Learning by Interest: Experiences and Commitments in Lives with Dance and Crafts

Laginder, Ann-Marie; Stenöien, Jorun M

doi:10.1007/s12186-011-9055-8

Cited by 7 publications

(7 citation statements)

References 8 publications

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“…To try and change the practices is out of the question, since the provided circle setup feels convenient and familiar, as stated by some of the participants. The importance of coming together as a group highlighted by study circle participants in previous research (Andersson & Laginder, 2013;Laginder & Stenøien, 2011;Nordzell, 2011) is absent in the English study circle. In contrast, the circle is regarded as necessary for tackling the lack of knowledge in English rather than as a motive for participating.…”

Section: Discussionmentioning

confidence: 90%

“…It has been argued that this reflects a historic shift whereby study circles have developed from building upon collective concerns to focusing on individual interests and needs (Andersson & Laginder, 2013). However, the social and collective reasons for participating are still considered to be important (Andersson et al, 1996;Laginder & Stenøien, 2011). For example, the participants' collective actions taken to create a study circle have been described as happening through acts of mutual fondness, resulting in a co-production of a circle narrative (Nordzell, 2011).…”

Section: Previous Research On Participation In Study Circlesmentioning

confidence: 99%

“…Nevertheless, individualisation does not necessarily mean a decrease in the potential for changing the living conditions of the participants. Instead, interest-driven learning can be understood as creating a needed distance from everyday life, allowing for a space for commitment and coherence not necessarily found in contemporary society (Laginder & Stenøien, 2011).…”

Section: Previous Research On Participation In Study Circlesmentioning

confidence: 99%

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Citizenship as individual responsibility through personal investment

Pastuhov

Rusk

2017

RELA

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The aim of this article is to shed light on how the democratic ideal of institutionalised Nordic popular education is realised through an ethnographic field study in an English as a foreign language study circle. The study focuses on how participants express their citizenship when taking part in the study circle. Citizenship is viewed as a dynamic concept comprising the aspects of 'being' and 'acting' and constructed in and through social interaction. The study circle is arranged as a classroom practice: The study circle leader organises the activities, while the participants engage in exercises and attempt to learn correct usage. Through their participation, the participants take individual responsibility for what they see as their lack of sufficient knowledge of English. The participants describe their participation as a personal and voluntary investment in themselves. In light of the study, the individual stance is discussed as limiting possibilities for responsibility and thus expressions of citizenship.

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Section: Discussionmentioning

confidence: 90%

Section: Previous Research On Participation In Study Circlesmentioning

confidence: 99%

Section: Previous Research On Participation In Study Circlesmentioning

confidence: 99%

See 1 more Smart Citation

Citizenship as individual responsibility through personal investment

Pastuhov

Rusk

2017

RELA

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“…At the same time, integration into professional networks takes place (Rupprecht et al 2010;Gruber et al 2008). In interest-driven activities, personal interests tend to be interwoven with common interests, as part of the wider community (Laginder and Stenøien 2011).…”

Section: Introductionmentioning

confidence: 99%

Personal Social Networks and the Cultivation of Expertise in Magic: An Interview Study

Rissanen

Palonen

Pitkänen

et al. 2013

Vocations and Learning

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The purpose of the present study was to examine expertise in magic by interviewing 16 prominent Finnish magicians who were identified earlier through a social network analysis of 120 Finnish magicians. A semi-structured interview was administered that addressed the participants' histories; their relationship to magic, the nature of their expertise, the networked development of expertise, their engagement with magical expertise and their motivation for cultivating such expertise. The results indicated that expertise in magic is cultivated, to a great extent, by informal networks of expertise without formal training. The participants had become excited about magic as children and started to pursue an expertise in the field from a relatively early age (4 to 14 years). In accordance with other domains of expertise, it had taken about 10 years of cultivating skills and competencies before becoming professional in the field, with a few exceptions. Ego-centric network analyses revealed that there were three or four magicians who had significantly shaped the Finnish field of magic and affected most of the participants' development and career. Most of the participants were clustered, forming a core of Finnish magicians, and those magicians working abroad and collaborating with international magicians were located at the periphery of the Finnish network or formed an isolated network of clusters within it.

