Ändra sökning
Avgränsa sökresultatet
1 - 31 av 31
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Arndt, Sonja
    Faculty of Education, University of Waikato, New Zealand.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe2019Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, nr 4, s. 460-473Artikel i tidskrift (Refereegranskat)
    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.

  • 2.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Dahlén, Göran
    Piteå kommun.
    Larsson, Iris Rosengren
    Piteå kommun.
    Vikström, Anna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ömsesidig samverkan mellan pedagogisk forskning och pedagogisk praktik2010Ingår i: Utbildning på vetenskaplig grund, Stockholm: Lärarförbundet , 2010, s. 22-32Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 3.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hagström, Erica
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    The embodied classroom: a phenomenological discussion of the body and the room2014Ingår i: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 5, nr 1, s. 11-23Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow.As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of a reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room-we are affected by and affect the room in a mutual interplay.In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.

  • 4.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Arndt, Sonja
    University of Waikato.
    Embodiment, Places and Relationships: Re-imagining creativity and innovation in the university2016Konferensbidrag (Refereegranskat)
  • 5.
    Arndt, Sonja
    et al.
    University of Waikato, New Zealand.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Editorial: Affect, embodiment and interrelationships: Reconceptualising educational policy through encounters with learning spaces and places2019Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, nr 4, s. 455-459Artikel i tidskrift (Refereegranskat)
  • 6.
    Arndt, Sonja
    et al.
    University of Waikato.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Higher education in transformation: Spaces, places and world-wide rooms2016Ingår i: Annual PESA Conference, Coral Coast, Fiji, December 8-12 2016, 2016Konferensbidrag (Refereegranskat)
  • 7.
    Arndt, Sonja
    et al.
    Te Kura Toi Tangata Faculty of Education, The University of Waikato, Hamilton.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Places and Spaces for Embodiment: Developing an Aotearoa New Zealand/Sweden Partnership2017Ingår i: Realising Innovative Partnerships in Educational Research: Educational Partnerships and Collaborations / [ed] Rachel McNae, Bronwen Cowie, Rotterdam: Sense Publishers, 2017, s. 291-300Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Put together three researcher/lecturers at a philosophy of education conference and what do you get? Our first meeting in Chiayi, Taiwan at the Philosophy of Education Society of Australasia (PESA) conference in 2012 is responsible for our Aotearoa New Zealand/Swedish partnership, which is now an internationally funded research project

  • 8.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ekberg, Niclas
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Leonardson, Joakim
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westerberg, Mats
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Developing teachers for the 21st century by focusing on professional competences2017Konferensbidrag (Refereegranskat)
  • 9.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning2016Ingår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 21, nr 1, s. 28-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable, thought-provoking, motivational, collaborative, and transformative aspects. The conclusion points to the importance of challenging traditional roles of students and teachers as well as organizational structures and regulations, and argues that academic developers have a vital role in supporting teachers in creating spaces for larger-scale student engagement initiatives.

  • 10.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Re-considering the epistemology of student engagement in higher education2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    We want to reconsider and explore the epistemology of student engagement in higher education as part of a democratic and sustainable education, going beyond neo-liberal groundings. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet.

    In contemporary educational systems, teachers are often urged to work with student engagement in various forms due to the connection between academic success and student engagement. Student engagement is being perceived as an important factor in quality measurements – a trend which can be connected to the neoliberal marketization focusing on performance, individualization, competition, goal-rationality and linear progression. This neo-liberal agenda produces new demands on education, changing students’ and teachers’ possibilities to act and become within higher education. In addition, some theories are prioritized which lead to narrowed and limited epistemologies for higher education and accordingly student engagement.

    Deleuze’s way of thinking challenge linearity and dualistic views of subject/object and process/product when emphasizing becoming, appreciating multiplicities and the unpredictable; what has not yet come into being. When ”doing” Deleuze in teacher education, we have considered ‘pedagogical relations’ to involve both human and non-human relations - assemblages that are both intercorporeal and entangled. Such assemblages open, according to Deleuze, for a rhizomatic thinking about learning where events are created that bear possibilities for all actors involved to become-multiple-others for a while. These processes of becoming runs through on-going affective, entangled and moving relationships and modes of existence.

    Although our exploration is mainly philosophical, we will connect our exploration to an ongoing project at our university. This attempt to reconsider the epistemology of student engagement, challenges structures, power-relations and epistemological pre-assumptions in higher education by creating disruptions, openings and lines of flight?

