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Darling-McQuistan, K., Ekberg, N., Snow, K., Alerby, E., Curtis, L. & Jannok-Nutti, Y. (2023). Arctic teacher education and educator training: a postcolonial review of online approaches and practices. Education in the North, 30(2), 24-49
Open this publication in new window or tab >>Arctic teacher education and educator training: a postcolonial review of online approaches and practices
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2023 (English)In: Education in the North, ISSN 2398-0184, Vol. 30, no 2, p. 24-49Article in journal (Refereed) Published
Abstract [en]

Digitalisation, and expanding digital infrastructure has given rise to new pedagogical approaches and practises that involve making use of the internet. In the development of this literature-based article, we examined Arctic online education from a holistic perspective, adopting broad definitions of online learning environments and teacher education. The aim of this paper is to map and analyse the state of knowledge regarding the digital transformations of practices and conceptualisations in teacher education and educator training in the Arctic, as we sought to answer the following research question: What is Arctic in online teaching and learning in teacher education and educator training? Our methodology consisted of a scoping review of peer-reviewed papers published between 2003-2023. Through a qualitative content analysis, we explored definitions, perspectives and positions that emanated from the literature. Viewed through the lens of postcolonial theory, our findings and discussion surface important points of ‘difference’ (Verran, 2013) between Indigenous pedagogies, which are a central part of the Arctic-ness, and technological advances that enable online and distance learning, namely: Rootedness And Fluidity; Continuity of the Story And Fragmentation; Preservation And Transformation; Traditional Seeing And (Western) Frameworks, which we argue should be a key feature of conversations within this field.

Place, publisher, year, edition, pages
University of Aberdeen, 2023
Keywords
Arctic pedagogy, Indigenous education, digitalisation, teacher education, educator training
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-103410 (URN)10.26203/q3t6-z451 (DOI)
Projects
Distance Teaching and Learning in the Arctic Communities (DistARCTIC)
Note

Godkänd;2023;Nivå 0;2023-12-28 (sofila);

Funding: Danish Agency for Science and HigherEducation (DAFSHE);

Full text license: CC BY-NC 4.0

Available from: 2023-12-28 Created: 2023-12-28 Last updated: 2023-12-28Bibliographically approved
Ekberg, N., Alerby, E. & Elídóttir, J. (2023). Digitaliseringens begränsande gränslöshet – om lärande, rum och hemmahörande i högre utbildning: [Finitude unbound – on learning, space and belonging in digitalised higher education]. Högre Utbildning, 13(3), 29-45
Open this publication in new window or tab >>Digitaliseringens begränsande gränslöshet – om lärande, rum och hemmahörande i högre utbildning: [Finitude unbound – on learning, space and belonging in digitalised higher education]
2023 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 3, p. 29-45Article in journal (Refereed) Published
Abstract [sv]

Digitaliserade lärandemiljöer och distansöverbryggande utbildningsformer har under en längre tid präglat högre utbildning, men den drastiska digitala omställningen i samband med covid-19-pandemin innebar en situation där lärare och studenter i än högre utsträckning kom att skiljas åt i tid och rum. Under våren 2021, när studenter och lärare vid universitet och högskolor under drygt ett år hade bedrivit dessa av regering och myndigheter föreskrivna distansstudier och interagerat i och med de digitaliserade utbildningsmiljöerna, inbjöds tre studentgrupper att delge sina erfarenheter av den digitala omställningen. Studiens övergripande syfte var att synliggöra, kritiskt granska och diskutera studenters erfarenheter av den hastiga och genomgripande digitala transformationen av undervisning och lärandemiljö. Sammanlagt deltog 39 studenter, vilka studerade vid två olika universitet: ett i Sverige och ett på Island. Studenterna fick skriftligt reflektera över ett antal öppna frågeställningar i anslutning till den digitala transformation som deras utbildning genomgått med fokus på upplevelser och erfarenheter av undervisningen, lärandet och rummet. Teoretiskt utgår studien från livsvärldsfilosofi, framför allt vad gäller Martin Heideggers och Gaston Bachelards tankegods, vilka speglas mot och genom studenternas erfarenheter. Resultatanalysen mynnade ut i sju olika teman som samtliga säger något signifikant om digitaliseringen i högre utbildning. Vidare synliggör dessa teman de dikotomier och spänningsfyllda förhållanden som konstituerar rumslighet och hemhörighet i en digitaliserad utbildningskontext.