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“…Skandinaviska folkbildningsforskare har till exempel lyft fram målsättningar som har att göra med fördjupade fritidsintressen och hantverkets betydelse för människors välmående när de analyserat kulturutövande i folkbildningsorganisationerna (Laginder & Stenøien, 2011;Hartman, 2009, s. 99-101). Från 11 För en problematisering av de svenska arbetarförfattarnas "proletära ursprung", se Sten Carlsson (1950) Svensk ståndscirkulation 1680-1950, s. 150-152 -i vilken han argumenterar för att flertalet av de uppburna arbetarförfattarna i själva verket var från "halvproletariserade småborgar-och bondefamiljer", bland annat småbrukare, skollä-rare.…”

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Skolning i jazz : Värde, selektion och studiekarriär vid folkhögskolornas musiklinjer

Nylander¹

2014

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Avhandlingen består av fyra empiriskt orienterade artiklar där studiekarriärer till och från folkhögskolornas musiklinjer studeras. Med utgångspunkt i relationell utbildningssociologi, metodologiskt såväl som teoretiskt, analyseras musiklinjernas sociala rekrytering, inträdesregler och relation till högre utbildning och professionella musikfält. Med hjälp av statistisk från individdataregister och enkätundersökningar riktade till musiklinjeansvariga tecknas en bild av det utbildningslandskap där folkhögskolelinjerna i musik är en del. Genom etnografiskt fältarbete av de mest prestigefyllda jazzlinjerna och deras musikauditions, undersöks hur det går till när urvalet till de dominerande linjerna sker. Resultaten visar hur musiken vuxit till att bli den volymmässigt största inriktningen bland folkhögskolornas särskilda linjer och hur de är att betrakta som intermediärt positionerade i det svenska utbildningslandskapet i musik. Musiklinjerna visar sig hierarkiskt organiserade mellan högt och lågt och differentierade mellan elit- och massutbildningar. Argumentet framförs att man kan betrakta tillgångar i musik som en särskild kapitalform, vad som i avhandlingen benämns ett musikkapital, vilket gradvis differentieras och blir beroende av genrespecifika erkännanden. Selektionen till musiklinjerna i jazz präglas av en serie spänningsförhållanden mellan tradition och förnyelse, teknik och känsla, regelföljande och regelbrott samt mellan institutionella och karismatiska värderingspraktiker.This thesis examines the music careers to and from folk high school training programs through four empirical articles. Building on relational sociological theory and methods, predominantly the work of Pierre Bourdieu, the thesis first provides a cartographic analysis of the cultural hierarchies of folk high school music training within the Swedish educational landscape. The investigations show how music has grown to become the biggest thematic orientation among the specialized programs of the folk high schools. They also reveal how these programs can be positioned at an intermediary stage, while being differentiated between mass- and elite- schooling. Next, the thesis outlines detailed analyses of the recruitment base of the dominating music programs in jazz and the study careers of their participants. By means of relational statistical methods, we investigate the inclusion into and exclusion from elite educational programs in jazz, and uncover the force and composition of a specific form of music capital. Analysis from an in-depth ethnographic account of the gatekeeping procedures of jazz auditions allows for the discussion of several tensions between evaluation and value, rulefollowing and rule-transgression, as well as charismatic and institutional means of valuation

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Learning by Interest: Experiences and Commitments in Lives with Dance and Crafts

Cited by 7 publications

References 8 publications

Citizenship as individual responsibility through personal investment

Citizenship as individual responsibility through personal investment

Personal Social Networks and the Cultivation of Expertise in Magic: An Interview Study

Skolning i jazz : Värde, selektion och studiekarriär vid folkhögskolornas musiklinjer

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