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Aktaş, Vezir
Publications (10 of 19) Show all publications
Borell, K., Nilsson, M. & Aktaş, V. (2019). Den akademiska friheten i Turkiet har snöpts. Sans Magasin, 1, 30-35
Open this publication in new window or tab >>Den akademiska friheten i Turkiet har snöpts
2019 (Swedish)In: Sans Magasin, ISSN 2000-9690, Vol. 1, p. 30-35Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Fri tanke förlag, 2019
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hj:diva-42452 (URN)
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-01-08Bibliographically approved
Lecusay, R., Mrak, L. & Aktaş, V. (2019). Rethinking the Relation between Pedagogy and Sustainability: The Views of Preschool Teachers in Sweden. In: : . Paper presented at Symposium: Barn, lek, lärande och hållbarhet i utomhusmiljöer, 28 augusti, 2019, Jönköping.
Open this publication in new window or tab >>Rethinking the Relation between Pedagogy and Sustainability: The Views of Preschool Teachers in Sweden
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

A core value underpinning activities in early childhood education and care for sustainability (ECECfS) is that these activities be organized to support forms of democratic, intergenerational collaboration in which children can act as “agents of change.” From the perspective of mediational theories of mind, the possibilities for children to participate actively and agentively in ECECfS can be understood by studying the ECEC settings in which these activities unfold as systems of culturally-constituted and historically contingent conditions.

The present study applied this perspective in qualitative case studies of how teachers in three Swedish preschools understand and practice ECECfS, and the degree to which children in these preschools could act as agents of change in relation to ECECfS activities. This research is based on survey and interview data collected from teacher teams in preschools that participated in a series of regional government-sponsored workshops designed to support teachers’ efforts to develop the outdoor spaces in their preschools as sustainable, multifunctional environments. Drawing on concepts from cultural historical activity theory (systemic tensions as underpinning expansive learning), surveys and interview transcripts were analyzed to characterize: how the participating teachers engaged with concepts relevant for understanding their approach to ECECfS (sustainability, teaching, pretend and exploratory play); pedagogical and organizational tensions that teachers described in relation to these concepts; and cultural means that mediated teachers relations to the general object of implementing ECECfS.

Teachers conceptions and practices of ECECfS were in general consistent with findings of prior research of in-service and pre-service preschool staff in Sweden: While teachers understood ECECfS holistically as a project that integrates environmental, economic, and social dimensions, the majority of the activities organized by the teachers emphasized the environmental dimension, with none explicitly emphasizing the economic dimension. Furthermore, teachers in all three schools described their day-to-day preschool practices as inherently about and for sustainability, noting a kind of tension or contradiction with needing to make sustainability explicit in preschool activities.

With respect to opportunities for children to act as agents of change in day-to-day preschool activities, we found examples in all three cases in which children engaged in actions that changed their material environment and/or their participation in relevant community(ies) of practice. Critically, what varied across preschools was if and to what degree these actions were clearly motivated by children’s questions, interests, and/or intentions. We draw on the concepts of instrumental and ontological communities of learners (Matusov et al., 2013) to argue that pedagogical and organizational aspects of each preschool’s idioculture (Fine, 2012) enabled or constrained the possibilities for children to act as agents of change.

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-45856 (URN)
Conference
Symposium: Barn, lek, lärande och hållbarhet i utomhusmiljöer, 28 augusti, 2019, Jönköping
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-09Bibliographically approved
Aktaş, V., Nilsson, M. & Borell, K. (2019). Social scientists under threat: Resistance and self-censorship in Turkish academia. British Journal of Educational Studies, 67(2), 169-186
Open this publication in new window or tab >>Social scientists under threat: Resistance and self-censorship in Turkish academia
2019 (English)In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 67, no 2, p. 169-186Article in journal (Refereed) Published
Abstract [en]

Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
academic freedom, Turkey, self-censorship, resistance
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-41128 (URN)10.1080/00071005.2018.1502872 (DOI)000467732000003 ()2-s2.0-85052130568 (Scopus ID)HOA HHJ 2019,HOA HLK 2019 (Local ID)HOA HHJ 2019,HOA HLK 2019 (Archive number)HOA HHJ 2019,HOA HLK 2019 (OAI)
Available from: 2018-08-13 Created: 2018-08-13 Last updated: 2019-06-07Bibliographically approved
Kındap-Tepe, Y. & Aktaş, V. (2019). The mediating role of needs satisfaction for prosocial behavior and autonomy support. Current Psychology
Open this publication in new window or tab >>The mediating role of needs satisfaction for prosocial behavior and autonomy support
2019 (English)In: Current Psychology, ISSN 1046-1310, E-ISSN 1936-4733Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study examines gender differences in compliant/anonymous prosocial behaviors and perceived autonomy support. The mediation effects of needs satisfaction on relationships between perceived autonomy support and prosocial behaviors in Turkish culture are also tested. A total of 420 freshmen, sophomore, and junior students (210 female, 202 male) from various departments at a small state university in Turkey participated in the study. They were first, third and fourth year students and the mean age was 21.87 (SD = 1.71; range = 19–31). Parental Autonomy Support Scale (Soenens et al. Developmental Psychology, 43, 633–646, 2007), the Learning Climate Questionnaire (Williams and Deci Journal of Personality and Social Psychology, 70, 767-779 1996), the Basic Needs Satisfaction in General Scale (Deci and Ryan Psychological Inquiry, 11, 227-268 2000; Gagné 2003), and the Prosocial Tendencies Measure (Carlo and Randall Journal of Youth and Adolescence, 31, 31-44 2002) were used to collect data. With respect to gender differences, a One-Way ANOVA analysis showed that women scored higher than men regarding compliant and anonymous prosocial behaviors. Additionally, mediation analyses revealed that women perceived that they were the recipient of more autonomy support from their university teachers than men. No significant difference was found in respect to the provision of autonomous support from parents, nor with respect to basic needs satisfaction. The analysis of mediation effects of needs satisfaction showed that relationships between compliant and anonymous prosocial behaviors and perceived autonomy support from parents and teachers were mediated by basic needs satisfaction. These results were discussed in the framework of Self Determination Theory.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Perceived autonomy support from parents and teachers; Basic psychological needs satisfaction; Prosocial behavior
National Category
Psychology
Identifiers
urn:nbn:se:hj:diva-46736 (URN)10.1007/s12144-019-00466-9 (DOI)000492178800001 ()2-s2.0-85074651611 (Scopus ID);HLKLivslångtIS,HLKLPSIS (Local ID);HLKLivslångtIS,HLKLPSIS (Archive number);HLKLivslångtIS,HLKLPSIS (OAI)
Available from: 2019-10-28 Created: 2019-10-28 Last updated: 2019-11-25
Persson, R. S. & Aktaş, V. (2019). Understanding why an immigrant neurosurgeon is driving your taxi: On highly qualified foreign labour looking for work in your country (1ed.). In: H. Ahl, I. Bergmo-Prvulovic & K. Kilhammar (Ed.), Human resource management: A Nordic perspective (pp. 153-162). London, UK: Routledge
Open this publication in new window or tab >>Understanding why an immigrant neurosurgeon is driving your taxi: On highly qualified foreign labour looking for work in your country
2019 (English)In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo-Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, 1, p. 153-162Chapter in book (Refereed)
Abstract [en]

Why is it that when most employers are in dire need of highly qualified individuals with experience, they nevertheless tend to reject job applicants with a different cultural background? The reluctance behind employing immigrant experts is rarely made manifest intentionally or on ideological grounds, but the result of an unhappy, and largely inevitable, consequence of lacking experience of cultures other than one's own. With such experience and relevant knowledge of other cultures in place, discriminatory behaviour toward foreign skilled labour is likely to lessen considerably. The chapter suggest several HR practices which would facilitate their employment and integration into the organisation.

Place, publisher, year, edition, pages
London, UK: Routledge, 2019 Edition: 1
Keywords
Immigration, xenophobia, ethnocentrism, highly skilled labour
National Category
Social Sciences Psychology Economics and Business
Identifiers
urn:nbn:se:hj:diva-41891 (URN)9781138592858 (ISBN)9781138592834 (ISBN)9780429489761 (ISBN)
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2019-11-01Bibliographically approved
Aktaş, V., Tepe, Y. K. & Persson, R. S. (2018). Investigating Turkish university students’ attitudes towards refugees in a time of Civil War in neighboring Syria. Current psychology (New Brunswick, N.J.)
Open this publication in new window or tab >>Investigating Turkish university students’ attitudes towards refugees in a time of Civil War in neighboring Syria
2018 (English)In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733Article in journal (Refereed) Epub ahead of print
Abstract [en]