Abstract [en]

Digital learning environments and distance education have over time increasingly come to characterize higher education, and during the covid-19 pandemic the digital transition was radically accelerated. This led to an even more apparent temporal and spatial separation between teachers and students. In the spring of 2021, when students and teachers at universities and colleges had been experiencing this imposed form of online teaching and learning for just over a year, three groups of students were asked to share their experiences of the digital transition through written reflections. The overall purpose of the study was to visualize, critically examine and discuss students’ experiences of the rapid and pervasive digital transformation of the teaching and learning environment. A total of 39 students who studied at universities in Sweden and Iceland, participated. The students were asked to carry out written reflections on a number of open questions related to the digital transformation that their education had undergone, and with a certain focus on their experiences of the (class)room. Theoretically, the study is based on the philosophy of the lifeworld, mainly in accordance with the ideas of Martin Heidegger and Gaston Bachelard, which are reflected against and through the students’ experiences. The results are presented in the form of seven different themes, which together illuminate the students’ experiences of the digital transformation of teaching, learning and the (class)room in higher education. Moreover, the results also point out some of the dichotomies and tensions that constitute spatiality and belonging in an educational context.

Place, publisher, year, edition, pages
Cappelen Damm AS, 2023
Keywords
digitalisation, online teaching and learning, philosophy of the lifeworld, spatiality, student experiences, digitalisering, distansundervisning, livsvärldsfilosofi, rumslighet, studenterfarenheter
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-101631 (URN)10.23865/hu.v13.3582 (DOI)2-s2.0-85174248909 (Scopus ID)
Projects
Mind the Body: omförhandlingar av föreställningar och praktiker i en digitaliserad lärarutbildning
Funder
Swedish Research Council, Dnr 2020–03945
Note

Validerad;2023;Nivå 1;2023-11-09 (hanlid);

Full text license: CC BY

Available from: 2023-10-11 Created: 2023-10-11 Last updated: 2023-11-09Bibliographically approved
Alerby, E. & Ekberg, N. (2023). Renegotiating Embodiment and Presence in the Digitalized Classroom. In: ECER 2023: Abstracts: . Paper presented at European Conference on Educational Research, ECER 2023, August 22 – 25, 2023, Glasgow, UK. European Educational Research Association, EERA
Open this publication in new window or tab >>Renegotiating Embodiment and Presence in the Digitalized Classroom
2023 (English)In: ECER 2023: Abstracts, European Educational Research Association, EERA , 2023Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In Sweden, as in many other countries in the world, there has been a massive shift in (higher) education towards distance education and online teaching. In the midst of this, some universities introduce and use telepresence robots. A telepresence robot provides a virtual presence – or a bodiless presence – to, for example, a remote student who cannot physically attend the classroom. The overall aim of this paper is to explore dimensions of corporeality and hyperreality in digitalized education. More specifically, the focus will be on the research question - how can embodiment and presence be understood when the students are situated, and their participation are mediated, through telepresence robots? The philosophies of Maurice Merleau-Ponty (see e.g. 1968, 1996) and Martin Heidegger (see e.g. 2001) will be used to analyze the complexity of corporeality and hyperreality in digitalized education. Merleau-Ponty’s theory of the lived body supports the analysis of the bodily presence in the room, whereas the Heideggerian ideas and concepts provide entries for an ontological understanding of the relational and spatio-temporal aspects of ‘Being-one’s-Self’ and what ‘Being-there’-with as well as the ‘Being-there’-with-of-Others might mean to students in digitized education. 

