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  • 1.
    Beach, Dennis
    et al.
    Göteborgs universitet.
    Johansson, Monica
    Göteborgs universitet.
    Öhrn, Elisabet
    Göteborgs universitet.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rurality and education relations: metro-centricity and local values in rural communities and rural schools2019In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 18, no 1, p. 19-33Article in journal (Refereed)
    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.

  • 2.
    Berggren, Linda
    et al.
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Olsson, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Waling, Maria
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Between good intentions and practical constraints: Swedish teachers' perceptions of school lunch2021In: Cambridge Journal of Education, ISSN 0305-764X, E-ISSN 1469-3577, Vol. 51, no 2, p. 247-261Article in journal (Refereed)
    Abstract [en]

    In Sweden, pupils eat tax-funded school lunches, often in the company of teachers. This article focuses on Swedish compulsory school grade (ages 7-15) teachers' (n = 823) perceptions of the school lunch in terms of intentions and daily practice. Analysis was based on written answers for an open-ended question that was part of a questionnaire focusing on teachers' attitudes towards school lunch as a pedagogical activity. It was found that participating teachers saw the potential of the school lunch, placing emphasis on the social interaction that takes place in the school restaurant and the possibility of meeting pupils in a more informal setting. However, a key outcome was teachers' depictions of the struggle between ideals and reality with the effect that teachers were not always provided with favourable conditions for school lunch interactions. It is important to address this in order to improve meal-time practices and the experience of school lunch.

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  • 3.
    Berggren, Linda
    et al.
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Waling, Maria
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Olsson, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Food, Nutrition and Culinary Science.
    School lunch – not an integrated part of the educational work at school: - Head teachers’ perceptions and experiences of school lunch in SwedenManuscript (preprint) (Other academic)
  • 4.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge2019In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Conference paper (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.

  • 5.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tieva, Åse
    Umeå University, Faculty of Social Sciences, Department of Education.
    Making the transition from teacher-centered teaching to students’ active learning: developing transformative agency2023In: Creating dynamic places for learning: an evidence based design approach / [ed] Peter C. Lippman; Elizabeth A. Matthews, Springer Nature, 2023, p. 99-115Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on a local school development project initiatedby teachers who experienced students’ lack of engagement, passive learning, andabsence from school. In order to achieve more active learning among the students,the teachers built an active learning classroom and set out to develop teaching methodsappropriate for the new classroom. This process turned out to be more complex thanexpected and raised questions not only about the teachers’ teaching, but also abouttheir learning and more specifically about how they as a collective created transformative agency. In this chapter, we highlight how the teachers gained transformativeagency and the situations that characterized this process. Inspired by cultural historical activity theory, we pay attention to stimuli that helped the teachers to bring forthand deal with conflicts of motives that led to break-outs from the teacher-centeredteaching and thereby created transformative agency toward a classroom practicecharacterized by students’ active learning. 

  • 6. Bergström, Peter
    et al.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Upper secondary school teachers’ first encounter with the active learning classroom: What can we learn from a perspective of power and control?2020In: IADIS International Conference Educational Technologies 2020 / [ed] P Kommers, A Backx, N Viana, T Issa & P Isaías, São Paulo, 2020, p. 57-64Conference paper (Refereed)
    Abstract [en]

    This paper reports on a research and development project based upon problems in upper secondary school, namely students’ lack of engagement, passive learning and students’ absence from school. Looking to solve this problem, a group of upper secondary school teachers came across and saw potential in the concept, physical space and method of the “Active Learning Classroom (ALC)”, a concept from higher education. The aim of this particular study was to explore teaching in the ALC from the perspective of power and control. The research questions embrace issues on both the physical learning environment of the ALC, teacher practices in the ALC and what kind of teacher practices enhance active learning. The theoretical framework was based on Bernstein’s concepts of power and control. The study applied methods of video recorded classroom observations and field notes. The findings indicate a designed physical learning environment where power was conferred to the students. That placed demands on the teachers with regard to how they handled control in practice. Findings further indicate that when teachers had more active control over pace and sequencing, this increased productivity and more active learning among the students.

