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Wozniczka, A. & Rosvall, P.-Å. (2020). A Nordic model in policy and practice? The case of immigrants and refugees in rural schools in Iceland and Sweden. The Hungarian Educational Research Journal
Open this publication in new window or tab >>A Nordic model in policy and practice? The case of immigrants and refugees in rural schools in Iceland and Sweden
2020 (English)In: The Hungarian Educational Research Journal, ISSN 0309-7846, E-ISSN 2064-2199Article in journal (Refereed) Epub ahead of print
Abstract [en]

Through a cross-national analysis of Iceland and Sweden, we investigate How are the two countries’ national and local educational systems ensuring access to education and social inclusion of immigrants and refugees? How do immigrant and refugee students talk about their agency in their classrooms, schools, and peer communities in rural contexts? Our analysis builds on fieldwork including classroom observations and interviews with immigrants (Iceland) and refugees (Sweden) aged 12–16 years, their teachers, and school principals, in four compulsory schools. The concept of ecology of equity is used to investigate power relations with regard to place and agency. The analysis also includes investigation of the politics of the teaching profession in response to students’ diversity. Findings show that although some students describe that they do not feel “othered,” the majority, especially refugee students in Sweden, do feel excluded from their peers. The Icelandic and Swedish rural schools are on their own in tackling issues of working with these students, despite the fact that their practices may lead to reinforcing inequalities between schools and regions of the two countries. In this sense, the approach of the two countries does not reflect the ideals of the Nordic welfare system.

Keywords
immigrants, refugees, rural schools, Nordic model, inclusion, agency
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-165968 (URN)10.1556/063.9.2019.3.37 (DOI)
Funder
Swedish Research Council, VR 2013-2142
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2019-12-06
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
Nilsson, S., Wallbing, U., Alfvén, G., Dalenius, K., Fors, A., Golsäter, M., . . . Lundberg, M. (2019). Development of the Help Overcoming Pain Early (HOPE) Programme Built on a Person-Centred Approach to Support School Nurses in the Care of Adolescents with Chronic Pain: A Feasibility Study. Children, 6(9), Article ID 95.
Open this publication in new window or tab >>Development of the Help Overcoming Pain Early (HOPE) Programme Built on a Person-Centred Approach to Support School Nurses in the Care of Adolescents with Chronic Pain: A Feasibility Study
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2019 (English)In: Children, ISSN 2227-9067, Vol. 6, no 9, article id 95Article in journal (Refereed) Published
Abstract [en]

Chronic pain and its consequences are major global health challenges, and the prevalence is increasing worldwide among adolescents. Adolescents spend most of their waking hours in school; however, there is limited research available on how school nurses can address chronic pain among adolescents in the Swedish school context. Therefore, we designed a person-centred intervention, known as Help Overcoming Pain Early (HOPE), to enable school nurses to offer adolescents strategies to manage their stress and pain. We used the Medical Research Council (MRC) framework for developing and designing this new complex intervention. For this study, we describe two of the four phases: (a) development and (b) feasibility and piloting. The final version of the HOPE programme consists of (i) an educational package for school nurses in the areas person-centred care, stress and pain education/management and gender perspective; and (ii) an intervention package for adolescents with chronic pain. The programme consists of four sessions during which adolescents with chronic pain have person-centred dialogues with a school nurse. The HOPE programme is based on the existing evidence of managing chronic pain and on the assumption that school nurses can support adolescents with chronic pain by using person-centred care.

Place, publisher, year, edition, pages
MDPI, 2019
Keywords
adolescent, chronic pain, person-centred care, school health care, stress
National Category
Nursing Pedagogy Health Care Service and Management, Health Policy and Services and Health Economy Pediatrics
Identifiers
urn:nbn:se:umu:diva-162620 (URN)10.3390/children6090095 (DOI)000487650700002 ()31450645 (PubMedID)
Available from: 2019-08-26 Created: 2019-08-26 Last updated: 2019-10-14Bibliographically 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
Rosvall, P.-Å. (2019). Perspectives of students with mental health problems on improving the school environment and practice. Education Inquiry
Open this publication in new window or tab >>Perspectives of students with mental health problems on improving the school environment and practice
2019 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

