1,721,012 research outputs found
Universitetsundervisningens (u)mulige position i Akademia:mulige og umulige positioneringer for videnskabeligt personale mellem diskurser om forskning og undervisning på universitet
No full textThe outset of this thesis is the seeming fact that teaching and learning in higher education for a decade has received a much lower status both considering promotion, tenure and recognition in general compared to that of research. Believing that the existing educational research and policy „forget‟ the very academics who are conducting everyday teaching this thesis takes an interest inthe academics themselves and seeks to explore academics‟ lived experience concerning possibilities and impossibilities for prioritizing teaching and learning. From a poststructuralist theorist understanding this study uses positioning theory to analyse how six interviewed academics position themselves and others as right and wrong participants in Academia in relation to their teaching and research activities. My analysis shows that a dominant research discourse, driven by a harsh research-publishing obligation, distributes legitimacy to the actions of academics in a way that leaves „bad researchers‟ with no choice but to try and excel in „lessprestigious activities‟; teaching and publishing „pseudo-research‟. Concluding remarks consider the future development of teaching and learning at universities
Resilience, and it's assumptions of well-being
No full textThis project aims to examine the term “Resilience”, as an important part of the topic of well- being within the second educational system of Denmark. Studies show a recession in the mental health among the Danish youth/adolescence, which is influenced by the values of the Danish state of government. The Danish state has through recent years adapted additional traits reminiscing of the neoliberal agenda, making the goal/motive of education to of enable the Danish youth to be an asset in the labour market. This is done to secure economic growth, and dynamic prosperity. Through the Foucauldian discourse analysis, we will delve into how discourses are contributing to development and enforce the understanding of resilience. We include the work of Medical Professional Poul Lundgaard Bak, to define the term of resilience and its intentions. As follows, we will also look at its descriptive term, stemming from the theories of positive psychology. This includes the perspectives of leading spokesmen of positive psychology, Psychologists Martin Seligman and Hans Henrik Knoop. To add further depth to our analysis, we have included a critical view of resilience through the work of Professor of Psychology Svend Brinkmann who somewhat opposes positive psychology and resilience as a term. The values of a competitive, state and in addition to the theories of neoliberalism through/by1Political Theorist Wendy Brown, has also been incorporated into our project, to add further understanding of mental fortitude, in regard to the decline in Danish adolescents’ well-being. This will be the main focus of the project study
"They smell, they're noisy and they steal my freedom": An examintion of four women's reasons for choosing a child-free life
No full textDette projekt undersøger, hvordan barnfrie kvinder i Norden formidler deres valg om ikke at ønske børn. Det berører også en vigtig faktor, nemlig hvordan kvinderne handler i forhold til de normative forventninger de mødes og konfronteres med. De fire kvinder, vi nævner, er følgende informanter: 28-årige Nikita Klæstrup, 35-årige Mette Milan, 26-årige Nana Nora Andersen og sidst 39-årige Heidi Birch. Ens for alle fire kvinder er, at de har valgt at leve et liv uden at få eller ønske børn. Undersøgelsen inkluderer også, hvilket pres samfundet lægger på informanterne, og hvad hver kvinde tænker om andre, der hævder, at deres valg står udenfor normen. Den teoretiske ramme for denne undersøgelse er forankret i Michel Foucaults diskursteori og den socialkonstruktivistiske teori. Foucaults ideer giver indsigt i, hvordan samfundets magtdynamik påvirker adfærd i forhold til kvindelighed og moderskab. Derudover søger vi at udforske, hvordan vores udvalgte kvinder føler om samfundets forventning til moderskab.This project examines how childfree women in Scandinavia conveys to their choice of not wanting children. It also touches an important aspect, which is how the women act on the normative expectations they are met and confronted with. The women we are mentioning, is the following four informants: 28-year-old Nikita Klæstrup, 35-year-old Mette Milan, 26-year-old Nana Nora Andersen and lastly 39-year-old Heidi Birch. Common for all four women is that they all choose to live a life without getting or wanting children of their own. The study also includes what pressure the society makes the informants feel and what each woman thinks about others stating that their choice, stands outside of the norm. The theoretical framework of this study is grounded in Michel Foucault's discourse theory and the social constructivist theory. Foucault's ideas provide insight into how societal power dynamics influence the behaviors related to womanhood and motherhood. Furthermore, we seek to explore how our selected women feel about the society's expectation of motherhood
