Jag har sedan början av 2000-talet arbetat på ett flertal lärarprogram, bland annat på Södertörns högskola, Luleå Tekniska universitet, Kungliga musikhögskolan och Malmö högskola. Idag arbetar jag främst inom lärarprogrammen på Stockholms universitet med kurser som Teori och lärande, Utvärdering och utvecklingsarbete i undervisning och skola samt Teorier om lärande och identitetsutveckling. Jag undervisar även på magisterprogrammet Drama och tillämpad teater som ges vid Institutionen för ämnesdidaktik. Därutöver handleder jag uppsatser på grundläggande, avancerad och masternivå.

Under tjugo år har jag utrett, utvecklat, etablerat ett flertal kurser och program inom lärarutbildningarna, bland annat kurserna Dokumentation av skrivprocesser, Dramaturgi - från text till utforskande processer med barn och unga, Filosofiska samtal med barn, Medier, estetik och lärande i skolutveckling, samt fil.kand.-programmet Medieteknik, lärande och visualisering och magisterprogrammet Drama och tillämpad teater.

Jag har i flera studier undersökt hur konstnärliga utbildningar över tid formulerar problem och hur lösningar på dessa problem konstrueras didaktiskt och i utbildningspolicys. Jag har studerat hur utbildningarna har utformats och beskrivits, hur lärare och studenter formar och formas av utbildningarnas maktrelationer, diskurser och historia och vad det sammantaget uträttar i fråga om inkludering/exkludering i undervisningen. Syftet har varit att öka kunskapen om hur normer och värden etableras på utbildningarna.

Teoretiskt och analytiskt arbetar jag inom forskningsområden som intresserar sig för styrning, styrningsmakt och styrningskonst. Den centrala frågan för mig har handlat om relationen mellan individens frihet och viljan att styra en större eller mindre grupp. Metodologiskt har jag främst arbetat med att kombinera undervisningsanalyser på mikronivå med policyanalyser på makronivå.

Pågående forskningsprojekt Tystnadskulturens logik. Grupprocesser, konstnärlig frihet och lärande i scenkonstbranschens förebyggande arbete mot sexuella trakasserier efter #tystnadtagning, genomförs i samarbete med Södertörns högskola och finansieras av AFA försäkringar. Projektet syftar till att identifiera och analysera de mekanismer som skapar och vidmakthåller det som i scenkonstbranschen benämns som tystnadskultur samt undersöka hur dessa mekanismer relaterarar till scenkonstbranschens förebyggande arbete med psykosocial arbetsmiljö och sexuella trakasserier.

Mer information om projektet: https://www.sh.se/forskning/var-forskning/forskningsdatabas/forskningsprojekt/tystnadskulturens-logik

I urval från Stockholms universitets publikationsdatabas

• Festival Venue that makes sense- A study of Skansen arena in Stockholm

  2021. Saeid Abbasian, Isak Benyamine, Anna Lundberg. Cogent Social Sciences 7 (1)

  Artikel

  The purpose of this study is to investigate how the open-air museum of Skansen in Stockholm as venue for celebration of Persian Fire Festival is assessed by the festival's visitors. The study is based on a delimited part of a larger online survey with 280 completed questionnaires including both close-ended and open-ended questions, and a qualitative thematic analysis method has been used in this paper. The results show a high level of appreciation of the Skansen venue that gives the visitors positive emotions, meanings, place attachment, place identity and a sense of place. Contributing factors have been the high status of the venue that has given the visitors pride and dignity; security and safety of the venue; size of the venue; and the natural beauty of the venue. The most important disadvantage factor has been the lack of accessibility combined with lack of sufficient public transport. The results have implications for the Swedish society, for the policy makers in Stockholm city and for both the host and the organiser of the festival and gives rise to new debates on immigrants' socio-cultural integration into Swedish society. This paper gives a contribution to existing literature on festival venue and its impact on the visitor's overall assessment of the festival.

