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  • Publikationer från Umeå universitet

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Popov, Oleg;

    Beprövad erfarenhet kan betraktas som en form av praxis grundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. Om man betraktar beprövad erfarenhet som en kunskapsform så följer en fråga som är särskilt viktig för blivande lärare: Hur kan man ”lära sig” beprövad erfarenhet? För att ta sig an beprövad erfarenhet krävs det att den tydligt formuleras och sprids. Beprövad erfarenhet visar vad som fungerar väl i praktiken. Senare krävs en teoretisk förklaring för varför det är så. Att formulera beprövad erfarenhet betyder att forma den med hjälp av relevanta termer och begrepp och förankra den teoretiskt. Spridningen av beprövad erfarenhet förutsätter att man genom användningen av olika media kan förklara vad lärarna gör. Statens Offentliga Utredningar ”U 2017:03 Praktiknära skolforskning i samverkan” poängterar att ”Den beprövade erfarenheten byggs i verksamheten och av professionen och den är lika relevant som den akademiskt framtagna kunskapen (vetenskaplig grund).” I detta sammanhang betonar jag vikten av teoretiska förklaringar av framtagna kunskaper, både i akademiska texter och i presentationer som sprider beprövad erfarenhet. Föreläsningen i kursen "Utbildningsvetenskap, undervisning och lärande" (UUL) för grundskola och fritidshem (adopterad för offentlig domän)

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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    Authors: Jeppsson, Sofia;

    Symposium, 2022-03-14. Discussion of: An Intersectional Feminist Theory of Moral Responsibility, by Michelle Ciurria, 2020, ISBN: 9780367343972 (print), 9780429327117 (digital).

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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    Authors: Brown, James Benedict;

    At the time of writing, in early May 2020, most architecture educators have passed through all five stages of the Kübler-Ross model of grief: denial, anger, depression, bargaining, acceptance (Kübler-Ross, 1969). We spent the first two months of the year in a politically-sanctioned period of denial. When it became apparent that the virus was not contained to a specific geographic region or demographic, our governments instigated restrictions and our universities closed. At that point, we entered the phase of anger. Some made it to bargaining and then depression. Those who made it out the other side are emerging with a lukewarm glow of acceptance: we are all distance educators now.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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    Authors: Fuentes, Alejandro; Marina, Vannelli;

    The focus of this research brief is to propose a critical analysis of the judicial interrelation (and potential cross-fertilization) between international and regional human rights systems, with particular focus on the effective recognition of asylum-seeking children’s rights within the Inter-American system. In this sense, this study intends to make a contribution towards the better understanding of the emerging role that regional systems have (or could have) in reinforcing and guaranteeing the effective enjoyment of human rights of children in the context of migration processes. It focuses on the pioneering jurisprudence developed by the Inter-American Court of Human Rights in the past years, which has developed an evolutive, dynamic and effective interpretation of the American Convention on Human Rights, under the light of the systemic integration of international human rights law. As a result of this innovative method of interpretation, the regional tribunal has reinforced the interpretational guiding value of various provisions of the UN Convention on the Rights of the Child, paving the way for the enhancement of the level of protection of millions of children in the Americas and expanding States’ positive obligations in relation to them.

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    Authors: Sullivan, Kirk P H; Waldmann, Christian;

    Denna artikel handlar om hur undervisning kan utformas för att stödja elevers muntliga språkliga utveckling. Först beskrivs faktorer relaterade till fysisk miljö, lärtillfällen och interaktioner som har visat sig viktiga för att skapa en språkutvecklande undervisning. Därefter presenteras ett observationsverktyg som lärare kan använda för att identifiera styrkor och utvecklingsbehov i syfte att skapa en mer språkutvecklande undervisning. ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 4: Språklig aktivitet och interaktion, årskurs 1–9

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Ulfsparre, Sanna Isabel;

