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Tværfaglighed i universitetsundervisning fremhæves ofte som relevant, men der mangler konkrete vejledninger til at integrere tværfaglighed i undervisningen. Formålet med nærværende udviklingsprojekt var at udvikle og evaluere undervisningselementer, der kunne fremme studerendes tværfaglige tænkning på et nyt tværfagligt valgfag. Projektet tog afsæt i en teoretisk model for tværfaglig tænkning med fire underliggende kompetencer (refleksion, samarbejde, kritisk tænkning og håndtering af usikkerhed). Der blev indsamlet empiri via motivationsskriv, logbog, spørgeskemaundersøgelse og midtvejsevaluering. Erfaringerne viste, at de studerende oplevede, at flere af de afprøvede undervisningselementer gjorde det tværfaglige fokus håndgribeligt og tydeligt samt at deres færdigheder inden for tværfaglig tænkning blev styrket. Dog var der også udfordringer forbundet med at forstå og forholde sig til, hvad tværfaglighed egentlig indebærer. Udviklingsprojektet har ført til en række overvejelser om, hvordan tværfagligheden kan styrkes særligt i universitetssettings, der har tradition for en mere enkeltfaglig tilgang.

This article discusses the political potential of sharing comics and cartoons on Instagram when that practice lies in the intersection of autobiographical art, feminist activism, and for-profit influencer work. Through a case study of cartoonist Mary Catherine Starr, aka @momlife_comics, and the 2022 viral campaign against her work known as ‘Peachgate,’ the article discusses whether Starr’s work participates in a juxtapolitical intimate public or whether it holds the potential to incite more radical transformation of the gender dynamics it criticizes. Investigating Starr’s visual style and aesthetic strategies, as well as the platformed visibility labor she engages in, the article argues that Peachgate can be seen as an indication of the potential for this work to transform from an intimate public to an affective public, although only if allowed to circulate beyond the intentions and preferred interpretations offered by Starr.

Sammanfattning Syftet med denna artikel är att diskutera hur den statliga interventionen Samverkan för bästa skola (SBS) styr rektorer i svensk grundskola. SBS är ett regeringsuppdrag till Skolverket som pågått sedan 2015 och vänder sig till skolor med låga resultat, vilka inte på egen hand förväntas kunna vända denna trend. Artikeln bygger på intervjuer med rektorer i grundskolan som deltagit i SBS. Ett resultat i studien är att rektorerna generellt är osäkra i sitt ledarskap och välkomnar det statliga stödet som handlar om att utveckla det systematiska kvalitetsarbetet. Enligt Foucault (2008) innebär detta att staten genom olika maktteknologier styr och reglerar rektorernas beteende i syfte att elevers kunskapsutveckling ska öka och ge högre resultat. Idén om effektiv intervention är en central aspekt inom den evidensbaserade praktiken, dvs. att administrera en behandling för att uppnå en viss effekt (Biesta, 2007). Denna rörelse är ett internationellt fenomen som bygger på ett tayloristiskt synsätt som vuxit fram sedan 1990-talet med sanktionssystem och offentlig rangordning av utbildning (Uljens, 2021a, 2021b). Forskning om tänkbara konsekvenser av SBS är ännu begränsad varför denna studie kan bidra genom analys av insamlat empiriskt material. ENGLISH ABSTRACT “It was like hacking with a machete in the beginning – now we are refining it” – A study of Collaboration for Best School as a governance technology The purpose of this article is to discuss how the state intervention Collaboration for the Best School (CBS) governs principals in Swedish compulsory schools. CBS is a government assignment to the Swedish National Agency for Education which has been ongoing since 2015, and targets schools with low results that are not expected to be able to reverse this trend on their own. The article is based on interviews with compulsory school principals who have participated in SBS. One result of the study is that the principals are generally insecure in their leadership and welcome the government’s support, which especially focuses on developing the systematic quality work. According to Foucault (2008), this means that the state through various technologies of power controls and regulates the principals’ behavior, in order to increase students’ knowledge development and produce higher grades. The idea of effective intervention is a central aspect within evidence-based practice, i.e. administering a treatment to achieve a certain effect (Biesta, 2007). This is an international phenomenon based on a Taylorist approach that has emerged since the 1990s with sanction system and public ranking of education (Uljens, 2021a, 2021b). Research on possible consequences of CBS is still limited, therefore this study can contribute in this field through analysis of collected empirical material.

