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ReproduceMe: Lessons from a pilot project on computational reproducibility
No full textIf a scientific paper is computationally reproducible, the analyses it reports can be repeated independently by others. At the present time most papers are not reproducible. However, the tools to enable computational reproducibility are now widely available, using free and open source software. We conducted a pilot study in which we offered ‘reproducibility as a service’ within a UK psychology department for a period of 6 months. Our rationale was that most researchers lack either the time or expertise to make their own work reproducible, but might be willing to allow this to be done by an independent team. Ten papers were converted into reproducible format using R markdown, such that all analyses were conducted by a single script that could download raw data from online platforms as required, generate figures, and produce a pdf of the final manuscript. For some studies this involved reproducing analyses originally conducted using commercial software. The project was an overall success, with strong support from the contributing authors who saw clear benefit from this work, including greater transparency and openness, and ease of use for the reader. Here we describe our framework for reproducibility, summarise the specific lessons learned during the project, and discuss the future of computational reproducibility. Our view is that computationally reproducible manuscripts embody many of the core principles of open science, and should become the default format for scientific communication
Förvirringens vindar i förvandlingens land – Politiska musikvideor på MTV i Kalla krigets slutskeden
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An integrative framework for planning and conducting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR).
No full textMost of the commonly used and endorsed guidelines for systematic review protocols and reporting standards have been developed for intervention research. These excellent guidelines have been adopted as the gold-standard for systematic reviews as an evidence synthesis method. In the current paper, we highlight some issues that may arise from adopting these guidelines beyond intervention designs, including in basic behavioural, cognitive, experimental, and exploratory research. We have adapted and built upon the existing guidelines to establish a complementary, comprehensive, and accessible tool for designing, conducting, and reporting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR). NIRO-SR is a checklist composed of two parts that provide itemised guidance on the preparation of a systematic review protocol for pre-registration (Part A) and reporting the review (Part B) in a reproducible and transparent manner. This paper, the tool, and an open repository (https://osf.io/f3brw) provide a comprehensive resource for those who aim to conduct a high quality, reproducible, and transparent systematic review of non-intervention studies
Några möjligen tankeslipande satser … Om abduktion – i edukologin
No full textThis chapter treats the relationship between abduction as a methodological device in social research and educology as an academic discipline. It might be appropriate to say some words about the term educology and its relationship with abduction. This ambition calls for some definitions although I usually am not convenient with definitions. My own interest within what I prefer to name educology concerns primarily childhood culture and the possibility to interpret its importance with the help of theories of socialisation and knowledge formation, which in my case have an origin in psychology of perception and philosophy. Abduction is a necessary approach in educology and this combination points to important new ambitions in research as well as practice. This theme brings to the fore problems of research related to other disciplines, primarily psychology but also social anthropology and sociology. When theory is discussed for educology, it is important to consider that concepts like ideology and practice in the empirical world which offers data are very near in this scope of concepts. Central concepts and how they may be used in various contexts, e g developmental tasks, meaning and affordances, intermediate domains and times, generative themes and how to make people aware of e g their rights and possibilities, to take some examples. The problem of creation of data in abductive research is important to consider, e g how you proceed from data to theory, or diverse, in the variation and multitude of impressions, perhaps via so called convergent operations. The article treats specifically an evaluation project that became a research task. In the text I use a project called Folk Project where we developed means to detect and interpret children´s ways of understanding what is of priority in their own world and their contacts with other children as well as adults.
The Folk Project as an empirical basis in practice oriented research shows variation of data and of perspectives. It also varies according to quality and quantity as dimensions in educological research. In this context I have taken up some important thinkers and authors who are not always acting within the discipline of Educology, or even the educational sciences, but being rather important as challengers in a broader sense. As theoretical tools I use the theories of James Gibson (1989) and Eleanor Gibson (2003) who both take up the affordance phenomenon as a means to interpret what is inviting for perceptual tasks. As a more explicit educational device I take up Paulo Freires thoughts (1971 and 1993) about the generative aspects of various situations and tasks. This combination of perceptual and educational aspects runs in well suited tasks for children learning to read as well as for adults learning to understand written texts.
I finish my article with a view towards future development, pointing out possibilities to broaden as well as focusing new important challenges, without losing scientific ambitions.
