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Olsen, K., Croydon, A., Olson, M., Jacobsen, K. H. & Pellicano, E. (2019). Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?. International Journal of Inclusive Education, 23(6)
Åpne denne publikasjonen i ny fane eller vindu >>Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?
Vise andre…
2019 (engelsk)Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, nr 6Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child’s participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice.

Emneord
Children; autism; inclusion; participation; mainstream kindergarten
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-27339 (URN)10.1080/13603116.2018.1441914 (DOI)000465119200005 ()
Tilgjengelig fra: 2018-03-02 Laget: 2018-03-02 Sist oppdatert: 2019-05-09bibliografisk kontrollert
Fejes, A., Dahlstedt, M., Olson, M. & Sandberg, F. (2018). Adult Education and the Formation of Citizens: A critical Interrogation (1ed.). London and New York: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Adult Education and the Formation of Citizens: A critical Interrogation
2018 (engelsk)Bok (Fagfellevurdert)
Abstract [en]

Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.

Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education. "Citizenship education is typically viewed as an unproblematic ‘good’ thing that empowers adults to participate fully in a democratic society. In this fascinating volume, Andreas Fejes and his colleagues outline the normative nature of citizenship education and challenge the idea that those not receiving such education are somehow ‘less than’ full citizens. Drawing on Foucault’s ideas they analyse conceptions of citizenship and practices of education as regimes of truth, and explore the ways that power relations shape citizenship as a process of inclusion and exclusion." Stephen Brookfield, John Ireland Endowed Chair, University of St. Thomas, Minneapolis-St. Paul, USA.

"Never has there been time when we need more strategic adult education oriented to formal, nonformal and informal sectors, to address the ongoing crises in citizenship and global civil society. In putting adult education at the centre, the authors not only fill a deep gap in citizenship education, they push for more careful consideration of the many challenges citizens face globally. This book is a must read for those of us interested in the discourses of citizenship, adult education, and global civil society." Leona M. English is Professor of Adult Education at St. Francis Xavier University, Canada.

sted, utgiver, år, opplag, sider
London and New York: Routledge, 2018. s. 137 Opplag: 1
Serie
Routledge Research in Lifelong Learning and Adult Education Series
Emneord
Adult education, citizenship, citizen, critical
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-28875 (URN)978-0-8153-6280-7 (ISBN)
Tilgjengelig fra: 2018-11-09 Laget: 2018-11-09 Sist oppdatert: 2018-11-09bibliografisk kontrollert
Dahlstedt, M., Sandberg, F., Fejes, A. & Olson, M. (2018). Dissonant futures: occupational trajectories, gender and class in contemporary municipal adult education in Sweden. Journal of Education and Work, 31(1), 16-27
Åpne denne publikasjonen i ny fane eller vindu >>Dissonant futures: occupational trajectories, gender and class in contemporary municipal adult education in Sweden
2018 (engelsk)Inngår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 31, nr 1, s. 16-27Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middle-class students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations. 

Emneord
Adult education, adult students, caring, class, gender, respectability
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-26744 (URN)10.1080/13639080.2017.1400661 (DOI)2-s2.0-85035130568 (Scopus ID)
Tilgjengelig fra: 2017-12-11 Laget: 2017-12-11 Sist oppdatert: 2018-06-08bibliografisk kontrollert
Fejes, A., Olson, M., Rahm, L., Dahlstedt, M. & Sandberg, F. (2018). Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities. Scandinavian Journal of Educational Research, 2(3), 461-473
Åpne denne publikasjonen i ny fane eller vindu >>Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
Vise andre…
2018 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 2, nr 3, s. 461-473Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?

Emneord
adult education, popular education, individualisation, folk high schools, municipal adult education, governmentality
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-23030 (URN)10.1080/00313831.2016.1258666 (DOI)000428597800010 ()
Tilgjengelig fra: 2016-09-07 Laget: 2016-09-07 Sist oppdatert: 2018-04-20bibliografisk kontrollert
Wedin, Å., Claesson, U., Olson, M. & Irisdotter Aldenmyr, S. (2018). Introduktion. Utbildning och Lärande / Education and Learning, 12(1), 5-6
Åpne denne publikasjonen i ny fane eller vindu >>Introduktion
2018 (svensk)Inngår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, nr 1, s. 5-6Artikkel i tidsskrift, Editorial material (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Falun: Högskolan Dalarna, 2018
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-29113 (URN)
Merknad

Utbildning och lärande. Tidskrift

Tilgjengelig fra: 2018-12-18 Laget: 2018-12-18 Sist oppdatert: 2018-12-18bibliografisk kontrollert
Fejes, A., Dahlstedt, M., Olson, M. & Sandberg, F. (2018). Medborgarskap och utbildning för vuxna: Om Komvux, folkhögskola och medborgarskapandets praktiker (1ed.). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Medborgarskap och utbildning för vuxna: Om Komvux, folkhögskola och medborgarskapandets praktiker
2018 (svensk)Bok (Fagfellevurdert)
Abstract [sv]

