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Forskningsprojekt Exploring School Culture. Afslutningsrapport
Get PDFDenne rapport har til formål at afdække resultaterne af forskningsprojektet Exploring School Culture (ESCU). ESCU er ledet af professor David Reimer og placeret på Danmarks Institut for Pædagogik og Uddannelse, Aarhus Universitet. Projektet er støttet af Velux Fonden [Bevillingsnummer 00017032] og strakte sig fra marts 2018 til december 2022. 
The Politics of Asceticism: An Analysis of the Political Spirituality of the Imperial Stoics
Get PDFIn recent decades a renewed focus on the Hellenistic and Roman philosophies has rehabilitated the practical aspect of ancient philosophy. This aspect of philosophy has continued to be part of the philosophical discipline but it has often been surpassed in importance and appreciation by philosophy’s theoretical discourse. With the increased focus on ancient philosophy’s practical outlook, an interesting question emerges: what does this practical outlook entail regarding how we interpret and analyse the political philosophy and political praxis of the ancient philosophers? In order to examine this question, this dissertation sheds light on Imperial Stoicism and examines this group of philosophers’ political philosophy in view of the concept of ‘political spirituality.’ The often-reiterated interpretation of Imperial Stoicism is that these philosophers were either entirely apolitical or that they, unlike their Hellenistic predecessors, were markedly conservative, reactionary, and generally supported the status quo of society despite an apparent subversive veneer. Both these interpretations are significantly questioned in this dissertation
Architectural strategies for promoting well-being in sustainable renovation of social housing
Get PDFThe post-war multi-family social housing (MSH) stock faces extensive renovation over the coming years. These prospects represent a significant potential for implementing energy savings while updating the housing stock to better support the well-being of the residents. The two agendas are mutually dependent. The reductions needed to reach a CO2-neutral society calls for extensive energy renovations. These renovations are likely to dramatically change the built environment and thereby the human perception of it. On the positive side, extensive energy renovation may also represent an opportunity to add value for the residents that go far beyond the energy reductions in themselves. Therefore, energy savings cannot be treated as an isolated matter. The thesis builds on the assumption that a more holistic approach to sustainability is needed to promote long-term sustainable renovation solutions.
In this connection, it is key to focus on the early design phases, as this is where defining decisions are made, and the ability to influence a project is highest. Nevertheless, the early stages also represent a high level of complexity as many concerns are to be addressed simultaneously amongst a large group of stakeholders. In recent years, different initiatives have been proposed to meet this complexity and promote a more sustainable development of the building sector. However, the thesis has identified a gap in existing initiatives when it comes to supporting the architect’s role as a promoter of well-being as part of the early phases of sustainable renovations of MSH. Especially, promoting traditionally “softer,” more qualitative well-being themes as part of sustainable renovation appears under-researched.
Based on the established knowledge gap, the thesis addresses the following research question: “How can resident well-being be promoted by architects in the early design phases of interdisciplinary sustainable renovation processes?”The research question is investigated through three different objectives. A mixed-methods research design is applied to shed light on these objectives.
Objective 1: Focuses on articulating synergies between energy savings and improved resident well-being in renovation from an architectural perspective. Based on a rereading of architectural theory and evaluation theory, the thesis proposes a new conceptual framework for this purpose. The framework may be considered a contribution to the field in its own right as a vocabulary for articulating the documented impact of renovation efforts. It further forms the theoretical foundation for the remaining objectives of the thesis.
Objective 2: Focuses on identifying examples that renovation measures can impact resident well-being in a broad understanding, and that this can form synergies with energy savings. Based on architectural analysis of completed projects, empirical studies, and a literature review, the thesis identifies such examples. It proposes a categorization into “well-being themes,” which may be addressed in conjunction with energy savings. The identified themes are: “The sensuous space,” “The safe space,” “The social space,” “’My’ space,” “The including space,” and “The functional space.”The well-being themes exemplify that a broad range of well-being aspects may be influenced as part of sustainable renovation of MSH.
