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  • 1.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Borell, Klas
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Social scientists under threat: Resistance and self-censorship in Turkish academia2019In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 67, no 2, p. 169-186Article in journal (Refereed)
    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.

  • 2.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Borell, Klas
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Taking to the streets: A study of the street academy in Ankara2019In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527Article in journal (Refereed)
    Abstract [en]

    In wide-ranging attacks on academic freedom in Turkey in recent years, thousands of academics have lost their university positions. At the end of 2016 oppositional academics, many of whom were dismissed from their positions for having signed a peace petition, established a Street Academy as an alternative way to reach out to both students and the public in Ankara. In this study we analyse the experiences of these street academy lecturers from the perspective of Social Representation Theory. Our main aims were to explore teaching experience perceptions and representations and, in addition, also the opportunities and challenges generated by this alternative academy. Data consisted of semi-structured interviews with five female and five male street academy lecturers. The results of a qualitative thematic analysis revealed that the way participants explained their experiences could be organised into three major themes and several subordinate themes. One of the most salient results was that participating in the street Academy had become a way to defend academic freedom. More generally suggested results demonstrated that teaching in this new setting, outside of the universities and away from customised learning environments, was quite a novel experience. The possible implications of street academy lecturers? experiences are discussed.

  • 3.
    Rapp, Stephan
    Jönköping University.
    Headteacher as a pedagogical leader: a comparative study of headteachers in Sweden and England2010In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 58, no 3, p. 331-349Article in journal (Refereed)
    Abstract [en]

    This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers.

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