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Elever med minoritetsbakgrunn i voksenopplæringen i helsearbeiderfaget: Yrkesdidaktikk i møte med elevenes læreforutsetninger relatert til faget yrkesfaglig fordypning
Full text linkThe topic of the article is students with a minority background in adult education in the health worker profession. In the article, the attention is primarily directed to the vocational teachers\u27 practice of vocational didactics linked to this group of students\u27 learning requirements, in relation to the subject vocational deepening. An important matter has been to take a closer look at whether there is anything distinctive about this group of students\u27 learning requirements, and whether the vocational teachers\u27 vocational didactic approach corresponds to these. The empirical basis for the investigation is qualitative in-depth interviews with vocational teachers and students with a minority background in adult education in the health profession. The survey helps to highlight that this group of students has several special learning requirements, which the vocational teachers must take into account in their vocational didactic learning work. The adult students have special learning requirements by virtue of being adults: They have clear goals for the training, they participate actively and are motivated in the learning work. They have a greater amount of experience, which is particularly relevant for the healthcare profession. This constitutes a significant resource. The students\u27 Norwegian language skills are initially mainly weak, but the students develop their language skills through the training. This poses a significant challenge. The vocational teachers express that they make a significant effort in the training to develop the students\u27 Norwegian language skills closely linked to the health education. Despite weak language skills, this group of students excels in practice in a positive way, with the background that they rely on their previous, rich experiences.Tema for artikkelen er elever med minoritetsbakgrunn i voksenopplæringen i helsearbeiderfaget. I artikkelen rettes oppmerksomheten først og fremst mot yrkesfaglærernes utøvelse av yrkesdidaktikk knyttet til denne elevgruppens læreforutsetninger, i relasjon til faget yrkesfaglig fordypning. Et viktig anliggende har vært å se nærmere på om det er noe særegent med denne elevgruppens læreforutsetninger, og om yrkesfaglærernes yrkesdidaktiske tilnærming svarer til disse. Det empiriske grunnlaget for undersøkelsen er kvalitative dybdeintervjuer med yrkesfaglærere og elever med minoritetsbakgrunn i voksenopplæringen i helsearbeiderfaget. Undersøkelsen bidrar til å synliggjøre at denne elevgruppen har flere særegne læreforutsetninger, som yrkesfaglærerne må ta hensyn til det i yrkesdidaktiske læringsarbeidet. De voksne elevene har særegne læreforutsetninger i kraft av det å være voksne: De har klare mål for opplæringen, de deltar aktivt og er motiverte i læringsarbeidet. De har en større mengde erfaringer, som er spesielt relevante for helsearbeiderfaget. Dette utgjør en betydelig ressurs. Elevenes norskspråklige ferdigheter er i utgangspunktet hovedsakelig svake, men elevene utvikler språkferdighetene gjennom opplæringen. Dette utgjør en betydelig utfordring. Yrkesfaglærerne gir uttrykk for at de legger ned en betydelig innsats i opplæringen for å utvikle elevenes norskspråklige ferdigheter tett koblet med helsefagopplæringen. Svake språkferdigheter til tross, utmerker denne elevgruppen seg ute i praksis på en positiv måte, med bakgrunn i at de flyter på sine tidligere, rike erfaringer
Contradictions of Progress: Perspectives of an Educational and Diversity-Sensitive Critique of Digital Capitalism
No full textThe fact that the digital transformation of culture and society will influence the way people learn in the future has become a truism in education policy and society. The question of whether digital media belong in a contemporary pedagogical practice is undisputed – after all, digital media have long since become an integral part of the lives of children, young people and adults. In regard to digital ubiquity in our world, the aim of this article is to develop a critical position towards the capitalist tendencies of the digital. This perspective will be developed by the way of analysis of the inherent contradictions of individual and collective media practices.[1]
[1] The following considerations are a thematically adapted translation of my article "Widersprüche des Fortschritts. Perspektiven einer medienpädagogischen Kapitalismuskritik" (cf. Leineweber, 2024a). I am grateful to guest editors Valentin Dander, Nina Grünberger, Theo Hug, Lilli Riettiens, and Rachel Shanks for the opportunity to publish my thoughts in English. I used the DeepL program for the translation. I thank Anna-Lena Brown for the final proofreading
The Relevance of the Frankfurt Triangle for Critical Media Literacy and Digital Citizenship
Full text linkThe paper examines the ambivalence of digital capitalism, contrasting the economic dominance of big tech giants with the promise of diverse digital literacy experiences. Using digital citizenship education as a case study, the paper introduces the Frankfurt Triangle model, a framework that encourages a multi-perspective approach to the phenomena of digitality. This model broadens traditional technological perspectives by incorporating cultural, societal, and interactional aspects, aiming to address the lack of media-cultural, societal, and usage-related perspectives in educational discourses on digitality
The Education-Industrial Complex Going Global
Full text linkIn 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
Customised Diversity? Education, capitalism and diversity in the digital present. An Editorial
Full text linkThe notion of diversity is widely accepted as a positive value in Europe and beyond. However, in the context of current capitalist relations in general, diversity has long since developed into a marketable slogan and has been customised as a technology of corporate management. Under the formula “customised diversity?”, this special issue addresses a core ambivalence of capitalist markets. In this regard, the educational context is particularly interesting as Big Tech and for-profit educational industries are pushing into the ed tech (educational technology) sector, seeking to install mono-cultures of digital infrastructures of teaching and learning.
