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Lærerstyrede tekstsamtaler: Analyser af samtaler om litterære tekster på Forfatterskolen i København og i gymnasiet
Get PDFDenne afhandling består af en oversigtsartikel samt tre artikler. I afhandlingen undersøges hvordan lærere organiserer samtaler med elever om litterære tekster i henholdsvis gymnasiet og på Forfatterskolen i København. I gymnasiet, såvel som den traditionelle skoleinstitution som sådan, er spørgsmål-svar-sekvenser mellem lærer og elever en velbeskrevet samtalestruktur. Den er identificeret i 1970’erne som IRE for initiation, reply og evaluation og effektueres ved at læreren initierer med et spørgsmål, som en elev svarer på, hvorefter læreren evaluerer elevens svar. I litteraturdidaktisk forskning er det imidlertid blevet afdækket, at denne måde at organisere samtale med eleverne på kan være problematisk, blandt andet idet eleverne ikke positioneres som selvstændige bidragydere, og idet lærerens læsning af teksten kan blive dominerende. Nyere forskning foreslår en mere undersøgende og fælles tilgang, hvor eleverne selvstændigt kan tage ordet, og hvor deres egne læsninger af teksterne får mere plads. Dog er der få studier, der belyser, hvordan sådanne samtaler konkret kan udspille sig i praksis.
På Forfatterskolen i København, som er forankret i et kunstnerisk domæne, er den lærerstyrede samtale om litteratur den vigtigste didaktiske metode. Samtalerne kaldes for tekstlæsninger. Her stiller lærerne få eller ingen spørgsmål, samtidigt med at lærer og elever netop går kollektivt og undersøgende til værks i forhold til teksterne. Men hvordan interaktionssekvenserne mellem lærer og elever mere præcist foregår er endnu ikke afdækket, ligesom Forfatterskolen og den nordiske forfatterskoletradition er forskningsmæssigt underbelyst.
Afhandlingen undersøger Forfatterskolens tekstlæsning hvad angår lærer-elev-turtagningerne, samtaledynamikken, elevernes deltagelsesmuligheder samt positioneringen af teksterne. Resultaterne af disse undersøgelser relateres dernæst til gymnasiet med det formål at skabe et inspirationsgrundlag til fremtidig udvikling af, hvorledes gymnasielærere kan organisere samtaler med eleverne på andre måder end ved hjælp af den velbeskrevne og til tider overstrukturerede spørgsmål-svar-samtale. Den samlede undersøgelse forbindes derefter med litteraturteoretiske og litteraturdidaktiske begreber.
For at kunne relatere den ene tradition for samtale til den anden, undersøges lærer-elev-turtagningerne i begge samtaler. Det gøres ud fra samtaleanalysens turtagningskoncepter. Denne metodiske tilgang indebærer en opmærksomhed på, hvad der udspiller sig i samtalerne, snarere end hvorfor det udspiller sig, som det gør. Med samtaleanalysens turtagningskoncepter er det muligt at karakterisere normerne og rutinerne for, hvilke muligheder eleverne har får at deltage i samtalen. Disse analyser danner således udgangspunkt for at kunne kendetegne den mere overordnede samtaledynamik, som turtagningerne afføder, samt hvordan teksterne positionernes.
Undersøgelsen viser, at Forfatterskolens praksis for turtagning er kendetegnet ved en anarkistisk samtaleform med rodede formuleringer og usikre overgange mellem taleturene, lange og improviserende taleture samt fælles og individuel tænketid. Desuden konkluderes det, at den mere overordnede dynamik beror på samtaledeltagernes refleksioner i form af observationer, suppleringer (til observationerne), modstand (mod observationerne i form af for eksempel tvivl eller kritik) samt deltagernes tilslutning (til det sagte). Mekanismerne og dynamikken medfører, at eleverne har fri mulighed for at tage ordet, og at eleverne, sammenlignet med gymnasiet, i højere grad betragtes som reelle samtalepartnere. Endeligt viser analysen, at lærer og elever læser med en tekstnær opmærksomhed på ord, fraser og sætninger – ofte uden at oversætte dem til symboler og klassiske analysebegreber samt med en særlig bevidsthed omkring tekstens æstetiske udtryk, blandt andet i kraft af de forestillingsbilleder, den aktiverer hos læseren og den rytme eller tone, som læseren mener at kunne fornemme.
