Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
Å se skjult rasisme i norsk akademia:: den ubehagelige samtalen
No full textThis article critically examines the reproduction of institutionalized whiteness in Norwegian academia and higher education. Employing autoethnography, the authors delve into their own racialized positionalities as researchers and educators in Early Childhood Education, reveling their entanglement in a specific pedagogical legacy that emphasizes White supremacist epistemologies and ontologies. The authors argue that this contextual reality is saturated in a color-evasive (Annamma et al., 2017) discourse where race often becomes obscured. Despite the continued influence of racialization processes on people’s life prospects, reinforcing inclusion and exclusion dynamics, Norwegian researchers, teachers, and students notably lack a language for discussing race. This article explores the potential and limitations of developing such a language to expand the discourse on race and racism in Norway. By scrutinizing the volatile and dynamic insider/outsider continuum, the authors contend that institutional whiteness must be critically examined through a decolonial lens, considering Nordic exceptionalism and color-evasiveness. Drawing on Sara Ahmed’s phenomenological conceptualization of institutional whiteness, the article conducts a critical investigation into how conversations about race are obscured in Norwegian higher education, particularly within Early Childhood Education. The authors engage in an autoethnographic account of how racism and institutionalized whiteness materializes in Norwegian academic spaces. Our utilization of autoethnography in the form of a conversational exchange serves to exemplify a methodological approach for articulating discussions on race, white privilege, and associated themes in the Norwegian context. This dialogue offers not only a template for navigating conversations within a discourse of color-evasiveness and race evasiveness but also underscores the inherent challenges and necessity for thorough reflexivity in such dialogues
Understanding Research Motivations and Barriers Among Danish Sonographers in Radiology Departments: A Qualitative Study
No full textIntroduction: In Denmark sonographers, undergo profound training and have a notable presence in clinical practice. Understanding the factors behind their limited research engagement is important. This study aimed to examine the factors influencing sonographers\u27 research involvement, focusing on motivational elements and barriers. Our investigation was structured around three key research questions: a) What motivates sonographers to engage in research? b) What obstacles hinder their involvement? c) How can we enhance the participation of sonographers in research in Denmark?
Methods: This study had an explorative inductive qualitative approach. The data collection method was a focus group session with sonographers from the National Sonographers Network.
The focus group session followed a structured guide and was verbatim transcribed. Thematic analysis by coding and identifying themes was performed individually by three authors. Subsequently, Social Cognitive Theory was incorporated as a framework for further analysis.
Results: Regarding motivations for engaging in research, the themes were Impact on Practice and Personal Interest. In terms of obstacles to research involvement, the themes included Challenges in Staffing and Time Management, Low Priority and Interest, Limited Research Experience and Practical Skills, and Insufficient Support. Regarding enhancements for participation, the themes were Management and Communications and Networks.
Conclusion: Sonographers in Danish public radiology departments demonstrate a high interest in research, driven by personal and clinical practice impacts. Their intrinsic motivation fosters idea generation and collaboration in research. Key barriers include heavy workloads and limited research skills. Cultivating a supportive, research-friendly environment is important for meaningful participation. Enhancing management and colleague support can bridge existing gaps and encourage active research engagement
Engaged, but not actively involved: A narrative review and reflections on radiographers’ engagement in research within the clinical setting.
No full textAim
To contribute to the ongoing debate of radiography research, by providing an overview of radiographers’ engagement in research activities within the clinical setting. Barriers and facilitators for research engagement will be discussed.
Methods
An unstructured search for literature was conducted in MEDLINE, PUBMED and Google Scholar. Snowballing on references was further conducted. The search included papers written in English published between 2014 and august 2024.
Results
Radiographers are generally positive about research, however, their active participation in research activities in clinical settings is limited. The primary barriers to engagement in research are systemic, while facilitators are present at both personal (individual motivators) and systemic levels.
