Learning and education material conditions and consequences

23 - 25 March 2017Copenhagen Denmark

NERA 2017 Abstracts

www.nera2017.org

Author index Bold = Presenting authorName Abstract no.Aabro, Christian 538Aanstad, Camilla 463Adalbjarnardottir, Sigrun 601Adhikari, Basanta Prasad 55Adolfsson, Carl-Henrik 110sy, Knut Ove 733grd, Dorte 515Agerbo, Jette 549Ahlskog-Bjrkman, Eva 440kerfeldt, Anna 632kerlund, Dan 348Allsopp, Benjamin Brink 565Alms, Aslaug Grov 354, 656Almqvist, Jonas 116Alvunger, Daniel 110Amhag, Lisbeth 596Andersen, Bente Kjeldbjerg Bro 408Andersen, Hanne Voldborg 707Andersson, Birgit 111, 304Andersson , Karin 149Andersson, Katharina 348Andersson, Per 75Andishmand, Catarina 372Ankerstjerne, Trine 736Anttila, Eeva 476Arneback, Emma 547, 562Aronsson, Lena 335Arrazola, Begoa Vigo 242Aslanian, Teresa 321, 456Asp Onsj, Lisa 460Aspfors, Jessica 289Augustsson, Gunnar 261Backlund-Krjenmki, Elisabet 747Baldwin, Richard 541Ballangrud, Brit Bolken 634Baraldsnes, Dziuginta 625Baraldsnes, Dziuginta 591Barow, Thomas 306Bayati, Zahra 709Beach, Dennis 242Beach, Dennis 260Berg Brekkhus, Ashild 643Bergdahl, Lovisa 657Bergdahl, Nina 508Berggren, Caroline 642Bergh, Andreas 308, 404, 484Bergstedt, Bosse 613Bergstrm, Helena 137, 272Bergstrm, Peter 524, 610, 448Bergviken Rensfeldt, Annika 636Bernhard, Dorte 738Bertelsen, Eva 682Billmayer, Jakob 644Bjergkilde, Dorethe 326Bjerkholt, Eva Merete 342Bjordal, Ingvil 469Bjrkelo, Brita 656Bjrklund, Camilla 125Bjrkvall, Anders 414Bjrndal, Kristin Emilie 439

Name Abstract no.Bjrnestad, Elisabeth 407Bjornsdottir, Amalia 345, 693Bjru, Anne-Mette 43Blvarg, Christina 603Blndal, Kristjana Stella 601Bodn, Linnea 529Bonde, Sussie 312Borgstrm, Eric 336Borup Jensen, Julie 398Bostrm, Lena 261Bourbour, Maryam 620Bozalongo, Juana Soriano 242Brnder, Birgit 729Brander, Birgitte Gade 732Brnnstrm, Malin 301Bredesen Nordfjell, Ole 332Bredmar, Anna-Carin 160Brendlkken, Tone 333Brink Pedersen, Ann Sofie 538Brox, Hilde 676Bruun, Mette 396, 438Bruzell, Carina 342Buch, Anders 682Buch, Bettina 729Busk Kofoed, Lise 228Canto Moniz, Goncalo 322Cardona Lpez, Jos Adn 332Carlsen, Kari 588Carlsten, Tone Cecilie 16, 241Cedersund, Elisabet 660Choshi, Daisuke 444Christensen, Ingrid Reite 284Christensen, Mathias 668Christiansen, Rene B 438Colbjrnsen, Tor 180Cronqvist, Marita 97Dahl, Anne Kristin 475Dahl, Birger 429Dahlstedt, Magnus 154Dal, Michael 292Dalgren, Sara 33Damber, Ulla 357, 304Dehlin, Erlend 516Dieste, Belene 242Dirckinck-Holmfeld, Lone 517, 527, 602Dovemark, Marianne 462Duch, Henriette 70Duek, Susanne 712Dychawy Rosner, Irena 341, 647Drfjr, Kristn 639, 710Dyrnes, Eva Martinsen 360E. Andreasen, Karen 470Eckeskog, Helena 357Edling, Silvia 279Eide, Kristin 452Eide, Tom 634Eidevald, Christian 137, 272Einarsdottir, Johanna 278, 386Eirksdttir, Elsa 229Eklund, Gunilla 289

Author index Bold = Presenting authorName Abstract no.Elm, Annika 359Elvstrand, Helene 275Engblom, Charlotte 348Englund, Tomas 168, 547, 562Engsig, Thomas 331Enochsson, Ann-Britt 147Eriksen Odegaard, Elin 493Eriksson, Anita 161, 260Eriksson, Christine 236Eriksson, Lisbeth 390Eriksson Barajas, Katarina 163Eriksson Bergstrm, Sofia 677Evenstad, Randi 429Ewins, Kristin 404Fahln, Marie 158Fajersson, Karin Elise 429Faldet, Ann-Cathrin 259Falkner, Carin 330Flling Andersen, Lisa Monica 675Fastn, Olof 701Fauskevg, Odin 640Fejes, Andreas 154, 232Fernandez Vavrik, German 419Ferreira, Carolina 322Fonseca, Lars 387Fors, Uno 622Forsler, Ingrid 89Forsling, Karin 512Forsten, Markus 210Foss, Vigdis 328Foss Lindblad, Rita 507Fosse, Britt Oda 380Fossland, Trine 308, 484Fransson, Susanne 705Frelin, Anneli 179, 322Fremstad, Ester 484Fridman, Lauren 17Frlund, Sune 604, 616From, Tuuli 468Frostholm, Peter Hornbk 641Furnes, Gila Hammer 378Furu, Ann-Christin 440Furu, Eli Moksnes 577Fylkesnes, Sandra 410Gaini, Firouz 332Garca, Alicia 214Garvis, Susanne 407, 493Gerber, Anthonie 731Gerrevall, Per 387Gfeller, Fabienne 700Giaever, Katrine 334Gilje, ystein 574Gillund, Mari 463Gsladttir, Karen Rut 579Gisselman, David 677Gjedde, Lisa 743Gloppen, Bjrg Herberg 263Gram, Helene 354Grams Davy, Sarah 320Gran, Lillian 263, 267

Name Abstract no.Granfors, Ulla 747Grannas, Jan 179, 322Gravesen, David Thore 633, 641Gravgaard, Mette Lykke 412Grethe Baustad, Anne 407Gujnsdttir, Hafds 570, 579, 584Gudmundsson, Gestur 653Gundersen, Peter 91Gunnarsdttir, Hildigunnur 560Gunnarsson, Karin 411Gunnarsson, Marie 673Gunnulfsen, Ann Elisabeth 105Gustavsson, Erik 492Gyllander Torkildsen, Lisbeth 464Haaland, Grete 728Haastrup, Lisbeth 501Haglind, Therse 20Haglund, Bjrn 261Hakala, Katariina 650Hakvoort, Ilse 305Hall, Jeffrey B. 180Hallbck, Marie 673Halldorsdottir, Brynja 530Haltia, Nina 674Hmlinen, Juha 688Hammarsten, Maria 57hamre, hamre@dpu.dk 672Hamza, Karim 116Hanghj, Thorkild 520Hannus-Gullmets, Britta 446Hansen, Frigeir Brkur 614Hansen, Jens Jrgen 602Hansen, Joakim 465Hansen, Kari Henriette 728Hansen, Majken Svane 568, 576Hansen, Petteri 462, 523Hansson, Hege 522Hara, Yoshihiko 575Harada, Akiko 191Hardardottir, Gudrun Alda 543Harardttir, Eva 530Hardy, Ian 100Hart, Adam 227Harter, Christopher 717Hasling, Karen Marie 553Haugdal, Berit Kristin 16Haugen, Cecilie 78, 82Haukenes, Marie Brandvoll 192Hautopp, Heidi 91Hedegaard, Joel 337Hedlin, Maria 199Hegna, Hilde Margrethe 551, 724Hegna, Kristinn 589Heikkil, Mia 332, 546Heikkinen, Mervi 332Heil-Ylikallio, Ria 747Helakorpi, Jenni 526, 106Helgesen, Espen 385, 447Helleve, Ingrid 656Hellman, Annika 119

Author index Bold = Presenting authorName Abstract no.Helms Jrgensen, Christian 229Helstad, Kristin 388Henningsen, Birgitte 223Henriksen, yvind 651Hermansson, Carina 418, 435, 494, 304, 613Hernwall, Patrik 351, 618, 622, 632Hilpp, Jaakko 493Hipkiss, Anna Maria 197Hirsh, sa 346Hirvensalo, Sanna 350Hjartarson , Torfi 179Hjelmr, Carina 437Hofverberg, Hanna 314Hgberg, Sren 611Hgstrm, Mats 340, 688Hjsgaard, Trine 366Holm, Ann-Sofie 106Holm, Gunilla 138, 468Holmqvist, Diana 143Holten, Ingeborg 662Hrmann, Bernadette 107Houmller, Kathrin 495Huggler, Jrgen 667Hughes, Janette 17Hugo, Martin 337Hulten, Magnus 449, 108Hultin, Eva 611Hummelstedt-Djedou, Ida 358Hvid Thingstrup, Signe 312Ikonen, Leena 428Ilje-Lien, Johanne 364Ingimar Benediktsson, Artem 614Inglfsdttir, Jna 720, 725Instefjord, Elen 670Insulander, Eva 632Irgens, Eirik 516Isenstrm, Lisa 266Ishida, Sachiyo 259Isopahkala-Bouret, Ulpukka 674Iversen, Ann-Merete 647Jaakonaho, Liisa 476Jskel, Pivikki 535Jackson, Carolyn 478Jacquet, Ewa 414Jahnke, Isa 524Jakhelln, Rachel 439Jrvinen, Tero 229Jauhiainen, Annukka 674Jauhiainen, Annukka 593Jauhiainen, Arto 593Jendis, Mareike 304Jensen, Maybritt 421Jensen, Torben Elgaard 682Jenssen, Line 634Jeppesen, Stine 502Jepson Wigg, Ulrika 149Jobst, Solvejg 591Johannesen, Hedvig Skonhoft 719Johannesson, Peter 370Jhannsdttir, Vilborg 720, 725

Name Abstract no.Johansson, Caroline 199Johansson, Lotta 613Johansson, Monica 242Jokila, Suvi 531Jnasson, Jn Torfi 626, 696, 713Jonsdottir, Gudrun 360Jnsdttir, Arna 386Jnsdttir, Kristn 693Jnsdttir, Svanborg Rannveig 579Jonsson, Bert 494Jnsson, Lise 397Jrgensen, Hanne Hede 198Juelskjaer, Malou 504Kaldahl, Anne-Grete 474Kantola, Mauri 210Krkkinen , Katarzyna 554Karlsdttir, Jhanna 584Karlsson, Gran 342Karlsson Heikio, Tarja 613Krnebro, Katarina 357Karseth, Berit 500Katznelson, Noemi 35Kauko, Jaakko 462Kauppila, Aarno 83Kelder, Kersti 502Keslinen, Jonna 539Ketovuori, Heli 350Khalid, Md. Saifuddin 258Kilbrink, Nina 147Kim, Chung 472Kinnari, Heikki 83Klepstad Frevaag, Margaret 646Klerfelt, Anna 111Klinke, Christian-Alexander 34Klinke, Christian-Alexander 29Knudsen, Lars Emmerik Damgaard 179, 322Knudsmoen, Hege 540Knutas, Agneta 242Knutsson, Ola 618Koch, Anette Boye 198Koch, Marie 564Kolbk, Ditte 79Klsen, Camilla 602Konnerup, Ulla 527Kontio, Kimmo 655, 699Kpsn, Susanne 75Korenaga, Kanako 259Kornerup, Ida 412Kosunen, Sonja 462Kraus, Anja 234Krejsler, John Benedicto 145, 451Kristensen, Liv Kondrup 549Kristiansson, Lilia 382Kristin Solli , Schoien 551, 724Kryer, Pia Rauff 198Kultti, Anne 123Kumpulainen, Kristiina 299Kvamme, Ole Andreas 605Lafton, Tove 662Lager, Karin 403, 407

