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Kristén, L., Klingvall, B. & Ring, M. (2019). Co-developing inclusive tools in Physical Education (PE) for all pupils in school. In: HEPA Europe, 28-30 August 2019, Odense, Denmark: Abstract Book. Paper presented at 15th annual meeting and 10th conference of HEPA Europe (HEPA 2019), Odense, Denmark, August 28-30, 2019 (pp. 95-95). Odense (1)
Open this publication in new window or tab >>Co-developing inclusive tools in Physical Education (PE) for all pupils in school
2019 (English)In: HEPA Europe, 28-30 August 2019, Odense, Denmark: Abstract Book, Odense, 2019, no 1, p. 95-95Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Purpose: The purpose was to test and evaluate a prototype from a child’s perspective, with the specific aim to investigate how participation, inclusion, learning are expressed in the use and development of various new sports tools in the subject of PE at three schools in southwest Sweden. Development of inclusive tools for PE is often conducted without involving children as co-developers or viewing education as consisting of a heterogenous target groups, such as children with disabilities. The study is a part of a larger project on innovations from a norm-critical perspective on tools for PE with children both with and without disabilities and companies as co-producers.

Methods: The study uses qualitative methods such as interviews, films and participant observations with an intervention approach. The study was carried out at 3 elementary schools in south-west Sweden with approximately 15-20 children with and without disabilities, a total of about 60 children aged between 10 and 15.

Results: The results show that participation and inclusion play an important role developing and using tools in PE. The study also suggests that participation and inclusion may enhance learning, within the development and creative use in classes where challenges and obstacles were necessary to be dealt with by the children.

Conclusions: The children gave development proposals and different perspectives on inclusion. Teachers need also some tools to guide the students how to reflect on different actions in PE for all. The students was given an opportunity to reflect about training and norms, and these discussions gave us important knowledge about their needs. The childrens voices were important for researchers and entrepreneurs to develop the ability to think in new ways. Belonging and togetherness among pupils and teachers during PE lessons contributed to adapting the PE material to everyone's needs and conditions.

Place, publisher, year, edition, pages
Odense: , 2019
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-41025 (URN)
Conference
15th annual meeting and 10th conference of HEPA Europe (HEPA 2019), Odense, Denmark, August 28-30, 2019
Funder
Vinnova, 2015-03866
Available from: 2019-11-24 Created: 2019-11-24 Last updated: 2019-12-06Bibliographically approved
Jonasson, M. (2019). Ethnographical mapping of thick places – teaching and learning practices in teacher training schools. Ethnography and Education, 14(1), 16-33
Open this publication in new window or tab >>Ethnographical mapping of thick places – teaching and learning practices in teacher training schools
2019 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 14, no 1, p. 16-33Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between different activities as a starting point for understanding TaLP and where many students at the same school produce thick places of affect and meaning. The main conclusion from this study is that matters of where, what, and who are shaping TaLP. Another important conclusion from this study is that training schools offer new conditions for teacher students, but also offer new opportunities for ethnographic studies that aim at understanding these school environments with a range of new questions. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis, 2019
Keywords
Ethnographic study, teaching and learning practices, training schools, thick places for didactic talks, time and place
National Category
Didactics
Identifiers
urn:nbn:se:hh:diva-32271 (URN)10.1080/17457823.2017.1387064 (DOI)000452778100002 ()2-s2.0-85031410067 (Scopus ID)
Available from: 2016-10-24 Created: 2016-10-24 Last updated: 2019-01-02Bibliographically approved
Ring, M., Kristén, L. & Klingvall-Arvidsson, B. (2019). Norms and materialities in Physical Education and Health: - ”I feel that I cannot contribute enough in sport”. Sport, Education and Society, 24(4), 349-360
Open this publication in new window or tab >>Norms and materialities in Physical Education and Health: - ”I feel that I cannot contribute enough in sport”
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 4, p. 349-360Article in journal (Refereed) Published
Abstract [en]

