Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education?

Tilgjengelig fra 20.02.2021 / Available from 20.02.2021This article addresses the concepts of competence and Bildung in contemporary education and how critical realism may contribute to reconciling these positions in a more sustainable theory of learning for the twenty-first century. Using the recent curriculum reform in Norway as a backdrop, the article discusses how unresolved disputes between competence and Bildung can provide fertile grounds for dichotomous theoretical positioning in research, short-sighted cherry-picking in policy and instrumental practice in schools. The author argues that it is possible, building on a critical realist ontology and learning environment, to resolve such disputes. Efforts to do so are needed to develop a better explanatory theory of learning and to mobilize research efforts to revision education as a protective force against unsustainable development.acceptedVersio

Emotional Education Discourses: Between Developing Competences and Deepening Emotional (Co-)Understanding

The article addresses an issue important in educational sciences which is emotional education understood as an activity for human emotional development. It is important in the context of lifelong learning, that is, both for the functioning of children and young people at school and for the lifelong learning of adults. Emotional education plays a significant role in the development of pro-social attitudes, the functioning of individuals in the local community, and in the building of civil society. Owing to the fact that the objectives of education and the principles of their implementation in educational practice are based on different theoretical assumptions, two different approaches to emotional education were distinguished, that is, technological-instrumental and humanistic-critical. There are clear and significant differences between those two perspectives, and not only in the way they conceptualize and explain “emotional education.” The two singled out approaches have consequences for educational policy and pedagogical practice. The aim of the article is to characterize both of the theoretical perspectives at hand and to indicate their implications for pedagogical activities

Competence development in marine protected area professionals: a case study of the South African Marine Protected Area Management Training Course (SAMPATC)

This study reviews a training programme on Marine Protected Area (MPA) management. It notes that although MPAs are well promulgated under legislation, reports have found that there are still key challenges facing the management of these areas. The research examines how the course was developed following the Lemm and Attwood (2003) report and designed to develop competences for effective MPA management. The aim is to identify how a MPA management training course produced competences apposite to the workplace settings of the participants. An interpretive case study method was used, in two phases. The first phase explored salient issues in MPA management in South Africa through analysis of the two key ‘state of MPA management’ reports and interviews with MPA professionals. The second was an analysis of the South African Marine Protected Area Management Training Course. This involved interviews with course designers, a review of the course materials, interviews with past course participants, and an analysis of course evaluations. Evidence emerged that supported the following findings: Challenges and problems facing MPA management still exist. Competence in key areas of MPA management was addressed in an effective work-integrated approach. Social learning was a key process in the development of these competences. The competences articulate well with the workplace of participants. Gaps exist between some of the management issues and the competences developed by the course, and some aspects of the course design are ineffective. From these findings it is concluded that: The course took up the majority of issues in MPA management through the development of key competences. The course design facilitated the development of these competences. The competences developed through the course are relevant to the workplace of MPA professionals. The research found that the course adequately addresses issues in MPA management through the development of competences. Some recommendations for improvements are made

"I feel like in English I am more myself": Experiences of Bringing forward Language Identity in Interviews of Second Language Speakers of English

Identity and language identity are widely studied in the field of second language acquisition. Identity in relation to language has been studied from many perspectives, for example race, gender, ethnicity, and religion to name a few (see e.g., Preece 2016). In addition, personality traits in second language as a part of identity have been examined. However, how second language speakers of English actually perceive bringing forward their identity is not much researched. The aim of this study was to examine how second language speakers of English experience bringing forward their identity in English. The research questions were the following: 1) how do participants experience expressing themselves in English in comparison to their native language(s), 2) how do participants experience bringing forward their identity when speaking in English as a second language, and 3) what kind of possible selves participants have as second language English speakers. The data were collected by interviewing six (n=6) adult second language speakers of English. Four participants (n=4) were Finnish, one participant (n=1) was Slovak, and one participant (n=1) was Italian. The data were analyzed with content analysis. The results showed that participants mostly felt they could express themselves in English as in their native languages, but majority of them still felt there was a difference when speaking in English. Bringing forward identity in English was considered important and most felt it was transmitted through English. It was also discovered that participants had experienced pressure to be a certain kind of English speaker. Half of the participants wished to attain nativelike competence in English, but also fluency and sociolinguistic competence were set as goals. The results suggest that participants consider language identity from a personal perspective and the need to express it is also individual. In future, research could be conducted on more individuals’ comprehension of language identities thorough qualitative methods

