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    Problemets politik: En forskningsbaseret antologi om Carol Bacchis poststrukturalistiske policy- og interviewanalyse i pædagogik og uddannelse

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    Da pandemien rasede i efteråret 2020, tog Tine Fristrup kontakt til Pia Cort og Jens Erik Kristensen for at fortælle om sin idé med at udgive en publikation på dansk om Carol Bacchis poststrukturalistiske policy-analyse “What’s the Problem Represented to be? ”, der i daglig tale benævnes WPR-tilgangen. Ideen gik på, at der var brug for forskningsbaseret undervisningsmateriale, der kunne introducere til og videreudvikle WPR-tilgangen og Bacchis tænkning i en dansk uddannelsesmæssig sammenhæng, fordi flere og flere anvender perspektivet som en analyseramme i opgaver og specialer – ikke kun på Aarhus Universitet men også på de andre universiteter i Danmark. Det har siden vist sig, at WPR-tilgangen har stor udbredelse i de nordiske lande med en netværksforankring på Karlstad Universitet i Sverige. Forespørgslen vakte begejstring og ret hurtigt blev redaktionsgruppen udvidet til også at omfatte Anne Larson, Rie Thomsen og Randi Boelskifte Skovhus. Senere blev andre inviteret til at bidrage med artikler. Pia Seidler Cort opfordrede Johanna Mufic fra Linköping Universitet i Sverige til at bidrage med refleksioner over brugen af WPR-tilgangen i sin ph.d.-afhandling om voksenuddannelse og hvordan kvalitet konstrueres i voksenuddannelse. Også Miriam Madsen fra DPU, der allerede havde udgivet en kritisk artikel om WPR-tilgangen, gav efter aftale med tidsskriftet tilsagn om, at artiklen kunne genoptrykkes i denne her forskningsbaserede antologi. De fleste af antologiens bidragsydere kommer fra DPU: Danmarks institut for Pædagogik og Uddannelse ved Aarhus Universitet. På DPU har WPR-tilgangen vundet stor udbredelse på stort set alle kandidatuddannelserne. For flere undervisere er udbredelsen nærmest blevet for stor, da WPR-tilgangen anvendes af de studerende som en slags “automatvalg”, når de skal udarbejde en policy-analyse. De studerendes måde at bruge WPR-tilgangen på minder til tider om det, man kunne kalde “en automatopgave”, der er struktureret omkring tre eller fire spørgsmål fra WPR-tilgangens seks spørgsmål og det syvende refleksionstrin. Spørgsmålet, der stillede sig i forhold til publikationen her, blev således orienteret mod, hvordan vi kunne kvalificere de studerendes arbejde med WPR-tilgangen, ikke mindst fordi tilgangen giver mulighed for skarpe analyser af policy og dermed indsigt i, hvordan policy-problemer selvfølgeliggøres og til en vis grad bliver kritik-afvisende. Tanken var at udarbejde en forskningsbaseret antologi, der gav eksempler på brugen af WPR-tilgangen kombineret med nogle af Carol Bacchis egne tekster og anvisninger til, hvad hun har udgivet – ikke mindst hendes blog, som byder ind med mange interessante analyser, hvor hun forholder WPR-tilgangen til affektteori, etnografisk arbejde, covid-19, subjektivitet osv. Vi ville ikke udarbejde en traditionel lærebog, men bidrage med en antologi, hvor bogens bidragsydere skulle bidrage med hver deres særlige forskningsbaserede vinkler eller fokuseringer af WPR-tilgangen i forhold til Bacchis mangeårige akademiske virke. Dette ville også kunne skærpe de studerendes forståelse af, hvor forskelligt en teoretikers værker kan læses og omsættes i konkrete analyser. Carol Bacchi har i de sidste år haft fokus på at udbrede viden om WPR-tilgangen og på at skabe rammer for, at analysestrategien også kan bruges i forbindelse med analyse af andet end policy-dokumenter. Dette har resulteret i “Poststructural Interview Analysis (PIA)”, der som en tilføjelse peger ind i WPR-tilgangen og dens femte spørgsmål om effekterne på det levede liv. Med PIA-tilgangen åbner Bacchi i samarbejde med Jennifer Bonham op for at analysere udsagn fra interviews med udgangspunkt i de samme rationaler, som ligger til grund for WPR-tilgangen. Vores håb er, at antologien vil kunne inspirere og kvalificere studerendes arbejde med Bacchis tænkning og åbne op for både mere kreative og stringente policy- og interviewanalyser

