care educations. Danish law states that vocational education and training, VET, must contribute to developing pupils´ interest in, and ability to participate actively in democratic society. Based on Dewey’s theory, this paper focuses on managers´ perspectives on implementing the intention of the law. This is done through interviews with managers from social and health care colleges (the school) and with managers from elder care institutions where training takes place (the employer). The results show an awareness and an interest in democracy but also that it can be interpreted in many ways. Hence, there is a potential for pupils´ participation in democracy in different situations in VET. However, it is challenging to connect different pupils´ knowledge of democracy, impressions from the college, experiences from the training, and to contribute to a reflection on democracy.
{"title":"Demokrati","authors":"Henriette Duch","doi":"10.48059/uod.v32i1.2103","DOIUrl":"https://doi.org/10.48059/uod.v32i1.2103","url":null,"abstract":"care educations. Danish law states that vocational education and training, VET, must contribute to developing pupils´ interest in, and ability to participate actively in democratic society. Based on Dewey’s theory, this paper focuses on managers´ perspectives on implementing the intention of the law. This is done through interviews with managers from social and health care colleges (the school) and with managers from elder care institutions where training takes place (the employer). The results show an awareness and an interest in democracy but also that it can be interpreted in many ways. Hence, there is a potential for pupils´ participation in democracy in different situations in VET. However, it is challenging to connect different pupils´ knowledge of democracy, impressions from the college, experiences from the training, and to contribute to a reflection on democracy.","PeriodicalId":30166,"journal":{"name":"Utbildning Demokrati","volume":"18 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Do you feel like reading or do you not want to read? Ideas about reading enjoyment in a project which promotes reading at Swedish preschools. The article discusses how ideas of reading enjoyment affect the practical and pedagogical practice through a project to promote reading at four Swedish preschools. Based on interviews and observations collected over a three-year period we highlight three areas where ideas about reading enjoyment are visualized in the teaching of literature: literature, play, and learning through reading enjoyment. The study shows that access to literature alone does not necessarily lead to children’s voluntary reading unless preschool teachers also take an active initiative. Likewise, play can be a pleasurable way to start reading if the adults provide some guidance. The study also notices a discrepancy between preschool teachers’ ideas of reading enjoyment and learning, which may result in the opting out of voluntary reading unless it is explicitly supported in the policy documents. Measures in the form of pedagogical education, and goals concerning literary didactics therein are proposed.
{"title":"Lust att läsa eller att låta bli?","authors":"Lina Samuelsson, Marie Öhman, Birgitta Jansson","doi":"10.48059/uod.v32i1.2104","DOIUrl":"https://doi.org/10.48059/uod.v32i1.2104","url":null,"abstract":"Do you feel like reading or do you not want to read? Ideas about reading enjoyment in a project which promotes reading at Swedish preschools. The article discusses how ideas of reading enjoyment affect the practical and pedagogical practice through a project to promote reading at four Swedish preschools. Based on interviews and observations collected over a three-year period we highlight three areas where ideas about reading enjoyment are visualized in the teaching of literature: literature, play, and learning through reading enjoyment. The study shows that access to literature alone does not necessarily lead to children’s voluntary reading unless preschool teachers also take an active initiative. Likewise, play can be a pleasurable way to start reading if the adults provide some guidance. The study also notices a discrepancy between preschool teachers’ ideas of reading enjoyment and learning, which may result in the opting out of voluntary reading unless it is explicitly supported in the policy documents. Measures in the form of pedagogical education, and goals concerning literary didactics therein are proposed.","PeriodicalId":30166,"journal":{"name":"Utbildning Demokrati","volume":"17 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Potentiality, actuality or exposure? The significance of recognition in career guidance counselling for newly arrived migrants. This article analyses the significance of recognition in career guidance counselling for newly arrived migrant youth. In line with the sociology of Herbert Blumer, the concept of recognition is employed as a sensitizing concept. In the article, several different aspects of recognition are highlighted, as recognition of prior learning, competencies, and experiences; educational and vocational aspirations; norms and values; the prospect of individual development, and the recognition of harsh and therefore noteworthy conditions for living. The study is based on an analysis of qualitative data from semi-structured interviews with fourteen career guidance counsellors that meet newly arrived migrants in the course of their daily work. The analysis draws attention to the fact that opportunities for development, as well as the recognition of particularly difficult and thus noteworthy life circumstances, are usually acknowledged without more extensive objections, but that the recognition of previously established knowledge, skills and experiences, study and career aspirations as well as norms and values can, according to the interviewees, lead to goal conflicts in study and career counselling work (although the relevance of a recognition approach is generally emphasised).