There is an increasing demand to utilize technological possibilities in the Nordic public sector. Automated decision-making (ADM) has been deployed in some areas towards that end. While ADM is associated with a range of benefits, research shows that its use, with elements of AI, also implicates risks of discrimination and unfair treatment, which has stimulated a flurry of normative guidelines. This article seeks to explore how a sample of these international high-level principled ideas on fairness translate into the specific governance of ADM in national public-sector authorities in Sweden. It does so by answering the question of how ideas about AI ethics and fairness are considered in relation to regulation on anti-discrimination in Swedish public-sector governance. By using a Scandinavian institutionalist approach to translation theory, we trace how ideas about AI governance and public-sector governance translate into state-authority practice; specifically, regarding the definition of ADM, how AI has impacted it as both discourse and technology, and the ideas of ‘ethicsʼ and ‘discriminationʼ. The results indicate that there is a variance in how different organizations understand and translate ideas about AI ethics and discrimination. These tensions need to be addressed in order to develop AI governance practices.

I en tid hvor rumudforskning i stigende grad bliver underlagt kommercielle logikker, alt imens konsekvenserne af ekstraktiv kapitalisme på Jordens økosystemer bliver stadig mere tydelige, er det nødvendigt, at feministisk forskning også bidrager til samtalen om vores relationer til de mere-end-menneskelige verdener ”out there”, som nu af nye, private rumfartsvirksomheder bliver iscenesat som en lovende ny ”frontier”. Med den erkendelse som udgangspunkt, søger vi i denne artikel at udvikle et feministisk-posthumanistisk perspektiv på den SpaceX-drevne mission om at gøre mennesket til en multiplanetær art gennem Mars-kolonisering. I artiklen undersøger vi, hvordan mennesket forestilles som multiplanetær art gennem SpaceX’ formidling af dets Mars program og argumenterer for, at det multiplanetære menneske forestilles ud af tre overordnede linjer: 1) Multiplanetaritet som risikohåndtering 2) multiplanetaritet som ”livets gave” og 3) multiplanetaritet som en del af et attraktivt menneskeligt liv i ikke bare den globale, men også galaktiske elite – en idé, der i disse fremstillinger har umiddelbare effekter på det jordiske liv gennem sin affektive kraftfuldhed og evne til at cirkulere optimisme, produktivitet og håb for en fremtid som måske – måske aldrig – materialiserer sig. På den måde viser vores studie, at SpaceX’ forestillinger om multiplanetaritet bygger på opretholdelsen og mobiliseringen af naturkulturelle skillelinjer og animacitetshierarkier gennem antropocentriske, biopolitiske og imperialistiske tænkemåder: Mulitplaneratitet opstår som en redningskrans – ikke så meget for faktiske mennesker, der er truet af klimakatastrofe, men for en særlig måde at leve på, rodfæstet i vestlig forbrugskultur.

Pedagogisk dokumentation introducerades inom den finländska småbarnspedagogiken i och med en ny läroplan 2016. I läroplanen beskrivs arbetssättet som en central processartad arbetsmetod som används vid planering, genomförande, utvärdering och utveckling av den pedagogiska verksamheten med en förväntan att stödja barns och vuxnas delaktighet. Läroplanen är ambitiös och arbetet med pedagogisk dokumentation och delaktighet har visat sig vara utmanande att förverkliga. Genom ett aktionsforskningsprojekt intresserar vi oss för att undersöka hur pedagogisk dokumentation framträder och utvecklas i den dagliga praktiken i fyra olika daghemsgrupper. Vårt fokus är att se på hurdana förutsättningar, utgångspunkter och variationer som framträdde inom projektet när det gäller att utveckla pedagogisk dokumentation. Analysen har inspirerats av ett postkvalitativt angreppssätt. Resultaten visar att verksamhetskulturens tidsramar spelar en betydelsefull roll för att utveckla pedagogisk dokumentation som ett delaktighetsfrämjande arbetssätt. Tidsramarnas utformning påverkades i sin tur till stor del av daghemmets ledarskap och strukturella förutsättningar. ENGLISH ABSTRACT Implementation and Development of Pedagogical Documentation. Action Research with Four Daycare Groups in Finland Pedagogical documentation was introduced in Finnish early childhood education and care within a new curriculum in 2016. Pedagogical documentation is described as a central method for planning, implementing, evaluating, and developing activities, and in addition also promoting participation among children and adults. The curriculum is ambitious, and there have been challenges in putting pedagogical documentation into effect. Within the framework of an action research study, we investigate how pedagogical documentation appeared and developed in the daily practice of four different daycare groups. The focus is on the prerequisites, starting points and variations that emerged in the project when it comes to develop pedagogical documentation. The analysis was inspired by a post-qualitative approach. Results show that time frames, affected by organizational structures and leadership, became significant within the process of developing participative pedagogical documentation.

