Att arbeta med tillitsskapande och långsiktiga processer kräver stabilitet och förtroende - att respektera varandras förmågor. En framgångsrik styrkedja präglas av kommunikation, dialog och samsyn i alla led. Det är ett signum för utbildningsförvaltningen i Vellinge kommun, där kvalitet inte byggs under en begränsad tid, utan över mandatperioder. Man vet att kvalitet tar tid, att det kräver tålamod och förståelse för betydelsen av hållbar utveckling som ska tillfredsställa inte bara dagens behov utan även bidrar till kommande generationers möjligheter till utveckling och lärande.

Utbildningssatsningen Vellinges fritidshem – Alla barns rätt till en likvärdig skola startade 2017 för att stärka det systematiska kvalitetsarbetet inom fritidshemmet. Ett samarbete inleddes med Regionalt utvecklingscentrum vid Malmö universitet som fick i uppdrag att ge föreläsningar för samtlig personal samt att utbilda en grupp processledare inom fritidshemmet. Det övergripande syftet med satsningen är att verksamheterna systematiskt ska genomsyras av ett forskningsbaserat förhållningssätt och beprövad erfarenhet.

Undervisning i fritidshemmet är ett centralt innehåll i läroplanen och där omsorg, utveckling och lärande utgör dess helhet. I denna antologi har skolutvecklingsmodellen Learning study utforskats och prövats som undervisningsmodell där fritidslärarna vägletts främst genom tre frågor:

• Vad innebär det att kunna det som vi vill att eleverna ska lära sig?
• Vad är det i vår undervisning som gör skillnad om elever lär sig eller inte?
• Vad måste man lära sig för att kunna något på ett visst sätt?

Syftet med en Learning study är att höja undervisningens kvalitet med fokus på ett bestämt innehåll. Initialt har fritidslärarna analyserat elevernas förståelse av ett valt lärandeobjekt innan undervisningen har startat, och därefter har de planerat för vilka förmågor de vill att eleverna ska utveckla. Grundidén bakom en Learning study är enkelt uttryckt att allt lärande kräver strukturerad (och systematisk) variation. Detta handlar inte om olika metoder att undervisa utan om olika sätt att presentera för eleverna de aspekter som är kritiska för att de ska förstå lärandeobjektet.

Följande antologi är skriven av fritidslärare på sju olika fritidshem med stöd av biträdande rektorer och rektorer. Denna antologi vill bidra till forskningsfältet praktikutvecklande skolforskning i fritidshem, med fokus på undervisningens kvalitet. En viktig del i denna forskningsansats bygger på att de utvecklingsinsatser som görs utgår från professionernas egna verksamhetsbehov, villkor och förutsättningar. Det har visat sig vara det som ger de bästa och mest hållbara resultaten över tid, vilket är i linje med Vellinge kommuns intentioner.

Denna utbildningsinsats är ett exempel på långsiktiga processer för att befästa och utveckla fritidslärarnas professionella kunskapsbas. Denna kunskapsutveckling har förutsatt stegvisa, noggranna och systematiska kollektiva processer. I följande antologin visas hur kollektiva lärardrivna processer kan bidra till praktikutveckling där nya kunskaper och redskap utvecklas och bidrar till det övergripande systematiska arbetet, och belyser undervisning och lärande som får en direkt nytta för fritidslärarnas undervisning.

Varje kapitel ansvaras av författarna och vid eventuella frågor kontaktas respektive författare och/eller rektor.

Balli Lelinge och Christina Svensson, universitetsadjunkter och doktorander vid Malmö universitet, har haft förmånen att vägleda Karstorpskolans fritidshem praktikutvecklande forskningsprojekt läsåret 2019/2020: Learning study – att göra skillnad! . Detta pilotprojekt har präglats av gemensam respekt och tillit mellan de inblandade parterna.

Fritidslärarna på Karstorps fritidshem identifierade fyra olika kunskapsområden där elevernas förståelse och lärande behövde utvecklas. I alla fyra Learning studies har undervisningspraktiken varit i förgrunden. Detta har bland annat initialt (före lektionen) inneburit att mäta elevernas förkunskaper (förtest) av det aktuella lärandeobjektet som har följts upp med eftertest och senarelagda eftertest. Enligt fritidslärarna har denna skolutvecklingsmodell varit en ny pedagogisk upplevelse, och som har bidragit och utmanat deras tankar om undervisning och lärande. Fritidslärarna har prövat och utforskat delar av variationsteorin för att fördjupa sin förståelse för de villkor som är förknippade med förhållandet mellan undervisning och lärande.

Något kort om de fyra Learning studierna i antologin. Fritidshemmet Skeppet har gjort en studie som bidragit till att först. elevernas djupare förståelse för vad det innebär att säga Hej. Piratens fritidshem har i sin studie synliggjort elevernas kunskaper om hur känslor utan ord uppfattas av andra för att först. innebörden av kroppsspråket. Lärandeobjektet som Flottens fritidshem arbetat med bygger på vilken kunskap och förståelse eleverna har kring att redigera och klippa en bild på iPaden. Avslutningsvis har Kajutans fritidshem i sin studie studerat betydelsen av hur lektionsdesignen kan främja en ökad utveckling av elevers kreativa förmågor.

Antologin vill bidra till forskningsfältet praktikutvecklande skolforskning i fritidshem, där fokus är undervisningens kvalitet. En kombination av kollaborativa processer och undervisningsutveckling har genom skolutvecklingsmodellen Learning study prövats och utforskats i detta projekt.

Att skriva en antologi är en kollektiv kunskapsresa som leder till nya spännande kunskaper i verksamheterna. Den här antologin bygger på ett intresse av att utveckla sin undervisningspraktik och systematiskt ta reda på något man vill först.

Varje kapitel ansvaras av författarna och vid eventuella frågor kontaktas respektive författare och/eller rektor.  

Purpose – Collaborative professional development for inclusive teaching is a limited area of research,although there is an extensive need for special educational needs and disabilities (SEND) teachers. Researchfindings of how teachers’ professional development can contribute to support the development of powerfullearning situations for all students are presented in this special issue. The aim is to contribute to the knowledgeof how the use of lesson study can develop teachers’ capabilities to offer high-quality education for studentswith SEND.Design/methodology/approach – The guest editor presents each of the papers and introduces key themesand concepts.Findings – The collection of papers is divided into two themes; the first has a focus on lesson study used byteacher educators during SEND in-service training. In this theme, the teachers are the students who arestudying different fields of SEND, supported by teacher educators. The second theme studies different forms oflesson studies carried out by researchers and teachers in the collaboration focused aspects of content that are ofimportance for students in SEND.Research limitations/implications – The papers focus on areas of education with a limited researchtradition, and as a result, the studies may be seen as starting points for further research. The results so far lackgeneralisability. Therefore, the researchers have to test the findings further under different conditions and withwider groups of teachers and students.Practical implications – The results of the papers can be used to develop both SEND teacher education, andcollaborative professional development for in-service SEND teachers. This issue will, therefore, be of interest toschool and system leaders.Originality/value – The papers contribute initial findings from an under-researched area and also combinelesson study with methods and designs not previously explored.

This paper reports on the design, development and evaluation of a novel process for quality assurance of assessments for entire educational programmes. The process was developed and tested by multidisciplinary teaching staff and consists of five phases: inventory, analyses, evaluation, planning change and realising change. The process for quality assurance was evaluated in three diverse programmes. The results show that the process forms a solid base for decisions on short-term as well as long-term quality improvements. It was also found to encourage the development of a quality culture and had an improving effect on the curriculum design, enhanced internal quality work and supported documentation for external quality assurance. The results show that the process has the capacity to engage and involve teachers and other internal stakeholders in the quality development of a range of educational programmes, promoting engaged change for improved quality in a higher education institution.

In today's world, nurses increasingly care for individuals from different cultures. Because culturally sensitivecare can improve patient satisfaction in care, nurses need to develop cultural competence in their practice. Todevelop cultural competence, one option is to build cultural awareness by exposing students to nursing practicesin other cultures through online internationalization-at-home activities. However, little is known about theprocess of cultural awareness development through internationalization activities. Therefore, this qualitativestudy aimed to identify the development process of cultural awareness in nursing students, who participated in aseries of internationalization-at-home activities. A total of 31 nursing students from Australia, Hong Kong, andSweden volunteered to participate in student-led learning groups. Groups consisted of two to four students fromeach university, who engaged in four weekly webinars and online reflections about nursing practice based on acase scenario. Data were collected from participants' ongoing reflective journal entries, and after the webinarsended, from three focus groups. A semi-structured interview guide was used to understand how the internationalization-at-home activities impacted their cultural awareness and knowledge of nursing. Data wereanalyzed using interpretive description. Following four levels of thematic analysis (i.e., comprehension,synthesis, theorizing, reconceptualization), we identified four themes in the development of cultural awareness:1) nurturing reciprocity through comparisons of nursing culture; 2) discovering common ethical values of thenursing profession; 3) developing cultural awareness in nursing ideology and practice; and 4) transformingunderstanding of nursing in the context of their healthcare systems. By the end of the internationalizationactivities, students appeared to have developed relational skills to facilitate their own inner dialogue aboutethical ideals of “self” and “other” in the context of being part of the global nursing community. Future researchshould develop and assess teaching strategies that can further facilitate the four themes in cultural awarenessdevelopment.

This article explores the idea of exemplarity in relation to educational research and teacher education. Exemplarity is introduced as an alternative to the paradigm of evidence and 'what works', which seems to be omnipresent in educational research at present. The idea of exemplarity relates to the particularity of educational practice. The claim of this article is that we need to skew the dominance of functionalistic studies of education, which focus on skills and solutions to problems, or on providing quick fixes and methods to be applied in practice. I will argue that this tactic shuts down interpretive spaces and gives the teacher an illusion of simplicity and efficacy that connects poorly with the complexities of pedagogical practice. Exemplarity provides a different way of answering the question of 'what works', since it does not claim generalisability, but instead offers a path to reflective engagement with the complexities of educational processes. The idea of exemplarity highlights how educators can be invited to lend an ear to practical experience and pedagogical theorising, and through these develop their tact and reflective abilities through exemplars that display pedagogical principles. This, in turn, offers the possibility of retuning one's practice, and in the scope of this article, retuning educational research itself.

Purpose The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher-student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study. Design/methodology/approach Participants were 19 lead teachers (swe: forstelarare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns. Findings The majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention. Research limitations/implications The lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose. Practical implications The research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development. Originality/value The study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.

Swedish early years mathematics education is currently under discussion, as it is experiencing transformation on several levels. A few years ago PISA results showed that Sweden ranks below certain highly developed countries. The importance of mathematics has consequently become a prevailing discourse, with the aim of safeguarding a top ranking for Sweden. At the same time, increased population mobility towards Sweden over past decades has resulted in the contemporary school setting being characterised by cultural and linguistic diversity. Based on a series of interviews and observations, this paper analyses how preschool teachers tend to fabricate mathematics education and the desired child in a context where conflicting discourses of school mathematics and early childhood education circulate. This study also explores whether certain children run the risk of being excluded as “other”.

I antologin är kapitel samlade som ut olika perspektiv behandlar undervisning och lärande i musik samt musiklärares professionsutveckling. Karl Asp problematiserar genrebegreppet och exemplifierar hur det är möjligt att planera sin musikundervisning utifrån resonemang om vad genre kan tänkas vara och innebära. Konsekvenser av genrer och de praktiker som kan uppstå i ensembleundervisning när det gäller genreinriktningar med särskilt fokus på genusfrågor behandlar Carina Borgström Källén. Med Spotify som exempel beskriver och problematiserar Susanna Leijonhufvud strömmade musiktjänster och vad det kan innebära för möjligheter och risker för lärande i musik. Hur framåtsyftande återkoppling kan ta sig uttryck i musicerande situationer i skola beskriver och diskuterar Annika Falthin. Sverker Zadig redogör för sin forskningsprocess om informella ledare i körer och konsekvenser av olika använda forskningsmetoder. Aktionsforskning och kollegialt lärande belyser Johan Nyberg och hur det kan stärka musiklärares professionsutveckling. Professionsutveckling är även centralt i Annette Mars text som handlar om hur musiklärares ämneskunnande och hur deras musikdidaktiska förmåga kan medvetandegöras. Avslutningsvis sammanfattar Cecilia Ferm Almqvist antologins olika ämnesområden och teoretiska ansatser utifrån ett relationellt perspektiv.

I kapitlet sätts fokus på musiklärarstudenters och musiklärares utveckling av undervisningspraktiker. Genom att konkret beskriva musiklärares och elevers användning av artefakter vill jag sybnliggöra hur pedagogisk hantverksskicklighet och ämneskunnande medför transformering av artefakter. Transformeringen beskrivs med hjälp av Wartofskys (1979) hierarkiska indelning av artefakter på primöär, sekundär och tertiär nivå.

Följande text är en essä byggd av delar av min och andras forskning och teoretiska tankegods, presenterad med en personlig touch. Texten är tänkt att utgöra en illustration med syftet att skapa en bild som kan få dröja sig kvar i tanken och väcka frågor och funderingar för den som är utbildnings-vetenskapligt intresserad. Det är en illustration att stanna upp vid, att återkomma till, och med frågor som inte enkelt låter sig besvaras. Frågorna, menar jag, behöver ändå och kanske just därför ställas. Essän presenteras som ett ”drama” (med inspiration utifrån Goffman, 1959) i tre akter där språket balanseras i en avvägning mellan det personliga, det populärvetenskapliga och det något mer stringent vetenskapliga och akademiska.

Utredningen En mer likvärdig skola föreslår att skolvalet ska bli obligatoriskt. Hanna Sjögren, pedagogikforskare och skolväljande förälder, menar att ansvaret för att motverka segregationen då läggs på vårdnadshavarna som tvingas välja mellan bättre och sämre skolor. Istället för obligatorisk valfrihet menar hon att målet måste vara att alla skolor är bra.

This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the quality of citations identified in the essays, they were evaluated in terms of accuracy and richness of source features. Further, regression analysis was used to examine the effect of topic, grade level and work mode on the number and quality of citations. Results showed that students seldom cited sources in their essays, and when they did, citations were mostly accurate but less often rich in source features. When writing about SM, students most frequently cited media sources, while sources with ideological, political or religious motives were frequently cited in GMO essays. Students’ grades and work modes predicted the number of citations and number of accurate citations.

Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.

In late October of 2019, we brought together scholars from very different traditions in order to explore the notion of exemplarity and the role of exemplars in education. Bringing together scholars working on ethics and moral exemplarism, Spinoza scholars and Arendt scholars, we attempted to bring these different perspectives to bear on the role of exemplarity in education. Not in order to create a synthesis of ideas or to find solutions for practical issues, but in order to explore collegially the important issue of exemplarity in education. On the one hand, it was an attempt to put something on the table, and on the other, it was an attempt to bring people together in order to share a couple of days away from everyday academic life so as to engage the object of study without distractions. Part of what it occasioned can be read in this special issue.

Based on a study of prevention politics in Sweden, this article probes the turn to resilience in its institutionalized form: cross-sectorial partnerships. It interrogates how resilience proponents strategically deploy the semantics of the shift in policymaking, arguing that they perform the ‘shift’ (in mind-set) to criticize a long-established welfare-state governmentality, associated with professional ‘silos’, to create new possibilities for partnership-organized intervention. Part I draws attention to how resilience policy mobilizes partnerships around the indeterminate problem of ‘problem setting’. Based on the idea of limited knowledge and governance in an indeterminate world, failure is considered inevitable and potentially productive, if handled appropriately – which is an issue of problem design or framing. It is considered particularly important to handle problems of coordination and communication internal to partnerships, since failures here risk jeopardizing collaboration and hence the whole enterprise. Part II demonstrates how partnership-organized resilience initiatives bracket-off risky failure by strategically reframing problems and bringing new visions of the future into being – through the semantics of the shift. In characteristically epochal terms, the ‘shift’ casts partnership formation as an improvement of the future, although the strategists’ belief in future visions is apparently shot through with cynicism.

In a time when the pursuit of quality is high on the Swedish ECEC (Early Childhood Education and Care) policy agenda, teachers’ responsibilities for evaluating educational practice, based on documentation of individual children’s development and learning, is emphasised. To aid teachers in this work, the Swedish National Agency of Education published a support material promoting pedagogical documentation as a tool and a method for documentation and evaluation, framed within posthumanist theory. From the posthumanist point of view offered in the support material, the traditional Western educational ideal is claimed to fall short of comprehending the transdisciplinary nature and relational complexity of learning as well as the interdependency between the child and the world. In this article, both conditions enabling a posthumanist reconfiguration of the preschool child, as well as the ways in which the child is brought into being as 'posthuman' through policy, research and practice, is examined.

The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.

The aim of this study is to contribute knowledge about what characterizes students’ capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students’ representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.

The discussion of the power of the teacher's voice is raging again in light of the standardisation of education and the emergence of testing as the new regime of truth in educational processes. In confrontation with this paradigm, Jasinki and Lewis have raised pertinent questions regarding the role of language and the voice of the teacher. By highlighting what they coin the time of ritualised learning they expose how even when the teacher becomes almost surplus in the face of standardised curriculum and adaptive testing, there is a reproductive power being ‘cursed’ at our children. By introducing the notion of communities of infancy, Jasinski and Lewis point to another way of conceptualising learning and education, where the teacher portrays love for the children and not the truth about the world. In this article, I will argue that even in their very enticing argumentation for speaking silence, something goes missing. What goes missing is the quintessential component of the school, namely the world as it is ‘handed over’ to the children. By turning to a perhaps unlikely couple in the form of Hannah Arendt and Martin Wagenschein I will attempt to complement the framework of Jasinski and Lewis with a world that can be spoken about by teachers and students. Through a re‐introduction of the notion of exemplarity I will present a didactic framework where the teacher's voice does not become a curse, but retains the possibility of representing a world to the children in the activity of schooling.

This paper presents some initial findings of a double-sided study on collective research in inclusive education. The aim is to discuss how thinking on inclusive education can be produced and evolved in a community of inquiry consisting of practitioners and researchers. The paper presents both a research process and an explorative theoretical endeavour to rethink how we might conduct research in education and more specifically inclusive education. The theoretical point of departure is Hannah Arendt’s concept of ‘thinking without a banister’ which, succinctly put, means to be able to think without a fixed methodology. We connect Arendt’s idea of ‘thinking without a banister’ with Johann Friedrich Herbart’s concept of pedagogical tact, which deals with the strong connection between theory and practice in educational processes. The paper ends with a reflection on the possible influence on inclusive education of the framework presented, and how it might lead to a more inclusive starting point for thinking about and researching the field of inclusive education.

A Change of Interpersonal Relational Capital: Achieving equity through mentoring relationships and homework activities Ann-Louise Ljungblad, Senior lecturer at the Department of Education and Special Education, University of Gothenburg, Sweden. Ann-louise.ljungblad@gu.se https://orcid.org/0000-0002-8148-9172 Girma Berhanu, professor at the Department of Education and Special Education, University of Gothenburg, Sweden. Girma.berhanu@ped.gu.se Our presentation considers the role of relational values in the aspirations for higher education of a group of ethnic minority and socially disadvantaged students, many with special educational needs. Drawing on data from an ethnographic case study of an underperforming junior secondary school, we conclude by tentatively suggesting the importance of relational and social capital at different educational strata that can broaden new life opportunities. Research indicate that there is disproportional representation in special education in Sweden. Members of minority ethnic groups (particularly where these groups have migrant status), males, and children from poorer homes are at greater risk than their peers of being placed in special education. This study is part of a larger project to investigate the effect of ‘enriching’ activities such as community development in the form of helping immigrant youth in schoolwork (home works) in order to raise motivation, achievement levels and enhance inclusiveness in the larger social fabric. The aim of this study is to explore interpersonal relational aspects, between participating pupils and mentors. The research questions are: Why do pupils and mentors actively choose to attend homework support? What does the interaction look like between pupils and mentors? What values do the participants see in the activities? The project is successful in many ways and has attracted media attention. The analysis in the present study based on interpersonal relationships shows even a minimum support, in the form of homework and extracurricular activities, can make a difference in the pupils’ school performance and wellbeing. The project appears to reinforce positive towards education and most of the previous participants are currently in upper high schools and pursuing their choice of study/career path. The data presented in this research appears to suggest that students are able to generate new relational and social capital in their own right. Referens Ainsworth, J. W. (2002), “Why does it take a village? The mediation of neighborhood effects on educational achievement”, Social Forces, Vol. 81 No. 1, pp. 117–152. Allan, J. and Persson, B. (2018), “Social capital and trust for inclusion in school and society”, Education, Citizenship and Social Justice, 1–11.https://doi.org/10.1177/1746197918801001 Bang, H. J., Suárez-Orozco, C., Pakes, J. and O’Connor, E. (2009), “The importance of homework in determining immigrant students’ grades in schools in the USA context”, Educational Research, Vol. 51 No. 1, pp. 1–25. Bauer, T., Epstein, G. and Gang, I. (2005), “Enclaves, language, and the location choice of migrants”, Journal of Population Economics, Vol. 18 No. 4, pp. 649–662. Beach, D. and Dyson, A. (2016), Developing equity in cold climates, London, Tufnell Press. Grönqvist, H. (2006), “Ethnic enclaves and the attainments of immigrant children”, European Sociological Review, Vol. 22 No. 4, pp. 369-382. Kerr, K., Dyson, A. and Raffo, C. (2014), Education, disadvantage and place. Making the local matter, Bristol, CT, Polity Press. Ljungblad, A-L. (2019), “Pedagogical Relational Teachership (PeRT) – A multi-relational perspective.” , International Journal of Inclusive Education. https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1581280 Noam, G., Biancarosa, G. and Dechausay, N. (2002), Afterschool Education. Approaches to an Emerging Field. Cambridge, MA, Harvard Educational Publishing Group. OECD. (2016), Programme for International Student Assessment (PISA). Results from PISA 2015. Access date 2018-10-23. https://www.oecd.org/pisa/PISA-2015-Sweden.pdf. UNICEF. (2018), An Unfair start. Inequality in children’s education in rich countries. Innocent Report Card 15, UNICEF Office of Research. Woolcock, M. (2001), The place of social capital in understanding social and economic outcomes, Canadian Journal of Policy Research, Vol. 2 No. 1, pp. 11–17.

In a globalized, changing world the educational system needs to face conditions of uncertainty. One of the most prominent challenges for teachers is to enable student participation in relational teaching situations with their rapidly changing natures. Since the turn of the millennium, there has been an increased focus on teachers’ relational proficiencies, which concerns how a teacher enters into social relationships with respect for the individual student. International research reviews (Hattie, 2009) show that trustful teacher-student relationships are important for laying the foundation for students’ growth; despite this knowledge, there are few empirical studies which deepen the relational part of the teaching profession. At the same time as research reveals how teachers’ relational proficiencies are crucial for educational success, research also clarifies that the relational part of teaching can be learned and developed through continual daily interaction with students (Frelin, 2010; Ljungblad, 2016). Within the field of inclusive education, this paper presents a new theoretical multi-relational perspective, Pedagogical Relational Teachership (PeRT) (Ljungblad, 2019), that can support the development of new knowledge about teachers’ relational proficiencies and how they can be established in school practice to develop trustful and respectful interpersonal relationships. Relational pedagogy (Bingham & Sidorkin, 2010; Aspelin, 2017) is an approach where teaching is to be understood relationally. Within this diverse source of research, PeRT is a relational perspective on teaching and education that has emerged as a new branch that can enrich and expand our understanding of relational processes and educational relationships. The construction, mediation, and development of knowledge within PeRT stems from a relational teaching perspective grounded in intersubjective traditions of philosophy. The concept relational teachership is an umbrella term for this theoretical perspective highlighting how teachers relate to their students in ways that create relational values like respect and trust. However, the field of relational pedagogy is small and largely unexplored, and needs a more precise theoretical starting point (Aspelin, 2017); thus, PeRT was created to inspire and support the development of teachers’ relational proficiencies in modern education. From a pedagogical perspective, PeRT uses a three-dimensional model highlighting interpersonal relationships at micro, meso, and macro levels within the educational system. Through a relational-oriented approach, the spotlight is directed towards students’ participation in their education. The first dimension of the model is based on the Convention on the Rights of the Child (CRC) (United Nations, 1989) and the Salamanca Statement (UNESCO, 1994). The second dimension includes a model which highlights different aspects of relational teachership as well as the relationship between teachers and student. This part of the model is inspired by Bronfenbrenner´s (1979) ecological theory, which focuses on children’s growth in different environments. Bronfenbrenner describes his model as bioecological, which takes the child’s biological and psychological conditions into account. This differs from PeRT’s relational model, which highlights interpersonal relational processes within the educational system. The third dimension of the model presents a tool for relational and didactic aspects in teaching. Hence, in order to create an extended relational understanding of situated teaching, the didactic triangle is expanded by four relational questions of why, where, when and how, and forms the shape of a star. These relational questions highlight different aspects of the emergence of the student’s self (Biesta, 2007; Säfström, 2005) and problematise the conditions for how unique children can speak with their own voices. The Relational and Didactic Star has the potential to enlighten both relational values and didactic aspects of education in an enhanced relational understanding of different educational environments. To conclude, PeRT´s relational multi-dimensional model highlights the centrality of relationships at all levels in the education system. Method PeRT is founded on empirical classroom research exploring teacher-student relationships in today’s schools. In a micro-ethnographic study, Tact and Stance – A Relational Study About the Incalculable in Mathematics Teaching (Ljungblad, 2016), the spotlight was directed towards how teachers relate to students when they teach. The point of departure was the Convention on the Rights of the Child (CRC) (United Nations, 1989) and the right of children to participate in democratic educational relationships, in the sense that unique children are given the opportunity to speak with their own voices. The selection of four participating teachers was considered positive based on former students describing how these teachers meet students in a secure way that is conducive to development. Consequently, from a child’s perspective, there was something meaningful to explore in these educational environments. In the study, 100 children from compulsory schools, upper secondary schools and schools for children with learning disabilities participated. Among the participants there was a wide range of variations of physical and intellectual functionality: different learning difficulties, different diagnoses, visual impairments, as well as students with intellectual challenges and communication difficulties. Inspired by Biesta’s (2001, 2007) the incalculable as an alternative approach in the field of inclusion, the study empirically explored teaching, particularly its most complex dilemma situations. In the microanalysis, teachers’ pedagogical adaptability was captured in a movement, a gesture, a glance and a tone of voice, and this acknowledgement was understood in terms of pedagogical tact (Løvlie 2007). The findings show a similar pattern in how the four teachers related to their students, which is described as pedagogical tact and stance. The findings gave insight into how the teachers’ pedagogical tactfulness created space for the students’ unique voices to emerge. The main results show how the participating teachers created and maintained trustful and respectful teacher-student relationships. The concept of relational teachership, which originated from the pedagogical tact and stance of teachers, is introduced to emphasise the importance of relational proficiencies in education. In accordance with the empirical results verifying that successful relational teachership already exists in some educational environments, and based on the model for how the study empirically operationalised a relational perspective on teaching, a new multi-relational theoretical perspective, PeRT (Ljungblad, 2018, 2019), was created to support teachers’ relational proficiencies that nurture children´s being and becoming. Conclusion Modern education must address issues of diversity (United Nations, 1989; UNESCO, 1994). Given human diversity, all children have an equal right to participate in education of high quality, where they can speak with their unique voices and listen to the voices of others. In the field of inclusive education, PeRT can highlight relational challenges in today’s schools by focusing on interpersonal relationships and relational values. It is a radical alternative that explores teaching conditions to enable subjectification (Biesta, 2007), so that students can emerge as unique subjects. Children have a fundamental right to education and to participate in democratic educational relationships, democratic in the sense of emerging as a unique person (Ljungblad, 2016). Such a sustainable relationship allows a child to become somebody, because without a sense of self, a child is voiceless. PeRT is a relational approach to education that emphasizes respect for each unique child, and the child’s right to take part in education that enables their potential. This highlights an essential shift from child policy to child rights policy. Today, there is a need for new research, as well as theories and models that can contribute to the implementation and the realization of the CRC (United Nations, 1989). PeRT’s (Ljungblad, 2018, 2019) model can be used in teacher education as well as research within pedagogical, didactical and special educational studies. PeRT can also support schools and teachers in their quest to develop trustful and respectful teacher-student relationships and create new possibilities for socially vulnerable students. In conclusion, PeRT is an invitation to scholars and practitioners to use the multi-relational model as creative inspiration for seeking new knowledge and understanding about students participation in democratic educational relationships. Such cooperative relational work is an endeavour about how democracy is taking place. Nothing is more important to our mutual future.

This paper introduces the experiments realized by Arduino Education in the field of educational robotics. The paper, written as a collection of annotated exemplars, covers a series of prototypes, kits, and full educational programmes which were tested with students of different ages and educators. Some projects are of a do-it-yourself (DIY) nature, a property we came to describe as DIY-ness, while some others have been manufactured and served to tens of thousands of students. There are however things in common that can help others in the conceptualization, development, and deployment of educational robotics initiatives.

Svensson and Lundström focus on teaching literary classics across analogue and digital media spaces by using a text universe, that is a source text and its various re-presentations, as a way to challenge educational discourses and create opportunities for students to expand socio-political boundaries. In the chapter, the Pride and Prejudice-universe is analysed in order to explore what the different re-presentations add to the particular universe as well as how they contribute to the understanding of the source text, Austen’s novel. Focusing on intersectionality in remakes (adaptations) and makeovers (fan fictions and variation novels), the analysis demonstrates how the text universe provides scope for subaltered voices within the intersectional framework and presents a counter-discourse to the historical space of the classic Pride and Prejudice, thus becoming a virtual learning site for socially negotiated knowledge.

The purpose of this article is to discuss how the Swedish preschool’s role has changed over the last twenty years, and how this change has been influenced by transnational education policy. Through text analysis and focus on key strategies and concepts that describe problems and solutions (Bacchi 2012), I have found a prominent intertextuality in transnational and national education policy, leading to significant discursive displacements. Sweden, by working with a cohesion model that combines care and learning, has now embraced a modified version of its own model, influenced by dominant transnational economics-oriented organizations. The concept of the vulnerable child works as a legitimizing mechanism.

Den här rapporten är resultatet av arbetet med studien Early Alert på Malmö universitet, under höstterminen 2018. Syftet med studien är dels att skapa större förståelse för orsakerna bakom bristande studieresultat hos förstaårsstudenter och dels att ta fram förslag till stödinsatser för studenterna, så att de kan fortsätta sina studier och fullfölja sin utbildning. Syftet är också att systematisera utvecklingsarbetet av ett uppföljningsverktyg, för att tidigt identifiera studenter med bristande resultat.

Undersökningen pågick mellan december 2018 och januari 2019. Fokus var förstaårs-studenter utan resultat tio veckor in i studierna vid lärosätets samtliga fem fakulteter: Kultur och samhälle (KS), Teknik och samhälle (TS), Hälsa och samhälle (HS), Lärande och samhälle (LS) och Odontologiska fakulteten (OD). Undersökningen är den tredje i sitt slag vid Malmö universitet och kan också sägas vara den fjärde, om vi inkluderar pilotprojektet som genomfördes med studenter på TS höstterminen 2016.

Resultatet visar att, trots de insatser som genomförts i anslutning till föregående års rapporter, till exempel i form av förstärkt mottagningsarbete för nya studenter, så finns det fortfarande stora behov av tidiga förebyggande stödåtgärder. I likhet med tidigare rapporter så rekommenderar vi fortsatt kartläggning och behovsanalys av riskfaktorer, parallellt med att ökad kunskap om vad som fungerar bra och vad som kan ha betydelse för ökad genom-strömning tydligt lyfts fram.

Dessutom innehåller denna rapport ett utvidgat avsnitt när det gäller forskning med fokus på breddat deltagande, studieframgång och riskfaktorer för avhopp. Dessa aspekter är centrala i universitetets kvalitetsarbete.

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.

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.

Our aim in this article is to examine policy discourses that promote positional changes for thepreschool class in the Swedish educational system. The preschool class is currently going througha watershed period, which is characterized by uncertainty regarding its position in the educationsystem. In this article, we explore changes in the Swedish education system by analysing policydocuments from 1997 to 2017 with a specific focus on the positional shift of the preschool class.The departure point for our study is that policy relates to the concepts of subjectification,qualification and socialization. In addition, we examine how these goals in education are to beachieved and the educational restructuring required to do this. The findings show that policydiscourses about the preschool class have shifted from pedagogical arguments about thebenefits of pedagogical integration, consensus and the move of preschool pedagogy into schooleducation, to more school- oriented, knowledge-economy arguments about increased goalachievement. Schoolarization describes a positional shift in the education system that containstwo collaborative processes: an approach towards school content, goals and forms for teachingand a distancing to the content and goals formulated for Early Education and Care.

Inledning

Lektionerna riktar sig mot elever i årskurserna f-3 och syftet är att eleverna på ett enkelt och lekfullt sätt ska få närma sig skapande i musik. Materialet som ska utgöra själva notskriften i elevernas komposition är sådant som finns på fritidshemmet. Tanken är att eleverna ska kunna arbeta med musikskapande både på musiklektionerna och när de vistas i fritidshemmet. Precis som det är en lek att bygga ett hus eller ett flygplan med lego eller brioklossar, kan barnen leka och bygga musik tillsammans. Eleverna komponerar melodier för boomwackers och sång. För de lite äldre eleverna i årskurs 2-3 kan sedan dessa melodier överföras till melodispel på piano och du som lärare kan harmonisera barnens musikverk och slutligen kan barnen använda ett enkelt musikprogram såsom exempelvis Soundtrap eller Garageband för att spela in sin musik.

Istället för att ange progressionen i antal lektioner anges den istället i olika moment, för att du som lärare ska kunna anpassa lektionerna utifrån elevernas förutsättningar.

Parallellt med att du arbetar med musikskapande, melodispel och digitala verktyg inkorporerar du barnkonventionens artikel 13 som i sin helhet lyder:

•       Barnet ska ha rätt till yttrandefrihet. Denna rätt innefattar frihet att oberoende av territoriella gränser söka, motta och sprida information och tankar av alla slag, i tal, skrift eller tryck, i konstnärlig form eller genom annat uttrycksmedel som barnet väljer.

•       Utövandet av denna rätt får underkastas vissa inskränkningar men endast sådana som är föreskrivna i lag och som är nödvändiga: (a) för att respektera andra personers rättigheter eller anseende, eller, (b) för att skydda den nationella säkerheten, rättsordningens grunder (ordre public) eller folkhälsan eller den allmänna moralen.

In design theory, we often come across scholarly efforts that seek to define design as a unique discipline and to characterize it as a distinct category of practice, with its own epistemology in that it differs from sciences, arts and humanities (Cross, N. 2011. Design Thinking: Understanding How Designers Think and Work. Oxford: Berg.; Dorst, K. 2015. Frame innovation: Create New Thinking by Design. Cambridge: The MIT Press. Nelson, H. G., and E. Stolterman. 2012. The Design Way: Intentional Change in an Unpredictable World. The MIT Press.; Redström, J. 2017. Making Design Theory. MIT Press.). Although such efforts are helpful in teasing forward the nature of design epistemologies and practices, we question them by critically engaging with epistemic paradigms informing design education, its structural forms, origins and purposes, historically, while suggesting the time has come to reevaluate design’s relationships with other epistemological traditions, including the sciences and humanities. We unpack history of design education, in order to problematize what we have come to view as overly schematized epistemological distinctions, most notably the asserted opposition between (what Schön calls) technical rationality and an alternative epistemology broadly linked to pragmatism and/or phenomenology. We do so by offering a genealogy of design education showing that since the nineteenth century, design programmes have continuously, if diversely, taught novice designers, methods, crafts, and attitudes that reflect diverse epistemological traditions. Theorists and educators of design have a shared interest in balancing the needs to appreciate and help develop that which is distinctive of design and also to build upon design’s rich epistemological connections to the sciences and humanities. Whereas the former helps the field improve its abilities to contribute to society, the latter provides many of the theoretical, methodological, and pedagogical resources that make such contributions possible.

This study investigated differences and similarities in outcomes of analyses based on phenomenography and variation theory. We used the same data for both analyses to highlight the assumptions of each approach. Participants were 198 students (grades 7–9) who provided written answers to the question ‘What is learning?’. The phenomenographic analysis identified qualitatively different categories representing different ways participants’ conceptualised learning, separated by critical aspects that distinguished each category. This analysis found six categories, seeing learning as: extended skills, process, investment, feelings, object-knowledge, relationships, and feelings. The variation theory analysis identified aspects constituting the object of learning, with critical aspects being those not yet discerned by the learner. Aspects and features identified in this analysis were: learner (skills, abilities, pre-knowledge, attitudes), learning activities (brain, listen, repeat, practicing), learning source (teacher, school, learning materials, friends, Internet, places/persons outside school), content/ object of learning (facts, information, activity), and outcomes (job, enhanced future, development, performance, widening knowledge). Aspects and features not yet discerned are critical, and must be made discernable for the learner to enhance their understanding. This use of critical aspects differs from phenomenography, in which critical aspects identified qualitatively different ways of seeing learning (i.e., categories of collective experiences). In variation theory, aspects (dimensions) and features (values of the dimension) relate to individuals’ understanding in specific contexts (e.g., a school class). A major difference between phenomenography and variation theory is the perspective of collective- and individual-expressed discernments. In phenomenography, a person may belong to several categories, whereas in variation theory, the aspects an individual has discerned reflect the way that person understands the phenomenon. This means the outcome of variation theory can be used to design and test the outcome of instruction, whereas the outcome of phenomenography provides information about general assumptions of how a phenomenon can be discerned.

This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.

Denne artikkelen beskriver hvordan lærerne kan bruke teoretiske antakelser om læring – fra et variasjonsteoretisk perspektiv – som verktøy for å utvikle matematikkundervisningen i skolen. Lærernes undervisningsevne påvirkes både av deres forståelse av innholdet og av hvordan de forstår elevenes forståelse av dette innholdet. For å støtte lærernes arbeid ville det være ønskelig om de kunne benytte seg av godt underbygde resultater fra undervisningsutviklende forskning der for eksempel læring og undervisning er blitt studert systematisk i klasserommet. Ettersom dette området fortsatt er uutforsket på mange måter, mangler vi forskningsresultater som viser hva som kjennetegner betingelser for læring, og hvordan kunnskapsutvikling skjer i klasserommet. I Sverige er det gjennomført en grundig undersøkelse av hvilke forskningsresultater lærerstudenter får ta del i. Undersøkelsen viser at de møter få elementer av undervisningsutviklende resultater fra studier i klasserommet (Wahlström & Alvunger, 2015). I stedet er det først og fremst beskrivende og tolkende forskning som er blitt prioritert i pensumlitteraturen for lærerstudiet.

This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts – a core issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The “art of decision making” in complex contexts is to take scientific knowledge into account, but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may motivate many students for science learning and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and uncertainty and to empower them for wise decisions about societal and personal well-being.

The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.

The development of education programmes in career guidance and counseling (CGC) has followed different paths among the various Nordic countries. Ten CGC programmes in Denmark, Finland, Greenland, Iceland, Norway and Sweden were evaluated against the NICE curricular model. The results show that all NICE core competences are represented in the curricula. However, there is greater focus in some programmes on developing competences for individual career guidance, than on developing competences for working at organisational and societal levels. Implications for the cooperation and professionalisation of CGC within the Nordic countries are discussed as well as limitations of the NICE model.

The aim of this chapter is to describe some fundamental developments within Swedish educational policy focusing especially on the idea of educational individualization as a way of placing the child at the center of the educational activity and thereby as a vital agent in the construction of a more equal and just society. We argue that these historical trends, coupled with the neo-liberal influences within contemporary educational policies, have created a strong discourse of childhood within Swedish society, centered on the concept of ‘the competent child’. However, contemporary neo-liberal transformations of the idea of educational individualization have far-reaching consequences in terms of what competencies children are to develop as well as for the overall relationship between the state and the individual in Sweden.

The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching

Läraryrkets relationella dimensioner är något som hittills haft en undanskymd roll inom lärarutbildningen. Ändå är välfungerande lärare-elevrelationer en grundläggande del av en lyckad undervisning. I Relationellt lärarskap - pedagogiska möten får vi följa fyra lärare som möter sina elever på ett särskilt utvecklande sätt. Genom att filma lärarna på nära håll har författaren kunnat observera betydelsefulla relationella aspekter av det som sker mellan lärare och elever, ansikte mot ansikte. I boken får vi se hur lärarna relaterar till sina elever och hur de skapar tillit och respekt. Lärarnas sätt att relatera till sina elever beskrivs som pedagogisk takt och hållning, vilket är en grundläggande pedagogisk dimension av att vara och verka som lärare. Lärarna skapar pedagogiska möten där läraren som person möter eleven som person. De klarar dessutom undervisningens svåraste dilemmasituationer utan att eleverna blir bärare av undervisningens problem. Författaren utvecklar därmed en fördjupad förståelse för vad ett relationellt lärarskap innebär i praktiken. I boken representeras också ett multirelationellt perspektiv på undervisning och utbildning - Pedagogiskt Relationellt Lärarskap - PeRL.