Artikeln handlar om relationen mellan abduktion som forskningsmetodiskt redskap i social forskning och edukologi som akademiskt ämne. Temat lyfter fram och fokuserar forskningsproblem som också kan finnas inom andra vetenskapliga discipliner, främst psykologi men också socialantropologi och sociologi. I diskussioner om teori med pedagogiska syften och innehåll bör vi ta i beräkningen att begrepp som ideologi och praktik i den empiriska verklighet som erbjuder data är mycket nära relaterade i detta begreppsfält. Centrala begrepp och hur de kan användas i olika kontexter, till exempel utvecklingsuppgifter (developmental tasks), mening och meningserbjudande, mellanrum och mellanperioder, generativa teman och problemet att göra människor medvetna om sina mänskliga rättigheter och möjligheter utgör exempel på begrepp och områden. Problemet att skapa data (databildning) blir viktigt att begrunda i abduktiv forskning: hur tar vi oss fram från data till teori, eller från teori till data i den variation och mångfald som det empiriska fältet erbjuder. Texten tar specifikt upp ett utvärderingsprojekt som kom att utvecklas till ett forskningsprojekt: Folkprojektet som visar en variation i data relaterat till en variation av perspektiv. Här finns också en variation avseende kvalitativt och kvantitativt i databildningen i den edukologiska forskningen
Hur diskrimineringslagstiftning blir till en lösning för skolan: en policyanalys av barn- och elevskyddslagens framväxt
No full textLegal concepts such as discrimination and degrading treatment have gained increasingly prominent positions within education during the 2000s. This development can be understood as a consequence of the introduction of the Child and School Student Protection Act in 2006, in which these incidents were banned. In this article, the Child and School Student Protection Act is understood as part of a larger shift towards a so-called juridification of education with an increased focus on individual rights that can be claimed through legal processes. Despite the fact that the Child and School Student Protection Act has significantly changed the conditions for education in several ways, little attention has been paid to how the regulations on discrimination became part of this act, and thereby a solution for education.
Against this background, the overall aim of the study is to examine the emergence of the Child and School Student Protection Act by placing the regulations on discrimination in the foreground and specifically examine how anti-discrimination legislation is constructed as a solution for education in the policy process. Based on critical policy analysis and a What’s the problem represented to be? (WPR) approach, problem representations are analyzed in a chain of policy texts from 2002-2006.
The results show that anti-discrimination legislation was made possible as a solution for education through an active political practice in which Sweden used the EU to make new legislation for education, in which EU directives on discrimination were given influence over education. In this shift, education was given a democratic mission on a legally guaranteed liberal-democratic basis, in harmony with other EC legislation on discrimination - a jurified democratic mission with the fight against discrimination as central, where education was democratized through juridification. In the policy process, a national policy development towards a juridification of education became intertwined with national and international expansion of discrimination legislation as a basis in the Swedish liberal democracy.Begrepp som diskriminering och kränkande behandling har under 2000-talet fått alltmer framskjutna positioner inom skolan, vilket kan förstås som en följd av barn- och elevskyddslagens (BeL) införande 2006, i vilken dessa företeelser förbjöds. I den här artikeln förstås BeL som del av en större förskjutning mot en juridifiering av skolan, med ökat fokus på individuella rättigheter som kan utkrävas genom juridiska processer. Trots att BeL påtagligt förändrat villkoren för skolan på flera sätt har lite uppmärksamhet riktats mot hur diskrimineringslagstiftning konstrueras som en lösning för skolan, vilket artikeln syftar till att undersöka. Med utgångspunkt i kritisk policyanalys och ansatsen ”What´s the problem represented to be?" (WPR), analyseras problemrepresentationer i en kedja av policytexter från 2002-2006. Resultatet visar att diskrimineringslagstiftning möjliggjordes som en lösning för skolan genom en aktiv politisk praktik i vilken Sverige använde EU för att skapa ny lagstiftning för skolan, och där EU-direktiv om diskriminering gavs inflytande över skolan. I förskjutningsprocessen fick skolan ett demokratiuppdrag på rättssäker liberaldemokratisk (diskriminering-) grund, i harmoni med övrig EG-rättslig diskrimineringslagstiftning. Ett juridifierat demokratiuppdrag med kampen mot diskriminering som centralt, där skolan ska demokratiseras genom juridifiering. Härigenom sammanvävdes en nationell policyutveckling mot en juridifiering av skolan med nationell och internationell utbredning av diskrimineringslagstiftning som bas i den liberala demokratin
Bildningspraxis och didaktisk reflexivitet som anti-skolkultur
No full textYouths—, and especially boys—in municipal suburban schools are the primary student group disadvantaged by the current school system. The failures of these students are often described as the result of an “anti-school culture” which is explained by their subversion of norms or masculine misbehaviors. Critical education studies (Allelin, 2020; Beach, 1999; Hextall & Sarup, 1977) has identified formal schooling as excluding and alienating because it 1) lacks anchoring in the students’ life worlds, 2) tends to have an individualistic and reified view of learning processes that are relational and collective, 3) creates instrumental approaches to learning and assessment as the education is reduced to a means of achieving certain merits, and 4) is based on a reified division of theory and practice of different subjects in which theoretical knowledge is valued more highly than practical knowledge. Furthermore, sociologists have long highlighted the antagonistic positioning of “problematic” students against the “neutral” school as an explanatory model for dropping out as an expression of the school’s symbolic violence and structural sorting (Bourdieu & Passeron, 2008/1970; Willis, 1983/1977).