    Model for elevers skriveudvikling i indskolingen og inspiration til skriveundervisning: ATEL working paper 4

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    Hvad karakteriserer elevers skriveudvikling i indskolingen, fra de eksperimenterer med bogstaver og begynder at lære at udtrykke sig og kommunikere på skrift, til de skriver korte sammenhængende tekster? Det har været et centralt spørgsmål for os i projektet Teaching platform for developing and automatically tracking early stage literacy skills (ATEL, 2018-2023). Projektet er tværinstitutionelt og er blevet gennemført af forskere fra DPU, Aarhus Universitet, Nationalt Videncenter for Læsning og DTU i samarbejde med WriteReader, der har udviklet app’en Skriv og læs. I projektet har vi også samarbejdet med alle skoler i Svendborg Kommune samt enkelte skoler i Odense Kommune

    Daigou: Transnational Flows, Relatedness, and the Reproduction of the Chinese Family

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    This dissertation discusses the impact and meaning of transnational daigou (buying-on-behalf-of) businesses, where Chinese immigrants, primarily women, supply networks of kin and friends in China with infant formula bought in Denmark. The circulation of goods and capital between consumers and suppliers results in an extensive transnational network based on mutual trust and morality. In this respect, the daigou practices constitute both vertical intergenerational and horizontal transnational forms of relatedness, which in different ways contribute to solving the conundrum of family reproduction in contemporary China and the Chinese diaspora

    LEGENDE TVÆRPROFESSIONELLE UDDANNELSER: Designbaserede undersøgelser af sprog og samarbejde om legende tilgange til læring