Author index Bold = Presenting authorName Abstract no.Lagerlf, Pernilla 127Lahelma, Elina 171, 106Laiho, Anne 593Laiho, Anne 666Lang, Tarja 209Langaas, Ylva 333Langmann, Elisabet 657Lappalainen, Sirpa 106Lappalainen, Sirpa 229Larsen, Kristian 682Larsen, Vibe 504Larsson, anna 322Larsson, Gunvor 738Larsson, Jonna 407Larsson, Kristoffer 305Laursen, Hanne 198Leick Jepsen, Anne 312Lenz-Taguchi, Hillevi 613Lestinen, Leena 535Levinsen, Karin 534Levlin, Maria 494Lidskog, Marie 404Lilja, Annika 230Liljestrand, Johan 279Lillvist , Anne 546Lindblad, Sverker 507Linder Eknor, Eleonor 514Lindh, Anna 435, 494Lindqvist, Henrik 21Lindqvist, Per 98Lipponen, Lasse 493Ljung Egeland, Birgitta 712Ljusberg, Anna-Lena 275Londen, Monica 467Louw, Arnt Vestergaard 223Luchinskaya, Elena 382Ludvigsson, Ann 330Luimes, Maike 355Lund, Birthe 251Lund, Daniel B. 728Lund, Torbjrn 464Lundahl, Christian 108Lundahl, Lisbeth 229Lundberg, Janna 25Lunde Frederiksen , Lisbeth 173Lundgren, Berit 494Lundqvist, Ulla 62Lundstrm, Agneta 305Lyden, Susan 716Lyngdal Srensen, Uffe 329MacCrimmon, Kate 661Magnusson, Maria 123, 125, 129Maivorsdotter, Ninitha 314Mnsson, Ingela 342Mnsson, Niclas 297Mrell Ohlsson, Eva 524, 610Markstrm, Ann-Marie 277Marschall, Anja 495Matsuda, Yaka 375Matta, Corrado 133

Name Abstract no.Mausethagen, Slvi 410, 268Maxwell, Gregor 566Melker, Kristina 374Mellgren , Elisabeth 407Merist, Tarja 155Michelet, Simon 77Mikkelsen, Sidse Hlvig 641Millei, Zsuzsa 135Miller, Tanja 115Misfeldt, Morten 602Mjelve, Heidi 49Moe, Merete 606Moelgaard, Dorthe 173Mller, Jorunn 500Mlstad, Christina 268Moos, Lejf 58Morley, Louise 642Moxnes, Anna 662munger, ann-charlotte 277Munk, Kasper 299Myhr, Rannveig Oliv 671Myrvold, Hanne Berit 421Nsby, Torben 407Nakahara, Jun 444Nasiopoulou, Panagiota 407Nehez, Jaana 464Nes, Kari 259Neustrup, Anna 721Nielsen, Anne Mette 730Niemi, Anna-Maija 83Nihlfors, Elisabet 58Nilsen, Anders Grov 354Nilsen, Anne Birgitta 410Nilsson, Galina 382Nilsson Sjberg, Mattias 613Nislin, Mari 539Nivala, Elina 510, 647, 688Noer Ahm, Jacob 687Nordnger, Ulla Karin 98Nordin, Andreas 101, 102Nordkvelle, Yngve 486Nordmark, Jonas 297Nordqvist, Ingrid 359Nordtmme, Solveig 522Nrgaard, Britta 36, 688Nrgaard, Cecilie 332Nrgaard, Jonas 520Norling, Martina 157Nrlund , Irene Michele 732Norlund Shaswar, Annika 494Northington Purdie, Cynthia 23, 34Nortvig, Anne-Mette 79Nyberg, Eva 197Nylander, Erik 232Nylund, Mattias 229Obiekwe, Jerry 52, 53Odegard, Nina 662Odenbring, Ylva 106hman, Lisa 632hman Sandberg, Ann 293, 694

Author index Bold = Presenting authorName Abstract no.hrn, Elisabet 171, 106kland, Magli Sofie 431ksnes, Maria 671lafsdttir, Sara Margrt 278Olin, Anette 116Olin, Anette 464Olsen, Mirjam Harkestad 497Olsson, Anders 706Omholt, Knut 542, 635Opstrup Larsen, Anna 538Orell, Miina 391rngreen, Rikke 223, 721Osbeck, Christina 230Osgood, Jayne 421, 429skarsdttir, Edda 584Otrel-Cass, Kathrin 549Ottersland Myhre, Cecilie 421Otterstad, Ann Merete 429Ottesen, Eli 502zalp, Ferruh 429Paaske, Karen Annette 408Palmer, Anna 613Palmr, Hanna 125Palovaara Sberg, Lilja 405Pasgaard, Niels Jakob 329Paulsen, Jan Merok 58Paulsrud, BethAnne 138Pedersen, Helena 613Perander-Norrgrd, Katarina 467Perry, Kevin Anthony 93, 95Perselli, Ann-Katrin 663Perselli, Jan 663Persson Thunqvist, Daniel 229Peterson, Helen 642Pihlaja, Pivi 413, 666Pihlaja, Pivi 350Player-Koro, Catarina 161, 636Pless, Mette 35Pramling, Niklas 123Pramling Samuelsson, Ingrid 123Pritz, Tine 101, 268Pugh, Heidi 568, 576Putra, Zetra Hainul 257Qvortrup, Ane 602Raaen, Finn Daniel 381Rbild, Ulla 553Rafik Hama, Susan 614Rafik Hama, Susan 487Ragnarsdttir, Gurn 696Ragnarsdttir, Hanna 487, 545Rahm, Lina 597Rajala, Antti 299, 700Rajala , Anttu 493Ramberg, Robert 618Raptopoulou, Anthemis 499Rasmussen, Connie Stendal 729Rasmussen, Lisa 682Rasmussen, Palle 451, 462Rasti Behbahani, Amin 39Reneland-Forsman, Linda 124

Name Abstract no.Riese, Hanne 344Riis, Marianne 517Ringblom, Natalia 351Ringskou, Lea 633, 687Risku, Mika 58Rislw, Tove Irene 338Rogberg, Martin 631Rognstad, May Sissel 274Roisehagen, Anne 224Rolf, Elisabeth 615Romn, Henrik 245, 246Rmer, Thomas Aastrup 368Roness, Dag 344Rnnerman, Karin 100, 238Rnnlund, Maria 242, 322Rnnstrm, Niclas 384Rs Magnusdottr,, Berglind 462Rosvall, Per-ke 229Rosvall, Per-ke 242Rosvall, Per-ke 229Roth, Solveig 18Rthe, Randi Hojem 338Runesdotter, Caroline 705Ruoslahti, Harri 155Ryberg, Lena 407Rydn Gramner, Anja 163Ryynnen, Sanna 510Saar, Tomas 418, 613Sadownik, Alicja 704Saeverot, Herner 291Sahlstrm, Fritjof 358, 649SAiler, Maximilian 655, 699Sajaniemi, Nina 413, 539Sakaguchi Nozaki, Midori 156Salminen Karlsson, Minna 478, 642Salokangas, Maija 217Sanders, Dawn 197Sandnes, Anne 724Sanli-Bulut, Merve 392Sataen, Svein Ole 328Sato, Hiroki 599Scheie, Janne Thoralvsdatter 475Scheinin, Minna 210Schulte, Barbara 619Schumann, Claudia 658Segolsson, Mikael 346Selwyn, Neil 636Sernhede, Ove 680Severina, Elena 447Severinsson, Susanne 38Shavard, Galina 240Sheridan, Sonja 407Siekkinen, Frida 442Sigurardttir, Anna Kristin 179Sigurgeirsson, Ingvar 345Silander, Charlotte 642Simensen, Birgit 265Simola, Mari 578Simonsen, Berit 68, 115Sivenbring, Jennie 141

Author index Bold = Presenting authorName Abstract no.Sivesind, Kirsten 107Sjbakken, Ola Johan 267Skar, Gustaf B. 336Skaug, Reidar 16Skott, Pia 631Skrefsrud, Thor-Andre 698Skrvset, Siw 577Skundberg, ystein 69Slettbakk, se 577Smeds, Mia 106Smeds-Nylund, Ann-Sofie 144Smidt, Sren 273Sderlind, Linda 147Sderman Lago, Lina 275Solbrekke , Tone Dyrdal 168, 287, 308, 388, 547, 562Somby, Hege Merete 96Sorensen, Elsebeth Korsgaard 734Srensen, Asger 664Srensen, Birgitte Holm 534Srensen, Niels Ulrik 730Sporre, Karin 420Staahl, Mathilda 747Stadler-Altmann, Ulrike 179, 322Stalheim, Odd Rune 486Stauns, Dorthe 600Stav, John Birger 622Stedt, Lisbeth 293Steensen, Jette 88Sten, Ulla 737Stokke, Hilde Sofie 342Stlen, Gerd 439Strindberg, Joakim 203Sugrue, Ciaran 168, 287, 308Suhonen, Eira 539Slau, Veronica 309Sume, Helena 41Sundberg, Daniel 109Sundqvist, Christel 256Sundsdal, Einar 702Sundstedt, Andreas 747Sundstrm Sjdin, Elin 71Suson, Kriselle Lou 614Sutphen, Molly 308Suutari, Mika 210Svedlin, Renata 342Svendler Nielsen, Charlotte 476Svensson, Ann-Katrin 260Swennen, Anja 316Syed, Bushra Fatima 716Syrjmki, Marja 413Tahirsylaj, Armend 586Tainio, Liisa 106Takala, Marjatta 41Tanner, Marie 624Tapio, Mari 647Tengberg, Michael 336Thomas, Ulrike 179Thorkelsdttir, Rannveig 45Thornberg, Robert 21, 76, 203Thorsen, Kirsten E. 381

Name Abstract no.rastardttir, Bergljt 332Timcenko, Olga 228Tjernberg, Catharina 27, 37Tobiassen, Roald 253Toivonen, Venla 106Tnder Hagen, Anna 229Torgersen, Glenn-Egil 241, 291Tran, Anh-Dao 545Triantafyllou, Evangelia 228Trippestad, Tom Are 316Trolle, Jeppe 729Trumberg, Anders 443Trygger, Sophie 351Tveit, Sverre 703Tvete, Ingrid 224Ulleberg, Inger 49Ulvik, Marit 344Umino, Ayumi 139Urban, Susanne 443V. Braner, Ninna 396Vaahtera, Touko 222Vagle, Inger 728Valleala, Ulla Maija 535van Zanten, Agns 419Veivo, Lea 167Vestergaard , Linda 438Vigmostad, Inger 463Vik, Stine 496Virolainen, Maarit 229von Wright, Moira 621Vonheim, Kristin 49Wahlstrm, Ninni 109Wakimoto, Takehiro 444Wallenius, Tommi 523Wallerstedt , Cecilia 127Wallner, Lars 164Weldemariam, Kassahun 201werler, tobias 291, 316Werler, Tobias 625, 646, 643Wermke, Wieland 217, 268Wernerson, Annika 21Westberg Brostrm, Anna 137, 272Weurlander, Maria 21Wied, Kia 600Wikstl, Eva Augestad 724Williams, Pia 407Williamson, Ben 636Wilson, Dordy 96Wittek, Anne Line 388Wolf, Kristin Danielsen 184Woolner, Pamela 179Wozniczka, Anna Katarzyna 545, 570Ydesen, Christian 196Zakaria, Anne 115Zilliacus, Harriet 138Zou, Yihuan 196

Network 1

Adult learning at work, in education and everyday life

[70]%TRANSITION%FROM%COURSE%TO%WORKPLACE:%ORGANIZATIONAL%OR%OCCUPATIONAL%PROFESSIONALISM%IN%VOCATIONAL%EDUCATIONS?%

!Henriette!Duch1!%%1Via$University$College,$Aalborg$University,$Aarhus$N,$Denmark!!Research%topic/Aim:%This!paper!focuses!on!the!material!conditions!in!the!transition!of!knowledge!from!courses!to!workplaces.!Managers!write!down!procedures!in!documents!while!teachers!move!around!in!the!physical!environment,!teaching!and!working!in!offices!together!with!colleagues.!Teachers!material!conditions,!e.g.!offices!and!team!compositions,!can!lead!to!other!learning!outcomes!than!the!managers!intended.!

The!case!is!vocational!colleges!where!the!teachers!attend!a!pedagogical!course.!The!managers!choose!different!strategies!for!organizational!learning!(Elkjaer!&!Brandi,!2014).!Strategies!described!in!documents!show!how!the!teachers!are!supposed!to!develop!new!pedagogical!initiatives!or!pass!the!course.!This!type!of!management!is!organizational!professionalism!(Evetts,!2009).!However,!the!teachers!construct!other!learning!trajectories!by!moving!between!teaching!in!classrooms!and!colleagues!and!offices!as!part!of!occupational!professionalism!(Evetts,!2009).!These!two!different!and!coinciding!processes!influence!the!transition!from!course!to!workplace.!The!research!question!is:!How!is!organizational!and!occupational!professionalism!in!the!transition!process!from!course!to!workplace?!!

Theoretical%frameworks:!The!theoretical!framework!is!Bourdieus!theory!of!practice.!Practice!is!situated!in!professional!contexts!as!a!sociomaterial!and!organisational!perspective!(Gherardi,!2012!p.!16).!This!perspective!is!combined!with!Evetts!terms!organizational!and!occupational!professionalism!(Evetts,!2009)!and!three!perspectives!on!professionals!learning!in!organizations:!a!behavioral,!a!cognitive!and!a!practiceVbased!perspective!(Elkjaer!&!Brandi,!2014!p.!6).!