Many understandings about norms and norm criticism are based on imaginations of inclusion and exclusion, as if values about right and wrong, and acceptable and non-acceptable behaviors belong to a world of relations that can be separated from embodied and physical things and practices. Norm confirming or norm critical imaginations are difficult to judge and even more difficult to change if they are separated from the physical performance reflecting these imaginations. This preparatory study is based on interviews conducted with children with and without varied forms of disabilities. The aim of the study was to investigate how children describe their ability in relation to collaboration, materialities, disability and norms within Physical Education and Health (PEH). The results from this study show that embodied and collaborative goal-oriented practices generate imaginations of community and belonging through a notion of contributing. The results indicate that informing, teaching, and learning about inclusion and exclusion do not naturally produce physical and embodied practices. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Place, publisher, year, edition, pages
Abingdon: Routledge, 2019
Keywords
Norms, children, user innovation, inclusion, disability, materialities, collaboration
National Category
Human Geography Pedagogy Didactics Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hh:diva-35050 (URN)10.1080/13573322.2017.1394837 (DOI)000462033900003 ()2-s2.0-85032509897 (Scopus ID)
Projects
ONCIRI Vinnova, 2015-03866
Funder
Vinnova, ONCIRI Vinnova, 2015-03866
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2022-06-07Bibliographically approved
Kristén, L. & Ring, M. (2019). SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere. European Journal of Adapted Physical Activity, 12(2)
Open this publication in new window or tab >>SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere
2019 (English)In: European Journal of Adapted Physical Activity, E-ISSN 1803-3857, Vol. 12, no 2Article in journal (Refereed) Published
Abstract [en]

Many children with disabilities face the risk of illness by being excluded from physical education. The purpose of this article is to investigate an open collaborative innovation that can contribute to more inclusive elements in physical education, resulting in a better quality of education for children and youths with a disability. The question asked here is whether performative, bodily, geographical, norm critical and collaborative aspects involved in the use of an innovative aid called Swing Table Tennis (SwingPingis), has any impact on teachers’ perception of inclusion and well-being for the children using the innovation. The methods used in this study are interviews of children with disabilities and their physical education teachers, combined with participant observations carried out during classes using the tool. The findings indicate children and teachers perceive the tool as a means to an embodied, creative part of collaboration and involvement during the lesson, as well as in the teaching of the subject Physical Education. Children perceived SwingPingis as an opportunity to get motor training and build bodily capacities to perform, which in turn were reported as a feeling of the joy in movement. Teachers emphasize SwingPingis usefulness and accessibility. It is an asset in teaching as well as enabling and complementing other motor training in teaching.

Place, publisher, year, edition, pages
Olomouk: European Federation of Adapted Physical Activity (EUFAPA), 2019
Keywords
Children, disability, embodied physical education, norm critical innovation, health technology
National Category
Human Geography Pedagogy Didactics
Identifiers
urn:nbn:se:hh:diva-41024 (URN)10.5507/euj.2019.013 (DOI)2-s2.0-85077635626 (Scopus ID)
Available from: 2019-11-24 Created: 2019-11-24 Last updated: 2024-01-12Bibliographically approved
Jonasson, M. (2017). A Dry Martini. Paper presented at The VIIth International Wassard Elea Symposium, Ascea, Italy, May 18-21, 2017. Wassard Elea Rivista (2), 3-11
Open this publication in new window or tab >>A Dry Martini
2017 (English)In: Wassard Elea Rivista, no 2, p. 3-11Article in journal (Other academic) Published
Abstract [en]

This is a semi-philosophical inquiry into the subject of a Dry Martini, which is well known as an alcoholic drink. It is not truly a philosophical inquiry since I am not a philosopher. I am a geographer. The history of the American drink is rather murky. Some say that the town of Martinez in California invented the drink during the mid-1800s Gold Rush. When there was no Champagne to celebrate the good fortune in finding gold, the bartender insisted on something made from the ingredients he had on hand. There is also an assertion that it originated from New York’s Knickerbocker Hotel, named after Martini & Rossi vermouth, which was first created in the mid-1800s.