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    DANSK RESUMÉ Denne afhandling er baseret på et treårigt ph.d.-projekt mellem 2020-2023 i samarbejde mel-lem Københavns Professionshøjskole og DPU, Aarhus Universitet. Ph.d.-projektet er en del af Playful Learning Research Extension, der inkluderer 12 ph.d.-stipendiater samt seniorforskere og forskningsledelse. Dette forskningsprojekt undersøger legende tværprofessionel uddannelse - og dermed samarbejde mellem pædagoguddannelsen og læreruddannelsen om udvikling, design og oplevelser af legende tilgange til læring. Det er baseret på empirisk og designbaseret forskning i et kvalitativt perspektiv, og bidrager med viden om, hvordan undervisere forstår og udfolder et pædagogisk og didaktisk sprog for legende tilgange til læring samt hvordan stude-rende oplever at deltage, kommunikere og interagere i legende samarbejdsformer. Gennem designbaserede studier, afprøvede didaktiske design og legeeksperimenter tilbyder denne afhandling teoriudvikling og praktiske bidrag til at udforske og udvikle tværprofessionel uddannelse gennem legende pædagogik, didaktik og tænkning samt nye perspektiver på legende videregå-ende uddannelse. Det vedrører mere specifikt, hvordan legende tilgange til læring kan forstås som et både flertydigt, flerstemmigt og spændingsfyldt fænomen med konsekvenser for samskabelse af legende tværprofessionel uddannelse, hvordan produkter - såsom didaktiske design og designprincipper - bliver grænseobjekter, der forbinder professionsuddannelser samt hvordan undervisere erfarer modsætninger i at udvikle åbne, udforskende og kreative legende tilgange i professionsuddannelsernes strukturer og rammer. Det vedrører derudover, hvordan stu-derendes legende samarbejde kvalificeres af at skabe, udvikle og lege med objekter sammen, der kan facilitere tværgående kommunikation og samarbejde, hvor objekterne også bliver af-fektive og relationelle. I deres legende omgange med tværprofessionel uddannelse oplever studerende, at de lærer om hinandens forskellighed - og forskellige kulturer, sprog, fagligheder og tilgange. Det er imidlertid ikke uden udfordringer, da strukturelle og kulturelle vilkår aktualiseres, når legs karakteristika approprierer og disruperer - og når man som voksen skal genlære at lege. Dette projekt har haft følgende forskningsspørgsmål: Hvordan forstår og udfolder undervisere et pædagogisk og didaktisk sprog for legende tilgange til læring i tværprofessionel udvikling af undervisning mellem pædagoguddannelsen og læreruddannelsen, og hvordan kvalificerer legende tilgange til læring studerendes samarbejde i tværprofessionel uddannelse? Forskningsspørgsmålet er operationaliseret i fire underspørgsmål, der i afhandlingen udtrykker en progression i forskningsprojektet: Hvilke pædagogiske, didaktiske og professionsfaglige forståelser og sprogliggørelser af legende tilgange til læring udtrykkes og skabes i undervisernes samarbejde om og udvikling af undervisning på tværs af læreruddannelsen og pædagoguddannelsen? Hvordan fremmer og udfordrer legende tilgange til læring studerendes kommunikation, samarbejde og deltagelse på tværs af læreruddannelsen og pædagoguddannelsen? Hvilke spændinger og kompleksiteter viser sig i udvikling af tværprofessionelle legende tilgange til læring, og hvilke konsekvenser har det for designbaseret samskabelse? Hvilke betydninger har fælles forståelse og sprog i at kvalificere pædagogisk og didaktisk udvikling af legende tværprofessionel uddannelse? Denne afhandling er artikelbaseret, og den indeholder syv forskningsartikler udvalgt for at vise og diskutere dens resultater, udvikling og bidrag. Da forskningsprojektet er designbaseret og orienteret mod integrative og fleksible metodologiske forståelser, anvendes der flere teorier og metoder gennem afhandlingens artikler. Det implicerer, at nærværende artikelbaserede afhandling er udført, så kappen er reflekterende - og dermed fremstiller, diskuterer og udfolder forståelser, perspektiver, udviklinger og processer i forskningsprojektet.I afhandlingen repræsenteres interventioner og designeksperimenter empirisk gennem tre designbaserede studier (Barab & Squire, 2004; McKenney & Reeves, 2019; Wang & Hannafin, 2005), hvor det tredje er inspireret af komparative designeksperimenter (Krogh et al., 2015). Studierne har empiriske afsæt i 1) et legende tværprofessionelt undervisningsforløb, 2) BA-Lab som et tværprofessionelt legelaboratorium samt 3) iterationer af designeksperimenter i nye - både danske og udenlandske - kontekster for at afprøve, udvikle og kvalificere dem. Projektets empiriske grundlag er kvalitativt og baseret på designværksteder, refleksionsværk-steder, dialogiske og kvalitative interviews, refleksionstekster, observationer og feltnoter samt dokumentation af materialer, konstruktioner og undervisningsressourcer.Afhandlingen er bygget op omkring at give præsentationer og diskussioner af dens kon-tekst, teori og begreber, metodologi og metoder samt grundanalyser som komparative læsninger af resultater fra dens artikler. Der er ligeledes produceret sammenfatninger af afhandlingens artikler. I kapitel 1 placerer jeg forskningsprojektet mellem tre eksisterende forskningsfelter om 1) legende videregående uddannelse, 2) professionsuddannelse og 3) tværprofessionel uddannelse. Dette fører mig til afhandlingens forskningsspørgsmål og en introduktion til dets grundlæggende basering i dialogisk tænkning og teori. I samme kapitel introducerer jeg til afhandlingens forskningsdesign, refleksioner over at producere en artikelbaseret afhandling samt pandemiske og strukturelle vilkår og betingelser. Kapitel 2 indeholder sammenfatninger af afhandlingens syv artikler. I skrivende stund er fem publiceret, en er accepteret og i tryk og en er indsendt og i fagfællebedømmelse. Sammenfatningerne er struktureret således, at jeg først beskriver konteksten for publicering, dernæst artiklens baggrund og formål, metoder og resultater - og til sidst forskningsbidrag. Her skelner jeg mellem