Ved analysen af lærer-elev-sekvenserne i gymnasiet konstateres en sammenhæng mellem de mange lærerspørgsmål og det faktum, at eleverne oplever næsten udelukkende at formulere sig i svar-form, og at dette kan resultere i korte taleture samt en ensidig måde at tale om litteraturen på. I studiet foreslås det at reducere mængden af lærerspørgsmål eller rettere at eksperimentere med at omskabe lærerspørgsmålene til refleksioner og observationer. Analysen viser blandt andet, at spørgsmålskonstruktioner efterlader et såkaldt overgangsrelevant sted, hvor ingen er i tvivl om, at taleturen er givet videre til en næstetaler. Det betyder, at eleverne tydeligt inviteres ind i samtalen, og at de ikke er i tvivl om, hvornår. Denne turtagningsdynamik synes umiddelbart pædagogisk, men som analysen viser resulterer den i, at eleverne ikke opnår at være førstetalere under taleture og dermed være medskabere af de indholdsmæssige diskurser. På baggrund af analysen af Forfatterskolens tekstlæsning indikeres det, at hvis spørgsmålene transformeres til udsagn, vil overgangene i stedet ofte kunne karakteriseres som mulige færdiggørelsespunkter, og en hvilken som helst i gruppen kan tage ordet, være førstetaler under taleture samt være med til at modellere samtalens indhold.
Afhandlingens tre artikler belyser hver for sig aspekter af projektets samlede nøglespørgsmål. I artiklen ”Deltagelsesmuligheder i den litterære klassesamtale – hvad kan vi lære af Forfatterskolens kollektive læsninger?” diskuteres den litterære klassesamtales dilemma mellem danskfaglige konventioner og elevens demokratiske medvirken, når lærere gennem spørgsmål netop lægger op til fri og demokratisk medvirken, men i kraft af ledende spørgsmålsdiskurser trækker dette tilbage. Det beskrives, hvordan dette dilemma også vedrører et komplekst møde mellem elevernes ikke-specialiserede hverdagserfaring uden for skolen og et specialiseret skoleinstitutionsdomæne repræsenteret af danskfaget, klassekonteksten og læreren. Endeligt argumenteres der for, at den nordiske forfatterskoletradition for kollektive læsninger kan bidrage med ny forståelse af læreres måde at organisere klassesamtaler på med det formål at fremme elevernes demokratiske ytringsmuligheder.
I artiklen ”Det’ lig’som teksten sådan bølger. Forfatterskolens æstetiske og undersøgende tekstlæsninger som inspiration til gymnasiets klassesamtaler om litteratur”, belyses, hvordan tekster i gymnasiet positioneres som indgang til at tale om akademisk forankrede analysebegreber, mens tekstlæsningen ved Forfatterskolen i København foregår med et æstetisk fokus for øje. I artiklen argumenteres der for denne æstetiske læsemåde som værende tekstnær og faglig, og at der heri er noget at hente i forhold til at forene nykritisk og receptionsæstetisk tænkning samt undersøgende klassesamtaler om litteratur i gymnasiet.
I den sidste artikel, ”Lærerstyrede samtaler om litteratur: Fra partitur til jazz. Et samtaleanalytisk studie af turtagninger mellem lærer og elever i gymnasiets litterære klassesamtale og ved tekstlæsningerne på Forfatterskolen i København” analyseres udvalgte samtaleeksempler fra gymnasiet og Forfatterskolens tekstlæsning ved hjælp af samtaleanalysens turtagningskoncepter. Derved afdækkes den samtalegrammatik, som lærerne i de to typer af samtaler i kraft af deres samtalestyring konstituerer samt de dynamikker, som turtagningsrutinerne afstedkommer. Tekstlæsningens turtagningsrutiner karakteriseres som ustrukturerede og improviserende, og som en metaforisk ramme sammenlignes disse med normerne for turtagning i jazzmusik.
