation2013In: American Journal of Cultural Sociology, ISSN 2049-7121, Vol. 2, no 1Article in journal (Refereed)
    Abstract [en]

    This article examines music auditions in jazz education and the artistic valuation of music performances by gatekeepers working in two prestigious schools. Using the inherent insecurities of the entry-test situation as a site of ethnographic fieldwork, the article explores the whole chain of valuation needed in order to produce a hierarchical ordinal ranking of the candidates. By drawing attention to the distinction between what is being said and what is being done by the gatekeepers, a structural ambiguity is identified in the selection game: on the one hand, it is dependent on romantic notions of artistic uniqueness (originality, personality, authenticity) and on the other, it relies on the requirements of jurisdiction and equal assessment (numerical grading, standardized repertoire). The artistic doxa of jazz is constituted in opposition to two negative characters, either by framing the candidates as epigones – echoing the standard repertoire too closely – or framing them as heretics, considered as traitors to the local interpretation of the standard.

  • 421.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolning i jazz: Värde, selektion och studiekarriär vid folkhögskolornas musiklinjer2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines the music careers to and from folk high school training programs through four empirical articles. Building on relational sociological theory and methods, predominantly the work of Pierre Bourdieu, the thesis first provides a cartographic analysis of the cultural hierarchies of folk high school music training within the Swedish educational landscape. The investigations show how music has grown to become the biggest thematic orientation among the specialized programs of the folk high schools. They also reveal how these programs can be positioned at an intermediary stage, while being differentiated between mass- and elite- schooling. Next, the thesis outlines detailed analyses of the recruitment base of the dominating music programs in jazz and the study careers of their participants. By means of relational statistical methods, we investigate the inclusion into and exclusion from elite educational programs in jazz, and uncover the force and composition of a specific form of music capital. Analysis from an in-depth ethnographic account of the gatekeeping procedures of jazz auditions allows for the discussion of several tensions between evaluation and value, rulefollowing and rule-transgression, as well as charismatic and institutional means of valuation.

  • 422.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The rites of jazz institutions: Uncertainty and valuation in music auditions2014In: American Journal of Cultural Sociology, ISSN 2049-7113, E-ISSN 2049-7121, Vol. 2, no 2, p. 266-276Article in journal (Refereed)
    Abstract [en]

    As part of the reception to the article ‘Mastering the jazz standard: Sayings and Doings of Artistic Valuation’, American Journal of Cultural Sociology invited two scholars to comment and critically scrutinize this work. Before venturing into a response to some of the many issues raised in their highly spirited remarks, I would like to thank Antoine Hennion and Lisa McCormick for engaging in this discussion and taking time to reflect and comment on my article.

  • 423.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ways of Reading an Armstrong Quote: Moves in the Sociology of Music2014In: Jazz, Gender, Authenticity: Proceedings of the 10th Nordic Jazz Research Conference / [ed] Alf Arvidsson, Stockholm: Svenskt visarkiv, 2014, p. 157-173Chapter in book (Other academic)
  • 424.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vart leder Internationaliseringen?2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 210-231Chapter in book (Other academic)
    Abstract [sv]

    Fokus för detta kapitel är de rörelser individer gör över nationsgränser i studiesyfte. Ambitionen är att kartlägga vilka geografiska mönster som präglar deltagandet i folkhögskolornas resandekurser. Dessa mönster jämförs med den studentmobilitet som sker inom ramen för den högre utbildningen. Medan en begränsad skara europeiska och engelskspråkiga länder visar sig ha dominera studentmobiliteten, är folkhögskoleresornas destinationer mer utspridda över jordens yta. Utgångspunkten för kapitlets avslutande del är att det i anknytning till "det internationella" finns olika symboliska värden att åberopa och tillerkännas. Utbildningsarrangemangen analyseras avslutningsvis med hjälp av begreppet kosmopolitiskt kapital.