  • 11.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession2018Ingår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, nr 7, s. 1352-1365Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to explore student participation in teaching and learning, focusing on third-year students’ experiences in a Swedish teacher education programme. Student participation is here defined as students being active and engaged in the classroom; students impacting on curriculum design; and students’ feeling of belonging to a community. The research reported is based on an interview study and analyses processes, benefits and challenges of, as well as motivations for, student participation. The findings revealed that students have diverse understandings of student participation and that the degree of participation is dependent on students’ and teachers’ engagement, expectations and responsibility. Student teachers also connected student participation to their learning and future profession as teachers. The students mainly discussed intrinsic motivations (beneficial to learning) for student participation, but there were also traces of altruistic motivations (learning citizenship). Extrinsic motivations (university benefits), however, were absent. Voices of resistance to student participation were also present; these students preferred a more teacher-led education and were not used to a high degree of participation. Students’ understandings of student participation challenge teacher–student roles in teacher education specifically, but also in higher education generally. It is important to acknowledge students’ diverse understandings of student participation. Overall, based on students’ experiences, student participation creates engagement and motivation for learning here and now and for the future profession. The study indicates that student participation has an inherent value beyond benefitting measurable outcomes, where democratic values, engagement and learning for the future profession are promoted.

  • 12.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ökat studentengagemang genom delaktighet och inflytande i högre utbildning: studenters och lärares samskapande av undervisningens innehåll och genomförande2016Ingår i: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 6, nr 1, s. 51-64Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I artikeln diskuteras studentdelaktighet och inflytande i högre utbildning genom samskapande av undervisningens innehåll och genomförande, för att öka studenters engagemang. Ett samskapande av undervisning bygger på en teoretisk grund som framhåller demokratiska värden och en mångdimensionell syn på lärande, vilket också är den teoretiska utgångspunkten förstudien. Forskningsfrågor är: Hur kan samskapande av undervisningens innehåll och genomförande bidra till ökat studentengagemang i svensk lärarutbildning? Vilka möjligheter kan uppstå och hur kan dessa möjligheter tas till vara? Vilka utmaningar kan uppstå och hur kan dessa hanteras? Hur kan högskolepedagogiska utvecklare stödja universitetslärare som strävarefter att främja studenternas engagemang? Empiriska metoder är skriftliga studentreflektioner och lärarintervju. De viktigaste resultaten av studien är att samskapande av undervisningens innehåll och genomförande kan upplevas som en mångtydig process med oförutsägbara, tankeväckande, motiverande, kollaborativa och förändrande aspekter. Slutsatsen pekar på vikten av att utmana traditionella student- och lärarroller samt organisationsstrukturer där högskolepedagogiska utvecklare har en viktig roll för att stödja universitetslärare i arbetet att öka studenters engagemang genom delaktighet och inflytande i utbildningen.