Det samlede studie peger på nødvendigheden af i fremtiden at eksperimentere med tekstlæsningsinspirerede samtaler i gymnasiet for at genere viden om styrker og begrænsninger. Det foreslås, at sådanne eksperimenter involverer metasamtaler med eleverne om forskellige måder at tale med læreren om litteratur på, således at eleverne forstår, hvad der forventes af dem i den enkelte samtale. Studiets begrænsninger relateres blandt andet til de vanskeligheder, der er forbundet med at sammenligne to meget forskellige typer af samtale, men også til det smalle fokus på, hvad der foregår i samtalerne uden inddragelse af kontekstuelle forhold så som lærernes overvejelser over egen organisering af samtalerne og elevernes oplevelser af at deltage
Skriftsproglig udvikling i grundskolens danskfag: Et korpusbaseret studie af elevtekster fra 5.-9. klassetrin
Get PDFI ph.d.-afhandlingen "Skriftsproglig udvikling i grundskolens danskfag: Et korpusbaseret studie af elevtekster fra 5.-9. klassetrin" (2019-2022) undersøges det, hvordan grundskoleelevers skriftsprog udvikler sig henover 5.-9. klassetrin i et tekstkorpus bestående af elevtekster skrevet i danskfaget, samt hvordan udviklingstræk i elevernes tekster hænger sammen med elevernes sociale baggrund, køn, skrivelyst og læse- og skrivevaner i fritiden. Afhandlingens første analysedel består således af en række kvantitative og kvalitative analyser af tekstkorpusset med fokus på de lingvistiske forskelle mellem tekster på tværs af klassetrin og teksttyper. Afhandlingens anden analysedel fokuserer på skriveudvikling i et sociologisk perspektiv med særligt fokus på forholdet mellem lingvistiske træk i elevernes tekster og elevernes køn og sociale baggrund. Afhandlingen indeholder desuden en række refleksioner over potentialer og begrænsninger i brugen af digitale, kvantitative analyseværktøjer til at belyse børns skriveudvikling, og afhandlingen bidrager således med metodologiske betragtninger om digital humaniora og kvantitativ tekstanalyse. I afhandlingens afsluttende kapitel diskuteres de didaktiske implikationer af afhandlingens analyser
Sygeplejevidenskab - myte eller virkelighed? Om genese og struktur af feltet af akademiske uddannelser og forskning i sygepleje i Danmark
No full textENGLISH SUMMARY:The aim of this study is to explore the feasibility and productivity of a model for description and analysis of what Bourdieu has called “the genesis and structure of cultural fields”, when the model is applied to the genesis and structure of a Nursing/Care Science, and of the corresponding practical, undergradutae and graduate Education for these purposes, in Denmark, during the last 20 years.
The study is primarily heuristic, and covers domains like education and pedagogy, epistemology and sociology of science.
The study does not pretend that there is or can be a relatively autonomous field of Nursing/Care Science and Education under constitution in Denmark, in the technical sense of Bourdieu’s field studies, since central features of the process point into contradictory directions. The study tries to disentangle the complex as much as possible.
During the period the craft of nursing has increasingly become academic, claiming to be based on scientific research. Among other things this has also resulted in different tentatives to organize undergraduate and graduate studies in the field, under the umbrella of different institutions and associations for research, higher learning and practical education.
The study comprehends three parts: a theoretical-empirical study of the undergraduate and postgraduate education in the field, complemented with the conclusions of a historiographic and analytical study of the institutions and associations implied in this effort to create academic-scientific structures, and two volumes of appendices, one volume related to the instruments and tables of the theoretical-empirical main study, and another volume containing the details of the historiographical study and the bibliography .
2.8.1 The three theoretical-empirical inquiries
Problem, theory and method.