  • 7.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Upper secondary school teachers’ first encounter with the active learning classroom: What can we learn from a perspective of power and control?2020In: IADIS International Conference Educational Technologies 2020 / [ed] P. Kommers, A. Backx, N. Viana, T. Issa & P. Isaías, IADIS Press, 2020, p. 57-64Conference paper (Refereed)
    Abstract [en]

    This paper reports on a research and development project based upon problems in upper secondary school, namely students’ lack of engagement, passive learning and students’ absence from school. Looking to solve this problem, a group of upper secondary school teachers came across and saw potential in the concept, physical space and method of the “Active Learning Classroom (ALC)”, a concept from higher education. The aim of this particular study was to explore teaching in the ALC from the perspective of power and control. The research questions embrace issues on both the physical learning environment of the ALC, teacher practices in the ALC and what kind of teacher practices enhance active learning. The theoretical framework was based on Bernstein’s concepts of power and control. The study applied methods of video recorded classroom observations and field notes. The findings indicate a designed physical learning environment where power was conferred to the students. That placed demands on the teachers with regard to how they handled control in practice. Findings further indicate that when teachers had more active control over pace and sequencing, this increased productivity and more active learning among the students.

  • 8.
    Frelin, Anneli
    et al.
    University of Gävle, Sweden.
    Grannäs, Jan
    University of Gävle, Sweden.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Transitions in Nordic school environments – an introduction2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 3, p. 217-224Article in journal (Other academic)
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  • 9.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Norlin, Björn
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The History of the Swedish Schoolyard: The Outdoor School Environment as a Pedagogical and Social Space, 1611–20112014Conference paper (Refereed)
    Abstract [en]

    Activities on the schoolyard, whether they take place during free recess or as a part of a more structured pedagogical practice, are highly important both to pupils’ social experiences of schooling and to their concrete learning processes. This has been made evident through several studies during the last decades (e.g. Blatchford & Sharp 1994; Pellegrini & Blatchford 2003) and it is today an increasingly common starting point for researchers engaged in the study of contemporary schooling. In educational history however, the picture is somewhat different. Even though the schoolyard seems to have a past almost as long as organised schooling itself, very little analytical attention has been provided this space (and the outdoor school environment as such), especially in the form of long-term historical studies.

    The main purpose of our study is to contribute to the understanding of the outdoor school environment as a pedagogical and social space by analyzing the history of the schoolyard in a Swedish educational context from the formation of the “modern” state governed school system in the early 17th century up until the very present.

    The theoretical point of departure is Henri Lefebvre’s (1991) theory of the production of social space. This implies that space should not be seen as a passive physical manifestation or merely a context for material activities but also a producer of subjectivities, mental conditions and social relations. Lefebvre’s three spatial dimensions are highlighted in our analysis, namely a) representations of space (conceived space); b) spatial practice (perceived space) and c) representational spaces (lived space). The first dimension corresponds to the imagined, planned, conceived space (often the professionalized public space), the second to the material, physically perceived space, and the third to the existential, lived space, which includes actions, experiences and feelings. Although analytically distinctive and useable, we understand these three dimensions as mutually intertwined in practice. Thus, intended schoolyard activities and material conditions merge with actions, social relations and mental structures. Based on Lefebvre, the schoolyard is seen as a physical place, which by nationally and locally formulated formal and informal representations becomes loaded with collective symbolic ambitions and expectations. On an everyday basis, pupils and teachers continuously participate in the forming of the schoolyard and negotiate its meanings and significances. In the ambition to examine and analyze the production of the schoolyard as a social space the following analytical dimensions and research questions will be guiding our study:

    A) Representations of space (conceived space): How has the conception of the schoolyard been formed and transformed in educational planning on a national and a local level? What central ideas about the ideal uses and features of the schoolyard have marked formal and informal regulation at different points of time, and how has this varied as regards to different parts of the educational system? What influences from dominating discourses (i.e. premises concerning childhood, play, pedagogy, knowledge, and so on) has effected these formal representations?

    B) Spatial practice (perceived space): How has the schoolyard been formed physically and materially?

    C) Representational space (lived space): What kinds of social activities have been conducted on the schoolyard, and what cultural and symbolic values have been attached to this space by pupils, school staff and others?

