Jyri Lindén
Biographic Data
| ID | 4876589 |
|---|---|
| NAME | Jyri Lindén |
| GIVEN NAMES | Jyri |
| FAMILY NAME | Lindén |
| SIGNATURE | LINDEN J |
| AFFILIATIONS | Tampere University |
| ORCID | 0000-0001-8369-3137 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Understanding academic agency in curriculum change in higher education
This study explores the agency of academics and the structures that enable or impede agency in curriculum change. The study was conducted at a research university that experienced curriculum change in two waves: the first on a departmental level, and the second as a university-wide curriculum change. Interviews were conducted with the same academics after both waves. Thematic analysis generated six forms of agency. Progressive, oppositional, terr…
On the shoulders of a perfect stranger: Knowledge gap about the Indigenous Sámi in the Finnish teacher education curriculum
Motivated by the growing discussion of the decolonial significance of teacher education (TE) and the problematic mainstream knowledge gap about Indigenous peoples, this study examines Finnish TE curriculum discourses that limit or enable attaining knowledge about and from the Sámi people (henceforth, ‘Sámi knowledge’). The topic is approached through critical discourse analysis and Susan Dion’s theory of the ‘perfect stranger’, a subjective posit…
Change and stability in academic agency in higher education curriculum reform
This study explores academics’ changing agency in curriculum work in higher education. Bourdieu’s concepts of field, habitus and capital, followed by the metaphor of game, are used as tools to analyse stability and change in agency. The interview data collection from 17 academics was implemented twice over 3 years after two different processes of curriculum change at one multidisciplinary research university in Finland. Through narrative analysis…
Industry and Ideology: IG Farben in the Nazi Era
Other| September 01 1991 Industry and Ideology: IG Farben in the Nazi Era Peter Hayes. Cambridge: Cambridge University Press, 1987. 411 pp. J. T. J. M. Van Der Linden J. T. J. M. Van Der Linden Search for other works by this author on: This Site Google History of Political Economy (1991) 23 (3): 555–558. https://doi.org/10.1215/00182702-23-3-555 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Ic…
On the shoulders of a perfect stranger: Knowledge gap about the Indigenous Sámi in the Finnish teacher education curriculum
Motivated by the growing discussion of the decolonial significance of teacher education (TE) and the problematic mainstream knowledge gap about Indigenous peoples, this study examines Finnish TE curriculum discourses that limit or enable attaining knowledge about and from the Sámi people (henceforth, ‘Sámi knowledge’). The topic is approached through critical discourse analysis and Susan Dion’s theory of the ‘perfect stranger’, a subjective posit…
Industry and Ideology: IG Farben in the Nazi Era
Other| September 01 1991 Industry and Ideology: IG Farben in the Nazi Era Peter Hayes. Cambridge: Cambridge University Press, 1987. 411 pp. J. T. J. M. Van Der Linden J. T. J. M. Van Der Linden Search for other works by this author on: This Site Google History of Political Economy (1991) 23 (3): 555–558. https://doi.org/10.1215/00182702-23-3-555 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Ic…
Industry and Ideology: IG Farben in the Nazi Era
Other| September 01 1991 Industry and Ideology: IG Farben in the Nazi Era Peter Hayes. Cambridge: Cambridge University Press, 1987. 411 pp. J. T. J. M. Van Der Linden J. T. J. M. Van Der Linden Search for other works by this author on: This Site Google History of Political Economy (1991) 23 (3): 555–558. https://doi.org/10.1215/00182702-23-3-555 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Ic…
Change and stability in academic agency in higher education curriculum reform
This study explores academics’ changing agency in curriculum work in higher education. Bourdieu’s concepts of field, habitus and capital, followed by the metaphor of game, are used as tools to analyse stability and change in agency. The interview data collection from 17 academics was implemented twice over 3 years after two different processes of curriculum change at one multidisciplinary research university in Finland. Through narrative analysis…
Understanding academic agency in curriculum change in higher education
This study explores the agency of academics and the structures that enable or impede agency in curriculum change. The study was conducted at a research university that experienced curriculum change in two waves: the first on a departmental level, and the second as a university-wide curriculum change. Interviews were conducted with the same academics after both waves. Thematic analysis generated six forms of agency. Progressive, oppositional, terr…
On the shoulders of a perfect stranger: Knowledge gap about the Indigenous Sámi in the Finnish teacher education curriculum
Motivated by the growing discussion of the decolonial significance of teacher education (TE) and the problematic mainstream knowledge gap about Indigenous peoples, this study examines Finnish TE curriculum discourses that limit or enable attaining knowledge about and from the Sámi people (henceforth, ‘Sámi knowledge’). The topic is approached through critical discourse analysis and Susan Dion’s theory of the ‘perfect stranger’, a subjective posit…
Sociology (4 works) · Curriculum (3 works) · Law (3 works) · Pedagogy (3 works) · Political science (3 works) · Curriculum development (2 works) · Curriculum theory (2 works) · Global Educational Policies and Reforms (2 works) · Higher Education Governance and Development (2 works) · Law (2 works)