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  • 1.
    Aerila, Juli-Anna
    et al.
    University of Turku.
    Kokkola, Lydia
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Multicultural literature and the use of literature in multicultural education in Finland2013In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 51, no 2, 39-50 p.Article in journal (Refereed)
    Abstract [en]

    This paper traces the presentation of these traditional minority groups in Finland and the emergence of literature incorporating the more recently arrived groups of immigrants in the history of Finnish language children’s literature. We contextualize the development of multicultural themes in children’s literature within the history of Finnish nation-building and the country’s struggles for independence. We conclude with a brief consideration of how these less than ideal books might, nevertheless, serve to promote pluralism.

  • 2. Ahonen, Arto
    et al.
    Alerby, EvaLuleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.Johansen, Ole MartinRajala, RaimoRyzhkova, InnaSohlman, Eiri
    Barns trivsel i nord: aktiviteter for psykososial trivsel fra skoler i Barentsregionen2008Collection (editor) (Other academic)
    Abstract [sv]

    Boken ser på betingelsene for psykososial trivsel for barn i de fire landene i Barentsregionen - Norge, Sverige, Finland og Russland. Forfatterne gir teoretiske perspektiver på barns trivsel, og ser på hvordan disse kan overføres til praksis i skolehverdagen. Eksempler på vellykkede undervisningsopplegg gjennomført i skoler i Nordområdene er nøye beskrevet, slik at de kan være til inspirasjon for andre. Boken egner seg for lærere, pedagoger og beslutningstakere som ønsker å skape et læringsmiljø som fremmer vekst og utvikling, med vekt på psykososial trivsel og flerkulturelt samarbeid. Boken er et resultat av forskningsprosjektet ArctiChilden

  • 3. Ahonen, Arto
    et al.
    Alerby, EvaLuleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.Johansen, Ole MartinRajala, RaimoRyzhkova, InnaSohlman, EiriVillanen, Heli
    Crystals of schoolchildren's well-being: cross-border training material for promoting psychosocial well-being through school education2008Collection (editor) (Other academic)
    Abstract [en]

    Crystals of Schoolchildren's Well-Being is an investigative experiment carried out in four countries, involving a topic that is very much of this time, and very global. Children's behaviour at home, at school and in the immediate community says a great deal about the environment, sphere of life and world the children are living in. Despite economic, social, cultural and ethnic differences between countries, the ability of children to cope in the societies of the future is crystallised into a question about the present quality of life, the psychosocial well-being the natural and developed living environment should be able to provide. Health and well-being are supported in a safe and caring school environment free of bullying. At their best, the schools, parents and nearby communities offer a growth environment in which the children's psychosocial health and well-being are the focus of at¬tention. Teachers and educators are more and more conscious of the ways in which they can foster a child's health and development by applying teaching methods related to social interaction and health promotion as well as by utilising the opportunities provided by art and culture in teaching. This book examines the theme by offering both carefully reflected knowledge and practical examples of applications with which psychosocial well-being is being produced in schoolwork. The book is meant for teachers, planners and decision makers who are interested in developing growth environments that support psychosocial well-being as well as cross-cultural co-operation.

  • 4.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A Picture Tells More than a Thousand Words2015In: Children’s Images of Identity: Drawing the Self and the Other, Encyclopedia of Global Archaeology/Springer Verlag, 2015, 15-25 p.Chapter in book (Refereed)
    Abstract [en]

    ‘A picture tells more than a thousand words’, is a common saying. Given that a picture tells more than a thousand words – how can we understand and use this expression? How can a picture, or an image, be analysed and used as part of educational research? In this chapter the use of images, and more specifically drawings, will be explored.

  • 5.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A way of visualising children´s and young people´s thoughts about the environment: a study of drawings2000In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 6, no 3, 205-222 p.Article in journal (Refereed)
    Abstract [en]

    This article attempts to visualise the way in which children and young people think about a specific topic, namely the environment. The aim is to make the thinking of children and young people available and to interpret the meaning of their thoughts about our environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. The study is based on empirical material consisting of drawings produced by 109 children and young people, combined with subsequent oral comments. During the drawing analysis different structures and patterns gradually crystallised, and eventually four different themes emerged, consisting of thoughts which focus on the following: the good world, the bad world, the dialectics between the good and the bad world, and symbols and actions protecting the environment. It can be stated that the results which emerged, in the form of the thoughts of the children and young people on the environment, reflect a thinking characterisedby many nuances, such as clean and unspoilt nature in different manifestations, the need for human beings to use nature for recreation and well-being, environmental destruction in different forms, and direct or indirect ways of taking care of the prevailing environmental situation.