Mental health problems are increasingly common risk factors for chronic pain, while stressors in school are associated with persistent and recurrent pain among students, and negatively associated with educational achievements. Clearly, it is important to identify elements that influence frequencies or intensities of mental health problems. To assist such efforts, this study analysed views of interviewed upper secondary students, in terms of physical, social and mental spaces. The results corroborate previous findings, such as the importance of school staff members collaboratively addressing students’ problems. However, the participants also explicitly or implicitly suggested other improvements in school environments and practices that could help them to cope, thereby enhancing their functioning. These included treating mental health problems as general problems rather than problems of a specific group, to reduce stigmatisation and frequencies of symptoms. They also indicate that small interventions, e.g. providing help with structuring schoolwork and other activities may be surprisingly beneficial.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Educational improvement, student research, intervention, mental health
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-164809 (URN)10.1080/20004508.2019.1687394 (DOI)
Funder
Swedish Research Council, 2009-1088
Available from: 2019-11-02 Created: 2019-11-02 Last updated: 2019-11-04
Ragnarsson, S., Myléus, A., Hurtig, A.-K., Sjöberg, G., Rosvall, P.-Å. & Petersen, S. (2019). Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review. Journal of School Nursing
Open this publication in new window or tab >>Recurrent Pain and Academic Achievement in School-Aged Children: A Systematic Review
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2019 (English)In: Journal of School Nursing, ISSN 1059-8405, E-ISSN 1546-8364Article, review/survey (Refereed) Epub ahead of print
Abstract [en]

Recurrent pain and school failures are common problems in children visiting the school nurses office. The overall aim of the current study was to investigate the relationship between recurrent pain and academic achievement in school-aged children. Literature was searched in seven electronic databases and in relevant bibliographies. Study selection, data extraction, and study and evidence quality assessments were performed systematically with standardized tools. Twenty-one studies met the inclusion criteria and 13 verified an association between recurrent pain (headache, stomachache, and musculoskeletal pain) and negative academic achievement. Two longitudinal studies indicated a likely causal effect of pain on academic achievement. All studies had substantial methodological drawbacks and the overall quality of the evidence for the identified associations was low. Thus, children’s lack of success in school may be partly attributed to recurrent pain problems. However, more highquality studies are needed, including on the direction of the association and its moderators and mediators.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
recurrent pain, school-aged children, school failure, school nursing
National Category
Nursing Public Health, Global Health, Social Medicine and Epidemiology Learning
Identifiers
urn:nbn:se:umu:diva-157030 (URN)10.1177/1059840519828057 (DOI)
Available from: 2019-03-06 Created: 2019-03-06 Last updated: 2019-04-03
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
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
Nylund, M., Ledman, K., Rosvall, P.-Å. & Rönnlund, M. (2019). Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects. British Journal of Sociology of Education
Open this publication in new window or tab >>Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects
2019 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Article in journal (Refereed) Epub ahead of print
Abstract [en]

Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Vocational education, democratic rights, pedagogic codes, social class, Basil Bernstein, citizenship education
National Category
Pedagogical Work Pedagogy
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-164250 (URN)10.1080/01425692.2019.1665498 (DOI)000490805600001 ()
Funder
Swedish Research Council, 2015-02002
Available from: 2019-10-18 Created: 2019-10-18 Last updated: 2019-11-06
Rosvall, P.-Å. (2019). 'The local place' in pedagogic practices. In: Elisabet Öhrn & Dennis Beach (Ed.), Young people's life and schooling in rural areas: (pp. 45-64). Tufnell Press
Open this publication in new window or tab >>'The local place' in pedagogic practices
2019 (English)In: Young people's life and schooling in rural areas / [ed] Elisabet Öhrn & Dennis Beach, Tufnell Press, 2019, p. 45-64Chapter in book (Other academic)
Place, publisher, year, edition, pages
Tufnell Press, 2019
Series
Ethnography and Education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-164796 (URN)9781872767741 (ISBN)
Funder
Swedish Research Council, 2013-2142
Available from: 2019-11-01 Created: 2019-11-01 Last updated: 2019-11-21Bibliographically approved
Projects
Critical education in vocational subjects? Civic knowledge in vocational programmes, policy documents and classroom practice [2015-02002_VR]; Umeå University; Publications
Nylund, M., Ledman, K., Rosvall, P.-Å. & Rönnlund, M. (2019). Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects. British Journal of Sociology of Education
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3737-3244

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