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Witt, Ann-Katrin
Publications (10 of 13) Show all publications
Cuesta, M., Eklund, M., Rydin, I. & Witt, A.-K. (2016). Using Facebook as a Co-learning Community in Higher Education. Learning, Media & Technology, 41(1), 55-72
Open this publication in new window or tab >>Using Facebook as a Co-learning Community in Higher Education
2016 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, no 1, p. 55-72Article in journal (Refereed) Published
Abstract [en]

Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habituscracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis

Place, publisher, year, edition, pages
Abingdon: Routledge, 2016
Keywords
higher education, academic codes, Facebook, diverse backgrounds, broaden recruitment
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-27859 (URN)10.1080/17439884.2015.1064952 (DOI)000367805600004 ()2-s2.0-84938651233 (Scopus ID)
Note

This project was supported by a research grant from Halmstad University.

Available from: 2015-02-17 Created: 2015-02-17 Last updated: 2018-03-22Bibliographically approved
Cuesta, M. & Witt, A.-K. (2014). How Gender Conscious Pedagogy in Higher Education Can Stimulate Actions of Social Justice in Society. Journal of Social Inclusion, 2(1), 12-23
Open this publication in new window or tab >>How Gender Conscious Pedagogy in Higher Education Can Stimulate Actions of Social Justice in Society
2014 (English)In: Journal of Social Inclusion, ISSN 1836-8808, Vol. 2, no 1, p. 12-23Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to show examples from a study, and reflect on, how teaching with a gender perspective (gender conscious pedagogy) in higher education can support students to be confident about gender matters and as a consequence of this, become gender actors outside the university and in private and working life.

Place, publisher, year, edition, pages
Meadowbrook: Griffith University, 2014
Keywords
gender, justice, democracy, consciousness-raising pedagogic
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-24904 (URN)2-s2.0-84953838719 (Scopus ID)
Available from: 2014-03-20 Created: 2014-03-20 Last updated: 2018-03-22Bibliographically approved
Cuesta, M., Eklund, M., Rydin, I. & Witt, A.-K. (2013). Innovative Pedagogical Methods in Higher Education. In: : . Paper presented at The European Conference on Educational Research, ECER 2013, 9-13 September, Istanbul, Turkey.
Open this publication in new window or tab >>Innovative Pedagogical Methods in Higher Education
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?

Keywords
pedagogy, inovation, facebook, co-learing, student
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-24070 (URN)
Conference
The European Conference on Educational Research, ECER 2013, 9-13 September, Istanbul, Turkey
Projects
Dialoger i medierat rum – samlärande via Facebook för ”att duga” i högre utbildning
Available from: 2013-12-02 Created: 2013-12-02 Last updated: 2018-03-22Bibliographically approved
Witt, A.-K. & Cuesta, M. (2012). Gender consciousness in the classroom generates social justice and democracy outside it. In: : . Paper presented at The Second ISA Forum of Sociology, Social justice and democratization, 1-4 August, 2012, Buenos Aires, Argentina (pp. 1-15).
Open this publication in new window or tab >>Gender consciousness in the classroom generates social justice and democracy outside it
2012 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

In order to reflect about methods that can generate social justice and democratization, this article emphasises on practical implementations, connected to gender pedagogy. Gender pedagogy aims at overcoming the myth of objectivity, and by questioning through teaching what is considered as common sense and ‘normal’. Studying gender in the classroom entails therefore, acting and reflecting on breakthroughs, for example about an understanding of how gender codes influence everyday instances as well as working life. The collected data is based on narratives from alumni students who were asked to memorise and reflect on their gender studies and particularly about how useful this type of knowledge is in connection with everyday and working life - as politician, lecturer, IT-manager, doctoral student etc. The aim of this article is to focus on how teachers support students to be gender confident and as a consequence of that, becoming gender actors outside the university, in working life. Some central questions are: how are gender issues represented and integrated in the different areas of studies; what can teachers do in order to generate equality in the classroom; in what way and how are students given possibilities of understanding, internalizing and discussing gender issues. Our experiences as lectors, especially in gender studies, play a central role.

Keywords
Gender pedagogy, education, democracy, social justice, working life
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-19474 (URN)
Conference
The Second ISA Forum of Sociology, Social justice and democratization, 1-4 August, 2012, Buenos Aires, Argentina
Available from: 2012-09-17 Created: 2012-09-05 Last updated: 2018-03-22Bibliographically approved
Knoll, T. & Witt, A.-K. (Eds.). (2011). Tillbaka till framtiden: Familjens betydelse för individens livsval. Lund: Studentlitteratur
Open this publication in new window or tab >>Tillbaka till framtiden: Familjens betydelse för individens livsval
2011 (Swedish)Collection (editor) (Refereed)
Abstract [sv]

Synen på familjen och familjelivets former förändras ständigt. Trenden som sedan länge gått mot ökad självständighet och jämlikhet bryts ibland och ett slags nostalgisk längtan efter förment trygghet i svunna tiders föreställda familjegemenskaper inställer sig. Det är inte en pendelrörelse fram och tillbaka över tid utan utvecklingen innebär snarare en rörelse som på samma gång går både fram och tillbaka. Författarna menar att vi idag befinner oss i en tid med en bakåtblickande rörelse och ett sökande efter lösningar på våra problem i det förflutna. Att sådana lösningar riskerar att väcka till liv traditionella över- och underordnings­förhållanden döljs ofta, i såväl människors familjeromantiska drömmar som i det offentliga samtalet. Ett samhällsvetenskapligt perspektiv innebär att betrakta familjen inte bara som något oomtvistat positivt att sträva efter, utan även som en social form av villkorad gemenskap, med fördelar och nackdelar, möjligheter och hinder för medlemmarna. I boken diskuteras vad nyfamilistiska trender i tiden kan innebära för individen, hennes frihet och livsval. 