The theoretical-empirical study starts with a presentation of the domain of problems studied, and of the theories of Bourdieu that will be applied. The first chapter makes some of the basic elements of theory and method available, with two of Bourdieu’s central contributions as sources of inspiration: field theory applied to science and to research education on one side, the analysis of the faculty of Medicine in Paris as part of a field theory applied to higher education in the book “ Homo Academicus “. Here the medical science is located to the right on the dimension of faculties at the University, that is to say among the learned disciplines that are most directly integrated with a professional and autorized responsibility for the maintenance of the societal order in terms of public health etc, and hence, with economic, social and political power outside the faculty, and with academic power within the faculty. At the difference of natural science, situated at the opposite end to the left of the dimension, since it is not integrated with the mundane order within and outside the faculty, but has its function and legitimity from critical thinking and fundamental science.
To the extent that the possible science of Nursing/Care would appear constitutively bound by Medical Science, the analogy with the analysis of Medical Science may be worthwhile to explore.
There is also a chapter that explains how the conceptual structure, the operationalisation and thee questionaire of Bourdieu’s Homo Academicus have been adapted for the purposes of this research..
The empirical part of the theoretical-empirical study comprehends three complementary subprojects.
2.8.2 The survey
The first step is made up of a questionnaire survey directed towards the population of both students and graduates/postgraduates implied. The questionnaire is printed in the appendix-part, together with the frequency tables of answers to the majority of the questions usefull for the further study.
The questionnaire aims at a description of the demographic, social and cultural background and life style of the students/researchers/lecturers, their ressources possibly relevant for the fact that they as former nurses started a second education in view of a different professional career, their position in the area of nursing and their standpoints on the actual development of nursing in terms of changes in the clinicial basic practical education and In-Service education, the creation of academic undergraduate education and postgraduate education, the organisation of research, the orientation of this whole development in terms of epistemology, paradigms of science, relation theory/practice etc. That is to say in terms of Bourdieu: their economic, social, cultural and symbolic capital, incorporated, objectified and institutional, related to their positions and positionings in the domain of their craft.
There is an extensive discussion of the reasons and consequences of the low /normal percentage of return of the mailed questionaires (circa 56 % of around 400 adressees). Indirect tests are brought in, in order to appreciate the degree of representativity. The conclusion is that this part of the project has to be understood as an exploration rather than as a test of the method, although there are almost no indirect signs of systematic biases in the return-sample.
The tabels with the frequencies of answers (cf. Appendices) are briefly commented, in as much they need some presentation in view of the central analysis.The whole set of data offered by the questionnaire inquiry have been submitted to an analysis of correspondences, often used by Bourdieu and scholars working in that tradition, by now well introduced in Scandinavia as well, executed with the help of the consultant Marianne Høyen.The non-mathematical aspects of the method are extensively presented, as well as 5 graphical representations together with a comment of the graphes.
The figures suggest without doubt that there are elements that discriminate between different profiles among the researchers and students, as far as their capitals, positions and positionings are concerned. Even if they as yet do not appear very clear cut: their interpretation will depend on further empirical-theoretical confirmation.
2.8.3 The analysis of the dissertations
The second empirical inquiry concerns only the ph.d dissertations of the researchers and the candidate dissertations of the Candidates in Cura from the independent School of Advanced Nursing Education at Aarhus University, basically a School for in-service training of nurses, but now housing even a cand. cur. education .
The dissertations have been analysed in two ways. By categorizing the bibliographical references there is a possiblity to define the scientific universes that have been consulted and used in the work for the dissertations. One of the intresting findings here is that there is an obvious contradiction between the tacit or open basic claim of the field alledgedly under constitution, to represent clinical nursery science, and the bulk of philosophical, human and social science inputs that are brought into play in the dissertations, while references to medical litterature are minimal.This may have to do with the contradictions in the constitution of the cand. cur. education programme, which will be discussed in the historiographic part, and with the fact that the involved researchers, if they possess a ph.d., have obtained it from human- and social science university faculties.This happened by necessity, because there were no and there are still almost no other possiblities in Denmark at least. But it happened also in many cases as a matter of principle and preference.
