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  • 1.
    Aarnio, Laura
    Luleå University of Technology, Department of Health, Learning and Technology.
    Att utveckla digital kompetens hos de yngsta barnen: Ett förskollärarperspektiv på arbetet med 1- och 2-åringar2023Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie tar sin grund i det sociokulturella perspektivet och fokuserar på digital kompetens hos de yngsta barnen utifrån ett förskollärarperspektiv. Det ansågs som intressant att ta reda på hur förskolan arbetar med digitalisering med 1- och 2-åringar på ett sätt som lägger grunden för det livslånga lärandet och ger förutsättningar för individen som en aktiv deltagare i det digitala samhället. För att kunna svara på studiens syfte och frågeställningar föll valet på att intervjua verksamma förskollärare som arbetar på avdelningar för yngre barn. 

    Tillgång till digitala verktyg och utforskande både självständigt och tillsammans med andra framhävs i denna studie som centralt. Förskollärare har lite olika perspektiv på arbetssätt och på vad som är viktigt för de yngsta barnen att lära sig när det gäller digital teknik och kompetens. Förskollärarens eget engagemang och kompetens påverkar hur undervisningen ser ut. Det är viktigt att kunna balansera mellan att ge barnen möjligheter att utforska tillsammans och självständigt samtidigt som läraren finns tillgänglig och närvarande för att vid behov kunna erbjuda stöd samt ta vara på lärandetillfällen. En närvarande och kompetent pedagog har möjligheten att få mycket information kring barnens digitala kompetens samt dem intressen de har. De flesta verksamheterna hade ingen tydlig planering eller strategi för digitalisering utan digital teknik blev ett ständigt närvarande redskap som används kontinuerligt och kompletterar andra områden inom undervisning och lek. Digitala verktyg utvidgar lärmiljön och skapar nya rumsliga dimensioner.

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  • 2.
    Abrahamsson, Helena
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education.
    Maijanen, Tommi
    Luleå University of Technology, Department of Arts, Communication and Education.
    Det är det här blandspråket som finns i kommunen, att man blandar en mening på finska och en på svenska eller till och med blandar ord från båda språken i samma mening: En kvalitativ studie om förskolans utmaningar i en flerspråkig gränskommun2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I förskolans uppdrag ingår det att barn med annat modersmål än svenska ska ges möjlighet att utveckla både det svenska språket och sitt modersmål. Med denna studie vill vi synliggöra de språkliga utmaningarna som pedagogerna ställs inför i en gränskommun i Sverige. Kommunen gränsar mot Finland och är i stor utsträckning tvåspråkig där majoriteten av befolkningen pratar både svenska och finska.  Situationen blir på så vis unik vilket också yttrar sig i förskolan. Syftet med denna studie är att lyfta fram de utmaningar pedagoger står inför när de arbetar med språkutveckling hos flerspråkiga barn i kommunen. Studien belyser vilka svårigheter som kan uppstå när pedagoger och barn inte delar modersmål. Det är en kvalitativ studie med enkätundersökningar och intervjuer som datainsamlingsmetoder samt ett sociokulturellt perspektiv som teoretisk utgångspunkt. Studiens resultat tyder på att vissa modersmål får mer utrymme än andra och att det är en utmaning för pedagogerna att tillgodose alla olika modersmål. Resultatet visar också att det skiljer sig avdelningar emellan i hur stor utsträckning modersmålsstöd erbjuds och under vilka former. Slutligen visar resultatet att det råder en osäkerhet bland pedagoger i vilken omfattning och på vilket sätt modersmålsstödet ska utformas samt att det saknas struktur samt riktlinjer kring detta. 

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  • 3.
    Agurell Blid, Julia
    Luleå University of Technology, Department of Health, Learning and Technology.
    Mellanstadielärares uppfattning om digitala verktyg inom svenskundervisning2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out what Swedish educators in middle school think about digital tools in school. The study includes earlier research combined with quantitative and qualitative research. The quantitative part of this study is based on 21 Swedish teachers' answers to a survey. The qualitative part of the study is based on interviews with two Swedish teachers. 

     

    The study shows that teachers who teach Swedish in middle school have a positive view of digital tools but that the usage of digital tools has both advantages and disadvantages. The study shows that the teachers believe that the pupils' motivation increases when they use digital tools but both the pupils' spelling and fine motor skills are negatively affected.

