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Pérez Prieto, HéctorORCID iD iconorcid.org/0000-0002-8423-8125
Alternative names
Publications (10 of 116) Show all publications
From, T., Asplund, S.-B. & Pérez Prieto, H. (2023). Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach. In: : . Paper presented at NERA Conference 2023. Digitalization and Technologies in Education Opportunities and Challenges, Oslo, March 15 -17 March, 2023..
Open this publication in new window or tab >>Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a subproject that aims to examine inclusion and democratization in Nordic basic schools by adopting a life history approach. The focus is on the students of the 70’s and their narratives about school experiences as they talk about their memories and experiences from the standpoint of the present. We ask how the basic school spaces provided opportunities for pupils to engage in social relations with peers with diverse social backgrounds, and what the perceived long-term implications are of the relations established in school.

The theoretical framework of this study is grounded on the concepts of space, place and time, seeking analytical connections between physical objects, narrated experiences, bodies and places. Informed by Doreen Massey’s (2005) notion of throwntogetherness, we aim to describe the plurality of individual trajectories that come together in the construction of the school as a social and physical space. This enables us to explore how the different social backgrounds of pupils have merged in the construction of schools as meeting places in the past and how these encounters have further influenced the lives of the previous pupils.

Methodologically, this study sets out from interviews of informants who attended the partner schools of this project in the 70’s. The interviews include elements of walk-along interviews where informants are encouraged to interact with objects and photos that can set into play storytelling that informs the analysis of social relations, interactions, and material, cultural and historical constructions in which the life story is embedded. The interviews will be conducted in and near the school buildings and in the informants’ present homes or other places of their preference. 8-12 informants will be recruited and interviewed 2-3 times each. First interviews are carried out in Sweden and Finland in the fall 2022 and the spring 2023. The interviews will be analyzed in a framework of narrative analysis with a life history approach.

The life history approach will give access to the narrated memories and experiences of the school as a meeting place, the opportunities it provided to the informants and the difficulties they encountered. It also contributes with knowledge of what these lived experiences of the social relations established in the local school as a meeting place with its specific architectural divisions and spatial arrangements have meant for the students of the 70’s across the lifespan, providing socio-historical insight into the development of the Nordic basic school as a political and a educational project.

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94179 (URN)
Conference
NERA Conference 2023. Digitalization and Technologies in Education Opportunities and Challenges, Oslo, March 15 -17 March, 2023.
Projects
Nordic basic schools as past, present and future sites
Available from: 2023-04-04 Created: 2023-04-04 Last updated: 2023-05-03Bibliographically approved
Nilsberth, M. & Pérez Prieto, H. (2023). Mångfald och möten i Norden?: En studie av fyra grundskolors hemsidor. In: Åsa Olsson; Karin Bengtsson (Ed.), I väntan på inkludering: Vänbok till Kerstin Göransson (pp. 21-36). Karlstads universitet
Open this publication in new window or tab >>Mångfald och möten i Norden?: En studie av fyra grundskolors hemsidor
2023 (Swedish)In: I väntan på inkludering: Vänbok till Kerstin Göransson / [ed] Åsa Olsson; Karin Bengtsson, Karlstads universitet, 2023, p. 21-36Chapter in book (Other academic)
Place, publisher, year, edition, pages
Karlstads universitet, 2023
Series
Karlstad University Studies, ISSN 1403-8099 ; 2023:21
Keywords
en skola för alla, inkludering, mångfald, digitalisering, nordisk grundskola
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-98316 (URN)978-91-7867-387-2 (ISBN)978-91-7867-387-2 (ISBN)
Available from: 2024-02-01 Created: 2024-02-01 Last updated: 2024-02-07Bibliographically approved
Tanner, M. & Pérez Prieto, H. (2020). "...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System. Scandinavian Journal of Educational Research, 64(6), 886-900
Open this publication in new window or tab >>"...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, no 6, p. 886-900Article in journal (Refereed) Published
Abstract [en]