Objective 3: Focuses on communicating the identified insights on potentials for documented impact back into the early stage renovation practice – focusing on “softer” well-being themes. Based on a research through design study, a literature review, and intermediate focus group interview, the thesis proposes three concepts for informing the process. The three concepts are: metrics intended for computer simulation, a catalog of impact cases, and supplementing the catalog of impact cases with examples of economic valuation. The proposed concepts should not be considered “neither or” but supplementary ways of communicating knowledge, which may bring value to the process depending on the application context. The perspective is to further develop and test the concepts in collaboration with practitioners in ongoing renovation projects.
The three objectives and related research findings constitute three strategies for promoting well-being in sustainable renovation of social housing. By proposing these strategies, the aim is to contribute to a development where the evaluation of well-being in a broad sense becomes a fully integrated part of more holistically sustainable renovation practices – hopefully leading to more long-term sustainable renovation solutions
Forsorg for de fattige: Fattigforsorg i lyset af en religiøs forståelseshorisont, Danmark 1522-1739.
Get PDFDenne afhandling undersøger udviklingen af fattigforsorgslovgivning i Danmark fra den tidlige reformation til den tidlige enevælde med fokus på to forskningsspørgsmål: hvordan religionen og fattigforsorgen blev knyttet sammen i reformationsperioden 1522-1539, og hvordan lovgivere diskuterede og definerede ansvar og pligter i fattigforsorgen imellem 1536-1739. Afhandlingens bidrag består i en systematisk undersøgelse af lovgivning angående kongemagtens bestræbelser over for de fattige fra 1522-1739, hvilket er en underbelyst periode i fattigforsorgens historie. Dertil bidrager afhandlingen ved at inddrage religionen som et teoretisk perspektiv, da religiøse aspekter af fattigforsorgen hidtil har modtaget en flygtig opmærksomhed
Daigou: Transnational Flows, Relatedness, and the Reproduction of the Chinese Family
Get PDFThis dissertation discusses the impact and meaning of transnational daigou (buying-on-behalf-of) businesses, where Chinese immigrants, primarily women, supply networks of kin and friends in China with infant formula bought in Denmark. The circulation of goods and capital between consumers and suppliers results in an extensive transnational network based on mutual trust and morality. In this respect, the daigou practices constitute both vertical intergenerational and horizontal transnational forms of relatedness, which in different ways contribute to solving the conundrum of family reproduction in contemporary China and the Chinese diaspora
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
Legende tværprofessionelle uddannelser: Designbaserede undersøgelser af sprog og samarbejde om legende tilgange til læring
Get PDFDenne afhandling er baseret på et treårigt ph.d.-projekt mellem 2020-2023 i samarbejde mel-lem Københavns Professionshøjskole og DPU, Aarhus Universitet. Ph.d.-projektet er en del af Playful Learning Research Extension, der inkluderer 12 ph.d.-stipendiater samt seniorforskere og forskningsledelse. Dette forskningsprojekt undersøger legende tværprofessionel uddannelse - og dermed samarbejde mellem pædagoguddannelsen og læreruddannelsen om udvikling, design og oplevelser af legende tilgange til læring. Det er baseret på empirisk og designbaseret forskning i et kvalitativt perspektiv, og bidrager med viden om, hvordan undervisere forstår og udfolder et pædagogisk og didaktisk sprog for legende tilgange til læring samt hvordan stude-rende oplever at deltage, kommunikere og interagere i legende samarbejdsformer. Gennem designbaserede studier, afprøvede didaktiske design og legeeksperimenter tilbyder denne afhandling teoriudvikling og praktiske bidrag til at udforske og udvikle tværprofessionel uddannelse gennem legende pædagogik, didaktik og tænkning samt nye perspektiver på legende videregå-ende uddannelse. Det vedrører mere specifikt, hvordan legende tilgange til læring kan forstås som et både flertydigt, flerstemmigt og spændingsfyldt fænomen med konsekvenser for samskabelse af legende tværprofessionel uddannelse, hvordan produkter - såsom didaktiske design og designprincipper - bliver grænseobjekter, der forbinder professionsuddannelser samt hvordan undervisere erfarer modsætninger i at udvikle åbne, udforskende og kreative legende tilgange i professionsuddannelsernes strukturer og rammer. Det vedrører derudover, hvordan stu-derendes legende samarbejde kvalificeres af at skabe, udvikle og lege med objekter sammen, der kan facilitere tværgående kommunikation og samarbejde, hvor objekterne også bliver af-fektive og relationelle. I deres legende omgange med tværprofessionel uddannelse oplever studerende, at de lærer om hinandens forskellighed - og forskellige kulturer, sprog, fagligheder og tilgange. Det er imidlertid ikke uden udfordringer, da strukturelle og kulturelle vilkår aktualiseres, når legs karakteristika approprierer og disruperer - og når man som voksen skal genlære at lege.
