With a point of departure in peoples’ everyday lives, the ethnographic project DIP, Digitalization Initiatives, and Practices, focuses on agency at macro, meso and micro scales with respect to digitalization in schools. One central issue of interest is practitioners’, both students’ and teachers’, experiences of and attitudes towards digitalization in schools. Another central issue of interest is shifts in policy that leads to digitalization initiatives and implementation processes.
DiveiN focuses on diversity as the normal situation in Swedish society. The project aims to problematize diversity without falling into the narrow scope on particular groups, e.g. those ethnically or linguistically different. DiveiN thus explores a new strand in diversity studies. The aim is to study how communicative practices frame and shape diversity in teaching and learning across subjects in institutional settings, specifically in upper secondary school. Synchronous-asynchronous communication and virtual-real-analogue-digital continuums across subjects are the focus of attention.
Different data-sets and material from a wide range of contexts including the mass-media, primarily from the nation-states of Sweden and India but also virtual settings, have been collected since 2010. These data have currency for issues related to communication, culture and diversity and are collected using dimensions of linguistic-landscaping as well as online scraping.
This a Vinnova-financed two-year-project targeting the development of edtech-tools for archer instrument learning. In this cross-disciplinary project tools are co-produced between the start-up company SoundLily, the software company Softwerk, researchers in education, and music teachers in Swedish culture schools. The project serves the purpose to push the theoretical frontline regarding emerging teaching and learning practices with tools.
The anthropologically framed research project GTGS focuses institutional practices and developmental trajectories over time and space. The ongoing ethnographic fieldwork juxtaposes data created as a result of extensive fieldwork at an NGO in Asia (MC, Mobile Creches) in the early 1990’s with data that is currently being generated at the same NGO (MMC, Mumbai Mobile Creches) during 2012-15. The overarching aim is to create knowledge about issues related to human and societal development and communication through the lens of institutional practices.
The LeaDMe project will bridge the gap between learning, digitalization, and media. This education and research initiative received funding from 2018-2022 to respond to the challenge of the digital shift. The project includes four different development areas:
- Research in the intersection between learning and digitalization
- Internationalization of research and education
- The implementation of a master program: LeaDS – Learning, Digitalization, and Sustainability
- Development of research schools: UPGRADE – digitalization of teacher education (UMU) ; LIKED – Learning, Interacting, and Knowing in a Digital age – see https://graderesearch.umu.se/en/forskarskolor/ and CuEEd-LL (website link will be provided)
NISCH - All Pre-School Children's Language Development
The project studies how teacher education for preschool and F-3 aims to meet diversity in preschool classes with a focus on children's language development and with an aim to improve teacher education.
The research project PAL, supported by the Swedish Research Council, focuses on the educational pathways of young people with a range of abilities and disabilities including their school and post-school situations. PAL aims to generate knowledge that can contribute to identifying successful criteria for transitions to adulthood for young adults.
Project TaL-21 attempts to tackle methods and theories that emerge from two epistemological approaches: ethnography, and phenomenology. It aims to explore teaching and learning by illuminating what teaching and learning can mean for different actors in a democratically framed society in the 21st century.
The netnographic project Atoz was initiated in March 2010. Here initially 26 individuals were tracked on FaceBook, and subsequently five of these have been tracked.
The ethnographic project CIC illuminated processes of categorizations and identities in educational arenas. Using a multidisciplinary theoretical framework, the aim of the project was to juxtapose issues of multilingualism, diversity, identity and marginalization processes inside and outside institutional settings. The CIC project aimed to highlight the intersecting processes of learning, language and identity, generating new perspectives on multilingualism as it plays out inside and outside education.
At the intersection of a sociocultural perspective, postcolonial theory and research conducted within the fields of identity and communication, CINLE dealt with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings. The empirical focus in project CINLE was on situated practice: what people do in contraposition to the study of how people talk about their activity.
CIT focused on questions related to language, language-use and identity positions, with particular focus on children and young people's everyday lives inside and outside institutional school settings. The project presented new perspectives on issues and had special relevance to the Deaf Studies focus within the research group CCD. CIT contributed with a new empirical focus in the Educational Sciences, where a specific interest related to dimensions of marginalization processes in a broad sense.
The research project DIMUL focused on multilingual pre-adolescents' languaging and literacy in different contexts; at school, in their spare time and in the virtual world. One of the central concerns for the research project was the paucity of empirically grounded knowledge in terms of a number of issues related to language and literacy development and learning among bi- and multilingual young people in global, European and, in particular, Swedish settings.
DoT built upon meetings (between people and between sectors) as a fundamental tool for change in societal arenas. An overarching goal in DoT was to contribute towards a more equal, democratic and inclusive society in the 21st century. Through collaboration and exchange, through research and documentation, DoT engaged the performing arts and the infrastructure of cultural politics in order to enrichen different sectors in society.
The National Research School LIMCUL, supported by the Swedish Research Council, aimed at expanding knowledge related to literacy and identity vis-á-vis multilingual lives of preadolescents both inside and outside present day school arenas. LIMCUL raised issues related to culture and diversity (including multilingualism and new literacies expressed in popular culture and interactive technologies) and identities (social, cultural, categorical and intersectional) in the context of school and in relation to preadolescents' everyday activities outside schools.
Taking sociocultural and postcolonial theoretical frameworks as points of departure and taking research conducted within different fields such as communication-culture-identities and ethnicity research, language related educational research and the academic areas known as Disability Studies and Deaf Studies, the project aimed to simultaneously study different language focused learning environments in secondary schools.
The project SLoT, Språk, Lärande och Teater (Language, Learning and Theater) was a research project that aimed to generate knowledge about languaging and learning in institutional settings of education that are marked by diversity.