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011. p. 184
Keywords
familj, samhällsförändring, individualisering, retraditionalisering, föräldraskap
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-15994 (URN)978-91-44-07370-5 (ISBN)
Available from: 2011-08-26 Created: 2011-08-26 Last updated: 2018-03-22Bibliographically approved
Witt, A.-K., Nelson, A. & Björk, P. (2010). Durable and Increasing Gender Segregation in Higher Education: Students´ Motives for Applying to University Degree Programs. In: XVII ISA World Congress of SociologySociology on the MoveGothenburg, Sweden 11 - 17 July, 2010Conference Abstracts Prepared in Cooperation with CSA Sociological Abstracts. Paper presented at XVII ISA World Congress of Sociology, Göteborg, 11-17 July, 2010.
Open this publication in new window or tab >>Durable and Increasing Gender Segregation in Higher Education: Students´ Motives for Applying to University Degree Programs
2010 (English)In: XVII ISA World Congress of SociologySociology on the MoveGothenburg, Sweden 11 - 17 July, 2010Conference Abstracts Prepared in Cooperation with CSA Sociological Abstracts, 2010Conference paper, Published paper (Other academic)
Abstract [en]

Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden’s reform of HE in 1993 encourages university institu- tions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women & men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care- related educations are predominantly chosen by women. This paper inves- tigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; work- ing life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, con- sequently, social standing & life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images a one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers & their career opportunities. This paper deals with the first two.

Keywords
higher education, gender segregaton, gendered habitus, durable inequality, degree programs
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-16173 (URN)
Conference
XVII ISA World Congress of Sociology, Göteborg, 11-17 July, 2010
Projects
Före, under och efter utbildningen på högskolan i Halmstad 2007-2012
Available from: 2011-09-06 Created: 2011-09-06 Last updated: 2018-03-22Bibliographically approved
Witt, A.-K., Nelson, A. & Björk, P. (2010). Hur studenter motiverar sina val av utbildningsprogram i högskolan: Beständig ojämlikhet. Paper presented at Svenska Sociologförbundets årsmöte, Högskolan i Halmstad, 11-12 mars, 2010.
Open this publication in new window or tab >>Hur studenter motiverar sina val av utbildningsprogram i högskolan: Beständig ojämlikhet
2010 (Swedish)Conference paper, Published paper (Other academic)
Abstract [en]

Higher education (HE) has changed from elite to mass education (HSV 2006:26R, Leathwood & Read 2009). In the last few decades, the number of women in higher education has increased substantially in most OECD countries. Sweden ́s reform of HE in 1993 encourages university institutions to develop new degree programs (SFS 1993:100). This opened opportunities for the development of programs designed to attract women and men in equal numbers but the result was disappointing. According to a Swedish study, an increasing number of new degree programs attract almost exclusively one gender (Witt 2009, Nelson et al 2009). It is a well- established fact that technical educations are male-dominated while care-related educations are predominantly chosen by women. This paper investigates the motivations for choice reported by 620 students in 17 programs. We have categorized these motives as follows: knowledge seeking; working life orientation; shoulder responsibility for society; program design; second choice and “follow the map”. Moreover, the paper discusses how gender-segregated educational choices may affect the future opportunities of student in terms of professional careers, income development and, consequently, social standing and life styles. To study gender segregation within HE is like looking at a three dimensional picture. We can focus at different parts or images – one image shows the gender division among the students, another show the genderized division between program choices, while the third image is about the vertical gender division among teachers and researchers and their career opportunities. This paper deals with the first two.

Keywords
higher education, gender segregaton, gendered habitus, durable inequality, degree programs, högre utbildning, genussegregation, beständig ojämlikhet, utbildningsprogram
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-4394 (URN)
Conference
Svenska Sociologförbundets årsmöte, Högskolan i Halmstad, 11-12 mars, 2010
Projects
Före, under och efter utbildningen på högskolan i Halmstad 2007-2012
Available from: 2010-05-12 Created: 2010-05-11 Last updated: 2018-03-23Bibliographically approved
Nelson, A., Björk, P., Trolle-Schultz Jensen, J., Nilsson, M. & Witt, A.-K. (2009). De första ”Bolognastudenterna” – om aktörskap, yrkesorientering och bildning i programutbildningar: Delrapport från projektet: Före, under och efter utbildningen på Högskolan i Halmstad 2007–2012. Halmstad: Högskolan i Halmstad
Open this publication in new window or tab >>De första ”Bolognastudenterna” – om aktörskap, yrkesorientering och bildning i programutbildningar: Delrapport från projektet: Före, under och efter utbildningen på Högskolan i Halmstad 2007–2012
Show others...
2009 (Swedish)Book (Other academic)
Abstract [en]