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• Konstnärliga undervisningspraktiker: Genealogier, diskurser och makt

  2019. Isak Benyamine.

  Avhandling (Dok)

  This dissertation is about art teaching practices at upper secondary schools with a focus on theatre and at university arts programmes with a focus on film. More specifically, it addresses the factors that have contributed to current teaching practices in art education today and how students and teachers in interaction with each other shape, become part of and identify with the norms and values that emerge through these practices.

  The overarching question concerns how norms and values emerge as power/knowledge processes in the teaching process. The genealogical study presented examines how art education is constructed at a policy level. The study discusses how, in past eras, investigators, researchers and educators described what students needed to do during their education to develop into professional artists, how teaching practices were designed and justified, and how art was distinct from other activities and forms of knowledge in education. The interaction study presented examines the act of teaching. It discusses how, the participants shape each other and establish norms and values in relation to notions of what art “is” and can be.

  The conditions of possibilities in art teaching practices has been identified in three discourses. The discourse of conversation governs the format and organisation of the teaching practice. It is assumed that through conversation the students can develop their artistic ability. The discourse of freedom identifies how students submit to the vague, flexible and ever-changing notions of what art signifies. The discourse of production describes how the artistic work in the teaching practice takes precedence over an acquisition of established knowledge.

  The importance of the participants’ own experiences and feelings, therapeutic conversations, the liberation from conventional education discourses, confession practices and the establishment of a production discourse all emerge as important techniques in art teaching practices. Core values and norms are expressed through these techniques.

  The study shows that participants in art teaching practices develop the skills of self-evaluation, self-analysis and self-governance. The notion of an individualised, exploratory educational experience clashes with a process that directs the students to align themselves with the shared norms and values of the art world, of its content and expression. Students perceive their artistic output as unique while the art produced can be understood as expression of a normalisation process that strives to maintain the values and norms in art teaching practices. In summery the dissertation shows that the participants’ learning process is of an exploratory nature. Rather than acquiring and assimilating established knowledge, the participants learn by finding their own paths in a knowledge-formation process in which they discover the artistic potential of their own experiences and insights.

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• Bedömning som meningsskapande resurs i handledningssamtal: Multimodala och kvalitativa diskurser i konstnärlig högskoleutbildning

  2015. Isak Benyamine.

  Avhandling (Lic)

  The aim of this investigation is to describe assessment as a meaning-making process in individual supervision of students in higher education of the aesthetic field. The qualitative analyses focus on how assessment is expressed within the supervision, in relation to the artistic professional field. The study was conducted within a multimodal socio-semiotic perspective. Sadler’s notion of quality and Bourdieu’s field concept of habitus, contributes to the social practice within the professional field, and in the full analysis of the empirical material.

  The case study examines assessment in an authentic environment. The data consists of video recordings from ten supervisions that took place in two different courses at two different colleges. The video recordings were transcribed through a multimodal framework and focused on the teachers’ and student’s speech, body movements, gazes and gestures during the sessions. Four selected supervision sessions were analysed based on the research questions and on the theoretical framework.

  The analyses revealed that assessment in higher education of the aesthetic field can be expressed as a process whereby the quality is related to the professional field. The students, as well as their teachers, are immersed in relationships, traditions and institutions that shape their artistic choices and judgments.

  The results indicate that students' meaning-making is linked to their previous experience in the artistic field. Teachers’ expectations of this experience have crucial implications for how the supervision sessions are shaped and designed. The shift of focus in the supervisions goes from the fulfilment of goals stated in the curriculum, to the meaning making, values, and perspectives that are recognized within the field of the arts. The study underlines the importance of conceptualization of the artistic processes.

  The overall results confirm previous studies showing that instruction and supervision in higher education of the aesthetic field develops in relation to the teacher's authority, expertise and in relation to students' independence.

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• Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan

  2014. .

  Bok (red)

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