Conclusion
Enhancing radiography research is critical to ensure that radiographers work according to the principles of Evidence-based Practice, which is essential for patient safety and the provision of high-quality care. A research culture must be established within the local departments. Several strategic steps are proposed to develop a research strategy within the departments. Further research should focus on evaluating the implementation and outcomes of efforts to enhance research participation in clinical radiography
Colonial logics as public secrets of international student mobility
No full textThis paper contributes to international student mobility’s ethical reimagining by stressing what continues to be foreclosed by that imagining – that is, the depth of the task’s complexities. To do so, it outlines international student mobility’s colonial roots (as a phenomenon) and applied roots (as a field) and discusses how both shape, and are shaped by, its field-imaginary. It then uses the concept of “public secrets” to name the obvious, yet often forgotten, colonial logics underpinning the field of international education, and international student mobility in particular. It suggests these public secrets are one reason why the field’s critical interventions have failed to have more concrete impacts. It then specifically discusses the problematic binaries which underpin the field, especially the term “international student,” as examples of such public secrets. Finally, it discusses three common responses critical internationalization scholars and practitioners might use to respond to this provocation: (1) further/different critique; (2) proposed solutions (e.g., new vocabulary), and disinvestment (e.g., new grammar)
The Education-Industrial Complex Going Global
No full textIn 1994, I first wrote about an education-industrial complex that was emerging in the United States. The education-industrial complex was defined as networks of ideological, technophile and for-profit entities that sought to promote their beliefs, ideas, products and services in furtherance of their own goals and objectives. In the years since, the education-industrial complex has grown into a global phenomenon and has become a major force among powerful players (i.e., mega-corporations, international interest groups, and government officials) to influence education policy. This paper describes the present global education-industrial complex and concludes with a call to monitor and study its further evolution
Den finländska justitiekanslern som ändringssökande i advokatdisciplinära ärenden
No full textThe article analyses the Chancellor of Justice’s right and obligation to appeal against the Supervisory Board’s disciplinary decisions in lawyers’ cases. The Chancellor of Justice can and must lodge an appeal if the public interest so requires. Nevertheless, in some cases, the Chancellor of Justice is considered to bring an appeal without the public interest justifying it, and in individual cases the appeal may even appear to be incompatible with the public interest. Against this background, the article aims to determine when and how the Chancellor of Justice\u27s right of appeal should be exercised. The conclusion drawn in the article is that the Chancellor of Justice should only lodge an appeal in cases where the public interest requires or justifies it. Furthermore, the Chancellor of Justice should justify in the appeal in an open and concrete manner how the public interest is asserted in the individual case. In addition, the Chancellor of Justice must observe proportionality in the use of the resources of the judiciary and take into account the limited resources for legal protection.I artikeln analyseras justitiekanslerns rätt och skyldighet att anföra besvär över tillsynsnämndens disciplinära beslut i advokatärenden. Justitiekanslern kan och ska anföra besvär om det allmänna intresset föranleder det. Trots detta anses justitiekanslern i vissa fall anföra besvär utan att det allmänna intresset motiverar det, och i enskilda fall kan besvären till och med framstå som oförenliga med det allmänna intresset. Mot denna bakgrund syftar artikeln till att fastställa när och hur justitiekanslerns besvärsrätt bör utövas. Slutsatsen som dras i artikeln är att justitiekanslern endast bör anföra besvär i fall där det allmänna intresset kräver eller berättigar det. Vidare bör justitiekanslern i besvärsskriften på ett öppet och konkret sätt motivera hur det allmänna intresset gör sig gällande i det enskilda fallet. Dessutom bör justitiekanslern iaktta proportionalitet i användningen av domstolsväsendets resurser och beakta att resurserna för rättsskydd är begränsade
Röster i och bortom talande: Yrkeselevers erfarenheter av särskilt stöd i Sverige