References:

Merleau-Ponty, M. (1968): The Visible and the Invisible. Northwestern University Press. Merleau-Ponty, M. (1996): Phenomenology of Perception. Motilal Banarsidass Publisher. Heidegger, M. (2001): Heidegger Studies. Duncker & Humblot GmbH. 

 

Place, publisher, year, edition, pages
European Educational Research Association, EERA, 2023
Keywords
corporeality, digititalisation, education, phenomenology, presence, telepresence robots
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-101648 (URN)
Conference
European Conference on Educational Research, ECER 2023, August 22 – 25, 2023, Glasgow, UK
Projects
”Mind the Body: omförhandlingar av föreställningar och praktiker i en digitaliserad lärarutbildning” (Vetenskapsrådet, Dnr 2020–03945)
Funder
Swedish Research Council, 2020-03945
Available from: 2023-10-13 Created: 2023-10-13 Last updated: 2023-12-11Bibliographically approved
Su, F., Wood, M., Alerby, E., Da Re, L. & Felisatti, E. (2022). ‘When the hurley-burley's done, when the battle's lost and won’: exploring the value and appropriation of silence and quietude in academia. European Journal of Higher Education, 12(3), 277-292
Open this publication in new window or tab >>‘When the hurley-burley's done, when the battle's lost and won’: exploring the value and appropriation of silence and quietude in academia
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2022 (English)In: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, Vol. 12, no 3, p. 277-292Article in journal (Refereed) Published
Abstract [en]

The intensification of the working life of academics in the corporate world of higher education shaped by new public management, is the backdrop for an exploration of the appropriation of opportunities for silence and quietude through the operation of internalised disciplines of self-imposed control. The paper includes a review of selected literature on the effects of neoliberal education policy reform on the working lives of academics in higher education. Specifically it considers the intensity and pressures and the possibilities for academics to find silence, quietude and respite from the 'hurley-burley', allowing them to 'stand back’ from this for a time. The influence of dominant market rationalities in higher education on academic working life is explored, with a particular focus on three national contexts – England, Sweden and Italy. Two vignettes illustrate some of the possibilities and limitations of silence and quietude in academic working life. In the paper, the authors have also examined how the value of such opportunities can be eroded when subjugated for the purposes of the neoliberal academy and the drive for efficiency and performativity.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Silence, quietude, higher education, performativity, academics
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-84808 (URN)10.1080/21568235.2021.1930566 (DOI)2-s2.0-85106444504 (Scopus ID)
Note

Validerad;2022;Nivå 1;2022-08-18 (sofila)

Available from: 2021-06-01 Created: 2021-06-01 Last updated: 2023-09-04Bibliographically approved
Alerby, E., Ekberg, N. & Johansson, M. (2021). ‘I miss the physical presence of the students’: Swedish teachers’ experiences of online teaching and learning during the COVID-19 pandemic. Education in the North, 28(3), 100-120
Open this publication in new window or tab >>‘I miss the physical presence of the students’: Swedish teachers’ experiences of online teaching and learning during the COVID-19 pandemic
2021 (English)In: Education in the North, ISSN 0424-5512, Vol. 28, no 3, p. 100-120Article in journal (Refereed) Published
Abstract [en]

The demographic and economic conditions for education in the Nordic countries—especially in remote areas of this region—has led to an increasingly intensive use of information and communication technologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radical acceleration of the already ongoing change towards digitisation. In the wake of the current pandemic regulations, the purpose of this study was to illuminate and discuss Swedish secondary school teachers’ experiences of online teaching and learning—with a particular focus on the teaching dimension—based on synchronous teaching and learning modes. A specific research question was posed: What opportunities and challenges do online teaching and learning offer when it comes to forming a sense of belonging, authenticity, and presence? Theoretically, this study was based on a phenomenological lifeworld approach. The empirical data, collected from March 2020 to March 2021, consisted of written reflections from ninety-three teachers in a remote school district. Three themes showed how online teaching and learning redefines the bodily, temporal, and spatial conditions for teachers’ experiences of belonging, authenticity, and presence in education. The study also indicates how digitisation might serve as a disruption that not only reminds us of the pedagogical assignment at hand but also lets another possible pedagogical world announce itself.