I det följande sammanfattar vi de resultat som framstår som mest centrala i studien. Det första vi vill lyfta fram är att studenterna som läser ett grundutbildningsprogram på Högskolan har gjort ett positivt val i den bemärkelsen att de inte har valt högreutbildning för att slippa vara arbetslösa. Studenterna på högskolan värderar både utbildningarnas bildande som yrkesorienterade aspekter som viktiga. I de data som analyserats har vi dock sett att utbildningens betydelse för det kommande yrkeslivet ges allt större betydelse efter hand som de studerar. En annan betydelsefull förändring som skett mellan det första och andra mättillfället är att intresset för ochden upplevda möjligheten att påverka sin egen utbildning sjunker avsevärt. När detgäller studenternas prestationer efter det första studieåret kan vi konstatera att devarierar, och att faktorerna kön och kulturell bakgrund har betydelse. Kvinnor ochstudenter med nordisk bakgrund presterar betydligt bättre än män och studentermed utomnordisk bakgrund. Traditionella sociala bakgrundsfaktorer somföräldrarnas utbildning och yrke visade sig inte han den betydelse för prestationernasom man kan förvänta sig utifrån tidigare studier.

Place, publisher, year, edition, pages
Halmstad: Högskolan i Halmstad, 2009. p. 92
Series
Forskning i Halmstad, ISSN 1400-5409 ; 18
National Category
Pedagogy Social Sciences
Identifiers
urn:nbn:se:hh:diva-3121 (URN)978-91-978256-2-7 (ISBN)
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2018-03-23Bibliographically approved
Witt, A.-K. (2009). Gender division in sociology degree programmes - causes and effects?. Journal of Further and Higher Education, 33(4), 449-461
Open this publication in new window or tab >>Gender division in sociology degree programmes - causes and effects?
2009 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 33, no 4, p. 449-461Article in journal (Refereed) Published
Abstract [en]

In spite of engagement and efforts to bring about gender equality in Swedish universities, gender division paradoxically appears in both old and new degree programs and academic disciplines. In recent years there has been a tendency for higher education students to enrol in degree programmes rather than in single subject courses. Due to the decreasing number of students taking subjects like sociology, Halmstad University College has constructed a degree programme, Sociologi och socialt utvecklingsarbete [Sociology and social development], focused on community development and social action; sociology is the main specific subject here. In the autumn of 2007, 95% of the 61 students were female, compared to the 75% of female students in sociology degree courses that Sweden has had in the past seven years. The problem of skewed gender representation in sociology is discussed here, and its consequences for educational practices in sociology as well as for the contents and status of the discipline in the future.

Place, publisher, year, edition, pages
London: Routledge, 2009
Keywords
sociology, gender division, choice of education, gendered habitus
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-2972 (URN)10.1080/03098770903272529 (DOI)2082/3375 (Local ID)2082/3375 (Archive number)2082/3375 (OAI)
Available from: 2009-09-17 Created: 2009-09-17 Last updated: 2018-03-23Bibliographically approved
Witt, A.-K. (2008). Gender Division in Sociology Degree Program – Causes and Effects?. Paper presented at Nordic Sociological Association, Århus 2008 Working Group nr 1, Sociology of education. Nordic Sociological Association
Open this publication in new window or tab >>Gender Division in Sociology Degree Program – Causes and Effects?
2008 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In recent years there has been a tendency for Swedish higher education students to choose to study degree programmes rather than single subject courses. Due to the decreasing number of students taking for example sociology, Halmstad University in Sweden has constructed a degree programme, Sociologi och socialt utvecklingsarbete, with focus on community development and social action, with Sociology as the main specific subject. In the autumn of 2007 ninety-five percent of the 61 students were female, compared to the seventy-five percent of female students in sociology degree courses that Sweden has had in the past seven years. An increased gender division previously related to specific professional fields such as technology/engineering and care/nursing, seems to come into academic disciplines that earlier have not had problems with such a skewed gender representation. I look upon gender division in all its shapes as problematic.

The paper is based on a lager study on students at Halmstad University in which the students’ motives for taking the sociology programme and their expectations on sociology as well as the programme are investigated. The importance of equal gender representation in sociology is discussed in this paper and its consequences for educational practices in sociology as well as the contents and status of the discipline in the future will be illuminated.

Place, publisher, year, edition, pages
Nordic Sociological Association, 2008
Keywords
Gender, Education, Sociology
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-1939 (URN)2082/2334 (Local ID)2082/2334 (Archive number)2082/2334 (OAI)
Conference
Nordic Sociological Association, Århus 2008 Working Group nr 1, Sociology of education
Available from: 2008-09-22 Created: 2008-09-22 Last updated: 2018-03-23Bibliographically approved
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