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  • 4.
    Ahlbäck, Cajsa
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Digitala resurser för förskolans yngsta: Förskollärares syn på teknikanvändning i undervisning med förskolans småbarn2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att beskriva och diskutera småbarns (1-3 år) digitala teknikanvändning i förskolan, med utgångspunkt i förskollärarnas beskrivningar av vilka digitala resurser som småbarnen erbjuds i undervisning och vilka undervisningsmål som förskollärarna knyter till användnningen av dessa. Studien utgår ifrån sociokulturella perspektivtaganden med vikt vid begrepp såsom stöttning och lärande genom sociala samspel. Datainsamling genomfördes med kvalitativa intervjuer där alla tre informanter var yrkesverksamma förskollärare i en barngrupp med barn i åldern 1-3 år. Tidigare forskning tar upp kring området digital teknologi och småbarn att det finns möjligheter i användarvänlig teknik för småbarn samt att småbarn har potential att bli såväl konsumenter som producenter med digitala verktyg. I resultatet framträdde fyra teman: "Småbarnen konsumerar digitala verktyg", "Småbarns kunskapsproduktion med digitala verktyg", "Språkstöd, skapande och naturvetenskapligt utforskande" samt "Samspel och stöttning som värde med småbarn och digitala verktyg" dessa relaterar till småbarn och digitala verktyg i förskolans kontext. Resultatet visar att småbarn dels positioneras som konsumenter, dels blir kunskapsproducenter genom bland annat multifunktionell programvara, digitala böcker och dokumentation. Digitala vertyg för småbarn i undervisning har visat sig göra sig särskilt framträdande som resurs i småbarns lärprocesser när det kommer till förbättrade undervisningsmiljöer, naturvetenskapligt utforskande, spåkutveckling och skapande. Detta sker främst i sociala samspel genom digitala resurser såsom digitala böcker via exempelvis Polyglutt, digitala bibliotek och bibliotekshyllor, mikroskopägg, Youtube samt sökmotorn Google.

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  • 5. 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

  • 6. 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.

  • 7.
    Ainasoja, Emelie
    Luleå University of Technology, Department of Health, Learning and Technology.
    Att förstå eller inte förstå: En kvalitativ analys om differentiering i läromedel2022Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Den svenska undervisningen har uppdrag att utbilda och forma elever till att vara självständiga och fungerande medborgare (Skolverket, 2019). Detta innebär att undervisningen ska hjälpa samtliga elever att nå kunskapskraven, oberoende av de eventuella svårigheter som eleverna kan ha där vikt ligger i att den undervisande läraren differentierar undervisningen. Differentierad undervisning innebär att anpassa undervisningen utifrån varje elevs förutsättningar och behov. Genom att anpassa undervisningen får elever tillgång till de verktyg de kan behöva för att utveckla de kunskaper som är nödvändiga för en fullgången grundskola (Skolverket, 2019). Syftet i denna studie var att undersöka den grad av differentiering som finns i utvalda läromedel i svenskämnet utifrån en läromedelsanalys och hur läromedel inom svenska har utvecklats för att uppfylla krav på differentiering. I studien har fem nyare läromedel och två äldre läromedel analyserats och jämförts där resultatet visar att utveckling av läromedel skett i samband med digitaliseringen som skedde under 2000-talet, något som bidragit till att fler elever kan förstå och bearbeta innehållet i majoriteten av de nyare läromedlen. Samtidigt visar resultatet att beroende på vilket läromedel som analyseras varierar graden av differentiering. Utifrån det resultat som framkommit ur denna studie kan beslut tas om vilket läromedel som är mest gynnsamt att använda i klassrummet för att kunna möta samtliga elever på deras kunskapsnivå inom svenskämnet i årskurs 1.

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  • 8.
    Alanentalo, Jennifer
    Luleå University of Technology, Department of Health, Education and Technology.
    Ljudbok – legitim form av läsning på gymnasiet?: Auditiv läsning som verktyg och arbetssätt för lärande och meningsskapande av skönlitteratur i svenskämnet2024Independent thesis Advanced level (professional degree), 300 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att bidra med kunskap om ljudbokens påverkan på gymnasieelevers förmåga att arbeta, förstå och reflektera över skönlitterära texter. Genom Selander och Kress didaktisk designteori skapades en lärsekvens med inslag av Chambers litteratursamtalsmodell. Studien genomfördes med en elevgrupp i svenska 2 på en gymnasieskola. Under första lektionen behandlades ljudbokverisionen av en novell med tillhörande litteratursamtal. Under följande lektion behandlades den andra novellen där samtliga elever fick läsa tyst för sig själva innan tillhörande litteratursamtal. Resultatet analyserades genom innehållsanalys. Studiens främsta resultat visade att auditiv läsning främst påverkar elevernas förståelse av berättarperspektivet. Dessutom framkom både likheter och skillnader mellan en auditiv läsning och läsning av typografisk text. En aspekt som var synlig i båda fallen var främst koncentrationsförmåga under läsprocessen. 