  • 13.
    Ekberg, Niclas
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Grape, Monica
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Högström, Per
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Edström, Kattis
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Lundmark, Elisabeth
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Pekplattan och lärarutbildningen: om studenters och pekplattors intra-agerande2016Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Syftet med detta paper är att presentera och diskutera erfarenheterna av att introducera och använda pekplattan som pedagogisk resurs för studenter och lärare i en förskollärarutbildning. Fokus fästs på att utifrån ett posthumanistiskt perspektiv och en rhizomatisk syn på lärandet förstå och diskutera tekniksatsningarna i utbildningen som samtillblivelser av lärarstudenter och pekplattor. Projektet ”Pekplattan som resurs – ett pedagogiskt verktyg för lärare och lärande”, har bedrivits mellan VT2014 och HT2015 och inbegripit 42 studenter, i slutet av sin utbildning, samt nio lärare. Satsningen har ingått som del av Luleå tekniska universitets pedagogiska utvecklingsarbete, med medel från universitets utvecklingsfond. Projektet, syftande till att utforska pekplattans pedagogiska möjligheter och utveckla metoder som berikar undervisningen och lärandet, initierades under VT2014 bland lärarna för att under läsåret 2014/2015 också inbegripa studenterna. Det har innefattat inköp och utdelning av pekplattor och applikationer till lärare och studenter, fortbildningsinsatser för lärarna, egenproduktion av utbildnings- och instruktionsmaterial för projektdeltagarna, teknikinvesteringar i lektionssalar samt organiserade kollegiala erfarenhetsutbyten. Under projektets gång har data insamlats från deltagarna genom återkommande enkäter, bestående av både öppna och slutna svarsalternativ, samt genom dokumenterade kollegiala samtal. Den första resultatanalysen utmynnade i tre teman, vilka karaktäriserar vilka betydelser teknikanvändningen har kommit att få för projektdeltagarna. Dessa tre teman är Personal Learning Environment (PLE), undervisningens och lärandets gestaltning samt professionalisering. Studenterna framhåller hur den mobila tekniken bidragit till en mer personifierad studiemiljö och studiesituation. Den ständiga tillgången till och möjligheten att själv arrangera läromaterialet visade sig inte bara betydelsefull för studenternas upplevelse av tekniken som ett organisatoriskt stöd för studierna. Teknikanvändningen har även kommit att främja studenternas självständighet vad gäller produktion och presentation i utbildningen och har vidare bidragit till deras upplevelser av ett ökat engagemang och en ökad självkänsla. Projektets fokus på lärandets multimodala aspekter har inneburit nya vägar till kunskapsrepresentation och reflektion. Genom att nyttja flera olika uttrycksformer och själva figurera i olika produktioner och representationer har studenterna upplevt ett rikare lärande och en större glädje och kreativitet i studierna. Projektet har därtill visat sig ha betydelse för studenternas professionalisering då det bidragit till en högre beredskap att använda de tekniska resurserna samt givit ett större mod att både möta och ta en egen plats i förskoleverksamheten. Den inledande resultatuppföljningen gav oss som forskarlag, tillika projektdeltagande lärare, en del svar på våra frågor om pekplatteanvändningens betydelse för såväl undervisningens villkor som studenternas lärande och professionalisering, men väckte i sin tur även nya: Vad innebär lärarstudentens möte med den mobila tekniken för lärandets villkor, vägar och uttryck? Till vem blir studenten och till vad blir pekplattan i det inom utbildningen arrangerade mötet mellan människa-teknik? Hur kan lärarstudenters och pekplattans intra-agerande förstås? Med utgångspunkt frågorna genomfördes en fördjupad studie bland de projektdeltagande studenterna. Vårt datamaterial består i sju videodokumenterade gruppsamtalsessioner under vilka studenterna behandlar och diskuterar fyra givna frågeställningar av öppen karaktär. Vi avser att under presentationen både redogöra för resultaten av vår studie och diskutera det posthumanistiska perspektivets möjligheter till förståelse av studenters möte med och relationer till den mobila informations- och kommunikationstekniken.

  • 14.
    Jonsson, Gunnar
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Brown, Jill
    Monash University, Melbourne, VIC.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Children's images of themselves and the other: using drawings in research2013Konferensbidrag (Refereegranskat)
  • 15.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    A multimodal approach in early childhood educational research: possibilities and challenges2010Ingår i: 20th EECERA annual conference: Knowledge and voice in Early Childhood: who knows, who speaks, who listens? : Birmingham, UK 6th -8th September 2010, 2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The overall aim of this paper is to exemplify and discuss possibilities and challenges when working with variation and creativity, a multimodal approach, within early childhood educational research. In this study, a multimodal approach is used to create understanding and knowledge about pre-school-children‘s explorative learning. The study takes as a starting-point the theory of the life-world of Merleau-Ponty. This theory advocates pluralistic methods which render possibilities to explore and understand different participants lived experiences and perspectives. However, according to Merleau-Ponty, it is not possible to fully understand the other since all expressions are interpreted when sharing life-world through inter-subjectivity. That requires awareness and a critical review, as well as openness, trust and sensitivity when designing research aiming at voicing different lived experiences. Ethical matters are central and of great importance for both the participants and the validity of the study, especially since the relation between child and adult as well as teacher and researcher is traditionally asymmetrical. The discussion about possibilities and challenges with a multimodal approach in research is therefore based mainly on common reflection and critical reviews concerning methodological experiences in relation to ethical considerations. According to the discussion in the paper, a multimodal approach in early childhood educational research can support the development of pre-schools, towards more meaningful and democratic spaces for children.