Dette projekt har haft følgende forskningsspørgsmål:
Hvordan forstår og udfolder undervisere et pædagogisk og didaktisk sprog for legende tilgange til læring i tværprofessionel udvikling af undervisning mellem pædagoguddannelsen og læreruddannelsen, og hvordan kvalificerer legende tilgange til læring studerendes samarbejde i tværprofessionel uddannelse?
Forskningsspørgsmålet er operationaliseret i fire underspørgsmål, der i afhandlingen udtrykker en progression i forskningsprojektet:
Hvilke pædagogiske, didaktiske og professionsfaglige forståelser og sprogliggørelser af legende tilgange til læring udtrykkes og skabes i undervisernes samarbejde om og udvikling af undervisning på tværs af læreruddannelsen og pædagoguddannelsen?
Hvordan fremmer og udfordrer legende tilgange til læring studerendes kommunikation, samarbejde og deltagelse på tværs af læreruddannelsen og pædagoguddannelsen?
Hvilke spændinger og kompleksiteter viser sig i udvikling af tværprofessionelle legende tilgange til læring, og hvilke konsekvenser har det for designbaseret samskabelse?
Hvilke betydninger har fælles forståelse og sprog i at kvalificere pædagogisk og didaktisk udvikling af legende tværprofessionel uddannelse?
Denne afhandling er artikelbaseret, og den indeholder syv forskningsartikler udvalgt for at vise og diskutere dens resultater, udvikling og bidrag. Da forskningsprojektet er designbaseret og orienteret mod integrative og fleksible metodologiske forståelser, anvendes der flere teorier og metoder gennem afhandlingens artikler. Det implicerer, at nærværende artikelbaserede afhandling er udført, så kappen er reflekterende - og dermed fremstiller, diskuterer og udfolder forståelser, perspektiver, udviklinger og processer i forskningsprojektet.
I afhandlingen repræsenteres interventioner og designeksperimenter empirisk gennem tre designbaserede studier (Barab & Squire, 2004; McKenney & Reeves, 2019; Wang & Hannafin, 2005), hvor det tredje er inspireret af komparative designeksperimenter (Krogh et al., 2015). Studierne har empiriske afsæt i 1) et legende tværprofessionelt undervisningsforløb, 2) BA-Lab som et tværprofessionelt legelaboratorium samt 3) iterationer af designeksperimenter i nye - både danske og udenlandske - kontekster for at afprøve, udvikle og kvalificere dem. Projektets empiriske grundlag er kvalitativt og baseret på designværksteder, refleksionsværk-steder, dialogiske og kvalitative interviews, refleksionstekster, observationer og feltnoter samt dokumentation af materialer, konstruktioner og undervisningsressourcer.
Afhandlingen er bygget op omkring at give præsentationer og diskussioner af dens kon-tekst, teori og begreber, metodologi og metoder samt grundanalyser som komparative læsninger af resultater fra dens artikler. Der er ligeledes produceret sammenfatninger af afhandlingens artikler. I kapitel 1 placerer jeg forskningsprojektet mellem tre eksisterende forskningsfelter om 1) legende videregående uddannelse, 2) professionsuddannelse og 3) tværprofessionel uddannelse. Dette fører mig til afhandlingens forskningsspørgsmål og en introduktion til dets grundlæggende basering i dialogisk tænkning og teori. I samme kapitel introducerer jeg til afhandlingens forskningsdesign, refleksioner over at producere en artikelbaseret afhandling samt pandemiske og strukturelle vilkår og betingelser.