This paper is concerned with innovation and inspired by crystallization as a methodological and textual practice. It does not solely claim crystallization as a framework for researching innovation, but in its multi-faceted perspectives and vocabulary seeks to do crystallization, that is, to represent and perform innovation. This endeavor is necessarily multi-temporal in the sense that the parts are not assembled to produce a linear argument or narrative. They do not come together nicely in the end, and yet they perform an antidote to manageable, hurried innovation. As such, it should be read as a counter to the idea that innovation can be forced forward, and equally as an invitation to take time and make space for ideas, thoughts, and problems to meander and for inspiration to come from unexpected sources, in innovation efforts and in research. Some readers may be inspired to write and add more partial perspectives, thus contributing to ongoing knowledge creation about “innovation” and “writing” and the abundance of ways in which the two can combine.

Presset på Qatar i kjølvannet av tildelingen av fifas Fotball-vm for menn i 2010 sies å ha ført til en rekke endringer lovgivningen som regulerer forholdene for arbeidsmigrantene. Men disse endringene har stort sett vært av formell art, og kun små justeringer i maktforholdet mellom arbeidsgiver og arbeidstaker har ført til at situasjonen for lavtlønnede arbeidsmigranter ikke er signifikant endret.

Denne artikel handler om, hvordan samarbejdet om børns (mis)trivsel organiseres forskelligt fra kommune til kommune og fra skole til skole, og hvordan organiseringsformen af samarbejdet får betydning for hvilke indsatser, der bliver mulige, når professionelle samarbejder på tværs om børns trivsel. Artiklen tager afsæt i resultater fra forskningsprojektet ‘På Tværs – en undersøgelse af det tværprofessionelle- og sektorielle samarbejde i landets 98 kommuner om børn i mistrivsel’ (Hansen, Molbæk, Høybye-Mortensen, Jensen, Kristensen, Mehlsen, & Sommer, 2021) og præsenterer en model over to forståelser af organiseringen af samarbejdet, der viser sig, når professionelle samarbejder om komplekse vilde problemer, hvor der er behov for forskellige aktørers ageren (Nielsen, 2021; Bladt et. al., 2021).

Participation is an important factor for preschool quality and with participation comes both possibilities and challenges. The aim is to explore guardians’ perceptions of participation in Swedish preschool using Buber’s understanding of dialogue in interpersonal meetings. The research questions are: How do guardians describe participation in preschool? How do guardians perceive their participation in preschool teaching? Conducting interviews with 20 guardians resulted in the emergence of four themes. The results show that guardians have different perceptions about what participation implies. They describe that they want to be participating but settle with being informed. Guardians find it optional to participate in the decision-making concerning teaching. A conclusion is that preschool teachers need to be in dialogue with guardians about how participation can be understood in their specific context. Another conclusion is that competence regarding the importance of continuous dialogues needs to be addressed towards preschool teachers to promote guardians’ participation in teaching.

This article seeks to create an overview of existing structures for dance education in the public educational systems and of cross-sectoral collaborations in the Nordic countries Denmark, Norway and Finland. A case study methodology of the field of dance education of each of the countries is used for an analysis that seeks to better understand the different kinds of structures we find in these countries. We trace ways of organising, dividing, and defining the field based on different types of documents such as policy documents, white papers, webpages, reports, research articles, and curricula. The analyses of case descriptions result in insights into which opportunities or lack of opportunities structures give for children and young people’s long-term engagement with dance as an arts educational practice, how well the systems for educating teachers seem to support dance in education, and, looking to dance education in New Zealand, there is a discussion about what might be ways forward to strengthen the field in the Nordic countries.

This study explores how fertility treatment without children influences a woman's identity construction. This study draws on a social constructionist perspective, where a narrative approach creates the framework for exploring identity construction. The study design is qualitative. Six Danish women were interviewed. The empirical data is analyzed through Michael Bamberg’s narrative small story approach to identity. The findings reveal that there are very few alternative identities to the mother identity in Danish society. Thus, loss of the possibility to be included in the biological mother identity has emotional consequences such as grief, exclusion, anxiety, anger, frustration, envy, shame, fear, etc. The findings are discussed in light of current master narratives in society and may contribute to an enhanced understanding of identity construction in women who cannot have biological children.

In this qualitative exploratory study, 35 drawings of crawly things and their context from 18 pupils 7-8 years old were analysed. In addition, focus group interviews with 6 of the pupils about their drawings were conducted. The study shows that the students' personification of the small animals decreased considerably from drawing 1, which they drew before the science lesson, to drawing 2 which they drew after the lesson. The natural context of the drawings, on the other hand, increased after they had observed and examined the small crawlies in nature. In the interviews with the researcher did the students expressed processes and stories that were not contained in their drawings.

