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Doktorens Bord: Rasmus Rask Poulsen: Verdensarvens åndelige arvinger
No full textDoktorens Bord: Rasmus Rask Poulsen: Verdensarvens åndelige arvinge
Anmeldelse: Hanne Overgaard Mogensen og Steffen Jöhncke: Antropologien på arbejde
No full textAnmeldelse: Hanne Overgaard Mogensen og Steffen Jöhncke: Antropologien på arbejd
Praksisapproksimation i læreruddannelsen: Øvelse i skole-hjem-samarbejde for lærerstuderende og situeret kollegial videndeling for læreruddannere
No full textResuméI artiklen præsenteres analyser fra afprøvning af et rollespil, der simulerer et forældremøde, med lærerstuderende. Indledningsvis samles op fra litteraturen om praksisbaseret læreruddannelse, skole-hjem-samarbejde som indholdselement i læreruddannelsen og situeret kollegial videndeling. I ramme af det designbaserede forskningsprojekt er de lærerstuderendes udbytte undersøgt med brug af et kvalitativt survey med åbne refleksioner og gennem observation. Desuden er muligheder, ved at en erfaren læreruddanner afprøver simulationen på et hold, hvor underviseren ikke har erfaring med rollespil, undersøgt gennem interview. Den tematiske analyse samles under fem overskrifter: 1) lærerens lederskab, 2) vigtighed af kommunikation og ordvalg, 3) motivation for teoretisk fordybelse, 4) egen kropsligt forankrede læring og 5) situeret læring gennem feedback fra læreruddanner og iagttagelse af medstuderende. Erfaringer fra den læreruddanner, der ikke tidligere havde arbejdet med rollespil, viser betydningen af konkret og situeret kollegial videndeling. En sådan tilgang kan give nye muligheder for spredning og deling af praksisser blandt læreruddannere.
Nøgleordskole-hjem-samarbejde, læreruddannelse, simulation, praksisapproksimation, kropsligt forankret læring
AbstractAnalyses are presented from trying a role-play of a parental meeting with a class of student teachers. First a condensation from the research literature about practice-based teacher education, school-parental cooperation as a topic in teacher education, and situated collegial reflections is presented. The student teachers’ perceived outcomes are examined using a qualitative survey and observations. Furthermore, possibilities when an experienced teacher educator is trying out the simulation in a class, where the normal teacher educator does not have experiences with role-plays, is examined through an interview. The findings are presented under five thematic headlines: 1) taking leadership as a teacher, 2) the importance of communication, 3) motivation for further theoretical studies, 4) embodied learning, and 5) situated learning through feedback from educator and observation of co-students. Experiences from the teacher educator, who did not work with role plays before, illustrate the importance of the situated sharing of knowledge.
Keywords parental cooperation, teacher education, simulation, practice approximation, embodied learnin
On the all-inclusive society, or how to leave no one behind: A conversation with Dan Goodely, Yanki Lee, Jos Boys, and Sarah Glerup
Get PDFThis interview article brings together Dan Goodley, Yanki Lee, Jos Boys, and Sarah Glerup in conversation about an overall exploratory question of how we can create an inclusive society for all, taking the United Nations Sustainable Development Goals (SDG) and pledge to Leave No One Behind (LNOB) as point of departure. The panel embodies perspectives from different academic disciplines in disability studies and architectural design, but also knowledge based on lived experience from activist practices. In discussing themes of social inclusion, individualisation, methodology, representation, identity politics, normal space, disruption, and change; the panelists share their reflections on critical concepts such as neoliberal ableism, the super cripple, and equity tourism. Besides contributing with an interdisciplinary scholarly dialogue the article concludes by highlighting key insights from the interview on the relationship of contemporary societal and cultural disability issues in theory and practice.This interview article brings together Dan Goodley, Yanki Lee, Jos Boys, and Sarah Glerup in conversation about an overall exploratory question of how we can create an inclusive society for all, taking the United Nations Sustainable Development Goals (SDG) and pledge to Leave No One Behind (LNOB) as point of departure. The panel embodies perspectives from different academic disciplines in disability studies and architectural design, but also knowledge based on lived experience from activist practices. In discussing themes of social inclusion, individualisation, methodology, representation, identity politics, normal space, disruption, and change; the panelists share their reflections on critical concepts such as neoliberal ableism, the super cripple, and equity tourism. Besides contributing with an interdisciplinary scholarly dialogue the article concludes by highlighting key insights from the interview on the relationship of contemporary societal and cultural disability issues in theory and practice
