HVL Open (Høgskulen på Vestlandet)
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Evaluation of reusability in reuse mapping reports
Get PDFBacheloroppgave i ingeniørfag, Bygg.
Fakultet for teknologi, miljø- og samfunnsvitskap/ Institutt for byggfag/ Høgskulen på Vestlandet.BYG35
“We try to give a good life to the children”-refugee parents and ECE professionals experiences of the early childhood education partnership in Norway
Get PDFIntroduction: Children in Europe and Norway grow up in an increasingly culturally diverse society. As of 2022, 20% of children in Norwegian Early Childhood Education (ECE) institutions have a minority background. It is essential for parents and ECE professionals to work together to ensure a good start for these children. The partnership between the ECE institutions and parents is a statutory right and duty, and parents should, on equal terms, participate and influence what happens in the ECE institutions. However, research has shown a wide variation in how ECE professionals create partnerships with minority and refugee parents, and many find working with this group of parents challenging. This article explores the experiences of the interactions and encounters between refugee parents and ECE professionals in a Norwegian ECE setting. The aim is to analyze the tensions in this partnership and provide insights into these encounters, negotiation processes and their experiences.
Methodology: The study is based on semi-structured interviews with twelve refugee parents, interviews with six pedagogical leaders, and one kindergarten manager. Additionally, fieldwork was conducted in one ECE institution to provide contextual depth.
Results: The data is analyzed thematically using an inductive research design. Through this analysis, three prominent themes emerged: 1) Barriers, 2) “Norwegianness”, and 3) Trust. The findings highlight the importance of trust in children’s care and the ECE institution’s safety. At the same time, refugee parents emphasize education as a key to a promising future in Norway and value the education aspect of ECE institutions as high. Communication and language barriers pose an extra burden or stress for both ECE professionals and refugee parents. “Norwegianness” as a cultural norm within ECE institutions is linked to the values, norms, and cultural capital valid within the ECE institution.
Discussion: The findings are discussed within the theoretical frameworks of cultural capital and power relations and critical pedagogy. The interactions and encounters between refugee parents and ECE professionals show tensions arising from differences in cultural norms and understandings. In summary, this article explores the challenges posed by cultural diversity in ECE institutions and argues for using cultural sensitivity to foster more flexibility in these encounters to enhance inclusion and belonging in ECE institutions.publishedVersio
Between a rock and a hard place: Introduction Program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia
Get PDFThis study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with 24 experienced language and literacy teachers. Drawing on street-level bureaucracy theory and narrative positioning analysis, the study shows that the introduction of formal requirements represents a turning point in teachers’ professional narratives that are recognized as a gradual reduction of agency and a narrowing of the space where professional identities can be negotiated. Whereas the Swedish teachers largely identify as students’ agents, Norwegian and Danish language teachers to a larger extent, yet partly unwillingly, negotiate their professional roles at the intersection between policy and professional standards and in dialog with the policy demands.publishedVersio
Student participation - pawn or fellow player?
No full textKunst og Håndverk, GLU 1-7
Fakultet for lærerutdanning, kultur og idrettDenne kvalitative studien omhandler hvordan elever på mellomtrinnet opplever å få et
utsmykkingsoppdrag på egen skole. Oppdraget har til hensikt å introdusere elevmedvirkning
gjennom kunst og håndverk, og innebærer planlegging av fremtidige læringsaktiviteter.
Empirien studien bygger på setter søkelys på elevperspektivet og består av observasjon,
semistrukturert gruppeintervju og videoopptak, samt elevarbeid i form av utsmykkingen.
Informantene teller en klasse på mellomtrinnet, men det gjøres et mindre utvalg innenfor de
enkelte datainnsamlingsmetodene. Teorigrunnlaget består av tidligere forskning,
styringsdokumenter, offentlige rapporter, teoretiske modeller om elevmedvirkning og ulike
perspektiver på hva elevmedvirkning kan innebære.
Funn fra studien viser tegn til at elevenes mulighet til å ta egne valg gjennom
utsmykkingsoppdraget kan ha ført til motivasjon og større utholdenhet i perioder der arbeidet
oppleves utfordrende. Elevene ga også uttrykk for at oppdraget føltes mer viktig fordi det
handlet om noe mer enn dem, og opplevde med fullføringen av utsmykkingen å være i en
posisjon til å inspirere andre på skolen. De viser tegn til å være stolte av oppdraget de har
levert, og mestring ved å ha skapt noe unikt sammen. Resultatene viser også at elevenes
eksisterende tankesett om medvirkning ble utfordret i prosessen, og førte til refleksjon og en
forsiktig utvidelse av synet på seg selv som aktør og ressurs i skolen.
Ved å se empirien gjennom to teoretiske modeller for elevmedvirkning kom det fram at
elevene opplevde medvirkning på flere måter. Disse viste seg til ulike tider i prosessen og i
ulik form og grad. Likevel var det i kraft av utsmykkingsoppdragets mål og formål slik at
elevene etter hvert beveget seg mot en medvirkning som gikk utover selvbestemmelse og
medbestemmelse, og virket med, som subjekt. I gruppeintervjuene kommer det fram at det er
summen av alle elementene sammen, som leder til elevenes opplevelser av medvirkning.MGBKH55
Coping and psychosocial needs of children with chronic illness
No full textBacheloroppgave i sykepleie. Høgskulen på Vestlandet, campus Bergen.SYKB39
Parkinson´s disease and dance
No full textBachelor i sykepleie
Fakultet for helse- og sosialvitenskapSYKH39
Use of restraint in pediatric hospital care
No full textBacheloroppgave i sykepleie. Høgskulen på Vestlandet, campus Bergen.SYKB39
Nursing Care for Children with Newly Diagnosed Type 1 Diabetes Mellitus
No full textBachelor i sykepleie, campus Stord Fakultet for helse- og sosialvitskap
Institutt for helse- og omsorgsvitskapSYKS39
African Democracy in the Context of Agenda 2063: Examining Progress and Challenges
Get PDFThis study examines the progress and challenges in the democratic landscape of Africa within the framework of the Africa Agenda 2063 (hereafter AA2063). Initiated in 2013, the Agenda signifies Africa’s commitment to an integrated, prosperous, and peaceful continent. Despite these aspirations, Africa faces persistent challenges, including political instability, socio-economic inequalities, and health crises. This study triangulates data from Afrobarometer public perception surveys, Varieties of Democracies expert insights, and the Ibrahim Index of African Governance to provide a broad understanding of the ten-year trend in democratic governance in Africa. The study found an increased demand for democracy, contrasted with a continuous decline in the supply of democracy. The study observed that, based on the average democratic performance over the decade, measured at 45% using V-Dem indices and 44% using IIAG percentage, Africa needs to score more than twice the current performance every year to align with the democratic aspirations of AA2063. This study underscores the need for targeted reforms to bridge the gap between current democratic performance and the envisioned goals of AA2063. It identifies key areas for improvement, including the separation of powers and checks and balances, citizens’ active participation, accessibility to state-owned media, and the independence of election monitoring bodies.publishedVersio