  • 6.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    About silence: a matter for educational settings2012In: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Conference paper (Other academic)
    Abstract [en]

    ”… if we know more about silence, we will know more about ourselves”, states Jaworski. What then do we know about silence? Sometimes people are silent of their own free will, while others have silence thrust upon them. Others are perhaps silent to demonstrate their position of strength or superiority with regard to others. To have understanding of and insight into the meaning and different aspects of silence is of importance to life itself, as well as to different educational settings. Within the framework of this paper, the significance of silence for educational settings will be highlighted and discussed. The discussion will be based on the recently published book ”Om tystnad - i pedagogiska sammanhang” [About Silence - in educational settings] (Alerby, 2012).The presentation will deal with issues like - is it accepted for students to be silent? Or is this seen as a problem? Some students are experienced by others or by themselves as silent. Perhaps they are neither given, nor do they take, the silent space that is required for participation in the conversation. They remain silent even though the ongoing discussion wakens thoughts and opinions, and they continue to be silent even though they know the answer to the question which the teacher has just asked. Most silent students probably have an opinion to add to the discussion or an answer to give to the question, but they choose for some reason not to express this, and therefore remain silent in the eyes (or ears) of others. But are they really silent? One way to approach these issues is to take the phenomenological movement as a point of departure. To be more precise - this paper will discuss silence in educational settings using a phenomenological life-world approach.

  • 7.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Aktivt lärande: kompetensutveckling inom skolan i Pajala kommun : ett värdegrundsprojekt2000Report (Other academic)
    Abstract [sv]

    Pajala kommun har med stöd från Skolverket bedrivit kompetensutveckling inom skolan i form av värdegrundsprojektet ”Aktivt lärande i Pajala”. Projektet vände sig till personal inom Pajala kommuns skolverksamhet, och det anordnades av Pajala kommun, inre rektorsområdet, i samarbete med Centrum för forskning i lärande, Luleå tekniska universitet. Kompetensutvecklingens huvudmål var att tydliggöra skolans värdegrund samt att arbeta med mål och utvärdering. Detta arbete har kopplats till olika utvecklingsarbeten som genomförts inom ramen för de deltagande arbetsenheterna. Vidare har ett aktionsinriktat arbetssätt tillämpats under hela projektets gång. Ett antal av lärarnas A-dagar samt Pedagogiska caféer har använts för gemensam kompetensutveckling. Övriga A-dagar och även viss tid av den reglerade arbetstiden användes till de utvecklingsområden som varje arbetslag arbetade med utifrån sina behov enligt respektive projektplan. Vid utvärderingen framkom att projektdeltagarna upplever att värdegrundsfrågorna, i och med projektet, har legaliserats och även getts ett stort utrymme i verksamheten. Detta genom att frågorna på ett naturligt och självklart sätt fått en framträdande plats, men även genom skolledningens stöd samt universitetets medverkan. Personalen upplever framför allt att de fått mer tid att fokusera ett gemensamt uppdrag, nämligen att arbeta med och utifrån värdegrunden. Lärarna upplever även att eleverna har givits större möjligheter till delaktighet vid såväl planering som utvärdering. Vidare betonas vikten av man från ledningshåll avsätter tid och att ledningen på ett aktivt och konkret sätt visar projektet intresse och uppmärksamhet. Genom den process som det aktionsinriktade arbetssättet startade ledde projektarbetet till såväl kompetensutveckling som till skolutveckling, eller för att använda andra ord – till det livslånga lärandet.