The text of the dissertations have been analysed and categorized, and transformed in frequency tables, which in turn also have been submitted to a correspondence analysis.
Even here a system of profiles defining different conceptions of the scientific craft involved in alledged nursery/care science writing do emerge, almost too much similar to those profiles that are the eternal reminders in the debate of the last 10 years. But some more hidden configurations also appear.
All these category systems and frequency tables are to be found in the appendices.
The text of the historiographical and analytical presentation of the involved institutions in detail,which constitutes a second part of the study, is displaced to the second volume of appendices, because of its extension. The reader will have to consult it there, but can take part of the conclusions in the first part , as they are integrated in the general conclusion of the first theoretical-empirical part, where the historiographic part is used to confirm, illustrate and complement the results of the objectified empirical inquiry.
The theoretically constructed objectified data of the first part need, at least for the reader who has not been a participant in the process, a historical description of the process, seen from the six main institutions and associations that have been housing the endeavour. At the same time it will be possible to describe other structural features of these activities.This historical reconstruction is meant to complement the first part in terms of more fully narrative and structural descriptions, which are comparable to the objectified quantifications. But it is also meant as a contribution to the social history and the history of ideas and science of the academic and scientific transformation of the craft, by a participant who is a professional on the practical and the theoretical side, but not a historian. Besides it is also to be appreciated as an effort to make available an overview of the documents and events, theoretically accessible for all interested people, but in fact almost impossible to collect, except for an insider .
The environments studied are:
The creation of a chair in Nursery Science at the Faculty of Medicine of Odense University
The activities of the Danish Institute for Health an Nursing Research ( DISS)
The activities of the Scool of Advanced Nursing Education at Aarhuus University ( DSH)
The activities of the University Hospitals Center for Nursing Research in Copenhagen (UCSF)
The activities of the Danish Nursing Research Society (DSS)
The activities of the Society of Academic Nurses in Denmark ( FASID)
Environments like the activities initiated by the Medical Research Council, or the social science Institutes of the Universities are not systematically considered in this second part .
The presentations focus mainly on the following aspects: academic structure and legitimation, recruitment of personnel, research activities and research paradigms, degree, education, curriculum, scientific paradigms.
This part concludes, focusing upon the differences within and between institutions, and upon the background of the tacit common ground (doxa), commonly named clinical nursing science.
The general conclusion of the dissertation compares the results of the first three empirical inquiries and the historiographical part in the light of the original question, generated by the field theory: can one observe, in Denmark today, in the field of Nursing/Care, the genesis of a relative autonomous field of Nursing/Care Science? The answer defended by the study is that the mutual dependency of Medical Treatment and Nursing/Care either in principle or in fact tends to difficult the genesis of such a field, either as a fundamental theoretical science or as a scientific technology. At the same a time there is a tendency to the autonomisation of the craft which is prolongated and reinforced by a tendency to translate professionalisation into academic and scientific autonomy. But even this tendency is complicated by the contradiction between the option to subordinate clinical nursery to clinical medicine in theory and practice, and the option to constitute an autonomous field in terms of a social science of education, nursing and care
Festskrift til en idéhistorisk opdrager – og opdager : Til Jens Erik Kristensen efter 40 år i universitetets tjeneste
Get PDFDe talrige og mangeartede bidrag i dette festskrift til Jens Erik Kristensen tegner både et billede af en usædvanlig afholdt og alsidig idehistoriker, forsker og underviser og bærer samtidig vidnesbyrd om genkommende temaer, analytiske mønstre og kritisk-teoretiske tilgange, som har fulgt Jens Erik Kristensen siden studietiden i 1970erne og de første ansættelser på Aarhus Universitet i starten af 1980erne.