På en kompletterande pedagogisk utbildning (KPU), ett program för blivande lärare, har en seminarieserie kring språkutvecklande arbetssätt genomförts för lärarutbildarna. Syftet med seminarieserien var i första hand att ge lärarutbildarna nya insikter i och ökad förståelse för lärarstudenternas situation när det gäller det akademiska språket och skrivandet. Syftet var också att förändra kursernas upplägg för att öka lärarstudenternas möjlighet att utveckla sitt skrivande och öka deras känsla av inkludering inom programmet. I texten beskrivs genomförandet av seminarierna samt införandet av en integrerad språkstrimma. De preliminära resultat som i nuläget kan uttolkas visar att förändringarna medverkar till att underlätta språkutvecklingen för studenterna.

Artiklen undersøger, hvordan kreative metoder kan bidrage til at belyse, hvordan unge med epilepsi navigerer i deres hverdagsliv og praktiserer agens. Vi har et særligt fokus på, hvordan kreative metoder kan bidrage til at igangsætte forandringsprocesser for unge med epilepsi. Artiklen er baseret på et forskningsprojekt med 12 unge med epilepsi (17–25 år) samt 13 af deres betydningsfulde andre (fx forældre, kærester etc.). Inspireret af kritiske og transformative kvalitative perspektiver (Vianna & Stetsenko, 2014; Stetsenko, 2020) undersøger vi, hvordan forandringsfokuseret hverdagslivsforskning bidrager til at skabe praksisforandringer. De kreative elementer i projektet består af inddragelse af en tegneaktivitet i interviewformatet (Bagnoli, 2009), dagbogsbilleder fra de unge projektdeltagere (Restler & Luttrell, 2018; Rasmussen, 2017), poetiske repræsentationer (Hølge-Hazelton, 2002; Krøjer, 2002; Rosenberg, 2013; Wulf-Andersen, 2011) samt afholdelse af en læringscirkel (Kildedal, 2014). Artiklen belyser, hvordan kreative metoder kan belyse de unges komplekse hverdagsliv. En af de centrale udfordringer, som de kreative metoder er med til at pege på, er, hvordan unge med epilepsi er udfordret af en svær balancegang mellem på den ene side at opleve at blive set udelukkende for deres epilepsi (hypervisibilitet), særligt i sundhedssystemet, og på den anden side slet ikke at blive set i forhold til de udfordringer, der knytter sig til epilepsien (usynliggørelse), i fx uddannelsessystemet.

The topics of internationalization, international recruitment, and diversity have been increasingly emphasized in the agendas of Swedish universities. This study presents an overview of how Swedish universities’ teaching and research staff, with a special emphasis on national background and gender, were distributed within three job categories (career development positions, lecturerships, and professorships) and in two major fields of academic sciences in the time frame 2008–2018. We used data from Statistics Sweden to categorize groups of staff focusing on the origin of staff and the origin of their parents. We differentiated the findings by gender. The results show a large increase in the number and share of foreignborn (international) staff among career development positions and a smaller increase among lecturers and professors. The share of foreign-born staff in career development positions has markedly increased in both the hard and soft sciences. In contrast, the share of descendants of immigrants has remained quite low and stable in all the three job categories. The fact that the growth among foreign-born staff does not seem to be reflected in the composition of staff in permanent positions indicates a “contained diversity” where internationalization is strongly emphasized within non-permanent staff categories, whereas the composition in the most prestigious academic positions remains more homogeneous.

Introduction: The paper describes a model for assessing body image in patients with obesity and binge eating disorder. The aim is to contribute to the physiotherapeutic body of knowledge concerning bigger bodies. The paper is rooted in a pilot project conducted at Nord-Trøndelag Hospital Trust. Main part: Disturbed body image is a central feature in binge eating disorder. Cognitive aspects of body image are traditionally the focal point in evaluation and treatment, although research also highlights preconscious, sensorimotor experiences, often interwoven with shame and relational interactions. A theoretical and empirical statement and a threefold model for examining body image in this patient population is described. Sum up: Rather than offering exercise-based treatment for weight reduction, physiotherapists should focus on movement as a source of strengthened contact with one's body and surroundings, in a shame-sensitive manner that encourages new relational experiences.

Abstract In this essay, I discuss the establishment of a women’s prison in Denmark. Until recently, women have served in men’s prisons and sometimes in men’s wings. In 2018, due to questions of safety during imprisonment and ambitions of improving rehabilitative means for women, the political decision makers decided to establish a ‘women only’ facility. Among other things, I discuss the issue of imprisoned women’s rights and problematize the stereotypical representations of gender within existing prison practices.