Thousands of refugees have immigrated to Turkey because of the current Civil War in neighboring Syria. This is causing tensions between refugees and locals. These increasingly negative attitudes towards the incoming victims of conflict are of particular interest. The present study, therefore, aimed at determining the premises of the emergence of such negative attitudes. The research sample consisted of university students who all studied at various faculties at Cumhuriyet University in the Turkish province of Sivas. Data were collected by the Attitude Scale Towards Refugees, the Patriotism Attitude Scale, the Interpersonal Reactivity Index, and the Cirhinlioğlu Religiosity Scale. Data were analyzed by Independent Sample t-tests as well as using Stepwise Regression Analyses. Results showed that the feeling of empathy correlated negatively with negative attitudes towards refugees, while blind patriotism, religiosity, and having nationalist/conservative orientations, correlated positively. Men were found to be more negative than women. The feeling of empathy was the most prominent factor in predicting the nature of attitudes towards refugees. Religious doctrine and distancing oneself from conservative and patriotic perspectives appeared to be effective in potentially preventing the development of negative attitudes. In conclusion, research results are discussed in the light of relevant literature.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Attitudes Refugees, Patriotism, Religiosity, Religiousness, Empathy, Nationalism, Conservatism
National Category
Psychology Social Sciences Cultural Studies
Identifiers
urn:nbn:se:hj:diva-41353 (URN)10.1007/s12144-018-9971-y (DOI)2-s2.0-85053200922 (Scopus ID)HLKLivslångtIS (Local ID)HLKLivslångtIS (Archive number)HLKLivslångtIS (OAI)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-25
Samuelsson, M., Hugo, M., Aktaş, V., Söderström, Å. & Ekholm, M. (2018). Social pressure and standpoints in moral dilemmas made by twelve year olds in 1973 and in 2017. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA), 8-10 March 2018, Oslo, Norway.
Open this publication in new window or tab >>Social pressure and standpoints in moral dilemmas made by twelve year olds in 1973 and in 2017
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-41372 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA), 8-10 March 2018, Oslo, Norway
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2019-02-21Bibliographically approved
Persson, R. S. & Aktaş, V. (2017). De som kan mer än du: Talent management i Googles tidevarv för särskilda begåvningar i svenska organisationer (1ed.). In: Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar (Ed.), HR: Att ta tillvara mänskliga resurser (pp. 237-256). Lund: Studentlitteratur AB
Open this publication in new window or tab >>De som kan mer än du: Talent management i Googles tidevarv för särskilda begåvningar i svenska organisationer
2017 (Swedish)In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, 1, p. 237-256Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
Keywords
Talent management, särskild begåvning, talang, kreativitet, Google
National Category
Psychology Work Sciences
Identifiers
urn:nbn:se:hj:diva-35947 (URN)9789144118833 (ISBN)
Available from: 2017-06-09 Created: 2017-06-09 Last updated: 2018-06-08Bibliographically approved
Aktaş, V. & Persson, R. S. (2017). Fel person på fel plats: Om högutbildade invandrare på den svenska arbetsmarknaden (1ed.). In: Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar (Ed.), HR: Att ta tillvara mänskliga resurser (pp. 191-206). Lund, SE: Studentlitteratur AB
Open this publication in new window or tab >>Fel person på fel plats: Om högutbildade invandrare på den svenska arbetsmarknaden
2017 (Swedish)In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo-Prvulovic & Karin Kilhammar, Lund, SE: Studentlitteratur AB, 2017, 1, p. 191-206Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund, SE: Studentlitteratur AB, 2017 Edition: 1
Keywords
Invandring, arbetsmarknad, högutbildade invandrare, integration
National Category
Social Sciences Social Psychology
Identifiers
urn:nbn:se:hj:diva-35948 (URN)9789144118833 (ISBN)
Available from: 2017-06-09 Created: 2017-06-09 Last updated: 2017-11-27Bibliographically approved
Rapp, S., Segolsson, M. & Aktaş, V. (2017). The Director of Education and Research-Based Education: Exploring the Tensions between Policy and What Directors Actually Report. International Journal of Research and Education (IJRE) (online): 2398-3760, 2(4)
Open this publication in new window or tab >>The Director of Education and Research-Based Education: Exploring the Tensions between Policy and What Directors Actually Report
2017 (English)In: International Journal of Research and Education (IJRE) (online): 2398-3760, Vol. 2, no 4Article in journal (Refereed) Published
Abstract [en]

We  examine  how  Swedish  directors  of  education  describe the conditions under which they lead research-based education.  The  empirical  data  was  collected  via  questionnaires  that  were  distributed  via  e-mail  to  all  Swedish  directors  of education in charge of primary and secondary schools. Our results are based on a ‘frame factor’ theoretical perspective.Directors  of  education  judge  themselves  as  being  well-prepared  for  the  task  of  ensuring  that  research-based  education  is provided  to  the  students.  They  envision  their  role as  one  where  they  read  research  reports,  but  they  do  not  disseminate  this scientific  knowledge  throughout  schools.  The  directors  assess  teachers  as  having  the  least  responsibility  for  ensuring  that research-based education in primary- and secondary schools is provided to the students. From a cultural frame perspective, the results of the study reveal that school director considerably overestimate their ability to manage a scientific based education.

National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-41653 (URN)
Available from: 2018-09-28 Created: 2018-09-28 Last updated: 2018-09-28
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