Festskriftet indeholder bidrag fra kolleger og samarbejdspartnere gennem en menneskealder. Tekster, der handler om Jens Erik Kristensen og tekster til Jens Erik Kristensen. Om de spor han krydsede, og de spor han satte sig. De beretter på den ene side om, hvad Jens Erik Kristensen nu forlader ligesom det på den anden side er tydeligt, at en særegen og markant forsker og underviser efterlader sig et tomrum på sit alma mater og vigtigere: i de skiftende miljøer hvor han har udlevet sine akademiske idealer.
Bidragenes genremæssige og stilistiske forskellighed afspejler også Kristensens vidtforgrenede interesser og forbindelser, ligesom de åbenlyst er skrevet som en cadeau og en tak – selvsagt uden panegyrik – til en akademisk figur, der aldrig har søgt spotlyset, men tværtom bevaret en spirende nysgerrighed og generøst skrevet og samarbejdet med et utal af forskellige kolleger og på tværs af discipliner og faggrænser
Palynological Sampling in Western Jutland 2021-22: ANTHEA Work Package #2
Get PDFA palynological sampling programme was carried out in three areas of Western Jutland in 2021-22. Our goal was to collect new sediment samples from archaeological excavations and peat deposits to reconstruct patterns in past heathland use and development. The location of the case areas was determined by the potential of the sites for combination with existing palynological data (Solsø Hede) and/or archaeological data (the Vejen area). At Solsø Hede, a pollen core was obtained near Solsø. At Vejen, two separate sediment collections took place. To the north of Vejen, in Gammelby Mose, peat sediments were collected. To the south of Vejen, at Kongehøj, 15 samples were collected from a Bronze Age house floor plan. The sampling programme formed part of the research project called ANTHEA (Løvschal 2021), which focuses on the deep history of anthropogenic heathlands. The project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement no. 853356)
The Possibilities of Leaky Bodies. A Feminist Materialist Ethnography of Menstruating Youth
Get PDFUsing feminist new materialist theory and based on ethnographic field work, the monograph examins the (im) possibilities of young menstruants bodily becomings, as they navigate everyday youth life in a predominantly white upper-middle class suburb to Copenhagen, Denmark. To explore menstruation as a socio-material phenomena, the study pays attention to the meanings of whiteness, class and gender in relation to menstruation and zooms in how affects, bodies, blood, slime, pads and tampons matters to young menstruants bodily becomings. The study finds that the ignorance of menstruation in everyday life infrastructures, school pedagogics and peer relations can be limiting to young menstruants possibilities for joyfull participation in everyday life activiites. It however also shows how menstruation can matter for subversions of power and catalyze change, and how the leaky body can act as critique against neoliberal logics of bodies
Model for elevers skriveudvikling i indskolingen og inspiration til skriveundervisning: ATEL working paper 4
No full textHvad karakteriserer elevers skriveudvikling i indskolingen, fra de eksperimenterer med bogstaver og begynder at lære at udtrykke sig og kommunikere på skrift, til de skriver korte sammenhængende tekster? Det har været et centralt spørgsmål for os i projektet Teaching platform for developing and automatically tracking early stage literacy skills (ATEL, 2018-2023). Projektet er tværinstitutionelt og er blevet gennemført af forskere fra DPU, Aarhus Universitet, Nationalt Videncenter for Læsning og DTU i samarbejde med WriteReader, der har udviklet app’en Skriv og læs. I projektet har vi også samarbejdet med alle skoler i Svendborg Kommune samt enkelte skoler i Odense Kommune
Sygeplejevidenskab - myte eller virkelighed? Om genese og struktur af feltet af akademiske uddannelser og forskning i sygepleje i Danmark
No full textENGLISH SUMMARY:The aim of this study is to explore the feasibility and productivity of a model for description and analysis of what Bourdieu has called “the genesis and structure of cultural fields”, when the model is applied to the genesis and structure of a Nursing/Care Science, and of the corresponding practical, undergradutae and graduate Education for these purposes, in Denmark, during the last 20 years.
The study is primarily heuristic, and covers domains like education and pedagogy, epistemology and sociology of science.