  • 8.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Att fånga en tanke: en fenomenologisk studie av barns och ungdomars tänkande kring miljö1998Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis attempts to clarify the way in which young people think about our envíronment, based on their experiences as the starting point. The aim is to make the thinking of people available and to interpret the meaning of these thoughts, whose content comprises the environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. I also use the phenomenological method as a type of analysis method to use as inspiration when analysing the empirical material. The children and young people who are included in the study are between the ages of 7 and 16. The data collection is based on two partial studies. In one partial study, empirical material is analysed consisting of the production of drawings by 105 children and young people with attached oral comments, and in the other partial study interviews which were conducted with 16 children and young people are analysed. These two studies are partially connected and partially dependent on one another. The drawing study is aimed at developing an understanding of the thinking of the children and young people and also forms the basis for the selection of subjects for the interview study. The interview study for its part is aimed at further deepening the understanding of the thinking process and the interviews took place on two occations with each person. In the drawing analysis four themes of thoughts were crystallised which focus on: the good world, the bad world, the dialectics between the good and bad world, and symbols and actions promoting the environment. In the interview analysis eight themes emerged of thoughts which focus on: pragmatic perspectives, emotional perspectives, future and visionary perspectives, philosophical perspectives, aesthetic perspectives and romantic perspectives. It can be stated that the results which emerged in the form of the thinking of the children and young people on the environment reflect their thinking as having many nuances. If these many-faceted thoughts are to be taken seriously it is necessary in the teaching and learning situation to take into account the thinking of young citizens. Teaching and learning situations should therefore create time and room for conversation and thinking. This is to stimulate the growing power which the experiences of young people have, experiences which are in turn requirements for thinking: thinking which is constituted by beeing-in-the-world.

  • 9.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Constitution of learning: a view of Maurice Merleau-Ponty and Gregory Bateson notions of learning2002In: The many faces of philosophy of education: traditions, problems and challenges : conference proceedings : International Network of Philosophers of Education, / [ed] Tone Kvernbekk; Birgit Nordtug, Oslo: University of Oslo, Institute of Educational Research , 2002Conference paper (Refereed)
  • 10.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Det pedagogiska rummet: Om erfarenheter, känslor och den rumsliga gestaltningen2015In: Thule: Kungl. Skytteanska samfundets årsbok. 2016 / [ed] red: Roger Jacobsson, Umeå: Kungl. Skytteanska samfundet , 2015, 69-78 p.Chapter in book (Other academic)
  • 11.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    During the break we have fun: a study concerning pupils' experience of school2003In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 45, no 1, 17-28 p.Article in journal (Refereed)
    Abstract [en]

    This paper attempts to elucidate pupils' experience of school and to interpret the meaning of their experiences. The theoretical roots of this study are to be found within the phenomenology of the lifeworld. The pupils' experience of school is made apparent with the aid of creative activity in the form of the production of drawings, combined with subsequent oral comments. During the analysis of the empirical material, different patterns and structures were noticed, and eventually six different themes emerged, which are presented without any relative order of precedence. The themes are in the space of experience of: learning and knowledge, social relations, orderliness and rules, subjects, feelings and time-dimensions. The results which emerged, in the form of the pupils' experience of school, show multifaceted experiences which have many nuances, such as a lack of time to accomplish schoolwork, the importance of breaks and relations between friends, the importance of the relations between the teacher and the pupils, the fact that rules are decided upon over the pupils' heads and the fact that learning things and developing knowledge are positive even if school is sometimes experienced as boring.

  • 12.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Goda lärmiljöer: ett kompetensutvecklingsprojekt inom Pajala kommuns skolor och förskolor2004Report (Other academic)
    Abstract [sv]