Kapitel 2 indeholder sammenfatninger af afhandlingens syv artikler. I skrivende stund er fem publiceret, en er accepteret og i tryk og en er indsendt og i fagfællebedømmelse. Sammenfatningerne er struktureret således, at jeg først beskriver konteksten for publicering, dernæst artiklens baggrund og formål, metoder og resultater - og til sidst forskningsbidrag. Her skelner jeg mellem bidrag til forskningsfelter generelt og bidrag til afhandlingen specifikt, som er forbundne, men alligevel illustrerer forskellige bidrag til teori og praksis omkring legende tilgange til læring i videregående og tværprofessionel uddannelse.
I kapitel 3 præsenterer og diskuterer jeg afhandlingens centrale teorier og begreber, hvilket er de gennemgående anvendte teoretiske dimensioner i forskningsprojektet. Det vedrører udfoldelse og differentiering af begreber for leg og legende, og hvordan jeg i afhandlingen integrerer teoretisk og filosofisk viden fra legeforskning i sproglig, teoretisk og praktisk udvik-ling af legende tilgange til læring. Derfra fremstiller jeg afhandlingens perspektiver på tværprofessionelt samarbejde i praksis og tværprofessionel uddannelse som beslægtede og forskellige praksisfelter og forskningsfelter. I afhandlingen har objekter og materialiteter en central rolle i at besvare dens forskningsspørgsmål, idet de dels bliver grænseobjekter mellem undervisere til at facilitere kommunikation og dels bliver samskabte objekter mellem studerende til at udvikle anderledes deltagelses- og handlingsrum. Derfor er afhandlingens objektteoretiske perspektiver inspireret af grænseobjekter (Star & Griesemer, 1989), objektmedieret kommunikation og refleksion (Roos, 2006), sanselige objekter (Turkle, 2011) og fælles visualiseringer på tværs af faglige og professionelle grænser (Dossick & Neff, 2011). Herfra udfolder jeg perspektiver på samarbejde, samskabelse og spændinger i tværprofessionel udvikling af uddan-nelse - og hvordan forskellige perspektiver på samarbejdsstrategier er fagligt anvendelige til at undersøge, designe for og udvikle legende tværprofessionel uddannelse.
Kapitel 4 introducerer og diskuterer forskningsprojektets metodologiske, videnskabsteoretiske, metodiske, empiriske og analytiske perspektiver og tilgange. Projektet er metodologisk baseret på designbaseret forskning (Barab & Squire, 2004; McKenney & Reeves, 2019; Wang & Hannafin, 2005) og de pågældende afsnit rammesætter dels dette projekt i designba-seret forskning generelt og udfolder dels specifikke tilgange, faser og perspektiver i projektets designbaserede forskning. I dette kapitel forholder jeg mig dertil til projektets videnskabsteoretiske afsæt i pragmatisme og diskuterer orienteringer mod en relationel ontologi og dialogisk epistemologi, som i denne afhandling er forbundne perspektiver. Kapitlet indeholder derfra metodiske introduktioner og refleksioner over projektets kvalitative forskningsstrategier i form af designværksteder og refleksionsværksteder i designbaseret forskning, dialogiske interviews, refleksionstekster som introspektiv og retrospektiv erkendelsesskrivning samt visuelle og ma-terielle tilgange til at undersøge legende tilgange til læring og legende tværprofessionel uddannelse. Til sidst i kapitlet fremstiller jeg afhandlingens etnografiske indstillinger og forsknings-etiske dimensioner, dets perspektiver på forskningskvalitet i lyset af designbaseret forskning og dialogiske principper samt analytiske tilgange inspireret af refleksiv tematisk analyse (Braun & Clarke, 2022).
