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Tre spor i sprogvidenskabens udforskning af den mundtlige fortælling
Get PDFFormålet med denne artikel er at give en forskningsoversigt, der viser, hvordan sprogvidenskaben først har beskæftiget sig med narrativer i to spor. Det ene går tilbage til William Labov og Joshua Waletzkys artikel Narrative Analysis: Oral versions of personal experience fra 1967, der fokuserer på narrativens struktur og funktioner. Det andet kan følges tilbage til Dell Hymes’ analyser fra 1970’erne og 1980’erne af især indianske myter og fortællinger og hans samtidige udvikling af et analyseapparat, som hævdes at kunne appliceres på narrativer over hele verden. I løbet af 1990’erne har indflydelsen fra andre discipliners beskæftigelse med fortællingen været mærkbar, og sprogvidenskaben bevæger sig selv ind på disses traditionelle domæne. Dermed kan et tredje spor identificeres, som især lægges af antropologen og lingvisten Elinor Ochs. Hun interesserer sig for narrativens socialiserende og identitetsskabende funktion og for den interaktionelle proces, som identitet forhandles igennem. Jeg vil diskutere hver af de tre retninger og kommentere nogle af de analyser, der er udløbere af dem. På den baggrund vil jeg fremhæve to indbyrdes forbundne spørgsmål: Hvilken betydning har konteksten for narrativens form og indhold? Og hvordan påvirker antagelser om forholdet mellem begivenhed og fortælling, sprog og virkelighed den narrative analyse
Fra analfabet til avanceret ortografibruger: En oversigt over de vanskeligheder man møder som bruger af dansk ortografi
Get PDFHensigten med denne artikel er at give en oversigt over de vanskeligheder man må klare som bruger af dansk ortografi hvis man vil opnå status af »superbruger«
En luthersk helgen i et kosmisk rum: Om fortælleren og fortællingen i William Heinesens roman »Det gode håb«
Get PDFSune Auken om fortælleren og fortællingen i William Heinesens roman »Det gode håb«
Sustainable Improvement of Vocational Schools : Erfaringer fra udviklingsprojekter på erhvervsskoler
No full textThis article presents the experiences from a research and development project [insert name after review], where a group of researchers supported eight vocational school leaders in implementing sustainable school development. Initially, sustainable school development is defined, followed by a description of a concept for fostering it. The concept reinforces the factors that research suggests can enhance schools' capacity for change. It emphasizes improving learning processes in schools through formative evaluation. The study concludes that external support, such as that provided by a group of researchers, can enhance the sustainability of school development projects.Artiklen beskriver erfaringerne fra udviklings- og forskningsprojektet Sustainable Culture for Change, hvor en forskergruppe har støttet otte erhvervsskoleledelser i at gennemføre bæredygtig skoleudvikling. Først defineres bæredygtig skoleudvikling. Dernæst beskrives et koncept til at udvikle bæredygtig skoleudvikling. Vi viser, at konceptet styrker de faktorer, som ifølge forskningen kan fremme skolernes forandringskapacitet, idet det udvikler ledernes kapacitet til at handle reflekteret i forhold til udviklingsprocesser og til at inddrage lærerne i dette arbejde.
