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Interpersonal encounters in the folk high school : a study on folk high school teachers’ pedagogical approach
No full textI avhandlingen utforskas pedagogiska praktiker och den lärande vardagen på folkhögskola genom att titta på hur möten mellan lärare och kursdeltagare framträder i hantverkskurser på folkhögskola. Vidare utforskar studien hur den relationella dimensionen av dessa möten kan förstås och vilken betydelse möten har i lärares praktik. Med empiriskt material från etnografiska fältstudier såsom inspelade intervjuer, vardagliga samtal och skoldokument, och med ett livsvärldsfenomenologiskt perspektiv, visar studien på en pedagogisk hållning som kännetecknas av en stark tilltro till möten som utgångspunkt för undervisning och lärande. Möten möjliggör för lärare att anpassa undervisning till vilka kursdeltagarna är och vilket syfte de har med studierna. Den pedagogiska hållningen handlar om att lyssna in och erfara en annan människa i en tillblivelseprocess, där vem och vad hen kan tänkas bli inte kan bestämmas på förhand. Hållningen utmärks därmed av förståelsen för undervisning som en process med relationella och existentiella dimensioner. Konkret innebär det att bära en öppenhet, lyhördhet och uppmärksamhet inför kursdeltagares livsvärld och vem en kursdeltagare är och kan tänkas bli i och under utbildning. Vidare visar studien att det för lärarna handlar om att lyhört följa, samspela med och utmana kursdeltagarna i möten. På så sätt blir möten en plats för gemensamt konstituerande av mening som inte kan definieras på förhand utan följer på lärarnas öppenhet inför vad som tar form emellan dem och kursdeltagarna. Begreppet levd kropp visar på betydelsen av hur kroppslig närvaro i lärares och kursdeltagares gemensamma erfarande och konstituerande av mening i möten blir vägledande för de didaktiska val och handlingar som lärare gör i undervisning. Eftersom undervisning uppfattas som en process där målet för kursdeltagarnas lärande kan förändras, kräver det en speciell närvaro av lärarna. Denna närvaro är grundläggande för att tillsammans med kursdeltagarna kunna bestämma rytm och riktning utifrån vad som ter sig väsentlig för både lärare och kursdeltagare i mötena. This thesis explores pedagogical practices and everyday learning at a folk high school by looking at how encounters between teachers and course participants appear in the pedagogical practice. It also explores how the relational dimension of these encounters can be understood and what significance the encounters have in teachers’ practice. For this purpose, the study draws on a folk high school’s craft courses where encounters are made visible and described from a teacher’s perspective. Drawing on empirical data from ethnographic field studies including recorded interviews, daily conversations, and school documents, and thereby establishing a lifeworld phenomenological perspective, the study shows a pedagogical approach characterised by a firm belief in encounters as a pedagogical point of departure for teaching and learning. The strong belief in encounters is characterised by the understanding of teaching as a process with relational and existential dimensions. This pedagogical approach is more specifically illustrated by the teachers’ openness, sensitivity, and attention to the lifeworld of the participants, and by responsively following, interplaying, and challenging participants in these encounters. The lifeworld phenomenological concept lived body shows the significance of bodily presence as teachers’ and participants’ shared experiences and meaning making in encounters become a guiding principle in teaching. In this process teachers’ experience of their own lived body and of the participants’ lived bodies turns out to be of great importance for the didactic choices and actions that are made. Bodily presence means listening to and perceiving another human being in a becoming process, which enables a joint constitution of meaning that is not given in advance but rather arises within the encounters. Encounters therefore become a central space for joint meaning-making which calls for openness of teachers to everything that is taking place between teacher and participants. Since teaching is perceived as a process in which the goal for participants’ learning can be developing, it demands a special presence of the teachers. This presence is essential to be able to decide the rhythm and direction together with the participants, based on what seems essential in their mutual encounter
Teacher's didactic work at folk high school