Interrupting the Psy-Disciplines in Education
No full textThis book offers critical explorations of how the psy-disciplines, Michel Foucault’s collective term for psychiatry, psychology and psycho-analysis, play out in contemporary educational spaces. With a strong focus on Foucault’s theories, it critically investigates how the psy-disciplines continue to influence education, both regulating and shaping behaviour and morality. The book provides insight into different educational contexts and concerns across a child’s educational lifespan; early childhood education, inclusive education, special education, educational leadership, social media, university, and beyond to enable reflection and critique of the implications of psy-based knowledge and practice. With chapters by a mixture of established and emerging international scholars in the field this is an interdisciplinary and authoritative study into the role of the psy-disciplines in the education system. Providing vivid illustrations from throughout the educational lifespan the book serves as an invaluable tool for reflection and critique of the implications of psy-based practice, and will be of particular interest to academics and scholars in the field of education policy and psychology
Kampen for og imod eksplicitering i det universitetspædagogiske praksisfelt
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Det universitetspædagogiske praksisfelt i Danmark kendetegnes af nogle gennemgående brudflader, som har betydning for samarbejdet mellem professionelle universitetspædagoger og forskere, der underviser (VIP). I denne artikel undersøger jeg én af disse brudflader med afsæt i det, jeg kalder ’pædagogisk eksplicitering’. Spørgsmålet der driver undersøgelsen er, hvorfor mange universitetspædagoger (og andre) er for eksplicitering, og hvorfor mange VIP er skeptiske eller direkte imod. Hvad informerer de to forskellige positioner, og hvad sker der, når de mødes? Analysen baserer sig på data indsamlet gennem etnografisk deltagerobservation og anvender et diskursanalytisk perspektiv, hvor fokus er på den diskursive praksis og dennes rationaler og implikationer. Artiklen konkluderer blandt andet, at der er to væsensforskellige pædagogiske sprog i spil, selvom de to diskurspositioner ikke kan genkende dem hos hinanden. Indlægget er tænkt som en invitation til refleksion over hversagspraksis og værdier
The grant game as training ground for tractability?:An Australian Early Career Researcher’s story
No full textThe future of education research is linked to what early career researchers in Education are doing and learning to do now. This paper presents a narrative of one early career researcher who works and lives in Australia. She tells the story about how she came to research and to an academic life, about what her doctoral work and education taught her and how now, as an academic in an on-going position, she feels needs to unlearn many of those values and practices in order to succeed particularly in the so-called ‘grant game’. The narrative format, though, is intended to invite and encourage other readings
Fisseflokkens feministiske skridt:anm. af Skugge, Olsson & Zilg(eds.): Fittstim. Bokförlaget DN, 1999
No full textWho needs Critical University Studies [insert exasperated emoji]?:Affective practices in research-based interventions in policy enactments.
No full textIn this reader’s theatre I present a cacophonic ethnography exploring anaffective practice (Wetherell, 2012) that we might recognise as impatience.A cacophonic form of representation highlights complexity, multiplicity, andopen-endedness (Petersen, 2016). This feeling or mood appears in variousways in certain research-based interventions in current policy enactmentsin Danish universities. Specifically, Danish universities are gearing up onstudent mental well-being initiatives following a global concern with theissue as well as a governmental decision to include student well- beingas a performance indicator in its funding model from 2023. Everyone,that is, chief administrators, programme convenors, student support staff,educational developers, academics, etc., are keen to know what to do. Forsome, the (unacknowledged) question is perhaps how to enhance theinstitution’s performance on the government’s measuring tool, the nationalstudent experience survey, for others the wish for best or good practice iscouched in a strongly felt and openly acknowledged concern for students.Sometimes these may conflate. As part of a research team that investigatescritically the mental well-being agenda (e.g. Petersen & Sarauw, 2023) andits accompanying discourses and tools, and subjecitifying practices, weare currently invited to give talks or present our research at conferences.We consider our contributions research-based interventions in an intenseand multifaceted policy rollout. The performance presents some affective‘episodes’ (Wetherell, 2013) in encounters between this critical interventionand the desire to act as a part of a broader investigation of the affectivedimensions and implications of engaged HE policy-practice research
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