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Hugo, Martin
Alternative names
Publications (10 of 63) Show all publications
Hugo, M. & Dybelius, A. (2022). Att leda och stödja regionala nätverk för samordnare för nyanländas lärande. In: Åsa Hirsh & Jesper Boesen (Ed.), Uppdragsutbildning – ett ömsesidigt lärande i samverkan: (pp. 120-136). Jönköping: Jönköping University, School of Education and Communication
Open this publication in new window or tab >>Att leda och stödja regionala nätverk för samordnare för nyanländas lärande
2022 (Swedish)In: Uppdragsutbildning – ett ömsesidigt lärande i samverkan / [ed] Åsa Hirsh & Jesper Boesen, Jönköping: Jönköping University, School of Education and Communication , 2022, p. 120-136Chapter in book (Other academic)
Abstract [sv]

Från inledningen: Kapitlet som följer syftar till att beskriva och problematisera ett regeringsuppdrag som har pågått 2016–2020. Uppdraget har inneburit att vara nätverksledare för kommunala samordnare för nyanländas lärande i Jönköpings län. Uppdraget som nätverksledare syftar till att stötta samordnarnas arbete med det systematiska kvalitetsarbetet (SKA-arbetet) riktat mot nyanländas lärande. I uppdraget ingår också att nätverksledarna ska vara en länk mellan Skolverket och huvudmännen i regionens kommuner och att sammanställa samordnarnas dokumentation som görs i form av nulägesbeskrivningar, nulägesanalyser, utvecklingsplaner och påbörjade och slutförda insatser.

Place, publisher, year, edition, pages
Jönköping: Jönköping University, School of Education and Communication, 2022
Series
Forskningsrapporter från Högskolan för lärande och kommunikation ; 22
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-56622 (URN)978-91-88339-50-8 (ISBN)
Available from: 2022-05-30 Created: 2022-05-30 Last updated: 2022-05-30Bibliographically approved
Bjursell, C., Hedegaard, J. & Hugo, M. (2022). Att lära sig graffiti som pensionär. In: C. Bjursell & M. Malec Rawiński (Ed.), Äldres lärande: utblickar och insikter (pp. 105-126). Stockholm: Natur och kultur
Open this publication in new window or tab >>Att lära sig graffiti som pensionär
2022 (Swedish)In: Äldres lärande: utblickar och insikter / [ed] C. Bjursell & M. Malec Rawiński, Stockholm: Natur och kultur, 2022, p. 105-126Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-55705 (URN)9789127460256 (ISBN)
Available from: 2022-01-26 Created: 2022-01-26 Last updated: 2022-01-26Bibliographically approved
Hedegaard, J. & Hugo, M. (2022). Education as change: Liberation from mental illness and self-stigma in favour of empowerment. Australian Journal of Adult Learning, 62(1), 97-123
Open this publication in new window or tab >>Education as change: Liberation from mental illness and self-stigma in favour of empowerment
2022 (English)In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 62, no 1, p. 97-123Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to describe how education can serve as a changing and liberating process for adults with long-term mental illness. Semi-structured interviews were conducted with 22 participants in Life-knowledge and Creative courses at a Swedish Folk High School. Five themes emerged in the interviews: (i) A meaningful social context – to undergo change with others; (ii) Self-awareness via non-violent communication – to change one’s self-image; (iii) Creating as rehabilitation – change through aesthetic learning processes; (iv) To function better in everyday life – to receive confirmation of change; (v) Opportunity horizons – to change hope for the future. The conclusion is that the Folk High School environment and the educational courses can contribute to an increased sense of well-being in the present. The liberating process primarily impacts the participants’ self-stigma positively as long as this takes place in environments where the participants have experience of not being exposed to social stigma, either at home or at the Folk High School. The participants do not entertain future life plans that extend beyond the context of Folk High School, but when examined in the light of their situation before they enrolled at Folk High School, the liberating process is still noticeable.

