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Structural and Cultural Othering: An Organizational Culture Perspective on Young People’s Participation in Decision-making in Sport Organizations
Get PDFThe purpose of this article is to examine the role played by organizational culture in young people’s continuing underrepresentation in decision-making bodies, despite structural changes, in the context of Norwegian sport organizations. Data is based on a questionnaire centred on the experiences of young people in sport governance (n = 32 youth representatives) and semi-structured interviews with young (under 26 years) and older representatives of organizations affiliated with the Norwegian Olympic and Paralympic Committee and Confederations of Sports (n = 10). Findings show that Norwegian sport organizations foster a cultural understanding of young people which takes its structural expression in the separation of elements that are ‘othering’ the youth. Youth have also limited access to resources of power as a result of a lack of trust in older leaders. Prevailing culture mirrors an adult society in which young people need to upgrade their level of professionalism through education before they are invited to decision-making processes.Structural and Cultural Othering: An Organizational Culture Perspective on Young People’s Participation in Decision-making in Sport OrganizationspublishedVersio
Læreres oppfatninger av handlingsrom og læringsbarrierer i skolen
Get PDFDenne masteroppgaven i tilpasset opplæring tar for seg læreres forståelse av begrepet læringsbarrierer, og setter dette i relasjon til teoretiske perspektiver fra Adelman og Taylor (2017). Studien undersøker også hvordan læreres oppfatning av eget handlingsrom kan bidra til å opprettholde eller skape læringsbarrierer for elever. Og på bakgrunn av dette er problemstillingen for denne masteroppgaven følgende: «På hvilke måter kan læreres oppfatninger over eget handlingsrom potensielt skape og opprettholde læringsbarrierer for elever?»
For å kunne besvare problemstillingen benyttes en kvalitativ tilnærming og fokusgruppeintervju med vignetter som metode. Deltakerne i fokusgruppen var fire lærere som jobber i grunnskolen. Innholdet i intervjuet går ut på lærernes refleksjoner rundt vignettene, deres forståelse av læringsbarrierer samt deres opplevelse og oppfatninger av handlingsrom. Lærerne hadde ikke kjennskap til begrepet læringsbarrierer fra tidligere.
Analysen av datainnsamlingen har jeg gjennomført ved å benytte meg av Kirsti Malterud (2003) sine fire hovedfaser for analyse av meningsinnhold. Analysen resulterte i to hovedkategorier: «Mulige former for læringsbarrierer» og «begrensning og økning av handlingsrom.» Disse kategoriene har blitt drøftet i lys av oppgavens teoretiske bakgrunn som blant annet omfatter tema som tilpasset opplæring, inkludering og læringsbarrierer sett i et sosiokulturelt perspektiv.
Resultatene fra studien viser at lærernes oppfattelse av et innskrenket handlingsrom kan føre til begrensninger når det gjelder muligheten for å tilpasse opplæringen. Studien konkluderer med at et fleksibelt handlingsrom er essensielt for å støtte en inkluderende undervisningspraksis som aktivt motarbeider læringsbarrierer og fremmer hver elevs potensial. Gjennom å belyse disse aspektene, bidrar oppgaven til en dypere forståelse av sammenhengen mellom læreres handlingsrom og læringsbarrierer, noe som er avgjørende for utviklingen av mer effektive strategier for tilpasset opplæring.This master's thesis in adaptive education addresses teachers' understanding of the concept of learning barriers and relates it to theoretical perspectives from Adelman and Taylor (2017). The study also examines how teachers' perception of their own agency can contribute to maintaining or creating learning barriers for students. Therefore, the research question for this master's thesis is: "In what ways can teachers' perceptions of their own agency potentially create and sustain learning barriers for students?"
To address this research question, a qualitative approach is employed, utilizing focus group interviews with vignettes as the method. The participants in the focus group were four teachers working in primary education. The content of the interviews revolves around the teachers' reflections on the vignettes, their understanding of learning barriers, and their experiences and perceptions of agency. The teachers were not previously familiar with the concept of learning barriers.