    Pajala kommun har i samarbete med Institutionen för utbildningsvetenskap, Luleå tekniska universitet och Regionalt utvecklingscentrum, Karlstads universitet, under läsåret 2002/2003 bedrivit kompetensutveckling inom förskola och skola genom projektet ”Uppdraget – att utveckla lärandet genom att skapa goda lärmiljöer”. Syftet med kompetensutvecklingen var att utveckla barns, ungdomars och vuxnas lärande genom att skapa goda lärmiljöer utifrån det uppdrag som skolan har. Projektet vände sig till all personal inom sju rektorsområden i Pajala kommuns skolverksamhet, från förskola till och med gymnasiet. I kompetensutvecklingen deltog sammanlagt 180 personer fördelade på 30 arbetslag. Ett antal gemensamma kompetensutvecklingsdagar har använts till pedagogiska caféer samt seminarier. Under dessa caféer och seminarier har styrdokument, pedagogisk litteratur och aktuell forskning diskuterats och behandlats. De olika arbetsenheterna har däremellan kontinuerligt fört diskussioner i respektive arbetslag. Ett antal uppgifter, både muntliga och skriftliga, har genomförts i syfte att föra processen framåt och koppla ihop diskussionerna från de gemensamma träffarna till arbetslagsnivå. De olika arbetslagen har även arbetat med olika utvecklingsarbeten där elev- och/eller föräldrainflytande fokuserats. Utvecklingsarbetena har behandlats vid de erfarenhetsseminarier som anordnats varje termin. Vid utvärderingen av detta projekt framkom att projektdeltagarna upplever att de genom projektet fått möjlighet att arbeta med förståelsen av uppdraget genom att tid har avsatts och möten har anordnats. Det framgår tydligt att förståelsen av uppdraget varierar såväl inom som mellan arbetslagen. Genom ett medvetet arbete med styrdokumenten har man nu fått ökade kunskaper om uppdraget och känner sig därför säkrare i sin profession. Kunskaper om det egna lärandet har ökat och vikten av att skapa goda lärmiljöer har blivit tydligare för samtliga berörda. Projektdeltagarna poängterar vidare att de genom projektet lärt sig och praktiserat olika pedagogiska samtal som ett redskap för att utveckla skolan. Deltagarna anser att det är viktigt att samtalen och reflektionerna fortsätter och en förutsättning för att så ska ske är att skolledningen tar ansvar för att möjliggöra detta. Vidare framkom att tid har avsatts för att tillsammans med barnen och ungdomarna samtala kring samt förankra skolans demokratiska värden i enlighet med uppdraget. Arbetet har fokuserat inflytande och delaktighet, men personalen upplever att det finns mycket kvar att göra innan inflytandet för barn och ungdomar blir en naturlig del av skolans verksamhet. Att utveckla ett reellt inflytande är en process som måste fortsätta under en längre tid innan resultat syns i verksamheten. Därför är det angeläget att processerna som startat får ytterligare tid för att kunna utvecklas vidare.

  • 13.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    In school you learn to get on in life: Sámi Children in Sweden2008In: Voices from the margins: school experiences of refugee, migrant and indigenous children, Rotterdam: Sense Publishers, 2008, 31-42 p.Chapter in book (Other academic)
  • 14.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Jan Bengtsson (1949–2013): A Phenomenological Scholar of Our Time2015In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 47, no 1, 10-12 p.Article in journal (Other academic)
  • 15.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Knowledge as a ‘body run': learning of writing as embodied experience in accordance with Merleau-Ponty's theory of the lived body2009In: Indo-Pacific Journal of Phenomenology, ISSN 2079-7222, E-ISSN 1445-7377, Vol. 9, no 1, 1-8 p.Article in journal (Refereed)
    Abstract [en]

    What significance does the body have in the process of teaching and learning? In what way can the thoughts of a contemporary junior-level teacher in this regard be connected to the theory of the lived body formulated by the French phenomenologist philosopher Maurice Merleau-Ponty (1908-1961), and vice versa? The aim of this paper is to illuminate, enable understanding and discuss the meaning of the body in the learning process, with specific focus on the learning of writing as embodied experience. In the process, the boundaries of learning are also explored. While understanding the significance both of learning as embodied experience and of the boundaries of learning is essential within the educational field, in this paper the discussion is limited to exploring how learning as embodied experience and the boundaries of learning can be viewed by taking Merleau-Ponty's notions as theoretical starting points. In an attempt to answer the aim and connect the paper's theoretical point of departure with a voice from a teacher, an interview with a junior-level teacher was conducted. The paper thus offers a theoretical contribution to the field of educational research, but one in which the theory is exemplified by, and connected to, a teacher's voice. Accordingly, the paper concludes by summarising the common understandings of learning held theoretically by Merleau-Ponty and made real in the activities of the contemporary junior-level teacher.

  • 16.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Knowledge must take a run through the whole body: some notes concerning the learning of writing as embodied experience2007Conference paper (Other academic)
    Abstract [en]

    "Knowledge must take a run through the whole body before it becomes real knowledge. If it just goes in one ear, without a ‘body run', it will immediately disappear out of the other ear and no knowledge will emerge." A junior-level teacher formulated these thoughts. In this paper they will serve as a point of departure for the discussion of learning. The aim of the paper is to illuminate, understand and discuss the meaning of the body in the learning process - the learning of writing as embodied experience. Furthermore, the boundary of learning will be highlighted. Understanding the importance of learning as embodied experience as well as the boundary of learning are probably essential elements within the educational field. In this paper I limit the discussion to raising some ideas of how learning as embodied experience and the boundary of learning can be viewed taking Maurice Merleau-Ponty's notions as theoretical starting points. Merleau-Ponty's thoughts will be discussed in relation to the contemporary junior-level teacher's view.