Place, publisher, year, edition, pages
Adult Learning Australia (ALA), 2022
Keywords
empowerment, Folk High School, liberating education, mental illness, self-stigma
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-56557 (URN)000832802000006 ()2-s2.0-85143239297 (Scopus ID)
Available from: 2022-05-25 Created: 2022-05-25 Last updated: 2022-12-12Bibliographically approved
Hugo, M. & Hedegaard, J. (2022). Folkhögskolans stödjande roll vid psykisk ohälsa: Ett deltagarperspektiv. Jönköping: Högskolan för lärande och kommunikation
Open this publication in new window or tab >>Folkhögskolans stödjande roll vid psykisk ohälsa: Ett deltagarperspektiv
2022 (Swedish)Report (Other academic)
Abstract [sv]

Syftet med den här forskningsrapporten är att beskriva hur folkhögskolans livskunskapskurser kan hjälpa deltagare med långvarig psykisk ohälsa till återhämtning, rehabilitering och habilitering. Studiens datainsamling omfattar nio dagars deltagande observation i kurserna på folkhögskolan kombinerat med tolv semistrukturerade livsvärldsintervjuer och fyra fokusgruppsamtal. Totalt ingår 22 deltagare, sex lärare och rektor på folkhögskolan. I resultatet beskrivs nio teman: (i) Varför är jag här?; (ii) Ett meningsfullt socialt sammanhang; (iii) Rutiner och struktur i tillvaron; (iv) Att fungera bättre i vardagen; (v) Självmedvetenhet genom kommunikationsmodeller; (vi) Skapande som rehabilitering; (vii) Vidgade möjlighetshorisonter; (viii) Saker som kan förbättras i utbildningarna enligt deltagarna; (ix) Lärarnas och rektors pedagogiska utgångspunkter.

Slutsatsen är att folkhögskolan bidrar till ett begripligt, hanterbart och meningsfullt socialt sammanhang och att livskunskapskurserna hjälper deltagarna att fungera bättre i vardagen och tillsammans med andra. Genom kursinslag, som tillexempel att lära sig själv medkänsla och Nonviolent communication – en kommunikationsmodell, beskriver deltagarna att de blir mer medvetna om sig själva och sin omgivning. Kursdeltagarna berättar att livskunskapskurserna har ökat deras välbefinnande i nuet och att de har fått ett framtidshopp. Vi kan se att deltagarnas negativa uppfattningar om sig själva minskar i folkhögskolans trygga miljö och i hemmet. Vad gäller att fungera i andra miljöer utanför folkhögskolan så beskriver deltagarna en avsaknad av möjligheter. Det finns en önskan hos deltagare att få möjlighet att till exempel arbetsträna eller arbeta med något projekt utanför folkhögskolan. Lärarna beskriver att det viktigaste i kurserna är att utgå ifrån deltagarnas individuella behov. Detta beskrivs vara ganska svårt eftersom det idag är betydligt vanligare att deltagare har flera olika svårigheter att hantera. Exempel på detta är att en stor andel av deltagarna har neuropsykiatriska diagnoser, social fobi, utmattningssyndrom och depressioner. Det viktigaste enligt lärarna initialt är att lyckas forma deltagargrupper där alla accepterar varandra och upplever sig trygga.

Place, publisher, year, edition, pages
Jönköping: Högskolan för lärande och kommunikation, 2022. p. 49
Series
Encell rapport ; 2022:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-56130 (URN)
Available from: 2022-04-01 Created: 2022-04-01 Last updated: 2022-04-04Bibliographically approved
Hedegaard, J. & Hugo, M. (2022). Livslångt lärande genom folkhögskolans seniorkurser. In: C. Bjursell & M. Malec Rawiński (Ed.), Äldres lärande: utblickar och insikter (pp. 79-99). Stockholm: Natur och kultur
Open this publication in new window or tab >>Livslångt lärande genom folkhögskolans seniorkurser
2022 (Swedish)In: Äldres lärande: utblickar och insikter / [ed] C. Bjursell & M. Malec Rawiński, Stockholm: Natur och kultur, 2022, p. 79-99Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-55703 (URN)9789127460256 (ISBN)
Available from: 2022-01-26 Created: 2022-01-26 Last updated: 2022-01-26Bibliographically approved
Hugo, M. (2022). Praktisk klokhet för att motivera när ingen motivation finns. In: A. Öhman (Ed.), Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik: (pp. 93-116). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Praktisk klokhet för att motivera när ingen motivation finns
2022 (Swedish)In: Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik / [ed] A. Öhman, Lund: Studentlitteratur AB, 2022, p. 93-116Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-59147 (URN)9789144155098 (ISBN)
Available from: 2022-12-15 Created: 2022-12-15 Last updated: 2022-12-15Bibliographically approved
Bäcklund, J., Hugo, M. & Ericson, K. (2022). Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic. Problems of Education in the 21st Century, 80(2), 273-288
Open this publication in new window or tab >>Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic
2022 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 80, no 2, p. 273-288Article in journal (Refereed) Published
Abstract [en]

The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led ‘flipped classroom’ teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL (‘in real life’) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.

