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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., 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
Beach, D., Johansson, M., Öhrn, E., Rönnlund, M. & Rosvall, P.-Å. (2019). Rurality and education relations: metro-centricity and local values in rural communities and rural schools. European Educational Research Journal (online), 18(1), 19-33
Open this publication in new window or tab >>Rurality and education relations: metro-centricity and local values in rural communities and rural schools
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2019 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 18, no 1, p. 19-33Article in journal (Refereed) Published
Abstract [en]

Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
rural, urban, education markets, ethnography, multi-sited ethnography
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-147608 (URN)10.1177/1474904118780420 (DOI)2-s2.0-85048751193 (Scopus ID)
Funder
Swedish Research Council
Available from: 2018-05-09 Created: 2018-05-09 Last updated: 2019-08-08Bibliographically approved
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Space for active learning: Envisioned and practiced school design.. In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world. Paper presented at NERA.
Open this publication in new window or tab >>Space for active learning: Envisioned and practiced school design.
2019 (English)In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a case study of trends and transitions in the context of Nordic school design. The aim is to explore how local stakeholders in Sweden (principals, school leaders and architects) involved in school building projects envision a ‘good’ learning environment and what perceptions of teaching and learning that underlie their visions. By including various groups of stakeholders, we also aim at exploring how their views relate to each other. Drawn on the results, we discuss their ideas in relation to wider discourses on teaching and learning in late modern society with focus on local – global transitions.

The study draws on a relational understanding of space (Massey 2005; McGregor 2004), and the idea that physical, social and pedagogical dimensions of learning space are generated together and continuously in process. Furthermore, we understand learning spaces as areas where power relations, control and agency are performed. In line with this understanding the analysis draws on Bernstein’s concepts ‘classification’ and ‘framing’ (Bernstein 2000).

We conducted semi-structured interviews with stakeholders at different levels (municipality level, school level) involved in projects concerning construction and reconstruction of school buildings. At the level of municipalities, interviews where held with 8 officials/school leaders and 3 architects. At the school level, interviews where held with 9 principals (n 20). Interview data was analysed inspired by Critical Discourse Analysis as advocated by Wodac and Fairclough (1997).

We identified two main discourses about how learning space shall be constituted, that differed in terms of classification. One which celebrated clear boundaries and separations between different places/localities, i.e. strong classification in physical space, and one which celebrated more blurred boundaries and separations in physical space, i.e. weak classification between localities. Furthermore, the framing came in different forms in the two discourses - more strong framing of student-teacher relations and communication in the first discourse and more weak framing in the second discourse. Thus, strongly classified physical space seemed to entail (or operate with) strong framing of communication and behaviour (clear and explicit rules and principles for classroom practices), and weak classified physical space seemed to entail (or operate with) more weak framing of practices (the rules and principles for learning being merely implicit). No matter of what discourse or profession they represented, the stakeholders advocated a pedagogical approach directed towards ‘active’ learning and saw the student as an ‘active learner‘.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-156827 (URN)
Conference
NERA
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-03-06Bibliographically approved
Berggren, L., Olsson, C., Talvia, S., Hörnell, A., Rönnlund, M. & Waling, M. (2019). The lived experiences of school lunch: an empathy-based study with children in Sweden. Children's Geographies
Open this publication in new window or tab >>The lived experiences of school lunch: an empathy-based study with children in Sweden
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2019 (English)In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277Article in journal (Refereed) Epub ahead of print
Abstract [en]

School lunch is in general regulated through policies and agendas constituted by the perspectives of adults. In this article, we focus on children’s lived experiences of school lunch with a special emphasis on emotions and how they relate to social and physical dimensions. This study draws on empathy-based stories written by 10–11 year olds (n = 171) from schools in Sweden. We identified three themes: Interaction and exposure, Routines and restrictions and Food and eating. The children’s lived experiences of school lunch and the emotions attached to them are closely associated and intertwined with the socio-spatial dimension of school lunch. A pleasant meal experience seems to require harmonization between the physical and social space whilst negative experiences contain tensions between them, something that actors working with school lunch and school lunch environments should take in consideration when resourcing, planning and scheduling school lunch, and also when designing new school restaurants.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
School lunch, lived experiences, empathy-based stories, emotions, children's spaces, Henri Lefebvre
National Category
Nutrition and Dietetics
Identifiers
urn:nbn:se:umu:diva-161898 (URN)10.1080/14733285.2019.1642447 (DOI)000476147700001 ()2-s2.0-85069037183 (Scopus ID)
Available from: 2019-08-08 Created: 2019-08-08 Last updated: 2019-08-08
Rönnlund, M. & Rosvall, P.-Å. (2019). The organisation around workplace learning in VET and its implications for teaching and learning critical thinking. In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world. Paper presented at NERA. Umeå
Open this publication in new window or tab >>The organisation around workplace learning in VET and its implications for teaching and learning critical thinking
2019 (English)In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world, Umeå, 2019Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Umeå: , 2019
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156825 (URN)
Conference
NERA
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-03-06Bibliographically approved
Rönnlund, M. (2018). Den professionella föreningen: en fallstudie av en idrottsförening med rötter i svensk föreningstradition. Swedish Journal of Sport Research, 7(1)
Open this publication in new window or tab >>Den professionella föreningen: en fallstudie av en idrottsförening med rötter i svensk föreningstradition
2018 (Swedish)In: Swedish Journal of Sport Research, ISSN 2001-6018, E-ISSN 2001-9475, Vol. 7, no 1Article in journal (Refereed) Published
Abstract [sv]

