265 research outputs found
sj-docx-2-whe-10.1177_17455065211068688 – Supplemental material for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry
No full textSupplemental material, sj-docx-2-whe-10.1177_17455065211068688 for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry by Ellen Moseholm, Inka Aho, Åsa Mellgren, Isik S Johansen, Merete Storgaard, Gitte Pedersen, Ditte Scofield, Terese L Katzenstein and Nina Weis in Women’s Health</p
sj-docx-1-whe-10.1177_17455065211068688 – Supplemental material for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry
No full textSupplemental material, sj-docx-1-whe-10.1177_17455065211068688 for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry by Ellen Moseholm, Inka Aho, Åsa Mellgren, Isik S Johansen, Merete Storgaard, Gitte Pedersen, Ditte Scofield, Terese L Katzenstein and Nina Weis in Women’s Health</p
School leadership in Denmark:leading education and leading a school
No full textIn this chapter, we elucidate tendencies in and prerequisites for school leadership in Denmark. School leadership is often constructed within a universal and normative-prescriptive framework, and currently greater pressure has been placed on school leaders in the pursuit of political ambitions. The chapter is based analyses of policy documents and research related to leadership and governance reforms in the Danish public-school system in the primary and lower secondary school level, the Folkeskole, and the upper secondary school. The analysis focus on elaborating the policy discourses and tendencies and the governance relations as contextual dimensions related to values and practices in school leadership. The chapter focus on the structural aspects of principal’s functions and roles, e.g., rules and guidelines expressing requirements, responsibility, and expectations towards principals. Among central historical values is that education is free for all, and in a long period there have been an emphasis on broad education and democratic bildung. Values might be challenged, and we derive from the analyses essential current tensions embedded in the framework for school leadership. We illustrate three areas for balancing the tendencies: autonomy and accountability, communality and unilatarism, and democracy and competition respectively. Finally, we expound how leadership education and endeavors towards professionalization develops in these political and practical environments, as well as impressions concerning principal’s interpretations of conditions in their daily practice. Summing up, we show patterns there may be labelled as characteristic for the Danish public educational system. On the other hand, inside the system we may find substantial variations.</p
sj-docx-2-whe-10.1177_17455065211068688 – Supplemental material for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry
No full textSupplemental material, sj-docx-2-whe-10.1177_17455065211068688 for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry by Ellen Moseholm, Inka Aho, Åsa Mellgren, Isik S Johansen, Merete Storgaard, Gitte Pedersen, Ditte Scofield, Terese L Katzenstein and Nina Weis in Women’s Healt
sj-docx-1-whe-10.1177_17455065211068688 – Supplemental material for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry
No full textSupplemental material, sj-docx-1-whe-10.1177_17455065211068688 for The experience of pregnancy among women living with HIV in Nordic countries: A qualitative narrative enquiry by Ellen Moseholm, Inka Aho, Åsa Mellgren, Isik S Johansen, Merete Storgaard, Gitte Pedersen, Ditte Scofield, Terese L Katzenstein and Nina Weis in Women’s Healt
Principals’ autonomy in the Nordic countries:governing positions, responsibilities, and expectations
No full textGrowing political expectations exist for educational leaders in terms of their efforts to enhance students’ outcomes and apply education as a tool in national and international competition regarding school quality and student achievement. Educational leadership can be viewed as a multi-level phenomenon distributed over several levels, in which multiple actors interact and collaborate in dynamic networks. In this article, we investigate how the mission of a principal is constructed according to formal documents in the Nordic countries by conducting a document analysis with emphasis on the following research question: what degree of autonomy do school principals have as public educational leaders in the Nordic countries? Depending on the educational leadership levels above them (municipality and national levels), principals have different relative autonomy with regard to national laws, curriculum, policies and local municipal directives. For principals, many tasks may stand in contradiction with each other and point in different directions, making it impossible to uncritically conform with all responsibilities and expectations. Instead, principals need to interpret and relate to these in a reflective manner.</p
Sensemaking and Power: Processes of Interaction in a High-Achieving Danish Public School
Get PDFThe modernization of governance and the marketization of the Danish public education sector since the 1980s, has resulted in changes both in the constitutive conditions and in the discursive understandings framing the purpose of the public education system for educational leaders, teachers, and social educators working in schools. We know less about how the neoliberal modernization processes affect the schools at a micro-processual sensemaking level and a relational power level. In this analytical perspective, there is a scientific need to understand how these organizing and sensemaking processes are conducted through the discursive construction of power relations in modernized, institutional settings, and how these processes affect the organizational understandings, professional identities and social relations of the members in a high-achieving Danish public school. I investigate leadership from a micro-analytical perspective, as inter-action processes centered around the creation of common understanding and the enactment of policy, and mobilize a theoretical understanding of leadership processes as social sensemaking constructions that are constituted, framed and transformed in a given context of discursive and institutional power. I argue that the members of the organization holding both formal and informal leadership positions construct under-standings through social power struggles in ambiguous and contradictory discursive orders. Further, these struggles create new power relations and democratic forms of leadership within a hidden power structure of a high-achieving Danish school owing to governance transitions in the Danish public education sector
Local and Global? Challenging the Social Epistemologies of the Educational Leadership Field
No full textSensemaking and Power: Processes of Interaction in a High-Achieving Danish Public School
No full textThe modernization of governance and the marketization of the Danish public education sector since the 1980s, has resulted in changes both in the constitutive conditions and in the discursive understandings framing the purpose of the public education system for educational leaders, teachers, and social educators working in schools. We know less about how the neoliberal modernization processes affect the schools at a micro-processual sensemaking level and a relational power level. In this analytical perspective, there is a scientific need to understand how these organizing and sensemaking processes are conducted through the discursive construction of power relations in modernized, institutional settings, and how these processes affect the organizational understandings, professional identities and social relations of the members in a high-achieving Danish public school. I investigate leadership from a micro-analytical perspective, as inter-action processes centered around the creation of common understanding and the enactment of policy, and mobilize a theoretical understanding of leadership processes as social sensemaking constructions that are constituted, framed and transformed in a given context of discursive and institutional power. I argue that the members of the organization holding both formal and informal leadership positions construct under-standings through social power struggles in ambiguous and contradictory discursive orders. Further, these struggles create new power relations and democratic forms of leadership within a hidden power structure of a high-achieving Danish school owing to governance transitions in the Danish public education sector
Playing Outdoors
No full textThis book explores the magic of spontaneous play self-organized by children. Outdoor play must be encouraged in kindergarten, in school and in community settings. Today, much of the time and play of children is organized by adults. This book is about the magic of self-organized play. Children express joy and independence in outdoor play. The author takes us along to play venues outdoors, showing us how cliffs, trees and groves are cherished sites of play. The book presents findings from two research projects on outdoor play, one from a kindergarten setting, one from school setting. In her research, Merete Lund Fasting has followed children in their play in the woods, along cliffs, in playgrounds and biking in their near surroundings, providing her with unique insights into the world of play
- …
