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Shame: An essay on intercultural career guidance over the phone
No full textEn nyere undersøgelse fra Institut for Menneskerettigheder viser, at etniske minoriteter oplever diskrimination og forskelsbehandling i Danmark.
Med udgangspunkt i personlige tanker og følelser, som opstod i kølvandet på en vejledning over telefon med en minoritetskvinde, reflekterer essayet over oplevelsen af skam og forforståelser i vejledningsrummet. Teksten beskriver hvordan irritation og modstand i samtalen affødte en oplevelse af skam, som skabte tvivl om egen professionelle dømmekraft og vejledningssamtalens kvalitet hos forfatteren.
Essayet dykker ned i udfordringerne i interkulturel vejledning på telefon, og reflekterer over hvordan forforståelser og sprogbarrierer kan medføre mentaliseringssvigt hos vejlederen. Den særlige dynamik i en telefonisk vejledning udforskes, og teksten undersøger fordele og ulemper ved denne type vejledning.
Teksten trækker på teorier om skam og etik med teoretisk afsæt i bl.a. Hans-Georg Gadamer og K.E. Løgstrup. Forfatteren reflekterer over hvordan ubevidste biases påvirker relationen mellem vejleder og den vejledningssøgende, og argumenterer for at vejlederens skam kan medføre professionel udvikling. Gennem refleksioner om ansvar og strukturel ulighed undersøger forfatteren, hvordan skam kan fungere som et moralsk kompas, der tvinger os til at arbejde frem mod en mere socialt retfærdig vejledningspraksis.Recent research from the Danish Institute for Human Rights shows the prevalence of discrimination faced by minority ethnic groups in the Danish society.
This essay reflects on the experience of shame in professional counseling, where the author confronts personal reactions and biases when engaging with a woman of foreign origin seeking guidance. Through a personal account of a phone conversation, the text describes how irritation and inner resistance trigger feelings of shame, leading to doubt about both the author’s judgment and the quality of the guidance.
This essay delves into the challenges of intercultural guidance over the phone and reflects on the impact of predispositions, language barriers and failure of mentalization. The unique dynamics of telephone guidance are explored, highlighting both advantages and challenges.
The essay draws on theories of shame, ethics and understandings from Hans-Georg Gadamer and K.E. Løgstrup. It problematizes how unconscious biases can affect the relationship between counselor and client, emphasizing that the recognition of shame can serve as a path to professional growth. Through reflection on responsibility and structural injustices in counseling, the author explores how shame can function as a moral compass, forcing us to work towards social justice in guidance
Opportunities and challenges with guidance on digital platforms
No full textPå grunn av koronapandemien og økt digitalisering i samfunnet, har digital veiledning fått mer oppmerksomhet. Det er likevel begrenset forskning på fordelene og utfordringene ved å flytte veiledning til digitale plattformer. Studien undersøker veilederes erfaringer med digital veiledning gjennom en spørreundersøkelse. Fordeler ved veiledning på digitale flater var hovedsakelig knyttet til praktiske faktorer som tidsbruk og mulighet for gjennomføring på tross av geografisk avstand mellom veileder og veisøker. Utfordringer handlet hovedsakelig om at etablering av tillit syntes vanskeligere og begrensninger i bruk av forskjellige veiledningsmetoder. Resultatene viste en tydelig tendens til at veilederne foretrakk fysisk veiledning framfor digital, selv om flere hadde gode erfaringer med veiledning på digitale flater. Det var de eldste og mest erfarne veilederne som var mest positive til digital veiledning. Studien viser at flere veiledningsmetoder fungerer godt ved digital veiledning. Digital veiledning har både fordeler og ulemper, og kan være et godt alternativ til fysisk veiledning.Due to the COVID-19 pandemic and increased digitalization in society, digital guidance has gained more attention. However, there is limited research on the advantages and challenges that become apparent when moving guidance to digital platforms. The study examines supervisors\u27 experiences with digital guidance through a survey. The advantages of guidance on digital platforms were mainly related to practical factors such as use of time and the possibility of providing guidance despite geographical distance between the advisor and the advisee. Limitations of guidance on digital platforms were mainly about challenging the establishment of trust, and limitations in the use of various guidance methods. The results showed that supervisors preferred face-to-face over digital guidance, although several had positive experiences with providing guidance on digital platforms. The oldest and most experienced supervisors were the most positive about digital guidance. The study shows that several guidance methods work well on digital platforms. Digital guidance has both advantages and disadvantages and can be a good alternative to face-to-face guidance
Co-reflection – a method for supervision in nursing students’ clinical practice
No full textIn this study, we explore nursing students\u27 experiences with co-reflection on practice narratives based on a defined framework, to gain a deeper understanding of the students’ learning and formation process in clinical practice. The study has a qualitative design. Second- and third-year undergraduate students participated in the study. The data material, consisting of written reflection notes, was analyzed using thematic analysis.
