Jämbördig samverkansforskning måste få ta tid
DOI:
https://doi.org/10.63310/edu.2025.2.54837Keywords:
dubbel närhet och distans, jämbördig samverkansforskning, praktiknära forskning, svenskämnets didaktik, ULF-avtalAbstract
In recent years, there have been several important efforts made to encourage collaborative research between teachers and researchers. Expectations for the outcomes of such research are notably high. This position paper draws on theories of collaborative research to analyse the roles, relations, and positions in a collaborative research project we participated in. The project group, comprising schoolteachers and teacher educators specializing in Swedish as a school subject, aimed to study and generate knowledge about the subject Swedish from their combined perspective. Our findings indicate that over time, the roles, relations, and positions evolved to became more equitable. This evolution led to the creation of ‘a third space’. We argue that time is crucial in collaborative research characterized by equality to make such a third space possible.
References
Adolfsson, C. H., & Sundberg, D. (2018). Att forskningsbasera den svenska skolan: Policyinitiativ under 25 år. Pedagogisk forskning i Sverige, 23(1–2), 39–63.
Ball, S. J., Maguire, M., Braun, A., Hoskins, K., & Perryman, J. (2012). How schools do policy: Policy enactments in secondary schools. Routledge. doi: 10.4324/9780203153185 DOI: https://doi.org/10.4324/9780203153185
Bevins, S., & Price, G. (2014). Collaboration between academics and teachers: A complex relationship. Educational Action Research, 22(2), 270–284. doi: 10.1080/09650792.2013.869181 DOI: https://doi.org/10.1080/09650792.2013.869181
Blossing, U. (2020). Samverkansprocessens problematik i den praktiknära forskningen. Pedagogisk forskning i Sverige Vol. 25 No 4. https://open.lnu.se/index.php/PFS/article/view/2610/2378 DOI: https://doi.org/10.15626/pfs25.04.08
Eriksson, I. (2018). Lärares medverkan i praktiknära forskning: Förutsättningar och hinder. Utbildning & Lärande, 12(1), 27–40.
Eriksson, S., Olsson, M., & Thavenius, M. (2023). Svenskämnet är viktigt på riktigt. Svensklärarföreningen. https://www.svensklararforeningen.se/post/svensk%C3%A4mnet-%C3%A4r-viktigt-p%C3%A5-riktigt
Jarl, M., Taube, M., & Björklund, C. (2024). Exploring roles in teacher–researcher collaboration: examples from a Swedish research–practice partnership in education. Education Inquiry, 1–19. doi: 10.1080/20004508.2024.2324518 DOI: https://doi.org/10.1080/20004508.2024.2324518
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. doi: 10.1111/j.1540-4560.1946.tb02295.x DOI: https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
Lindholm, Y. (2008). Mötesplats skolutveckling: Om hur samverkan med forskare kan bidra till att utveckla pedagogers kompetens att bedriva utvecklingsarbete. [Doktorsavhandling, Stockholms universitet].
Magnusson, P., & Malmström, M. (2023). Practice-near school research in Sweden: tendencies and teachers’ roles. Education Inquiry, 14(3), 367-388. doi: 10.1080/20004508.2022.2028440 DOI: https://doi.org/10.1080/20004508.2022.2028440
Malmström, M. (2023). Anticipations of practice-near school research in Sweden. Nordic Journal of Studies in Educational Policy, 9(3), 233-247. doi: 10.1080/20020317.2023.2236751 DOI: https://doi.org/10.1080/20020317.2023.2236751
Nationellt ULF-avtal 2025-2034. (2024). ULF-avtal.se Hämtad 2025-01-17 https://www.ulfavtal.se/w/ul/dokumentation
Olsson, L., & Cederlund, A. B. (2020). Det tredje rummet som mötesplats. Pedagogisk forskning i Sverige, 25(4), 87-89. doi: 10.15626/pfs25.04.06 DOI: https://doi.org/10.15626/pfs25.04.06
Om ULF-avtal (u.å.). ULF-avtal.se. Hämtad 24-06-19 https://www.ulfavtal.se/w/ul/om-ulf-avtal
Persson, A. (2020). Dubbel närhet och distans behövs inom praktiknära forskning. Pedagogisk forskning i Sverige, 25(2–3), 149–152. https://pedagogiskforskning.se/wp-content/uploads/2020/10/Persson-2020.pdf DOI: https://doi.org/10.15626/pfs25.0203.07
Prøitz, T. S., Rye, E. M., Barstad, K., Afdal, H., Risan, M., & Aasen, P. (2020). Utbildning, lärande, forskning: En evalueringsstudie – delrapport 2. Skriftserien nr. 38, 2020. Horten: Universitetet i Sørøst-Norge. https://hdl.handle.net/11250/2641753
Rönnerman, K., & Salo, P. (2017). Action research within the tradition of Nordic countries. In L.L. Rowell, C.D. Bruce, J.M. Shosh, & M. Riel (eds.), The Palgrave international handbook of action research (s. 455-469). Palgrave Macmillan. DOI: https://doi.org/10.1057/978-1-137-40523-4_28
SFS 2010:800. (2010). Skollagen. Utbildningsdepartementet.
SOU 2018:19. Utredningen om praktiknära skolforskning i samverkan. (2018). Forska tillsammans: samverkan för lärande och förbättring. Norstedts juridik.
Stengers, I. (2018). Another science is possible: a manifesto for slow science. Polity Press.
Vetenskapsrådet. (2003). Forskning av denna världen: praxisnära forskning inom utbildningsvetenskap. Vetenskapsrådet.
Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26(7), 13–22. doi: 10.2307/1177125 DOI: https://doi.org/10.3102/0013189X026007013
Aasen, P., & Prøitz, T. (2004). Initiering, finansiering och förvaltning av praxisnära forskning: Sektormyndighetens roll i svensk utbildningsforskning. NIFU Skriftserie. 10/2004.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Marie Thavenius, Martin Malmström
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