Methodology/research%design:%The!method!is!documentary!analyses,!focus!group!interviews!with!managers!and!teachers,!and!observations!at!four!vocational!colleges.!

Expected%conclusions/Findings:!The!expected!conclusion!is!that!there!is!a!contradiction!between!organizational!professionalism!and!occupational!professionalism.!By!making!the!contradiction!visible!it!may!be!possible!to!discuss!how!to!improve!material!conditions!to!support!professionalism!in!the!transition!from!course!to!workplace.!!

Relevance%for%Nordic%Educational%Research:!The!paper!thereby!proposes!a!new!perspective!on!the!gap!between!theory!and!practice,!as!often!discussed!in!vocational!educations!in!Nordic!educational!research!(Smeby!&!Sutphen,!2015).!

References:%Bourdieu,!P.!(1990).!The$logic$of$practice.!Polity!Press.!Elkjaer,!B;!Brandi,!U.!(2014).!An!organisational!perspective!on!professionals!learning.!I!International$Handbook$of$Research$in$Professional$PracticeCbased$Learning.!Springer.!Evetts,!J.!(2009).!New!Professionalism!and!New!Public!Management:!Changes,!Continuities!and!Consequences.!Comparative$Sociology,!8(2),!247266.!Gherardi,!S.!(2012).!Docta!ignorantia:!professional!knowing!at!the!core!and!at!the!margins!of!a!practice.!Journal$of$Education$and$Work,!25(1),!1538.!http://doi.org/10.1080/13639080.2012.644902!Smeby!J.VC.!&!Sutphen!M.!!(ed.).!From$Vocational$to$Professional$Education.!Routledge.

[143]%PROFESSIONAL%IDENTITY%IN%AN%AGE%OF%MARKETIZATION%

!Diana!Holmqvist1!%%1Department$of$Behavioural$Science$and$Learning,$Division$of$Adult$Education$and$Learning,$Linkping,$Sweden!!!Research%topic/Aim:%Marketization!in!education!has!become!a!global!phenomenon.!The!shift!to!neoVliberal!views!is!not!only!changing!the!way!in!which!education!is!delivered,!it!also!more!subtly!introduces!new!discourses!and!changes!the!way!in!which!students,!teachers!and!school!leaders!see!themselves!and!relate!to!each!other!(Ball!&!Youdell,!2008).!!

Despite!Sweden!having!one!of!the!most!marketised!educational!systems!in!the!world,!research!on!the!topic!has!mainly!focused!on!external!marketization!(cf!Lundahl!et!al,!2014,!Bjrklund!et!al,!2003).!Research!on!its!effects!on!the!internal!life!of!schools!is!limited!and!has!mostly!focused!on!compulsory!and!upper!secondary!schools!(cf.!Lundahl!et!al,!2014;!Holm,!2013;!Parding,!2012;!Fredriksson,!2009).!!

There!is!research!on!Swedish!adult!education!in!general!and!municipal!adult!education!(MAE)!in!particular!that!touches!upon!the!topic!of!marketization!and!its!consequences!(cf!Fejes!et!al,!2016;!Bjusell!et!al,!2015;!Sipoz!Zachrisson!&!Assarsson,!2008;!Fejes,!2006;!Beach,!2004;!Lumsden!Wass,!2004),!but!the!topic!has!only!drawn!limited!attention!among!researchers.!This!is!remarkable,!considering!that!MAE!differs!greatly!in!its!organization!from!other!education!systems!in!Sweden.!MAE!is!governed!through!a!procurement!system,!instead!of!the!free!school!system,!where!municipalities!can!employ!private!companies!to!carry!out!education!on!their!behalf.!The!short!nature!of!such!contracts!(often!as!short!as!two!years)!makes!for!a!special!working!situation!for!teachers,!which!warrants!further!investigation.!

The!aim!of!the!doctoral!study,!on!which!this!paper!is!based,!is!to!explore!how!marketization!influences!teachers!work!and!their!professional!identity.!!

Theoretical%frameworks:!The!data!is!analyzed!drawing!on!a!socioVmaterial!approach!(Fenwick,!2010),!making!visible!the!material!context!of!teachers!work!(Mulachy,!2011),!such!as!institutional!setting,!workplace!conditions!and!school!culture.!This!allows!focus!on!the!relational!and!contingent!enactment!of!teacher!identity!in!everyday!practice!(Aberton,!2012).!

Methodology/research%design:%Four!Swedish!municipal!adult!education!(MAE)!providers!in!two!urban!municipalities!are!being!studied.!The!sample!consists!of!one!municipality!that!procures!substantial!parts!of!its!adult!education!through!tendering!from!private!companies!and!one!municipality!that!does!not.!In!the!municipality!that!procures!education!through!tendering,!the!study!includes!both!the!municipal!provider,!as!well!as!two!different!private!providers.!I!draw!on!different!forms!of!data!in!each!of!the!four!locations,!such!as!observations,!interviews!with!teachers!and!students,!informal!conversations!and!documents!of!different!sorts.!!

Expected%conclusions/Findings:%Previous!research!(Lundahl!et!al,!2014;!Parding,!2012)!suggests!a!heterogeneous!picture,!where!teacher!identity!varies!a!lot,!depending!on!different!factors.!!

Relevance%for%Nordic%Educational%Research:%Knowledge!of!the!marketization!of!Swedish!MAE!will!further!contribute!with!new!knowledge!to!the!current!research!discussions!in!the!Nordic!countries!on!the!marketization!of!education.!

[156]%EDUCATION%OF%RECOGNITION:%A%CASE%OF%DAGHJSKOLE%IN%DENMARK%

!Midori!Sakaguchi!Nozaki1!%%1Meijigakuin$University,$Department$of$Sociology,$MinatoCKu,$Tokyo,$Japan!!!Research%topic/Aim:%Daghjskole!is!the!institution!for!nonVformal!adult!education!in!Denmark.!In!Daghjskole,!no!particular!qualifications!are!required!to!participate!in!for!the!persons!of!18!years!and!above,!along!with!evening!schools!(Aftensskole)!or!folk!high!schools!(Folkehjskole).!!It!is!the!institution!to!provide!an!extra!learning!opportunities!to!the!diverse!group!of!people!who!relatively!do!not!fit!into!the!general!educational!systems!that!the!society!offers.!!Although!the!number!of!Daghjskole!in!Denmark!is!rapidly!decreasing!from!the!time!when!there!were!195!schools!in!1996,!25!of!them!survive!until!today!with!ceaseless!efforts,!and!each!institution!gives!unique!opportunities!for!the!youth!and!adults.!

Theoretical%frameworks:%The!questions!I!would!like!to!ask!here!are!twoVfold:!what!is!the!function!of!Daghjskole!in!Danish!society!today,!and!what!does!it!mean!for!the!youth,!such!as!newcomers,!immigrants!or!refugees,!to!have!leaning!opportunities!in!nonVformal!adult!education!such!as!Daghjskole.!!!

Methodology/research%design:%In!exploring!these!questions!above,!I!adopt!both!practical!and!theoretical!approaches.!!On!the!former,!a!series!of!qualitative!researches!I!have!been!conveying!at!five!different!Daghjskole!in!Copenhagen,!Frederiksberg!and!Aalborg!since!2015,!including!the!interviews!with!the!school!directors,!teachers,!and!other!organization!staffs!who!are!woking!for!the!institution.!!On!the!latter,!I!will!firstly!refer!to!Charles!Taylor!who!poses!a!new!interpretation!of!the!concept!of!recognition!in!modern!age!of!multiculturalism!(Taylor!1994),!and!secondly,!I!will!refer!to!Will!Kimlylicka!who!attempts!to!reconcile!the!friction!between!neoliberal!multiculturalism!and!welfare!chauvinism!(Kymlicka!2015).!

Expected%conclusions/Findings:!In!doing!so,!I!will!try!to!explain!the!significance!of!nonVformal!adult!education!especially!for!marginalized!people!with!a!willingness!to!learn.!

Relevance%for%Nordic%Educational%Research:!It!would!emphasize!the!importance!of!Daghjskole!in!Nordic!countries,!and!it!would!also!be!the!model!for!the!policy!of!lifelong!learning!in!many!societies!where!the!education!for!immigrants!or!minorities!is!imminent,!including!Japan.

[209]%EXPLORING%FACTORS%RELATED%TO%THE%APPEAL%OF%LIFELONG%LEARNING%

!Tarja!Lang1!%%1Omnia,$Joint$Authority$of$Education$and$A$Regional$Development$Center$in$Espoo,$Espoon$Kaupunki,$Finland!!Research%topic/Aim:%!Exploring!factors!related!to!the!appeal!of!lifelong!learning!

Theoretical%frameworks:!The!reform!of!vocational!education!and!the!cuts!in!public!finances!have!brought!about!structural!and!functional!changes!in!adult!education.!The!ongoing!reorganization!at!Omnia,!Joint!Authority!of!Education!in!the!Espoo!Region,!aims!at!forming!a!single!educational!institution!responsible!for!multisector!educational!tasks.!In!the!past,!liberal!adult!education!has!operated!separately!from!vocational!education,!but!is!now!in!the!process!of!integrating!with!the!whole!of!adult!education.!The!reform!process!also!includes!a!study!on!factors!broadening!the!appeal!of!adult!education!institutions!in!their!own!sector!of!operation!and!the!special!features!of!their!educational!task.!The!aim!of!the!study!was!to!analyze!the!present!and!potential!student!profiles!of!the!organization!and!to!assess!the!provision!of!education.!

Methodology/research%design:%The!data!of!the!study!comprised!literature,!statistics,!theme!interviews!(n=12)!and!an!online!questionnaire!(N=294)!and!they!were!analyzed!by!statistical!inference!and!discourse!analysis.!The!

Expected%conclusions/Findings:%The!results!indicated!that!the!strongest!appeal!lied!in!the!high!quality!of!the!main!task!of!the!institution,!i.e.!teaching!and!pedagogics,!and!the!ability!to!renew!it.!Teachers!role!as!pedagogical!experts!is!shifting!more!towards!the!role!of!multiVtaskers!in!financial!administration.!Constant!renewal!and!innovativeness!is!essential!for!ensuring!the!appeal!of!education!provision.!For!teachers!this!means!the!ability!to!renew!their!informationVtechnological!competence!in!the!knowledgeVintensive!world.!

Relevance%for%Nordic%Educational%Research:!The!results!of!this!study!may!use!for!the!reform!of!Adult!Education!and!Liberal!Adult!Education!in!Nordic!Counties.!

Report!on!the!provision!of!adult!education!will!be!available!in!the!beginning!of!2017.!!!!!!!!!!!!!!!!!!!!

!

!

[223]%PERSONAL%DIGITAL%VIDEO%STORIES%LINKING%SCHOOL%AND%INTERNSHIPS%

!Birgitte!Henningsen1!,!Arnt!Vestergaard!!Louw1!,!Rikke!rngreen1!%%1Dep.$of$Learning$and$Philosophy,$Aalborg$University,$Copenhagen$S.V.,$Denmark!!Research%topic/Aim:%How!can!personal!stories!in!the!form!of!videos!(incl.!images,!animations!and!sound)!play!a!role!as!an!engaging!reflection!tool!between!school!and!companyVbased!internships!among!young!marginalized!people!in!vocational!educational!training!(VET)?!

Theoretical%frameworks:!!This!is!a!research!proposal!that!draws!on!transfer!theory!and!previous!findings!which!suggests!students!meaningVmaking!processes,!in!the!interplay!between!school!and!internships,!are!difficult!but!vital!to!establish!(Aarkrog!2011;!Nielsen!2009).!Furthermore,!the!research!views!motivation!for!learning!as!a!socio!cultural!phenomenon,!which!among!others!puts!the!learning!context!rather!than!an!individual!in!focus!for!understanding,!how!young!VET!students!make!sense!of!their!education!(McLeod!&!Yates!2006,!Louw!2013;!Pless!et!al.!2015).!Finally,!the!research!draws!on!theories!of!Digital!Storytelling!(Lambert,2013)!as!a!way!of!empowering!marginalized!groups!through!individual!and!collaborative!userVdriven!media!and!personal!reflection!practices.!

Methodology/research%design:%This!research!project!is!inspired!by!DesignVBased!Research!(DBR),!including!applying!an!iterative,!contextual!and!userVdriven!process,!rather!than!more!traditional!hypothesisVdriven!methods!(Amiel!&!Reeves!2008).!The!DBR!project!is!designed!to!investigate!how!Personal!Digital!Video!stories!(PDVs)!supports!the!students!social!relations,!learning,!reflection!and!their!professional!development!during!their!VET.!The!suggested!research!design!is!to!involve!two!different!schools,!involving!3V4!different!VET!programs!and!focus!on!the!critical!transitions!between!school!and!companyVbased!internships.!The!plan!is!to!follow!two!subsequent!classes!at!each!school,!in!a!total!of!2!!years.!Thus!in!total,!the!DBR!projects!involves!6!VET!programs,!approximately!12!VET!teachers!and!150!VET!students.!The!research!data!will!consist!of!participatory!observations!from!coVworking!with!teachers!and!students!on!the!PDVs,!from!observing!the!processes!surrounding!the!PDVs!inVuse,!as!well!as!data!from!interviews!and!surveys!with!participants.!