  • 425.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Malmquist, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Managing by measuring: Academic knowledge production under the ranks2013In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 1, no 1, p. 5-18Article in journal (Other academic)
  • 426.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bernhard, Dörte
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    oLika TillSAMmanS: En kartläggning av folkhögskolors lärmiljöer för deltagare med funktionsnedsättningar2015Report (Other academic)
    Abstract [sv]

    I Sverige finns det sedan en lång tid tillbaka flera utbildningsinstitutioner utanför det formella skolväsendet vilka erbjuder utbildningsmöjligheter för ungdomar och vuxna. En central plats i detta utbildningslandskap har Sveriges 150 folkhögskolor. Den här rapporten handlar om folkhögskolornas arbete med deltagare med funktions--‐ nedsättningar eller, mer precist, om de lärmiljöer i vilka folkhögskolornas pedagogiska arbete sker och hur dessa är utformade och anpassade för deltagare med funktions--‐ nedsättningar. Frågor om skolors lärmiljöer kan anses vara särskilt relevanta för deltagare med funktionsnedsättningar. En vanlig distinktion inom detta forskningsfält gör gällande att en funktionsnedsättning blir ett funktionshinder först i mötet med en hindrande omgivning.

    I rapporten visar vi att folkhögskolorna har fått en alltmer framträdande specialpedagogisk funktion i det svenska utbildningssystemet. Exempelvis har andelen deltagare med funktionsnedsättningar på de allmänna kurserna gått från att utgöra var femte deltagare 1997, till var tredje 2013. Ökningen i andel deltagare som kategoriseras som funktionsnedsatta är således väldigt kraftig på senare år. Bland dessa personer är grupperna med neuropsykiatriska diagnoser (särskilt ADHD), med svår psykisk ohälsa och med grava läs- och skrivsvårigheter de största till antalet. Men även deltagare med medicinska, fysiska och kliniska funktionsnedsättningar visar sig särskilt benägna att söka sig till, och använda sig av, folkhögskolornas utbildningsalternativ. Denna ökning av andelen deltagare med funktionsnedsättning verkar också återspegla sig i hur lärarna på folkhögskolorna upplever sitt arbete och sina kompetensbehov. En nyligen genomförd enkätstudie visar att utveckling av kompetensen för att upptäcka och stödja deltagare i behov av särskilt stöd är det som folkhögskollärarna efterfrågar i störst utsträckning – ett kompetensbehov som torde ha uppstått ur de nya villkor som förändringar av deltagargrupperna innebär.

    Dessa utvecklingstendenser är samtidigt svåra att frikoppla från andra samhällsförändringar, såsom det stora antal elever som lämnar gymnasieskolan med ofullständiga betyg varje år eller ett ökat bruk av neuropsykiatriska diagnoser. Mot bakgrund av den livfulla debatt som på senare tid har förts om den svenska gymnasieskolans kris och de många elever som slås ut från denna skolform, är det förvånande att vi inte vet mer om de utbildningsinstitutioner som ”tar vid” och hur de arbetar med grupper som står relativt långt ifrån arbetsmarknaden.

    Mot bakgrund av dessa förändringar menar vi att det är särskilt motiverat att ta ett samlat grepp om frågan hur folkhögskolorna arbetar och anpassar sina verksamheter till deltagare med funktionsnedsättningar. I denna kartläggning tar vi hjälp av officiell statistik för att visa hur antalet och andelen deltagare med funktionsnedsättningar förändrats i skolformen över tid, men frågar även folkhögskolornas representanter hur de anser att folkhögskolornas lärmiljöer är tillgängliggjorda och anpassade för deltagare med olika funktionsnedsättningar. Innan vi ger oss i kast med dessa frågeställningar ska vi säga någonting om vårt övergripande syfte och bakgrunden till rapporten.

    Rapporten är strukturerad enligt följande: först introduceras folkhögskolorna som skolform genom att deras politiska syften, finansiering samt kursverksamhet beskrivs. Därefter kommer ett avsnitt som redogör för studiens metod och design. Resultatavsnittet inleds med övergripande kartbilder över antalet deltagare på folkhögskolorna indelade efter breda funktionshinderområden. Därefter följer en analys över de motiv och påverkansfaktorer som folkhögskolornas lärare och verksamhetsledare tillerkänner betydelse i enkätsvaren. Sedan kommer en mer detaljerad analys över skolmiljöernas utformning med avseende på (i) multiprofessionalitet, (ii) pedagogiska strategier samt (iii) tekniskt och fysiskt stöd. Till sist diskuterar vi vad folkhögskoleföreträdarna själva framhåller som framgångsfaktorer respektive utvecklingsområden i skolornas arbete med att anpassa och tillgängliggöra deras lärmiljöer för deltagare med funktionsnedsättningar. På basis av dessa svar resonerar vi om det arbete som görs inom ramen för folkhögskolorna redan idag och om vad som eventuellt kan behöva förbättras.

