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Jobér, A. & Billmayer, J. (2022). Between transport and transfer: Schoolbags in the lives of pupils and classrooms. In: : . Paper presented at SERA Conference 2022. Reconnecting, educational research, policy and practice.. Scottish Educational Research Association
Open this publication in new window or tab >>Between transport and transfer: Schoolbags in the lives of pupils and classrooms
2022 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

There are objects that are so strongly attached with a situation that they become hard to distinguish from the situation itself. They “become invisible”, although crucial for the emergence and the actual becoming of the situation.

The overarching aim is to investigate such an invisible object, i.e., schoolbags and how their contents function in the lives of pupils. Of special interest is the connection between the privacy of the home and the public, societal world of school and classroom. Whilst earlier studies have focused on ergonomics this study aims at contributing to an understanding of the complex functions of schoolbags, providing new perspectives on their pedagogical and social role.

Socio-materialist theory is used as an ontological stance understanding schoolbags as objects that establish and maintain actions and norms in a given social context. The uniqueness of the study calls for a more basic approach on the analytical level, carefully investigating and describing the content of the schoolbags as well as their context, i.e., the German school system. The study’s original point of departure has been a genuine curiosity for and interest in the school bag’s (educational) place particularly in the German context.

The study is thus deeply rooted in the data material which consists of photographs of the contents of 16 German satchels provided by middle-school pupils. The contents were unpacked, carefully arranged and photographed by helpers at the school. The resulting photographs are carefully analysed alongside a description of exterior appearances of schoolbags as well as the material context of the classroom based on results from earlier research, both by the involved researchers and others.

Findings show that the function of the schoolbags exceeds their obvious transportation purposes, and that they are a complex, entangled object in the construction of “schooling” and “the pupil”. At the same time they contain anchors to the private family lives of the pupils, and such time that are intimate and deeply personal. The findings call for more research on invisible items within education and the role they play when transporting not only pens and paper but norms and values.

Place, publisher, year, edition, pages
Scottish Educational Research Association, 2022
National Category
Social Sciences Pedagogy
Identifiers
urn:nbn:se:mau:diva-56656 (URN)
Conference
SERA Conference 2022. Reconnecting, educational research, policy and practice.
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2023-09-06Bibliographically approved
Thériault, V., Beck, A., Mouroutsou, S. & Billmayer, J. (2022). Formalised peer-support for early career researchers: potential for resistance and genuine exchange. In: Addison, Michelle; Breeze, Maddie; Taylor, Yvette (Ed.), The Palgrave Handbook of Imposter Syndrome in Higher Education: (pp. 241-257). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Formalised peer-support for early career researchers: potential for resistance and genuine exchange
2022 (English)In: The Palgrave Handbook of Imposter Syndrome in Higher Education / [ed] Addison, Michelle; Breeze, Maddie; Taylor, Yvette, Cham: Palgrave Macmillan, 2022, p. 241-257Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53302 (URN)10.1007/978-3-030-86570-2_15 (DOI)2-s2.0-85160479337 (Scopus ID)978-3-030-86570-2 (ISBN)978-3-030-86569-6 (ISBN)
Available from: 2022-06-21 Created: 2022-06-21 Last updated: 2024-02-05Bibliographically approved
Billmayer, J. & Day, S. P. (2022). Whose voice is it anyway?: Narrative perspectives within the Scottish and Swedish Science curricula. Curriculum Journal, 33(1), 82-102
Open this publication in new window or tab >>Whose voice is it anyway?: Narrative perspectives within the Scottish and Swedish Science curricula
2022 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 33, no 1, p. 82-102Article in journal (Refereed) Published
Abstract [en]

This study explores the form of curriculum documents and its implications for the enacted curriculum. In this study, the narrative voices that appear in the Scottish Broad General Education phase and the Swedish Compulsory phase of the curriculum are scrutinized in relation to the most likely reader of these documents-the teacher. The study adopts a critical hermeneutic approach to documents relating to the Swedish and Scottish Science curricula, focusing on the primary and lower secondary school phase of education. In addition, the analysis utilised the concepts and categories from narratology as an analytical framework that illuminates the emerging narrative voices in the curriculum documents. Both countries are similar in terms of "the teacher" not appearing in a prominent role but differ in terms of how teachers are framed from a narratological perspective. While the Swedish science curriculum appears to be a very rudimentary narrative, resembling "stage directions" for teachers' activity, the Scottish science curriculum contains a variety of different narrative voices, although none of these puts the teacher in an active, autonomous or decision-making position.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
curriculum studies, narratology, science curriculum, Scotland, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-46251 (URN)10.1002/curj.129 (DOI)000693071700001 ()2-s2.0-85114315763 (Scopus ID)
Available from: 2021-10-12 Created: 2021-10-12 Last updated: 2024-02-05Bibliographically approved
Billmayer, J. & Day, S. P. (2021). Form follows function?: Narrative voices in the Scottish and Swedish Science curriculum documents. In: : . Paper presented at NFPF/NERA-konferens 2021, Odense.
Open this publication in new window or tab >>Form follows function?: Narrative voices in the Scottish and Swedish Science curriculum documents
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53301 (URN)
Conference
NFPF/NERA-konferens 2021, Odense
Available from: 2022-06-21 Created: 2022-06-21 Last updated: 2022-06-22Bibliographically approved
Billmayer, J. (2021). Teaching and learning about cooking: Educational relations in the cookbooks of Jamie Oliver. In: : . Paper presented at NFPF/NERA-konferens 2021, Odense.
Open this publication in new window or tab >>Teaching and learning about cooking: Educational relations in the cookbooks of Jamie Oliver
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

So-called celebrity chefs, e.g. Jamie Oliver, Gordon Ramsay or Marcus Samuelsson, are the brand-faces for multimillion businesses including tv-programs, cookbooks and kitchen attire. Their publications and similar ones have had major influence on the public‘s relation to food and cooking during the last couple of years. The celebrity chef who most outspokenly appears not only as a cook, but as an educator, is Jamie Oliver (e.g. Tominc, 2012)⁠. This study is one of several upcoming studies on the pedagogy and didacicts of Jamie Oliver.

The aim of this paper is to scrutinize and discuss how the process of cooking is described and transformed into instructional and/or educational texts in a number of selected cookbooks published by Jamie Oliver. It furthermore aims at studying how the relationship between author (Jamie Oliver) as the teacher/master, and the reader, as the pupil/apprentice and their relationship towards ingredients and methods is constructed in these books.

As the choice of words up to here shows, the theoretical basis of this study are rooted in concepts of schooling (e.g. teacher/pupil) and vocational training or apprenticeship. How the different works of Jamie Oliver simulate different forms of teaching and learning is one central question of this study. 

The cookbook texts and recipes studied here are selected to be representative of the different genres of cookbooks that are part of the Jamie Oliver‘s publication list. A critical hermeneutic approach is used in order to analyze and discuss the chosen texts both in regard of their social-historical context, as well their form and content in relation to different, communicative aspects of teaching and learning (cf. Luhmann, 2002; Wenger, 1998).

Some supposed findings of the study are that the cookbooks contain aspects of instruction, training and education, depending on the purpose of the respective publications. This supposedly will also relate to different kinds of constructed relationships between the author and the reader. 

National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53300 (URN)
Conference
NFPF/NERA-konferens 2021, Odense
Available from: 2022-06-21 Created: 2022-06-21 Last updated: 2022-06-22Bibliographically approved
Billmayer, J., From, J., Lindberg, J. O. & Pettersson, F. (2020). Remote teaching to ensure equal access to education in rural schools. Education in the North, 27(2), 1-6
Open this publication in new window or tab >>Remote teaching to ensure equal access to education in rural schools
2020 (English)In: Education in the North, ISSN 0424-5512, Vol. 27, no 2, p. 1-6Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
University of Aberdeen, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-46338 (URN)10.26203/h6z0-a321 (DOI)
Available from: 2021-10-15 Created: 2021-10-15 Last updated: 2022-08-19Bibliographically approved
Billmayer, J., Pastorek Gripson, M. & Bergnehr, D. (2019). A Becoming, Humanist Child: An analysis of Learning and Care in the Swedish Curriculum for the Preschool (Lpfö 18). Education in the North, 26(1), 42-55
Open this publication in new window or tab >>A Becoming, Humanist Child: An analysis of Learning and Care in the Swedish Curriculum for the Preschool (Lpfö 18)
2019 (English)In: Education in the North, Vol. 26, no 1, p. 42-55Article in journal (Refereed) Published
Abstract [en]

A new, revised curriculum for the Swedish preschool came into effect in July 2019. According to the National Agency of Education, it differs from its predecessor by putting a greater emphasis on care and teaching. This paper studies how the child is conceptualized in relation to learning and care in the new curriculum. Informed by a posthumanist approach and childhood studies, it scrutinizes how the child is positioned as a being and/or becoming child, an entangled and/or separate child, and, an active and/or passive child. Furthermore, it explores how the child appears in relation to human and non-human agents. The dominant, recurring conceptualization of the child is the child as becoming and passive. Learning and caring processes mainly come across as unidirectional -from adult to child –and future orientated. Although the preschool child is connected to a social context, the child predominantly appears as separate from others rather than entangled

Place, publisher, year, edition, pages
University of Aberdeen, 2019
Keywords
curriculum; early childhood education and care (ECEC); childhood studies; posthumanism; Sweden
National Category
Pedagogical Work
Identifiers
urn:nbn:se:mau:diva-45489 (URN)10.26203/zdyx-tr30 (DOI)
Available from: 2021-08-31 Created: 2021-08-31 Last updated: 2024-05-06Bibliographically approved
Billmayer, J. (2019). Choose us, we are different! Free schools' self-descriptions and -positioning in the Swedish educational system.. Utbildning och Demokrati, 28(1), 79-98
Open this publication in new window or tab >>Choose us, we are different! Free schools' self-descriptions and -positioning in the Swedish educational system.
2019 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 1, p. 79-98Article in journal (Refereed) Published
Abstract [en]

Since the beginning of the 1990s, Swedish parents have had the possibility of choosing schools for their children based on publicly funded school vouchers. At the same time, free schools started to develop, competing for the pupils. Even though the free schools are a part of the educational system, obligated to follow the same rules as the public schools, they describe themselves as different, something outside the system yet inside the system. The aim of the paper is to analyse and discuss the different strategies of integration into and differentiation within the educational system. Economic theory on competition and differentiation strategies is used to analyse the content of the three largest free school companies’ websites. The free schools mainly integrate into the legal aspects of the educational system and differentiate themselves from other schools by making claims about qualitative superiority. Different free schools position themselves differently relative to the educational system.

Place, publisher, year, edition, pages
Örebro universitet, 2019
Keywords
free schools, market differentiation, marketing, school market, self-descriptions
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:mau:diva-45470 (URN)
Available from: 2021-08-31 Created: 2021-08-31 Last updated: 2022-08-17Bibliographically approved
Billmayer, J. (2019). En vision om framtidens lärarutbildning. Skola och Samhälle (2019-05-16)
Open this publication in new window or tab >>En vision om framtidens lärarutbildning
2019 (Swedish)In: Skola och Samhälle, ISSN 2001-6727, no 2019-05-16Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Föreningen skola och samhälle, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-45474 (URN)
Available from: 2021-08-31 Created: 2021-08-31 Last updated: 2023-07-06Bibliographically approved
Billmayer, J. (2019). Time and Space in the Classroom—Lessons from Germany and Sweden.. Nordic Journal of Studies in Educational Policy, 5(1)
Open this publication in new window or tab >>Time and Space in the Classroom—Lessons from Germany and Sweden.
2019 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 5, no 1Article in journal (Refereed) Published
Abstract [en]

In this study, aspects of space and time in German and Swedish classrooms are observed and compared to characterize differences and similarities in classrooms and lessons in different contexts. The organization and control of individuals and their actions in relation to time and space are analysed using categories derived from Discipline and Punish utilizing a model of empirically informed typification analysis. The empirical data consist of field studies conducted by participant observation in German and Swedish classrooms. The type of classroom found in Germany is characterized by fixed boundaries and frameworks. The lessons are uniform, and class time is structured so as to minimize the number of interruptions between different activities. Boundaries are less clear in the type of classroom found in the Swedish material, where the classroom is just one of many places for teaching and learning. The lessons and schedules are less uniformly structured, and a lot of time is spent discussing the plans for instruction.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Classrooms, Germany, space, Sweden, time
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-45487 (URN)10.1080/20020317.2019.1574516 (DOI)2-s2.0-85091717766 (Scopus ID)
Available from: 2021-08-31 Created: 2021-08-31 Last updated: 2023-09-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5315-452X

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