Expected%conclusions/Findings:!Previous!research!indicates!that!video!productions!(in!many!formats!and!modalities)!potentially!scaffolds!reflection!and!supports!professional!thinking!and!professional!proudness!(rngren!2009;!Louw!2015).!The!process!of!making!a!movie!and!sharing!it!with!peers!holds!the!potential!of!mediating!engagement,!learning,!immersion!and!retention!of!the!subjects!depicted!in!the!movie!(rngreen,!Louw!&!Henningsen!2016).!The!intention!of!the!suggested!research!agenda!is!to!further!deploy!this!focus!to!youths,!who!are!schoolVweary!(which!can!be!youths!with!talent!and/or!youths!who!are!writing!and!reading!challenged!etc).!The!objective!is!therefore!to!support!a!professional!clarification!and!increase!the!professional!pride!and!willingness!to!carry!on,!and!relate!handsVon!practice!and!theory.!

Relevance%for%Nordic%Educational%Research:!Digitalizing!educations!is!a!fast!growing!tendency!across!the!educational!systems!and!nations.!The!educations!of!the!Nordic!countries!are!traditionally!well!equipped!with!digital!hardware.!However,!the!learning!outcome!of!the!digital!hardware!is!more!doubtful.!This!study!aims!to!shed!light!on!the!possibility!for!harvesting!the!benefits!of!multimodal!digital!tools!specifically!in!relation!to!digital!storytelling!in!VET,!thus!setting!inspirational!handsVon!examples!on!ways!to!digitalize!VET!programmes.

[263]%COMMUNITIES%OF%PRACTICE%IN%HIGH%SCHOOL%VOCATIONAL%BOARDS%

!Lillian!Gran1!,!Bjrg!Herberg!Gloppen1!%%1Hedmark$University$of$Applied$Sciences,$Hamar,$Norway!!Research%topic/Aim:This!paper!investigates!the!Norwegian!vocational!education!and!training!assessment.!In!2015!the!Norwegian!government!published!a!strategy!on!how!to!develop!the!competence!of!vocational!teachers!(VET).!The!strategy!includes!an!appreciation!of!examinational!boards'!expertise!and!special!skills!in!assessment.!Many!of!the!vocational!teachers!do!not!have!qualified!competence!as!formal!teachers.!In!2014!there!where!about!1000!vocational!teachers!working!in!schools!that!did!not!have!the!formal!teaching!competence.!Qualified!teachers!are!important!for!student!performance!and!implementation!in!VET.!Good!teachers!with!updated!expertise!provides!relevant!and!practical!training,!which!in!turn!contributes!to!more!complete!and!pass!with!a!craft!or!journeyman!(KD,!2015:!13).!It!is!essential!that!members!of!an!examination!board!also!have!expertise!in!judging!the!qualifying!examination!beyond!the!purely!vocational!skills.!

Our!research!question!is!

How$can$the$examination$boards$in$vocational$training$develop$communities$of$practice?$

Theoretical%frameworks:!Hedmark!university!college!have!been!involved!in!developing!the!assessment!competence!of!the!examination!board!members!since!2012.!The!elements!of!the!competence!development!consisted!of!communication,!observation!and!assessment!for!learning!as!the!main!focus.!The!main!focus!for!the!examination!boards!is!the!summative!evaluation!since!the!examination!is!the!final!assessment!of!the!apprentices.!Although!the!focus!of!assessment!for!learning!in!the!formative!part!of!assessment!also!applies.!!

The!competence!development!program!started!with!curriculum!goals!and!a!common!understanding!and!interpretation!of!the!main!aims.!Our!attention!is!directed!on!how!members!of!examinational!boards!can!develop!a!common!interpretation!community!to!ensure!that!candidates!receive!an!evaluation!based!upon!criteria!and!common!understanding!of!what!is!quality!in!the!various!fields.!

The!theoretical!approach!is!a!socioVcultural!perspective!where!members!dialogic!practice!will!form!the!foundation!for!the!development!of!knowledge!and!understanding.!This!will!form!the!basis!for!learning!in!the!organization.!

Methodology/research%design:%The!scientific!paper!connected!to!this!abstract!will!use!both!a!survey!within!the!three!levels!of!apprentices,!members!of!the!assessment!board!and!the!level!of!Hedmark!county,!the!main!stakeholder!in!this!programme,!observation!of!two!chosen!examinations!of!apprentices.!In!addition,!there!will!be!a!document!analyse!of!the!central!governmental!documents.!!

!

Expected%conclusions/Findings:%In!the!competence!programme!we!have!experienced!a!large!

enthusiasm!in!development!of!the!vocational!teachers!competence.!Making!them!more!aware!and!

fit!to!do!their!jobs!as!examination!board!members.!This!is!a!very!unique!assessment!for!learning!

method!giving!the!apprentices!feedback!during!the!days!of!their!final!examination.!!

Relevance%for%Nordic%Educational%Research:!With!a!deeper!understanding!of!assessment!for!

learning!and!the!importance!of!a!common!practice!within!the!county!and!maybe!as!far!as!to!the!

Nordic!countries,!the!assessment!culture!will!satisfy!the!assessment!regulations!for!the!vocational!

training.!!

Literature%!

Black,!P.,!&!William,!D.!(1998).!Inside$the$black$box:$raising$standards$through$classroom$assessment.!London:!

GL!Assessment.!

fylkeskommune,!B.!(2016).!Plan$for$skolering$av$prvenemnder$i$Buskerud.!Hentet!fra!

http://www.bfk.no/Documents/BFK/Utdanning/Fagoppl%C3%A6ring/Pr%C3%B8venemnd/Tiltaksplan!

skolering!pr%C3%B8venemnder!2016V2019.PDF!

Hagen,!A.,!&!Skule,!S.!(2008).!Kompetansereformen$og$livslang$lring:$status$2008!(Vol.!2008:07).!Oslo:!

Forskningsstiftelsen!FAFO.!

Harlen,!W.,!&!Winter,!J.!(2004).!The!development!of!assessment!for!learning:!Learning!from!the!case!of!science!

and!mathemathics.!Language!Testing.!21,$3,!390V408.!!

Kunnskapsdepartementet.!(2015).!Yrkesfaglrerlftet$$for$fremtidens$fagarbeidere.!!Oslo.!Hentet!fra!

https://www.regjeringen.no/contentassets/a196e650447d459faa1b1e1879216f3e/kd_yrkesfaglarerlo

ftet_web_01.10.pdf!

Utdanningsdirektoratet.!(2008).!En!lrende!skole.!!utvikle!en!organisasjon!er!en!lringsprosess!

Men!det!er!ikke!s!lett!som!det!hres!ut!til,!for!det!er!s!mye!det!kommer!an!p.$Artikkel$5$$

Aamodt,!P.,!Olof,!Carlsten,!T.,!Cecilie!,!Caspersen,!J.,!Ggaard,!B.,!Jens,!&!Rsdal,!T.!(2016).!Kompetanseutvikling$

blant$yrkesfaglrere.!NIFu.!Hentet!fra!http://www.udir.no/globalassets/filer/tallVogV

forskning/forskningsrapporter/kompetanseutvikling_blant_yrkesfaglarere.pdf!

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[337]%EDUCATION%AS%HABILITATION:%EMPIRICAL%EXAMPLES%FROM%AN%ADJUSTED%EDUCATION%IN%SWEDEN%FOR%STUDENTS%WITH%HIGH`FUNCTIONING%AUTISM%

!Martin!Hugo1!,!Joel!Hedegaard1!%%1Jnkping$University,$Hgskolan$Fr$Lrande$Och$Kommunikation,$Jnkping,$Sweden!!Research%topic/Aim:%The!purpose!of!this!paper!is!to!highlight!empirical!examples!of!habilitation!effects!of!an!adjusted!education!for!young!adults!with!highVfunctioning!autism.!Our!paper!draws!upon!findings!from!a!project!researched!V!an!IT!education!called!the!ITVtrack!!V!which!is!an!example!of!an!initiative!that!has!had!the!intention!to!help!to!break!the!isolation!and!exclusion!in!favor!of!inclusion.!The!ITVtrack!started!in!January!2012!and!is!founded!by!The!European!Social!Fund!(ESF),!Region!Jnkping,!Hglandets!Coordinating!Association!and!Eksj!Municipality.!It!targets!young!people!diagnosed!with!highVfunctioning!autism!between!19V30!years!old.!The!ITVtrack!offers!upper!secondary!and!university!courses!in!programming,!CAD!and!computer!systems,!as!well!as!internship!experience.!

Theoretical%frameworks:!!

Supported!education!

Supported!employment!

Sense!of!coherence!

!

Methodology/research%design:%The!study!is!inspired!by!ethnographic!methodology!(Hammersley!&!Atkinson,!2007),!where!researchers!reside!within!the!environments!and!situations!they!want!to!learn!about.!Data!was!collected!by!way!of!participant!observations,!natural!conversations,!research!interviews!with!students!and!one!focus!group!interview!with!the!staff!(van!Manen,!1990).!The!different!data!collection!methods!complemented!each!other!and,!taken!together,!provide!a!rich!description!of!the!students!experiences!of!the!ITVtrack.!!

Expected%conclusions/Findings:!The!context!of!the!present!study!is!focused!on!(i)!the!students!experiences!of!the!ITVtrack,!(ii)!the!students!previous!school!experiences,!and!(iii)!how!they!relate!to!their!future.!The!findings!involve:!

Identified!adjustments!at!the!ITVtrack! To!get!structure!in!everyday!life! To!function!better!socially!with!others!!! Extended!horizons!of!possibility! Employment!and!internship!

!

Relevance%for%Nordic%Educational%Research:!!

The!findings!have!relevance!for!Nordic!educational!research!due!to!a!prior!lack!of!research!into!Asperger!syndrome!and!education.!This!paper!highlights!the!need!for!a!better!understanding!of!how!environments!can!be!adapted!in!order!to!be!supportive!and!contributing!to!learning!and!habilitation.!

[428]%RE`EMPLOYMENT%AFTER%PROFESSION%CHANGE%

!Leena!Ikonen1!%%1University$of$Jyvskyl,$Veikkola,$Finland!!Research%topic/aim:%This!is!an!onVgoing!grounded!theory!study!of!the!profession!change!process.!The!aim!is!to!gain!insight!into!the!profession!change!process!of!adults!enrolled!in!vocational!education!programs!and!on!this!basis!to!create!a!model!of!profession!change!process!and!to!examine!reVemployment!after!switching!to!another!profession.!The!research!question!which!is!addressed!by!this!proposal!is:!What!are!the!possibilities!for!reVemployment!after!profession!change?$

Theoretical%framework:%Research!phenomenon!is!associated!with!changes!in!working!life!in!general!and!with!desire!of!change!in!individual!level.!Context!of!this!study!is!vocational!adult!education!in!Finland.!Globally!unVsecure!economic!situation!reflects!to!the!labor!market!and!influences!to!employment!negatively!and!escalates!structural!unemployment.!Changes!in!labor!market!(or!personal!desire!to!change!work)!forces!employee!to!maintain!her!skills!and!acquire!suitable!knowledge!and!adapt!to!labor!market!needs.!Profession!change!is!one!option.!In!addition!the!work!itself!is!changing!and!work!can!be!combined!in!different!ways:!both!partVtime!work!and!fixedVterm!work!increase;!entrepreneurship,!seasonal!work!and!crossing!between!several!professions!become!more!common.!It!is!no!longer!typical!to!work!in!the!same!profession!or!with!the!same!employer!throughout!the!career.! $ !

Methodology/research%design:%The!focus!of!this!research!is!to!gain!insight!into!a!basic!social!process!and!to!generate!a!new!substantive!theory.!Becoming!results!are!based!on!the!data!which!are!collected!to!this!particular!study.%Ten!interviews!were!carried!where!participants!ranged!in!age!from!29!to!50!years.!They!included!both!men!and!women!from!different!professional!fields!an!all!have!switched!to!another!profession!through!vocational!adult!education.!Transcribed!interviews!were!analyzed!using!grounded!theory!openVcoding!procedure,!and!then!selectively!coded!by!the!constant!comparison,!combination!and!qualifying!of!the!material!until!the!saturation.!

Expected%conclusions/findings:%One!of!the%main!categories!is$Returning$back$to$work.!The!whole!profession!change!process!comprises!several!stages!and!break!points.!Process!is!mainly!following!a!chronological!order,!but!movement!back!and!forth!occurs!as!well.!ReVemployment!is!essential!factor!in!profession!change!process.!When!switching!to!another!profession,!ones!career!status!and!educational!status!can!move!either!vertically!or!horizontally!(up!or!down)!depending!on!ones!previous!education!and!position.!Varied!alternatives!of!reVemployment!are!presented.!