  • 427.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dalberg, Tobias
    Institutionen för nordiska språk, Avdelningen för forskning och utbildning i modern svenska (FUMS); Gruppen för nationella prov i svenska och svenska som andraspråk, Uppsala universitet.
    Jazzklass: Folkhögskolan som intermediär utbildningsinstitution2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 100-126Article in journal (Other academic)
    Abstract [sv]

    I denna utbildningssociologiska studie placeras folkhögskolorna in i det svenska utbildningslandskapet och presenteras som intermediära utbildningsinstitutioner vilka står i relation till studieprogram på gymnasieskolorna samt efterföljande studiealternativ på högskolorna. Först presenteras en kartläggning av volymtillströmningen till folkhögskolorna under den senaste femtonårsperioden, där vi visar att antalet deltagare på allmänna linjer har minskat, medan antalet deltagare på de särskilda linjerna inriktade på musik- och annan estetisk verksamhet har haft betydande volymökningar. Därefter används registerdata från SCB över folkhögskolekohorter mellan åren 2000 och 2002, för att analysera vilka sociala grupper det är som studerat på vilken typ av folkhögskoleutbildning. Resultaten visar att folkhögskolorna används av olika sociala grupper beroende på om man fokuserar på musiklinjer, estetlinjer och allmänna linjer. Ytterligare skillnader i rekryteringen framträder om man jämför olika profiler inom musikområdet. Ett särskilt fokus för analysen är rekryteringen till Skurups och Fridhems jazzlinjer, vilket vi tar som exempel på hur somliga folkhögskoleprogram utvecklats till elitlinjer.

  • 428.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The research field of adult education and learning: widening the field2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Cham: Springer, 2019, 1, p. 229-234Chapter in book (Refereed)
    Abstract [en]

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

  • 429.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den nya folkhögskolegruppen i riksdagen: Folkhögskolan som samtida bildningsväg för svenska riksdagsledamöter2016Conference paper (Other academic)
  • 430.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Melldahl, Andreas
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Playing with Capital: Inherited and acquired assets in a jazz audition2015In: Poetics (Amsterdam. Print), ISSN 0304-422X, E-ISSN 1872-7514, Vol. 48, p. 83-106Article in journal (Refereed)
    Abstract [en]

    A common dream among the youth is to become a successful musician. By surveying young aspiring jazz musicians trying to enter a prestigious audition, this paper examines assets and attitudes involved in the formation of a music field. In the study we build on Bourdieusian sociological theory and method in order to map out a space of jazz applicants and characterize the group(s) seeking to enter. Our findings, based on a specific multiple correspondence analysis performed on 211 applicants, suggest that the space of jazz applicants is structured by three important factors: (i) the total volume of music capital, (ii) commitment to the (professional) field of practice and (iii) the familiarity acquired through previous music socialization and training. Using clustering techniques, we further distinguish four distinct groups among the applicants - the Insiders, Outsiders, Inheritors and Underdogs - and reveal the success rate of the groups. We find that the acquisition and enactment of a specific music capital is of particular importance for elite music admissions, while at the same time the sizeable number of musically affluent candidates turns the audition into an event underscored with considerable uncertainty.

  • 431.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mustel, Kerstin
    Folkutbildningsrådet.
    Jansson, Therése
    Folkbildning across borders: Resources, networks and transnational commitment2011Report (Other academic)
  • 432.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tomas, Östlund
    Folkbildningsrådet.
    Folkhögskolans samtidshistoria: deltagare och kursutbud 1997-20162018In: Folkhögskolan 150 år / [ed] Ann-Marie Laginder, Eva Önnesjö, Irma Carlsson och Erik Nylander, Stockholm: Föreningen för Folkbildningsforskning , 2018, p. 361-376Chapter in book (Other academic)
    Abstract [sv]

