91 research outputs found
Multicultural education, learnification, and Bildung in a Nordic perspective
No full textIn recent years, a focus on tests and concepts aimed at effective learning has become widespread in Danish schools, as represented by a comprehensive school reform in 2014, leading to significantly longer school days and an increased focus on learning outcomes. As the official political agreement on the school reform noted, it was seen as “crucial for all students to get the opportunity to unfold their potential fully and for Denmark to be able to compete successfully on the increasingly international market” (Agreement, 2013). The thinking behind the school reform, along with the dissemination of concepts such as visible learning (Hattie, 2012), which were imposed on schools through the municipalities and Ministry of Education, was met with increasing criticism from researchers and teachers, who felt that this was in conflict with their professionalism and understanding of education. Their self-understanding was related to concepts derived from continental educational thinking, such as Bildung and pedagogics (Danish: dannelse; pædagogik), and concerned with normative discussions about community and democracy rather than with how to turn children into effective and employable persons ready for further education and the labour market
Lighed gennem særbehandling? Heldagsskoler og spredning som ekspliciteret særbehandling af etniske minoritetsbørn og udtryk for aktuelle tendenser.
No full textI afhandlingen "Lighed gennem særbehandling?" udforsker Gro Hellesdatter Jacobsen to aktuelle former for særbehandling af etniske minoritetsbørn i folkeskolen med øget lighed som formål nemlig heldagsskoler og spredning på baggrund af sprogtest. Via en samtidsdiagnostisk tilgang sættes de to politikker i forbindelse med aktuelle samfundsmæssige tendenser, og dermed gives der bud på, hvorfor det siden 2005 har været legitimt at foretage eksplicit særbehandling, der betyder at etniske minoritetsbørns rettigheder indskrænkes. Med udgangspunkt i dokumenter, interviews og observationer vises det, hvordan særbehandlingspolitikkerne er yderst komplekst begrundet, samt hvordan de konstitueres som særbehandling. Dels medfører de nye kategorier, ekspliciteringer og struktureringer og dels gør de en forskel i etniske minoritetsbørns og deres familiers liv med hensyn til tid, sted og ansvar. Desuden vises det, hvordan tendenser til sprogfokus, undtagelser og national konkurrencestat kan forklare politikkernes fremkomst og legitimitet og hermed præsenterer afhandlingen alternativer til eksisterende kritikker af særbehandling som udtryk for nationalistisk og racistisk motiveret diskrimination.In the PhD thesis "Equality through differential treatment?", Gro Hellesdatter Jacobsen explores two current differential treatment policies with equality as aim, namely all day schools and bussing on the basis of language tests. Using a diagnostic approach, the two policies are connected with current societal tendencies, and suggestions are given as to why it since 2005 has been legitimate to practice explicit differential treatment, which implies restriction of rights of ethnic minority children. On the basis of documents, interviews and observations it is shown how the grounds for the differential treatment policies are highly complex and how they are constituted as differential treatment. Thus they result in new categorizations, explicitations and structures and make a difference in the lives of ethnic minority children and their families in regard to time, place and responsibility. Furthermore it is shown how tendencies towards language focus, exceptions and national competitive state may explain the introduction and legitimacy of the policies. Hence the thesis presents alternatives to current critiques of differential treatment as expressing discrimination motivated by nationalism and racism
Ethnic Minority Student Teachers in Danish Teacher Education: Experiences, Positioning, and Conditions for Mobility
No full textDette speciale undersøger, hvordan etnisk minoritetsstuderende oplever læreruddannelsen, og hvilke faktorer der har betydning for deres mobilitet. Med afsæt i et eksplorativt casestudie kombineres semistrukturerede interviews med fire studerende og én underviser med deltagerobservation og dokumentanalyse af bl.a. studieordning og undervisningsmateriale. Specialet er forankret i et socialkonstruktivistisk videnskabsteori og anvender abduktiv logik.Analysen er teoretisk funderet i Pierre Bourdieus begreber om habitus, kapitalformer, felt og symbolsk vold og suppleres af postmigrationsteori samt intersektionalitet. Gennem tre analytiske temaer identificerer specialet centrale mekanismer, der former minoritetsstuderendes deltagelse og anerkendelse i læreruddannelsens felt. Temaerne omhandler: (1) positionering som ambassadører for deres formodede baggrund, (2) begrænset adgang til social kapital i studiemiljøet og (3) mødet med majoritetsnormer i faget Livsoplysning.Specialet viser, at etnisk minoritetsstuderende ofte må navigere i en uddannelseskontekst præget af skjulte normer, symbolske hierarkier og forventninger om repræsentation. Disse forhold har betydning for både trivsel, faglig udvikling og fremtidsmuligheder. Afslutningsvist peger specialet i et norm-rekonstruktivt perspektiv på behovet for strukturel forankring af mangfoldighed og for en pædagogisk praksis, hvor viden om forskellighed ses som en fælles opgave, og dermed ikke som et individuelt ansvar.This thesis investigates how ethnic minority student navigate the institutional and cultural landscape of Danish teacher education, and which