  • 16.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ambiguities and Intertwinings in Teachers' Work: Existential dimensions in the midst of experience and global trends2014Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The purpose of this thesis was set against the background of changed expectations on education and teachers’ work in contemporary Western societies, reflecting global educational trends of standardisation and assessment moving further down the ages. The overall aim of the thesis was to explore and gain understandings of how teachers’ work is constituted. The exploration was based on lived experience and philosophical perspectives, and the main research questions were: i) what is the significance of existential dimensions of teachers’ work, and ii) how can they be understood in the light of a globalised and standardised education? The theoretical and methodological basis of the thesis was mainly the philosophy of the life-world as formulated by Maurice Merleau-Ponty. The studies included employed the following methods: drawings with associated oral comments (study I), written teacher responses and follow-up interviews (study II), visual documentation with associated oral comments (study III), and finally, the study of the relevant philosophical literature (study IV). In total 50 teachers and 112 children participated in study I, ten teachers in study II and eight teachers in study III. In study IV, the data consisted of philosophical literature.The findings show that teachers’ work involves not only teachers’ intellectual capacities and skills, but also their emotional and embodied being, and intertwined relationships as well. Further, teachers’ work it affected not only by the views of children, knowledge and learning held by teachers, policymakers and society that affect teachers’ work, but also by ontological assumptions and existential dimensions in a wider sense. It emerged that teachers’ views of education and their attempt to appreciate the unpredictable beyond dualistic assumptions are holistic, and multidimensional, in comparison to the rather linear and standardised global agenda.The crossover analysis of the findings suggests that teachers’ work is mainly constituted by ambiguities and intertwinings of an ontological character that have epistemological implications. In this thesis ambiguities are used to describe aspects that at first seem contradictory but are in fact more like irreducible uncertainties – as intertwined and reversible aspects of teachers’ work as a whole. Accordingly, existential dimensions of teachers’ work are ubiquitous within these ambiguities and intertwinings, and appear as significant in mainly two ways – firstly, as closely connected dimensions of the life-world and lived experience, referred to as lived time, lived space, lived body and lived other; secondly, as basic notions mainly about the relationships between i) subject and object, ii) mind and body, iii) human, culture and nature, iv) linear and multidimensional temporality. These existential dimensions of teachers work are discussed as Intercorporeal reversibilities (mind and body, subject and object), Intertwinings, chiasm and flesh (human, culture and nature) and A chiasmic be(com)ing (linear and multidimensional temporality). The ambiguous aspects of teachers’ work seem to derive from a general ambiguity of views on education, in which the rationalistic view tends to dominate since it often reflects the management of education. This overall ambiguity demands a reconsideration of the wider aim of education as well as of different relationships within education beyond dualisms and divides. Particularly, intercorporeal and intertwined relationships are essential, encompassing the significant intertwinings of ‘subjectobject’, ‘mindbody’, and ‘humannatureculture’. It is argued that this rethinking needs to be done in order to create conceptual and operational space for diverse and challenging pedagogical relationships. Thereby, a process of a chiasmic be(com)ing for teachers in their work and for children’s learning can be enhancedKey words: teachers’ work; teaching; school; early childhood education; lived experience; existential; pluralistic; Merleau-Ponty

  • 17.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Children's scientific exploration in preschool: Teachers' perspectives2011Konferensbidrag (Övrigt vetenskapligt)
  • 18.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ett förstärkt undervisningsuppdrag i förskolan: lärares erfarenheter, föreställningar och strategier2013Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Presentationen bygger på en artikel, A strengthened teaching mission in preschool: teachers’ experiences, beliefs and strategies, publicerad i International Journal of Early Years Education 2013. Syftet är att utforska förskollärares erfarenheter av sitt förstärkta undervisningsuppdrag, särskilt avseende arbetet med naturvetenskapligt utforskande. Studien tar sin teoretiska utgångspunkt i Merleau-Ponty’s livsvärldsfilosofi, vilken betonar lyhördhet för de inneboende tvetydigheter som framträder, och fokuserar den konkreta vardagliga världen som människan är en del av. Det empiriska materialet består av lärares skriftliga reflektioner samt uppföljningsintervjuer. Resultatet visar på ett brett och multidimensionellt sätt att arbeta med naturvetenskapligt utforskande där förkroppsligade erfarenheter och sammanflätade relationer är signifikant. Relationen mellan innehåll och form framträder som reversibel, dvs de två tenderar att övergå i varandra, och ett naturvetenskapligt förhållningssätt blir då formen att arbeta med annat innehåll. Lärares föreställningar av vad som konstituerar naturvetenskapligt utforskande och lärande utgörs av en kombination av naturvetenskap som allmänbildning och naturvetenskap som undersökningar, där demokrati, estetik, experiment och reflektion framhålls. Att vara närvarande och fokusera barnens relation till fenomenet verkar vara lärares strategi att hantera sitt förstärkta lärandeuppdrag.