The analysis revealed three themes: the significance of co-reflection for understanding nursing; the significance of co-reflection for the practice of nursing; and the significance of co-reflection for student`s formation process toward becoming nurses.
Co-reflection related to stories from practice promotes new understanding and knowledge. This understanding and knowledge may contribute to competence and quality improvement in the performance of nursing. Education should facilitate supervision and reflection while caring for the students, stimulating their learning and formation process towards becoming nurses.I denne studien utforskes sykepleierstudenters erfaringer med samrefleksjon over praksisfortellinger ut fra et definert rammeverk, for å få dypere forståelse av studentens lærings- og danningsprosess i klinisk praksis.
Studien har et kvalitativ design. Deltakerne var studenter som hadde praksis i spesialisthelsetjenesten. Andre- og tredje års studenter deltok i studien. Datamaterialet var skriftlige refleksjonsnotater som ble analysert ved hjelp av tematisk analyse. Tre temaer kom frem av analysen: Betydningen av samrefleksjon for forståelse av sykepleie, betydningen av samrefleksjon for utøvelse av sykepleie og betydningen av samrefleksjon for studentens danningsprosess mot å bli sykepleier.
Resultatet viser at samrefleksjon i veiledning, der teori relateres til praksisfortellinger, fremmer forståelse og kunnskap. Denne forståelsen og kunnskapen kan bidra til kompetanseutvikling og kvalitet i utøvelse av omsorg og sykepleie. Utdanningen bør legge til rette for veiledning med samrefleksjon som ivaretar studentene og stimulerer deres lærings- og danningsprosess mot å bli sykepleier
Corrigendum to “Exploring the use of technology designed to support the supervision process in teacher training placements” Nordvei 8 (2023), e3745
Full text linkThe original article mentions that two of the authors contributed to the development of the software used in the study, but it did not include a complete conflict of interest statement. The statement should read as follows:
The software underpinning this study was initially developed by the University of Agder, building upon prior research by Mathisen and Bjørndal (2016), two of the four authors of this article. Subsequently, the software has undergone commercialization, with these authors contributing to its development and holding ownership shares in the associated company.
The authors apologize for not providing more information about their conflicts of interest earlier
A Peaceful Place / Un Abri Paisible
No full textMore than one million people form the Central African Republic (CAR) have fled their homes since the beginning of a new civil war in 2013. This film follows newborn Elias and his extended family over a period of four years, as they are trying to start a new life in Northern Cameroon’s Adamaoua Province, some 300 km from their home village in the CAR.
The fieldwork that resulted in the film has also led to a book chapter "War refugees in Northern Cameroon: visibility and invisibility in adapting to the informal economy and the ‘tolerant’ state" published in the book Invisibility in African Displacement: From Structural Marginalization to Strategies of Aviodance, edited by Jesper Bjarnesen and Simon Turner.
Plus d\u27un million de personnes centrafricaines (RCA) ont fui le pays depuis le début d\u27une autre guerre civile en 2013. Ce film suit le nouveau-né Elias et sa famille élargie sur une période de 5 ans, alors qu\u27ils tentent de recommencer une nouvelle vie dans la région de l\u27Adamaoua au nord du Cameroun, située à 300 km de leur village en RCA.