  • 17.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Laver: beskrivning av Sveriges modernaste gruvsamhälle under åren 1937-1947, med speciell tonvikt på skolan1994Book (Other (popular science, discussion, etc.))
  • 18.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Learning as embodied experience2003In: NERA congress, Nordic educational research association, NERA , 2003Conference paper (Refereed)
  • 19.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Lärande - några betraktelser från olika horisonter2000In: Lära om lärande: Festskrift till Henning Johansson, Lund: Studentlitteratur AB, 2000, 17-28 p.Chapter in book (Other (popular science, discussion, etc.))
  • 20.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Om tystnad: i pedagogiska sammanhang2012Book (Other academic)
  • 21.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Places and spaces for learning: cultural differences and similarities in north-south perspectives2016Conference paper (Other academic)
  • 22.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Places and spatiality in higher education2015Conference paper (Refereed)
  • 23.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Roaming in the landscape of thought: a study of the thinking of children about the environment.2001In: Didacta Varia, ISSN 1239-4963, Vol. 6, no 2, 29-43 p.Article in journal (Refereed)
    Abstract [en]

    This article endeavours to visualise the thoughts of children about a specially selectedsubject, namely the environment. The aim is to make this thinking visible and to interpretthe meaning of these thoughts. The theoretical starting points for the study are to befound within the phenomenology of the lifeworld. The study is based on empirical materialconsisting of interviews with sixteen children, and the interviews were carried out ontwo occasions with all sixteen persons. During the interview analysis eight themesemerged consisting of thoughts which focus on the following perspectives: pragmaticperspectives, teaching-and-learning perspectives, responsibility perspectives, emotionalperspectives, future and visionary perspectives, philosophical perspectives, aestheticperspectives and romantic perspectives. The thoughts about the environment, whichhave emerged in this study have many nuances and are multi-faceted. If these thoughts are to be taken seriously, it is necessary in the teaching situation to take the thinking ofyoung citizens into account.

  • 24.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    School - a place for health?: Sámi children´s experiences of school2007In: School, culture and well-being: ArctiChildren research and development findings from Northern Finland, Sweden and Norway, and North-West Russia, Rovaniemi: Lapland University of Applied Sciences, 2007, 85-94 p.Chapter in book (Other academic)
  • 25.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    School experiences of Sámi pupils in northern Sweden2006In: NERA's 34th Congress, Örebro 9-11 March, 2006: ABSTRACTS, Nordic educational research association, NERA , 2006, 131- p.Conference paper (Other academic)
    Abstract [en]

    This paper attempts to elucidate Sámi children's experience of school and to interpret the meaning of their experiences. The Sámi children's experience of school is made apparent with the aid of creative activity in the form of the production of drawings, combined with subsequent oral comments. The children who were included in the study live within the municipal area of Jokkmokk in the County of Norrbotten in northern Sweden. They attend a special school for Sámi children and were all aged between nine and twelve years old. During the analysis of the drawings five different themes emerged, which are presented without any relative order of precedence. The themes are tasks, the future, relationship, time and health. The results which emerged, in the form of the Sámi children's experience of school, indicate that these children's experiences have many nuances which are not recognised by mainstream systems. If these multi-faceted experiences are to be considered by the school and the needs of these children met, it is necessary to first understand the ways in which these children experience school and then to take these understandings into account in teaching situations.

  • 26.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Silence as an essential notion within the educational field2002In: Education and cultural diversities: NERA’s 30th congress in Tallinn, Helsinki: University of Helsinki, Department of Education, Center for Activity Theory and Developmental Work Research , 2002Conference paper (Refereed)
  • 27.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Some reflections on teaching-and-learning as a phenomenon2000In: NFPF: kongress, 2000Conference paper (Refereed)
  • 28.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Some reflections on time as a phenomenon within school2004In: AARE Conferences - 2004 Conference Papers Abstracts, Australian Association for Research in Education , 2004Conference paper (Refereed)
    Abstract [en]

    'What time is it?', 'When are we going to have a break?' These questions are probably recognised by most people who are working in the school. The questions demonstrate clearly how time controls a large part of the everyday life of the school. Time is linked to one of the most basic questions of philosophy, and several philosophers in the course of history have discussed questions concerning time. The present paper tries to elucidate time as a phenomenon, and especially to focus on the school's relation to time. To provide a historical background, the paper begins with a short retrospective survey of what certain philosophers have thought and written on the subject of time. Does time exist in itself? Or does time exist only through people's experience of it ? We can pause to reflect on the thesis that time, considered from one perspective, exists through people's being-in-the-world and through their experience of the same. Within different organisations, for example the school, time must be regarded as being under strict chronological control. This time-control influences, of course, the experience of time within the school, and the subject experience of time can be called 'subjective time', or rather - lived time.

