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Publications (10 of 68) Show all publications
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Barns perspektiv på att vistas i en skogsträdgård. In: : . Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet.
Open this publication in new window or tab >>Barns perspektiv på att vistas i en skogsträdgård
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2018 (Swedish)Conference paper, Oral presentation only (Refereed)
Keywords
skogsträdgård, lågstadieelever, samtalspromenader
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-42291 (URN)
Conference
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2018-12-13Bibliographically approved
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
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2018 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Article in journal (Refereed) Epub ahead of print
Abstract [en]

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
forest garden; social Studies of childhood; children’s perspectives; walk-and-talk conversations; ecological literacy
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41474 (URN)10.1080/14729679.2018.1517371 (DOI)2-s2.0-85053503238 (Scopus ID)
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2018-10-19
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Developing ecological literacy in a forest garden: children’s perspectives.
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
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2018 (English)Other (Other academic)
Keywords
forest garden; social Studies of childhood; children’s perspectives; walk-and-talk conversations; ecological literacy
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-42364 (URN)
Note

Summary of the article: Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T., (2018). Developing ecological literacy in a forest garden: Children's Perspectives. Journal of Adventure Education and Outdoor Learning. doi: http://dx.doi.org/10.1080/14729679.2018.1517371 on the Children & Nature Network Research Digest website.

Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Hammarsten, M., Almers, E., Askerlund, P., Avery, H. & Samuelsson, T. (2018). The Forest Garden from Children's Perspectives. In: : . Paper presented at Childhood and Materiality. VIII conference on childhood studies, 7-9 may Jyväskylä Finland.
Open this publication in new window or tab >>The Forest Garden from Children's Perspectives
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-39400 (URN)
Conference
Childhood and Materiality. VIII conference on childhood studies, 7-9 may Jyväskylä Finland
Projects
Forest gardens as environments for learning, recreation and sustainability
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2018-08-28Bibliographically approved
Avery, H. (2017). A library and school network in Sweden: social literacies and popular education. In: Teacher and librarian partnerships in literacy education in the 21st century: (pp. 45-62). Rotterdam: Sense Publishers
Open this publication in new window or tab >>A library and school network in Sweden: social literacies and popular education
2017 (English)In: Teacher and librarian partnerships in literacy education in the 21st century, Rotterdam: Sense Publishers, 2017, p. 45-62Chapter in book (Other academic)
Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2017
Series
New Research – New Voices
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-38537 (URN)10.1007/978-94-6300-899-0_4 (DOI)9789463008990 (ISBN)
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-15Bibliographically approved
Avery, H. (2017). At the bridging point: tutoring newly arrived students in Sweden. International Journal of Inclusive Education, 21(4), 404-415
Open this publication in new window or tab >>At the bridging point: tutoring newly arrived students in Sweden
2017 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 21, no 4, p. 404-415Article in journal (Refereed) Published
Abstract [en]

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
inclusive support measures; newly arrived students; reception; refugees; teacher collaboration; Tutoring
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-29975 (URN)10.1080/13603116.2016.1197325 (DOI)000397220700005 ()2-s2.0-84976430901 (Scopus ID)
Note

Included in thesis in its submitted form.

Available from: 2016-05-20 Created: 2016-05-20 Last updated: 2018-01-23Bibliographically approved
Halimeh, N., Halimeh, M. & Avery, H. (2017). Crafting futures in a Lebanese refugee camp: the Burj el Barajneh Souk. In: : . Paper presented at RSD6 Symposium. Relating Systems Thinking and Design 6 Oslo School of Architecture and Design (AHO) Oslo, Norway October 18-20.
Open this publication in new window or tab >>Crafting futures in a Lebanese refugee camp: the Burj el Barajneh Souk
2017 (English)Conference paper, Published paper (Refereed)
National Category
International Migration and Ethnic Relations
Identifiers
urn:nbn:se:hj:diva-38544 (URN)
Conference
RSD6 Symposium. Relating Systems Thinking and Design 6 Oslo School of Architecture and Design (AHO) Oslo, Norway October 18-20
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-15Bibliographically approved
Avery, H. & Hoxhallari, I. (2017). From policy to practice: Roma education in Albania and Sweden. The Urban review, 49(3), 463-477
Open this publication in new window or tab >>From policy to practice: Roma education in Albania and Sweden
2017 (English)In: The Urban review, ISSN 0042-0972, E-ISSN 1573-1960, Vol. 49, no 3, p. 463-477Article in journal (Refereed) Published
Abstract [en]

This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Albania, Equity, Research approaches, Roma education, Sweden
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hj:diva-34838 (URN)10.1007/s11256-016-0394-5 (DOI)2-s2.0-85008145309 (Scopus ID)HLKLPSIS (Local ID)HLKLPSIS (Archive number)HLKLPSIS (OAI)
Available from: 2017-01-23 Created: 2017-01-23 Last updated: 2018-01-15Bibliographically approved
Avery, H. & Said, S. (2017). Higher education as a socio-economic advancement opportunity for refugees. In: : . Paper presented at 33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 September 2017 in Jena, Germany.
Open this publication in new window or tab >>Higher education as a socio-economic advancement opportunity for refugees
2017 (English)Conference paper, Published paper (Refereed)
Keywords
refugees, higher education, social justice, Middle East
National Category
Educational Sciences International Migration and Ethnic Relations
Identifiers
urn:nbn:se:hj:diva-38543 (URN)
Conference
33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 September 2017 in Jena, Germany
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-15Bibliographically approved
Avery, H. & Said, S. (2017). Higher Education for Refugees: The Case of Syria. Policy & Practice (24), 104-125
Open this publication in new window or tab >>Higher Education for Refugees: The Case of Syria
2017 (English)In: Policy & Practice, ISSN 1748-135X, no 24, p. 104-125Article in journal (Refereed) Published
Abstract [en]

The refugee crisis is also a crisis in education. While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding. Education prospects and content are drivers of onwards migration, but also affect economic structures on return.  Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised. The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular. Foreign interests can fuel sectarianism as well as creating economic structural dependencies. Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments. 

Place, publisher, year, edition, pages
Centre for Global Education, 2017
Keywords
Higher Education; Refugee Education; Syrian Refugees; Radicalisation; Peacebuilding; Economic Dependency; Social Justice; Socio-economic Development
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-38529 (URN)HLKLPSIS (Local ID)HLKLPSIS (Archive number)HLKLPSIS (OAI)
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8423-1938

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