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  • 9.
    Alanentalo, Jennifer
    Luleå University of Technology, Department of Health, Learning and Technology.
    Reading All American Boys (2015) in the Swedish Upper Secondary School English 6 Classroom2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Young adult literature is enjoyed by both adolescents and adults. This genre of literature is often contemporary and tends to deal with real life issues, for example cultural and social aspects of young people’s lives. Such social issues can be, for example discrimination and racism, topics highly relevant to discuss in the Swedish upper secondary English classroom. This essay performs a didactic literary analysis of All American Boys, a young adult novel dealing with racism and police brutality in the USA. The primary focus in this essay is arguing for how literature, specifically, All American Boys, can be used to promote students’ critical thinking and intercultural awareness in the Swedish upper secondary school English classroom. The literary analysis of All American Boys found that the novel’s dual narrative offers a powerful and complex insight to social issues, making it suitable a suitable material to use in the Swedish upper secondary English classroom. The dual narrative in the novel can help students develop, not only reading comprehension in English, but also intercultural competence, as well as an opportunity to practice their critical thinking skills, specifically through working with comprehension constructors. 

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  • 10.
    Alatalo, Evelina
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Wallo, Mathilda
    Luleå University of Technology, Department of Health, Learning and Technology, Education, Language, and Teaching.
    Att synliggöra språk genom visuella redskap: En kvalitativ studie om flerspråkighet i förskolans fysiska miljö2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to make visible material that can support multilingualism in the physical environment of the preschool. The research questions that this study aims to answer are what is presented in the environment to support multilingualism, for whom the environment is available from a multilingual perspective and which languages appear in the environment and how often these occur. The study is based on a sociocultural theory and was conducted at two preschools. A qualitative method was used and the collection of data consists of visual fieldnotes in the form of photographs and written fieldnotes. When processing and reading the material, a qualitative analysis was used. The result shows that material that can support multilingualism is represented in the physical environment of the preschool through alternative communication such as pictures and signs. Multilingualism has also been made visible through flags, texts and books. 

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  • 11.
    Al-Azzawi, Sana Sabah Sabry
    et al.
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Embedded Internet Systems Lab.
    Kovács, György
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Embedded Internet Systems Lab.
    Mokayed, Hamam
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Embedded Internet Systems Lab.
    Chronéer, Diana
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Digital Services and Systems.
    Liwicki, Foteini
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Embedded Internet Systems Lab.
    Liwicki, Marcus
    Luleå University of Technology, Department of Computer Science, Electrical and Space Engineering, Embedded Internet Systems Lab.
    Innovative Education Approach Toward Active Distance Education: a Case Study in the Introduction to AI course2022In: Conference Proceedings. The Future of Education 2022, 2022Conference paper (Refereed)
    Abstract [en]

    In this paper, we first describe various synchronous and asynchronous methods for enhancing student engagement in big online courses. We showcase the implementation of these methods in the “Introduction to Artificial Intelligence (AI)” course at Luleå University of Technology, which has attracted around 500 students in each of its iterations (twice yearly, since 2019). We also show that these methods can be applied efficiently, in terms of the teaching hours required. With the increase in digitization and student mobility, the demand for improved and personalized content delivery for distance education has also increased. This applies not only in the context of traditional undergraduate education, but also in the context of adult education and lifelong learning. This higher level of demand, however, introduces a challenge, especially as it is typically combined with a shortage of staff and needs for efficient education. This challenge is further amplified by the current pandemic situation, which led to an even bigger risk of student-dropout. To mitigate this risk, as well as to meet the increased demand, we applied various methods for creating engaging interaction in our pedagogy based on Moor’s framework: learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. The main methods of this pedagogy are as follows: short, and interactive videos, active discussions in topic-based forums, regular live sessions with group discussions, and the introduction of optional content at many points in the course, to address different target groups. In this paper, we show how we originally designed and continuously improved the course, without requiring more than 500 teaching hours per iteration (one hour per enrolled student), while we also managed to increase the successful completion rate of the participants by 10%, and improved student engagement and feedback for the course by 50%. We intend to share a set of best-practices applicable to many other e-learning courses in ICT.