  • 29.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The existential issues of children and youth when facing contemporary challenges2016Conference paper (Other academic)
  • 30.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The meaning of time within school2001In: NFPF: kongress, 2001Conference paper (Refereed)
  • 31.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The notion of silence in educatioinal context2007In: Nordic Perspectives of Lifelong Learning in the New Europe: NERA's 35th Congress. Abstracts, Faculty of Education, University of Turku , 2007Conference paper (Other academic)
    Abstract [en]

    "The only wise one, is the one who understands silence", emphasise Erik Gustaf Geijer in a poem from 1840. But how can we understand silence? This paper focuses on silence in educational contexts. Silence can be desirable and enjoyable, aggravating and embarrassing for everyone involved. Silence can also be regarded as an essential and an unavoidable part of human life. If we look into a classroom we can sometimes see the teacher's struggle to get the pupils to be silent. But then again a moment later what happens when a pupil fails to participate during a planned discussion, and remains silent, even though the topic might provoke responses whereby everyone has something to say? How do the teacher and the other pupils react to the silent pupil? We can assume that silence means different things to different people, and that it can communicate many and different things. Silence can, so to say, be "used" in various ways. We can, for example, elect to be silent, but in some situations silence is imposed, as one cannot find words to respond, or we can be silenced. Within this paper multiple meanings of silence, as well as different expressions of silence, will be highlighted. Finally, the value of silence in the process of teaching and learning will be discussed.

  • 32.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The significance of time in relation to the child2008In: NERA's 36st congress: the new goal-orientation of research strategies, University of Aarhus , 2008Conference paper (Other academic)
    Abstract [en]

    Time is linked to one of the most basic questions of philosophy, and several philosophers in the course of history have discussed questions concerning time. The present paper tries to elucidate time as a phenomenon, and especially in relation to the child. To provide a historical background, the paper begins with a short retrospective survey of what certain philosophers have thought and written on the subject of time. Does time exist in itself? Or does time exist only through people's experience of it? We can pause to reflect on the thesis that time, considered from one perspective, exists through people's being-in-the-world and through their experience of the same. Within different organisations, for example the pre school, time must be regarded as being under strict chronological control, and time controls a large part of the everyday life of the pre school. This time-control influences, of course, the experience of time, and the subject experience of time can be called "subjective time", or rather - lived time.

  • 33.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Variationsteori enligt Gu2001In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 11, no 1, 3-10 p.Article in journal (Other academic)
  • 34.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Vart tar tiden vägen i skolan?2000In: Locus, ISSN 1100-3197, 36-43 p.Article in journal (Other academic)
    Abstract [sv]

    Många elever känner sig stressade av brist på tid även om tiden också upplevs som långsam ibland. Klockan kontrollerar deras skoldagar. Stunder för reflektion och kontemplation saknas oftast helt under skoltid. Upplevelserna visar sig i barns teckningar och berättelser. Men varför räcker inte tiden till? Är det verkligen brist på tid som är problemet eller handlar det om ett effektivitetstänkande i synen på lärande som riskerar att motverka sitt syfte? Frågorna diskuteras av Eva Alerby.

  • 35.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Arndt, Sonja
    Faculty of Education, University of Waikato.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe2017In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CF Lewis (1950). By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.

  • 36.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    ”Det ska vara kul att lära!”: Skolan som den bästa platsen för lärande2012In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 8, 41-49 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Inom ramen för denna artikel diskuterar vi såväl den psykosociala som den fysiska miljön i skolan. Vidare argumenterar vi för att skolans miljö är av betydelse för elevernas möjligheter att lära sig, likväl som för deras upplevelser av lärandesituationerna. Särskilt intressant blir då att lyssna till eleverna. Syftet med denna artikel är därför att synliggöra och diskutera elevers röster i förhållande till hur skolan kan bli den bästa platsen för lärande. Detta görs med utgångspunkt i forskningsprojektet ”Skolan suger” eller?, där drygt 200 elever i åldrarna 11–15 år deltog. Eleverna fick skriftligen reflektera över hur skolan ska bli en riktigt bra lärandemiljö. För att utveckla skolan till den bästa platsen för lärande uttryckte eleverna en önskan att kunna påverka sin lärandemiljö, att uppnå ömsesidighet och samspel, att kunna hantera tidsregleringen i skolan, samt att uppfylla behov för välbefinnande.