The study does not pretend that there is or can be a relatively autonomous field of Nursing/Care Science and Education under constitution in Denmark, in the technical sense of Bourdieu’s field studies, since central features of the process point into contradictory directions. The study tries to disentangle the complex as much as possible.
During the period the craft of nursing has increasingly become academic, claiming to be based on scientific research. Among other things this has also resulted in different tentatives to organize undergraduate and graduate studies in the field, under the umbrella of different institutions and associations for research, higher learning and practical education.
The study comprehends three parts: a theoretical-empirical study of the undergraduate and postgraduate education in the field, complemented with the conclusions of a historiographic and analytical study of the institutions and associations implied in this effort to create academic-scientific structures, and two volumes of appendices, one volume related to the instruments and tables of the theoretical-empirical main study, and another volume containing the details of the historiographical study and the bibliography .
2.8.1 The three theoretical-empirical inquiries
Problem, theory and method.
The theoretical-empirical study starts with a presentation of the domain of problems studied, and of the theories of Bourdieu that will be applied. The first chapter makes some of the basic elements of theory and method available, with two of Bourdieu’s central contributions as sources of inspiration: field theory applied to science and to research education on one side, the analysis of the faculty of Medicine in Paris as part of a field theory applied to higher education in the book “ Homo Academicus “. Here the medical science is located to the right on the dimension of faculties at the University, that is to say among the learned disciplines that are most directly integrated with a professional and autorized responsibility for the maintenance of the societal order in terms of public health etc, and hence, with economic, social and political power outside the faculty, and with academic power within the faculty. At the difference of natural science, situated at the opposite end to the left of the dimension, since it is not integrated with the mundane order within and outside the faculty, but has its function and legitimity from critical thinking and fundamental science.
To the extent that the possible science of Nursing/Care would appear constitutively bound by Medical Science, the analogy with the analysis of Medical Science may be worthwhile to explore.
There is also a chapter that explains how the conceptual structure, the operationalisation and thee questionaire of Bourdieu’s Homo Academicus have been adapted for the purposes of this research..
The empirical part of the theoretical-empirical study comprehends three complementary subprojects.
2.8.2 The survey
The first step is made up of a questionnaire survey directed towards the population of both students and graduates/postgraduates implied. The questionnaire is printed in the appendix-part, together with the frequency tables of answers to the majority of the questions usefull for the further study.
The questionnaire aims at a description of the demographic, social and cultural background and life style of the students/researchers/lecturers, their ressources possibly relevant for the fact that they as former nurses started a second education in view of a different professional career, their position in the area of nursing and their standpoints on the actual development of nursing in terms of changes in the clinicial basic practical education and In-Service education, the creation of academic undergraduate education and postgraduate education, the organisation of research, the orientation of this whole development in terms of epistemology, paradigms of science, relation theory/practice etc. That is to say in terms of Bourdieu: their economic, social, cultural and symbolic capital, incorporated, objectified and institutional, related to their positions and positionings in the domain of their craft.
There is an extensive discussion of the reasons and consequences of the low /normal percentage of return of the mailed questionaires (circa 56 % of around 400 adressees). Indirect tests are brought in, in order to appreciate the degree of representativity. The conclusion is that this part of the project has to be understood as an exploration rather than as a test of the method, although there are almost no indirect signs of systematic biases in the return-sample.
The tabels with the frequencies of answers (cf. Appendices) are briefly commented, in as much they need some presentation in view of the central analysis.The whole set of data offered by the questionnaire inquiry have been submitted to an analysis of correspondences, often used by Bourdieu and scholars working in that tradition, by now well introduced in Scandinavia as well, executed with the help of the consultant Marianne Høyen.The non-mathematical aspects of the method are extensively presented, as well as 5 graphical representations together with a comment of the graphes.
The figures suggest without doubt that there are elements that discriminate between different profiles among the researchers and students, as far as their capitals, positions and positionings are concerned. Even if they as yet do not appear very clear cut: their interpretation will depend on further empirical-theoretical confirmation.