Place, publisher, year, edition, pages
Aberdeen: University of Aberdeen, 2021
Keywords
lifeworld phenomenology, belonging, authenticity, presence, teachers’ experiences, online teaching and learning
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-88543 (URN)10.26203/jhqw-6007 (DOI)
Note

Validerad;2022;Nivå 1;2022-01-28 (johcin)

Available from: 2021-12-20 Created: 2021-12-20 Last updated: 2023-09-05Bibliographically approved
Alerby, E. & Brown, J. (2021). Silent and invisible students: The importance of listening to the silence and seeing the invisible. Journal of Silence Studies in Education, 1(1), 19-31
Open this publication in new window or tab >>Silent and invisible students: The importance of listening to the silence and seeing the invisible
2021 (English)In: Journal of Silence Studies in Education, ISSN 2808-1005, Vol. 1, no 1, p. 19-31Article in journal (Refereed) Published
Abstract [en]

In the fairytale, ‘The Invisible Child’, by the Finnish author Tove Jansson, the child Ninny was made silent and invisible as a result of her ill-treatment by the woman responsible for her care. A similar situation to that in the fairytale can be found in schools and other education settings where students are made both silent and invisible by their treatment by teachers and fellow classmates. The overall aim of this discussion is to explore the complexities of silence and invisibility, with a specific emphasis on silence and invisibility among students in school. The paper embraces consideration of the multifaceted phenomena of silence and invisibility, both within and beyond school. Silence, invisibility and power in society as well as in schools is discussed, with a specific focus on silence and oppression as crucial dimensions of bullying in schools, followed by an exploration of teachers use of silence. The discussion focuses attention on the silent language of response and silent and invisible students. The various ways of understanding and responding to student silence and invisibility are then explored. In conclusion the significance of silence and invisibility is discussed and the implications of this for education are considered and an argument is made for the importance of listening to the silence and seeing the invisible, as a prerequisite for making the invisible visible. Throughout the paper, the discussion is connected to, and exemplified by, the fairytale of Tove Jansson.

Place, publisher, year, edition, pages
Australia: Association for Scientific Computing Electrical and Engineering (ASCEE), 2021
Keywords
Silence, Invisibility, Silent students, Invisible students, The Invisible Child, Tove Jansson
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-88044 (URN)10.31763/jsse.v1i1.2 (DOI)
Note

Godkänd;2021;Nivå 0;2021-11-30 (johcin)

Available from: 2021-11-29 Created: 2021-11-29 Last updated: 2023-09-04Bibliographically approved
Alerby, E. & Engström, Å. (2021). ‘The pine tree, my good friend’: The other as more-than-human. Nursing Philosophy, 22(4), Article ID e12366.
Open this publication in new window or tab >>‘The pine tree, my good friend’: The other as more-than-human
2021 (English)In: Nursing Philosophy, ISSN 1466-7681, E-ISSN 1466-769X, Vol. 22, no 4, article id e12366Article in journal (Refereed) Published
Place, publisher, year, edition, pages
John Wiley & Sons, 2021
National Category
Nursing
Research subject
Nursing; Education
Identifiers
urn:nbn:se:ltu:diva-86564 (URN)10.1111/nup.12366 (DOI)000680205300001 ()34342115 (PubMedID)2-s2.0-85111943464 (Scopus ID)
Note

Godkänd;2021;Nivå 0;2021-10-21 (alebob)

Available from: 2021-08-12 Created: 2021-08-12 Last updated: 2023-09-04Bibliographically approved
Ekberg, N. & Alerby, E. (2020). Heideggerian Perspectives on the Possibilities of Being a Teacher. In: Michael A. Peters (Ed.), Encyclopedia of Teacher Education: . Singapore: Springer
Open this publication in new window or tab >>Heideggerian Perspectives on the Possibilities of Being a Teacher
2020 (English)In: Encyclopedia of Teacher Education / [ed] Michael A. Peters, Singapore: Springer, 2020Chapter in book (Refereed)
Abstract [en]

This entry addresses the possibilities of being a teacher by examining the concept of teacher identity from the philosophical perspectives of life-world phenomenology or, more specifically, from the perspective offered by Martin Heidegger. As the discourses on teacher identity are imbued with conceptions of learning, as well as teaching, which is viewed as instrumental, linear, quantifiable, and competence-based, the professional identity of teacher runs the risk of being addressed mainly as an epistemological project of efficacy.