    I detta bidrag har vi tagit hjälp av officiell statistik för att ge en översiktlig bild av hur folkhögskolans kursutbud förändrats de senaste två decennierna (1997 – 2016). Fokus i texten är institutionella skillnader i folkhögskolornas kursutbud, främst mellan allmän och särskild kurs, samt förekomst av olika deltagargrupper (kön, ålder, födelseland). Med hjälp av heltäckande deltagarstatistik visar vi att det skett ett skifte i dominansförhållandet mellan allmän och särskild kurs under perioden 1997 –  2016, där särskild kurs nu utgör en större verksamhetsgren än allmän kurs. Ämnesmässigt dominerar särskilda inriktningar mot musik, bildkonst och annan estetisk verksamhet. Mer marginell är verksamhet inriktad mot politik, ekonomi, demokrati och annan samhällsvetenskap. Skillnaderna mellan kurstyperna allmän och särskild kurs går igen vid en demografisk analys av vilka  deltagargrupper som antas där yngre deltagare och deltagare födda utrikes har kommit att bli allt vanligare på allmän kurs. Det särskilda kursutbudet går däremot mot en större åldersblandning samtidigt som kvinnliga deltagare är i klar majoritet och andelen födda utrikes inte ökar fullt lika drastiskt. Skillnader finns också i antalet individer boendes på internat där skolinternaten främst verkar utnyttjas av riksrekryterande kurser inriktade på kulturella verksamheter (musik, bild, hantverk, scenisk konst). Vi visar också att folkhögskolornas utbildningslandskap i viss mån blivit alltmer urbant, då skolor belägna i större städer står för en allt större del av den totala mängden utbildning.

  • 433.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ye, Rebecca
    Stockholms Universitet, Sweden.
    The transnational track: State sponsorship and Singapore’s Oxbridge elite2017In: New Sociologies of Elite Schooling / [ed] Jane Kenway & Aaron Koh, Routledge, 2017, 1Chapter in book (Other academic)
  • 434.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Exploring the Adult Learning Research Field by Analysing Who Cites Whom2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 113-131Article in journal (Refereed)
    Abstract [en]

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

  • 435.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Exploring the adult learning research field by analysing who cites whom2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 55-72Chapter in book (Refereed)
    Abstract [en]

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

  • 436.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vem citerar vem?: Forskningskluster och citeringsbiografier i internationella tidskrifter inom vuxenpedagogik2015Conference paper (Other academic)
  • 437.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Who cites who in research on adult education and workplace learning?2015Conference paper (Other academic)
  • 438.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Yrkeslärande och handledning i arbete2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2 uppl., p. 193-216Chapter in book (Other academic)
  • 439.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkeslärande och handledning i arbete2014In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, p. 173-194Chapter in book (Other academic)
  • 440.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Yrkeslärande och handledning i arbete2019In: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, Vol. Sidorna 193-216, p. 193-216Chapter in book (Other academic)
  • 441.
    Nyström, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    Håkan, Hult
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    From 'there' to 'here' to 'elsewhere: Enacting debriefing in interprofessional medical education simulation2014In: Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, ISSN 1559-2332, E-ISSN 1559-713X, Vol. 9, no 6, p. 422-422, article id Board #144Article in journal (Other academic)
    Abstract [en]

    Hypothesis:

    Simulation is gaining international interest as a way to arrange a safe environment for practicing clinical, communicative and interprofessional competence in professional education within health care. However, simulation was originally developed to support and train professionals. The application of medical simulation in interprofessional education for students is still underresearched and undertheorised (1). Recent research and theory argue that professional learning in simulation is embodied, relational, and situated in social-material relations (2,3). Research on how instructional design of simulation as an integrated part of professional curricula support student learning is needed (4), as well as research focusing on what the relevant characteristics of debriefing that lead to effective learning are (1). The aim of this study is to explore the enactment of debriefing as a support for learning in interprofessional medical education simulation.

    Methods:

    This paper draw on findings from a large research project conducted by research environments at Linköping University (LiU), Karolinska Institute (KI) and University of Gothenburg (GU), Sweden. The data have been collected by standardised video recordings of all phases in the simulation (briefing, simulation and debriefing phases). Totally 30 simulation sessions were video recorded, 10
 sessions by each research team. Out of these recordings, 13 simulation sessions were professional teams and 17 sessions were nursing and medical students simulating as a compulsory part of their education in the last semester before graduation. The student sessions are around 18 hours of recordings and altogether 106 students, 71 females and 35 males, participated in the simulation either as active participants in the simulation or as observers. 66 were nursing students and 40 were medical students. The research project has been ethically approved by Linköping University, Sweden (Dnr 2012/439-31).