    Method: The most important sources for our study are formal instructions on national as well as local level, such as school curriculum texts, state regulations, construction plans and blueprints. This will make up the spine of the study. In addition to this, photographs and drawings are also being examined, as well as teacher, pupil and architect magazines. For the more recent parts of the investigated period interviews have been carried out with pupils, teachers and others engaged in schoolyard issues. The sorting and the analysis of the data are based on the three spatial dimensions described above, and has been carried out in a hermeneutic tradition. There are of course several methodological problems that need to be handled in a study like this. First of all, a challenging problem is caused by the long time-span of the study and the different nature of sources at hand at different time periods. The pre-modern sources more or less exclusively consists of formal, national and local decrees on schooling, whereas the sources from mid-19th century and onwards becomes successively richer, and therefore permits more in depth studies on several areas. This, in turn, creates problems as regards to finding a balance in the overall analysis, for example when it comes to studying spatial change. It also has an impact on where the main focus of our study is placed; namely on representations of space and on formal planning on different levels (as this is the dimension where we can achieve a comprehensive long-term study). This imposes an inevitable hierarchisation both between the three general analytical dimensions of the study but also within each category. Secondly, Lefebvre’s grand theory about the production of social space might work well as a joint analytical hub, but needs to be combined and added up with other (spatial and discursive) theories and approaches, and perhaps also with a more common framework for understanding the role of education in society. Finally, methodological difficulties also stems from the schoolyard being an atomized and multi-functional space (including for example a plot, plantations, botanical garden, a play area, a privy, a flagpole, secret places, etc.) and thus also multi-dynamic as regards to change. This creates challenges as to how sort out different patterns of change related to this space.

    Expected Outcomes: Although the study is far from completed some preliminary conclusions can be discussed against the background of the analytical dimensions presented above. As regards to the schoolyard as a conceived space, it has, to varying extent, been a place for play and sports, for rest and recreation, for teaching, fostering or for moral influence; it has been an instructive and model outdoor space for pupils or the surrounding community due to its aesthetics, as well as an object for economic, safety and health considerations. This has had effects on the physical schoolyard where both changes and continuities over the long investigated period can be seen. The lived schoolyard appears to be highly age differentiated and partly gender differentiated and strongly connected to activities and social relations. The lived schoolyard is both a safe and a dangerous place, and even if it is regulated, it offers possibilities to challenge the rules of the school. The lived schoolyard is also a children’s place - the presence of adults has been minimal except from the latest two or three decades. When intersecting the analyses of the three dimensions can we see that central ideas about the schoolyard, formed in relation to historical changes in school and society, have been materialized in the physical shaping of school sites. We can also see how central ideas have affected the lived schoolyard, but also the other way around. In the presentation the conclusions about the production of the schoolyard as a social space will be discussed in the light of illustrating empirical examples.

  • 10.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The Conceived Schoolyard: A Comparison between Sweden and France2016Conference paper (Refereed)
  • 11. Larsson, Anna
    et al.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    The History of the Swedish Schoolyard: The Outdoor School Environment as a Pedagogical and Social Space, 1611–2011.2014Conference paper (Other academic)
  • 12. Larsson, Anna
    et al.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The spatial practice of the schoolyard: A comparison between Swedish and French teachers' and principals' perceptions of educational outdoor space2017Conference paper (Refereed)
  • 13.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The spatial practice of the schoolyard: A comparison between Swedish and French teachers' and principals' perceptions of educational outdoor spaces2021In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 21, no 2, p. 139-150Article in journal (Refereed)
    Abstract [en]

    In this study French and Swedish teachers' and principals' opinions and everyday uses of the schoolyard is in focus: What do they perceive as desirable and undesirable in the schoolyard, what similarities and differences exist between the two groups of pedagogues, and how can these be understood? The study employs a cross-cultural design and is based on interviews with 10 pedagogues. The analysis highlights similarities and differences concerning what shall take place in the schoolyard and how this is to be achieved. Based on a theoretical framework from Lefebvre and Bernstein, the findings are discussed in relation to explicit ideas found in the school curricula and to nation-specific educational contexts and their cultural and organizational distinctiveness.

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  • 14.
    Ledman, Kristina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Nylund, Mattias
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Being and becoming a female student and worker in gendered processes of vocational education and training2021In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 33, no 5, p. 514-530Article in journal (Refereed)
    Abstract [en]

    This article reports results of an ethnographic study of how girls are positioned, and position themselves, in relation to gender regimes in three vocational programmes in Swedish upper secondary education: Restaurant Management & Food, Health & Social Care, and Vehicle & Transport. The comparison shows that there are different possible feminine positions where the girls resist and comply to varying degrees both within and between the programmes, with expectations interrelated with discourses of consumption, caring and production. However, generally the position of emphasised femininity is most prominent and becoming a female worker in the programmes’ settings involves complying with feminine ideals of a caring discourse, regardless of whether the VET is oriented towards education for masculine production work, or feminine consumption work.

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  • 15.
    Nylund, Mattias
    et al.
    Göteborgs universitet.
    Ledman, Kristina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects2020In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 41, no 1, p. 1-17Article in journal (Refereed)
    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.

