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Highlighting educational support professionals’ indirect contributions to the educational environment
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (ROLE)
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (ROLE)ORCID-id: 0000-0002-1871-4488
2017 (engelsk)Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, nr 3-4, s. 217-230Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article contributes to the discussion about educational environments. Drawing on Dewey’s and Hansen’s work, the point of departure is that the educational environment is dynamic and connected to educational purposes, and that educational relationships can be both direct and indirect and connected to norms, values and subject matter. In a case study, using interviews and observations, the periphery of educational environments is explored. Distinctions between the intended and actual functions, and between environment and surroundings in different parts of the municipal administration, and the resulting shortcomings of using an atomistic rather than an ecological perspective in education, are also discussed.

sted, utgiver, år, opplag, sider
2017. Vol. 37, nr 3-4, s. 217-230
Emneord [en]
Dewey, Educational environment, New Public Management, School Ecology, School staff
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Identifikatorer
URN: urn:nbn:se:hig:diva-23891DOI: 10.18261/issn.1891-5949-2017-03-04-07Scopus ID: 2-s2.0-85036531698OAI: oai:DiVA.org:hig-23891DiVA, id: diva2:1089241
Forskningsfinansiär
AFA Insurance, 110145Tilgjengelig fra: 2017-04-19 Laget: 2017-04-19 Sist oppdatert: 2019-02-19bibliografisk kontrollert

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Grannäs, JanFrelin, Anneli

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