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  • 1.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Rum och plats i didaktiken: Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to argue for a systematic research approach on space and place, the WHERE-question in the Swedish research field of didactics. Two research traditions in subject and general didactics, focusing the WHAT- and the HOW-question, dominate the field. The educational situation of today is highly digitally driven which motivates the rele-vance of a more thorough and systematic analysis of the WHERE-question. It is argued that Swedish didactical research, and teaching in school in general, has to amplify the attention to the WHERE-question. Space and place are not empty containers in which social life happens to unfold. Space and place determines the communication, interaction and mea-ning making of individuals – individuals are always claimed by space and place.

  • 2.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 8-18Article in journal (Refereed)
  • 3.
    Andersson, Erik
    et al.
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund, Skövde, Sverige.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier: kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-100Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of education in school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own education.

  • 4.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nylund, Mattias
    Göteborgs universitet, Göteborg, Sweden.
    Yrkeslärare som värdebalanserare - värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, no 1, p. 82-101Article in journal (Refereed)
    Abstract [en]

    The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with voca-tional teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes stu-dents ́ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.

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