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  • 16.
    Rosvall, Per-Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ledman, Kristina
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nylund, Mattias
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Construction of ethnicity, immigration and associated concepts in Swedish vocational education and training2018In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 31, no 7-8, p. 645-659Article in journal (Refereed)
    Abstract [en]

    Surges of migration into Sweden and other European countries have raised needs to adjust civic education to provide Bernsteinian pedagogic rights of enhancement, participation and inclusion, both generally and in VET specifically. However, associated issues have received little research attention even in countries with colonial histories and longer traditions of immigration and non-native ethnic minorities. Moreover, most published empirical studies on race and ethnicity issues in VET have had Anglophone settings. Thus, research in other contexts is needed to broaden understanding and distinguish between general and context-specific aspects.

    This article addresses gaps in knowledge of the construction and significance of race and ethnicity in VET, particularly in Swedish contexts. First, it examines how critical understandings of being an immigrant, immigration and ethnicity are constructed in pedagogic practices in Swedish VET programmes, then analyses students’ and teachers’ discussion of these issues. Content related to immigration and ethnicity was sparse in monitored VET classes, but the presence of immigrants increased instances of both spontaneous and planned content. We conclude that pedagogic practices do not reflect the large increase in numbers of students in Swedish schools with immigrant backgrounds, and greater intercultural awareness is needed to safeguard their pedagogic and general democratic rights.

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  • 17.
    Rosvall, Per-Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ledman, Kristina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Nylund, Mattias
    Göteborgs universitet.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Yrkesämnena och skolans demokratiuppdrag2020Book (Other academic)
  • 18.
    Rosvall, Per-Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Young people talk about their 'rural' place: a rural idyll?2019In: Young people's life and schooling in rural areas / [ed] Elisabet Öhrn, Dennis Beach, London: Tufnell Press, 2019, p. 22-44Chapter in book (Other academic)
  • 19.
    Rosvall, Per-Åke
    et al.
    Umeå University.
    Rönnlund, Maria
    Umeå University.
    Johansson, Monica
    Göteborgs universitet.
    Young people's career choices in Swedish rural contexts: Schools' social codes, migration and resources2018In: Journal of Rural Studies, ISSN 0743-0167, E-ISSN 1873-1392, Vol. 60, p. 43-51Article in journal (Refereed)
    Abstract [en]

    Successful social and economic integration into Swedish society increasingly demands a post-compulsory education, but such education is increasingly centralised, posing problems for rural young people. To help efforts to address such problems, this article considers social codes and resources that may influence rural young peoples' trajectories to post-secondary and higher education. This is done by analysing how codes and resources (social, cultural and material) influenced thoughts of students preparing to leave compulsory education regarding their educational/career choices. The empirical data were gathered using ethnographic approaches (classroom observations, and interviews with students, teachers, heads and study/work counsellors) in six classes in six rural Swedish towns, differing in terms of size, access to post-compulsory education, unemployment and young peoples' trajectories. The theoretical framework is based on Massey's understandings of place and power geometry, i.e. the distinct ways different social groups and individuals are placed in relation to the flows and interconnections of socio-economic and cultural interactions. The results indicate that social resources such as siblings and cousins ‘paving the way’, or relatives in towns offering possible options, may influence choices of upper secondary school. Cultural resources such as institutional recognition, in the form of academic credentials or qualifications, were also important. So too were financial resources, partly because economically privileged students tended to pick the programme of their choice, without reflecting much about where they would live, while less privileged students had to consider potential accommodation problems. In conclusion, differences in resources seem even more important to rural young people than they reportedly are for their urban peers.

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  • 20.
    Rosvall, Per-Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Öhrn, Elisabet
    Beach, Dennis
    Johansson, Monica
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    The politics of place in educational transitions in rural areas for newly arrived immigrants in 2015 and onwards2023Conference paper (Refereed)
  • 21.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Careers, agency and place: rural students reflect on their future2019In: 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)
  • 22.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Critical perspectives on children, Young people, welfare and education with focus on participation and gender: Democratic challenges2012Conference paper (Other academic)
  • 23.
    Rönnlund, Maria
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Democratic challenges: students' active participation in everyday school life2014In: Fair and competitive?: critical perspectives on contemporary Nordic schooling / [ed] Anne-Lise Arnesen, Elina Lahelma, Lisbeth Lundahl och Elisabet Öhrn, Tufnell Press, 2014, 1, p. 23-40Chapter in book (Refereed)
  • 24.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Democratic challenges: Students’ active participation in everyday school life2013Conference paper (Other academic)
  • 25.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Demokrati och deltagande: Elevinflytande i grundskolans årskurs 7-9 ur ett könsperspektiv.2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to examine the fostering of democracy in the form of pupils’ influence and participation in decision processes.  The main focus is on pupils’ formal influence in lower secondary education, forms 7-9, in particular class councils and pupil councils, although informal influence is also studied. The study is ethnographic and based on observations, informal conversations and formal interviews with pupils and school staff in three Swedish schools during one school year (2007/2008). The analysis draws on theories focusing on democracy and gender (Pateman, 1970; Young, 1990, 1997, 2000a,b, 2005), and institutional aspects of education (Bernstein, 2000).

    The results show that the activity among the participating pupils is low, and that the councils deal with what the pupils mostly judge as unimportant and uninteresting issues. Issues related to teaching are generally seldom dealt with in the councils. A clear majority of the pupils also state that they cannot exert influence to the extent they would like, and that they find the representative systems both coercive and excluding. Still, pupils’ formal influence shows to be important as a means for democracy fostering. In particular positive participation effects are expressed in councils/groups characterised by pupil autonomy and collective community, a result that emphasises the importance of supporting pupil-governed councils and providing collective influence forms. But, the fact that a great deal of the pupils’ criticism against pupils’ influence in practice and the organization of pupils’ influence is connected to representation,  indicates that alternative collective forms to a greater extent than the representative systems can promote interest and active participation among the pupils.

    The results also show that only a minor proportion of the pupils take active part in influence processes, both formally and informally, and that a predominant majority of the participating pupils are girls. In sum, the results lend support to the idea that active participation in some contexts and in some conditions yields certain positive participation effects. But the fact that a large group of pupils, a majority of them boys, do not participate, proves lacking achievement and inequality when it comes to democracy fostering in the form of pupils’ influence. In view of the results more groups of pupils need to be strengthened as regards influence and participation in decision processes. 

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  • 26.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Den professionella föreningen: en fallstudie av en idrottsförening med rötter i svensk föreningstradition2018In: Swedish Journal of Sport Research, ISSN 2001-6018, E-ISSN 2001-9475, Vol. 7, no 1Article in journal (Refereed)
    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.

  • 27.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Den svenska skolgårdens historia: 1611-20112014Conference paper (Other academic)
  • 28.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    "Det handlar om att kunna lämna ifrån sig ansvar": elevers inflytande och demokratiska fostran2007In: Rum för forskning - rymd för lärande: forskning och pedagogisk praktik / [ed] Gun-Marie Frånberg, Umeå: Fakulteten för lärarutbildning, Umeå universitet , 2007, p. 111-123Chapter in book (Other academic)
  • 29.
    Rönnlund, Maria
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Elevinflytande i en skola i förändring2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 1, p. 65-83Article in journal (Refereed)
    Abstract [en]

    ‘Students’ influence’ is in curricula and policy documents presented as a legal right for students but also a means to foster students for future democratic citizenship in individual/collective and informal/formal influence processes in school. In this article, students’ influence in everyday practice is analyzed and discussed in relation to the various elements that constitute the concept, and to the structural changes that the Swedish school has undergone the last decades.  Drawing on results from an ethnographic study carried out in three Swedish lower secondary schools during one school year, the analysis shows that students and school staff to some extent represent different views on and different approaches to students’ influence, a condition that gives rise to tensions in everyday life and discontent among the students. Yet, the results suggest that active student participation in influence processes in certain forms and contexts, have fostering effects and provide students with participatory skills.

  • 30.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Gendered participation in decision-making in secondary school: A question of power and identity2009Conference paper (Other academic)
  • 31.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Identitet på skolgården2019In: Rasten: Möjligheternas mellanrum / [ed] Ann Pihlgren, Lund: Studentlitteratur AB, 2019, 1, p. 157-172Chapter in book (Other academic)
  • 32.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    It’s a wonderful feeling2009Conference paper (Other academic)
  • 33.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    'Just' as it is: Iris Marion Young’s conceptualizing of justice in contemporary educational research2013Conference paper (Other academic)
  • 34.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    ’Just’ as it is: Iris Marion Young’s conceptualizing of justice in contemporary educational research2013Conference paper (Refereed)
  • 35.
    Rönnlund, Maria
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Justice in and through education?: students’ participation in decision‐making2014In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 13, no 2, p. 104-113Article in journal (Refereed)
    Abstract [en]