    As academia develops towards open science and increased access to research data and materials, we find ourselves with new possibilities and opportunities to use and reuse research output. Among indigenous people, this development is considered a great progress, as well as a source of tension, as they have worked towards both increased transparency and increased control over application and use of indigenous data and knowledge. In order to bring light to ethical issues regarding indigenous data, the organisation GIDA (Global Indigenous Data Alliance) is presenting the CARE (Collective benefit, Authority to control, Responsibility, Ethics) principles – a suggestion for a principal framework to be used as a complement to the established FAIR (Findable, Accessible, Interoperable, Reusable) principles for research data management. In the framework of CARE, the concept "Indigenous data" include all data connected to indigenous peoples and resources, regardless of level. Indigenous data are not limited to data collected within research contexts. The term include qualitative as well as quantitative data, and all types of data – from personal and cultural data to data concerning indigenous resources and environments. In the article Operationalizing the CARE and FAIR principles for Indigenous data futures, published in Nature (2021), Carroll et al. states that "Earth and space science research data is highly relevant to Indigenous communities". In other words, indigenous data occur in a wider range of research domains than one might generally assume. CARE might lead to increased visibility and dissemination of interdiciplinary research. Among other things it is important that descriptive metadata uphold a high quality in the larger, generalist resources and structures for information organisation. If the CARE principles are to be used, they need to operate in line with other existing frameworks for research ethics. The principles are interesting reading for researchers, regardless of level of implementation, as they provide information about aspects of research data management and use that might be ethically important. In a swedish context, the CARE principles are being processed in relation to our seats of learning and governing institutions. The question of whether, and to what extent, CARE might become guidelines for ethical research practices in Sweden is still open. However, that the CARE principles are on the agenda in itself mean that indigenous issues and the UN resolution UNDRIP are tested and brought to the fore in relation to our ethical framework for open science and open data. I takt med att den akademiska världen utvecklas mot öppen vetenskap och ökad tillgång till forskningsdata och forskningsmaterial får vi nya möjligheter att använda och återanvända de forskningsdata och material som forskningen alstrar. Bland världens urfolk betraktas utvecklingen mot öppen vetenskap som ett stort framsteg, samtidigt som det ger upphov till spänningar. Detta beror på att urfolken arbetar både för ökad öppenhet och transparens kring forskning, och för att få ökad kontroll över att tillämpning och användning av urfolksdata och -kunskap sker på ett etiskt sätt. För att belysa de etiska frågorna i relation till urfolksdata har organisationen GIDA (Global Indigenous Data Alliance) presenterat CARE-principerna (Collective benefit, Authority to control, Responsibility, Ethics) - ett förslag till en principiell ram som kan användas som ett komplement till de etablerade FAIR-principerna (Findable, Accessible, Interoperable, Reusable) för hantering av forskningsdata. Inom ramen för CARE-principerna används begreppet "Indigenous data" (urfolksdata) på ett sätt som omfattar all data som påverkar urfolk, oavsett nivå. Data behöver inte vara insamlade i forskningssyfte, men forskningsdata ingår i begreppet. Termen innefattar kvalitativ och kvantitativa data, och alla typer av data – från kulturella data och persondata till data som rör urfolkens resurser och miljöer. I artikeln Operationalizing the CARE and FAIR principles for Indigenous data futures, som publicerades i Nature (2021), konstaterar Carroll et al. att "Earth and space science research data is highly relevant to Indigenous communities". Urfolksdata kan med andra ord förekomma inom en större bredd av forskningsområden än vad man kanske i vanliga fall tänker sig. CARE kan leda till att tvärvetenskaplig forskning om urfolk får ökad synlighet och att forskare inom området får fler möjligheter att sprida sina forskningsresultat. För att detta ska vara möjligt krävs bland annat beskrivande metadata av hög kvalité i de stora, generella resurserna och strukturerna för informationsorganisation. Eventuell användning av CARE måste fungera tillsammans med befintliga forskningsetiska ramverk. Principerna är intressant läsning för forskare, oavsett grad av implementering, eftersom de ger information om olika aspekter av forskningsdataprocessen och -användningen som kan vara etiskt viktiga. I ett svenskt sammanhang processas CARE-principerna nu i förhållande till våra lärosäten och styrande institutioner. Frågan om, och i vilken utsträckning, CARE kan bli riktlinjer för etisk forskning i Sverige står fortfarande öppen. Men att CARE finns på agendan innebär i sig att urfolksfrågor och FN-resolutionen UNDRIP testas och lyfts fram i relation till våra forskningsetiska ramverk för öppen vetenskap och öppna data. The feature is available both in English and in Swedish. Originally published on the Umeå university library webpage. The text in the feature has a CC BY 4.0 license. The images are not included in the licence.

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    Konstnären Lisa Torell bor och är verksam i Oslo. Hon deltar i biennalen med ett nytt ljudkonstverk som utgår från Korsvägen. I verket har gränserna mellan nutid och framtidoch mellan utopi och dystopi upplösts.