bidrag til forskningsfelter generelt og bidrag til afhandlingen specifikt, som er forbundne, men alligevel illustrerer forskellige bidrag til teori og praksis omkring legende tilgange til læring i videregående og tværprofessionel uddannelse. I kapitel 3 præsenterer og diskuterer jeg afhandlingens centrale teorier og begreber, hvilket er de gennemgående anvendte teoretiske dimensioner i forskningsprojektet. Det vedrører udfoldelse og differentiering af begreber for leg og legende, og hvordan jeg i afhandlingen integrerer teoretisk og filosofisk viden fra legeforskning i sproglig, teoretisk og praktisk udvik-ling af legende tilgange til læring. Derfra fremstiller jeg afhandlingens perspektiver på tværprofessionelt samarbejde i praksis og tværprofessionel uddannelse som beslægtede og forskellige praksisfelter og forskningsfelter. I afhandlingen har objekter og materialiteter en central rolle i at besvare dens forskningsspørgsmål, idet de dels bliver grænseobjekter mellem undervisere til at facilitere kommunikation og dels bliver samskabte objekter mellem studerende til at udvikle anderledes deltagelses- og handlingsrum. Derfor er afhandlingens objektteoretiske perspektiver inspireret af grænseobjekter (Star & Griesemer, 1989), objektmedieret kommunikation og refleksion (Roos, 2006), sanselige objekter (Turkle, 2011) og fælles visualiseringer på tværs af faglige og professionelle grænser (Dossick & Neff, 2011). Herfra udfolder jeg perspektiver på samarbejde, samskabelse og spændinger i tværprofessionel udvikling af uddan-nelse - og hvordan forskellige perspektiver på samarbejdsstrategier er fagligt anvendelige til at undersøge, designe for og udvikle legende tværprofessionel uddannelse. Kapitel 4 introducerer og diskuterer forskningsprojektets metodologiske, videnskabsteoretiske, metodiske, empiriske og analytiske perspektiver og tilgange. Projektet er metodologisk baseret på designbaseret forskning (Barab & Squire, 2004; McKenney & Reeves, 2019; Wang & Hannafin, 2005) og de pågældende afsnit rammesætter dels dette projekt i designba-seret forskning generelt og udfolder dels specifikke tilgange, faser og perspektiver i projektets designbaserede forskning. I dette kapitel forholder jeg mig dertil til projektets videnskabsteoretiske afsæt i pragmatisme og diskuterer orienteringer mod en relationel ontologi og dialogisk epistemologi, som i denne afhandling er forbundne perspektiver. Kapitlet indeholder derfra metodiske introduktioner og refleksioner over projektets kvalitative forskningsstrategier i form af designværksteder og refleksionsværksteder i designbaseret forskning, dialogiske interviews, refleksionstekster som introspektiv og retrospektiv erkendelsesskrivning samt visuelle og ma-terielle tilgange til at undersøge legende tilgange til læring og legende tværprofessionel uddannelse. Til sidst i kapitlet fremstiller jeg afhandlingens etnografiske indstillinger og forsknings-etiske dimensioner, dets perspektiver på forskningskvalitet i lyset af designbaseret forskning og dialogiske principper samt analytiske tilgange inspireret af refleksiv tematisk analyse (Braun & Clarke, 2022). I kapitel 5 fremstiller og diskuterer jeg afhandlingens grundanalyser baseret på resultater og fund i dens artikler. Med afsæt i afhandlingens fire underspørgsmål, udfolder jeg fire grundanalyser, der samlet set besvarer afhandlingens forskningsspørgsmål. De fremstilles som 1) Sprog for legende tilgange: Flerstemmighed, plasticitet & længsler efter struktur og åbenhed, 2) Deltagelses- og mulighedsrum i legende samarbejde og læreprocesser, 3) Spændingsanalyser: Forskellighed og fælleshed i pædagogisk-didaktisk udvikling og 4) Konturer af en legende og relationel pædagogik for tværprofessionel uddannelse. Målet med kapitlet er komparative læsninger af afhandlingens artikler og deres selvstændige resultater med henblik på at besvare forskningsspørgsmål og underspørgsmål - og føre afhandlingen over i dens konkluderende kapitel.Kapitel 6 er en reflekterende konklusion, der sammenfatter viden og bidrag produceret i forskningsprojektet og besvarer dets forskningsspørgsmål. Her fremstiller jeg, at legende tilgange til læring er et både flertydigt og flerstemmigt fænomen, når undervisere fra pædagog-uddannelsen og læreruddannelsen samarbejder om at udvikle legende tværprofessionel uddannelse. Derfor er et teoretisk bidrag i afhandlingen ‘stemme-begrebet’, der tematiserer fænomenal flerstemmighed og dets konsekvenser for pædagogisk og designbaseret samskabelse. Der-udover udfolder jeg, at studerende fra de to professionsuddannelser i legende samarbejdsformer etablerer anderledes kommunikative og kollaborative strategier til at udforske, udvikle og konfigurere faglige og relationelle forståelser. Til sidst i kapitlet perspektiverer jeg afhandlingen, og fremhæver, at dens praksisnære empiriske undersøgelser i mindre grad er orienteret mod de institutionelle og strukturelle betingelser og rammevilkår, der også er dimensioner i legende tværprofessionel uddannelse. Det vedrører fx politiske strukturer, organisatoriske systemer og perspektiver på ikke-privilegerede positioner knyttet til køn, etnicitet og fx strukturel lighed. Afhandlingens selvstændige og originale forskningsbidrag er todelt. Med denne afhandling udvikler jeg dels ny teori om legende fænomenal flerstemmighed og legende samar-bejdsformer i samskabelse af og deltagelse i tværprofessionel uddannelse samt designprincipper, og dels udvikler jeg praktiske bidrag i form af didaktiske design, legeformater og produkter til samskabelse af legende tværprofessionel uddannelse. Afhandlingens teoriudviklende di-mensioner kan forstås som bidrag til forskningsfelterne i legende videregående uddannelse og tværprofessionel uddannelse gennem lokal teori og middle-range’-teorier (McKenney & Re-eves, 2019), som formidles og operationaliseres gennem håndgribelige produkter og praksis-forandringer - og stiller spørgsmål ved og problematiserer egne fund som potentialer for videre forskning og udvikling