Place, publisher, year, edition, pages
PEC, 2022
Keywords
Covid-19, digital learning, digital teaching, distance learning, hybrid learning
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-56496 (URN)10.33225/pec/22.80.273 (DOI)000795498400004 ()GOA;;812685 (Local ID)GOA;;812685 (Archive number)GOA;;812685 (OAI)
Available from: 2022-05-19 Created: 2022-05-19 Last updated: 2022-06-08Bibliographically approved
Hugo, M. (2021). Att motivera när ingen motivation finns. In: Livslångt lärande - för välbefinnande, mångfald och delaktighet: (pp. 78-80). Jönköping: Encell - Nationellt centrum för livslångt lärande
Open this publication in new window or tab >>Att motivera när ingen motivation finns
2021 (Swedish)In: Livslångt lärande - för välbefinnande, mångfald och delaktighet, Jönköping: Encell - Nationellt centrum för livslångt lärande , 2021, p. 78-80Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Jönköping: Encell - Nationellt centrum för livslångt lärande, 2021
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-55422 (URN)
Available from: 2021-12-21 Created: 2021-12-21 Last updated: 2021-12-21Bibliographically approved
Hugo, M., Anderberg, M. & Dahlberg, M. (2021). Between motivation and unwillingness: Young people in outpatient treatment for substance use problems. Youth Voice Journal, 11, 1-19
Open this publication in new window or tab >>Between motivation and unwillingness: Young people in outpatient treatment for substance use problems
2021 (English)In: Youth Voice Journal, ISSN 2049-2073, Vol. 11, p. 1-19Article in journal (Refereed) Published
Abstract [en]

This study examines the meaning of motivation among young people in outpatient care for substance use problems. Semi structured interviews with 21 youth aged 15-21 years were conducted and analysed using qualitative content analysis. The results show that young people’s motivations for contacting a clinic and addressing their drug use problems can be intrinsic, extrinsic, or a combination of both. Most young people in the study expressed ambivalence about changing their drug use. Several of them described an internalisation process in which, while the impetus may initially come from others, such as parents and friends, they gradually express a personal desire to change. An important implication is that young people’s motivation can be enhanced via trusting relationships with therapists. The study concludes that motivation is complex phenomena in which young people with substance use problems oscillate between being motivated and unmotivated or find themselves in more than one position, sometimes simultaneously, in a socially mediated process.

Place, publisher, year, edition, pages
RJ4All Publications, 2021
Keywords
Cannabis, Motivation, Outpatient treatment, Substance use, Young people
National Category
Social Work
Identifiers
urn:nbn:se:hj:diva-55361 (URN)2-s2.0-85104133355 (Scopus ID)POA;;785091 (Local ID)POA;;785091 (Archive number)POA;;785091 (OAI)
Funder
The Kamprad Family Foundation
Available from: 2021-12-17 Created: 2021-12-17 Last updated: 2021-12-17Bibliographically approved
Bjursell, C., Bergmo-Prvulovic, I., Hedegaard, J., Hugo, M. & Samuelsson, U. (2021). Continued growth later in life – older adults learning. In: : . Paper presented at European Society for Research in Adult Development (ESRAD), Online conference 2021, 23rd to 25th April, 2021.
Open this publication in new window or tab >>Continued growth later in life – older adults learning
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2021 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The demographic changes have resulted in an increased proportion of older people in the population in several countries. To have a large proportion of older people in the population is a situation that is historically unique and basically something positive. Despite this, the aging population is discussed as a problem as it puts pressure on pension systems and health care systems. As education and learning have contributed to positive development in several ways, the interest for older adults learning has increased. Education that occurs later in life can be considered as a means of supporting participation in an extended working life, as a democratic citizen, and as a way of promoting well-being.

Research on older adults learning is considered the fastest growing branch of adult education in post-industrial countries and one of the most crucial challenges facing current adult European education (Formosa, 2000). Older adults learning focuses on the diverse provision of late-life learning, the motivations and interests of older learners, participation in and emancipatory policies for older adult learning, and the benefits of learning at different levels (Schmidt-Hertha, Formosa & Fragoso, 2019). Research in a Swedish context has provided insights into different aspects of older adults learning, such as intergenerational relationships, motivations and benefits, inclusion and participation, online and offline learning, working-life and guidance. The presentation will engage in a dialogue about these topics.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-52308 (URN)
Conference
European Society for Research in Adult Development (ESRAD), Online conference 2021, 23rd to 25th April, 2021
Note

Online conference.

Available from: 2021-04-26 Created: 2021-04-26 Last updated: 2021-04-26Bibliographically approved
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