Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Fielding Fractured Masculinities: Implications for Nonrepresentational Educational Research Methodology in the Philosophy of Erin Manning
No full textIn this paper, I put Erin Manning’s philosophical project into conversation with gender theory and consider possibilities regarding what it means to theorize masculinities in educational research methodology. To do this, I first speak to the urgency for reconceptualizing masculinities in education, outline how educational researchers have previously theorized the field, and problematize previous work that theorized masculinity as a relatively stable and monolithic identity marker. Following this, I consider what Manning’s process philosophy might offer educational researchers in the field of masculinities. In thinking with masculinities, the ongoing and lived experiences of gender, and Manning, I offer “fractured masculinities,” which theorizes masculinities as multiple, mobile, relational, contextual, intersectional, and fractured
The Value of the Useless: Erin Manning, Impact, Higher Education Research, Progress
No full textThis article brings the work of Erin Manning to bear on common sense practices and conversations of the value of a college education. Manning’s work provides a productive alternative to the neoliberal discourse of college impact that has dominated higher education research for the past half century. Neoliberalism produces the common sense of the value of education as privatized, datafied (or dividuated), and measurable outcomes. This common sense reduces American higher education to the sum of its parts. To produce worlds to which campus marketing departments on occasion gesture, worlds where college produces spaces of community transformation, we must come to re/value progress in excess of measurable outcomes. In a rotating series of revaluations, this paper puts Manning’s concepts to work in both substance and form in four refrains: redefining value in higher education, revaluing the infrathin and the imperceptible, reconceptualizing liberal education, and valuing the useless
Shifting Focus
No full textErin Manning\u27s concept of the minor gesture invites a changed approach to education and encourages a radical reconceptualisation of studying within educational institutions. Using examples from her teaching with students in teacher training as well as from her artistic practice, Elke Mark studies the intertwinement of her varied collective, practice-theoretical research approaches with Erin Manning\u27s philosophical concepts in order to apply them to qualitative inquiry and educational research
Reengaging in their future: Students’ experiences of preparedness for education and training after attending a transitional school year
No full textThis study aimed to explore how students describe their preparedness for education and training after attending the additional school year following lower secondary school. The main purpose of the additional school year is to prepare youths for upper secondary school. The aim is to increase their chances of completion by providing students with an adapted and flexible schooling arena. The target group are students who have completed lower secondary school but are at risk of early school leaving (ESL) due to numerous risk factors, such as low academic achievement, lack of a sense of belonging to the school, or lack of parental involvement. Little is known, however, about how students experience preparedness for future education after attending an additional school year. Drawing on the theoretical underpinnings of disengagement and re-engagement, the present study addressed this gap by examining how 17 youths (age 16) attending the additional school year experienced readiness for future education and training. Data comprised individual interviews with youths in the target group. The reflexive and thematic approach to analysis indicated that students’ experiences of preparedness were characterized by a process of re-engagement in the present and for the future, including social, academic, and practical preparedness. Preparedness is discussed as many-faceted, intertwined with affordances of alternative schooling, and a process of re-engagement. Implications for alternative and conventional schooling are discussed
Institutional Work in a Palliative Unit: “There is Less Time for Patient Contact”
No full textThe encounter between divergent institutional logics may be challenging for nurses, since they must balance different expectations in their daily institutional work. These challenges increase when new reforms are introduced. Our research question is: How do actors linked to a palliative care unit experience the consequences of the Coordination reform in their daily performance of care work? Our study is based on a qualitative study in a palliative care unit in a nursing home where we interviewed patients, their relatives, and nurses/department leaders. Our findings show that by downgrading the professional logic because of the Coordination reform, the focus is on efficiency and budget instead of proper healthcare. This is not satisfactory for any of the actors in our study. We contribute to the research on the reforming of the healthcare sector by focusing on how different actors experienced day-to-day activities in a context where different institutional logics were involved
Kompetansemål i et yrkesopplæringsperspektiv: Om formulering av kompetansemål i en yrkesfaglig læreplan
No full textThis article addresses the design of the competence aims, in the new 1st-year curriculum for the restaurant- and food preparation programme following the Subject Renewal reform (LK20) in 2020.
It is easy to consider competence aims in a curriculum as something “fixed and unchangeable”, the purpose of this article therefore is to illustrate choices and judgments behind the formulation of the competence aims in the first-year vocational curriculum for the restaurant- and food preparation programme.