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    Authors: Bergström, Jenny;

    My PhD project focuses on English education at the Language Introduction Program - LIP. LIP is an individual transit program for newly arrived immigrants designed to secure a fast transit to further education or the job market in Sweden. Drawing on Foucault’s perspective on power my project explores language ideologies and power structures within English education at LIP. Using a Foucauldian lens gives important perspectives on power, and its relation to institutions presenting an interesting framework for data analysis. In their role as institutions, schools exercise power and contribute or challenge the preservation of power structures. In addition to power structures and language ideology, multilingualism is also investigated in this PhD project. To fully integrate and be a member of Swedish society at all levels: education, job market, and social and political scene - a good knowledge of English is essential. A passing grade in English is mandatory for all higher education in Sweden. Additionally, knowledge of English is considered a norm in the job market. Many LIP students that I met described English as a subject that they struggled with, and the failing rate of the English courses were also very high. My PhD project is based on linguistic ethnography and for the duration of one school year I have conducted observations and interviews at two schools in Sweden - Slope Hill High School and Meadow Hill High School. Both schools are located in a medium-sized town in Sweden and both schools teach upper secondary school programs and LIP. 86 participants took part in this project, and 78 observations and 22 semi-structured interviews were carried out. 

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    Authors: Popov, Oleg;

    Presentationen problematiserar begreppet beprövad erfarenhet (BE) och användningen av begreppet inom den pedagogiska verksamheten. BE kan ses som en form av praxisgrundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. I Skolverkets dokument poängteras vikten av den beprövade erfarenhetens dokumentation, delning och prövning i ett kollegialt sammanhang, men vilka former av dokumentation och spridning som är valida preciseras inte. I presentationen dikuteras olika dimensioner av BE och skillnader mellan forskning och BE. En teoretisk modell föreslås för konceptualiseringen av BE. Lärarutbildningens Högre seminarium, Södertörns högskola, 22 januari 2019.

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    Authors: Areljung, Sofie;

    Skolverkets presentation av moduldelen: Elever får ofta rita som en del i NO-undervisningen. Den här delen ställer frågan varför eleverna ska rita och på vilket sätt ritande kan användas som utgångspunkt för samtal och för att introducera eleverna till naturvetenskaplig praktiker som observationer och experiment. Målet är att väcka tankar om när, hur och varför det kan vara värdefullt för eleverna att rita och hur det kan kombineras med skrivande.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Popov, Oleg;

    Beprövad erfarenhet kan betraktas som en form av praxis grundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. Om man betraktar beprövad erfarenhet som en kunskapsform så följer en fråga som är särskilt viktig för blivande lärare: Hur kan man ”lära sig” beprövad erfarenhet? För att ta sig an beprövad erfarenhet krävs det att den tydligt formuleras och sprids. Beprövad erfarenhet visar vad som fungerar väl i praktiken. Senare krävs en teoretisk förklaring för varför det är så. Att formulera beprövad erfarenhet betyder att forma den med hjälp av relevanta termer och begrepp och förankra den teoretiskt. Spridningen av beprövad erfarenhet förutsätter att man genom användningen av olika media kan förklara vad lärarna gör. Statens Offentliga Utredningar ”U 2017:03 Praktiknära skolforskning i samverkan” poängterar att ”Den beprövade erfarenheten byggs i verksamheten och av professionen och den är lika relevant som den akademiskt framtagna kunskapen (vetenskaplig grund).” I detta sammanhang betonar jag vikten av teoretiska förklaringar av framtagna kunskaper, både i akademiska texter och i presentationer som sprider beprövad erfarenhet. Föreläsningen i kursen "Utbildningsvetenskap, undervisning och lärande" (UUL) för grundskola och fritidshem (adopterad för offentlig domän)

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    Authors: Jeppsson, Sofia;

    Symposium, 2022-03-14. Discussion of: An Intersectional Feminist Theory of Moral Responsibility, by Michelle Ciurria, 2020, ISBN: 9780367343972 (print), 9780429327117 (digital).

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    Authors: Brown, James Benedict;

    At the time of writing, in early May 2020, most architecture educators have passed through all five stages of the Kübler-Ross model of grief: denial, anger, depression, bargaining, acceptance (Kübler-Ross, 1969). We spent the first two months of the year in a politically-sanctioned period of denial. When it became apparent that the virus was not contained to a specific geographic region or demographic, our governments instigated restrictions and our universities closed. At that point, we entered the phase of anger. Some made it to bargaining and then depression. Those who made it out the other side are emerging with a lukewarm glow of acceptance: we are all distance educators now.