  • 19.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Shared life-world: a discussion about the learning pre-school child and active citizenship2010Ingår i: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, s. 34-35Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    It appeared to me as a frightening fact that the children at our pre-school maybe did not see their possibility to influence even though we had tried to open for participation. I understood that in our eagerness we had taken children's perspective for granted. Instead the children had made their own strategy in order to do the best out of the situation... (pre-school teacher). This quotation from a pre-school teacher can be seen as an example of the difficulties when working with participation in pre-school. Research shows that genuine participation is hard to achieve in pre-schools. Although the awareness among pre-school teachers concerning those questions has grown, it is often of small interest from the society to create places where the children have had an opportunity to have a say in matters concerning them or their community. Participation among the children then relies on the pre-school teachers working with them. How can preschool teachers, within pre-school as an organisation, meet children with reciprocity, really listen to them and organize education in pre-school from their perspective? Society and adults often talk in very generalizing words about what a child is, what children like to do or how children learn. This view stems from the development psychology, which has had a great influence in the field of childhood and early childhood education. Images or constructions of the child have changed from a poor and weak child to a competent child. Those images and lasting generalisations tend to sustain limiting obligations which makes truly listening, meeting and participation very difficult. Inter-subjectivity is described as central in human meetings and can be described as our common interaction, negotiation and description of ideas and phenomenon in our every day life. The aim of this paper is to analyse and discuss the life-world as a theoretical concept related to the context of the pre-school, with a special focus on inter-subjectivity and how to understand "the learning preschool-child". I want to highlight the possibility to move from representations and generalisations about the learning pre-school child towards the unique child. I will also argue that the life-world entail the possibility to move from a perspective of "either/or" to a perspective of "both/and", where the relations between for example body and soul, subject and object, individual and social, process and result are intertwined. The theory of the life-world in general, and inter-subjectivity in special, becomes a condition for understanding the other's subjective I - the unique meeting with the unique person in the unique situation. It is therefore important for the pre-school to really take the children's participation into account. To meet the child as a unique person, and to really listen to the same, is a prerequisite to promote an active citizenship for the learning pre-schoolchild and therefore a relevant aspect when creating educational knowledge and new spaces for educational research in the Nordic countries.

  • 20.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Teacher-student’s pictures of reflection: A professional tool to spot dimensions of silent knowledge and move forward2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    Purpose:In this paper I will explore teacher students' experiences of reflection and discuss those in relation to silent knowledge and ambiguities within professional development. This research area seems relevant since reflection is emphasized as an important part of teachers' work today, but still reflection often is used quite un-reflected and with different aims.Method:The theoretical and methodological base used for the study is the life-world philosophy as formulated by Merleau-Ponty. In this study, artistic expressions such as individual drawings and physical interpretations in groups which were documented with photographs were used in combination as methods to voice teacher students' lived experience of reflection. The empirical material thus consists of drawings from 114 teacher students, and 24 photographs of physical interpretations were 117 teacher students participated, portraying the significant words. The material was first analyzed as two different parts and then put together as it showed that similar result appeared in both parts.Result:The preliminary result rendered in four major themes, each encompassing different dimensions of the lived experiences of teacher students' concerning reflection. The preliminary themes were classified as: 1) Diversity of voices, 2) To see and make visible, 3) Looking to the back, and, 4) Moving forward.Conclusion:The preliminary themes show that reflection is both regarded as an individual and collective tool for professional development. Silent knowledge-for example a feeling of when or how to act, a way of relating to the children, the situation or the content, or a way of handling your emotion-become explicit knowledge due to reflection. Thus, fingertip, prevision and tact of teaching are not easy to get hold of or improve, although reflection may be one tool to make the invisible visible and the silent knowledge expressed. Teacher students' experiences tell us that the distance needed for reflection is not easy to create but that notes, conversations, photos, big ears and eyes, and questions can help you out. The movement between looking back and moving forward seems to be significant as well. Hence, ambiguous dimensions of reflection are made visible, such as for example individual and social, looking back and moving forward, involvement and distance. These ambiguities thus not seem to be regarded as contradictions, but as parts of a whole, intertwined and mutual dependent when teacher-students use reflection to spot dimensions of silent knowledge and move forward in their profession.