  • 37.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Backman, Ylva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Gardelli, Åsa
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    ”Skolan suger” ... eller?: Att ge röst åt barns och ungdomars erfarenheter av psykosocial hälsa i sin lärandemiljö2012In: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, 9-15 p.Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bengtsson, Jan
    Göteborgs universitet.
    Bjurström, Patrick
    Arkitekturskolan, KTH.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kroksmark, Tomas
    Högskolan i Jönköping.
    Det fysiska rummets betydelse i lärandet2006In: Resultatdialog 2006: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2006, 7-15 p.Chapter in book (Other academic)
  • 39.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bengtsson, Jan
    Luleå tekniska universitet.
    Hörnqvist, Maj-Lis
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kroksmark, Tomas
    Luleå tekniska universitet.
    Reflections on the signification of space in school from a life-world approach2002Conference paper (Other academic)
    Abstract [en]

    A school can be regarded from its spatial configuration. These spaces can create expectations and be experienced as inspiring, they can create opportunities but even limitations for the learning of teachers and pupils. Then, what conveys the impression of the spaces? How does the space formation affect the learning process? To what extent do the spaces in school give rise to human relations? What actions and thought space is constituted? A school building can from an architectural starting point be regarded from many perspectives, where perhaps the most prominent are the material characteristics. However, to understand a building only from material characteristics will not give a comprehensive view of the situation. Instead there are also both functional and aesthetic characteristics within a building. Added to that are complicated questions concerning the architecture formation in relation to the human. One way to approach these dimensions, from a scientific perspective, is to take the phenomenological movement as a point of departure, and to be more precise - the phenomenology of the life-world. We claim that it is possible to study and to make a theoretical set of concepts of the meaning of space within learning. This paper will discuss these questions from a life-world approach.

  • 40.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Delaktighet för lärande2015Report (Other academic)
  • 41.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Plats, identitet och lärande: Relationen mellan människa och rum ur högskolepedagogiska perspektiv2016Report (Refereed)
  • 42.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Skolan som etisk praktik: att ge röst åt elevers erfarenheter av bemötande2014In: Värdepedagogik i förskola och skola / [ed] Eva Johansson och Robert Thornberg, Stockholm: Liber , 2014, 152-167 p.Chapter in book (Refereed)
  • 43.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Student Participation and Influence in Education: Possibilities and Challenges2016In: Successful Approaches to Raising Attainment and Tackling Inequity: CIDREE Yearbook 2016 / [ed] Stephen Edgar, Livingston: Education Scotland , 2016, 168-182 p.Chapter in book (Refereed)
    Abstract [en]

    Education is one way for society to promote active engagement and participation as forms of civic responsibility. The decline in academic achievement in schools in Europe, and particular in Swedish schools, can be addressed through working with issues related to teaching, where student participation is an important part.

    In this article, we aim to illustrate and exemplify how student participation can be described and understood as a continuous process that includes both students’ influence over formal decision-making and student active education. The content of the text emerges from a research overview (Swedish National Agency for Education, 2015), in which current research about student participation and influence in schools was collected, illuminated, analysed and discussed.

    The article illustrates existing challenges and opportunities identified in educational research, relating to students’ influence over decision-making processes and students being active in their education. The article concludes with a few thoughts about the future, including how student voices are becoming a clearer part of school improvement. Furthermore, we discuss the need for staff training, organisational conditions for developing participation work and the importance of further educational research that will highlight student participation and influence. 

  • 44.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    What can an image tell?: Challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers2012In: Journal of Arts and Humanities, E-ISSN 2167-9045, Vol. 1, no 1, 95-104 p.Article in journal (Refereed)
    Abstract [en]

    As humans, we have the ability to use many forms of “language” to express our self and our experiences, where visual art, an image, is one. Accordingly, experiences can be described in many different ways. In this paper we describe the challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers based on life-world phenomenology. We give three examples of the analysis of visual art works, such as photographs, lino prints, and drawings made by students and teachers, as a way to express their lived experiences of different phenomena. The conclusion is that there are limits with using visual art as the sole source of empirical data. We argue that such data has to be accompanied by oral or written comments to enhance credibility and rigor. A life-world phenomenological analysis of visual art and subsequent comments emphasizes openness and humility to participants’ experiences as well as an all-inclusive understanding of a phenomenon.