Based on the paradigm of social constructionism, this study includes a team of nine leaders who are involved as co-researchers in a narratively inspired action research project, with the aim of co-creating new opportunities within the notion of relational leading (Cunliffe and Eriksen 2011; Hersted and Gergen 2013; Hosking 2010). The article examines transcribed excerpts from a dialogical process in the “start-up phase” and discusses how the action researcher’s (the author’s) attention – inspired by relational ethical approaches (McNamee 2019) – can support future processes of co-creation Through empirical analysis, the author focuses on action research in her own organization and highlights the attention paid to the insider action researcher’s ethical approach, as well as how to co-create dialogue. The study emphasizes how attention paid to ethical concerns in the dialogical process can expand the knowledge-building process through co-creation and help understand how a curious and exploratory approach to the facilitation of dialogues could support future processes of developing leadership in practice.

In the early 1950's and early 1960's Sweden, two Romani men, Karl and Sven, handed in their written life stories to the folklorist Carl-Herman Tillhagen at the Nordic Museum in Stockholm, who added them to the museum archive. Karl identified as "zigenare" (Gypsy, or Kelderash Roma), and Sven as "resande" (Traveller). These life-stories were written in the aftermath of a public debate on "tinkers" containing suggestions such as sterilization, politics of territorial exclusion while the Kelderash Roma to a large extent were still excluded from permanent housing and schools. The narratives are read as an act of "talking back" (Hancock 2010), by the authors to the majority population in a discriminatory and often racist societal climate. The inclusion of the stories in a national archival collection provides an opportunity to see the history of a few members of Romani groups in Sweden from an in-group perspective, in opposition to the otherwise often stereotypical and antigypsyist portrayals of these groups in the archival sphere. The article focuses on how the narrators positioned themselves and which issues they wished to mediate to the supposed majority Swedish readers.

Med inklusionsloven fra 2012 og skolereformen fra 2014 er der politisk kommet øget fokus på, at skolen skal udvikle sin praksis til at være mere inkluderende, hvilket forudsætter nytænkning og udvikling af hele skolens praksis. Kommuner og skoleledere har ansvaret for at rammesætte dette forandringsarbejde. Tendensen har været, at man har opbygget omfangsrige støttesystemer omkring lærernes praksis i klasserummet, som eksempelvis uddannelse og ansættelse af AKT-vejledere, inklusionsvejledere, læsevejledere m.fl. En praksis, der forudsætter, at lærere og de interne og eksterne ressourcepersoner samarbejder om at udvikle en mere inkluderende skole. Med udgangspunkt i analyser og resultater fra grundforskningsprojektet ”Approaching Inclusion” vil vi i denne artikel sætte fokus på, hvordan de professionelle i skolen samarbejder, og hvad der karakteriserer dette samarbejde, samt hvordan studiet af samarbejdet kan bidrage til en dybere forståelse af samarbejdets betydning for udvikling af en mere inkluderende skole. I artiklen argumenterer vi for, at en dominerende konsensuskultur kan bidrage til at neutralisere forskelle og i sig selv udgøre en modstand mod det mål om forandring, som er sat for samarbejdet. Én blandt flere konsekvenser er, at når forskelle i samarbejdet neutraliseres, blokerer det for udvikling og forandring af hele skolens praksis, hvilket betyder, at de professionelles eksisterende delpraksisser opretholdes.

The purpose of this article is to initiate a Nordic exchange of research-based knowledge about elderly care education. The aim is to shed light on and discuss learning issues that the Nordic countries have in common. Changing ways of understanding and performing care work throughout the Nordic region create a need for new understandings of the roles of welfare professionals and of issues of their learning. In Denmark, elderly care education is anchored in social and health care programmes within the vocational education system. Targeted research has taken place in the field since 2006, but no attempt so far has been made to create a systematic overview of the existing research. This article presents the results of a scoping review of the research in social and health care education in the Danish context. The review includes 45 publications in which themes and types of learning actor are identified. The article concludes that there are relatively few studies that take a learning perspective on social and health care education programmes. The analysis shows a predominance of studies that examine the trainee as a learner, while few study teachers and care workers as learners or focus on organisational learning.

Bidrag til DUT Tidskapsel

The Translation of Foul Language in the French and Swedish Translations of Maria Parr’s Keeperen og havet The current study deals with the translation of foul language in the French and Swedish translations of Maria Parr’s Norwegian novel Keeperen og havet (Lena, the Sea, and Me, 2017). Previous research shows that children’s literature is translated differently in France and in Scandinavia. It is also well-known that parents often have an opinion on what children’s literature can contain. For this reason, we choose the two target languages in question, French and Swedish, and the specific object of study, namely foul language. Methodologically, this is a comparative case study where we compare how passages containing foul language are translated from Norwegian to French and Swedish. Parr is highly creative in her use of foul language. Our study suggests that the Swedish translator retains the coarseness of the source text, and often does so to a great extent by choosing established expressions in the target language. The French translator shows a great deal of creativity, as she uses the characteristics of the plot and the setting to find solutions that are true to the style of the source text.

