mdh.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Alternative names
Publications (10 of 30) Show all publications
Eva, I., Ehrlin, A. & Stranne, S. (2017). Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy. International Journal of Pedagogies and Learning, 12(1), 63-74
Open this publication in new window or tab >>Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy
2017 (English)In: International Journal of Pedagogies and Learning, E-ISSN 1833-4105, E-ISSN 1833-4105, Vol. 12, no 1, p. 63-74Article in journal (Refereed) Published
Keywords
assessment, education, music, history
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35323 (URN)
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2017-12-28Bibliographically approved
Lindstrand, F., Insulander, E. & Selander, S. (2016). Mike the Knight in the neo-liberal era: A multimodal approach to children's multi-media entertainment. Journal of Language and Politics, 15(3), 337-351
Open this publication in new window or tab >>Mike the Knight in the neo-liberal era: A multimodal approach to children's multi-media entertainment
2016 (English)In: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 15, no 3, p. 337-351Article in journal (Refereed) Published
Abstract [en]

Goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities today. This demand, the article argues, is related to a specific neoliberal discourse about the "superchild". The article shows how this discourse is articulated multimodally in a number of media texts aimed at young children based around a trans-medial brand; Mike the Knight.

Keywords
Apps, Children, Discourse, Multimodality, Popular culture
National Category
Cultural Studies
Identifiers
urn:nbn:se:mdh:diva-32914 (URN)10.1075/jlp.15.3.07lin (DOI)000391136900007 ()2-s2.0-84981277346 (Scopus ID)
Available from: 2016-08-25 Created: 2016-08-25 Last updated: 2017-11-28Bibliographically approved
Insulander, E., Ehrlin, A. & Sandberg, A. (2015). Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation. Early Child Development and Care, 185(10), 1545-1555
Open this publication in new window or tab >>Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 10, p. 1545-1555Article in journal (Refereed) Published
Abstract [en]

The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.

Keywords
children, entrepreneurial learning, participation, preschool
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-28729 (URN)10.1080/03004430.2015.1007967 (DOI)2-s2.0-84938997480 (Scopus ID)
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-12-04Bibliographically approved
Ehrlin, A., Eva, I. & Sandberg, A. (2015). Natural Science and Technology: Interpretations of Entrepreneurial Learning in Early Years of Education. International Journal for Infonomics, 1(1), 2-5
Open this publication in new window or tab >>Natural Science and Technology: Interpretations of Entrepreneurial Learning in Early Years of Education
2015 (English)In: International Journal for Infonomics, ISSN 1742-4712, Vol. 1, no 1, p. 2-5Article in journal (Refereed) Published
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-29162 (URN)
Available from: 2015-09-28 Created: 2015-09-28 Last updated: 2018-01-26Bibliographically approved
Ehrlin, A., Insulander, E. & Sandberg, A. (2015). Perspectives on Entrepreneurial Learning in the Early Years of Education. Journal of Education and Human Development, 4(3)
Open this publication in new window or tab >>Perspectives on Entrepreneurial Learning in the Early Years of Education
2015 (English)In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 4, no 3Article in journal (Refereed) Published
Abstract [en]

Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

 

Keywords
entrepreneurial learning, preschool, primary school, early years
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-30852 (URN)
Available from: 2016-01-27 Created: 2016-01-27 Last updated: 2018-01-26Bibliographically approved
Ehrlin, A., Insulander, E. & Sandberg, A. (2015). Perspectives on entrepreneurial learning in the early years of education. In: : . Paper presented at Ireland International Conference on Education (IICE-2015). 20-22 april, 2015, Dublin, Ireland..
Open this publication in new window or tab >>Perspectives on entrepreneurial learning in the early years of education
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive it and realize it in practice. Our questions are: What are the meanings that Swedish pre- and primary school teachers ascribe to the notion of ‘entrepreneurial learning’?, Within what areas do pre- and primary school teachers perceive that entrepreneurial learning happens? What are the possibilities and constraints in realizing entrepreneurial learning in schools and preschools?

To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

The theoretical framework for the study is an understanding of learning and development informed by a sociocultural perspective (Vygotskij, 1978; Lave & Wenger, 1991; Rogoff, 2003). A basic point of departure is that learning and development are situated in and an inseparable aspect of social practices (Säljö, 2000). In the analysis we consider teachers’ thoughts, understandings, and expressions as socially constructed and situated in certain practices. As an analytical tool we also use the concept zone of proximal development, or ZPD (Vygotskij, 1978).