Place, publisher, year, edition, pages
Ascea: Wassard Elea, 2017
Keywords
Dry Martini, philosophy
National Category
Human Geography
Identifiers
urn:nbn:se:hh:diva-33877 (URN)
Conference
The VIIth International Wassard Elea Symposium, Ascea, Italy, May 18-21, 2017
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-09-05Bibliographically approved
Jonasson, M. & Smith, P. (2017). Editorial. Scandinavian Journal of Hospitality and Tourism, 17(4), 331-332
Open this publication in new window or tab >>Editorial
2017 (English)In: Scandinavian Journal of Hospitality and Tourism, ISSN 1502-2250, E-ISSN 1502-2269, Vol. 17, no 4, p. 331-332Article in journal, Editorial material (Refereed) Published
Abstract [en]

Editorial

Guides and tour operators as professionals play a key role in the growing global tourism industry, supporting, engaging and diverting visitors who travel to places they want to learn more about and be entertained by. Behind the scene there are challenges and tensions related to the particular professional roles, the vibrant matters and staff that stand-in for the guide, physical efforts, and the competitive and vulnerable position guides have on a highly competitive job market. ‘Key role’ is also ‘contested space’. This special issue focuses on the guides and tour operators and the challenges they face in their working role.

Through the International Research Forum on Guided Tours (IRFGT) a systematic work has been going on for a while by further widening the questions and assembling scholars interested in guided tours as a scientific field of inquiry (Adolfsson, et al 2009; Jonasson, 2011; Zillinger, et al 2012). The latest conference, from which these contributions emerged was hosted by Estoril Higher Institute for Tourism and Hotel Studies (ESHTE), Portugal. IRFGT still continues to produce networks and publications that have opened up questions regarding guided tours. Rather than remaining a mystifying and closed skill-set in the hands of professional or semi-professional associations and licensed individuals, the IRFGT seeks to open the multiple practices of guiding to imaginative, careful and serious scrutiny from a variety of theoretical perspectives, initiated and deployed by an emerging interdisciplinary community.

Every new place that the conference IRFGT has moved to has brought new perspectives into play. From the last conference in Estoril in 2015, it is clear that guided tours are increasingly seen by some researchers as productions of extraordinary experiences, emotions, and enjoyment of places. From this last conference it also became clear that practitioners had found their way into the conference. The dynamics between practice and research is perhaps one of the field’s most interesting and volatile characteristics, which in many ways could be exploited and explored more in order to create new ways of doing and understanding guided tours.

The conference keynote speakers represented different areas of theory and practice. Professor Noel Salazar opened the conference with an anthropological take on guided tours in relation to tourism imaginaries and otherness in a global context. Ester Pereira, with her considerable experience from touristic expeditions, represented a sustainable view on guided tours and tourism from a tour operator and tourist perspective. Embodying both the theoretical and a practitioner’s perspective, Carles Picazo gave valuable insights from a long career of planning and education of tourist guides.

Taking the study of guided tours on a route towards the practitioner and the professional roles of the guide contributes to yet another important piece of the puzzle. This special issue converges at a parallel line by considering students’ future careers as tourist guides in Jordan with a contribution by Areej Aloudat (2017, this issue). He concludes that the occupation of guides is unevenly perceived by these students, and reveals the perceived advantages of working for a tour operator, rather than being a freelancer in the business. Gurel Cetin and Sukru Yarcan (2017, this issue) continue the exploration of the professional relation between tour operators and tour guides in organized package tours. As it turns out, there are many identified gaps and differences in perceptions concerning these two professional perspectives, which could be further explored when their various parts are opened up for further scrutiny and discussion. Ester Pereira and Reidar Mykletun (2017) also explores the professional perspective by investigating how sustainability is integrated into tour guide training programmes in Belgium, France, Hungary, Italy, Malta, the Netherlands, Norway and Spain. They conclude that there is a need to integrate sustainability principles into these programmes. Finally, Jane Widtfeldt Meged (2017, this issue) also focuses on the professional craft of guiding, but by pointing sharply towards the stressful working conditions for guides. It is known that organizational structures shape the conditions under which self-employed, well-educated, and yet casual laborers in a liberal and competitive job market work, but Widtfeldt Meged freshly interrogates the subject by questioning tour guides about their actual views on these conditions.