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    Authors: Fuentes, Alejandro; Marina, Vannelli;

    The focus of this research brief is to propose a critical analysis of the judicial interrelation (and potential cross-fertilization) between international and regional human rights systems, with particular focus on the effective recognition of asylum-seeking children’s rights within the Inter-American system. In this sense, this study intends to make a contribution towards the better understanding of the emerging role that regional systems have (or could have) in reinforcing and guaranteeing the effective enjoyment of human rights of children in the context of migration processes. It focuses on the pioneering jurisprudence developed by the Inter-American Court of Human Rights in the past years, which has developed an evolutive, dynamic and effective interpretation of the American Convention on Human Rights, under the light of the systemic integration of international human rights law. As a result of this innovative method of interpretation, the regional tribunal has reinforced the interpretational guiding value of various provisions of the UN Convention on the Rights of the Child, paving the way for the enhancement of the level of protection of millions of children in the Americas and expanding States’ positive obligations in relation to them.

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    Authors: Sullivan, Kirk P H; Waldmann, Christian;

    Denna artikel handlar om hur undervisning kan utformas för att stödja elevers muntliga språkliga utveckling. Först beskrivs faktorer relaterade till fysisk miljö, lärtillfällen och interaktioner som har visat sig viktiga för att skapa en språkutvecklande undervisning. Därefter presenteras ett observationsverktyg som lärare kan använda för att identifiera styrkor och utvecklingsbehov i syfte att skapa en mer språkutvecklande undervisning. ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 4: Språklig aktivitet och interaktion, årskurs 1–9

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    Authors: Ulfsparre, Sanna Isabel;

    As academia develops towards open science and increased access to research data and materials, we find ourselves with new possibilities and opportunities to use and reuse research output. Among indigenous people, this development is considered a great progress, as well as a source of tension, as they have worked towards both increased transparency and increased control over application and use of indigenous data and knowledge. In order to bring light to ethical issues regarding indigenous data, the organisation GIDA (Global Indigenous Data Alliance) is presenting the CARE (Collective benefit, Authority to control, Responsibility, Ethics) principles – a suggestion for a principal framework to be used as a complement to the established FAIR (Findable, Accessible, Interoperable, Reusable) principles for research data management. In the framework of CARE, the concept "Indigenous data" include all data connected to indigenous peoples and resources, regardless of level. Indigenous data are not limited to data collected within research contexts. The term include qualitative as well as quantitative data, and all types of data – from personal and cultural data to data concerning indigenous resources and environments. In the article Operationalizing the CARE and FAIR principles for Indigenous data futures, published in Nature (2021), Carroll et al. states that "Earth and space science research data is highly relevant to Indigenous communities". In other words, indigenous data occur in a wider range of research domains than one might generally assume. CARE might lead to increased visibility and dissemination of interdiciplinary research. Among other things it is important that descriptive metadata uphold a high quality in the larger, generalist resources and structures for information organisation. If the CARE principles are to be used, they need to operate in line with other existing frameworks for research ethics. The principles are interesting reading for researchers, regardless of level of implementation, as they provide information about aspects of research data management and use that might be ethically important. In a swedish context, the CARE principles are being processed in relation to our seats of learning and governing institutions. The question of whether, and to what extent, CARE might become guidelines for ethical research practices in Sweden is still open. However, that the CARE principles are on the agenda in itself mean that indigenous issues and the UN resolution UNDRIP are tested and brought to the fore in relation to our ethical framework for open science and open data. I takt med att den akademiska världen utvecklas mot öppen vetenskap och ökad tillgång till forskningsdata och forskningsmaterial får vi nya möjligheter att använda och återanvända de forskningsdata och material som forskningen alstrar. Bland världens urfolk betraktas utvecklingen mot öppen vetenskap som ett stort framsteg, samtidigt som det ger upphov till spänningar. Detta beror på att urfolken arbetar både för ökad öppenhet och transparens kring forskning, och för att få ökad kontroll över att tillämpning och användning av urfolksdata och -kunskap sker på ett etiskt sätt. För att belysa de etiska frågorna i relation till urfolksdata har organisationen GIDA (Global Indigenous Data Alliance) presenterat CARE-principerna (Collective benefit, Authority to control, Responsibility, Ethics) - ett förslag till en principiell ram som kan användas som ett komplement till de etablerade FAIR-principerna (Findable, Accessible, Interoperable, Reusable) för hantering av forskningsdata. Inom ramen för CARE-principerna används begreppet "Indigenous data" (urfolksdata) på ett sätt som omfattar all data som påverkar urfolk, oavsett nivå. Data behöver inte vara insamlade i forskningssyfte, men forskningsdata ingår i begreppet. Termen innefattar kvalitativ och kvantitativa data, och alla typer av data – från kulturella data och persondata till data som rör urfolkens resurser och miljöer. I artikeln Operationalizing the CARE and FAIR principles for Indigenous data futures, som publicerades i Nature (2021), konstaterar Carroll et al. att "Earth and space science research data is highly relevant to Indigenous communities". Urfolksdata kan med andra ord förekomma inom en större bredd av forskningsområden än vad man kanske i vanliga fall tänker sig. CARE kan leda till att tvärvetenskaplig forskning om urfolk får ökad synlighet och att forskare inom området får fler möjligheter att sprida sina forskningsresultat. För att detta ska vara möjligt krävs bland annat beskrivande metadata av hög kvalité i de stora, generella resurserna och strukturerna för informationsorganisation. Eventuell användning av CARE måste fungera tillsammans med befintliga forskningsetiska ramverk. Principerna är intressant läsning för forskare, oavsett grad av implementering, eftersom de ger information om olika aspekter av forskningsdataprocessen och -användningen som kan vara etiskt viktiga. I ett svenskt sammanhang processas CARE-principerna nu i förhållande till våra lärosäten och styrande institutioner. Frågan om, och i vilken utsträckning, CARE kan bli riktlinjer för etisk forskning i Sverige står fortfarande öppen. Men att CARE finns på agendan innebär i sig att urfolksfrågor och FN-resolutionen UNDRIP testas och lyfts fram i relation till våra forskningsetiska ramverk för öppen vetenskap och öppna data. The feature is available both in English and in Swedish. Originally published on the Umeå university library webpage. The text in the feature has a CC BY 4.0 license. The images are not included in the licence.