In the study, we have highlighted both possibilities and constraints for entrepreneurial learning in schools and preschools. The meanings that Swedish pre- and primary school teachers ascribe to the notion of ’entrepreneurial learning’ are situated in the different communities of practice (Lave & Wenger, 1991). Each school and preschool have had to do its own interpretations of what this concept entails and the understanding and interpretation of what the concept entails become dependent upon single individuals. One strategy that occurs is to connect entrepreneurial learning to a philosophy or way of working that is already known. At the same time, we see this as a strategy to make the preschool or the school externally visible, for parents, principals, and responsible authorities. Our study also shows that the activities associated with entrepreneurial learning make possible learning within the zone of proximal development (Vygotskij, 1978). In the category entrepreneurial learning as entrepreneurship, we can see that teachers design activities where children can collaborate with peers and communities outside the school. In the category entrepreneurial learning as science and technology, the teachers offer situations that challenge children’s everyday scientific knowledge. The activities within the category entrepreneurial learning as personal development also make it possible for children to think originally and to pursue an idea in collaboration with others.

Keywords
entrepreneurial learning, preschool
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28933 (URN)
Conference
Ireland International Conference on Education (IICE-2015). 20-22 april, 2015, Dublin, Ireland.
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2020-01-14Bibliographically approved
Insulander, E., Lindstrand, F. & Selander, S. (2015). REMAKE. Representation, resurser och meningsskapande.: Medeltiden som kunskapsområde i olika lärmiljöer. Stockholm
Open this publication in new window or tab >>REMAKE. Representation, resurser och meningsskapande.: Medeltiden som kunskapsområde i olika lärmiljöer
2015 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2015
Series
Vetenskapsrådets rapportserie, ISSN 1651-7350
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-29925 (URN)
Available from: 2015-12-14 Created: 2015-12-14 Last updated: 2016-02-25Bibliographically approved
Insulander, E. & Svärdemo Åberg, E. (2014). Vilken kunskap erkänns i det systematiska kvalitetsarbetet?: Om oförenliga tankestilar i dagens förskola. Nordisk Barnehageforskning, 7(12), 1-18
Open this publication in new window or tab >>Vilken kunskap erkänns i det systematiska kvalitetsarbetet?: Om oförenliga tankestilar i dagens förskola
2014 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, no 12, p. 1-18Article in journal (Refereed) Published
Abstract [en]

This study is to be seen in relation to the intensified ‘assessment culture’ that has evolved in today's educational system. The purpose is to discuss how the dualistic mission of the curriculum is being handled in preschools systematic quality work, by studying the representation and recognition of ideational and interpersonal knowledge. The study is based on video-observations of preschool teachers’ planning, work and follow up of three educational activities in two different preschools. The theoretical basis consist of a multimodal and design theoretical perspective used in combination with Ludwik Flecks work on thought styles and thought collectives. The analyse shows that the curriculum objectives are handled in contradictory ways. This is visible in interaction patterns that exhibit traces from incompatible thought styles.

Abstract [sv]

Denna studie skall ses i relation till den intensifierade "bedömningskultur" som har utvecklats inom dagens utbildningssystem. Syftet är att diskutera hur det dualistiska uppdraget i läroplanen hanteras i förskolors systematiska kvalitetsarbete, genom att studera vilken innehållslig och relationell kunskap som kommer till uttryck och erkänns. Studien bygger på videoobservationer av förskollärares planering, arbete och uppföljning inom tre arbetsprocesser i två olika förskolor. Det teoretiska ramverket består av ett multimodalt och designteoretiskt perspektiv och används i kombination med Ludwik Flecks arbete om tankestilar och tankekollektiv. Analysen visar att läroplanens mål hanteras på motstridiga sätt och det kommer till uttryck i interaktionsmönster, som uppvisar spår från oförenliga tankestilar.

National Category
Social Sciences Other Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25783 (URN)
Available from: 2014-08-14 Created: 2014-08-14 Last updated: 2017-12-05Bibliographically approved
Insulander, E., Johansson, P. & Säfström, C. A. (2013). Recognition and assessment of entrepreneurship skills within educational, industrial and cultural sector – Outlines for a comparative case study. In: : . Paper presented at The European Conference on Educational Research, Istanbul, 9–13 September 2013. Istanbul, Turkey
Open this publication in new window or tab >>Recognition and assessment of entrepreneurship skills within educational, industrial and cultural sector – Outlines for a comparative case study
2013 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Entrepreneurship and innovation has gained an increased focus in Sweden, as well as in the rest of the European Union, during the last decades. Entrepreneurship is listed as one of eight key competences for lifelong learning (EU-Parliament, 2006) and in 2012 the Swedish government released “the Swedish Innovation Strategy” as a key strategy for Sweden to remain a strong economy (Government Offices of Sweden, 2012). An important part of this strategy entrepreneurial learning and entrepreneurship have been included in the Swedish national school curriculum (Skolverket, 2011), making it mandatory for all Swedish elementary and secondary schools to prepare the young for their future as an entrepreneurial work force. The language of entrepreneurial learning is adopted from the industrial sector where skills such as, for example creativity are emphasized, in order to make it possible to bring new ideas and products out on expanding and globalized markets. Entrepreneurship has also been introduced to the cultural sector in Sweden, through a governmental initiative in 2009. The term has emphasized the need of museums to become economically self-sufficient without loosing their traditional role. Cultural entrepreneurship is, just as theoretical ideas about learning, nowadays central to many museums. The current development give rise to questions of how meaning is attributed to entrepreneurship, as it is introduced in new and dispersed institutional contexts.

