Kønsmarkører som strategier i studerendes positioneringskampe

Gender markings as strategies in the students struggle for positioning. References to sex and gender can be employed in order to distribute legitimacy among participants in various situations. Through analyses of four stories, this article shows how this can be practiced among university students at project-oriented educations. On the one hand, the female students are referred to as talkative and often bursting into tears. Both conducts are considered as problematic in the project groups because they take time and focus from the work on the project. Thus, the consequence of the stories is a devaluation of the female students. The male students are on the other hand told as either poor group workers because of their preferences for playing or are having to navigate between the attractiveness of being the group leader and the illegitimate position of dominating their fellow students in the group. The conclusion of the analyses states that the stories are not only told in order to distribute legitimacy among the students, but are negotiations and reformulations of the norms of the contexts

Evaluering af evalueringer

Studerendes evaluering af undervisningen på universiteterne er et fænomen, der har været stigende interesse for igennem de senere år. Dels stilles der ministerielle krav om, at allelandets uddannelser skal evaluere undervisningen, dels kræves der i stigende grad åbenhed om evalueringernes resultater. I forbindelse med den igangværende akkreditering af universitetsuddannelserne er de anvendte evalueringsmetoder derfor en af de parametre, uddannelserne vurderes på. Hensigten med nærværende artikel er at diskutere evalueringenskonsekvenser, samt hvorvidt de måder, hvorpå konkrete evalueringsprocedurer udformes, kan have betydning for deres resultater i form af, hvordan de studerende vægter deres evaluering, og hvad de i realiteten evaluerer, når de evaluerer undervisning. Det vil foregå i form af analyser af tre evalueringsprocedurer fra det Humanistiske Fakultet, Københavns Universitet1. Afslutningsvis vil jeg give konkrete forslag til forskydning af evalueringernes fokus imod de studerendes evaluering af egen læring

Projektpædagogik og samarbejdskompetencer – er der en sammenhæng?

Nærværende artikel debatterer, hvorvidt det projektarbejde, der udføres i uddannelsessammenhæng kan hævdes at give de samarbejdskompetencer, som ofte anvendes som argumentation for indførelse heraf. Artiklen bygger på empiriske undersøgelser af projektarbejdet, sådan som det indgår i videregående uddannelser og de temaer, det herigennem har været muligt at få indblik i. Dette omfatter blandt andet de måder, hvorpå 'samarbejde' forstås af de studerende under forudsætning af idealer om 'deltagerstyring' og 'fællesledelse'. Endelig bliver der spurgt til, hvorvidt projektarbejdsformen i uddannelsessammenhæng med fordel kan lade sig inspirere af den måde, hvorpå projekter organiseres i en arbejdsmæssig kontekst

The subject of exemption: through discourses of normalization and individualization in Denmark

This article examines the constructions of the deviant subject in Danish Foucauldian educational research. Following the work of Foucault, we argue that the deviant subject, on the one hand, could be considered as a subject of exemption. In this case, exemption is deduced from Foucault’s understanding of the relation between normality and deviancy. On the other hand, an examination of Danish Foucauldian disability research shows that this conception of ‘the deviant subject’ has changed over time. Hence, the present expectations of ‘the disabled’ are – more or less – influenced by contemporary discourses of general education. Thus, this article argues that Foucauldian disability studies could benefit from taking into account Foucauldian research in the field of general education. Until recently, the two research fields have been mutually isolated