As can be concluded from the very brief summary of the papers included in this volume, the papers are concerned with the professional role of guiding as well as the relation between those who practice guiding or enrol guides, and those who do research or make a critical enquiry within guided tours. To the informed observer, it is becoming increasingly clear that research on guided tours is now beginning to accumulate a range of important research that has relevance for the industry and for society. We hope that this volume will provide inspiration as well as provoking new questions and new methods in this research domain. 

Copyright © 2017 Informa UK Limited

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2017
Keywords
Tourism, guided tours, tour guide operators
National Category
Human Geography
Identifiers
urn:nbn:se:hh:diva-33844 (URN)10.1080/15022250.2017.1330843 (DOI)000423263200001 ()2-s2.0-85031284897 (Scopus ID)
Available from: 2017-05-12 Created: 2017-05-12 Last updated: 2020-05-08Bibliographically approved
Ring, M. (2017). En omvärldsanalys med utgångspunkt från att starta ett nytt utbildningsprogram. Halmstad
Open this publication in new window or tab >>En omvärldsanalys med utgångspunkt från att starta ett nytt utbildningsprogram
2017 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

Följande rapport utgör en bilaga till en ansökan om att starta ett nytt utbildningsprogram vid Högskolan i Halmstad. Analysen har till viss del använts i den faktiska ansökan och programutveckling vid Akademin för Lärande, Humaniora och Samhällsvetenskap. Avsikten är att publicera denna omvärldsanalys av det skälet att det kan finnas delar i omvärldsanalysen som kan användas av andra aktörer i regionen, och för andra syften och därför fanns det anledning att göra den tillgänglig via DIVA och Högskolans bibliotek. Dessa resonemang handlar om attraktionskrafter och pendling för studier och arbetsmarknad, samt drivkrafter för högre studier ur ett rumsligt perspektiv. 

Place, publisher, year, edition, pages
Halmstad: , 2017. p. 21
National Category
Human Geography
Identifiers
urn:nbn:se:hh:diva-35310 (URN)
Available from: 2017-10-31 Created: 2017-10-31 Last updated: 2017-11-02Bibliographically approved
Kristén, L., Klingvall-Arvidsson, B., Ring, M., Ericsson, A., Schough, C., Bohman, A. & Havdrup, L. (2017). Open norm critical innovation for relational inclusion (ONCIRI).- “New Sports material for children with and without disabilities”. In: Krister Hertting & Urban Johnson (Ed.), Proceedings of the Nordic Sport Science Conference – ‘The Double-Edged Sword of Sport: Health Promotion Versus Unhealthy Environments’: Halmstad University, 22-23 November. Paper presented at Nordic Sport Science Conference “The Double Edged Sword of Sport: Health Promoting Versus Unhealthy Environments”, November 21–23, 2017, Halmstad University, Halmstad, Sweden (pp. 26-26). Halmstad: Halmstad University Press
Open this publication in new window or tab >>Open norm critical innovation for relational inclusion (ONCIRI).- “New Sports material for children with and without disabilities”
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2017 (English)In: Proceedings of the Nordic Sport Science Conference – ‘The Double-Edged Sword of Sport: Health Promotion Versus Unhealthy Environments’: Halmstad University, 22-23 November / [ed] Krister Hertting & Urban Johnson, Halmstad: Halmstad University Press, 2017, p. 26-26Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Halmstad: Halmstad University Press, 2017
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:hh:diva-35390 (URN)
Conference
Nordic Sport Science Conference “The Double Edged Sword of Sport: Health Promoting Versus Unhealthy Environments”, November 21–23, 2017, Halmstad University, Halmstad, Sweden
Projects
Open norm critical innovation for relational inclusion (ONCIRI)
Funder
VINNOVA, 2015-03866
Available from: 2017-11-10 Created: 2017-11-10 Last updated: 2025-02-11Bibliographically approved
Johansson, J., Holmquist, M., Jonasson, M., Mattsson, M., Ulvenblad, P.-O. & Weisner, S. (2017). Slututvärdering av det svenska landsbygdsprogrammet 2007–2013: DELRAPPORT IV : Synteser för en hållbar landsbygdsutveckling : Utvärdering av programmets samlade effekter (1ed.). Jönköping: Jordbruksverket
Open this publication in new window or tab >>Slututvärdering av det svenska landsbygdsprogrammet 2007–2013: DELRAPPORT IV : Synteser för en hållbar landsbygdsutveckling : Utvärdering av programmets samlade effekter
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2017 (Swedish)Report (Refereed)
Abstract [sv]

