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Publications (10 of 47) Show all publications
Rönnlund, M. (2019). Careers, agency and place: rural students reflect on their future. In: Elisabet Öhrn, Dennis Beach (Ed.), Young people’s life and schooling in rural areas: (pp. 65-82). London: Tufnell Press
Open this publication in new window or tab >>Careers, agency and place: rural students reflect on their future
2019 (English)In: Young people’s life and schooling in rural areas / [ed] Elisabet Öhrn, Dennis Beach, London: Tufnell Press, 2019, p. 65-82Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Tufnell Press, 2019
Series
Ethnography and Education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-164838 (URN)9781872767741 (ISBN)
Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2019-11-21Bibliographically approved
Rönnlund, M. (2019). Careers, agency and place: Rural students reflect on their future. In: Elisabet Öhrn, Dennis Beach (Ed.), Young people’s life and schooling in rural areas: . London: Tufnell Press
Open this publication in new window or tab >>Careers, agency and place: Rural students reflect on their future
2019 (English)In: Young people’s life and schooling in rural areas / [ed] Elisabet Öhrn, Dennis Beach, London: Tufnell Press , 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Tufnell Press, 2019
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-167398 (URN)
Available from: 2020-01-18 Created: 2020-01-18 Last updated: 2020-01-20
Junghyon, Y. & Rönnlund, M. (2019). Control and agency in comprehensive schools: A cross-cultural perspective of democratic schooling in Finland and Korea. In: NERA 2019, 6-8 March, 2019, Uppsala, Sweden: Education in a globalized world. Paper presented at NERA.
Open this publication in new window or tab >>Control and agency in comprehensive schools: A cross-cultural perspective of democratic schooling in Finland and Korea
2019 (English)In: NERA 2019, 6-8 March, 2019, Uppsala, Sweden: Education in a globalized world, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Drawing on a cross-cultural qualitative study in Finnish and Korean comprehensive schools, we explore how student agency is controlled or manifested in ordinary school scenes and how students reflect their experiences on control and agency. Focusing on teaching-learning practices, student-teacher interactions in daily routines and students’ movements in physical and virtual spaces, we aim to understand how power relations and control indwelling everyday school practices are connected to the issue of the school life of students as democratic citizens.

We utilised an analytical differentiation of the ‘official’, ‘informal’ and ‘physical’ schools (Gordon, Holland and Lahelma, 2000) to analyse the inherent complexity in everyday school life. We also employed Bernstein’s (1996) concepts of classification and framing as the theoretical lens with which to examine relationships between students and teachers and the school system as an institution which has boundaries and hierarchies within it.

The analysis draws on qualitative data produced through fieldwork in two comprehensive schools in southern Finland, and in two primary schools and two middle schools in Seoul, Korea. The data consist of field notes generated through observations and interviews with students and their class teachers. The process of analysis was inspired by a cross-cultural qualitative approach (Lahelma and Gordon, 2010) that combines and relates data from both countries to enhance a theoretical understanding of analogical incidents through the analysis of various cultural contexts and to challenge taken-for-granted familiarity indwelling in the schooling of each national context.

The findings indicate that student agency was controlled and encouraged by varying pedagogic practices that embedded differing understandings on the roles of teachers and students. Students sought to increase their agency and hoped to find the balance between their agency and control, also revealing paradoxical preferences on the limitation of their agency. However, to sum up, student agency was extensively limited, and strong classification appeared throughout school life. Student agency was restricted the most in teaching-learning practices; teacher control in daily routines appeared differently in relation with the roles of teachers in each sociocultural context; and student agency was limited both in real and virtual space.

Lastly, our analyses of control, agency and classification of and among school members and systems lead this article to the discussion of democratic schooling from a cross-cultural perspective. Learning from Nordic school ethnographies and cross-cultural research, we expect that our discussions between Finnish and Korean contexts could provide interesting implications to the research field by connecting individualistic/collectivistic culture and educational welfare systems with student agency