{"title":"Potential, aktualitet eller utsatthet?","authors":"Fredrik Hertzberg","doi":"10.48059/uod.v32i1.2105","DOIUrl":"https://doi.org/10.48059/uod.v32i1.2105","url":null,"abstract":"Potentiality, actuality or exposure? The significance of recognition in career guidance counselling for newly arrived migrants. This article analyses the significance of recognition in career guidance counselling for newly arrived migrant youth. In line with the sociology of Herbert Blumer, the concept of recognition is employed as a sensitizing concept. In the article, several different aspects of recognition are highlighted, as recognition of prior learning, competencies, and experiences; educational and vocational aspirations; norms and values; the prospect of individual development, and the recognition of harsh and therefore noteworthy conditions for living. The study is based on an analysis of qualitative data from semi-structured interviews with fourteen career guidance counsellors that meet newly arrived migrants in the course of their daily work. The analysis draws attention to the fact that opportunities for development, as well as the recognition of particularly difficult and thus noteworthy life circumstances, are usually acknowledged without more extensive objections, but that the recognition of previously established knowledge, skills and experiences, study and career aspirations as well as norms and values can, according to the interviewees, lead to goal conflicts in study and career counselling work (although the relevance of a recognition approach is generally emphasised).","PeriodicalId":30166,"journal":{"name":"Utbildning Demokrati","volume":"17 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning from “The Other”? Transformative learning in Swedish high school students’ narratives from an educational trip to Kenya. The study explores transformative learning in a group of Swedish high school students’ shared narratives about an educational trip to Kenya. The understanding of transformative learning is inspired by a discourse analytical approach, which emphasizes the use of discursive frameworks and repertoires for making sense of experiences. The analysis shows that the participants express a desire to learn from ‘the Other’, which is associated with a critical examination of their own ways of thinking. Moreover, the image of ‘the other’ is complex. On the one hand, it is constructed as a generalized image of the exotic other and reproduces notions of ‘the noble savage’. On the other hand, the image of ‘the other’ is also framed by a liberal discourse of individualism and tolerance. Finally, the narratives also entail constructions of similarity, which indicates a more radical renegotiation of previous discursive frames and blurs the borders between us and them.
{"title":"Att lära av ”den Andra”?","authors":"Katarina Mattsson","doi":"10.48059/uod.v32i1.2102","DOIUrl":"https://doi.org/10.48059/uod.v32i1.2102","url":null,"abstract":"Learning from “The Other”? Transformative learning in Swedish high school students’ narratives from an educational trip to Kenya. The study explores transformative learning in a group of Swedish high school students’ shared narratives about an educational trip to Kenya. The understanding of transformative learning is inspired by a discourse analytical approach, which emphasizes the use of discursive frameworks and repertoires for making sense of experiences. The analysis shows that the participants express a desire to learn from ‘the Other’, which is associated with a critical examination of their own ways of thinking. Moreover, the image of ‘the other’ is complex. On the one hand, it is constructed as a generalized image of the exotic other and reproduces notions of ‘the noble savage’. On the other hand, the image of ‘the other’ is also framed by a liberal discourse of individualism and tolerance. Finally, the narratives also entail constructions of similarity, which indicates a more radical renegotiation of previous discursive frames and blurs the borders between us and them.","PeriodicalId":30166,"journal":{"name":"Utbildning Demokrati","volume":"17 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：