Since competence aims in vocational curricula, are of great importance for both teaching content, learning activities and assessment, new knowledge about how they are formulated can contribute, not only to future curriculum development work, but also in curricula analysis and implementation of new curricula in schools.
In this article, interviews are conducted with the members of the curriculum planning group responsible for the first-year vocational programme in restaurant- and food preparation. The interviews took place between October 2018 to June 2019. The curriculum-group´s work was completed when the draft of the new educational programme was sent to the Directorate of Education (UDIR) for acceptance.
The results from the interviews suggest that the curriculum planning group positions itself within a pragmatic tradition with emphasis on an eclectic approach to vocational theory and relevant professional practice by using both knowledge and action verbs in the competence aims. The competence aims are relatively broad and open to interpretation; however each aim has a clearly defined element of learning.
Further the competence aims are also subject- and vocational- neutral which allows students, with different career plans, to specialize already in their first year.
The article summarizes four perspectives that can provide a framework for future work with competence aims in vocational curricula.Denne artikkelen handler om utformingen av nye kompetansemål i den nye vg1-læreplanen for utdanningsprogrammet restaurant- og matfag etter fagfornyelsen som ble iverksatt høsten 2020. Det er lett å tenke på kompetansemålene i en læreplan som noe «gitt», og formålet med denne artikkelen er derfor å vise hvilke valg og vurderinger som ligger bak utformingen av kompetansemål i en yrkesfaglig læreplan, nærmere bestemt vg1-læreplanen i restaurant- og matfag.
Siden kompetansemålene, slik de er utformet i læreplanen, har stor betydning for både innhold, læringsaktiviteter og vurdering i yrkesopplæringen, kan ny kunnskap om utforming av kompetansemål få betydning for ikke bare senere læreplanarbeid, men kanskje også for senere læreplananalyse og implementering av nye læreplaner på den enkelte skole.
Artikkelen bygger på intervjuer med medlemmene i læreplangruppen med ansvar for utvikling av den nye vg1-læreplanen i restaurant- og matfag fire ganger i perioden fra oktober 2018 til juni 2019. Da var læreplangruppens arbeid sluttført idet utkastet til ny læreplan ble sendt til Utdanningsdirektoratet (UDIR) for godkjenning.
Resultatet fra intervjuene antyder at læreplangruppen posisjonerer seg i en pragmatisk tradisjon med vekt på eklektisk valg av yrkesteori og relevant yrkespraksis ved bruk av både handlings- og kunnskapsverb i kompetansemålene. Kompetansemålene er relativt vide og åpne for tolkning, men likevel tydelig definerte med ett læringsmoment i hvert mål. Læreplanmålene er også fag- og yrkesnøytrale på den måten at ingen enkeltyrker favoriseres, noe som åpner for at elever med ulike yrkesønsker kan gjennomføre en tidlig spesialisering allerede i vg1. Artikkelen oppsummeres med fire momenter som kan tjene som ramme for senere arbeid med formulering av kompetansemål i yrkesfaglige læreplaner
Vocational special needs teachers promoting inclusion in Finnish vocational education and training
No full textThe role of Finnish vocational special needs teachers has changed during the last decades according to work-life needs and inclusive ambitions in education. In addition to substance competence, teachers need pedagogical knowledge and special education skills. This study investigates descriptions by Finnish vocational special needs teachers of the interaction with students who receive intensive learning support, and the study traces their opportunities to support the students in vocational colleges, work life, and society, and thus inclusion. We ask: (RQ1) How do vocational special needs teachers describe students with special educational needs (SEN) and their interaction with them? (RQ2) What in the vocational special needs teachers’ descriptions promotes the students’ membership in the vocational education and training (VET) system, in the world of work, and society in general, thus inclusion? We interviewed nine vocational special needs teachers who work as class leaders in VET colleges which provide intensive special support for students. The analysis of the interview data followed the principles of qualitative content analysis, and a category analysis was applied as a methodological tool to elaborate on the teachers’ descriptions. The findings revealed three themes: (1) Students’ profiles; (2) Interaction with the students; (3) Students’ special needs. The participants of the study described the students and the interaction with them mainly in learning situations, but simultaneously they had a strong will to encourage the students’ interaction also in different situations and circumstances, and thus, support the students’ subjective and social growth. The study argues that to promote inclusion in VET it would be essential to acknowledge that the identity of vocational teachers is based not only on their identity as educational or vocational specialists but there is also a third domain which could be seen as a teacher agent’s role as they construct a bridge between the college and real world