“Un Abri Paisable” est filmé dans un style d\u27observation et offre un portrait intime de personnes confrontées à la crise
Le travail de terrain qui a abouti au film a également donné lieu à un chapitre de livre intitulé "War refugees in Northern Cameroon: visibility and invisibility in adapting to the informal economy and the \u27tolerant\u27 state" publié dans l\u27ouvrage Invisibility in African Displacement. From Structural Marginalization to Strategies of Aviodance, édité par Jesper Bjarnesen and Simon Turner
Flâneurs - Street Rambles
No full textBetween film projects and following the birth of his daughter, a Canadian in Paris (Matthew Lancit) must confront his slacker lifestyle and decide if there is something in it worth passing on to the next generation, or if he is better off getting a job. In search of the remaining traces of flâneurs (19th Century wanderers of Paris), he takes his daughter on a series of poetic strolls in which he assumes the role of a contemporary flâneur and crosses the path of people who help reveal the relevance of such a figure today. In the movement back and forth between the filmed streets of Paris and scenes from the domestic life of a young father, a dialectic emerges between a baby experiencing and making sense of the world and these wandering men trying to do the same
Om teori og praktik i lærerprofessionen og læreruddannelserne i Danmark
Full text linkIntet engelsk abstractI anledning af en konference for Danmarks skolelærere omkring år 2002 forberedtes et oplæg om forholdet mellem teori og praktik i lærerprofessionen og læreruddannelserne i Danmark, perspektiveret til de tyske og svenske uddannelser.
Som en forudsætning for diskussionen gennemgås dele af Bourdieus teori om praktikken der bl a understreger at teori og praktik har helt forskellig logik og ikke kan reduceres til en delmængde af den anden. Vigtigst i sammenhængen at praktik ikke kan reduceres til teori (uanset i hvilken form) ført ud i livet. Men forholdet mellem teori og praksis i professionssammenhænge er ikke primært et spørgsmål om to former for fornuft, den teoretiske og den praktiske, og deres forskellige logikker. Det er primært et spørgsmål om den sociale magt over viden som en del af den sociale magt over kunnen, om sociale distinktioner skjult bag intellektuelle distinktioner, og om at enhver form for selvforvaltning af et virke er indlejret i en fremmedforvaltning af et system.
Det diskuteres hvordan en internt udviklet, videnskabsfjendtlig forståelse særegen for lærerprofession og læreruddannelser af forholdet mellem teori og praktik og af begrebet teori systematisk bortser fra de givne sociale omstændigheder og i stedet implicerer en forskning som udvikler netop en sådan form for teori, og samtidig indebærer at den enkelte lærer fratages privilegiet at udvikle sin praktiske gerning under de givne omstændigheder i klasseværelset som ellers betinger de praktiske handlinger. Og det diskuteres hvilke konsekvenser det har at udviklingen af foreskrivende teori for lærernes praktiske gerning forestås af et elitært korps af forskere som ikke selv underviser, men befinder sig på behørig afstand af det praktiske arbejde på fx Danmarks Pædagogiske Universitet, nu del af Aarhus Universitet: Udviklingen i en New Public Management-ånd af et korps af udskiftelige kortuddannede generalister, forvaltere af en centralt formuleret undervisningsideologi. I ét ord: deprofessionalisering; det som kaldes professionalisme, består i at gøre sig selv ansvarlig for resultatet af en proces andre kontrollerer.
Diskussionerne i artiklen indgår i et pågående forsøg på at udvikle en original teori om professionspraksis, om læring af professionspraksis og om videnskabs betydning for praksis
Noblesse oblige: On representing practices and representing practicians
No full textArtiklen rummer et udkast til en empirisk definition af hvad det indebærer at være en evaluerende praktiker, dvs. at være den der udfører en evaluering eller en evaluerende praktik. Evaluerende praktikker udføres på vegne af andre, dvs. som repræsenterende praktikker. Derfor diskuteres også repræsenterende praktikkers struktur eller funktion og deres genese. Sagt anderledes er det som diskuteres, den sociale og symbolske funktion, dvs. den egentligt pædagogiske funktion af at udøve repræsenterende praktikker.
Både nyt materiale og allerede publiceret materiale og allerede formulerede teoretiseringer tages op til fornyet analyse og diskussion.
Artiklen er del af et originalt forsøg på at formulere en generel, empirisk funderet, teoretisk-filosofisk reflekteret rekonstruktion af evaluerende eller sorterende praktikker, som er pædagogiske praktikker, og af evaluerende eller sorterende praktikere, som er pædagogiske praktikere.The article outlines an empirical definition of what it means to be an evaluating practician, i.e. the one performing an evaluation. Since evaluating practices are performed on behalf of others, too, this implies discussing both the structure (the function) and the genesis of these representing practices. In other words, what is discussed is the social and symbolic function, that is the proper pedagogical function of performing representing practices.
Both new material and already published material and already published theorizations are taken up to renewed analysis and discussion.
The article is part of an original attempt to formulate a general, empirically founded, theoretically-philosophically reflected reconstruction of both evaluating or sorting practices, that is of pedagogical practices, and of evaluating or sorting practicians, that is of pedagogical practicians
The Alliance for Recovery Research in Music Therapy: Developing a Shared Research Agenda in Mental Health
No full textThe mental health recovery movement recognises the importance of expertise by experience held by service users alongside healthcare practitioners. Recovery has gained attention in music therapy but a situation prevails where practitioners and researchers set research agendas. A group of music therapists recognised the absence of service user voices in music therapy research, and in 2017 they established a network called the Alliance for Recovery Research in Music Therapy (ARRIMT). In 2020, they started to develop a multi-national platform to explore mental health recovery in relation to research. Service users and music therapists were invited from three countries including Ireland, Norway, and the United Kingdom (UK). Local meetings were held to introduce stakeholders from each country, followed by three online meetings. Music was central to each meeting and each built upon content from previous meetings. Our conversations opened up new possibilities for working together. Four priorities for practice and research were identified: Music as a connector; music between sessions; music technology; and, online music therapy. This report will share our process and what we learnt from working together. We contextualise our work within concepts of foregrounding and mattering and view this work as a crucial step towards meaningful co-production. We reflect upon the role of music in building group identity alongside the importance of careful curation. Finally, we present ideas for future music therapy and mental health research.
Group DescriptionIn 2018 the Alliance for Recovery Research in Music Therapy (ARRIMT) was founded as an international group of music therapy service users, researchers and practitioners from Australia, Ireland, Norway, and the United Kingdom. Fundamental to this group is the concept of recovery where those who use and those who provide mental health services work together to share knowledge and experiences that can have a positive impact on mental health service delivery. Key to this is listening carefully to the voices of those who use music therapy so that their views and experiences influence how music therapy is offered in mental health services. The founders and coordinators of the group are Tríona McCaffrey, Hans Petter Paulen Solli, and Catherine E. Carr. Other members of the group are Cornelia Bent, Darmuid Boyle, Oda Bjørke Dypvik, Kenneth Dybdahl, Tommy Hayes, Lauren M. Hickling, Jane Fernandez, Anne Malerbakken, Brendan Ruddy, and Torgrim Vågan
Differences in codeswitching patterns between immigrant and heritage speakers of US American Danish
No full textThis paper addresses intrasentential code-switching in US American Danish spoken by 1st generation immigrants from Denmark, who migrated to the US around 1900 as part as the transatlantic European mass emigration and their descendants (2nd and 3rd generation). The analysis is based on the Corpus of American Danish, specifically a dataset of 173 speakers producing 46 hours of speech. In this dataset, we observe significantly different patterns of intrasentential code-switching in the speech of the immigrant speakers (1st generation) and US-born heritage speakers (2nd and 3rd generation): The code-switching patterns of the heritage speakers show a preference for English lexemes that are integrated morphologically into Danish or which are part of Danish-English bilingual compounds. In contrast, the immigrant speakers prefer non-integrated English words for code-switching. This result taken per se shows that code-switching patterns show variation across generations just as other linguistic variables. Taking the result further, we have connected it to a previous study of representations of linguistic proficiency in immigrant Danish in the Americas. By this, we are able to show that the morphologically or lexically integrated code-switching of the heritage speakers correlate with features representing fluent speech, while the non-integrated code-switching of the immigrant speakers rather seems to correlate with features showing a low activation of Danish in a situation of language shift. Thus, the heritage speakers seem to have developed a way of speaking US American Danish where English word stems are an integrated part of speaking fluently and lexically varied