structural and symbolic conditions shape their opportunities for participation, recognition, and upward mobility. Situated within a social constructivist paradigm and informed by abductive reasoning, the study employs an explorative case study design combining semi-structured interviews, ethnographic observation, and document analysis.Analytically, the thesis draws on Pierre Bourdieu’s sociological framework, specifically the concepts of habitus, field, capital, and symbolic violence, to examine how social hierarchies and implicit norms are reproduced within teacher education. This is further complemented by postmigration theory (Foroutan, Jacobsen & Padovan-Özdemir) to conceptualize how ethnic and cultural ascriptions function as structuring logics in educational encounters, and by an intersectional lens (Crenshaw) to account for the interlocking effects of ethnicity, class, and religion.The analysis identifies three key dynamics: Firstly, minority students are frequently positioned, explicitly or not, as cultural spokespersons, assigning them ambassadorial roles they did not choose. Secondly, unequal access to cultural and social capital restricts their sense of belonging and limits their navigational agency within formal and informal learning communities. Lastly, curriculum areas such as “Livsoplysning” (Life Enlightenment) tacitly privilege Western epistemologies, reinforcing a majoritarian doxa that risks marginalizing students perceived as ‘Other’.By applying a normatively reconstructive analytical strategy, the study moves beyond mere documentation of exclusionary practices to propose how teacher education can be reconfigured to better accommodate epistemic plurality and social equity. In doing so, it contributes to critical debates on the reproduction of inequality in higher education by advancing a framework for rethinking professional education in an increasingly diverse society
The first month, I followed 17 different individuals: Learning processes in a community of practice during the specialized training in anesthesiology nursing
No full textDette projekt omhandler professionsdidaktikken i specialuddannelsen i anæstesiologisk sygepleje.Det tager udgangspunk i klinisk praksis, hvor den didaktiske tilgang er mesterlære.Anæstesiafdelingens organisatoriske ramme gør, at kursisterne i uddannelsen kommer til at følgemange forskellige kliniske vejledere og kollegaer, og derved skal danne relationer med mangeforskellige erfarne kollegaer i mesterlæresituationer. Flere kursister har givet udtryk for, at de bliverudfordret i deres læringen, når de skal lære fra mange forskellige erfarne kollegaer. Med baggrundi dette er problemformuleringen i projektet:Hvordan styrker jeg som uddannelsesansvarlig anæstesisygeplejerske kursisternes læringsproces iafdelingens praksisfællesskab, under de givne organisatoriske rammer?• Hvilke udfordringer kan jeg ud fra empirien identificere, at kursisterne oplever i dereslæringsproces?• Hvordan synliggør jeg de ressourcer og redskaber, der er i praksisfællesskabet, som kanstyrke kursisternes læringsproces?Metoden i projektet er kvalitativ med et undersøgelsesdesign, der tager udgangspunkt i interview.Der er udarbejdet en semistruktureret interviewguide. Interviewpersonerne er kursister somaktuelt er i specialuddannelsen. Den videnskabsteoretiske tilgang til interviewene erfænomenologisk, for at opnå forståelse for kursisternes oplevelse af deres livsverden ispecialuddannelsen, når de skal lære fra mange erfarne kollegaer.Ved en meningskondensering af empirien fremkommer 57 kategorier, som bliver til fem analysetemaer. De fem temaer bliver analyseret ud fra et hermeneutisk videnskabsteoretisk perspektiv.Begreber fra Etienne Wengers teori Praksisfællesskaber og begreber fra Klaus Nielsen og SteinarKvales teori Praktikkens læringslandskab, bliver anvendt til at analysere med, fordi problemstillingener praksisnær og foregår i afdelingens praksisfællesskab.I projektet bliver der identificeret hvilke udfordringer, som kursisterne beskriver. Det er negativefølelser som forvirring, sårbarhed, nervøsitet, føle sig ramt, miste fokus, kaos, uens forventningerog irritation. Det kan være dårlig stemning på operationsstuen, belæring frem for refleksion. Atdanne mange forskellige relationer, når de er nye i afdelingen. Forudindtaget holdning til, hvordanen kollega ønsker samarbejdet skal foregå og derved ureflekteret imitation.Nogle af de redskaber og ressourcer der allerede eksisterer i anæstesiafdelingen er ABCED,kompetencekort, forventningsafstemning, arbejdsplaner og kursistcafeerne.De handlemuligheder den uddannelsesansvarlige anæstesisygeplejerske har er, at anvendeintroduktionsundervisningen til at forberede kursisterne på de følelser de kan opleve iuddannelsesforløbet. Introducerer til de eksisterende redskaber der allerede findes. Når kursisternestarter i uddannelsen, så planlægge deres forløb, så de følger så få erfarne kollegaer som muligt.Være sparringspartner for kollegaer i forhold til at anvende refleksion i kliniske praksis. Bakke opom det gode praksisfælleskab, der allerede eksisterer, og bakke op på det organisatoriske plan om,at kursistcafeerne bliver bevaret i afdelingen.This project explores professional didactics in the specialized education of anesthesiology nursing. It is focused on clinical practice, where the didactic approach is apprenticeship. The organizational framework of the anesthesia department causes trainees to interact with many different clinical supervisors and colleagues, requiring them to form relationships with various experienced colleagues during their apprenticeships. Several trainees have expressed that learning from many different