    Exploring School Culture: Technical report for data collection

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    The following is a description of the process of selecting and recruiting schools, classrooms and teachers for the completion of the Exploring School Culture (ESCU) survey. The ESCU-survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was collected among Danish 6th and 9th students and their respective mathematics and Danish teachers, during the first half of 2019. The following topics will be addressed. Survey development and validation Sampling process Recruitment Non-response Comparison of respondents to full population of students The full questionnaires are specified in the appendi

    Tales of Bygone Kings. Discussions of Monarchy, Form of Government and Popular Sovereignty in Danish Medievalistic Literature c. 1789-1848

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    This dissertation, entitled Tales of Bygone Kings. Discussions of Monarchy, Form of Government and Popular Sovereignty in Danish Medievalistic Literature c. 1789-1848, studies how Danish fictional literature published between c. 1789 and 1848 used representations of medieval regents to consider political issues pertaining to the absolute monarchy and popular, political agency. The dissertation takes as its starting point an overview of the distribution of publications of this type of literature from the last part of the eighteenth century and the first half of the nineteenth century. I this is identified a tendency that on the whole, fictional literature about Danish, medieval regents are first published in the 1790s, that the frequency of publication drops in the first two decades of the nineteenth century, and that there is a significant increase in the number of publications from the 1820’s and until 1848. The dissertation studies why the publications of fictional literature about medieval regents are distributed in this way and argues that there is a relation between high frequency in publications and periods in which questions about royal power and form of government is more widespread in the Danish public. Following this, the dissertation examines how the literary depictions of medieval regents were used to consider political questions pertinent to royal power in the period Because of the significant amount of objects of analysis, the dissertation is limited to examine representations of the events in Danish, royal, medieval history, which are most often represented in the literature. The dissertation therefore studies fictional literature about Sweyn Grathe, Canute V and Valdemar the Great; Eric Clipping and Eric Menved; the Interregnum 1332-1340 and Valdemar Atterdag; and Christian II, divided between c. ten novels, twenty plays, some poems and ballets. The corpus for analysis consists of some well-known works, but is mostly comprised of literature that has not or has rarely been studied by researchers. The dissertation consists of four chapters that examine different political themes, which are prevalent in the studied literature. The first chapter focuses on the first wave of medievalistic literature published over a few years in the 1790s. The chapter analyses the significant influence of republican thought in literature, which is also found in the literature of the nineteenth century, but particularly finds expression in the literature of the late eighteenth century. The chapter consists of analyses of two literary works about the end of the Interregnum; Levin Christian Sander’s play Niels Ebbesen af Nørreriis [Niels Ebbesen of Nörreriis] (1797) and Malthe Conrad Bruun’s ode “Niels Ebbesen, Tyrandræberen” [Niels Ebbesen, the Tyrant Killer] (1797), which both incorporates republican ideas into a fictional, Danish context, but to significantly different effects. The second chapter deals with ius resistendi, the right to resist an unfit ruler. This was not a theme that was discussed in the public debate of the period, but the theme is quite prevalent in the literature studied in the dissertation. The chapter demonstrates that it is a widespread theme by providing an overview over where and how the theme finds expression in literature and mapping out the different stances towards ius resistendi expressed through different literary works. The third chapter of the dissertation examines the distribution of political agency between regent and people in the literary works. It shows how the fictional people are provided with a degree of political agency which is significantly greater than that of the contemporary, real Danish people and how the king in some instances – but not all – is reduced to a more politically passive figure. Like chapter two, this chapter consists of selections from a number of literary works which functions to map out the different ways in which the distribution of political agency is dealt with in the literature. The fourth chapter has a dual but connected aim. It analyses how some of the literature dealt with nationalises the figure of the king so that the king is not only portrayed as a political head of state, but is given a part in the national, popular community. In addition to that, the chapter examines why the large majority of the fictional literature about Christian II is limited to being published in the 1830s and 1849s. The chapter analyses the nationalisation of Christian II in three literary works about the king: Hans Christian Andersen’s play Kongen drømmer [The King Dreams] (1844), Carsten Hauch’s novel Vilhelm Zabern. En Autobiografi fra Christian den Andens Tid [Vilhelm Zabern. An Autobiography from the Time of Christian the Second] (1834) and Ole Bang’s Kongen vaagner [The King Awakens] (1846). The chapter argues that Christian II’s status as a king of the people or king of the burghers makes him an apt figure for discussing inclusion of the people in the government of the country, and that the emotionally controlled nature of the king makes him fit for exploring whether one is necessarily suited for reigning only because one is born to do it. Both are political issues which are highly pertinent to Denmark in the 1830s and 1840s, by when the absolute monarchy had had its day and it was widely acknowledged that the country would soon transfer to constitutional monarchy. The dissertation comprises a contribution to the understanding of how the Danish literature of the eighteenth and nineteenth centuries facilitated considerations about contemporary political issued, which in the case of the nineteenth century could not be discussed explicitly in public because of the restrictions of the freedom of the press which gave strict limits for public discussion of royal power and the government. The dissertation thereby contributes to expanding the understanding of the public debate and the considerations which preceded the abolition of the absolute monarchy in 1848 and thereby demonstrates how fictional literature provides a fruitful supplement to the description of the political development during the late absolutism offered by historical research