The analysis of the data collection was conducted using Kirsti Malterud's (2003) four main phases for analyzing content. The analysis resulted in two main categories: "Potential forms of learning barriers" and "limitation and expansion of agency." These categories have been discussed based on the theoretical background of the thesis, which includes topics such as adaptive education, inclusion, and learning barriers viewed from a sociocultural perspective.
The results of the study indicate that teachers' perception of restricted agency can lead to limitations in the ability to adaptive education. The study concludes that a flexible agency is essential to support an inclusive teaching practice that actively opposes learning barriers and promotes each student's potential. By illuminating these aspects, the thesis contributes to a deeper understanding of the relationship between teachers' agency and learning barriers, which is crucial for the development of more effective strategies for adaptive education
Youth representatives as agents of institutional change: the circumscribing effects of role prescriptions in sport governance
Get PDFConceptualising the youth representative as an institutional role, we explore the institutional shaping of youth representatives as change agents in the governance of sport organisations. Focusing on how these shaping conditions who the youth representative can be and what determines the scope of their role fulfilment, including the impact of their work on established institutional orders, allows us to examine the shaping of agency related to governance institutions. Data is drawn from a questionnaire centred on the experiences of young people in sport governance (n = 32) and semi-structured interviews with 10 representatives of organisations affiliated with the Norwegian Olympic and Paralympic Committee and Confederations of Sports. The role of the youth representatives is scripted in terms of who the representatives ought to be and what they ought to do. The scripting associated with the operationalisation of this ambition into role pre- and proscriptions stands in stark contrast to the ideal of youth representatives as agents of institutional change. Our study of the scripting of institutional roles has theoretical implications because it shows how normative typifications that link notions of actors with actorhood circumscribe institutional work pertaining to change.Youth representatives as agents of institutional change: the circumscribing effects of role prescriptions in sport governancepublishedVersio
Despite good intentions: The elusiveness of social justice in health and physical education curricula across different contexts
Get PDFThis paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE.publishedVersio
Scottish mountain hares do not respond behaviorally to camouflage mismatch
Get PDFClimate change has resulted in a myriad of stressors to wild organisms. Phenotypic plasticity, including behavioral plasticity, is hypothesized to play a key role in allowing animals to cope with rapid climate change and mitigate its negative fitness consequences. Camouflage mismatch resulting from decreasing duration of snow cover presents a stressor to species that undergo coat color molts to maintain camouflage against seasonally changing backgrounds. Winter white animals appear highly conspicuous against dark, snowless background and experience increased predation-induced mortality. Here, we evaluate the potential of behavioral plasticity to buffer against camouflage mismatch in mountain hares Lepus timidus in Scotland. We carried out field surveys in three populations over two years and found no evidence that hares modify their behaviors in response to increasing camouflage mismatch. Hares did not prefer to rest closer to light-colored rocks or farther from conspecifics with increasing color contrast. Furthermore, whiter hares did not seek to rest closer to snowy backgrounds; rather, hares preferred to sit farther from snow. These results suggest that behavioral plasticity might not be a universal, rapid mechanism facilitating adaptation to climate change.publishedVersio
Identity texts in science for multilingual students: discovering resources with social semiotics
Get PDFThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License .This study examines how multilingual students (11-12 years) negotiate meaning in writing, drawing, and dialogues in science. Students use emotions, reflections, and experiences from areas other than school when given the opportunity to solve an open-ended task in science. Data consists of texts from three multilingual students and excerpts from co-generative dialogues collected over five months. Expressions of meaning in the students’ drawing, writing, and oral explanations were analysed using a social semiotic framework. The findings illustrate how emotions and everyday experiences play a significant role in the students’ work to create meaning about science knowledge. Furthermore, the findings indicate that students engage through experiences from learning arenas other than school and that those have the potential to create curiosity and negotiation of identity, language, and subject knowledge. The study reflects upon how the aspects of social semiotic theory, identity, agency, and investment are intertwined with subject-specific knowledge when students negotiate meaning. One implication highlighted is the need for consciousness related to students’ different use of semiotic resources, and to encouraging multilingual students to use their semiotic resources. This implies a potential for students to develop science knowledge and teachers to identify their meaning-making processpublishedVersio