I kapitel 5 fremstiller og diskuterer jeg afhandlingens grundanalyser baseret på resultater og fund i dens artikler. Med afsæt i afhandlingens fire underspørgsmål, udfolder jeg fire grundanalyser, der samlet set besvarer afhandlingens forskningsspørgsmål. De fremstilles som 1) Sprog for legende tilgange: Flerstemmighed, plasticitet & længsler efter struktur og åbenhed, 2) Deltagelses- og mulighedsrum i legende samarbejde og læreprocesser, 3) Spændingsanalyser: Forskellighed og fælleshed i pædagogisk-didaktisk udvikling og 4) Konturer af en legende og relationel pædagogik for tværprofessionel uddannelse. Målet med kapitlet er komparative læsninger af afhandlingens artikler og deres selvstændige resultater med henblik på at besvare forskningsspørgsmål og underspørgsmål - og føre afhandlingen over i dens konkluderende kapitel.
Kapitel 6 er en reflekterende konklusion, der sammenfatter viden og bidrag produceret i forskningsprojektet og besvarer dets forskningsspørgsmål. Her fremstiller jeg, at legende tilgange til læring er et både flertydigt og flerstemmigt fænomen, når undervisere fra pædagog-uddannelsen og læreruddannelsen samarbejder om at udvikle legende tværprofessionel uddannelse. Derfor er et teoretisk bidrag i afhandlingen ‘stemme-begrebet’, der tematiserer fænomenal flerstemmighed og dets konsekvenser for pædagogisk og designbaseret samskabelse. Der-udover udfolder jeg, at studerende fra de to professionsuddannelser i legende samarbejdsformer etablerer anderledes kommunikative og kollaborative strategier til at udforske, udvikle og konfigurere faglige og relationelle forståelser. Til sidst i kapitlet perspektiverer jeg afhandlingen, og fremhæver, at dens praksisnære empiriske undersøgelser i mindre grad er orienteret mod de institutionelle og strukturelle betingelser og rammevilkår, der også er dimensioner i legende tværprofessionel uddannelse. Det vedrører fx politiske strukturer, organisatoriske systemer og perspektiver på ikke-privilegerede positioner knyttet til køn, etnicitet og fx strukturel lighed.
Afhandlingens selvstændige og originale forskningsbidrag er todelt. Med denne afhandling udvikler jeg dels ny teori om legende fænomenal flerstemmighed og legende samar-bejdsformer i samskabelse af og deltagelse i tværprofessionel uddannelse samt designprincipper, og dels udvikler jeg praktiske bidrag i form af didaktiske design, legeformater og produkter til samskabelse af legende tværprofessionel uddannelse. Afhandlingens teoriudviklende di-mensioner kan forstås som bidrag til forskningsfelterne i legende videregående uddannelse og tværprofessionel uddannelse gennem lokal teori og middle-range’-teorier (McKenney & Re-eves, 2019), som formidles og operationaliseres gennem håndgribelige produkter og praksis-forandringer - og stiller spørgsmål ved og problematiserer egne fund som potentialer for videre forskning og udvikling
Sorggrupper i de danske skoler. En socialpsykologisk undersøgelse af de grundlæggende antagelser bag etablering af sorggrupper for børn i danske skoler
Get PDFAfhandlingen tager afsæt i, at samtalegrupper og sorggrupper for børn og unge i stigende grad vinder indpas i det danske samfund, hvor skolen er blevet en central aktør. Men hvad ved vi om sorggrupper i skoleregi? Hvad siger forskningen om fænomenet. Afhandling undersøger de grundlæggende antagelser, der ligger bag etableringen af sorggrupper i de danske skoler og diskutere implikationer af terapeutisk inspirerede gruppetilbud til elever i skoler, hvor interventionen er ledes af pædaogogisk personale. Undersøgelsen er baseret på kvalitativ interviewundersøgelse, dokumentanalyser og systematisk integrativt litteraturreviw. Afhandlingen teoretiske fundament trækker på den socialpsykologiske teori, Social Repræsentations Teori (SRT). 