Relevance%for%Nordic%educational%research:%Changing!profession!through!adult!education!is!widespread!phenomenon!in!Finland.!This!societal!phenomenon!is!topical!and!applicable!in!the!Nordic!countries!in!general!and!profession!change!through!education!is!possible!in!the!Nordic!countries.!This!poster!is!assigned!to!the!following!NERA!network:!Adult!learning!!at!work,!in!education!and!everyday!life.

[575]%A%STUDY%ON%SCHOOL%VALUE%IN%DANISH%FOLK%HIGH%SCHOOL%AND%ITS%CLASSIFICATION%

!Yoshihiko!Hara1!%%1Akita$University,$Akita$City,$Japan!!!Research%topic/Aim:%!This!presentation!is!to!provide!types!of!values!of!Danish!folk!high!school.!Folk!high!school!Act!requires!each!school!to!show!its!school!value!on!the!schools!website,!and!to!evaluate!itself!every!2!years.!!Evaluation!is!one!of!the!major!research!issue!of!Danish!folk!high!school.!But!there!is!no!formulated!method!of!evaluation,!so!this!has!been!a!research!subject!to!study!promptly.!Evaluation!is!carried!out!on!the!basis!of!an!achievement!degree!of!school!value.!In!this!sense,!school!value!is!one!of!the!most!important!things!for!evaluation.!School!value!has!to!be!analyzed!by!several!approaches.!They!are,!for!example,!who!made!it,!how!it!was!made,!what!contents!it!implies,!what!it!means,!and!how!it!can!be!measured.!In!this!presentation,!focusing!on!contents!or!meaning!of!school!values,!some!types!of!school!value!will!be!shown.!This!is!the!first!step!of!a!study!on!evaluation!of!the!Danish!folk!high!school.!

Theoretical%frameworks:!!This!study!is!based!upon!evaluation!theory.!Evaluation!cannot!be!done!without!clear!goals.!!And!if!there!are!evaluation!items/indices!that!match!with!each!content!of!the!goals,!and!if!evaluation!items!can!be!measurable!with!evaluation!indices,!evaluation!can!goes!well.!To!make!appropriate!goals!is!the!first!step!for!successful!evaluation.!

Methodology/research%design:%!There!are!now!70!folk!high!schools!in!all!around!in!Denmark.!!I!will!research!for!school!value!of!all!those!schools.!!I!plan!to!analyze!words!and!sentences!seen!in!statement!of!folk!high!schools!value.!To!put!it!concretely,!first,!I!will!investigate!structure!of!value!expression.!!Second,!I!will!statistically!analyze!kinds!and!meaning!of!words,!and!times!of!appearance!of!a!word.!Third,!I!will!derive!the!tendency!and!characteristic!seen!in!statistics!result!above.!

Expected%conclusions/Findings:!!Generally!Danish!folk!high!school!is!classified!into!7!types.!They!are!general!and!Grundtvigian!school,!special!school,!gymnastics!school,!Christian!school,!senior!school,!and!youth!school.!School!value!may!have!some!relation!with!such!school!types.!But!even!if!school!types!are!the!same!between!more!than!two!schools,!all!school!values!are!not!the!same.!School!value!seems!to!be!influenced!by!schools!own!history,!founder,!forstander(school!master),!school!board!or!process!of!making!school!value.!There!may!be!a!type!of!value!regarded!upon!personality!development,!one!regarded!upon!individuals!growth!or!health,!one!regarded!upon!relation!with!society,!and!so!on.!

Relevance%for%Nordic%Educational%Research:!!This!presentation!contributes!to!not!only!studies!on!Danish!folk!high!school!but!also!studies!on!evaluation!of!any!other!adult!education!institutes!or!programs.!Furthermore,!result!of!this!study!is!useful!for!folk!high!school!in!other!Nordic!countries.!

!

!

!

[599]%INITIATIVES%FOR%VALIDATION%OF%PRIOR%LEARNING%IN%DENMARKDISPARITY%AMONG%NON`FORMAL%ADULT%EDUCATIONAL%INSTITUTIONS %

!Hiroki!Sato1!%%1Niigata$University$of$Health$and$Welfare,$Niigata,$Japan!!!Research%topic/Aim:%In!the!recent!years,!European!countries!have!been!focusing!on!increasing!their!competitiveness!as!knowledgeVbased!societies.!Thus,!lifelong!learning!programs!are!being!developed!for!the!unemployed,!immigrants,!school!dropouts,!and!elderly.!The!significance!of!validation!of!prior!learning!is!not!limited!to!formal!education.!These!validations!also!provide!a!social!system!that!recognises!various!nonVformal/informal!learning!experiences,!including!leisure!activities!and!work!experience,!which!can!help!individuals!in!their!career.!

This!study!aims!to!determine!the!use!of!validation!of!prior!learning!!(Realkompetencevurdering:!RKV!and!Individuel!kompetencevurdering:!IKV)!in!Denmark,!since!the!year!2000,!with!a!focus!on!nonVformal!adult!education!institutions!and!the!disparity!of!each!kinds!of!nonVformal!adult!educational!institutions.!

Theoretical%frameworks:!Recognition!of!accomplishments!based!on!nonVformal/informal!learning!focuses!on!the!economic,!educational,!social,!and!individual!merits.!However,!it!is!difficult!to!standardise!and!rank!voluntary!learning!activities,!and!the!asymmetry!between!the!evaluator!and!the!person!being!evaluated!could!lead!to!issues.!

This!study!analyses!and!discusses!the!important!aspects!of!the!relevant!policies!in!Denmark,!educational!institutions!and!role!of!their!staff,!and!the!practical!application!of!this!framework.!!

Methodology/research%design:!In!this!qualitative!study,!two!methods!were!used!to!collect!data:!literature!review!and!interview!survey!in!Denmark.!

Expected%conclusions/Findings:A!twoVsided!approach,!topVdown!and!bottomVup,!has!been!developed!with!regard!to!validation!of!prior!learning!in!Denmark.!The!government!frames!the!general!guidelines!for!the!system,!budget,!and!quality!assurance.!However,!the!implementation!is!decentralised!and!entrusted!to!the!educational!institutions.!

Thus,!a!disparity!exists!between!individual!nonVformal!adult!education!institutions.!In!Folkehjskole!and!Produktionskole,!These!institutions!focus!on!clarifying!personal!and!social!competences!together!with!the!professional!profiles!and!training!for!instructors!is!provided.!On!the!other!hand,!students!at!Aftenskole!and!Folkeuninversitet!tend!to!be!aged!50!years!and!above,!and!they!are!not!proactive!for!validation!of!prior!learning..!!

In!addition,!validation!practitioners,!such!as!guidance!counsellors!and!assessors!in!Nordic!countries!are!developing!models!based!on!the!skills!and!attributes!that!are!necessary!at!different!stages!of!the!process.!

Relevance%for%Nordic%Educational%Research:!Adult!learning at!work,!in!education!and!everyday!life

[663]%THE%DIFFERENCE%BETWEEN%TEACH%AND%SHOW%IN%THE%LIBRARY%

!AnnVKatrin!!Perselli1!,!Jan!Perselli2!%%1Department$of$Education,$Linnaeus$University,$Kalmar$,$Sweden!2Pedagogik,$Vxj,$Sweden!!!Research%topic/Aim:%The!aim!is!to!illuminate!the!pedagogical!role!of!librarians!teaching!and!supporting!students!learning!of!seeking!information!with!aim!to!deepen!their!thesis!and!to!examine!the!two!concepts!teach!and!show!which!both!university!lecturers!and!librarians!do.!!

Theoretical%frameworks:!The!theoretical!starting!point!in!our!discussion!of!pedagogy!and!librarians,!concepts!and!ways!of!seeing!and!explaining!things,!is!based!on!the!phenomenological!method!of!understanding!the!world.!

Methodology/research%design:%There!are!two!studies!included!in!the!paper,!both!are!based!on!qualitative!interviews!and!observations.!

Expected%conclusions/Findings:!The!studies!show!two!interesting!things,!firstly!there!is!a!problem!in!the!relationship!between!university!lecturer!and!librarians,!as!an!embarrassment,!secondly!it!reveals!differences!between!showing!and!teaching.!Teaching!is!about!to!explain,!and!explain!how!to!understand!something,!ie,!trying!to!convey!a!way!of!relating!to!attain!knowledge.!But!what!is!to!show,!and!what!are!the!differences!between!them?!Perhaps!it!is!so!that!a!lot!of!the!lecturers!activities!with!the!students!also!have!the!character!of!to!show!rather!than!to!teach.!Often,!lecturers!have!to!show!students!how!to!use!word!processing,!how!to!search!in!databases,!how!to!use!Dropbox!and!Google!Docs,!etc.,!to!make!documents!available!to!each!other.!These!things!we!are!showing,!students!todays!often!lacking!knowledge!about.!It!seems!that!both!librarians!as!lecturers!and!teachers!both!teach!and!show!in!their!respective!businesses.!Both!categories!performing!both!teaching!and!showing.!Probably!teach!teachers!more!and!show!less!and!vice!versa!for!librarians.!But!many!librarians!still!teach!more!than!they!show.!To!continue!to!develop!librarians!teaching!work,!there!are!several!approaches.!The!Department!of!Education!(UTV)!in!Hrnsand!Mid!Sweden!University,!conduct!a!development!project!to!give!information!seeking!a!deeper!role!in!teacher!education!programs,!together!with!the!University!Library.!University!librarians!at!Mid!Sweden!University!Library!has!developed!a!plan!of!progression!with!the!aim!to!give!information!retrieval,!educational!media!monitoring,!reference!management!and!source!criticism,!should!run!as!a!red!thread!through!the!hole!teaching!training!education.!Course!coordinating!teachers!have!worked!to!develop!elements!in!the!courses!where!these!aboveVmentioned!parts!in!the!plan!of!progression!in!one!way!or!another!are!included.!We!think!that!a!teacher!and!a!librarian!carry!out!students'!first!education!in!information!seeking!together.!Together,!university!teachers!and!librarians!can!provide!support!for!the!students!at!their!first!meeting!with!information!retrieval.!We!see!it!as!important!that!the!education!of!students!in!information!retrieval!is!crossVborder!cooperation!between!teachers!and!librarians.!

Relevance%for%Nordic%Educational%Research:!The!subject!has!a!Swedish!educational!context!and!is!concerning!student!teaching!situations!at!Swedish!universities.!

[673]%WHAT'S%SO%GREAT%ABOUT%FLIPPED%LEARNING?%

!Marie!Gunnarsson1!,!Marie!Hallbck1!%%1Department$of$Pedagogy,$Vxj,$Sweden!!Research%topic/Aim:%Flipped!learning!(FL)!is!a!popular!way!to!organise!teaching,!it!extends!the!borders!concerning!who!can!participate!in!higher!education,!because!it!allows!a!flexibility!regarding!time!and!geography.!Our!standpoint!is!that!the!resources!in!terms!of!teacher!hours!that!the!FL!might!release!must!be!used!primarily!to!raise!the!quality!of!education!and!thus!the!learning!outcomes!of!the!participating!students,!and!secondarily!to!allow!a!higher!quantity!of!students!passing!through!the!course.!The!aim!of!this!project!is!to!present!students!experiences!from!flipped!learning!activities,!and!from!this!knowledge!develop!an!understanding!of!how!students!learn!in!flipped!classrooms.!!

Theoretical%frameworks:!Flipped$Learning$is$a$pedagogical$approach$in$which$direct$instruction$moves$from$the$group$learning$space$to$the$individual$learning$space,$and$the$resulting$group$space$

is$transformed$into$a$dynamic,$interactive$learning$environment$where$the$educator$guides$students$

as$they$apply$concepts$and$engage$creatively$in$the$subject$matter.$(Flipped!Learning!Network!2014)!

As! defined! by! Flipped! Learning! Network,! Flipped! learning! does! not! nessesarly! consist! of! just!removing! lectures! from! the! classroom! but! rather! by! deliberately! shifting! instruction! to! a! learnerVcentered! approach.! The! network! stress! that! four! requisites! need! to! be! present! to! call! it! not! only!Flipped!Classroom!but!Flipped!learning.!These!are:!

{!!!!!!!!!Flexible!environment!

{!!!!!!!!!Learning!culture!

{!!!!!!!!!Intentional!content!

{!!!!!!!!!Professional!educator!