No full textThis paper aims to explore and develop an understanding of special needs support from the student’s perspective in upper secondary vocational education and training (VET). Research has shown that students in vocational programs are in high need of accommodation and require increased special needs education (SNE), especially in activities and subjects with an academic focus. Recent research reviews focusing on special education show that more inclusive assessment practices are needed (Öhman, 2022) as well as more research in the area of special needs education in vocational education. This qualitative study was inspired by a phenomenological approach interested in understanding social phenomena from the participants’ perspectives and lived experiences. Following this approach, the analysis uses Interpretative Phenomenological Analysis (IPA) as a tool to map and interpret participants’ expressions in their daily context. The empirical material is drawn from seven semi-structured interviews with students in special needs support, undertaken in two upper secondary vocational schools in two separate municipalities and regions in Sweden. To analyse and widen the understanding of the informants’ descriptions of their possibilities and hindrances to participate in their educational activities, the following theoretical perspectives are used: Klafki’s critical constructive Didaktik, Persson’s categorical and relational perspectives on special education, and Lawys theorized concept of voice. The analysis shows that the students’ experiences of special needs support are ambivalent. The results display not only a division between the teaching of vocational and academic subjects and support in upper secondary VET, but the analysis leads to a need for further exploration of SEN in vocational education and the role of didactics that include students’ voices.Syftet i denna artikel är att utforska och utveckla en förståelse för specialpedagogiskt stöd utifrån yrkesgymnasieelevers eget perspektiv. Forskning har visat att elever i yrkesgymnasiets program är i stort behov av anpassningar och specialpedagogiskt stöd, i synnerhet inom akademiska ämnen. Aktuella forskningsöversikter med fokus på specialundervisning visar på behov av mer inkluderande bedömningspraktiker liksom mer forskning inom området specialpedagogik i yrkesutbildning. Den här artikeln har en fenomenologisk ansats som intresserar sig för sociala fenomen och upplevda erfarenheter från deltagarnas eget perspektiv. Utifrån denna utgångspunkt används en tolkande fenomenologisk analys som redskap för att kartlägga deltagarnas uttryck i deras vardagliga kontext. Det empiriska materialet är baserat på sju semistrukturerade intervjuer med elever i behov av särskilt stöd, från två yrkesgymnasieskolor i två olika kommuner och regioner i Sverige. För att kunna analysera och utvidga förståelsen av informanternas beskrivningar av sina möjligheter och hinder att delta i utbildningens aktiviteter, är följande teoretiska perspektiv använda: Klafkis kritiskt konstruktiva didaktik, Perssons kategoriska och relationella perspektiv på specialpedagogik samt Lawys teoretisering av begreppet röst. Analysen visar att elevernas erfarenheter av att vara i behov av specialpedagogiskt stöd är ambivalenta. Resultatet visar inte enbart en skillnad mellan undervisningen och stödet i yrkesämnen och akademiska ämnen i yrkesgymnasiet utan pekar på behov av ytterligare utforskning av specialpedagogiskt stöd inom yrkesgymnasial utbildning och didaktikens roll som inkluderar elevens röst.Syftet i denna artikel är att utforska och utveckla en förståelse för specialpedagogiskt stöd utifrån yrkesgymnasieelevers eget perspektiv. Forskning har visat att elever i yrkesgymnasiets program är i stort behov av anpassningar och specialpedagogiskt stöd, i synnerhet inom akademiska ämnen. Aktuella forskningsöversikter med fokus på specialundervisning visar på behov av mer inkluderande bedömningspraktiker liksom mer forskning inom området specialpedagogik i yrkesutbildning. Den här artikeln har en fenomenologisk ansats som intresserar sig för sociala fenomen och upplevda erfarenheter från deltagarnas eget perspektiv. Utifrån denna utgångspunkt används en tolkande fenomenologisk analys som redskap för att kartlägga deltagarnas uttryck i deras vardagliga kontext. Det empiriska materialet är baserat på sju semistrukturerade intervjuer med elever i behov av särskilt stöd, från två yrkesgymnasieskolor i två olika kommuner och regioner i Sverige. För att kunna analysera och utvidga förståelsen av informanternas beskrivningar av sina möjligheter och hinder att delta i utbildningens aktiviteter, är följande teoretiska perspektiv använda: Klafkis kritiskt konstruktiva didaktik, Perssons kategoriska och relationella perspektiv på specialpedagogik samt Lawys teoretisering av begreppet röst. Analysen visar att elevernas erfarenheter av att vara i behov av specialpedagogiskt stöd är ambivalenta. Resultatet visar inte enbart en skillnad mellan undervisningen och stödet i yrkesämnen och akademiska ämnen i yrkesgymnasiet utan pekar på behov av ytterligare utforskning av specialpedagogiskt stöd inom yrkesgymnasial utbildning och didaktikens roll som inkluderar elevens röst
Yrkesdidaktiske tilnærminger til bruk av ePortfolio i barne- og ungdomsarbeiderfaget: Helhet og sammenheng i et fireårig løp
No full textThe vocational training for child and youth care workers was established as a distinct educational pathway under Reform \u2794. This profession is primarily associated with the public sector, involving work in kindergartens, schools, after-school programs, and youth clubs, covering the age group 0-18 years. In line with the Norwegian school reform, Fagfornyelsen, there is an increasing expectation for students and apprentices in vocational training to lead their own learning processes. This involves reflecting on their own performance and identifying learning needs. Teachers and instructors are challenged to prepare students for complex and changing work environments using new technology.
