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Sociological theory and the capability approach
\"Sociological Theory and Capability Approach connects normative strands of sociological theory to the fusion of ethics and economics proposed by Amartya Sen's and Martha Nussbaum's capability approach. Spanning classical (Hegel, Marx, Durkheim, Scheler, Weber) and contemporary debates (Parsons, Giddens, Luhmann) it identifies areas that bridge the current gap between sociology and capability approach. It thus builds on explanatory and normative concerns shared by both traditions. Engaging readers from sociology and capability approach, Spiros Gangas suggests that the proposed dialogue should be layered along the main areas of value theory, economy and society, extending this inquiry into the normative meaning attached to being human. To this end, the book reconstructs the notion of agency along the tracks of Nussbaum's central human capabilities, considering also alienation and the sociology of emotions. It concludes by addressing the capability approach through the lens of social institutions before it takes up the challenge of ideological fundamentalism and how it can be effectively confronted by capability approach. This original book provides a fresh perspective on capability approach as it embeds it in the rich pool of sociological theory's accomplishments. As an exercise in theoretical and normative convergence, it will be required reading for academics and students in social theory, cultural theory, philosophy and human development studies\"-- Provided by publisher.
Book
The Archaeology of Teaching and the Evolution of Homo docens
Teaching is present in all human societies, while within other species it is very limited. Something happened during the evolution of Homo sapiens that also made us Homo docens—the teaching animal. Based on discussions of animal and hominin learning, we analyze the evolution of intentional teaching by a series of levels that require increasing capacities of mind reading and communication on the part of the teacher and the learner. The levels of teaching are (1) intentional evaluative feedback, (2) drawing attention, (3) demonstrating, (4) communicating concepts, and (5) explaining relations between concepts. We suggest that level after level has been added during the evolution of teaching. We demonstrate how different technologies depend on increasing sophistication in the levels of cognition and communication required for teaching them. As regards the archaeological evidence for the different levels, we argue that stable transmission of the Oldowan technology requires at least teaching by demonstration and that learning the late Acheulean hand-axe technology requires at least communicating concepts. We conclude that H. docens preceded H. sapiens.
Journal Article
Cross-Disciplinary Collaboration and Scholarly Independence in Multidisciplinary Learning Environments at Doctoral Level and Beyond
The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers’ development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers’ development is conditioned by their relative positions in time (career stage) and space (geographical and epistemic position). Through the theoretical notions of ‘epistemic living space’ and ‘developmental networks’, four ways of experiencing the multidisciplinary learning environment were distinguished. Overall, the environments provided a
world of opportunities
, where the epistemic living space entailed many possibilities for cross-disciplinary collaboration and development of scholarly independence among peers. However, depending on the members’ relative positions in time and space, this world became
an alien world
for the post docs who had been forced to become “over-independent” and find collaborators elsewhere. Moreover, it became
an avoided world
for absent mono-disciplinary supervisors and students who embodied “non-collective independence”, away from the environments’ community. By contrast,
a joint world
emerged for doctoral students located in the environment, which promoted their “independent positioning” and collaborative ambitions. Thus, early stage researchers’ collaboration and development of scholarly independence were optimised in a
converged learning space
, where the temporal and spatial conditions were integrated and equally conducive for learning. Based on these results, the authors provide suggestions for how to improve the integration of scholars who tend to develop away from the community because of their temporal and spatial positions.
Journal Article
Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza
In the context of the COVID-19 pandemic, we aim to identify and understand the obstacles and barriers in applying electronic exams successfully in the process of distance education. We followed an exploratory descriptive approach through a questionnaire (one general, open question) with a sample of university teachers and students in four of the largest universities Palestinian in Gaza. A total of 152 were returned from 300 distributed questionnaires. The results indicate that the university teachers and students faced 13 obstacles, of which 9 were shown to be shared between teachers and students, with a significant agreement in the regression analysis. Several of the obstacles perceived by respondents are in line with the literature and can be addressed by improved examination design, training, and preparation, or use of suitable software. Other obstacles related to infrastructure issues, leading to frequent power outages and unreliable internet access. Difficult living conditions in students’ homes and disparities in access to suitable devices or the internet make social equity in connection with high-stakes examinations a major concern. Some recommendations and suggestions are listed at the end of this study, considering local conditions in the Gaza governorates.
Journal Article
Technology teacher’s perceptions of model functions in technology education
In this study we investigate how 11 Swedish technology teachers perceive model functions in technology education. The main reason for investigating model functions in technology is an identified lack of knowledge about, and research studies into, a conscious use of models when teaching technology, even though models are part of technology education in many countries. In order to answer the research question of how technology teachers perceive model functions in technology education, we have used directed content analysis where Nia and de Vries (J Technol Des Educ 27:627–653, 2017) model functions constituted a framework. The teachers connect model functions to two teaching contexts: Design process and Explain and facilitate understanding of technological solutions. Model functions are understood as parts of the design process which relate to technology/engineering knowledge, a prescriptive way of understanding models. Models are also used to explain and clarify specific technological situations or functions when teaching technology closely related to a scientific, descriptive way of using models. Five of Nia and de Vries model functions are identified in this empirical study. This strengthens the importance of addressing model functions in technological education.
Journal Article
Behavioural genetics for education
\"Educational environments interact with children's unique genetic profiles, leading to wide individual differences in learning ability, motivation, and achievement in different academic subjects - even when children study with the same teacher, attend the same school and follow the same curriculum. This book considers how education can benefit from the recent progress in genetically informative research. The book provides new insights into the origins of individual differences in education traits such as cognitive abilities and disabilities; motivation and personality; behavioural and emotional problems; social functioning; well-being, and academic achievement. Written and edited by international interdisciplinary experts, this book will be of interest to teachers, parents, educational and developmental psychologists, policy makers and researchers in different fields working on educationally-relevant issues. \"-- Provided by publisher.
Book
Empowering Teachers for Sustainable Futures: Micro-Credentials, Inclusion, and Applied Research in Vocational Education
This paper presents findings from the Swedish contribution to the Erasmus+ Teacher Academies project, “Academy for Sustainable Teacher Educators – EduSTA”. This is a European initiative aimed at integrating sustainability and digital micro-credentials into vocational teacher education. Anchored in the University of Gothenburg’s sustainability-labelled programs, the pilots focused on a vocational course aligned with the micro-credential *Knowledgeable Problem Articulator*. The course engaged VET student teachers in action research and interviews with school leaders, positioning sustainability as both a conceptual and pedagogical framework.
While the pilots showed strong alignment with EduSTA objectives, its limited scope—integrating one badge into a single course—posed challenges for engagement and long-term impact. Findings underscore the need for broader curricular integration of micro-credentials to enhance professional learning and recognition of competence development.
The study contributes to international discussions on teaching improvement by emphasizing applied research, inclusive pedagogy, and the development of teacher self-efficacy. It positions teachers as critical agents of change—capable of fostering environmental and social sustainability in diverse educational contexts. Key recommendations include the scaling of badge-aligned assessment practices, and the expansion of professional learning opportunities focused on assessment literacy and digital innovation.
By situating teacher learning as a pathway to systemic change, this work offers a framework for reimagining vocational education and teacher development in response to the global challenges of sustainability, inclusion, and digital transformation.
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