Perspectives on Children's Play in a Refugee Camp     

Heldal  Marit 《Interchange》2021,52(3):433-445

According to data from the Norwegian Refugee Council, more than 70 million people are refugees today. Approximately half of these are children, and every five seconds a new child becomes a refugee. An increasing large number of children live parts of their childhood in a refugee camp with limited opportunities for play. This article highlights the importance of play for children living as refugees. The study was conducted during the winter of 2017 in a refugee camp on the Greek island of Lesbos. The importance of a trusting relationship between children and adults is emphasised in the data regarding children’s play. Furthermore, the data stresses how adults can facilitate children to make experiences through play and create meaning in an everyday life controlled by factors outside the child and the child's family. An important issue is to highlight the opportunities children have to create meaning and experiences in a difficult life situation.

  相似文献   

For free: continuity and change by team teaching     

Grischa Liebel  Håkan Burden  Rogardt Heldal 《Teaching in Higher Education》2017,22(1):62-77

Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice teaching assistants in the lectures and train them ‘on the job’. Additionally, novice assistants cause reflection on action and prevent a mechanization of the course. The authors use Brookfield’s four lenses to reflect on the application of team teaching in a Swedish undergraduate course on software modeling over three years, involving 3 teachers and collecting evaluation data from close to 400 students. The reflection shows that team teaching can be used as a cost-effective way to introduce novice teachers to a course, while at the same time receiving benefits from their participation in lectures and course development.  相似文献   

Global-local Education Policy Dynamics: A Case Study of New Zealand and Norway     

Janicke Heldal Stray  Bronwyn Wood 《Scandinavian Journal of Educational Research》2020,64(2):256-269

ABSTRACT

While a number of studies have established the growing role impact PISA has had on national education policy, much less is known about the global-local recontextualization of policy transfer, and the role of national policy officials. Through interviews with key policy officials in Norway and New Zealand, the study revealed a growing cosmopolitanism in outlook in both countries with strong indications of changes made to respond to PISA data. However, officials also reasserted the strengths of their national education system and worked to enrich OECD understandings of educational quality. Theorizing through Bourdieu, the authors propose that the concept of cosmopolitan capital provides a useful analytical tool to explain increasingly outward and globally-oriented practices and dispositions held by policy officials within a global education policy field.  相似文献