Prekarisering har indtil for nyligt overvejende været forbundet med betingelser for kortuddannede og i en europæisk kontekst primært lokaliseret til sydeuropæiske lande. Men analyser peger på, at prekarisering har bredt sig til nordeuropæiske lande og til mange sektorer og faggrupper, herunder akademikere. Der er imidlertid kun i begrænset omfang forsket i prekarisering og akademisk arbejde, ligesom der i mindre omfang er forsket i de subjektive konsekvenser af prekariseringen. Artiklen fremlægger resultater fra et forskningsprojekt med empirisk omdrejningspunkt i, hvordan prekarisering opleves og håndteres af akademikere, der lever med midlertidige og usikre ansættelsesforhold .

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This paper provides an introduction to Critical Utopian Action Research (CUAR) as a methodology with a strong emphasis on combining critical analysis, imaginative thinking, and everyday life-based actions toward societal democratization. First, we situate CUAR in the light of current societal frameworks asking: Why the need of CUAR? We then briefly mark theoretical sources of inspiration before focusing on the Future Creating Workshop as a way to elicit what CUAR is from a methodological point of view. We exemplify how the workshop functions before we finally discuss what kind of contributions CUAR might enable in the context of local communities, workplaces, organizations, and broader societal settings.

This chapter discusses the relevance of the concept of 'precarity', understood as work conditioned by a lack of security and predictability, in a Nordic context, and links precariousness to both formal work arrangements and to experiences of insecurity. How is precarization of employment expressed in Norway and Denmark? Is the Nordic model resilient to precarization? Framing the discussion in a global perspective, comparable international statistics on frequently used measures of precariousness confirm the image of the Nordic countries as top of the class. The Nordic model of cooperation between the state, strong employers' associations and relatively strong employee unions is often credited as the reason. However, we argue that the Nordic model is continuously subject to renegotiation. Decreasing union density, increasing individualization, increasing inequality and the consequent polarization of working life pose real possibilities of precarization of work also in the Nordic countries.

Purpose The purpose of this paper is to introduce the reader to the Nordic tradition of Critical Utopian Action Research (CUAR) and to demonstrate how CUAR might reinvigorate participatory democracy as an intrinsic characteristic of social enterprise. This leads us to sketch out the beginnings of how researchers might work with communities to help realise their democratic impulses through social enterprise. Design/methodology/approach This paper aims to synthesise the participatory action research literature, particularly CUAR, with literature on social enterprise and democracy to demonstrate how the two approaches might fruitfully be combined. Findings The authors show how CUAR might be utilised by researchers, to articulate new social enterprise organisational responses to local problems or to reinvigorate democracy within existing social enterprises. Originality/value This exploratory paper marks (we believe) the first attempt to bring together social enterprise and CUAR.

Artiklen beskæftiger sig med det, man kan kalde kvindefagenes forsøg på et opgør med deres svage position i den samfundsmæssige arbejdsdeling. Artiklens fokus er forløbet omkring den offentlige overenskomstfornyelse i 2008, hvor kvindefagenes krav om en løn. og anerkendelsesmæssig opvurdering blev voldsomt eksponeret i en bredere offentlighed. Særligt FOAs udfordring af de aktuelle spilleregler for distribution af løn og anerkendelse i den danske aftalemodel skabte rystelser-ikke mindst internt i fagbevægelsen, hvor den moralske legitimitet i modellens kønspolitiske forudsætninger blev bragt til diskussion. Anlægges et traditionelt interessebaseret analyseperspektiv, fremstår forløbet omkring OK08 umiddelbart som et relativt mislykket eksperiment. Anlægges i stedet et bredere køns. og samfundsteoretisk informeret anerkendelsesperspektiv, kan man få øje på nogle forsøgsvise udvidelser af interessevaretagelsen, som synes at have et potentiale for at forbinde sig til centrale dimensioner i sosu'ernes identitets. og meningsdannelse. Artiklen peger på, at fagbevægelsen står overfor nogle udfordringer, hvis interessevaretagelsen for grupper som de social. og sundhedsansatte skal forfølges i et frigørende og ligestillingssøgende forandringsperspektiv.

Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The design approach is based on a user-focused quadruple helix model of understanding the learning situation. According to this model, knowledge institution, enterprise, and public authorities together and in shifting constellations provide a framework in which all actors assume roles that are multidimensional. The actual design process used is based on a recently-developed method for user-driven innovation, the "quadrant model", involving apprentices, teachers, and masters and journeymen from companies as active and equal co-creators of new didactic designs. Having initially acquired domain knowledge by means of observation and interviews with the various user groups, the researchers together with apprentices, teachers, masters and journeymen have developed a series of designs for new practices by means of workshops, prototyping, and testing. The final outcome has been three designs that facilitate communication between apprentice-and-apprentice, school-and-apprentice, and apprentice-and-master/journeyman. From the perspective of the apprentices, the three designs: a) facilitate community building; b) help bring the school into the practice environment; and c) encourage reflection on one's own practice. From the point of view of the school, the designs make it possible to extend formal learning to the workplace, and for masters/journeymen the designs offer an opportunity to supplement dreary routines of documentation with visualisations and reflections on practice. It is suggested that the designs are likely to result in an empowerment of the apprentices, and thus that in a wider perspective successful integration of the designs entail a need for adjusting existing practices in terms of assigning the learners a more active and responsible role as cocontributors to their own education.

Med udgangspunkt i et forsøg med at udvikle et virtuelt læringsrum til brug i en erhvervsuddannelse trækker denne artikel fire iagttagelser frem, hvis betydning rækker ud over projektets snævre kontekst. For det første introduceres og illustreres med et praktisk eksempel en metode til at udvikle undervisningsdesigns ved hjælp af brugerdrevet innovation (Firefelt-modellen). For det andet vises, hvordan formel, uformel og ikke-formel læring kan kombineres i læringsrummet, samt hvad dette betyder for den lærendes meningsdannelse og myndiggørelse i uddannelsessammenhængen. For det tredje diskuteres, hvordan et blended learning miljø kan bidrage til at skabe koblingspunkter mellem forskellige læringskontekster, samt hvordan disse kan berige de involverede parter, her uddannelsesinstitution og praktikvirksomhed. For det fjerde diskuteres lærerens nye rolle som medaktør, sammen med elever og praktikvirksomheder, i et lærende fællesskab med det formål at frembringe nye undervisningsformer. Artiklen rundes af med nogle generelle betragtninger over, hvilke pædagogiske bidrag til uddannelsestænkningen, projektet har bidraget med.