No full textTeacher's didactic work at folk high school Marketisation of education is a global phenomenon (Ball, 2007; Ball & Youdell, 2008; Burch, 2009). The market model of delivery with roots in the world of business and the expressed intention of making education supply more economically effective characterize large parts of the education system in the western welfare state (Beach & Carlsson, 2004). Sweden has one of the most marketized education systems in the world (Fejes, A., Olson, M., Rahm, L., Dahlstedt, M., Sandberg, F. 2016; Lundahl, 2016) where the state and teachers monitor and control the upcoming workforce through evaluations, audits, effectiveness measurements and documentation (Bornemark, 2018).The Swedish folk high school is a separate educational form in the Swedish education system whose purpose is to provide education and popular education and has not been affected to the same extent by the discourses of marketization and has still a great space of freedom when it comes to organizing, planning and conducting teaching. The folk high school is not regulated in the education act and is therefore not covered by nationally defined curricula and grades and are even given ample space to locally design courses, content and teaching methods, to determine the school's orientation and have the freedom to recruit and hire teachers (Arvidsson, Höghielm, Rubensson, & Svanberg Hård, 1988). The aesthetic courses at folk high schools do not have a statutory purpose to competence supply for the labour market or to prepare for higher artistic studies and thus the teachers have great freedom to shape the teaching's design and content without the obligation to document or grade the participants' achievements.This is a unique situation in the Swedish education system. But how do teachers shape and implement teaching without a nationally defined curriculum with course objectives as benchmarks for each course?The overall aim of the dissertation project is to create knowledge about and understanding of teaching at aesthetic courses in folk high schools by examine how this is being done. The teachers' experiences in a widely meaning, as well as the institutional autonomy of the education system and the assessment practitioners who are being certified, represent important aspects when it comes to create knowledge about the teaching at aesthetic courses in folk high schools.I draw on different forms of data such as observations of teachers, interviews with teachers and principals as well as material arrangements in form of text material such as course descriptions, marketing materials and evaluations. This data is analysed by using didactic questions such as what, how, when, why, which, for example, have been identified by Jank & Meyer (Jank & Meyer 1997, s 17f).The theoretical framework makes it possible to study the teacher's interpretation space in relation to a specific subject of teaching but also the principles of what is taught and how it should be unfold and also the teachers' perceptions of a subject of teaching and how it affects teaching. </p
Carving space to learn for sustainable futures. A theory-informed adult education approach to teaching
Get PDFThis article addresses the pressing need to reimagine education for sustainable futures amidst the socioecological crises of our time. Grounded in the recognition of modernity as profoundly alienating and unsustainable, the authors argue for an education informed by theory, critical pedagogies and critical sustainability research. Through an example from their own teaching practice, where they focused on pace, place, connections and modes of engagement, they demonstrate how adult educators can draw on theory to deliberately shape teaching. Highlighting the unsustainability of social acceleration, they encourage educators to slow down and carve out a space for profound engagement with sustainability. Drawing on diverse theoretical frameworks, the authors propose an approach that cultivates a sense of embeddedness in place and connection to oneself, others and the natural world. Finally, they argue that education for sustainable futures necessitates a departure from modernist paradigms, inviting educators to envision transformative pedagogies that foster critical awareness and societal change. (DIPF/Orig.
Praktiknära forskning : reflekterande folkbildare
No full textFöreningen för Folkbildningsforskning har under flera år drivit frågan om praktiknära forskning eftersom det har ansetts betydelsefullt att skapa sammanhang där praktik och forskning möts på lika villkor. Det finns en tendens att de mötesplatser som skapas för att sammanföra forskningens och praktikens villkor utgår ifrån forskningens och forskarens frågeställningar. Inte lika ofta lyfts verksamhetsnära frågor som praktiker vill (och behöver) ha svar på. I denna artikel reflekterar Maria Arriaza Hult och Filippa Millenberg, doktorander i vuxenpedagogik, Linköpings universitet om begreppet praktiknära forskning med utgångspunkt från ett seminarium och andra perspektiv.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Vad är en folkhögskola?
No full textVad kännetecknar folkhögskolan? Hur kan folkhögskolornas verksamhet beskrivas? Vilka värderingar vill folkhögskolan arbeta för? Vilka aktuella tendenser kan iakttas och hur bemöter skolorna dessa? I detta kapitel försöker vi ge ett svar på frågan vad en folkhögskola är. Vi säger något om hur den en gång grundades, och hur den utvecklats över tid med avseende på grundläggande idéer, uppdrag och verksamhet. Men framför allt berättar vi om folkhögskolan i dag, hur den är organiserad och vilken verksamhet som äger rum på landets över 150 olika folkhögskolor.</p
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