What if School as we know it took on a different structure? Disrupted Educational Structures as Catalysts for Rethinking Opportunities for Preventing School Attendance Problems within a Pedagogical Framework
No full textSchool Attendance Problems have been a rising concern in most educational systems for the last decade. The pandemic represented an unforeseen disruption of education, with school lockdowns, restrictions, social distancing, and gradual re-openings. In the aftermath of the pandemic, there were hopes that schools would 'build back better' and create alternative learning environments. However, the takeaway lessons from the COVID-19 pandemic seem to have somehow been forgotten in ‘normalized’ post-pandemic school life. Based on qualitative interviews with school personnel from two Danish public schools, this article will explore how the global pandemic created new insights regarding didactic structures and how these insights may inform the prevention of school attendance problems in the future within an ecological and situated framework. Juxtaposing the two paradoxes of 1) individual versus community and 2) freedom versus compulsion showed how exploring social cohesion as a didactic category could influence research on the prevention of SAPs.Unexplained and involuntary school attendance problems have become an increasing concern in educational systems over the past decade. The issues often lead to professional interventions based on a clinical oriented within-child-deficit model that overlooks the pedagogical surroundings in which the student is situated, potentially alienating students through existing educational structures. Drawing on qualitative interviews with students and staff from two Danish public schools, this article explores how the pandemic- as an unprecedented disruption of school practices- has provided insights into the connection between school attendance issues and pedagogical practices within learning environments. We hypothesize that these insights can inform future strategies for preventing attendance problems. Based on empirical reflections on changed educational structures, the analysis highlights how the concepts of Pedagogical Tact and Collective Transformative Agency could play a key role in preventing school attendance issues within more resonant learning environments
Etik i en forskningsintegritets-tid? Anmeldelse af ’Etiske øjeblikke i humanistisk forskning’ af Kofoed & Koefoed
No full textEtiske Øjeblikke skriver sig ind i en forskningspolitisk kontekst præget af tiltagende regelbaseret regulering. Ved at skabe rum for den type etiske spørgsmål, man ikke kan regulere sig ud af eller sikre gennem planlægning, placerer bogen sig som en alternativ tilgang til forskningsetik, der sætter spørgsmålstegn ved det voksende reguleringsregime. Bogen er et forsvar for etik som andet og mere end regelsæt og målorientering. Den er et forsvar for etik som en fortløbende bestræbelse, der kan opstå i alle forskningens delprocesser, og som igen og igen forpligter forskeren på at stille spørgsmål til egen praksis; en tilgang til forskningsetik, som Kofoed beskriver som hen-bevægelser. Vi har læst bogen og snakket med de to redaktører om dens tilblivelse, udformning og mulige fremtider. 
Preparedness of Bhutanese Higher Education Institutions for Inclusive Education: An Exploratory Study
No full textThis study explored the preparedness of Higher Education Institutions (HEIs) in Bhutan for inclusive education, focusing on current culture, practices, and policies related to inclusion. Using an explanatory sequential mixed-methods approach guided by pragmatism, the study employed stratified random sampling to select participants, including academics, support staff, and students from nine constituent colleges and two affiliated colleges of the Royal University of Bhutan (RUB), as well as stakeholders and parents. Findings were analysed across six themes: understanding of inclusive education, perceptions of student inclusion, institutional policies, infrastructure, and academic preparedness. The study revealed that HEIs in Bhutan are insufficiently prepared for the inclusion of students with disabilities, with inadequate infrastructure and physical environments. Although the 2010 Tertiary Education Policy includes provisions for inclusion, it lacks specific guidelines on admission, pedagogy, and infrastructure. The study recommends developing guidelines for students with disabilities in HEIs, reviewing admission criteria, fostering collaboration between Royal University of Bhutan and the Ministry of Education and Skills Development (MoESD), enhancing faculty training, building accessible facilities, and conducting advocacy programs to promote greater inclusivity.
Keywords: Preparedness, equality, inclusive policies, inclusive culture, inclusive infrastructures, higher educational institutions
Between Heteronormativity and Horizontal Homosociality: Alzheimer's and Masculinity in Alternative German Cinema: Nicht schon wieder Rudi! (2015)
No full textGiven the difference in the representation of constructions of hegemonic masculinity and homosociality promoted in 'mainstream cinema' on the one hand and in 'alternative cinema' on the other, this article examines how Nicht schon wieder Rudi! innovatively conceives of and intertwines masculinity, homosociality and Alzheimer's, and how the film handles the homosocial-homosexual conundrum. We suggest that films in particular create imaginary spaces in which a ludic, creative and experimental (re)thinking of real-life issues becomes possible. Differentiating between vertical and horizontal homosociality, this article argues that Nicht schon wieder Rudi! not only questions prevalent dogmas and discourses, but also produces a specific knowledge about alternative models of care and concepts of dementia and masculinity; concepts of masculinity that are less conceived of as phallic and hierarchical but as interdependent dynamic configurations, ranging from care and affection to love and desire. Although the homosocial and especially the homosexual dimension is ultimately contained and almost revoked towards the end of the film, the homosocial relationships displayed still serve to deconstruct homophobia and question or even queer heterosexual male friendships
Folkevisens sprog: daterings- og proveniensproblemer
Get PDFPoul Lindegård Hjorth om daterings- og proveniensproblemer i folkevisens sprog