Place, publisher, year, edition, pages
Singapore: Springer, 2020
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-77526 (URN)10.1007/978-981-13-1179-6_382-1 (DOI)978-981-13-1179-6 (ISBN)
Note

Living reference work entry

Available from: 2020-01-27 Created: 2020-01-27 Last updated: 2023-09-05Bibliographically approved
Kostenius, C. & Alerby, E. (2020). Room for interpersonal relationships in online educational spaces: a philosophical discussion. International Journal of Qualitative Studies on Health and Well-being, 15(sup1), Article ID 1689603.
Open this publication in new window or tab >>Room for interpersonal relationships in online educational spaces: a philosophical discussion
2020 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 15, no sup1, article id 1689603Article in journal (Refereed) Published
Abstract [en]

Purpose: To explore interpersonal relationships within online educational spaces and to connect the discussion to health and well-being among students and teachers. Method: We apply different perspectives to analyse the complexity of interpersonal relationships in online educational spaces, based on the philosophies of Nel Nodding, Maurice Merleau-Ponty, and Alfred Schutz. We use a qualitative methodological combination—philosophical explorations, literature review, and text analysis—to offer significant insights that will substantially inform contemporary theories in research addressing interpersonal relationships in online education. Results: We illuminate and theorize about interpersonal relationships in terms of being cared for, confirmed by, and connected to others as dimensions of significance for health and well-being in educational spaces in the form of flexible online courses at the university level. Conclusion: We argue that all education should strive to provide caring relationships and educate for both self-understanding and group understanding, and contribute to school as a place where happiness and joy for genuine learning and knowledge are promoted. To achieve this, it is of significance to also be connected to and confirmed by others, teachers as well as students, and also to exist in a (class)room that provides room for interpersonal relationships: in real life or online.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Health, Well-being, Interpersonal relationships, Online education, Paradigm case, Philosophical
National Category
Pedagogy Nursing
Research subject
Nursing; Education
Identifiers
urn:nbn:se:ltu:diva-81252 (URN)10.1080/17482631.2019.1689603 (DOI)000588361500004 ()33103636 (PubMedID)2-s2.0-85094652996 (Scopus ID)
Note

Validerad;2020;Nivå 2;2020-11-04 (alebob)

Available from: 2020-10-27 Created: 2020-10-27 Last updated: 2023-09-04Bibliographically approved
Alerby, E. (2020). Silence within and beyond Pedagogical Settings. London: Springer Nature
Open this publication in new window or tab >>Silence within and beyond Pedagogical Settings
2020 (English)Book (Refereed)
Abstract [en]

This book explores the significance of silence within and beyond pedagogical contexts. Silence is a complex and multidimensional phenomenon for everyday life: since schools mirror society, it is also significant in education. While silence can be experienced in a multitude of different ways, the author reflects on whether silence itself can bear a message: is there an aspect of dialogue in silence, or is it a language all of its own? This book examines a variety of silences essential for education, examining such topics as silence and aspects of power, silent students, and the relationship between listening and silence. Drawing on a range of empirical data, the author elucidates the significance of silence in pedagogical contexts.

Place, publisher, year, edition, pages
London: Springer Nature, 2020. p. 103
Keywords
silence in schools, silence, silent students, education and noise, noise in schools
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-81115 (URN)10.1007/978-3-030-51060-2 (DOI)2-s2.0-85147272883 (Scopus ID)978-3-030-51059-6 (ISBN)978-3-030-51060-2 (ISBN)
Available from: 2020-10-13 Created: 2020-10-13 Last updated: 2023-10-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0429-570x

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