Teachers’ use of inquiry and language scaffolding questions when preparing an experiment
Get PDFThis study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.publishedVersio
Intrinsic and environmental drivers of pairwise cohesion in wild Canis social groups
Get PDFAnimals within social groups respond to costs and benefits of sociality by adjusting the proportion of time they spend in close proximity to other individuals in the group (cohesion). Variation in cohesion between individuals, in turn, shapes important group-level processes such as subgroup formation and fission–fusion dynamics. Although critical to animal sociality, a comprehensive understanding of the factors influencing cohesion remains a gap in our knowledge of cooperative behavior in animals. We tracked 574 individuals from six species within the genus Canis in 15 countries on four continents with GPS telemetry to estimate the time that pairs of individuals within social groups spent in close proximity and test hypotheses regarding drivers of cohesion. Pairs of social canids (Canis spp.) varied widely in the proportion of time they spent together (5%–100%) during seasonal monitoring periods relative to both intrinsic characteristics and environmental conditions. The majority of our data came from three spublishedVersio
Business network paradoxes: A literature review and co-evolutionary perspective
Get PDFHow can studying paradoxes in business networks help understand the networks' adaptation and survival? IMP identifies three central paradoxes influencing business networks: i) Development of Relationships vs. Inability to Change, ii) Controlling vs. Effectiveness, and iii) Stability vs. Change. Studying them seems critical to knowing how interdependent participants in business networks adapt to one another. To do that, we use a co-evolutionary lens to review 41 articles dealing with business network paradoxes from an IMP perspective. Results of the Reflexive Thematic Analysis underline that salient tensions mainly originate from weak coordinating norms, resource misallocation, the relationship of newness and aging, and Machiavellian behaviour. As the main value of our work, we then advance that embracing a co-evolutionary perspective can help shed novel light on these paradoxes by contrasting the factors that make the tensions salient with those able to overcome them. Specifically, we identify moral behaviour, structuration of the network, network capability development, and co-adaptation as four main factors that mitigate the paradoxes and help networks' adaptation and survival. Accordingly, we advocate a co-evolutionary conceptual framework regarding paradoxes and outline five co-evolutionary claims as implications for research and practice.publishedVersio
Sports participation among Norwegian youth: a study of early sporting careers
Get PDFDespite a growing body of evidence suggesting that establishing sporting repertoires during youth is intimately related to ongoing participation in sport, little is known about how such repertoires develop during the crucial early teenage years, when the sporting habits that provide a basis for sporting careers take shape. The aim of the study was, therefore, to describe the structure of young people’s sporting repertoires as they move through a key formative period, as a basis for theorising their retention in sports participation. By providing a detailed analysis of a cohort of young Norwegians as they progressed through lower-secondary into upper-secondary school (13–16-year-olds), this study offers insights into how different sporting forms fluctuate during a period typically characterised by heavy drop-out and drop-off from sports participation. Data were obtained from a longitudinal cohort study of Norwegian youngsters attending 11 lower secondary schools based on annual surveys conducted from grade 8 through to grade 10 and used to describe cohort changes in sports participation rates and sporting forms over time. The noticeable movement between sporting forms alongside the marked shift towards informal sports during the period is likely to provide an important insight into how Norwegian teenagers not only maintain high levels of participation during the teenage years but also enhance their sporting repertoires in a manner likely to sustain sports participation through youth into early adulthood.publishedVersio