When!FL!are!to!be!studied!another!concept!sometimes!is!used!interchangeably,!namely!Active!learning!(Freeman,!Eddy,!McDonough,!Smith,!Okoroafor,!Jordt!&!Wenderoth!2014).!In!comparing!the!efffiancy!of!constructivist!versus!expositionV!centered!course!designs!in!STEM!(science,!technology,!engineering,and!mathematics)!metaanalys!has!shown!that!active!learning!approaches!enhance!student!performance!!substantially.!Results!indicate!that!increased!achievements!are!shown!across!all!of!the!STEM!disciplines!and!also!independently!of!class!size,!course!type!and!course!level!(Freeman!et!al!2014).!!

Methodology/research%design:%The!methodology!of!the!project!is!an!online!questionnaire,!directed!to!approximately!60!students!enrolled!in!campus!respectively!distance!education.!!Questionnaire!includes!questions!of!closed!as!well!as!open!character.!!Operationalisation!will!be!based!on!concepts!of!FL!and!active!learning.!

Expected%conclusions/Findings:!We!expect!to!find!how!students!perceive!flipped!learning!and!what!they!consider!necessary!guidance,!support!and/or!resources!in!order!to!master!flipped!learning.!

Relevance%for%Nordic%Educational%Research:!As!FL!and!active!learning!currently!are!presented!as!a!better!alternative!to!traditional!lecturing!there!is!a!great!need!of!empirical!data!of!how!students!perceive!participating!in!FL!and!what!prerequisites!are!needed!to!transform!to!an!active!learner.!

[682]%MATERIALITY,%BODY,%AND%LEARNING%

!Eva!Bertelsen1,!Lisa!Rasmussen2!,!Kristian!Larsen3!,!Anders!Buch4!,!Torben!Elgaard!Jensen4!%%1University$of$Copenhagen,$Department$of$Media,$Cognition$and$Communication,$Kbenhavn$S,$Denmark!2Aarhus$University,$Danish$School$of$Education,$Kbenhavn$NV,$Denmark!3Aalborg$University,$Institut$for$Lring$Og$Filosofi,$Copenhagen,$Denmark!4Aalborg$University,$Department$of$Learning$and$Philosophy,$Kbenhavn$Sv,$Denmark!%

1.%The%title%of%the%symposium%

Materiality,!body,!and!learning!!central!theories!with!similarities!and!differences!

2.%An%abstract%describing%the%entire%symposium%

Human!activities!are!always!already!located!in!material!conditions,!but!materiality!is!often!more!or!less!absent!

in!research!related!to!learning,!education,!and!socialization.!In!this!symposium,!we!focus!on!different!types!of!

relationships!between!body!and!materiality!in!a!broad!sense.!Informal!socialization,!workplace!learning,!

education,!and!formal!pedagogical!situations!are!increasingly!mediated!by!and!related!to!materiality!(including!

technology,!physical!space,!and!designs),!and!the!interface!between!formal!and!informal!learning!is!becoming!

more!and!more!blurred.!Danish!researchers!will!present!different!theoretical!approaches!to!empirical!data,!and!

it!is!the!ambition!to!show!and!discuss!similarities!and!differences!in!relation!to!theoretical!perspectives.!With!

inspiration!from!Lefebvre,!Bourdieu,!Latour,!and!modern!practice!theoretical!approaches!inspired!by!the!

philosophical!legacies!of!primarily!Heidegger!and!Wittgenstein,!researchers!will!present!and!discuss!empirical!

data!ranging!from!bodyVmateriality!in!hospitals,!schools,!or!universities,!to!interactions!in!design!

collaboratories.!

In!the!presentations,!concepts!like!materiality!will!be!related!to!concepts!like!subject,!performance,!structure,!

network,!dominance,!and!interVobjectivity.!The!abstracts!will!use!different!research!designs!and!produce!

different!findings;!however,!in!this!symposium,!presentation!and!discussion!of!theoretical!and!methodological!

perspectives!will!be!highlighted.!

!

Chair:!Professor!Kristian!Larsen,!Aalborg!University!

Discussant:!Professor!Monica!Nerland,!University!of!Oslo!

3.%The%names%of%the%contributors,%titles%of%their%presentations%and%their%abstracts%

Contribution!1:!

!

Professor!Kristian!Larsen,!PhD!

Department!of!Learning!and!Philosophy!

Aalborg!University!

kl@learning.aau.dk!!

!

!

WHY!STABILITY!RATHER!THAN!CHANGE?!BOURDIEU!INSPIRATION!ON!RELATIONS!OF!TECHNOLOGIES,!BODIES!

AND!PRACTICES!IN!THE!HEALTHCARE!FIELD!

!

Anthropological!and!sociological!studies!show!how!bodies!are!situated!in!the!history!and!structures!involving!

other!bodies!and!materiality.!They!also!reveal!how!power,!knowledge,!materiality,!and!the!body!are!related.!

These!studies!often!involve!single!approaches,!such!as!the!organizational,!professional,!network,!or!material!

perspective.!

The!work!of!Pierre!Bourdieu!in!Outline!(1977),!Distinction!(1984),!and!The$Weight$of$the$World!(1999)!provides!

additional!instruments!for!analysing!social!fields!and!subfields!involving!relations!that!are!interrelated!and!

thereby!constituting!inertia!in!the!social!space.!It!is!argued!that!There!is!no!space!in!a!hierarchized!society!that!

is!not!itself!hierarchized!and!that!does!not!express!hierarchies!and!social!distances!()!social!space!translates!

into!physical!space!but!the!translation!is!always!more!or!less!blurred!(Bourdieu!1999,!p.!124).!Part!of!the!

inertia!of!the!structures!of!social!space!results!from!the!fact!that!they!are!inscribed!in!physical!space.!Also!

highly!relevant!is!the!idea!that!social!structure,!space!structure,!and!bodyVmental!structures!are!related.!

In!this!paper,!I!will!present!how!concepts!such!as!field,!position,!habitus,!and!capital!and!structural!homology!

have!inspired!my!work!related!to!materiality!and!health.!Examples!from!empirical!studies!(observation,!

interview,!statistics,!document!analysis)!in!the!Danish!healthcare!field!provide!a!background!for!reflecting!on!

stability!and!change!in!the!field.!The!paper!draws!on!empirical!work!comprised!of!sociological!and!educational!

studies!of!inequality!in!health;!studies!of!practice!and!learning!among!doctors,!nurses,!and!patients;!studies!of!

investment!and!health!strategies!among!social!groups;!and!studies!on!medical!prestige!hierarchy.!Diverse!

studies!involving!different!methodological!angles!provide!access!to!see!how!the!body!and!materiality!are!

interrelated.!In!the!healthcare!field,!the!issue!of!how!subfields!of!organizations,!subfields!of!professions,!

subfields!of!knowledge,!and!subfields!of!materiality!have!some!degree!of!autonomy!but!at!the!same!time!are!

interrelated!and!connected!to!each!other!will!be!presented.!This!theoreticalVempirical!contribution!serves!as!an!

outline!for!explaining!the!fact!that!the!healthcare!field!has!a!tendency!to!be!rather!stable,!although!changes!do!

take!place!in!organizations!(new!governance!and!leadership),!among!professions!(new!areas!of!practice!and!

new!investment!strategies),!in!knowledge!systems!(new!types!of!knowledge!are!requested!and!produced),!or!in!

materiality!(new!types!of!medical!technology).!

Contribution!2:!

!

Professor!Anders!Buch,!PhD!

Department!of!Learning!and!Philosophy!

Aalborg!University!

buch@learning.aau.dk!!

!

MATERIALITY,!BODIES!AND!LEARNING!!A!PRACTICE!THEORETICAL!PERSPECTIVE!

!

From!the!perspective!of!practice!theories,!the!interplay!between!materiality,!bodies!and!processes!of!learning!

must!be!understood!in!terms!of!social!actions,!activity!and!practices.!Practice!theoretical!approaches!have!

made!their!entry!in!the!social!sciences!and!humanities!over!the!last!30!years.!Still!more!scholars!in!different!

disciplines!and!with!different!research!interests!and!backgrounds!have!focused!on!the!dayVtoVday!practices!of!

actors!in!their!studies!and!attended!to!the!material,!bodily!and!social!processes!of!learning.!This!orientation!has!

been!identified!as!a!turn!to!practice!in!the!social!sciences!and!humanities.!!

This!paper!sets!out!to!introduce!and!discuss!modern!practice!theoretical!approaches!inspired!by!the!

philosophical!legacies!of!primarily!Heidegger!and!Wittgenstein.!Secondly,!the!practice!theoretical!conception!of!

human!activity!as!unfolding!in!nexuses!of!social!practices!and!material!arrangements!will!be!explained!and!

illustrated!with!examples!from!the!supervision!practices!at!contemporary!universities.!Thirdly,!the!paper!will!

examine!accounts!of!the!components!and!dynamics!of!social!practices!in!order!better!to!understand!the!

ontological!assumptions!of!practice!theories.!Fourthly,!the!discussion!will!zoom!in!on!how!bodies!and!

embodied!activities!are!understood!through!the!doings!and!sayings!of!actors!in!situated!activity.!Bringing!up!

the!relation!constructed!between!social!practices!and!material!arrangements!in!practice!theories!will!fifthly,!

extend!this!discussion.!Here,!I!will!discuss!how!social!practices!and!material!arrangements!are!related!in!

various!modes,!e.g.!through!causation,!constitution!and!affordance.!!

This!exposition!of!practice!theories!will,!sixthly,!enable!a!discussion!of!how!processes!of!learning!are!conceived!

in!this!theoretical!framework.!Here!it!becomes!essential!to!understand!how!practitioners!transform!and!are!

transformed!through!their!engagement!and!participation!in!social!practices!and!amidst!material!arrangements.!!!

Seventhly!and!finally,!I!will!briefly!bring!up!methodological!questions!that!needs!to!be!addressed!in!order!for!

practices!theories!to!become!a!practical!and!instrumental!approaches!for!researchers!interested!in!

understanding!processes!of!learning!in!situated,!embodied!and!material!contexts.!

!

Contribution!3:!

!

Professor!Torben!Elgaard!Jensen,!PhD!

Department!of!Learning!and!Philosophy!

Aalborg!University!

tej@learning.aau.dk!!

!

THIS!IS!THE!OFFICE!OF!THE!FUTURE!!

!The!presentation!is!an!empirical!analysis!of!how!a!Scandinavian!startVup!company!was!able!to!persuade!a!

number!of!business!journalists!that!it!represented!the!future.!It!analyses!how!visitors!to!the!firm!were!met!

with!a!specific!and!persuasive!combination!of!rhetorical!and!material!resources.!It!suggests!that!the!persuasive!

power!of!the!firm!was!based!on!its!ability!to!evoke!and!articulate!a!series!of!pointed!contrasts!between!the!

attractive!working!life!within!the!firm!and!the!ordinary!and!problematic!work!life!elsewhere.!The!article!

suggests!that!this!strategy!of!drawing!contrasts!together!differs!from!the!mode!of!persuasion!usually!described!

by!STS.!The!analysis!contributes!to!a!broader!discussion!on!the!role!played!by!material!arrangements!in!the!

making!of!knowledge!claims.!

!

Contribution!4:!

Associate!professor,!Lisa!Rosn!Rasmussen,!PhD!

Danish!School!of!Education!

Aarhus!University!

lisa@edu.au.dk!!

and!

Assistant!professor,!Eva!Bertelsen,!PhD!

Department!of!Media,!Cognition!and!Communication!

University!of!Copenhagen!

eb@hum.ku.dk!

!

!SCHOOLS!FOR!THE!FUTURE!V!BUILDING!TO!CHANGE!!

This!presentation!concerns!a!recent!shift!in!the!understanding!of!school!buildings,!their!design!and!functioning.!

A!development!already!established!in!the!Danish!field!of!primary!school,!and!a!development!seemingly!moving!

towards!the!level!of!tertiary!education!(universities!and!university!colleges).!Prominent!in!this!shift!!across!the!

levels!of!education!!stands!an!understanding!of!school!buildings!as!capable!of!changing!e.g.!educational!

cultures.!As!an!understanding!of!space$as$productive!gain!ground!in!newer!school!build,!the!architectural!

design!is!meant!to!both!manage!and!transform!the!schools!in!direction!of!future!demands!to!schooling.!This!

transformation!can!be!seen!as!a!manifestation!of!historical!shifts!in!how!space!is!perceived!in!a!pedagogical!

context:!from!seeing!space!as!supportive!to!see!it!as!an!agent!of!change.!Moreover!this!shift!seems!to!feature!a!

shift!in!who!is!defining!the!pedagogical!meaning!of!spaces!and!buildings!and!thus!a!displacement!of!where!

pedagogical!ideas!of!schooling!are!produced:!from!teachers!and!other!practitioners!to!the!processes!

surrounding!the!construction!of!buildings,!that!is!both!the!political!and!the!architectural!processes.!