The aim of this paper is to present and discuss a forthcoming comparative case study on how entrepreneurship is enacted in three different sectors; educational, industrial and cultural sectors. The study investigates how knowledge and competence associated with entrepreneurship is recognized by the participants and how this approach contributes to the design of learning environments. By doing cross-sectorial comparisons the objective of the study is to provide perspectives on entrepreneurship and entrepreneurial learning in school.

The following sets of research questions have been established to meet the objectives of the study:

How do the representatives from different sectors define entrepreneurship? How is it defined in local policy documents?

How do different sectors design for entrepreneurship and entrepreneurial learning?

What is recognized as entrepreneurial knowledge and skills?

How does, what is recognized as entrepreneurship in the school context, change the very understanding of education?

Institution-theory is used as a theoretical perspective to examine how entrepreneurship is being recognized and evaluated in different learning settings. What counts as meaningful and what is recognized as valuable knowledge is always dependent on the social framing.  Institutions, such as schools, workplaces and museums, are guided by rules, routines and conventions which regulate the agency of the participants. The institutional frame implies that certain actions and ways of regarding knowledge become normative. The notion of institution entails the idea that individuals are part of a collective set of regulations that has been shaped over time (Douglas, 1986, Berger & Luckman 1966/1991, Searl 1995). What has been selected and considered relevant and valuable knowledge in a certain context, is depending on the cultures of recognition that has been established (Selander & Kress, 2010).

 

The project is designed as a comparative case study with an ethnographic oriented approach. A total of three cases are selected, one from each sector. Data will be derived from document studies, observations and interviews with participants from the different contexts, and used as a basis for comparison. There will be a strategic selection of participating contexts, in the sense that our aim is to study settings that are considered to be in the fore front when it comes to realizing a vision of entrepreneurship. Part A, Educational, will be conducted in a compulsory school, Part B, Industrial, will be conducted in an organization with proven experience of developing entrepreneurial skills. Part C, Cultural, will be conducted in a museum that has a clear focus on entrepreneurship and is driven primarily by commercial objectives.

A review of earlier research has shown that the notion of entrepreneurship, as used in education, appear to be insufficiently theorized. The study will contribute to didactic research by examining how meaning is attributed to a specific knowledge area (entrepreneurship) and how different assessment practices are shaped and articulated in different settings. Earlier research has primarily been conducted within each sector while this study takes a wider, institutional perspective. An expected outcome of the project is that it will provide a critical perspective on entrepreneurial learning as a concept. We will in addition to this also be able to discuss what impact entrepreneurial ideas have for the very understanding of what education in schools is.

Place, publisher, year, edition, pages
Istanbul, Turkey: , 2013
National Category
Engineering and Technology
Identifiers
urn:nbn:se:mdh:diva-23304 (URN)
Conference
The European Conference on Educational Research, Istanbul, 9–13 September 2013
Available from: 2013-12-15 Created: 2013-12-10 Last updated: 2018-02-22Bibliographically approved
Insulander, E. & Lindstrand, F. (2013). Towards a social and ethical view of semiosis: Examples from the museum. In: Multimodality and Social Semiosis: Communication, Meaning-Making, and Learning in the Work of Gunther Kress: (pp. 223-236). Taylor & Francis
Open this publication in new window or tab >>Towards a social and ethical view of semiosis: Examples from the museum
2013 (English)In: Multimodality and Social Semiosis: Communication, Meaning-Making, and Learning in the Work of Gunther Kress, Taylor & Francis, 2013, p. 223-236Chapter in book (Other academic)
Place, publisher, year, edition, pages
Taylor & Francis, 2013
National Category
Media and Communications
Identifiers
urn:nbn:se:mdh:diva-27318 (URN)10.4324/9780203761090 (DOI)2-s2.0-84920511022 (Scopus ID)9780203761090 (ISBN)
Available from: 2015-01-16 Created: 2015-01-16 Last updated: 2015-03-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4091-0856

Search in DiVA

Show all publications