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  • 12.
    Aldeman, Christina
    et al.
    Luleå University of Technology, Department of Health, Learning and Technology.
    Spiridonova, Natalia
    Luleå University of Technology, Department of Health, Learning and Technology.
    “Förskolläraren som språklig förebild för flerspråkiga barn”: “Stöttning och utmaning från dag ett”2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att synliggöra förskollärares språkutvecklande arbetssätt med flerspråkiga barn i vardagliga aktiviteter. Syftet besvarades genom två frågeställningar kopplat till hur förskollärare stöttar och utmanar de flerspråkiga barnen i svenska samt hur barns modersmål tas tillvara. I den aktuella studien användes sociokulturella glasögon där teoretiska begrepp såsom stöttning, dialog, utmaning samt barns intresse och erfarenheter har utgjort studiens teoretiska förståelseram. Utifrån den teoretiska utgångspunkten användes skuggning som metod och där fältanteckningar fördes i loggbok. Under tre halvdagar skuggades tre förskollärare i sitt vardagliga arbete i förskolan. Utifrån den data som samlats in genom skuggningen framkom att förskollärare arbetar aktivt för att stötta och utmana de flerspråkiga barnen med hjälp av olika strategier. Barns modersmål togs tillvara i vissa vardagliga aktiviteter och där vissa språk var mer framträdande än andra. Förskollärarnas intresse för barns olika språk samt deras behärskande av olika språk ses som viktiga ur ett flerspråkighets perspektiv. De slutsatser som dragits i studien är att förskollärarens arbetssätt spelar en stor roll i de flerspråkiga barnens språkutveckling på det vis att de stöttar och utmanar det svenska språket och bekräftar och accepterar barns olika modersmål. 

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  • 13.
    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, p. 15-25Chapter 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.

  • 14.
    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, p. 205-222Article 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.

  • 15.
    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.

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  • 16.
    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.

  • 17.
    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.

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  • 18.
    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)
  • 19.
    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, p. 17-28Article 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.

  • 20.
    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.

  • 21.
    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, p. 31-42Chapter in book (Other academic)
  • 22.
    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, p. 10-12Article in journal (Other academic)
  • 23.
    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, p. 1-8Article 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.

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  • 24.
    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.

  • 25.
    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.))
  • 26.
    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)
  • 27.
    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, p. 17-28Chapter in book (Other (popular science, discussion, etc.))
  • 28.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Om tystnad: i pedagogiska sammanhang2012Book (Other academic)
  • 29.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Places for silence and stillness in schools of today: A matter for educational policy2019In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, no 4, p. 530-540Article in journal (Refereed)
    Abstract [en]

    In this paper, it is my intention to not only explore the notions and significance of places for silence in education today, but also to develop insights into diverse understandings of silence – such as aspects of power in silence and issues of silent students – to inform school practices and educational policy. The discussion will be illustrated by some students’ experiences of a place in the school’s playground – the silent place known as the Peace Area. The students at this playground emphasised the significance of a silent place, a place of stillness, to visit during one’s time at school. A place for relaxing together with friends, but also a place to be alone with one’s thoughts. The students clearly expressed their desire to withdraw to a silent and peaceful place during the school day. But, how many places of silence and stillness are there in the schools of today? As humans, we are, in our daily life, more or less surrounded by different forms of sounds and noise, but also of silence and stillness, even though we do not always recognise or hear the silence. Silence can also be experienced and understood in various ways: pleasant and something to be longed for or unpleasant and unwelcome – or even in some cases as something to be feared. An essential question to raise for future educational policy is not only to what extent students can be in a place of silence and stillness during the school day, but also whether places of silence and stillness are appreciated in today’s schools.