  • 21.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    The ambiguous and interwined relationship between 'being' and 'becoming' in young children's learning2012Ingår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    What does it mean to be a child of our time in a learning society? What role does temporality play for pedagogical relationships in children’s everyday life and learning? In what way might notions of ‘being’ and ‘becoming’ influence children’s ability to create knowledge and meaning? In the contemporary educational debate and policy, demands on higher education constantly increase and younger children’s learning is required to be stimulated. ‘Being’ and processes of learning are often placed in the present moment, while ‘becoming’ can be connected to products of learning placed in the future. Traditionally, grownups and adults represent the human beings while children can be viewed as human becomings. Although we cannot ignore the importance of desire and change in conquering knowledge, focusing mainly the future can lead to an over-emphasis on the value of ‘becoming’. Children’s being and meaning-making in the present moment are likely to be undervalued. A too strong focus on ‘being’, a somewhat stagnant position, may as well limit children’s possibility to learn.The overall aim of this paper is to illuminate and discuss the notions of ‘being’ and ‘becoming’ and what consequences those notions might have on pedagogical relationships and children’s learning in educational settings such as preschool and school. I explore these notions in relation to the philosophy of the life-world, as formulated by the French philosopher Maurice Merleau-Ponty, and in some extent to Gilles Deleuze’s theory of time, as well as to voices from a number of teachers in school and preschool. The combination of teacher voice and the associated philosophical discussion, show that it is relevant to continue and broaden the exploration of children as both ‘beings’ and ‘becomings’. The ambiguous relationship between ‘being’ and ‘becoming’ therefore is discussed in terms of an intertwined, chiasmic and ever changing process.The paper offers a philosophical contribution to the field of educational research, but one in which the philosophy is exemplified by, and connected to, teachers’ voices.

  • 22.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    A critical exploration of the relation between silence, education and assessment2013Ingår i: PESA 2013: Measuring Up in Education : Proceedings of the 43rd Philosophy of Education Society of Australasia Annual Conference 2013, Melbourne: Philosophy of Education Society of Australasia , 2013, s. 6-12Konferensbidrag (Refereegranskat)
    Abstract [en]

    Western societies have become increasingly knowledge and information based economies, and educational reforms have put measurable knowledge and assessment at the top of the agenda in order to create effective schools. In this paper, we critically explore the relation between silence, education and assessment, drawing mainly on the work of Maurice Merleau-Ponty, and to some extent the work of Otto Friedrich Bollnow. Our overall aim is to open up for discussion the significance of silence in education, with a focus on the interplay between silence and assessment.Some students are experienced by others or by themselves as silent. Perhaps, they are neither given, nor do they take, the space that is required for participation in a conversation. They remain silent even though the ongoing discussion wakens their reflections and thoughts, or even if they know the answer to questions asked. Merleau-Ponty emphasises, that there is something that exists beyond what is said, something which cannot be communicated verbally, which he calls a silent and implicit language. Since exams are mainly based on words, the silent dimensions of students’ knowledge and achievement may be neglected. Exams, written or verbally, thus run the risk of being limitations for fair assessment. To stop and think about silence can draw attention to the importance of listening to the silent and implicit language of students in different teaching situations, especially when it comes to assessment.