experienced colleagues challenges their learning process. Based on this, the project poses the following research question:How can I, as the education coordinator for anesthesiology nursing, strengthen trainees' learning processes within the department's community of practice under the given organizational framework? What challenges do trainees experience in their learning process, as identified through empirical data? How can I highlight the resources and tools within the community of practice that could strengthen the trainees' learning process?The project employs a qualitative methodology with a research design based on interviews, led by a semi-structured interview guide. Participants include trainees currently enrolled in the specialized education program. The epistemological approach to the interviews is phenomenological, aiming to understand trainees' lived experiences in the program when learning from many experienced colleagues.Through a meaning condensation of the empirical data, 57 categories were identified and consolidated into five analytical themes. These themes were analyzed from a hermeneutic scientific perspective. Concepts from Etienne Wenger's theory of Communities of Practice and Klaus Nielsen and Steinar Kvale's theory of The Learning Landscape of Practice were used to analyze the findings, as the problem is practice-oriented and occurs within the department's community of practice.The project identifies several challenges described by the trainees. These include negative emotions such as confusion, vulnerability, nervousness, feeling targeted, losing focus, chaos, inconsistent2expectations and irritation. Additional challenges include poor atmosphere in the operating room, lack of explanation during instruction, forming too many relationships when new in the department, preconceived notions about collaboration, and imitation of colleagues' practices without sufficient understanding or reflection.Existing tools and resources in the anesthesia department include ABCED (a structured framework), competency cards, expectation alignment, work schedules, and trainee cafés.The education coordinator has the following options to address these challenges. Use introductory training to prepare trainees for the emotions they may experience during the program. Introduce trainees to existing tools and resources. Plan the training process to minimize the number of experienced colleagues each trainee interacts with. Serve as a mentor for colleagues to encourage reflection in clinical practice. Support the strong existing community of practice and advocate for maintaining trainee cafés within the department
When reflection and participation create professional identity and communities of practice
No full textProfessional managing and negotiating refugee education in a context of risk and temporality
No full textDrawing on interviews with managers from the municipal administration, school leaders, teachers, and teaching assistants, this presentation discusses reception of Ukrainian children seen from a welfare professional perspective. The interview study is supplemented by observations from classrooms and teaching situations and teacher-parent meetings. The situation of receiving refugees from Ukraine was unprecedented, yet neither migration nor organising refugee education is a new phenomenon. Informed by a postmigration perspective (Petersen & Schramm 2016, Foroutan, 2019, Römhild 2017), the presentation explores how municipal managers and frontline welfare professionals in schools negotiate the challenges and dilemmas of receiving refugees from Ukraine in 2022, focusing on experiences of crisis, temporariness and conflicting considerations (cf. Jacobsen & Piekut 2022). A special focus is on how professionals compare and negotiate the situation of the Ukrainians related to reception of other migrant groups who do not enjoy the same rights. Furthermore, the presentation includes a focus on the professional actors’ considerations in relation to the municipalities’ chosen organization of reception of Ukrainian children in education. Both on a municipal and school level we focus on the discourses on Ukrainian children’s (un)readiness regarding for contact with majority Danish children either temporarily as visitors or as full-time students in general, Danish classes.<br/
Integration, race and “doing good” – some critical reflections
No full textThis article discusses reflections on doing research with and about migrant children, focusing on addressing “race” and racialization processes as well as integrationist implications of “doing good” among both school professionals and researchers. The motivation is to contribute to a more nuanced understanding of how to research integration while also promoting a child-centred approach and taking children’s own understandings and opinions into account. Written at the threshold of the phase of analysing data from fieldwork with children, which is one of the main analytical tasks in the MiCREATE project, this article is a summary of some focus points and concepts that turned out to be of importance during the ongoing epistemic reflexivity process in the research project. Taking a point of departure in general methodological reflections on a structuralist-constructivist approach and on constant epistemic reflexivity, three approaches that could be useful in reflections and analyses are suggested: reflections on the concept of integration, on race and diversity, and on researcher positioning within a research project both while studying practices of “doing good” and aiming at “doing good” in itself as well
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