This special issue of Periskop arrives during a pandemic, as planetary cracks deepen and social injustices, structural and systemic discriminations (racism, sexism, trans- and homophobia, ableism, classism and so on), inequalities, climate disasters, displacements, and wars continue to unsettle our present. In times like these, this special issue asks: How can we reclaim artistic research? And how are artistic research practices engaging in the co-creation of other worlds in response to different forms of social crises and planetary destruction?

Bildeserie, nr. 1 2020.

Lederartikkel, Babylon nr. 1 2020.

Det er velkendt, at menneskers forestillinger om hinanden påvirker deres evne til at samarbejde. Formålet med denne artikel er at analysere, hvilke forestillinger forskere har om journalister. Undersøgelsen baserer sig på et kvalitativt datasæt bestående af interview med 10 forskere før og efter mødet med en journalist. Det viser sig, at forskerne opdeler journalister i to grupper, hvoraf den ene opfattes positivt og den anden negativt. Den gruppe, som opfattes positivt, deler en række arbejdsmæssige normer og værdier med forskerne selv. Den anden gruppe vurderes som større, og de arbejdsnormer og -værdier, disse tillægges, er forskellige fra forskernes egne og opfattes negativt. Hvad der i denne sammenhæng især er interessant er, at en række af de negative egenskaber, som den “store gruppe” tillægges, er journalistiske kerneværdier.

This article discusses the run of the comics series Nightwing (Dixon/McDaniel 1996-2009) with particular focus on how hegemonic masculinity and bodily capability are linked and tied to a normative concept of heroism. Through the visual style of the comics and the use of antagonists, the comics rehabilitate the excess and precarity of the hero, Nightwing, by contrasting him to more extreme forms of masculinity. Although the comics show Nightwing’s privilege and ability to be precarious and a source of anxiety and heightened visual tension, the subversive potentials remain unrealized. By relegating excessive, disabled, and working-class forms of masculinity to queered and villainized characters, the comics uphold a nuanced but ultimately normative heroic ideal.

Relatively little evidence about the validity threats in open-book multiple-choice tests exist. The aim of this study was to examine validity aspects relating to gener-alization, extrapolation and decision of a multiple-choice test of medical knowledge with aids (open-book and internet access). The theoretical framework was modern validity theory, and the study was designed as a ‘known groups com-parison’ study. Test performances of three known groups of test takers hypothe-sized to have different knowledge levels of the test content were compared, and analysis of pass/fail decisions was used to examine implications of decisions based on test scores. Results indicated that it was possible to discriminate between expert and non-expert test taker groups even with the access to aids. In contrast, an inde-fensible passing score was found to be the largest potential threat to test validity. Relatively little evidence about the validity threats in open-book multiple-choice tests exist. The aim of this study was to examine validity aspects relating to gener-alization, extrapolation and decision of a multiple-choice test of medical knowledge with aids (open-book and internet access). The theoretical framework was modern validity theory, and the study was designed as a ‘known groups com-parison’ study. Test performances of three known groups of test takers hypothe-sized to have different knowledge levels of the test content were compared, and analysis of pass/fail decisions was used to examine implications of decisions based on test scores. Results indicated that it was possible to discriminate between expert and non-expert test taker groups even with the access to aids. In contrast, an inde-fensible passing score was found to be the largest potential threat to test validity.

At the University of Copenhagen, companion animal emergency medicine is taught in a clinical environment after students’ completion of basic theoretical and clinical courses. Students are often anxious about emergency shift partici-pation and the prospect of being the responsible veterinarian in emergency sit-uations. This study aimed to investigate whether inclusion of virtual patients in addition to real-life patients would increase students’ perceived self-efficacy in emergency medicine. Sixty-seven students were divided into two groups, one of which participated in regular emergency rotations, while the other also learned in a Virtual Emergency Clinic (VEC). Participating students were given a ques-tionnaire regarding course experience and self-efficacy, with responses on a 10-point Likert scale. The VEC group expressed a higher level of knowledge and sig-nificantly higher level of exposure to and ability to handle emergency patients. In addition, virtual problem-based learning appeared to increase veterinary students’ self-efficacy with regard to managing emergency patients in their fu-ture careers.