Utbildning för vuxna lyfts ofta fram som en lösning på en rad aktuella samhällsutmaningar. Allt från miljöfrågor till den mer övergripande målsättningen att skapa ekonomisk tillväxt. Men vuxenutbildningen har också ett tydligt demokratiskt och medborgerligt uppdrag, och i denna bok utforskar detta medborgerliga uppdrag utifrån dess grundläggande antaganden, verkningssätt och konsekvenser.

sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2018. s. 170 Opplag: 1
Emneord
medborgarskap, utbildning, vuxna, komvux, folkhögskola, Sverige
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-28874 (URN)978-91-44-12657-9 (ISBN)
Tilgjengelig fra: 2018-11-09 Laget: 2018-11-09 Sist oppdatert: 2018-11-09bibliografisk kontrollert
Olson, M. (2017). Det oväntade i so-ämnenas undervisning: bjudningar till annat kunskapande och tillblivande. Nordidactica: Journal of Humanities and Social Science Education, 2, 1-7
Åpne denne publikasjonen i ny fane eller vindu >>Det oväntade i so-ämnenas undervisning: bjudningar till annat kunskapande och tillblivande
2017 (svensk)Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2, s. 1-7Artikkel i tidsskrift, Editorial material (Annet vitenskapelig) Published
Abstract [sv]

I detta temanummer riktar vi intresse mot So-ämnenas undervisning i skolan. Vi tar vår utgångspunkt i vad de flesta lärare vet, men kanske inte alltid finner tid, utrymme eller någon lämplig plattform att uttrycka. Nämligen att all undervisning, och i förlängningen all utbildning – av nödvändighet – är omhuldad av risk (Biesta 2013), av det som är oväntat. Ambitionen i artiklarna är inte i första hand att lyfta fram detta oväntade som en omständighet eller nödvändighet i allmän mening i utbildningssammanhang. Ambitionen är snarare att utifrån denna nödvändighet resa frågor till den dagliga undervisningen i de samhällsorienterade ämnena religionskunskap, samhällskunskap och historia, alternativt i so-undervisning generellt. Utifrån skilda empiriska, i högre eller lägre grad teoretiskt färgade ansatser, prövar vi att resa frågor som på olika sätt knyter an till vårt överordnade syfte i temanumret, vilket är att undersöka om, och i så fall vilka särskilda villkor eller bevekelsegrunder som kan tänkas prägla just de samhällsorienterade ämnenas undervisning, sett i ljuset av det oväntade som en potential, som möjlighet.

Emneord
det oväntade, samhällsorienterande ämnen, undervisning, risk
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-25626 (URN)
Tilgjengelig fra: 2017-07-21 Laget: 2017-07-21 Sist oppdatert: 2017-07-25bibliografisk kontrollert
Dahlstedt, M., Fejes, A., Olson, M., Rahm, L. & Sandberg, F. (2017). Medborgarskapandets paradoxer: Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid. Sociologisk forskning, 54(1), 31-50
Åpne denne publikasjonen i ny fane eller vindu >>Medborgarskapandets paradoxer: Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid
Vise andre…
2017 (svensk)Inngår i: Sociologisk forskning, ISSN 0038-0342, Vol. 54, nr 1, s. 31-50Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Paradoxes of citizen formation: Citizenship positioning in stories about belonging in an era of migration

This article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them.

sted, utgiver, år, opplag, sider
Sveriges Sociologförbund, 2017
Emneord
migration, citizenship, exclusion, discourse, belonging
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-24645 (URN)000398603900004 ()
Merknad

Sociologisk Forsknings digitala arkiv

Tilgjengelig fra: 2017-03-28 Laget: 2017-03-28 Sist oppdatert: 2017-04-28bibliografisk kontrollert
Sandberg, F., Fejes, A., Dahlstedt, M. & Olson, M. (2016). Adult education as a heterotopia of deviation: a dwelling for the abnormal citizen. Adult Education Quarterly, 66(2), 103-119
Åpne denne publikasjonen i ny fane eller vindu >>Adult education as a heterotopia of deviation: a dwelling for the abnormal citizen
2016 (engelsk)Inngår i: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, nr 2, s. 103-119Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault. 

Emneord
Heterotopia of deviation, Adult education, Foucault, Power, Citizenship, Precarious employment, poststructuralism
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-20532 (URN)10.1177/0741713615618447 (DOI)000373217300001 ()
Tilgjengelig fra: 2015-12-23 Laget: 2015-12-23 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Dahlstedt, M. & Olson, M. (2016). Ana's tragedy - and Europe's a contemplation over Romani, belonging and citizenship making in a Europe of migration. European Journal of Futures Research, 4(16), 1-10
Åpne denne publikasjonen i ny fane eller vindu >>Ana's tragedy - and Europe's a contemplation over Romani, belonging and citizenship making in a Europe of migration
2016 (engelsk)Inngår i: European Journal of Futures Research, ISSN 2195-4194, E-ISSN 2195-2248, Vol. 4, nr 16, s. 1-10Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not

Emneord
belonging, migration, roma, society, Sweden, Europe
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-23895 (URN)10.1007/s40309-016-0098-9 (DOI)
Tilgjengelig fra: 2017-01-01 Laget: 2017-01-01 Sist oppdatert: 2017-11-29bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-1776-478X