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  • 1.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Öhrn, Elisabet
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge2023In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed)
    Abstract [en]

    Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests.

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  • 2.
    Beach, Dennis
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Öhrn, Elisabet
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge2023In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, p. 1-18Article in journal (Refereed)
    Abstract [en]

    Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests. 

  • 3.
    Mahon, Kathleen
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Heikkinen, Hannu, L.T.
    Jyväskylä University, Finland.
    Huttunen, Rauno
    Turku University, Finland.
    Critical educational praxis in university ecosystems: Enablers and constraints.2018In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed)
    Abstract [en]

    Universities serve several important functions in society today through research, education, and community engagement, not least helping people to live meaningfully in society, and helping to create a world worth living in. A kind of practice that seems particularly important in fulfilling such responsibilities is critical educational praxis, a social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change. Yet, the contemporary university is not exactly a niche for critical educational praxis. There are many practices and arrangements within higher education that make the enactment of critical educational praxis very challenging. This paper explores this concern by explicating the notion of critical educational praxis and examining enablers and constraints for critical educational praxis drawing on an empirical study conducted in one university setting. Our aim in doing so is to prompt consideration of the kind of university ecosystems currently being created, and the implications of this for academic communities and society. 

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    fulltext
  • 4.
    Norlund, Anita
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Fiction reading in a practice where L1 and L2 learners are taught together2019In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed)
    Abstract [en]

    This article deals with an educational practice that involved mainstreaming students taking Swedish as a second language and others taking Swedish as a first language. It explores the fiction-reading teaching practice in this mainstreaming framework, a matter of which has been intensely debated internationally. Three upper secondary classes and four teachers were involved and the empirical data consists of interviews and classroom observations. The analysis is built on the theory of practice architecture and captures a set of three arrangements; cultural-discursive, material-economic and social-political, and seeks to illuminate the associated opportunities and obstacles. The teachers’ balanced approaches were found to be enabling while constraining aspects emerged in relation to, among other things, unclear policy documents. The theory not only helped identifying the complexity of implementing a mainstreamed classroom, but also the benefits arising from teachers who took a praxis approach.

    Download full text (pdf)
    fulltext
  • 5.
    Sjølie, Ela
    et al.
    Norwegian University of Science and Technology.
    Francisco, Susanne
    Charles Sturt University.
    Langelotz, Lill
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Communicative learning spaces and learning to become a teacher2018In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, ISSN 1468-1366Article in journal (Refereed)
    Abstract [en]

    This paper explores teacher learning. It focuses on access to ‘communicative learning spaces’ (a concept we coin and develop within this paper) and argues that the creation of such spaces can be a powerful enabler of teacher learning. We draw on the findings from three studies conducted in three different countries - Norway, Australia and Sweden. The studies focused on different stages of teacher learning - initial teacher education, the induction phase of teacher learning in the workplace, and the continuing professional learning of in-service teachers.  The paper considers the features that characterise communicative learning spaces and their development. Using the theory of practice architectures we examine what enabled and constrained the development of these communicative learning spaces in each of the three cases. 

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