    Results:

    A framework for the analysis of the video recordings was developed on the basis of socio-material theory, with a particular focus on interprofessional collaboration. Sayings, doings and relatings in the debriefing with regard to specific activities or events during the sequence of the scenario were noted through ethnographic field notes and selected segments were transcribed (5). A purposeful constant comparative qualitative analysis (6) was made in three steps comparing sequences of the scenario 1) within a single video recording 2) between different video recordings of the same scenario 3) between video recordings of different scenarios. The findings suggest that interprofessional learning in medical education simulation can become jeopardised in the debriefing. Three interrelated aspects of lacking support for learning were identified, a) debriefing as algorithm or as laisséz-faire, b) neglect of team performance as a topic for reflection, and c) time constraints.

    Conclusion:

    The results raise questions whether debriefing in medical simulation as modelled on training of qualified health professionals provides a useful framework applied in undergraduate education with students learning to become health professionals. The experiences of the simulation ‘there’ are intended to become re-contextualised in the debriefing ‘here’. Our findings indicate that the socio-material arrangements of the debriefing instead risk taking the students ‘elsewhere’.  Structure or lack of structure of the debriefing seem both to jeopardise the support of interprofessional learning or even overlook interprofessional collaboration as a topic for reflection. The time constraints of the complex logistics of arranging interprofessional simulation-based education as a regular curricular activity for large classes can potentially turn debriefing into a superficial exercise with little or no connection to the intended learning outcomes.

    REFERENCES

    1) Issenberg B. Ringsted C. Østergaard D. Dieckmann P. Setting a Research Agenda for Simulation-Based Healthcare Education. A Synthesis of the Outcome From an Utstein Style Meeting. Sim Healthcare 2011; 6:155–167.

    2) Nyström S. Dahlberg J. Hult H. Crossing locations of enacting and observing simulations: Ways of constructing interprofessional learning. Paper to be presented at the Second International ProPEL conference 'Professional Matters: Materialities and Virtualities of Professional Learning', University of Stirling, UK; 2014, 25-27 June.

    3) Schatzki T. The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press; 2002.

    4) Motola I, Sullivan J, Issenberg S, Devine L, Chung H. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher [serial online]. October 1, 2013;35(10):e1511-e1530.

    5) Heath C. Hindmarsh J. Luff P. Video in qualitative research: analysing social interaction in everyday life. Los Angeles: SAGE; 2010.

    6) Boeije H. A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews. Quality & Quantity 2002; 36:391–409.

  • 442.
    Nyström, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Utvärdering av Nordiskt Nätverk för Vuxnas Lärande 2015-20162016Report (Other academic)
    Abstract [en]

    The purpose of the evaluation is to gather knowledge concerning the strengths, weaknesses, opportunities and challenges of the organization Nordic Network for Adult Learning (NVL). More specifically, it puts emphases on the activities, distribution of the results and the organizations contributions in the Nordic region, with specific attention on the undertakings of the networks. Another aspect addressed in the evaluation are the effects of NVL’s work regarding adding value to the Nordic region and its contributions to quality and innovation, as well as policy and practice development in Scandinavia. The evaluation is based on individual interviews with coordinators, the web editor and external experts. Focus group interviews were conducted with network members. The results show that NVL is managed and run by knowledgeable and committed members. Their work is characterized by flexibility and independence while at the same time being governed by shared and general objectives formulated by NVL. The network consists of members from all of the Nordic countries, which makes possible contribution to both individual learning as well as a collective knowledge development and dissemination. Thus, NVL contributes to a regional learning in the Nordic region. One of the future challenges is to manage the members time constraints and to ensure that there is a sustainable development of the networks. Furthermore, there is a need for a stronger link between the networks result and policy development in the Nordic countries in relation to issues of adult learning.

  • 443.
    Nyström, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Edelbring, Samuel
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Hult, Håkan
    Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Medicine and Health Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Continuing professional development: pedagogical practices of interprofessional simulation in health care2017In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 303-319Article in journal (Refereed)
    Abstract [en]

    The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.