  • 45.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Dahlén, Göran
    Piteå kommun.
    Larsson, Iris Rosengren
    Piteå kommun.
    Vikström, Anna
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ömsesidig samverkan mellan pedagogisk forskning och pedagogisk praktik2010In: Utbildning på vetenskaplig grund, Stockholm: Lärarförbundet , 2010, 22-32 p.Chapter in book (Other academic)
    Abstract [sv]

    Vad innebär det i praktiken att skolans och förskolans verksamhet skall vila på vetenskaplig grund och beprövad erfarenhet? Det vi tycker är intressant att lyfta fram är på vilket sätt forskningen bedrivs, hur forskningsfrågorna kommer till och hur resultaten kommer den pedagogiska praktiken tillgodo. I denna artikel diskuterar och problematiserar vi relationen mellan den pedagogiska forskningen och förskolans och skolans verksamhet. Diskussionerna exemplifieras från ett konkret forsknings- och samverkansprojekt, där forskning och praktik har gått hand i hand. Vidare ger en forskare, en doktorand, en lärarutbildare, en skolledare och en lärare sin personliga syn på samverkan mellan pedagogisk forskning och praktik.

  • 46.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Forsman, Arne
    Hertting, Krister
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Lasten hyvinvointi ell – näkökulmia aiheeseen2008In: Psykososiaalisen hyvinvoinnin edistäminen opetustyössä, Rovaniemi: Lapin yliopistokustannus , 2008, 39-46 p.Chapter in book (Other academic)
  • 47.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Forsman, Arne
    Hertting, Krister
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Några perspektiv på psykosocial hälsa bland barn2008In: Barns trivsel i Nord: aktiviteter for psykososial trivsel fra skoler i Barentsregionen, Oslo: Gyldendal Norsk Folag AS , 2008, 39-45 p.Chapter in book (Other academic)
  • 48.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bergmark, Ulrika
    Forsman, Arne
    Hertting, Krister
    Kostenius, Catrine
    Luleå University of Technology, Department of Health Sciences, Health and Rehab.
    Öhrling, Kerstin
    Luleå University of Technology, Department of Health Sciences, Nursing Care.
    Well-being among children: some perspectives from a Swedish viewpoint2008In: Crystals of schoolchildren's well-being: cross-border training material for promoting psychosocial well-being through school education, Rovaniemi: Lapland University of Applied Sciences, 2008, 39-46 p.Chapter in book (Other academic)
  • 49.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Brown, JillMonash University, Melbourne, VIC.
    Voices from the margins: school experiences of refugee, migrant and indigenous children2008Collection (editor) (Other academic)
    Abstract [en]

    Equitable access to education is fundamental to any concept of social justice offering as it does the means of escape from social and economic marginalisation. Despite this, in too many countries around the world groups of children are systematically denied access to education which will equip them for meaningful participation in the society in which they live. Their needs are ignored and their voices are silenced. They are locked into the position of ‘marginalised other', the perpetual stranger in society. This collection of studies by an international group of researchers provides a place for migrant, refugee and indigenous children to talk about their school experiences. Refugee children from the Sudan, Afghanistan and Somalia, indigenous children from Sweden, Australia, New Zealand and Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural children from Zanzibar all speak out through drawings, small group and individual discussion. For some children their school experiences are positive ones in which systems and teachers work together to meet their needs. For others their experiences are of racism, isolation, inadequately equipped and poorly funded schools, unsympathetic teachers and education systems designed to cater for majority groups. Despite these differences all the children remain enthusiastic about school. They are, in the words of a boy from Afghanistan, ‘thirsty to learn'. The children and the researchers all argue for education as a means to redress, rather than perpetuate, disadvantage. A vital first step in this process is to hear what is being said by those most affected by current practices. The narratives in this text offer a chance to do just that.

  • 50.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Elídottír, JórunnLuleå tekniska universitet.
    Lärandets konst: betraktelser av estetiska dimensioner i lärandet2006Collection (editor) (Other academic)
1234567 1 - 50 of 1043
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