National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156821 (URN)
Conference
NERA
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-03-06Bibliographically approved
Ledman, K., Nylund, M., Rönnlund, M. & Rosvall, P.-Å. (2019). Democratic implications of school based activities before and after workplace learning. In: : . Paper presented at NERA 2019: The Nordic Educational Research Association, 6-8 March, Uppsala Sweden (pp. 128-129).
Open this publication in new window or tab >>Democratic implications of school based activities before and after workplace learning
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-157107 (URN)
Conference
NERA 2019: The Nordic Educational Research Association, 6-8 March, Uppsala Sweden
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-03-25Bibliographically approved
Rönnlund, M. (2019). 'I Love this Place, but I Won’t Stay': Identification with Place and Imagined Spatial Futures Among Youth Living in Rural Areas in Sweden. Young - Nordic Journal of Youth Research, 1-15
Open this publication in new window or tab >>'I Love this Place, but I Won’t Stay': Identification with Place and Imagined Spatial Futures Among Youth Living in Rural Areas in Sweden
2019 (English)In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study contributes to a body of literature that addresses relationships betweenspace, place and identity, and their effects on young people’s ‘spatial horizons’.Drawing on ethnographic data from Sweden, it analyses youths’ identification withhome place and how it relates to their imagined spatial futures in terms of staying‘local’ or migrating. The findings indicate that locality strongly influenced the identity-processing of youths, but there was no straightforward relationship betweenidentification with home place and willingness to stay in that place. Rather thehome place’s perceived and narrated relation to other places, as well as its materialconditions, social relationships and practices, contributed to the youths’ articulatedviews of their spatial futures.

Place, publisher, year, edition, pages
Sage Publications, 2019
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156817 (URN)10.1177/1103308818823818 (DOI)
Funder
Swedish Research Council, 2013–2142
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-04-05
Rönnlund, M. (2019). Identitet på skolgården (1ed.). In: Ann Pihlgren (Ed.), Rasten: Möjligheternas mellanrum (pp. 157-172). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Identitet på skolgården
2019 (Swedish)In: Rasten: Möjligheternas mellanrum / [ed] Ann Pihlgren, Lund: Studentlitteratur AB, 2019, 1, p. 157-172Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-167400 (URN)978-91-44-12404-9 (ISBN)
Note

2020-01-20: köar på boken. /ML

Available from: 2020-01-18 Created: 2020-01-18 Last updated: 2020-01-20Bibliographically approved
Rönnlund, M., Rosvall, P.-Å. & Johansson, M. (2019). Landsbygdens unga: Utbildning, plats och delaktighet. In: : . Paper presented at Resultatdialog 2019, Göteborg, 3-4 december, 2019.
Open this publication in new window or tab >>Landsbygdens unga: Utbildning, plats och delaktighet
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-167405 (URN)
Conference
Resultatdialog 2019, Göteborg, 3-4 december, 2019
Available from: 2020-01-18 Created: 2020-01-18 Last updated: 2020-01-20Bibliographically approved
Rönnlund, M., Ledman, K., Nylund, M. & Rosvall, P.-Å. (2019). Life skills for 'real life': How critical thinking is contextualised across vocational programmes. Educational research (Windsor. Print), 61(3), 302-318
Open this publication in new window or tab >>Life skills for 'real life': How critical thinking is contextualised across vocational programmes
2019 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 61, no 3, p. 302-318Article in journal (Refereed) Published
Abstract [en]

Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.

Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?

Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of 'horizontal and vertical knowledge discourses' and 'discursive gaps'.

Findings and conclusions: Overall, teaching that was observed focused primarily on 'doing'. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to 'Personal experiences', 'The other(s)' and 'Wider perspectives'. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
critical thinking, vocational education, citizenship education, discursive gaps, life skills, 21st century skills
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-161848 (URN)10.1080/00131881.2019.1633942 (DOI)000475213900001 ()
Available from: 2019-08-08 Created: 2019-08-08 Last updated: 2019-08-08Bibliographically approved
Bergström, P., Rönnlund, M. & Tieva, Å. (2019). Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge. In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok. Paper presented at Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019.
Open this publication in new window or tab >>Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge
2019 (English)In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’.  The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163629 (URN)
Conference
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved
Rönnlund, M. & Rosvall, P.-Å. (2019). Reproduction of social relations in rural schools and communities. In: Elisabet Öhrn, Dennis Beach (Ed.), Young people’s life and schooling in rural areas: (pp. 104-120). London: Tufnell Press
Open this publication in new window or tab >>Reproduction of social relations in rural schools and communities
2019 (English)In: Young people’s life and schooling in rural areas / [ed] Elisabet Öhrn, Dennis Beach, London: Tufnell Press, 2019, p. 104-120Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Tufnell Press, 2019
Series
Ethnography and Education
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-164841 (URN)9781872767741 (ISBN)
Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2019-11-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5308-7002

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