Despite—or perhaps because of—structural exclusion, several self-organized educational activities have recently emerged among youth. In this article, I show how young people, especially those living in a socioeconomically disadvantaged area and who face structural hardships in today’s school system, find ways to challenge or overcome this disadvantage by participating in after-school activities through the newspaper Life in the Hood. By turning away from problem-oriented perspectives and instead discussing how young people in the suburbs organize via informal and community-based learning practices, I extend the discussion and concept of anti-school culture by including productive perspectives that have thus far been overlooked. The results show that working with Life in the Hood creates empowerment and new learning processes for the youths by allowing for alternative pedagogical methods. This voluntary activity also forms a context in which young people’s desire for Bildung can be expressed, and helps them articulate a critique of the formal schooling system.
To return to the critical school research, it can be argued that Life in the Hood 1) explicitly anchors the work in the students’ life worlds, as the newspaper’s starting point is by and for young people in the local area. 2) The work is based on collective forms such as co-operation, instead of individual achievements (which are graded), and 3) creates space for consciousness-raising practices because 4) the activity also involves a combination of theory and practice. Working with the newspaper allows youth to take initiative, develop and execute ideas, and face the surrounding world with a self-formulated purpose. The editorial work also breaks the artificial division between subjects, such as language skills and social studies. In this way, Life in the Hood contrasts the learning processes and working methods traditionally found in formal schools with their predetermined goals and rigid assessment processes.
In conclusion, Life in the Hood provides a context in which young people’s desire for Bildung can be expressed through forms of work that involve greater participation and empowerment than what is possible in the formal school setting. This voluntary after-school organization shows that young people are willing to work together to address social issues and develop new skills. Instead of having their activities controlled by formal schooling, young people take control of their learning in a concrete community setting. This is as much an educational practice as it is an anti-school culture.Ungdomar – och särskilt killar – i kommunala förortsskolor är den främsta elevgruppen som missgynnas av det nuvarande skolsystemet. Dessa elevers misslyckanden beskrivs ofta som resultatet av en ”anti-skolkultur”, vilket förklaras av stjälpande maskulinitetsnormer eller avsaknad av uppförandekoder. Trots – eller kanske på grund av – strukturell utestängning har flera självorganiserade utbildningsaktiviteter nyligen vuxit fram bland ungdomar. I den här artikeln visar jag hur tjejer och killar som bor i ett socioekonomiskt missgynnat område och som möter strukturella svårigheter i dagens skolsystem, hittar sätt att utmana eller övervinna denna underordning genom att arbeta med lokaltidningen Life i Orten. Genom att vända mig bort från det problemorienterade perspektivet och i stället diskutera hur ungdomar i förorten organiserar sig via informella lärandepraktiker, utvidgar jag diskussionen och begreppet ”anti-skolkultur” och inkluderar därmed produktiva perspektiv som hittills har förbisetts. Resultaten visar att arbetet med Life i Orten skapar empowerment och nya inlärningsprocesser för ungdomarna genom att möjliggöra för alternativa pedagogiska metoder. Denna frivilliga verksamhet utgör också ett sammanhang där ungdomarnas önskan om bildning kan uttryckas och det hjälper dem att formulera en kritik av det formella skolsystemet, vilket kan förstås som en didaktisk reflexivitet. Hos Life i Orten får ungdomarnas bildningslust komma till uttryck, utifrån arbetsformer som innebär större delaktighet och empowerment
Between The Public and The Journalist: The Role of Emotion In Crowdfunded and Advocacy Journalism
Get PDFIt is far from a secret that we live at a time when the ever-changing landscape of journalism is being influenced by an influx of amateurs. While modern news reporting characteristically has been done by trained professionals, the ways different actors strategically use emotions to achieve specific goals have become increasingly popular. However, whether readers view alternative channels as trustworthy sources of information or not, there is a growing tendency for professional journalists to set forth and report differently, i.e. to experiment outside traditional editorial walls. What this study aims to conceptualize is how one of these endeavors ought to look like, not the least when one’s dependency switches: relying on readers instead of advertisements and subscriptions by using crowdfunding as a means to find financing.
As the future view of these endeavors are two-folded; meaning that where some scholars see potential (as a remedy for professional journalism), others see threats (blending journalism with partiality and informality), this study’s emphasis lies within a case with a huge following and where the cornerstone of journalism (that of emotion) is at center, namely the case of Swedish Joakim Lamotte. By using a longitudinal study of Lamotte’s Facebook posts from 2014-2017 (applying the theoretical perspective of Cognitive Theory of Emotion where emotions are discussed through the philosophical lens of judgement), findings suggest that even though Lamotte and traditional journalists hold similar ideologies, some ideals in which professional journalists ought to work by are heavily challenged; that Lamotte uses an affective/engaging type of reporting to appeal to his audience; and that the character of his reporting is significantly close to that of populism