    Pædagogers arbejde med børn og unge i fritidspædagogikken : Fritidspædagogikkens betydning for børn og unges trivsel, udvikling og livsmuligheder

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    Denne rapport formidler centrale resultater fra et forskningsprojekt, der har haft fokus på fritidspædagogikkens betydning for børn og unges trivsel, udvikling og livsmuligheder. Rapporten tager afsæt i et forskningsprojekt, der økonomisk er støttet af BUPL’s Forskningsfond, og som har forløbet over et år i perioden 2021-2023. I denne periode har pædagoger, ledere samt børn og unge bidraget med vigtig viden til at udforske, hvordan det fritidspædagogiske arbejde rummer muligheder for at arbejde med børn og unges trivsel, men også, hvordan det fritidspædagogiske arbejde rummer muligheder for at skabe trivsel og forebygge oplevelser af mistrivsel

    Sygeplejevidenskab - myte eller virkelighed? Om genese og struktur af feltet af akademiske uddannelser og forskning i sygepleje i Danmark

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    ENGLISH SUMMARY:The aim of this study is to explore the feasibility and productivity of a model for description and analysis of what Bourdieu has called “the genesis and structure of cultural fields”, when the model is applied to the genesis and structure of a Nursing/Care Science, and of the corresponding practical, undergradutae and graduate Education for these purposes, in Denmark, during the last 20 years. The study is primarily heuristic, and covers  domains like education and pedagogy, epistemology and sociology of science. The study does not pretend that there is or can be a relatively autonomous field of Nursing/Care Science and Education under constitution in Denmark, in the technical sense of Bourdieu’s field studies, since central features of the process point into contradictory directions. The study tries to disentangle the complex as much as possible. During the period the craft of nursing has increasingly become academic, claiming to be based on scientific research. Among other things this has also resulted in different tentatives to organize undergraduate and graduate studies in the field, under the umbrella of different institutions and associations for research, higher learning and practical education. The study comprehends three parts: a theoretical-empirical study of the undergraduate and postgraduate education in the field, complemented with the conclusions of a historiographic and analytical study of the institutions and associations implied in this effort to create academic-scientific structures, and two volumes of appendices, one volume related to the instruments and tables of the  theoretical-empirical main study, and another volume containing the details of the historiographical study and the bibliography . 2.8.1 The three theoretical-empirical inquiries Problem, theory and method. The theoretical-empirical study starts with a presentation of the domain of problems studied, and of the theories of Bourdieu that will be applied. The first chapter makes some of the basic elements of theory and method available, with two of Bourdieu’s central contributions as sources of inspiration: field theory applied to science and to research education on one side, the analysis of the faculty of Medicine in Paris as part of a field theory applied to higher education in the book “ Homo Academicus “. Here the medical science is located to the right on the dimension of faculties at the University, that is to say among the learned disciplines that are most directly integrated with a professional and autorized responsibility for the maintenance of the societal order in terms of public health etc, and hence, with economic, social and political power outside the faculty, and with academic power within the faculty. At the difference of natural science, situated at the opposite end to the left of the dimension, since it is not integrated with the mundane order within and outside the faculty, but has its function and legitimity from critical thinking and fundamental science. To the extent that the possible science of Nursing/Care would appear constitutively bound by Medical Science, the analogy with the analysis of Medical Science may be worthwhile to explore. There is also a chapter that explains how the conceptual structure, the operationalisation and thee questionaire of Bourdieu’s Homo Academicus have been adapted for the purposes of this research.. The empirical part of the theoretical-empirical study comprehends three complementary subprojects. 2.8.2 The survey The first step is made up of a questionnaire survey directed towards the population of both students and graduates/postgraduates implied. The questionnaire is printed in the appendix-part, together with the frequency tables of answers to the majority of the questions usefull for the further study. The questionnaire aims at a description of the demographic, social and cultural background and life style of the students/researchers/lecturers, their ressources possibly relevant for the fact that they as former nurses started a second education in view of a different professional career, their position in the area of nursing and their standpoints on the actual development of nursing in terms of changes in the clinicial basic practical education and In-Service education, the creation of academic undergraduate education and postgraduate education, the organisation of research, the orientation of this whole development in terms of epistemology, paradigms of science, relation theory/practice etc. That is to say in terms of Bourdieu: their economic, social, cultural and symbolic capital, incorporated, objectified and institutional, related to their positions and positionings in the domain of their craft. There is an extensive discussion of the reasons and consequences of the low /normal percentage of return of the mailed questionaires (circa 56 % of around 400 adressees). Indirect tests are brought in, in order to appreciate the degree of representativity. The conclusion is that this part of the project has to be understood as an exploration rather than as a test of the method, although there are almost no indirect signs of systematic biases in the return-sample. The tabels with the frequencies of answers (cf. Appendices) are  briefly commented, in as much they need some presentation in view of the central analysis.The whole set of data offered by the questionnaire inquiry have been submitted to an analysis of correspondences, often used by Bourdieu and scholars working in that tradition, by now well introduced in Scandinavia as well, executed with the help of the consultant Marianne Høyen.The non-mathematical aspects of the method are extensively presented, as well as 5 graphical representations together with a comment of the graphes. The figures suggest without doubt that there are elements that discriminate between different profiles among the researchers and students, as far as their capitals, positions and positionings are concerned. Even if they as yet do not appear very clear cut: their interpretation will depend on further empirical-theoretical confirmation. 2.8.3 The analysis of the dissertations The second empirical inquiry concerns only the ph.d dissertations of the researchers and the candidate dissertations of the Candidates in Cura from the independent School of Advanced Nursing Education at Aarhus University, basically a School for in-service training of nurses, but now housing even a cand. cur. education . The dissertations have been analysed in two ways. By categorizing the bibliographical references there is a possiblity to define the scientific universes that have been consulted and used in the work for the dissertations. One of the intresting findings here is that there is an obvious contradiction between the tacit or open basic claim of the field alledgedly under constitution, to represent clinical nursery science, and the bulk of philosophical, human and social science inputs that are brought into play in the dissertations, while references to medical litterature are minimal.This may have to do with the contradictions in the constitution of the cand. cur. education programme, which will be discussed in the historiographic part, and with the fact that the involved researchers, if they possess a ph.d., have obtained it from human- and social science university faculties.This happened by necessity, because there were no and there are still almost no other possiblities in Denmark at least. But it happened also in many cases as a matter of principle and preference. The text of the dissertations have been analysed and categorized, and transformed in frequency tables, which in turn also have been submitted to a correspondence analysis. Even here a system of profiles defining different conceptions of the scientific craft involved in alledged nursery/care science writing do emerge, almost too much similar to those profiles that are the eternal reminders in the debate of the last 10 years. But some more hidden configurations also appear. All these category systems and frequency tables are to be found in the appendices. The text of the  historiographical and analytical presentation of the involved institutions in detail,which constitutes a second part of the study, is displaced to the second volume of appendices, because of its extension. The reader will have to consult it there, but  can take part of the conclusions in the first part , as they are integrated in the general conclusion of the first  theoretical-empirical part, where the historiographic part is used to confirm, illustrate and complement the results of the objectified empirical inquiry. The theoretically constructed objectified data of the first part need, at least for the reader who has not been a participant in the process, a historical description of the process, seen from the six main institutions and associations that have been housing the endeavour. At the same time it will be possible to describe other structural features of these activities.This historical reconstruction is meant to complement the first part in terms of more fully narrative and structural descriptions, which are comparable to the objectified quantifications. But it is also meant as a contribution to the social history and the history of ideas and science of the academic and scientific transformation of the craft, by a participant who is a professional on the practical and the theoretical side, but not a historian. Besides it is also to be appreciated as an effort to make available an overview of the documents and events, theoretically accessible for all interested people, but in fact almost impossible to collect, except for an insider . The environments studied are: The creation of a chair in Nursery Science at the Faculty of Medicine of Odense University The activities of the Danish Institute for Health an Nursing Research ( DISS) The activities of the Scool of Advanced Nursing Education at Aarhuus University ( DSH) The activities of the University Hospitals Center for Nursing Research in Copenhagen (UCSF) The activities of the Danish Nursing Research Society (DSS) The activities of the Society of Academic Nurses in Denmark ( FASID) Environments like the activities initiated by the Medical Research Council, or the social science Institutes of the Universities are not systematically considered in this second part . The presentations focus mainly on the following aspects: academic structure and legitimation, recruitment of personnel, research activities and research paradigms, degree, education, curriculum, scientific paradigms. This part concludes, focusing upon the differences within and between institutions, and upon the background of the tacit common ground (doxa), commonly named clinical nursing science. The general conclusion of the dissertation compares the results of the first three empirical inquiries and the historiographical part in the light of the original question, generated by the field theory: can one observe, in Denmark today, in the field of Nursing/Care, the genesis of a relative autonomous field of Nursing/Care Science? The answer defended by the study is that the mutual dependency of Medical Treatment and Nursing/Care either in principle or in fact tends to difficult the genesis of such a field, either as a fundamental theoretical science or as a scientific technology. At the same a time there is a tendency to the autonomisation of the craft which is prolongated and reinforced by a tendency to translate professionalisation into academic and scientific autonomy. But even this tendency is complicated by the contradiction between the option to subordinate clinical nursery to clinical medicine in theory and practice, and the option to constitute an autonomous field in terms of a social science of education, nursing and care