This issue brings together different traces of capitalism in the digital age through all types of education and media and across several European countries. The empirical and theoretical contributions examine how capitalist logics shape educational technologies, policies, and research practices, often prioritising datafication, measurability, and optimisation. They ask how media education can support democratic, equitable, and sustainable futures, and how researchers can challenge the reproduction of capitalist structures in education through critical, utopian, or subversive practices
Navigating the Hyphen: Reflexive Positionality in Migrant Research
Full text linkThis study explores the complexities of researcher positionality within migration research, focusing on Zimbabwean migrant teachers in South Africa. Employing an autoethnographic approach, it examines the fluid insider-outsider dynamics shaped by overlapping identities and socio-political contexts. Drawing on concepts such as translocational positionality and intersectionality, the research highlights how shifting positionalities influence both the research process and knowledge production. Reflexivity is central to addressing power dynamics and ensuring epistemic justice by centring the voices of marginalised groups. The study contributes to migration research by problematising traditional insider-outsider binaries and emphasising the ethical significance of transparency. Ultimately, this research calls for a nuanced understanding of positionality, demonstrating its importance in producing credible and inclusive knowledge that respects the lived experiences of migrant communities
Editorial: Researcher positionality and race in color-evasive Nordic educational contexts
Full text linkThe editorial introduction to the special issue on researcher positionality and race in color-evasive Nordic educational contexts frames the necessity of this inquiry into historical and contemporary forms of racism and current discourses of Nordic exceptionalism. Reflecting explicitly on researcher positionality with respect to race and Whiteness can be seen as an act of interrupting the silence and avoidance that tends to characterize Nordic educational research. The articles in the special issue are summarized and connected to these overall aims
Teacher experience of intercultural group work in higher education: A scoping review
Full text linkOne strategy to reach international goals at universities is intercultural group work (IGW), combining students from different cultural backgrounds to develop their intercultural skills and understanding. Much of the existing IGW research has had a student perspective, underscoring both affordances and challenges. To gain a more complete picture of IGW, this scoping review investigates the existing empirical literature on the teacher perspective. Our review shows scarce research in this area, mostly on virtual group work and individual course initiatives. A thematic analysis reveals that teachers’ focus in IGW is on facilitating interaction between student groups; planning the curriculum regarding learning outcomes, developing activities and assessment for IGW; and building intercultural competence. Teachers’ challenges with IGW also emerge such as lack of time, skills and training. We conclude that further research is needed about on-campus IGW, specifically how individual course initiatives might address program and institutional goals and become more sustainable
Beyond Push and Pull: A New Theory of International Student Mobility
Full text linkThe global mobility of students is a central feature of the internationalization of higher education. The discussions in the current literature on the issue of international student mobility seem to concentrate on three main questions: 1) What is the current pattern of international student mobility? 2) How do we explain the current mobility pattern? 3) More importantly, should we regard the current mobility pattern as a normal state of affairs or a cause for concern? What is missing in the current discussions is how we should steer the future direction of international mobility. Based on a review of the different theoretical approaches to understanding international student mobility, this paper aims to propose a new Glo(bal)-Noble Theory that recognizes the benefits of globalization and the role of neoliberal forces but encourages noble and mindful practices in international education to gradually narrow the gap between the rich and the poor in the world
“When You Feel Like There is No Trust in the Profession”—Midwives and Obstetricians Facing Complicated Cases
Full text linkThis study examines how two collaborating professions, midwifery and obstetrics, are influenced by women requesting caesarean sections. The empirical material consists of semi-structured interviews with Swedish midwives (n=6) and obstetricians (n=6). Analysed through Tilly’s terms, the categorical pair and triad, midwife and obstetrician function as complementary categories in a triad with the women they encounter. Midwifery is a profession with connotations of closeness, understanding, and a unique connection to birth. It is challenged when women reject support or the idea of vaginal birth as empowering. Obstetrics, as a profession, relates to medical expertise, distance, and overview. It is challenged when their knowledge and authority are rejected. Both professions rely on each other’s complementary roles for support. The midwife draws on the obstetrician’s authority, while the obstetrician draws on the midwife’s empathic knowledge of the woman. When strongly challenged, they uphold their defined positions by questioning the woman’s judgement and rationality