In!the!paper,!we!explore!the!conceptualization!of!two!educational!buildings!in!Copenhagen!build!on!this!side!of!

the!millennium.!We!show!how!specific!ideas!about!education!and!learning!not!only!play!into!the!process!but!

also!seem!to!be!actively!produced.!We!point!to!how!the!architectural!spaces!of!the!two!buildings!are!expected!

to!influence!the!pupils!bodies!in!specific!ways.!In!this!the!belief!in!architecture!as!a!driver!of!cultural!change!

becomes!legible.!Theoretically,!the!project!subscribes!to!a!Lefebvrian!understanding!of!space!as!a!social!

production.!It!is!framed!by!his!tripartite!analysis!of!space!as!perceived,!conceived!and!lived!and!it!draws!on!his!

later!writings!about!rhythm!analysis!(Lefebvre!1991).!This!opens!up!to!an!analysis!and!a!theoretical!discussion!

of!the!relations!between!space,!body,!space!and!pedagogy.!

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NETWORK 2

Arts Culture and Education

Network 2

Arts Culture and Education

[45]%UNDERSTANDING%DRAMA%TEACHING%IN%COMPULSORY%EDUCATION%IN%ICELANDA%MICRO`ETHNOGRAPHIC%STUDY%OF%THE%PRACTICES%OF%TWO%DRAMA%TEACHERS%

!Rannveig!Thorkelsdttir1!%%1University$of$Iceland,$Reykjavk,$Iceland!!!!Research%topic/Aim:%The!aim!of!the!study!is!to!contribute!to!an!understanding!of!how!drama,!as!part!

of! the! formal! learning! area! in! Icelandic! compulsory! education,! is! implemented! by! drawing! up! a!

cultural! portrait! of! the! situation.! The! purpose! is! thus! to! contribute! to!more! knowledge! and! to! an!

increased!understanding!of!drama!as!a!key! learning!area!within! the!arts! in!education.!The!study! is!

mainly! focused! on! understanding! the! teachers! perspectives,! but! the! perspectives! of! the! students!

and! the! principals! are! also! included.! The! rationale! for! this! study! is! that! drama!was! included! in! the!

national!curriculum!framework!in!Iceland!for!the!first!time!in!2013.!As!a!result,!there!were!considerable!

tensions! connected! with! how! Icelandic! schools! could! or! should! embrace! this! newcomer! to! the!

curriculum,! whether! the! necessary! competence! existed! to! teach! the! subject! and!what! kind! of! status!

drama!could!achieve!among!the!other!subjects! in!school.!The!overarching!research!question! is:!How$is$

drama$as$a$subject$implemented$in$Icelandic$compulsory$education?!

!

Theoretical%frameworks:!Within!a!socioVcultural!framework!of!understanding,!an!ethnographic!study!of!

the!culture!and!the!context!for!the!implementation!of!drama!was!carried!out.!The!ethnographic!account!

is!based!on!thick!descriptions!and!thematic!narrative!analyses!summed!up!as!a!cultural!portrait!of!the!

drama!teaching!practices!in!Hillcrest!(grade!5)!and!MountainVline!(grade!6)!schools,!respectively.!

Methodology/research%design:%The!teaching!practices!of!the!drama!teachers!are!described!and!

interpreted!from!four!perspectives,!representing!different!curricular!levels!according!to!John!Goodlad.!

The!theory!of!practice!architectures!by!Stephen!Kemmis!and!Peter!Grootenboer!is!used!to!interpret!the!

findings.!In!this!practice!theory,!practice!is!defined!as!a!nexus!of!sayings,!doings!and!relatings,!dependent!

on!the!arrangements!in!the!practice!architectures.!Enabling!and!constraining!arrangements!in!the!practice!

architectures!connected!to!the!implementation!of!drama!as!a!subject!in!compulsory!education!are!

identified!and!discussed.!

!

Expected%conclusions/Findings:!An!ecology!model!is!suggested!as!a!theoretical!contribution!and!as!an!

interpretive!tool!when!analyzing!how!the!classroom!arena!inhabited!by!teachers!and!students!interacts!

with!the!different!curriculum!levels!and!the!societal!arena!and!culture.!!A!dialectical!tension!is!illustrated!

by!a!response!loop!influencing!what!can!be!achieved!from!the!learning,!including!the!influence!of!what!

Elliot!Eisner!calls!an!invisible!curriculum.!The!study!calls!for!changes!in!opportunities!for!the!professional!

development!of!drama!teachers.!!Further,!it!calls!for!a!reconceptualization!of!how!a!drama!teachers!

learning!trajectory!could!be!designed!in!order!to!support!the!drama!teacher!and!his!or!her!resilience!and!

motivation!to!transform!the!teaching!for!the!benefit!of!the!learning!of!the!students.!!!

!

Relevance%for%Nordic%Educational%Research:!Iceland!is!the!first!country!to!have!drama!in!the!national!

curriculum!and!there!for!it!is!relevance!for!Nordic!educational!research.

[89]%IMAGE%ECOLOGIES%:%TECHNOLOGIES%OF%VISUAL%ART%EDUCATION%IN%SWEDEN%AND%ESTONIA.%

!Ingrid!Forsler1!%%1Sdertrn$University,$Huddinge,$Sweden!!!Research%topic/Aim:%The!proposed!poster!is!a!visual!interpretation!of!the!media!ecologies!in!

which!Swedish!and!Estonian!art!teachers!operate.!The!study!wants!to!add!to!the!body!of!

research!on!technology!and!educational!by!combining!a!media!ecology!perspective!with!

digital!methods!that!is!"thinking!along"!with!the!devices!and!the!objects!of!new!media.!

Theoretical%frameworks:!The!concept!media$ecologies! is!used!here!to!address!the!dynamic!

relationships! between! groups! of! living! things! and! their! environments.! Leaning! on! Felix!

Guattari's! (2000)! idea!of! an! ecosophy,! this! understanding!of!media! ecologies! includes!not!

only!physical! systems!but! also! social! and!mental! processes! that! constantly! intertwine! and!

overlap.!The!overall!presence!of!digital!media!also!encourages!an!understanding!of!media!as!

ecological!in!the!way!that!they!form!the!conditions!of!our!existence.!The!term!technology!is!

used! here! in! a! broader! sense,! including! both!material! technology! and! different! forms! of!

governance.!!

Methodology/research% design:% The! study! builds! on!material! from! social! network! analysis!

performed! in! four! open! Facebook! groups! and!one! Twitter! chat,! as!well! as! from! in! depthV

interviews! with! Swedish! art! teachers.! The! analysed! Facebook! groups! consisted! of! 1)! An!

Estonian!group!for!art!teachers!2)!A!Swedish!group!for!teachers!in!all!subjects!interested!in!

computing!and!coding!3)!A!university!group!for!Swedish!art!teacher!education!4)!A!university!

group!for!Estonian!art!teacher!education.!The!Twitter!analysis!was!performed!on!a!weekly!

hashtag!driven!Twitter!chat!for!art!teachers!in!Sweden.!The!visualizations!were!made!using!

the!open!software!Gephi!and!shows!activity!and!connectedness!in!the!social!forums.!Based!

on!the!interviews,!these!graphs!of!online!collaboration!in!relation!to!other!technologies!are!

visually!conceptualized!as!magnifications!of!organisms!in!a!model!of!the!educational!media!

ecosystem.!!

Expected% conclusions/Findings:! The! network! analysis! shows! that! local! networks! matters!

also! in!online! communities.!Geography!and!alumni! affiliation! creates! local! communities! in!

the!networks.! Estonia,! being! the! smaller! country! in! the! study,! is! concentrated!around! the!

major! university! for! art! education.! The! network! analysis! also! shows! that! the! Twitter! chat!

inhabits!a!more!coherent!community!than!the!Facebooks!groups.!The!network!analysis!read!

through!the!interviews!with!art!teachers!suggest!an!entanglement!of!both!technologies!and!

temporality,! such! as! the! dialectic! relationships! between! local! practices,! everyday! visual!

culture!and!policy!as!well!as!the!dynamics!between!past! imaginaries,!present!teaching!and!

future!projections.!!

Relevance% for% Nordic% Educational% Research:! Sweden! and! Estonia! share! with! the! other!

Nordic!countries!a!high!internet!penetration!and!an!ongoing!digitalization!of!the!KV12!school.!

The! educational! systems! in! these! countries! are! thus! in! the! process! of! infrastructural!

reshaping,! both! in! terms! of! digital! technology! and! of! soft! infrastructure! such! as! policy!

documents! and! professional! societies.! This! study! highlights! how! these! changes! are!

negotiated! and! managed! in! online! communities! as! well! as! how! these! collaborative!

environments! are! part! of! a! larger! educational! eco! system.!!!

[314]%MAKING,%RECYCLING%AND%LEARNING%`%AN%EMPIRICAL%ANALYSIS%ON%HOW%STUDENTS%LEARN%WITH%MATERIALS%IN%A%REMAKE%SCHOOL%PROJECT%

!Hanna!Hofverberg1!,!Ninitha!!Maivorsdotter2!%%1Department$of$Education,$Uppsala$University,$Malm,$Sweden!2School$of$Health$and$Medical$Sciences,$rebro$University,$Skvde,$Sweden!!!Research%topic/Aim:%!

Creative! remakes! using! recycled! material! are! common! educational! projects! of! promoting!

environmental!and!sustainability!actions.! In!the!Swedish!educational!sloyd!curriculum,!for!example,!

the!curriculum!states!that!students!should!be!given!opportunities!to!choose!and!handle!materials!in!

order! to! promote! sustainable! development! (Swedish! National! Agency! for! Education,! 203).! This! is!

further!expressed!as!economizing!on!the!use!of!resources,!such!as!through!repairs!and!recycling!of!

materials!(205).!In!relation!to!these!curriculum!writings!remake!projects!are!common,!which!means!

that!students!make!new!products!from!used!materials,!such!as!garments!or!fabrics.!However,!as!yet!

no!research!has!been!conducted!on!how!students!learn!when!taking!part!in!such!a!remake!project.!!

In!this!paper,! the!aim! is! to!examine!how!students! learn!with!materials!when!engaging! in!a!remake!

project.!The!exploration!is!conducted!in!an!educational!sloyd!class!in!Sweden!as!a!case.!!

Theoretical%frameworks:!!

The!paper!draws!on!a!transactional!theory!of!learning!(Dewey!and!Bentley!1949/1991)!informed!by!

Bennetts! (2010)! notion! of! actant.! An! actant! can! refer! to! any! entity! or! process! that! makes! a!

difference! in!the!making!process.! In!order!to!show!how!human!and!nonVhuman!entities!transact! in!

the! learning! process! of!making!we!have! developed! a! theoretical! concept! using! transactants! as! an!

analytical!object.!

Methodology/research%design:%%

Practical!epistemology!analysis!(PEA)!(Maivorsdotter!et,!al,!2015)!is!used!as!a!method!and!offers!an!

analytical! framework! that! illustrates! the! lived! experiences! associated! with! acquiring! or! failing! to!

acquire!a!certain!subject!content.!In!the!outcomes!of!the!embodied!processes!involving!the!students!

and!other!transactants!it!is!possible!to!analyse!how!students!learn!when!using!recycled!material!in!a!

specific!educational!context.!!

Expected%conclusions/Findings:!!

The!findings!show!how!students!transact!with!the!idea!of!a!product,!the!materials!capabilities!and!

the! remake! techniques,! all! of! which! are! intertwined! in! the! learning! process.! The! participating!

transactants!show!what!twists!up!the!learning!process!and!makes!it!turn!in!a!specific!direction.!The!

findings!also!show!how!the!products!future!function,!how!ideas!need!to!be!embodied!in!the!recycled!

material!and!working!with!limited!resources!are!crucial!aspects!of!the!remake!process.!!

Relevance%for%Nordic%Educational%Research:!!

Hence,! arguing! that! the! general! concept! of! recycling! promotes! environmental! and! sustainability!

actions!is!not!possible.!This!is!not!to!say!that!recycling!as!a!remake!project!has!no!worth!or!relevance!

in! and! for! Environmental! and! Sustainability! Education! (ESE).! However,! when! this! general! idea! of!

recycling!is!framed!into!a!specific!learning!practice,!such!as!a!remake!project!in!educational!sloyd!or!

other! ESE! practices,! we! need! to! be! attentive! to! how! the! learning! process! unfolds,! rather! than!

assuming!that!it!always!promotes!environmental!and!sustainable!actions.!

References%

Dewey,! John! and! Bently,! Arthur,! F.! (1949/1991).! Knowing$ and$ the$ known.! Boston:! Beacon! Press.!

Bennett,!Jane!(2010).!Vibrant$Matter:$A$Political$Ecology$of$Things.$Durham:!Duke!University!Press.!%

Maivorsdotter,! Ninitha,! Quennerstedt,! Mikael! and! hman,! Marie! (2015)! Students! Aesthetic!

Experiences! of! Playing! Exergames:! A! Practical! Epistemology! Analysis! of! Learning.! International$

Journal$of$GameCBased$Learning,!5(3),!11V24.!doi:!0.4018/IJGBL.2015070102!!