I den här artikeln problematiseras och diskuteras de professionaliseringsprocesser som många svenska idrottsföreningar genomgår och hur dessa tenderar att påverka det interna föreningsdemokratiska arbetet. Genom intervjuer med föreningsmedlemmar i en nutida “modern” idrottsförening med rötter i svensk föreningstradition belyser jag vad som sker i mötet mellan en folkrörelserotad föreningskultur uppbyggd kring demokratiska beslutsprocesser, och den marknadskultur som alltmer präglar idrotten. Studien ger exempel på frågor, diskussioner och föreningsdemokratiska processer som professionaliseringen ger upphov till och hur de hanteras av styrelseledamöter, verksamhetsledare, föräldrar och aktiva. Här diskuteras också hur yttre och inre professionalisering kan påverka relationen mellan den enskilde föreningsmedlemmen och föreningen, samt eventuellt försvaga förväntade deltagareffekter.

Place, publisher, year, edition, pages
Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning, 2018
Keywords
föreningsdemokrati, beslutsprocesser, professionalisering, konkurrens, kompetens
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-145286 (URN)
Available from: 2018-02-26 Created: 2018-02-26 Last updated: 2019-08-08Bibliographically approved
Ledman, K., Nylund, M., Rosvall, P.-Å. & Rönnlund, M. (2018). How femininities are performed and valued in three domains of vocational education. In: ECER 2018, Bolzano, 3–7 September, 2018, Free University Bolzano: Inclusion and Exclusion, Resources for Educational Research?. Paper presented at ECER 2018, Bolzano.
Open this publication in new window or tab >>How femininities are performed and valued in three domains of vocational education
2018 (English)In: ECER 2018, Bolzano, 3–7 September, 2018, Free University Bolzano: Inclusion and Exclusion, Resources for Educational Research?, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Gendered identity and norms interplay with other social categories, as ethnicity, age and class. What is valued and recognised as ways of being a girl and women in one social group differs from another. In this study, we focus on how girls in three different tracks of vocational education act/perform gender as a part of their vocational, civic and private identity - in relation to peers and teachers. The research was carried out in Swedish upper secondary education, where the pupils, after comprehensive K-9, chose between twelve Vocational education and training programmes (VETP) alongside six Higher education preparatory programmes (HEPP). On a general level, the pupils applying for the VET programmes have working class background (parents with low educational level, level of income and living standard compared to students applying for HEPP) (Broady and Börjesson 2006). The VET programmes are strongly gendered, some programmes being either boy- or girl-dominated by tradition, peer-pressure and/or other fractors (Fehring and Herring 2013; Lundahl 2011), and gendered-marked vocational programmes have gendered practices (Connell 2006; Smyth and Steinmetz 2015). We argue that exploring gender in VET is of particular importance because of the strong gender divide. This is not only the case in Sweden, but rather a general phenomenon throughout Europe. The division, and ‘keeping apart’, of women and men is an important principle of upholding gendered categories, which is a prerequisite for the logic of men as norm (compare Hirdman 1988). The problem investigated is expected to generate results that can further the understanding of gender and vocational education more generally.

In her anthropological study of groups in the Children and recreation programme and Social science programme, Ambjörnsson (2004) shows how norms and ideals of femininity is performed differently by VETP girls and HEPP girls. As Ambjörnsson, we are influenced by the works by Skeggs (2004; 2000) on how working class girls and women perform gendered subjectivities that differs from valued feminitities within middle class. We consider gender to be reified through social performances (compare Butler 2006 [1999]) and thus as socially constructed identities. Also, in line with Butler (2006 [1999] we acknowledge that the constant practices of performing gender opens for possibilities to change and challenge norms: subversive performativity. Our ambition is to explore how ‘girls’ - norms and ideals of femininity - are constructed in different contexts, i.e. different VET programmes. This means that we are comparing the performance of gender within the larger group of pupils enrolled in VET, i.e. a group of pupils that on an aggregated level have a working-class background, not, as Ambjörnsson (2004), pupils in VETP with HEPP, which have a larger share of pupils with middle class background. The three VET-programmes selected are gendered in terms of ratio of girls/boys enrolled and reflects a gendered divided labour market: Health and Care (HC) programme (81% girls), Restaurant management (RM) programme (58% girls) and Vehicle and transport (VT) programme (14% girls). The question of how girls act/perform gender as a part of their vocational, civic and private identity - in relation to peers and teachers in different VET contexts - are largely unexplored. The aim of this study is thus to contribute with knowledge of the processes of being and becoming a girl and a young women in the specific context of vocational education and training. RQ: How do the pupils perform feminitity? What ways of performing femininity is recognised, encouraged and valued by others?, and the other way around, what ways of performing femininity is not recognised, but opposed and disqualified?

National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-156813 (URN)
Conference
ECER 2018, Bolzano
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-03-06
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5308-7002

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