  • 23.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    A glimpse into toddlers learning places: tensions and potentials in Swedish preschool2016Ingår i: The first years: New Zealand journal of infant and toddler education, ISSN 1175-0529, Vol. 18, nr 2, s. 16-19Artikel i tidskrift (Refereegranskat)
  • 24.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ambiguity within the notion of temporality in education2011Konferensbidrag (Refereegranskat)
  • 25.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Rethinking temporality in education drawing upon the philosophies of Merleau-Ponty and Deleuze: a chiasmic be(com)ing2012Ingår i: Childhood & Philosophy, ISSN 1554-6713, E-ISSN 1984-5987, Vol. 8, nr 16, s. 355-377Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The children of today live in a time when the images of themselves and their childhood, their needs, interests, and skills, are discussed, researched, challenged, and changed. Childhood, education and educational settings for young children are to a great extent governed by temporality. In this paper, temporality and temporal notions in education are explored and discussed. We especially illuminate two different ways of thinking about children in education and care for younger children in the West— the predominant biased notions of the child as becoming or being. The child as becoming, is manifested primarily in classical developmental psychology while the notion of the child as being, has been highlighted mainly by sociological researchers in their critique of developmental psychology. This latter notion is also visible in a totally different manner in the philosophy of Rousseau, emphasizing the free and natural child. In addition, we explore an alternative way of thinking about temporality and children. Drawing upon the philosophy of Maurice Merleau-Ponty and Gilles Deleuze, we argue for a rethinking of temporality beyond linear views on time and biased notions of children as ‘either or’. A movement towards a perspective which not only combines notions, but where the whole is more than merely the sum of the parts, is proposed. This leads to an ambiguous, intertwined and ongoing connection between the temporal notions of have been, being and becoming, described by a novel concept—a chiasmic be(com)ing. We suggest that this alternative may be a fruitful way to overcome binary approaches and expand the discussion of temporality, and temporal notions of children, in education. Such an alternative could function as a counterweight to the predominant notions of education and teachers’ work. It may also be seen as a significant foundation for an ethical education since it is built upon ongoing and intertwined relationships, which appreciate openness and unpredictability.

  • 26.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    The ambiguity of temporality in pedagogical relationships2011Konferensbidrag (Refereegranskat)
  • 27.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    The intertwined relationship between being and becoming2011Konferensbidrag (Refereegranskat)
  • 28.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Beyond the boundaries of the classroom: rethinking places for learning2012Konferensbidrag (Refereegranskat)
  • 29.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Jillian, Brown,
    Faculty of Education, Monash Unversity.
    The phenomenology of teacher work: images of control, chaos and care2013Ingår i: International Journal of Humanities and Social Science, ISSN 2220-8488, E-ISSN 2221-0989, Vol. 3, nr 4, s. 222-233Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Extensive reforms and standardization on a global level have changed the expectations of education in the last decade. The ways in which teachers understand and experience their work are central to the ways in which this work is carried out. Children also have their own understandings of teachers’ work. The aim of this study is to explore how teacher work is experienced andportrayed by teachers and children. The study takes it’s starting point in the phenomenology of the life-world as expressed by Merleau-Ponty and van Manen, and is based on teachers’ and children’s drawings and associatedcomments concerning teacher work. The result shows a multi-dimensional and ambiguous reality, presented as three themes: To control and be controlled, To manage or enjoy chaos, and, To care, nurture and protect. The paper offers a phenomenological analysis of the result and a discussion in relation to contemporary issues in education.

  • 30.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies2014Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 22, nr 1, s. 73-88Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper aimed to explore how preschool teachers’ experience their strengthened teaching mission, specifically when working with scientific exploration. The study was based on the philosophy of the life-world, a branch of the phenomenological movement. Life-world philosophy focuses on the concrete reality humans inhabit and is responsive to its inherent ambiguity. The data consisted of written teacher responses and follow-up interviews. The findings showed a broad and multidimensional way of working with science and exploration in which embodied experiences and intertwined relationships were prominent. Teachers’ notions of what constitutes scientific exploration and learning represent a combination of science as literacy and science as inquiry, emphasising democracy, aesthetics, experimentation and reflection. Being present and focusing children’s relationship with the phenomena seem to be teachers’ strategies of handling their strengthened teaching mission.

  • 31.
    Westman, Susanne
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ulrika, Bergmark
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Re-considering the ontoepistemology of student engagement in higher education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 8, s. 792-802Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about the purpose of education. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet, but also Karen Barad and writers who are inspired by these theories. We present four arguments on which we elaborate: (1) Rethinking power relations, (2) Questioning linearity and how to use goals, (3) Appreciating pedagogical relationships as multiple voices and becoming-multiple-others, and (4) Considering assemblages, rhizomes and lines in student engagement. These arguments open up, as we argue, the possibility of rhizomatic thinking about learning in higher education where multiplicities, otherness and the unpredictable are appreciated. In addition, we regard the exploration of assemblages that are intercorporeal, affective and entangled as something powerful when reconsidering student engagement as part of democratic education.

1 - 31 av 31
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf