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Actors, Spaces, and the Politics of Knowledge in Education Governance? A Review of The Rise of Knowledge Brokers in Global Education Governance
Full text linkThis review critically examines The Rise of Knowledge Brokers in Global Education Governance, edited by Chanwoong Baek and Gita Steiner-Khamsi, which marks a paradigmatic shift from policy transfer toward epistemic governance in global education. The book reveals how knowledge brokers, including actors, institutions, and networks, not only transmit knowledge but also shape legitimacy, norms, and the direction of international education policy. Through a reflective reading of its conceptual and empirical contributions, this review highlights three central dimensions: actors, spaces, and the politics of knowledge. These dimensions help explain how learning outcomes are constructed, negotiated, and socially legitimized. The analysis demonstrates that the circulation of global knowledge occurs within asymmetrical epistemic power relations between the Global North and the Global South. By advancing the notions of knowledge equity and epistemic justice, Baek and Steiner-Khamsi propose a reflective framework for more equitable knowledge governance. This review underscores the book’s theoretical and practical contribution to understanding the relationship between knowledge and power, and it emphasizes the urgency of strengthening local knowledge brokers in Southeast Asia, particularly Indonesia, as a concrete expression of epistemic justice in education policy
Exploring Boundaries of Healthcare Roles: The Boundary Work of Hospital Professionals in a Community-Based Health Intervention
Full text linkThis article examines how hospital-based professionals establish and negotiate their roles without relying on institutional agendas and logics, representing a reconfiguration of professional boundaries through community-based participatory research. Operating outside traditional clinical settings, we examine through interviews and observations how these professionals interact with elderly residents and researchers in shaping a community-oriented role for health professionals. Using Sida Liu’s concepts of boundary making and boundary blurring, the analysis shows how professional roles are actively enacted through individual reflection and collaborative efforts. Instead of simply reproducing or dissolving familiar roles, boundaries are intentionally reaffirmed, adapted, or co-created in response to the specific context and relational dynamics. The findings enhance boundary work literature by highlighting the micro-social and situational aspects of professional role negotiation. The study also prompts broader questions about how hospital-based professionals can engage in community healthcare practices through flexible, participatory approaches
The designer collective as a social system of professional learning and development
Full text linkThis study examines designer collectives as social systems of professional learning and development. Based on a qualitative single case study of a contemporary Danish designer collective, the study analyses seven core members’ experiences of participation through the lens of Wenger’s framework of communities of practice. Eight distinct themes of participation are identified and described as accounts of Wenger’s modes of belonging as engagement, imagination, and alignment. These findings provide rich contextualized descriptions of experiences of participation, illustrating how designer collectives are conducive to both practice development and identity formation. Contributions to design practice and design education research are discussed concludingly, highlighting the role of designer collectives in fostering designers’ transformative learning beyond formal educational structures
Yrkesfaglærere og bærekraftig utvikling: Forståelse og oppfatning.
Full text linkSustainable development (SD) is a key interdisciplinary theme in the LK20 curriculum framework and an essential dimension of society’s green transition. However, there is limited research on how vocational teachers understand and perceive SD in their professional practice. This study explores how vocational teachers in technological fields interpret the concept of SD and what perceptions emerge in their reflections on their professional roles.
The study is based on qualitative interviews with vocational teachers in building and construction, electrical and computer engineering, and industrial technology. Using theoretical perspectives from Bandura’s concept of "agency," Freire’s theory of critical consciousness, and O’Brien’s transformation model, the study analyzes teachers’ understanding of SD in light of educational policy frameworks, professional identity, and the demands of the vocational field.
Findings indicate that vocational teachers’ perceptions of SD vary and are influenced by personal values, structural conditions, and expectations from the labor market. While some teachers view SD as an integral part of their professional responsibility, others perceive it as a vague or externally imposed requirement. Furthermore, SD is often understood primarily in environmental and technological terms, while its social and economic dimensions receive less attention.
This study contributes to a deeper understanding of how vocational teachers navigate the tensions between educational policy objectives and the realities of their professional practice. It highlights the need for a clearer conceptual understanding and discussion of SD in the vocational education context.Bærekraftig utvikling (BU) er et sentralt tverrfaglig tema i læreplanverket LK20 og en viktig dimensjon i samfunnets grønne omstilling. Likevel finnes det begrenset forskning på hvordan yrkesfaglærere forstår og oppfatter BU i sin profesjonelle praksis. Denne studien undersøker hvordan yrkesfaglærere innen teknologiske fag tolker begrepet BU og hvilke oppfatninger som kommer til uttrykk i deres refleksjoner om egen yrkesutøvelse.
Studien er basert på kvalitative intervjuer med yrkesfaglærere innen bygg- og anleggsteknikk, elektro- og datateknologi samt teknologi og industrifag. Ved hjelp av teoretiske perspektiver fra Banduras begrep om "agency", Freires teori om kritisk bevissthet og O’Briens transformasjonsmodell analyseres lærernes forståelse av BU i lys av utdanningspolitiske føringer, profesjonsidentitet og praksisfeltets krav.
Funnene viser at yrkesfaglærernes oppfatninger av BU varierer og påvirkes av både personlige verdier, strukturelle rammer og arbeidslivets forventninger. Mens enkelte lærere ser BU som en sentral del av sitt faglige ansvar, opplever andre det som et diffust eller eksternt krav. Det kommer også frem at BU ofte forstås i en miljømessig og teknologisk kontekst, mens de sosiale og økonomiske dimensjonene får mindre oppmerksomhet.
Studien bidrar til økt innsikt i hvordan yrkesfaglærere navigerer mellom utdanningspolitiske mål og praksisfeltets realiteter, og peker på behovet for en tydeligere begrepsforståelse og diskusjon om BU i yrkesfaglig kontekst
Deep learning in the primary school English classroom in Norway
Full text linkDeep learning or deeper learning plays an important role in curricula and educational policies, including the most recent curriculum in Norway. Nonetheless, there is scant research on how teachers perceive and work with deep learning in lower levels of education. This study is part of a longitudinal research study, “Evaluering av fagfornyelsen” (2021-2025), evaluating the implementation of the Norwegian curriculum in four subjects. This article explores nine English teachers’ conceptualizations and practices of deep learning at four primary schools in Norway. Interviews and classroom observations were used to collect data from the same teachers in two consecutive years. The findings indicate that English teachers succeed to some extent in realizing their conceptualizations of deep learning in actual classroom practices, realized through interdisciplinary themes, formative assessment, and multilingual practices. Furthermore, the teachers’ understandings of deep learning are mostly in line with educational scholars’ definitions of deep learning. The findings from this study are relevant for teachers, policymakers and teacher educators in providing knowledge about English teachers’ conceptualizations and practices of deep learning. We call for similar studies in other school subjects across educational levels and national contexts
Af hensyn til automatisering: Tillid og mistillid i forbindelse med digitaliseringen af det offentlige ejendomsvurderingssystem i Danmark
Full text linkDet nye digitale offentlige ejendomsvurderingssystem i Danmark har mødt markant kritik, og det er blevet påpeget, at processen omkring offentliggørelsen af foreløbige ejendomsvurderinger for 2022 kan have bidraget til at undergrave borgernes tillid til skattemyndighederne. Det står i kontrast til det primære formål med projektet, som siden igangsættelsen i 2013, har været at genskabe borgernes tillid til de offentlige ejendomsvurderinger. Denne artikel undersøger beslutningsprocessen omkring og udmøntningen af det nye ejendomsvurderingssystem med særligt fokus på offentliggørelsen af de foreløbige 2022-vurderinger. Som metode anvendes kvalitativ indholdsanalyse af empirisk materiale, der består af offentligt tilgængelige dokumenter relateret til ejendomsvurderingssystemet. Analysen identificerer fem kriterier for et tillidsskabende system, som eksperter, lovgivere og myndighederne har fremsat, og det belyses hvordan processen omkring offentliggørelsen af de foreløbige 2022-vurderinger har fejlet på alle fem. Resultaterne af analysen diskuteres i lyset af det, som præsenteres som en panoramisk opfattelse af tillid, ifølge hvilken tillid er et komplekst fænomen med forskelligartede tillidsrelationer, såsom tillid til andre mennesker, tillid til institutioner og tillid til teknologi, her specifikt i form af tillid til digitalisering. Et aspekt af tillidsopfattelsen er, at der kan udvises for meget tillid, og at det kan gøre én sårbar overfor risici. Artiklen sandsynliggør, at for meget tillid til digitalisering hos en række aktører kan have bidraget til at skade borgernes institutionelle tillid til skattemyndighederne.The new digital public property valuation system in Denmark has met with significant criticism, and it has been pointed out that the process surrounding the publication of preliminary property valuations for 2022 may have contributed to undermining citizens’ trust in the tax authorities. This is in contrast to the primary purpose of the project, which since its inception in 2013 has been to restore citizens’ trust in the public property valuations. This article examines the decision-making process and implementation of the new property valuation system, with a particular focus on the publication of the preliminary 2022 valuations. As a method, qualitative content analysis of empirical material consisting of publicly available documents related to the property valuation system is used. The analysis identifies five criteria for a trust-building system put forward by experts, legislators and the authorities, and it highlights how the process of publishing the preliminary 2022 assessments has failed on all five criteria. The results of the analysis are discussed in the light of what is presented as a panoramic view of trust, according to which trust is a complex phenomenon with diverse trust relationships, such as trust in other people, trust in institutions and trust in technology, here in the form of trust in digitalization and automation of the assessment decisions. One aspect of this view of trust is that one can trust too much making one too vulnerable to risks. The article points out that too much trust in digitalisation and automation among some of the actors has contributed to damaging citizens’ institutional trust in the tax authorities.Det nye digitale offentlige ejendomsvurderingssystem i Danmark har mødt markant kritik, og det er blevet påpeget, at processen omkring offentliggørelsen af foreløbige ejendomsvurderinger for 2022 kan have bidraget til at undergrave borgernes tillid til skattemyndighederne. Det står i kontrast til det primære formål med projektet, som siden igangsættelsen i 2013, har været at genskabe borgernes tillid til de offentlige ejendomsvurderinger. Denne artikel undersøger beslutningsprocessen omkring og udmøntningen af det nye ejendomsvurderingssystem med særligt fokus på offentliggørelsen af de foreløbige 2022-vurderinger. Som metode anvendes kvalitativ indholdsanalyse af empirisk materiale, der består af offentligt tilgængelige dokumenter relateret til ejendomsvurderingssystemet. Analysen identificerer fem kriterier for et tillidsskabende system, som eksperter, lovgivere og myndighederne har fremsat, og det belyses hvordan processen omkring offentliggørelsen af de foreløbige 2022-vurderinger har fejlet på alle fem. Resultaterne af analysen diskuteres i lyset af det, som præsenteres som en panoramisk opfattelse af tillid, ifølge hvilken tillid er et komplekst fænomen med forskelligartede tillidsrelationer, såsom tillid til andre mennesker, tillid til institutioner og tillid til teknologi, her i form af tillid til digitalisering og automatisering af vurderingsbeslutningerne. Et aspekt af tillidsopfattelsen er, at der kan udvises for meget tillid, og at det kan gøre én for sårbar overfor risici. Artiklen sandsynliggør, at for meget tillid til digitalisering og automatisering hos en række aktører har bidraget til at skade borgernes institutionelle tillid til skattemyndighederne
Navigating Clinical Decision Support Systems in Emergency Medical Services: Balancing Professional Judgment and Technological Integration
Full text linkThis article illustrates how clinical decision support systems (CDSS) are integrated into clinical reasoning and affect decision-making processes in emergency medical services (EMS). CDSS aims to assist clinical reasoning with relevant patient information and medical knowledge, facilitating decision-making. As CDSS become increasingly significant in Swedish healthcare, understanding their implementation is critical, particularly as technological innovations may reshape clinical reasoning and professionals’ decision-making. The study draws on empirical data from observations and interviews with registered nurses (RNs) in a simulation project. Findings illustrate how clinical reasoning is a collective process among colleagues and how emotions and tacit knowledge are central to professional judgment. Although RNs express confidence in technical systems assisting clinical reasoning, they remain skeptical in situations requiring compromises to their judgment based on CDSS outputs. Finally, the article problematizes the effects on RNs when working with unsynchronized or insufficiently functioning technical systems
What Does it Mean to Act Professionally? Ideas of Professionalism Within Medical, Police, and Social Work Education
Full text linkProfessionalism is a crucial element of curricula in many profession-oriented higher education programmes. However, defining and working with professionalism-oriented learning objectives can be challenging. Comparative perspectives on professionalism across educational contexts are often missing. This study explores educators’ ideas on what students need to learn to effectively navigate and manage their professional practice within three professional education programmes: police, medical, and social work. The analysis captures how professionalism is portrayed in documents and interviews with teachers. The findings highlight shared ideas of professionalism across educational boundaries. The concept is described as multi-dimensional and complex, necessitating more communication about what can be expected of students and how teaching and assessment should be designed
Multimodala resursers mediering i slöjdundervisning med nyanlända elever
Full text linkDenna artikel belyser hur multimodala resurser används och medierar mening mellan slöjdlärare och nyanlända elever i slöjdundervisning. Syftet är att identifiera och beskriva hur multimodala resurser används av slöjdlärare och nyanlända elever i interaktion dem emellan utifrån de resurser som finns tillgängliga i slöjdklassrum. Studiens empiriska material är insamlat med hjälp av videodokumentation i årskurs 8–9 i grundskolans slöjdundervisning. Materialet har dels analyserats i sin helhet, dels på mikronivå. Sociokulturella utgångspunkter om kunskap och lärande och ett multimodalt perspektiv har använts för att synliggöra hur olika resurser samverkar. Utifrån artikelns fokus om hur slöjdundervisningens multimodala resurser används mellan slöjdlärare och nyanlända elever åskådliggör resultaten betydelsen av hur de olika resurserna samverkar till en helhet i interaktioner dem mellan, och hur de multimodala resurserna medierar mening för eleverna. Videoutdragen beskriver hur de multimodala resurserna blir centrala i lärsituationerna, dels utifrån hur de används mellan slöjdlärare och nyanlända elever, dels hur de används och ger mening av eleverna. Vidare visar resultaten betydelsen av att slöjdlärarna och de nyanlända eleverna kan läsa av varandras multimodala handlingar i de interaktioner som uppstår. Artikeln synliggör både möjligheter och begränsningar med de multimodala resurser som slöjdlärare och nyanlända elever använder sig av i slöjdundervisning för att skapa mening.
Sökord: slöjd, slöjdundervisning, nyanlända elever, multimodalitet, interaktion, videosekvenserDenna artikel belyser hur multimodala resurser används och medierar mening mellan slöjdlärare och nyanlända elever i slöjdundervisning. Syftet är att identifiera och beskriva hur multimodala resurser används av slöjdlärare och nyanlända elever i interaktion dem emellan utifrån de resurser som finns tillgängliga i slöjdklassrum. Studiens empiriska material är insamlat med hjälp av videodokumentation i årskurs 8–9 i grundskolans slöjdundervisning. Materialet har dels analyserats i sin helhet, dels på mikronivå. Sociokulturella utgångspunkter om kunskap och lärande och ett multimodalt perspektiv har använts för att synliggöra hur olika resurser samverkar. Utifrån artikelns fokus om hur slöjdundervisningens multimodala resurser används mellan slöjdlärare och nyanlända elever åskådliggör resultaten betydelsen av hur de olika resurserna samverkar till en helhet i interaktioner dem mellan, och hur de multimodala resurserna medierar mening för eleverna. Videoutdragen beskriver hur de multimodala resurserna blir centrala i lärsituationerna, dels utifrån hur de används mellan slöjdlärare och nyanlända elever, dels hur de används och ger mening av eleverna. Vidare visar resultaten betydelsen av att slöjdlärarna och de nyanlända eleverna kan läsa av varandras multimodala handlingar i de interaktioner som uppstår. Artikeln synliggör både möjligheter och begränsningar med de multimodala resurser som slöjdlärare och nyanlända elever använder sig av i slöjdundervisning för att skapa mening.
Sökord: slöjd, slöjdundervisning, nyanlända elever, multimodalitet, interaktion, videosekvense
Beyond \u27Where do you really come from?\u27: : Rethinking positionality and racial dynamics in Nordic exceptionalism
No full textEngaging with the complex dynamics of positionality, racialisation, and social demarcation, this study situates itself at the intersection of critical race theory (CRT) and understandings of reflexivity and positionality. It aims specifically to challenge and expand traditional understandings of ‘positionality’, which have largely centred on introspective concerns, such as how researchers’ individual experiences influence their methodological choices. As such, the paper argues for a more nuanced application of positionality, beginning from the Nordic exceptionalist post-colonial context where the societal self-perception is that Nordic countries are free of colonial legacies and uniquely progressive and egalitarian. To this end, the study employs a reflexive methodology deeply rooted in the authors’ own intersectional lived experiences. The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: ‘Where do you really come from?’ This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates ‘us,’ the presumed native Nordics, from ‘them,’ the racialised ‘Other.’ By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of ‘perceived racialised positionality’ (PRP) – a term which captures the essence of how others’ perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond.
The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: ‘Where do you really come from?’ This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates ‘us,’ the presumed native Nordics, from ‘them,’ the racialised ‘Other.’ By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of ‘perceived racialised positionality’ (PRP) – a term which captures the essence of how others’ perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond