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Children's outdoor play and experience with nature, or the lack thereof, have gained increased attention among researchers in Western countries. To understand the attraction of nature in children, one dominant discourse is expressed by the concept of risky play. By employing a phenomenological-hermeneutic approach and a triple-angled methodology consisting of participant observation, auto-photography and photo-elicitation during a family mountain-camp run by a national volunteer association, this article intends to contribute to the understanding of children’s own perspectives of nature, which have so far only received modest attention. Inspired by the core concepts affordances, inhabitation, curiosity, and ‘Bildung’, the article investigates children’s lived play experiences in nature as a way of exploring their own bodily abilities, while at the same inhabiting and experiencing the natural surroundings in ways that can be conceptualized as (self-)formation through curious play.
This article examines whether educational science legitimizes pedagogikk as an independent scientific discipline or not. The question is addressed more specifically in the context of Erling Lars Dale’s attempt to reconstruct two basic concepts of pedagogikk, viz., learning and Bildung. Firstly, I argue that Dale, through his views on learning, turns away from the basic principles of pedagogikk. Secondly, I indicate the problem of learning having a limited vocabulary, which makes it impossible to investigate certain questions within pedagogikk, for example questions about becoming an independent and responsible person. Thirdly, I highlight Dale’s concept of Bildung as aiming at reconciliation between the self and the other, whereupon the parties end up speaking the same language. The result of all this is that pedagogikk is weakened as an independent discipline. As an attempt to legitimize pedagogikk as independent, I therefore introduce the concept of ‘existential personification’, where the responsibility is not related to any system whatsoever but rather to each individual.
This article is about queer school-based self-assessment, and deauthorized, self-reflexive, and robust knowledge-creation processes and/as products in schools. It is about professional development and knowledge autonomy in a reform perspective and action research. Ultimately it is about creating a readiness, to hope for, embrace, and love all the ands, additions and supplements, which are always there to think with. It is about creating conditions for never-ending innovation through a notion of linguistic vibrations, creating forces and fertile grounds for alternative praxes. This is therefore part of our efforts to find ways to facilitate the better use of research and/in education: using research to strengthen both our policies and practices.
Sweden has a reputation as a country with a relatively high level of gender equality. Nevertheless, both the labour market and vocational training programmes in upper secondary school are highly segregated along gender lines. The present ethnographic study concerns the minority position and professional socialisation of male students taking part in a health and social care programme in upper secondary school in Sweden. In addition to observations, students, health and social care teachers and internship supervisors were interviewed. The study revealed that it was taken for granted that men were considered particularly valuable. The male students universally and frankly described how they expected to receive preferential treatment in future employment situations. They showed no sign of finding this as being unjust to their female colleagues. Furthermore, the emphasis on male students’ gender entails the risk that they will be treated more as men than as the nursing assistants they are training to be, which may hamper their professional socialisation.