(De)Humanising People in Discussions around Race and Religion : – A conversation with Iram Khawaja, Lene Kühle and Christian Suhr
Get PDFWelcome to our conversation about the complex entanglements of racialization and Islamophobia in Denmark. The following panel discussion was part of a Gendering in Research seminar which took place the 26th of May 2023 at Aarhus University. We invited three speakers from three different disciplines to offer their take on how race, or rather racialization, and religion intersect in different Danish contexts. Coming from the field of Educational Psychology Associate Professor Iram Khawaja from Danish School of Education spoke about Muslimness as a racialized category. In her talk she offered examples from her interview data about how religion and race intersect in Denmark, especially in the educational system where discourses contrasting religiosity and secularity govern. Professor Lene Kühle from the Department of the Study of Religion at the School of Culture and Society offered a talk entitled Is the regulation of religious individuals and communities in Denmark discriminatory or racist? As the title indicate she offered a more judicial take on how we navigate religion in a Danish context. And finally, we had Professor Christian Suhr from the Department of Anthropology at the School of Culture and Society offer the talk Muslims, Muslims, Muslims: flimflam about Muslims in Europe. Suhr’s talk was based on his experiences as a film maker, and he drew attention to how the framing of movies about minorities (like Muslims) shape our understandings of what it means to belong to a particular minority. So, this is where our conversation starts - welcome.Welcome to our conversation about the complex entanglements of racialization and Islamophobia in Denmark. The following panel discussion was part of a Gendering in Research seminar which took place the 26th of May 2023 at Aarhus University. We invited three speakers from three different disciplines to offer their take on how race, or rather racialization, and religion intersect in different Danish contexts. Coming from the field of Educational Psychology Associate Professor Iram Khawaja from Danish School of Education spoke about Muslimness as a racialized category. In her talk she offered examples from her interview data about how religion and race intersect in Denmark, especially in the educational system where discourses contrasting religiosity and secularity govern. Professor Lene Kühle from the Department of the Study of Religion at the School of Culture and Society offered a talk entitled Is the regulation of religious individuals and communities in Denmark discriminatory or racist? As the title indicate she offered a more judicial take on how we navigate religion in a Danish context. And finally, we had Professor Christian Suhr from the Department of Anthropology at the School of Culture and Society offer the talk Muslims, Muslims, Muslims: flimflam about Muslims in Europe. Suhr’s talk was based on his experiences as a film maker, and he drew attention to how the framing of movies about minorities (like Muslims) shape our understandings of what it means to belong to a particular minority. So, this is where our conversation starts - welcome
Hvordan er man en god elev i natur/teknologi?
Get PDFSom en del af forskningsprojektet SCOPE har vi interviewet børn fra 6. klasse for bedre at forstå deres oplevelser med naturfag. I denne artikel forfølger jeg børnenes perspektiver. Jeg undersøger, hvad de mener der skal til for at være god til natur/teknologi. Fire overordnede temaer gik igen i deres svar, nemlig det, jeg har valgt at kalde at være en god elev, at vide noget, at være interesseret, og at det var uklart. Ved at trække på begreberne science-kapital og felt udfolder jeg børnenes perspektiver og undersøger, hvilke ressourcer de oplever det kræver at være god til natur/teknologi
Skole-virksomhedsforløb som praksisfaglighed i skolens naturfag: Hvad fanger elevers interesse?
Get PDFArtiklen præsenterer et skole-virksomhedsforløb som et case-eksempel på praksisfaglig naturfagsundervisning målrettet grundskolens udskolingsklasser. Formålet er at afdække, hvad der fanger elevers interesse, dokumenteret vha. observationer af og interviews med både elever, lærere og formidlere ansat i virksomheden. Undersøgelsen viser, at situationel interesse opstår, når eleverne oplever: 1) et nyt og spændende autentisk miljø, der stimulerer deres sanser, 2) at deres arbejdsproces understøttes af håndværksmæssige arbejdsformer, undersøgelser og/eller artefakter, samt 3) at problemstillingerne er genkendelige og rækker ud over undervisningen i klasselokalet. Derimod viser vores resultater, at det virker direkte demotiverende på nogle elever, når aktiviteter og/eller arbejdsprocesser ligner “traditionel undervisning”