Results indicate that the use of ePortfolio as a digital learning folder effectively bridges school-based and workplace-based training. Implementing an ePortfolio didactic can enhance students\u27 professional identity and pride, making the training more meaningful. However, this requires close collaboration between teachers and training offices. Evidence suggests that the use of digital documentation and learning tools helps bridge different learning arenas and upholds the curriculum framework\u27s principle of "learning to learn". The article is based on empirical data from an innovation and research project aimed at improving documentation and learning systems in vocational education and training, focusing on how ePortfolio didactic can be applied in the child and youth care worker training. The research method used is a design-based approach, and the design criteria are based on a technological pedagogical framework, the TPACK model.The article is based on empirical data from an innovation and research project aimed at improving documentation and learning systems in vocational education and training. It focuses on how ePortfolio pedagogy can be utilized in the field of childcare and youth work to promote coherence and continuity throughout the four-year educational program. An electronic portfolio system, hereafter referred to as an ePortfolio, is a digital tool or system used to document, reflect upon, and showcase students’ learning and development in both school- and work-based learning situations.
The field of childcare and youth work was established as a separate vocational education pathway under the Reform \u2794 initiative. Following the introduction of the curriculum renewal (2020), there is now an increasing expectation that students and apprentices take the lead in their own learning processes. This entails reflecting on their own performance and identifying learning needs. Vocational teachers and workplace mentors face the challenge of preparing students for complex and dynamic work environments, which often involve the use of new technologies. The profession is primarily linked to the public sector, involving work in kindergartens, schools, after-school programs, and youth clubs, and covers the age range of 0–18 years.
The results show that using ePortfolios as a digital learning tool effectively connects school-based and workplace-based training. Implementing ePortfolio pedagogy can enhance students’ professional identity and pride, making the training more meaningful. However, this requires close collaboration between teachers and training offices. Using ePortfolios as a documentation and learning tool bridges the gap between different learning arenas and upholds the curriculum framework’s principle of self-directed learning. Both upper secondary schools and training offices have increasingly adopted digital learning platforms where students’ individual ePortfolios are stored and further developed by the students themselves
Integrating Environmental Education for Sustainability: Bridging Theory, Practice, and Political Engagement in Tanzanian Secondary Schools
No full textThis study employs a qualitative inquiry and a phenomenological case study design to critically examine environmental pedagogies within the context of Tanzanian secondary schools. The primary aim is to identify the contextual needs for reorienting education towards environmental justice through the lens of ecopedagogy. Specifically, the research explores three key aspects: stakeholders’ perceptions of the human-environment relationship, the integration of environmental education into school curricula, and stakeholders\u27 recommendations for enhancing environmental education in secondary schools. Guided by the Ecopedagogical Pyramid Framework, the study informs both data collection and the interpretation of findings. The study highlights the importance of environmental education in Tanzania, highlighting the need for a multidisciplinary approach to teach students about environmental issues. It calls for a balance between theory and practice, focusing on practical, action-oriented approaches. The Ecopedagogical Pyramid Framework, which advocates for a balance between theory and practice, can help foster environmental competencies in secondary school students. The study also emphasizes the role of media in shaping environmental consciousness but also calls for more government resources and teacher training to ensure effective environmental education
Who’s Afraid of Education? An Ethnodrama in Four Acts
No full textWho’s Afraid of Education? is an ethnodrama in four acts based on data collected at two university colleges in Denmark. The main characters, Myriam and Mahmood, embody the collective voices of seven student teachers, all of whom were in the final year of their teacher education program at the time of the study. The ethnodrama centers on the characters’ experiences, deliberately prioritizing their perspectives over the researcher’s interpretations. The reader is invited to form their own interpretations and to critically reflect on the tension between the characters’ cultural identities and the expectations of a predominantly monocultural educational system. By encouraging a deeper level of engagement with the research findings, the ethnodrama breaks away from conventional academic writing formats, making the research more accessible to a wider audience