    Participation in Cultural Centres in Denmark

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    There is at least one cultural centre in every municipality in Denmark – in the vast majority of municipalities, many more. This means that cultural centres are probably the most widespread form of cultural institution in Denmark. So, it is surprising that there is a lack of knowledge about them. This report provides insight into a central, yet underexposed area of cultural life in  Denmark. The report is part of the DELTAG (English: ‘Participate’) project (2019-23), funded by the Nordea Foundation and initiated by the Culture Centres in Denmark association and Aarhus University

    Digital Mobility and Cultural Consumption: Online Reception of Contemporary British Television Dramas in China

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    This thesis investigates the popularity and audience engagement of British TV dramas in China, as this represents a massive and continuous trend among Chinese audiences online since 2010. Based on multi-modal methods combining digital ethnographic methods, interviews and a case study, this thesis has examined the consumption of British TV dramas in its situated social-political context that is largely overlooked in the study of transnational TV dramas in China. The theoretical framework draws on cosmopolitan, Bourdieu’s concepts of capital and taste, and Cultivation theory. It studies the consumption of foreign AV content in a digital setting in the current media-restrained Chinese society. The implications of this study are fourfold: First, taste hierarchy as a means of social distinction is observed in the consumption of British TV dramas in China, as watching British TV dramas is perceived as a reputational badge of sophistication, taste and high-end. Second, findings show an association between digital/virtual mobility, social distinction and transnational TV drama consumption in China, as increasing media policies and censorship has determined how foreign content is consumed. Third, the consumption of British TV dramas shows the desire of the Chinese audience to keep a connection with the world culture in a gradually restricted media environment. Fourth, British TV dramas satisfy audiences’ growing need for cultural materials to identify with their micro-political struggles of everyday life. In particular, the queer readings of British TV dramas in China have promoted LGBTQ culture in China to a certain extent. The findings in this thesis indicate its significant value for the Chinese LGBTQ community

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