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    Konstnären Lisa Torell bor och är verksam i Oslo. Hon deltar i biennalen med ett nytt ljudkonstverk som utgår från Korsvägen. I verket har gränserna mellan nutid och framtidoch mellan utopi och dystopi upplösts.

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    Authors: Bergström, Jenny;

    My PhD project focuses on English education at the Language Introduction Program - LIP. LIP is an individual transit program for newly arrived immigrants designed to secure a fast transit to further education or the job market in Sweden. Drawing on Foucault’s perspective on power my project explores language ideologies and power structures within English education at LIP. Using a Foucauldian lens gives important perspectives on power, and its relation to institutions presenting an interesting framework for data analysis. In their role as institutions, schools exercise power and contribute or challenge the preservation of power structures. In addition to power structures and language ideology, multilingualism is also investigated in this PhD project. To fully integrate and be a member of Swedish society at all levels: education, job market, and social and political scene - a good knowledge of English is essential. A passing grade in English is mandatory for all higher education in Sweden. Additionally, knowledge of English is considered a norm in the job market. Many LIP students that I met described English as a subject that they struggled with, and the failing rate of the English courses were also very high. My PhD project is based on linguistic ethnography and for the duration of one school year I have conducted observations and interviews at two schools in Sweden - Slope Hill High School and Meadow Hill High School. Both schools are located in a medium-sized town in Sweden and both schools teach upper secondary school programs and LIP. 86 participants took part in this project, and 78 observations and 22 semi-structured interviews were carried out. 

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    Authors: Popov, Oleg;

    Presentationen problematiserar begreppet beprövad erfarenhet (BE) och användningen av begreppet inom den pedagogiska verksamheten. BE kan ses som en form av praxisgrundad kunskap som omfattar kognitiva, praktiska och emotionella dimensioner. I Skolverkets dokument poängteras vikten av den beprövade erfarenhetens dokumentation, delning och prövning i ett kollegialt sammanhang, men vilka former av dokumentation och spridning som är valida preciseras inte. I presentationen dikuteras olika dimensioner av BE och skillnader mellan forskning och BE. En teoretisk modell föreslås för konceptualiseringen av BE. Lärarutbildningens Högre seminarium, Södertörns högskola, 22 januari 2019.

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    Authors: Areljung, Sofie;

    Skolverkets presentation av moduldelen: Elever får ofta rita som en del i NO-undervisningen. Den här delen ställer frågan varför eleverna ska rita och på vilket sätt ritande kan användas som utgångspunkt för samtal och för att introducera eleverna till naturvetenskaplig praktiker som observationer och experiment. Målet är att väcka tankar om när, hur och varför det kan vara värdefullt för eleverna att rita och hur det kan kombineras med skrivande.

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