Denna rapport är en del av utvärderingen av landsbygdsprogrammet 2007–2013. Fyra grupper med forskare från universitet och högskolor har gjort slututvärderingen. Den publiceras i fyra delrapporter varav detta är en. Frågor som handlar om hela programmet besvaras huvudsakligen i delrapport IV. Frågor om enskilda åtgärder besvaras i de tre andra delrapporterna. En översikt av vilka frågor som besvaras i vilken rapport finns på följande sidor.

Slututvärderingen görs för att besvara EU-gemensamma och specifika svenska utvärderingsfrågor om vilka effekter programmet har haft, i vilken utsträckning det har bidragit till att uppfylla målen och hur effektivt detta har gjorts.

Utvärderingssekretariatet vid Jordbruksverket ansvarar för att de svenska EU-programmen där Jordbruksverket är förvaltande myndighet blir utvärderade. Det innebär att utvärderingssekretariatet beställer och genomför utvärderingar av landsbygdsprogrammet, havs- och fiskeriprogrammet samt programmet för lokalt ledd utveckling inom regionalfonden och socialfonden. Programmen utvärderas dels var för sig men också tillsammans. Utvärderingarna görs i relation till målen i programmen och de övergripande EU 2020-målen.

De flesta utvärderingarna genomförs av externa aktörer. Vi tar hjälp av forskare för att kvalitetsgranska rapporterna innan de publiceras. I slutet av rapporterna finns ett utlåtande från granskarna. Rapporterna publiceras i en särskild rapportserie och rapportförfattarna är ansvariga för slutsatserna. Slutsatserna utgör inte Jordbruksverkets officiella ståndpunkt.

/Utvärderingssekretariatet vid Jordbruksverket

Place, publisher, year, edition, pages
Jönköping: Jordbruksverket, 2017. p. 253 Edition: 1
Series
Utvärderingsrapport 2016:5
Keywords
Utvärdering, Landsbygdsutveckling, Syntesutvärdering
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hh:diva-33425 (URN)
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2024-01-23Bibliographically approved
Jonasson, M. (2016). Horizontally organised and innovative spaces of dialogue for dealing with “wicked problems” related to housing in rural areas. International journal of housing policy, 16(4), 458-472
Open this publication in new window or tab >>Horizontally organised and innovative spaces of dialogue for dealing with “wicked problems” related to housing in rural areas
2016 (English)In: International journal of housing policy, ISSN 1949-1247, E-ISSN 1949-1255, Vol. 16, no 4, p. 458-472Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to discuss co-productive and collaborative processes in rural housing construction in Sweden. The ‘wicked problem’ addressed here is why it is so difficult to build new homes in Swedish rural areas. Our analysis shows that horizontally organised competences may be used in order to form innovative and creative spaces for dialogues around the realisation of house building. These spaces for dialogues are transformed into collaborative and coproductive social events for reconfiguring thoughts and actions in relation to ‘wicked problems’. Using Fagered, Sweden, as a case study, our results show that timing, as well as understanding the motivation of local groups and acknowledging the slowness of planning processes, are crucial for making change. © 2016 Taylor & Francis

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2016
Keywords
Innovative spaces for dialogue, method, rural, development, wicked problems, housing
National Category
Human Geography
Identifiers
urn:nbn:se:hh:diva-29881 (URN)10.1080/14616718.2016.1150011 (DOI)000391006600002 ()2-s2.0-84961393433 (Scopus ID)
Note

Funding by Interreg IVA program LISA-KASK.

Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2022-07-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2972-6273

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