Artiklens ærinde er - på baggrund af to forskningsprojekter - at diskutere, hvordan aktionsforskning kan bidrage til demokratisk praksisforandring, og hvilken karakter forandringer har, når målet er demokrati. I en tid, der er kendetegnet ved store forandringer, får aktionsforskningens ønske om praksisforandring en anden karakter, hvilket peger på vigtigheden i at stoppe op og skifte perspektiv. Artiklen diskuterer, hvordan man ved at skifte perspektiv sammen med praksis kan bidrage til demokratiske praksisforandringer. Det teoretiske afsæt er kritisk-utopisk aktionsforskning, der tager udgangspunkt i, at praksisforandringer har afsæt i hverdagslivet (bottom up). Dette kombineres med en radikal forståelse af demokrati hentet fra Rancière, som betoner, at frigørelse ikke er noget, vi kan gøre for andre, men noget, der sker ud fra en antagelse om lighed. Pointen er herved at rejse en kritik af de demokratiforståelser, der er orienterede imod at lære andre at deltage, da de bygger på en antagelse om, at nogen ikke kan deltage. Omdrejningspunktet for diskussionen er to forskningsprojekter, hvor vi har arbejdet med henholdsvis børns deltagelse på kunstmuseer og unges deltagelse i kommunale sundhedsfremmeinitiativer. Gennem to eksempler udfolder artiklen, hvordan de metodologiske valg anvendt i de empiriske processer bidrager til at belyse og skabe demokratisk praksisforandring.

Universitetsuddannelsen i idræt integrerer læring af praktiske kompetencer og akademisk faglig fordybelse. I denne artikel præsenterer vi ”authentic microtea-ching” som model, hvor medbestemmelse og formidlingsdimensionen indgår som centrale fokusområder i vores undervisning. Vores empiriske erfaringer med at ud-vikle modellen samt det lærings- og uddannelsesstrategiske sigte beskrives med udgangspunkt i et specifikt kursus, hvor vores studerende via små trefasede forløb bevæger sig fra at være deltagere i undervisning til selv at være formidlere af det faglige indhold i virkelighedsnære undervisningssituationer. I første fase introduce-res de studerende til praksisområdet i korte forløb tilrettelagt af universitetets un-dervisere, mens anden fase tager udgangspunkt i ”reciprocal peer teaching”, hvor de studerende underviser hinanden og udvikler deres egen praksis organiseret ud fra ”microteaching”-modellen. Tredje fase inkluderer korte undervisningsforløb med elever fra gymnasieskolen som deltagere i virkelighedsnære situationer ud fra ”au-tenthic pedagogy” og tilhørende refleksionspapirer (mini-underviser-portfolier) som parallel fordybelsesaktivitet.

Thorir Jonsson Hraundal er islendingen som dro til Bergen for å skrive doktorgrad om vikingenes reiser østover og fremstillinger av vikingene i arabiske tekster. Han intervjues her av Babylon-redaktør Charlotte Lysa.

Lederartikkel, Babylon nummer 2 2019.

Vækst præger kulturen på godt og ondt. Fra idéer om liv, skabelse, kultivering og fremskridt til uønsket, uforudsigelig, ukultiveret, epidemisk og monstrøs vækst. Fra skyskrabere til finansbobler til syntetisk kød til six packs til big data. Særligt i dag, hvor naturlige og kunstigt skabte vækstformer i stigende grad blander sig sammen, er spørgsmålet om hvad vækst gør – hvordan den virker, hvad det egentlig er, der fascinerer os ved den, og hvilke muligheder, begrænsninger og potentielle kriser, den fører med sig – blevet desto mere påtrængende. Periskop nr. 22 undersøger i et bredt kunsthistorisk og -teoretisk perspektiv, hvordan vækst er blevet tematiseret, udforsket og udfordret i kunsten.

The impact of close relations on life courage The purpose of this essay is to describe how close relations have impact on sick person’s life courage. Life courage is an existential life phenomenon. The life phenomena life courage and joy of life are in this article the key phenomena to be focused on. The article describes both differences and similarities between relational-ethical and existential life phenomena, which can promote but also restrict life. Moreover, some of the important differences between needs and life phenomena are also brought forward. The argumentation is based on empirical research examples of how close relations can contribute to creating life conducive or life restrictions for the ill and suffering person. It is in the interaction with others and through the importance of close relations that life courage possibilities arise. The article shows relational experiences from chronically ill persons, persons with a life-threatening disease and dying persons.

Til sist problematiserer vi hvordan aktivitetsplikt for unge sosialhjelpsmottakere representerer en form for kvasi-kontraktsforhold, mellom parter med svært ulike maktforhold.