Swedish!National!Agency!for!Education.!(2011).!Curriculum$for$the$compulsory$school,$preschool$class$

and$the$recreation$centre$2011.$Stockholm:$Ordfrrdet!AB!

[447]%A%PHOTOBOOK%APPROACH%TO%YOUNG%CHILDREN'S%UNDERSTANDING%OF%MATHEMATICAL%CONCEPTS%

!Elena!Severina1!,!Espen!Helgesen2!%%1Western$Norway$University$of$Applied$Sciences,$Department$of$Teacher$Education,$Bergen,$Norway!2Bergen$University$College,$Department$of$Teacher$Education,$Bergen,$Norway!!!!

Research%topic/Aim:%With!recent!technological!developments!allowing!for!lower!cost!and!

increased!portability,!the!use!of!digital!photography!has!become!widespread!in!Norwegian!

kindergartens.!Although!often!used!primarily!by!adults!to!document!children's!activities,!the!

potential!for!using!digital!photography!as!a!pedagogical!tool!has!received!increased!

attention!in!recent!years.!This!paper!aims!to!develop!a!childVcentered!approach!to!digital!

photography!in!early!education,!supported!by!findings!from!the!authors!ongoing!research!

project!on!how!children!express!and!develop!mathematical!knowledge!during!the!creation!

of!photobooks.!

!

Theoretical%frameworks:!The!paper!addresses!the!interrelation!of!learning!and!play!in!childrens!

creation!of!photobooks!through!an!emphasis!on!the!embodied!nature!of!childrens!engagement!with!

digital!technology.!Moving!beyond!an!interpretative!analysis,!the!paper!employs!a!phenomenological!

approach!to!investigate!the!embodied!nature!of!mathematical!knowledge!as!it!is!expressed!through!

participants! drawing! and! moving! of! objects! on! SmartBoards! and! tablet! computers,! as! well! as!

through!their!use!of!gestures!and!metaphors!while!talking!about!these!processes.!

!

Methodology/research%design:%The!paper!presents!findings!from!an!ongoing!research!project!in!

a!Norwegian!kindergarten,!which!investigates!childrens!understanding!of!mathematical!concepts!in!

a!naturalistic!setting.!In!the!study,!a!group!of!kindergartners!(age!3V6)!were!given!cameras,!and!asked!

to! photograph! their! outdoor! environment! based! on! themes! and! ideas! suggested! by! the! children!

themselves.! The! children! were! then! asked! to! work! in! groups! to! organize! their! photographs! into!

photobooks.! Data! is! drawn! from! video! recordings! of! the! children,! as! well! as! fieldnotes! byand!

interviews!withkindergarten!teachers!and!teacher!students.!

!

Expected%conclusions/Findings:!The!aim!of!the!study!is!twofold.!The!first!aim!is!to!identify!how!

activities!such!as!photographing,!photoVediting,!layout,!and!presentation!of!photobooks!can!provide!

surface! evidence! of! childrens! existing! mathematical! understanding.! The! second! aim! is! to! raise!

awareness!about!the!pedagogical!potential!of!using!digital!photography!in!general,!and!photobooks!

in!particular,!to!further!develop!childrens!understanding!of!mathematical!concepts.!

!

Relevance% for% Nordic% Educational% Research:! Norway! ranks! among! the! top! countries! in! the!

world!when!it!comes!to!access!to!digital!technologies,!and!most!children! in!Norway!have!access!to!

advanced!technologies!from!an!early!age.!Accordingly,!early!education!in!Norway!is!a!key!site!if!we!

want!to!understand!how!children!learn!through!the!use!of!digital!technology.!Equipping!children!with!

cameras! opens! new! scaffolding! opportunities! for! educators! as! they! are! able! to! view! the! world!

through!childrens!eyes,!and!also!has! the!potential! to!empower!children!by!making!them!the!main!

contributors! to! their! own! learning! processes.

[501]%PLACES%AND%PROCESSES%BETWEEN%ART%AND%EDUCATION.%%%

!Lisbeth!Haastrup1!%%1Aarhus$University,$Dpu,$Afdelingen$for$Fagdidaktik,$Copenhagen,$Denmark!!!Research%topic/Aim:%The!expanding!field!of!crossVinstitutional!and!interdisciplinary!projects!between!art/culture!and!education!calls!for!didactical!reflections!on!the!material!and!spatial!settings!for!that!kind!of!projects!and!the!intended!ends!and!learning!processes.!Different!kinds!of!partnerships!between!artists!and!teachers!and!forms!of!cooperation!between!cultural!institutions!and!schools!are!finding!their!way.!!

Theoretical%frameworks:!The!Danish!Arts!Foundation's,!and!the!Danish!Ministry!of!Culture!initiatives!aimed!at!children!and!young!people's!meetings!with!art,!will!be!analyzed!with!of!framework!of!material!culture!didactics!to!highlight!how!the!meeting!between!different!interpretations!of!art!and!education!creates!dilemmas!in!all!phases!of!the!schemes.!From!an!ongoing!research!project!in!the!Danish!Huskunstnerordning!the!paper!will!focus!on!how!the!participant!movements!between!sites!and!institutional!and!professional!framework!are!practiced!and!experienced.!!

Methodology/research%design:%Methodological!reflections!on!how!learning!processes!for!all!involved!can!be!documented!and!interpreted!as!aesthetic,!bodily!and!linguistic!forms!of!expression!will!be!discussed.!!

Expected%conclusions/Findings:!Formulate!how!the!material!and!spatial!framework!will!have!an!impact!on!art!educations!projects!that!force!the!participants!to!cross!between!institutions,!expectations!and!forms!of!practice!and!expression.!Contribute!to!methodological!development!from!a!materiel!culture!didactic!point!of!view.!

Relevance%for%Nordic%Educational%Research:!The!case!of!the!Huskunstnerordning!will!be!the!starting!point!for!a!discussion!of!the!Nordic!initiatives!within!art!education!in!relation!to!and!Open!school!in!Denmark,!the!Cultural!Skolesek!in!Norway!and!the!Creative!school!in!Sweden.!

!

!

!

[553]%SUSTAINABLE%DESIGN%TRAINING%CARDS%AS%A%WAY%TO%PROMOTE%ACTIVE%LEARNING%

!Karen!Marie!Hasling1!,!Ulla!Rbild1!%%1Design$School$Kolding,$Kolding,$Denmark!!Research%topic/Aim:%This!paper!focuses!on!training!cards!as!a!way!to!promote!active!and!conscious!learning,!here!with!focus!on!sustainable!design!approaches.!In!the!paper!this!will!be!based!on!findings!from!the!development!of!training!cards!for!a!collaborative!project!with!a!company!and!two!freelance!designers.!

Theoretical%frameworks:!The!theoretical!framework!takes!overall!departure!in!a!constructivist!learning!tradition!and!focuses!on!active!learning!as!a!way!to!approach!the!reflective!practitioner!(Schn,!1987,!1983).!In!novel!or!nonVroutine!situations,!experimentation!is!necessary!as!no!or!limited!theoretical!or!practical!basis!exists!(e.g.!Basadur,!2005;!Daalhuizen,!2014).!In!our!educational!institution!we!have!a!long!experience!with!using!training!cards,!such!as!inspirational,!method!or!process!cards,!as!tools!to!promote!active!learning!in!nonVroutine!situations.!Here!they!have!shown!to!help!making!things!concrete!and!outline!relevant!topics!(Friis!and!Gelting,!2014,!2016).!Furthermore,!game!pieces!can!speed!up!the!process!and!create!common!ground!when!working!in!teams!(Hornecker,!2014).!!

Methodology/research%design:%The!paper!is!based!on!findings!from!a!research!report!on!ways!to!understand!sustainability!in!a!corporate!organisation!working!with!materials!and!products!for!the!fashion!market!(authors,!2016).!Here!the!training!cards!translate!and!operationalise!these!findings!in!the!organisation!as!a!communication!tool.!!

The!training!cards!were!developed!as!a!methodsVfocused!side!project!that!followed!a!design!project!conducted!by!two!fashion!designers!running!from!August!to!December!2016.!Based!on!an!existing!collection!of!sustainable!training!cards!used!in!teaching,!a!draft!version!of!the!cards!was!introduced!to!the!designers!in!September!2016.!In!the!following!months!interviews!have!been!conducted!with!the!designers!to!understand!and!discuss,!how!the!cards!have!been!used.!Based!on!these!conversations,!the!cards!have!been!continuously!modified.!After!ending!the!project,!the!cards!will!be!integrated!in!the!organisation!as!a!way!to!communicate!sustainable!approaches!and!in!teaching!sustainability!in!fashion!and!textiles!design!education.!

In!the!paper!we!want!to!discuss,!why!and!how!training!cards!can!promote!active!learning!and!be!used!to!obtain!knowledge!on!chosen!and!often!complex!topics!in!a!simplified!manner.!This!will!be!based!on!our!experiences!with!the!developed!training!cards!in!the!corporate!organisation!and!in!teaching!sustainability!in!our!institution.!!

Expected%conclusions/Findings:!Our!findings!from!the!project!are!that!designers!use!the!cards!in!different!ways,!which!is!partly!influenced!by!the!designers!preliminary!experience!with!sustainability!and!awareness!on!methods!use.!Nevertheless,!all!express!the!value!of!having!and!using!the!training!cards!to!structure!their!process!and!externally!communicate!their!ideas!and!thoughts.!Furthermore,!a!conclusion!is!that!training!cards!show!potentials!to!be!a!means!to!learn!about!sustainability!in!organisations!supported!by!the!cards.!

Relevance%for%Nordic%Educational%Research:!This!paper!is!relevant!for!Nordic!educational!research!as!it!explores!the!cards!as!teaching!materials!to!make!complex!fields!of!knowledge!more!tangible,!understandable!and!operational!in!education.!

[564]%A%NARRATIVE%OF%THE%LEARNING%SELF%

!Marie!Koch1!%%1Copenhagen$Institute$of$Interaction$Design,$Ciid,$Kbenhavn$K,$Denmark!!

Research%topic/Aim:%The!paper!investigates!first!the!manner!of!which!an!individual,!who!has!completed!an!education!of!long!duration,!Ph.D.,!is!created!in!the!meeting!with!the!formal!structures!of!society,!e.g.!universities,!and!secondly,!the!manner!in!which!this!individual!is!created!within!the!informal!interaction!with!other!individuals!in!social!space.!

Theoretical%frameworks:!The!theoretical!approach!of!the!paper!is!grounded!in!new!cultural!studies!(Srensen!2010)!and!theory!of!education!(pedagogy)!with!special!attention!to!doing/making!the!artifact!(Davies!2006;!Johansson!2002).!!

Methodology/research%design:%The!empirical!basis!of!the!paper!is!the!narrator!who!considers!herself!to!be!an!individual!who!transgresses!borders!both!geographically,!culturally!and!educationally.!The!paper!focuses!on!the!individuals!learning!and!identity!in!several!formal!(institutions!and!corporations)!(Koch,!2012)!and!informal!(social)!learning!spaces!(Davis,!2010).!

Expected%conclusions/Findings:!The!paper!is!based!upon!the!authors!research!(Koch!2012)!on!learning!and!identity!among!subcultural!activists!(textile!graffiti,!yarn!bombing,!urban!knitters,!etc.)!who!through!their!activism!operate!in!informal!spaces!and!are!in!turn!shaped!by!the!meeting!between!their!produced!artifacts!and!city!spaces.!Extending!the!point!made!above,!the!researcher,!who!is!the!focus!of!this!paper,!must!submit!to!her!own!inner!sense!of!security!and!the!knowledge!about!herself;!that!she,!in!the!meeting!with!other!individuals!outside!academia,!is!able!to!negotiate!the!legitimacy!she!was!officially!given!by!the!university,!instead!of!merely!living!out!the!identity!she!acquired!through!institutional!trials!and!rituals.!This!is!a!rather!difficult!task!to!embark!upon!as!she,!in!this!transitional!period!of!moving!from!a!position!as!a!student!to!a!graduated!Ph.D.,!must!value!her!own!knowledge!and!skills!in!the!relational!meeting!so!that!she!can!demonstrate!a!strong!sense!of!her!own!identity!as!an!individual!who!is!able!to!perform!the!researcher!identity!convincingly.!From!the!perspective!of!cultural!studies!rituals!are!linked!to!the!secular!society!where!rituals!means!the!confirmation!of!ones!identity!and!social!status.!

Relevance%for%Nordic%Educational%Research:!The!result!of!the!analysis!exemplifies!the!negotiated!nature!of!the!legitimacy!of!individuals!social!positions!(Butler,!1997;!Sndergaard,!1999),!in!that!the!individual!through!interventions!among!fellow!citizens/the!others!negotiates!the!understanding!of!a!res