Agency is an illusion: Barriers to participation in teacher education and schools
No full textThis article investigates student teachers’ perceptions and experiences in teacher education regarding codetermination and participation as a part of education for democracy and citizenship, along with how they visualize their future teaching in this interdisciplinary theme as teachers in schools. The data material includes 16 extensive interviews with six student teachers in their final year of teacher education in Norway. The results demonstrate a discrepancy between their perceptions and praxis concerning participation. First, the student teachers in their last year of teacher education felt the ability to participate in and through their education was present, but they chose not to take advantage of this possibility. They underlined the importance of participation and agency in education for democracy but did not seem to assign the same importance to their involvement in education. Second, when visualizing how to teach democracy and citizenship in schools, they suggested facilitating pupils’ self-determination in situations where the pupils’ decisions and participation do not change or impact anything. In so doing, they described participation and agency as an illusion; something that is important, necessary, and valuable but with no practical implications. The student teachers seemed to transfer this same illusion of pupils’ agency and participation in their planned teaching in the future
”Kunden i fokus!” – Om den kommunala hemtjänstens presentation av verksamheten i en marknadiserad äldreomsorg
No full textJust over half of Sweden’s municipalities have introduced freedom of choice for users of home-care services, based on the Swedish Act on System of Choice in the Public Sector (LOV). The system of choice results in a ‘welfare mix’ in the municipalities, where public and private providers compete. This article investigates how the public provider of home-care services presents its activities in the context of LOV and marketization. Are approaches to ‘convergence’ or ‘divergence’ applied in relation to the idea of the private company? Convergence means that the public provider attempts to imitate the private company in the presentation of its activities, whereas ‘divergence’ refers to the public provider’s efforts to highlight the differences. The empirical study comprises directed content analysis and includes the 106 municipalities with LOV that have presented the public home-care provider on the municipality’s website. The study concludes that the dominant approach represents divergence, supplemented with several elements of convergence. The public provider’s presentations emphasize, for example, municipal ownership and the municipality’s long-term experience providing home-care services. At the same time, there are company-inspired elements, such as the use of the term ‘customer’. The results of the study are situated in a discussion of how public providers develop in the context of marketization. The situation that public providers uncritically ‘import’ courses of action from private companies may challenge central values in public administration, such as transparency, objectivity, universalism, and adherence to the democratic chain of delegation.Drygt hälften av de svenska kommunerna har infört valfrihet inom hemtjänst baserat på lagen om valfrihetssystem (LOV). Detta valfrihetssystem mynnar ut i en ”välfärdsmix” i kommunerna, där offentliga och privata utförare konkurrerar med varandra. I artikeln undersöks hur den offentliga utföraren av hemtjänst presenterar sin verksamhet i en kontext av LOV och marknadisering. Tillämpas tillvägagångssätt mot ”konvergens” eller ”divergens” i förhållande till idén om det privata företaget? Med ”konvergens” avses att den offentliga utföraren försöker efterlikna det privata företaget i presentationen av sin verksamhet, medan ”divergens” istället avser att den offentliga utföraren för fram skillnader. Den empiriska studien består av en riktad innehållsanalys och omfattar 106 LOV-kommuner som presenterat den offentliga hemtjänstutföraren på kommunens hemsida. Studiens övergripande slutsats är att det dominerande tillvägagångssättet handlar om divergens, kryddat med inslag av konvergens. I den offentliga utförarens presentationer betonas exempelvis det kommunala ägandet samt kommunernas erfarenhet av att bedriva hemtjänst. Samtidigt förekommer företagsinspirerade inslag, som användandet av begreppet ”kund”. Studiens resultat placeras in i en övergripande diskussion om hur offentliga utförare utvecklas i en kontext av marknadisering. Att offentlig verksamhet okritiskt ”importerar” tillvägagångssätt från privata företag kan utmana centrala värden i förvaltningen, som öppenhet, saklighet, universalism och följsamhet till den demokratiska styrningskedjan.Drygt