Worker control and workplace learning: Expansion of the Job Demand-Control Model

This paper uses a sub-sample (N= 5,800) of a unique data set on work and life-long learning to develop the learning dimension of the Job Demand-Control model (Administrative Science Quarterly[1979] 24:285). The model is expanded by including three distinct learning behaviors to allow for a complete assessment of workplace learning. Worker control is also expanded to include often con-founded dimensions of Social and Technical Control. The results confirm that different types of learning are related to different determinants and that Social and Technical Control are key factors in learning participation

Emotional safety and identity expression within online learning environments in higher education:Insights from a Canadian college

Assuring quality learning is increasingly important to higher education institutions (HEIs) in Canada, especially with continued e-marketplace, online enrolment growth, and programming internationalization. This thesis narrows the topic of quality assurance (QA) in learning to emotional safety and identity expression in online learning environments (OLEs). Creating and facilitating a safe OLE is imperative for many reasons, most notably because it can positively impact retention, learner satisfaction, and academic success. This thesis will argue that feeling safe within an OLE is a necessary condition for learners to express aspects of their identity, resulting in a perceived increase in grades. Identity expression is part of transformational learning and thus becomes important to teaching and learning. The conditions for expressing identity online, therefore, ought to be encouraged and enhanced, making the role of the instructor paramount in this aspect of quality. The study was conducted by gathering the thoughts and experiences of nine instructors and nine learners (n=18) using a single-site data gathering methodology. Through study findings, this thesis contributes to educational research in four ways. One, my theoretical framework is based on Illeris' (2007, 2014a, 2018a) learning and identity theory, which supports the emerging notion that identity is intrinsically connected to and centrally positioned within the overall learning process. Two, I gathered perspectives and experiences of both instructors and learners on this topic, which is uncharacteristic within educational research yet arguably critical when developing a comprehensive understanding of such topics and in the design and provision of HE supports and services. Three, this research study extends the sparsely researched area of emotional safety in conjunction with identity expression within HE OLEs and confirmed its importance and role in QA. Four, the findings support the importance of an emotionally safe OLE and such an OLE can positively impact learner grades and experience

Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education

This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion of dialogue relates to the concept of ‘learning’ in the context of early childhood teacher educations in Northern Norway and Northern Russia. The data sources are textbooks used as syllabi for kindergarten teacher education in those countries. These national dialogues are understood as authoritative discourses on the concepts of learning to which the students in both countries have to relate. By being inspired by Bakhtin’s notion of dialogue, we consider that the ideas in textbooks areas are in a dialogic relationship as they are parts of a regulating battle between centrifugal and centripetal forces. A constructivist perspective on learning and the division of the learning process into subject, knowledge and education areas are identified as the centripetal forces in the dialogue on learning. Activities, tools, and the role of adults are identified as centrifugal forces. Based on the hypothetical premise that textbooks influence practices and that practice may unfold as textbooks describe, we have created hypothetical discussions between educators and students in these countries. The study provides better insight on the premises for the dialogue about learning across international borders which can be useful in internalization and exchange programs in kindergarten teacher educations in different countries

The transformative impacts of international study on Omani nationals: a phenomenological investigation

This study aimed to identify and understand the long-term impacts on study abroad participants' concept of self-identity and to also examine transformative learning experiences in an international setting. Using a qualitative research design guided by a phenomenological approach and underpinned in Mezirow's (1991) theory of transformative learning, the researcher collected data from 16 Omani citizens who studied in the United States and now live and work in Oman. Findings suggest that participants of study abroad persistently reflect on the experience for the rest of their lives and prefer diverse connections, personally and professionally. Further findings suggest that their concept of self-identity now straddles both their nationality and an American sensibility fused together in their lived experience. These experiences bolster meaning-making for participants through such activities as advocating, either actively or passively, for study abroad to others in their spheres of influence.Includes bibliographical references