The aim is to analyse how policy decisions about assessment practices influence what it means to be a student in a performative system. We examine an occasion where a previously mandatory national test became optional, and how students took the opportunity to try to change the school's decision about this. The study is based on student group interviews in year 6, and uses Conversation Analysis to examine how they use discursive resources to co-construct fabrications of the ideal student. The findings show how neoliberal rhetoric has worked its way into the students' everyday lives, and how they display a deep knowledge about how to use arguments that work inside the system. We argue that there is a need for more knowledge about contemporary education policies from a student perspective.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Student perspective, policy enactment, conversation analysis, national tests, assessment, video studies
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-74207 (URN)10.1080/00313831.2019.1639812 (DOI)000474985400001 ()2-s2.0-85068745296 (Scopus ID)
Available from: 2019-08-05 Created: 2019-08-05 Last updated: 2021-04-22Bibliographically approved
Asplund, S.-B. & Pérez Prieto, H. (2019). Approaching life story interviews as sites of interaction: Integrating conversation analysis with a life story approach. Qualitative Research Journal, 20(2), 175-187
Open this publication in new window or tab >>Approaching life story interviews as sites of interaction: Integrating conversation analysis with a life story approach
2019 (English)In: Qualitative Research Journal, ISSN 1443-9883, E-ISSN 1448-0980, Vol. 20, no 2, p. 175-187Article in journal (Refereed) Published
Abstract [en]

Purpose

The purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used in a rural working-class man’s identity construction.

Design/methodology/approach

The conversation analysis methodology with its explicit focus on embodied social action, activity and conduct in interaction is integrated with a life story approach when analysing and describing the identity constructing processes that take place in life story interview settings.

Findings

Through a close and detailed analysis of the interaction between interviewer and interviewee, and by focusing and highlighting the phenomena and identities that are oriented to in the face-to-face interaction here and now (and in relation to there and then), descriptions of the complex and dynamic identity constructing processes that are set into play in the life story interview are possible.

Research limitations/implications

It is argued that the approach has a lot to offer when approaching life story data, and thus is a method that can increase the transparency in life story interview research.

Originality/value

The paper explores the intersection of what is often seen as diametrically opposed forms of analysis: conversation analysis and narrative inquiry.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Identity, Qualitative methods, Conversation analysis, narrative, Life story interviews
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-76130 (URN)10.1108/QRJ-03-2019-0033 (DOI)000504744000001 ()
Available from: 2020-01-06 Created: 2020-01-06 Last updated: 2021-09-29Bibliographically approved
Löfgren, H., Löfgren, R. & Pérez Prieto, H. (2018). Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests. European Educational Research Journal, 17(5), 676-695
Open this publication in new window or tab >>Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests
2018 (English)In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 17, no 5, p. 676-695Article in journal (Refereed) Published
Abstract [en]

This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
enactment, equivalence, national tests, policy actors, pupils
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66670 (URN)10.1177/1474904118757238 (DOI)000441974900005 ()2-s2.0-85042406717 (Scopus ID)
Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2023-03-28Bibliographically approved
Asplund, S.-B. & Pérez Prieto, H. (2018). Young working-class men do not read: or do they?: Challenging the dominant discourse of reading. Gender and Education, 30(8), 1048-1064
Open this publication in new window or tab >>Young working-class men do not read: or do they?: Challenging the dominant discourse of reading
2018 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 30, no 8, p. 1048-1064Article in journal (Refereed) Published
Abstract [en]

In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of workingclass background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of workingclass masculinity and working-class men’s relationship to reading and texts.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
Reading, masculinity, class, life story, identity, reader history
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-48270 (URN)10.1080/09540253.2017.1303825 (DOI)000451134500007 ()
Available from: 2017-04-06 Created: 2017-04-06 Last updated: 2019-11-04Bibliographically approved
Löfgren, H., Pérez Prieto, H., Tanner, M., Löfgren, R., Samuelsson, J. & Lindberg, V. (2017). Att ständigt bli bedömd. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 175-188). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att ständigt bli bedömd
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2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 175-188Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65455 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2019-07-11Bibliographically approved
Pérez Prieto, H. & Löfgren, H. (Eds.). (2017). Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov
2017 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017. p. 200
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65450 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Tanner, M. & Pérez Prieto, H. (2017). Elevers motstånd i ett beslut som berör dem. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 159-174). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Elevers motstånd i ett beslut som berör dem
2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 159-174Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65454 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Asplund, S.-B. & Pérez Prieto, H. (2017). "En del är ju helt koko". En samlare berättar. In: : . Paper presented at 10:e konferensen om livsberättelseforskning vid Karlstads universitet, 23-24 november 2017.
Open this publication in new window or tab >>"En del är ju helt koko". En samlare berättar
2017 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65278 (URN)
Conference
10:e konferensen om livsberättelseforskning vid Karlstads universitet, 23-24 november 2017
Available from: 2017-11-28 Created: 2017-11-28 Last updated: 2018-08-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8423-8125

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