  • 444.
    Nyström, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Edelbring, Samuel
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Debriefing practices in interprofessional simulation with students: A sociomaterial perspective2016In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, no 148, p. 1-8Article in journal (Refereed)
    Abstract [en]

    Background: The debriefing phase is an important feature of simulation activities for learning. This study applies a sociomaterial perspective on debriefing in interprofessional simulation with medical and nursing students. Sociomaterial perspectives are increasingly being used in order to understand professional practice and learning in new ways, conceptualising professional practice as being embodied, relational and situated in sociomaterial relations. The aim of the study is to explore how debriefing is carried out as a practice supporting students’ interprofessional learning.

    Methods: Eighteen debriefing sessions following interprofessional full-scale manikin-based simulation with nursing and medical students from two different universities were video-recorded and analysed collaboratively by a team of researchers, applying a structured scheme for constant comparative analysis.

    Results: The findings show how debriefing is intertwined with, and shaped by social and material relationships. Two patterns of enacting debriefing emerged. Debriefing as algorithm was enacted as a protocol-based, closed inquiry approach. Debriefing as laissez-faire was enacted as a loosely structured collegial conversation with an open inquiry approach.

    Conclusion: The findings indicate that neither an imposed structure of the debriefing, nor the lack of structure assured interprofessional collaboration to emerge as a salient topic for reflection, even though that was an explicit learning objective for the simulation. 

  • 445.
    Nyström, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration2016In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 30, no 4, p. 441-447Article in journal (Refereed)
    Abstract [en]

    Full-scale simulation exercises are becoming more common as an educational feature of the under- graduate training of health professionals. This study explores how interprofessional collaboration is enacted by the participating students. Practice theory is used as the theoretical framework for a field study of two naturalistic educational settings, when medical and nursing students come together to practice in a simulated emergency situation, where a manikin is replacing the patient. Eighteen sessions of simulations were observed, and data were collected through standardised video recordings that were analysed collaboratively. To ensure transparency and scientific rigour, a stepwise constant comparative analysis was conducted, in which individual observations within and across single video recordings were compared, negotiated and eventually merged. The findings show that the student teams relate to the manikin as a technical, medical, and human body, and that interprofessional knowings and enactments emerge as a fluid movement between bodily positioning in synchrony and bodily positioning out of synchrony in relation to the sociomaterial arrangements. The findings are related to contemporary theorisations of practice comprising an integrated view of body and mind, and it is discussed how the findings can be used in simulation exercises to support participants’ learning in new ways. 

  • 446.
    Nyström, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Hult, Håkan
    Linköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Medicine and Health Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Observing of interprofessional collaboration in simulation: A socio-material approach2016In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 30, no 6, p. 710-716Article in journal (Refereed)
    Abstract [en]

    Simulation exercises are becoming more common as an educational feature of the undergraduate training of health professionals. Not all students participate in these activities, but are assigned as observers of the actual simulation. This article presents a study that explored how social-material arrangements for observation of interprofessional collaboration in a simulated situation are enacted and how these observations are thematised and made relevant for learning. The empirical data consisted of 18 standardised video recordings of medical and nursing students observing their peer students simulate. Practice theory is used to show how observation is embodied, relational, and situated in social-material relations. The findings show two emerging ways of enacting observation—proximate observation and distant observation. The enactments are characterised by different socio-material arrangements concerning the location where the simulation took place and its material set-up as well as embodied “doings” and “relatings” between the observing students and instructors. The observing students are participating in a passive, normative position as an audience and as judges of what is correct professional behaviour.

  • 447.
    Olsen, Ole Johnny
    et al.
    University of Bergen, Norway.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Building and construction: a critical case for the future of vocational education2018In: Vocational education in the nordic countries: learning from diversity / [ed] Christian Helms Jurgensen, Ole Johnny Olsen, Daniel Persson Thunqvist, Abingdon: Routledge, 2018, 1, p. 136-155Chapter in book (Refereed)
  • 448.
    Olson, Maria
    et al.
    Högskolan Dalarna, Sweden.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 95-103Article in journal (Refereed)
    Abstract [en]

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

  • 449.
    Olson, Maria
    et al.
    Stockholm University, Sweden.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Nicoll, Katherine
    University of Stirling, UK.
    Citizenship discourses: production and curriculum2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, p. 1036-1053Article in journal (Refereed)
    Abstract [en]

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

  • 450.
    Olson, Maria
    et al.
    Stockholm University, Sweden.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Nicoll, Katherine
    University of Stirling, Scotland, UK.
    Citizenship production beyond the curriculum2013Conference paper (Other academic)
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