hälften av de svenska kommunerna har infört valfrihet inom hemtjänst baserat på lagen om valfrihetssystem (LOV). Detta valfrihetssystem mynnar ut i en ”välfärdsmix” i kommunerna, där offentliga och privata utförare konkurrerar med varandra. I artikeln undersöks hur den offentliga utföraren av hemtjänst, i en kontext av LOV, presenterar sin verksamhet. Tillämpas härvidlag tillvägagångssätt mot ”konvergens” eller ”divergens” i förhållande till privata utförare? Med ”konvergens” avses att den offentliga utföraren försöker efterlikna privata utförare i presentationen av sin verksamhet, medan ”divergens” istället avser att den offentliga utföraren för fram skillnader gentemot privata utförare. Den empiriska studien består av en riktad innehållsanalys och omfattar LOV-kommuner som presenterat den offentliga utföraren på kommunens hemsida (N=107). Studiens övergripande slutsats är att det dominerande tillvägagångssättet handlar om divergens, kryddat med inslag av konvergens. I den offentliga utförarens presentationer betonas exempelvis det kommunala ägandet samt kommunernas erfarenhet av att bedriva hemtjänst. Samtidigt förekommer företagsinspirerade inslag som användandet av begreppet ”kund”. Studiens resultat placeras in i en övergripande diskussion om hur offentliga utförare utvecklas i en kontext av marknadisering. Att offentlig verksamhet okritiskt ”importerar” tillvägagångssätt från vinstdrivande företag kan utmana centrala värden i förvaltningen, som öppenhet, saklighet och följsamhet till den demokratiska styrningskedjan
Organisering av samarbeid mellom skole og arbeidsliv i yrkesfagutdanningen
No full textNorwegian and international research reveals challenges in the collaboration between school and working life in vocational education. Because vocational education is twofold between two years in school and two years as an apprentice in a workplace, collaboration between school and working life is required. A lack of collaboration can lead to students receiving less relevant vocational education, that drop-out rates increase, and that the education does not provide working life with the skills they need. The article examines how a school owner and an upper secondary school choose to organize the collaboration between school and working life, and how these collaboration structures can contribute to a closer collaboration between the two learning arenas in the school part of the education. A qualitative approach has been used with a case with two levels of education represented by a county municipality and a secondary school in the same county. We analyze and discuss how this school owner and the local upper secondary school organizes collaborative structures between school and working life, and what these arrangements lead to. The analysis shows that in the work of creating closer collaboration, the school owner must balance between the desire to create binding collaboration structures and the schools \u27and companies\u27 tradition of self-determination. The school owner\u27s intentions to establish close collaboration on vocational education and training have resulted in three formal collaboration structures. Using the theory of school leadership understood as collaborative activity in a system with loose connections and meaning making, it is revealed that all three collaboration structures contribute to increased understanding between school and working life, while two of collaboration structures at school level contribute to both increased understanding and support for a more common collaborative practice.Norsk og nordisk forskning tyder på at det er utfordringer med samarbeidet mellom skole og arbeidsliv i den yrkesfaglige utdanningen. Et manglende samarbeid mellom skole og arbeidsliv kan føre til at elevene får en mindre relevant yrkesutdanning, at frafallet øker og at utdanningen ikke gir arbeidslivet den kompetansen de har behov for. Et svakt eller manglende samarbeid mellom skole og arbeidsliv kan påvirke intensjonen om et helhetlig todelt utdanningsforløp. Artikkelen undersøker hvordan en skoleeier og en videregående skole velger å organisere samarbeidet mellom skole og arbeidsliv, og hva de ulike samarbeidsstrukturene fører til. Dette undersøkes ved hjelp av en kvalitativ tilnærming med en case med to utdanningsnivåer, representert ved en skoleeier og en videregående skole i samme fylke. Med bakgrunn i data fra informanter fra skoleeier- og skolenivå analyseres og drøftes informantenes opplevelser av samarbeidet. Analysen viser at for å utvikle samarbeidet, må skoleeier balansere mellom ønsket om å lage samarbeidsstrukturer og skolenes og arbeidslivsbedriftenes tradisjon for selvbestemmelse. Skoleeiers intensjoner om å øke samarbeidet har ført til tre formelle samarbeidsstrukturer. Ved hjelp av teori om skoleledelse forstått som en samhandlende aktivitet i et system med løse koblinger og meningsskaping, avdekkes at alle de tre samarbeidsstrukturene bidrar til økt forståelse mellom skole og arbeidsliv, mens to av samarbeidsstrukturene på skolenivå bidrar til både økt forståelse og oppslutning om en mer felles samarbeidspraksis