Det seneste årti har oplevet et stærkt fokus fra politikernes side på den praktiske relevans af universitetsuddannelser, og dette fokus har ofte været baseret på en snæver forståelse af 'praktisk relevans’ som jobspecifikke kompetencer. Men et svar på spørgsmålet om, hvad der udgør jobspecifikke kompetencer, forudsætter en evne til at se ind i fremtiden og se, hvad det fremtidige arbejdsmarked vil kræve af studerende. Imidlertid tyder nyere uddannelsesforskning på, at de relevante, jobspecifikke kompetencer rettet mod behovene på arbejdsmarkedet bør fokusere på 'eksistentiel uddannelse’ snarere end jobspecifikke og snævert skræddersyede færdigheder. På baggrund af kvalitative interviews med sociologi- og antropologistuderende undersøger vi de studerendes opfattelser af forholdet mellem deres universitetsstudier og det fremtidige arbejdsmarked. Især ser vi på hvilke elementer af deres uddannelse, de studerende opfatter som relevante, herunder hvilken form for læring, de tror, vil være nyttig med hensyn til mulige jobfunktioner, de vil komme til at udfylde på et fremtidigt arbejdsmarked. In the past decade politicians have emphasized the importance of practical relevance in university programmes. This focus has often hinged on a narrow understanding of 'practical relevance' as job-specific competencies. Defining job-specific competencies is, however, more complex than it may first seem, since it requires an ability to look beyond current requirements and see what the future labour market will demand of students. Recent educational research suggests that relevant job-specific competences tailored to the needs of the labour market should focus on 'existential training', rather than job-specific and narrowly tailored skills. Using the outcomes of qualitative interviews with sociology and anthropology students, we examine the students’ perceptions of the relationship between their university studies and the future labour market. In particular, we look at what elements of their education the students understand to be relevant, including the type of learning they believe will be useful for possible job functions after leaving education.

Abstract Like most European countries, Danish education is facing a radical shift towards a focus on learning outcomes, which calls for renewed attention to teachers’ instructional planning. In this article, we explore teacher planning in mathematics and L1 Danish, focussing particularly on the role of instructional materials. Using data from a lesson study project and a theoretical framework that conceptualises planning in a local institutional setting, we analyse planning at both teacher and school level. This allows us to identify practices in teachers’ planning that may hinder an outcome perspective, but that nevertheless seem meaningful in a broader institutional context. Keywords: Teacher planning, learning outcome, mathematics education, Danish as L1 education. Læreres planlægningspraksis i et læringsmålsperspektiv: Et multipelt casestudie af matematik- og dansklærere Sammendrag Danmark står, som mange europæiske lande, over for radikale uddannelsesforandringer med læringsmål som omdrejningspunkt, som kræver fornyet opmærksomhed på læreres undervisningsplanlægning. I artiklen udforsker vi læreres planlægningspraksis i matematik og dansk ved primært at fokusere på den rolle, som undervisningsmaterialer spiller. Ud fra data fra et lektionsstudieprojekt og en teoretisk ramme, der begrebsliggør planlægning i en lokal institutionel kontekst, analyserer vi planlægningspraksis ift. både et lærer- og et skoleniveau. Dette gør det muligt at identificere praksisser, der forhindrer lærere i at planlægge med fokus på læringsmål, men som ikke desto mindre forekommer meningsfulde, når de forstås i en bredere institutionel kontekst Nøgleord: Læreres planlægning, læringsmål, matematikundervisning, danskundervisning (L1)

En hel nasjon holdt pusten da dommeren blåste straffe i det nittifjerde minutt i VM-kvalifiseringskampen mellom Egypt og Kongo den 8. oktober 2017. Da Mohamed Salah satte ballen i mål sekunder etterpå brøt jubelen løs; fotballnasjonen Egypt hadde vunnet gruppen sin og kvalifisert seg til VM for første gang siden 1990.

Resume For at kunne skelne mellem tiltag til lærerudvikling har Cochran-Smith og Lytle udviklet tre grundforståelser af forholdet mellem læreres viden og deres praksis. En af disse, Knowledge-of-practice, er udgangspunkt for artiklen, idet vi med Lektionsstudier eksemplificerer potentialerne ved at benytte tiltag inden for denne grundforståelse. I Japan benyttes lektionsstudier i alle fag, mens tiltaget i Vesten overvejende bruges i matematikfaget og med et fagdidaktisk fokus. Ud fra en case om lektionsstudier i danskfaget argumenterer vi for, at tiltag som lektionsstudier giver lærere mulighed for at udforske og løse problemstillinger i deres undervisningspraksis fra et samtidigt alment og fagdidaktisk perspektiv. Abstract To be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower secondary school. Interdisciplinary integration around six major problem-based teaching sequences in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been devised. The new examination format was piloted with volunteering teachers/classes during spring 2016 end examination. The present study captures teacher challenges facing and implementing the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we have surveyed interdisciplinary beliefs, attitudes, and related practices amongst a diverse sample of teachers across the sciences (N=94). Further, we have made observations and teacher interviews with nine teachers participating in the 2016-pilotting. Against a generally positive background, we have identified substantial challenges related to teacher beliefs, subject matter knowledge and interdisciplinary self-efficacy, traditional teaching practices, as well as a range of organizational barriers to the implementation of reform intentions.