2.8.3 The analysis of the dissertations
The second empirical inquiry concerns only the ph.d dissertations of the researchers and the candidate dissertations of the Candidates in Cura from the independent School of Advanced Nursing Education at Aarhus University, basically a School for in-service training of nurses, but now housing even a cand. cur. education .
The dissertations have been analysed in two ways. By categorizing the bibliographical references there is a possiblity to define the scientific universes that have been consulted and used in the work for the dissertations. One of the intresting findings here is that there is an obvious contradiction between the tacit or open basic claim of the field alledgedly under constitution, to represent clinical nursery science, and the bulk of philosophical, human and social science inputs that are brought into play in the dissertations, while references to medical litterature are minimal.This may have to do with the contradictions in the constitution of the cand. cur. education programme, which will be discussed in the historiographic part, and with the fact that the involved researchers, if they possess a ph.d., have obtained it from human- and social science university faculties.This happened by necessity, because there were no and there are still almost no other possiblities in Denmark at least. But it happened also in many cases as a matter of principle and preference.
The text of the dissertations have been analysed and categorized, and transformed in frequency tables, which in turn also have been submitted to a correspondence analysis.
Even here a system of profiles defining different conceptions of the scientific craft involved in alledged nursery/care science writing do emerge, almost too much similar to those profiles that are the eternal reminders in the debate of the last 10 years. But some more hidden configurations also appear.
All these category systems and frequency tables are to be found in the appendices.
The text of the historiographical and analytical presentation of the involved institutions in detail,which constitutes a second part of the study, is displaced to the second volume of appendices, because of its extension. The reader will have to consult it there, but can take part of the conclusions in the first part , as they are integrated in the general conclusion of the first theoretical-empirical part, where the historiographic part is used to confirm, illustrate and complement the results of the objectified empirical inquiry.
The theoretically constructed objectified data of the first part need, at least for the reader who has not been a participant in the process, a historical description of the process, seen from the six main institutions and associations that have been housing the endeavour. At the same time it will be possible to describe other structural features of these activities.This historical reconstruction is meant to complement the first part in terms of more fully narrative and structural descriptions, which are comparable to the objectified quantifications. But it is also meant as a contribution to the social history and the history of ideas and science of the academic and scientific transformation of the craft, by a participant who is a professional on the practical and the theoretical side, but not a historian. Besides it is also to be appreciated as an effort to make available an overview of the documents and events, theoretically accessible for all interested people, but in fact almost impossible to collect, except for an insider .
The environments studied are:
The creation of a chair in Nursery Science at the Faculty of Medicine of Odense University
The activities of the Danish Institute for Health an Nursing Research ( DISS)
The activities of the Scool of Advanced Nursing Education at Aarhuus University ( DSH)
The activities of the University Hospitals Center for Nursing Research in Copenhagen (UCSF)
The activities of the Danish Nursing Research Society (DSS)
The activities of the Society of Academic Nurses in Denmark ( FASID)
Environments like the activities initiated by the Medical Research Council, or the social science Institutes of the Universities are not systematically considered in this second part .
The presentations focus mainly on the following aspects: academic structure and legitimation, recruitment of personnel, research activities and research paradigms, degree, education, curriculum, scientific paradigms.
This part concludes, focusing upon the differences within and between institutions, and upon the background of the tacit common ground (doxa), commonly named clinical nursing science.
The general conclusion of the dissertation compares the results of the first three empirical inquiries and the historiographical part in the light of the original question, generated by the field theory: can one observe, in Denmark today, in the field of Nursing/Care, the genesis of a relative autonomous field of Nursing/Care Science? The answer defended by the study is that the mutual dependency of Medical Treatment and Nursing/Care either in principle or in fact tends to difficult the genesis of such a field, either as a fundamental theoretical science or as a scientific technology. At the same a time there is a tendency to the autonomisation of the craft which is prolongated and reinforced by a tendency to translate professionalisation into academic and scientific autonomy. But even this tendency is complicated by the contradiction between the option to subordinate clinical nursery to clinical medicine in theory and practice, and the option to constitute an autonomous field in terms of a social science of education, nursing and care
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