Digital Mobility and Cultural Consumption: Online Reception of Contemporary British Television Dramas in China
Get PDFThis thesis investigates the popularity and audience engagement of British TV dramas in China, as this represents a massive and continuous trend among Chinese audiences online since 2010. Based on multi-modal methods combining digital ethnographic methods, interviews and a case study, this thesis has examined the consumption of British TV dramas in its situated social-political context that is largely overlooked in the study of transnational TV dramas in China. The theoretical framework draws on cosmopolitan, Bourdieu’s concepts of capital and taste, and Cultivation theory. It studies the consumption of foreign AV content in a digital setting in the current media-restrained Chinese society.
The implications of this study are fourfold: First, taste hierarchy as a means of social distinction is observed in the consumption of British TV dramas in China, as watching British TV dramas is perceived as a reputational badge of sophistication, taste and high-end. Second, findings show an association between digital/virtual mobility, social distinction and transnational TV drama consumption in China, as increasing media policies and censorship has determined how foreign content is consumed. Third, the consumption of British TV dramas shows the desire of the Chinese audience to keep a connection with the world culture in a gradually restricted media environment. Fourth, British TV dramas satisfy audiences’ growing need for cultural materials to identify with their micro-political struggles of everyday life. In particular, the queer readings of British TV dramas in China have promoted LGBTQ culture in China to a certain extent. The findings in this thesis indicate its significant value for the Chinese LGBTQ community.This thesis investigates the popularity and audience engagement of British TV dramas in China, as this represents a massive and continuous trend among Chinese audiences online since 2010. Based on multi-modal methods combining digital ethnographic methods, interviews and a case study, this thesis has examined the consumption of British TV dramas in its situated social-political context that is largely overlooked in the study of transnational TV dramas in China. The theoretical framework draws on cosmopolitan, Bourdieu’s concepts of capital and taste, and Cultivation theory. It studies the consumption of foreign AV content in a digital setting in the current media-restrained Chinese society.
The implications of this study are fourfold: First, taste hierarchy as a means of social distinction is observed in the consumption of British TV dramas in China, as watching British TV dramas is perceived as a reputational badge of sophistication, taste and high-end. Second, findings show an association between digital/virtual mobility, social distinction and transnational TV drama consumption in China, as increasing media policies and censorship has determined how foreign content is consumed. Third, the consumption of British TV dramas shows the desire of the Chinese audience to keep a connection with the world culture in a gradually restricted media environment. Fourth, British TV dramas satisfy audiences’ growing need for cultural materials to identify with their micro-political struggles of everyday life. In particular, the queer readings of British TV dramas in China have promoted LGBTQ culture in China to a certain extent. The findings in this thesis indicate its significant value for the Chinese LGBTQ community
Negotiating Software: Redistributing Control at Work and on the Web
Get PDFSince the 1970s, digital technologies increasingly determine who gets what, when, and how; and the workings of informational capitalism have concentrated control over those technologies into the hands of just a few private corporations. The normative stance of this dissertation is that control over software should be distributed and subject to processes of negotiation: consensus-based decision making oriented towards achieving collective benefits. It explores the boundaries of negotiating software by trying to effect a change in two different kinds of software using two different approaches.
The first approach targets application software – the paradigmatic model of commodified, turn-key computational media – in the context of knowledge work – labour that involves the creation and distribution of information through non-routine, creative, and abstract thinking. It tries to effect change by developing negotiable software as an alternative to the autocratic application model, which is software that embeds the support for distributed control in and over its design. These systems successfully demonstrate the technological feasibility of this approach, but also the limitations of design as a solution to systemic power asymmetries.
The second approach targets consent management platforms – pop-up interfaces on the web that capture visitor’s consent for data processing – in the context of the European Union’s data protection regulation. It tries to effect change by employing negotiation software, which is software that supports existing processes of negotiation in complex systems, i.e., regulatory oversight and the exercise of digital rights. This approach resulted in a considerable increase in data protection compliance on Danish websites, but showed that sustainable enforcement using digital tools also requires design changes to data processing technologies.
Both approaches to effecting software change – making software negotiable and using software in negotiations – revealed the drawbacks of individualistic strategies. Ultimately, the capacity of the liberal subject to stand up against corporate power is limited, and more collective approaches to software negotiation need to be developed, whether when making changes to designs or leveraging regulation