    Drawing on one year of ethnographic work in three Swedish lower secondary schools, this article problematizes students’ participation in decision-making in everyday school life in the perspective of social justice. In order to extend the traditional liberal understanding of justice and include also relational, procedurial, social and cultural aspects of justice, the analysis focuses on the range, depth and breadth of the participation. The analysis highlights how students’ participation in decision-making was curtailed and restricted in ways that referred to both the range and the depth of the participation. There were also deficiencies as regards the breadth.  The analysis indicates inconveniences as regards students’ participation in decision-making in the perspective of social justice. At the same time it raises questions about social justice in educational contexts – to what extent is it possible to reach a social just school and classroom culture? Based on this analysis, it is argued that school actors need to be more explicit about the institutional frameworks and boundaries that regulate and frame students’ participation in decision-making in school. Such an approach might facilitate for students and staff to negotiate within these frameworks to a greater extent than was the case in these three schools. It is also argued that more students need to be involved in decision-making.

  • 36.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Makt, kön och demokrati i skolan: Om formellt elevinflytande i årskurs 7-92011Conference paper (Other academic)
  • 37.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Participation in student councils. Issues of individualism and democracy2010Conference paper (Other academic)
  • 38.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Participation, place and identity: Young people in the rural North talk about the present, the future and ‘the self'2016Conference paper (Refereed)
  • 39.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Political action among lower secondary school students2009Conference paper (Other academic)
  • 40.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Political collective action among lower secondary school students2011Conference paper (Other academic)
  • 41.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Processes of Democracy and Student Influence in Swedish lower secondary schools from a gender perspective2010Conference paper (Other academic)
  • 42.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Reflektion och kritiskt tänkande i yrkesämnesundervisning2020In: Yrkesämnena och skolans demokratiuppdrag / [ed] Per-Åke Rosvall, Kristina Ledman, Mattias Nylund, Maria Rönnlund, Malmö: Gleerups Utbildning AB, 2020, p. 53-64Chapter in book (Other academic)
  • 43.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rumsliga perspektiv i utbildningsvetenskaplig forskning: Exempel från två studier om barns ”görande” av identitet på skolgården2021Conference paper (Other academic)
  • 44.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rural youth: Education, place and participation2017Conference paper (Other academic)
  • 45.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University.
    Rural youth, place and identity2019Conference paper (Refereed)
  • 46.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Schoolyard stories: Performances of gender and identity at a 'childrens' place2013Conference paper (Other academic)
  • 47.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Schoolyard Stories: Processes of Gender identity at a ‘Children’s Place’2013Conference paper (Other academic)
  • 48.
    Rönnlund, Maria
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Schoolyard stories: processes of gender identity in a 'children's place'2015In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 22, no 1, p. 85-100Article in journal (Refereed)
    Abstract [en]

    Drawing on data from a Swedish primary school, this article explores how the schoolyard and places within the schoolyard are discursively used in processing gender identity. The analysis of children’s narratives in relation to four identified key places indicated diverse and parallel ways of processing gender identity, and that spatial characteristics formed different conditions for processing gender identity. The analysis stresses the importance of understanding gender identity as spatial and diverse and children as active agents in processing this identity. Following the analysis outlined in the article, it is argued that a spatially diverse and multi-characteristic schoolyard is likely to meet various and parallel ways of processing gender identity to a greater extent than a schoolyard with low spatial variety. In general, representations of an ‘active’, ‘playing with everybody’, ‘rule-abiding’, and ‘gendered’ school child were not challenged to any great extent. This result indicates the power of institutional and societal forming and framing in contemporary outdoor school environments.

  • 49.
    Rönnlund, Maria
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Skolgården som socialt rum2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 3-4, p. 200-216Article in journal (Other academic)
    Abstract [en]

    Based on interview data with primary school students, this article explores how the schoolyard is produced as social space. Drawing on French philosopher and sociologist Henri Lefebvre, the schoolyard is analyzed as perceived, conceived and lived space. The analysis shows how spatial dimensions interact and form a spatial practice which produces and reproduces the schoolyard as social space. There are tensions between the three dimensions. However, the overall pattern is that the three dimensions harmonize, and that social relations related to the lived dimension largely effect perceived and conceived space. In the discussion, some theoretical and methodological issues are highlighted.

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  • 50.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Space and spatiality in educational reserach: A review of articles in international journals2018In: NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 250-250Conference paper (Refereed)
12 1 - 50 of 81
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