  • 30.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    På kurs mot lärande: betraktelser av lärande ur några olika perspektiv2006Collection (editor) (Other academic)
    Abstract [sv]

    Rapporten belyser och diskuterar lärande ur några olika perspektiv. Texterna är resultatet av en forskarutbildningskurs - Lärande - som gavs vid Institutionen för utbildningsvetenskap hösten 2005, och fokuserar följande områden; lärande i dialog, skolans lärandemiljö sett ur etiskt perspektiv, traditionella kontra nätburet lärande, lärande och utveckling av ledarskapet inom idrotten, pragmatiska perspektiv på lärande.

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  • 31.
    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, p. 29-43Article 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.

  • 32.
    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, p. 85-94Chapter in book (Other academic)
  • 33.
    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, p. 131-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.

  • 34.
    Alerby, Eva
    Luleå University of Technology, Department of Health, Education and Technology, Education, Language, and Teaching.
    Silence and Educational Places and Spaces2021In: The Bloomsbury Handbook of Solitude, Silence and Loneliness / [ed] Stern, J.; Sink, C.A.; Ho, W.P.; Walejko, M., Bloomsbury Publishing Plc. , 2021, p. 189-199Chapter in book (Other academic)
  • 35.
    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)
  • 36.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Silence within and beyond Pedagogical Settings2020Book (Refereed)
    Abstract [en]

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

  • 37.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Skola för alla, vad innebär det?: en belysning av några specialpedagogiska perspektiv2006Collection (editor) (Other academic)
  • 38.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Skolans rum: fyllda av minnen, känslor och pedagogiska betydelser2019In: Fenomenologiska sammanflätningar / [ed] Inger C. Berndtsson, Annika Lilja, Ilona Rinne, Göteborg: Daidalos, 2019, p. 83-104Chapter in book (Refereed)
  • 39.
    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)
  • 40.
    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.

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  • 41.
    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)
  • 42.
    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.

  • 43.
    Alerby, Eva
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The school building and the human: An intertwined relationship2020In: Phenomenology and Educational Theory in Conversation: Back to Education Itself / [ed] Patrick Howard, Tone Saevi, Andrew Foran, Gert Biesta, New York: Routledge, 2020, 1, p. 140-150Chapter in book (Refereed)
    Abstract [en]

    In this chapter, the relationship between humans and educational places and spaces is explored, reflected and discussed, using the phenomenology of the life-world as a theoretical foundation. The discussion is based mainly on the writings of the French philosophers Gaston Bachelard and Maurice Merleau-Ponty and the Swedish philosopher and educator Jan Bengtsson, and is grounded in the intertwined and reciprocal relationships between humans in the physical world in which they exist. The building itself, the place, the space, the room is explored in terms of its physical and actual existence and also metaphorically. The relationship between the school space and the people who inhabit is highlighted and problematised. In addition, the horizon of the classroom is discussed, as well as the spaces beyond the room. On an ontological level, rooms and spaces, which are both shaped by humans and provided by nature, are discussed. Alongside this, how the space/room sometimes arouses memories and feelings that may affect the human body is explored. The discussion also takes into account how educational sites, schools, during the current era of neoliberalism have been altered to become marketplaces.

  • 44.
    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.

  • 45.
    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, p. 3-10Article in journal (Other academic)
  • 46.
    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, p. 36-43Article 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.

  • 47.
    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, New Zealand.
    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 wardrobe2019In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, no 4, p. 460-473Article 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.

  • 48.
    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 Rehabilitation.
    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, p. 41-49Article 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.

  • 49.
    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 Rehabilitation.
    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, p. 9-15Chapter in book (Other (popular science, discussion, etc.))
    Download full text (pdf)
    FULLTEXT01
  • 50.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Bengtsson, Jan
    Några nedslag i livsvärlden: teori och praktik i pedagogisk forskning2003Report (Other academic)
    Abstract [sv]

    Forskningsrapporten "Några nedslag i livsvärlden. Teori och praktik i pedagogisk forskning" är resultatet av en forskarutbildningskurs i fenomenologisk livsvärldsforskning som hölls vid Institutionen för lärarutbildning, Luleå tekniska universitet. Kursdeltagarna erbjöds möjligheten att publicera sina texter inom ramen för universitetets forskningsrapportserie. Då kursens deltagare representerar flera olika ämnesområden, såsom lärande, pedagogik, musikpedagogik, idrottspedagogik, hälsovetenskap och social omsorg avspeglar sig detta i de texter som presenteras. Valet av texternas ämnesområden skiljer sig således åt, men samtliga texter förenas i att ämnena är såväl pedagogiska som behandlas med livsvärlden som utgångspunkt.

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