Profiles

Hellsten

Meeri Hellsten

Professor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 763 67
E-post meeri.hellsten@edu.su.se
Besöksadress Frescativägen 54
Rum 2534
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

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Publikationer

I urval från Stockholms universitets publikationsdatabas
  • Meeri Hellsten, Lilian Ucker Perotto. European Journal of Higher Education

    This paper concerns research issues on curriculum, pedagogy and the creative use of method in international higher education. It is motivated by the witnessing of a recent shifting in consensus within the global research communities on international education, towards curriculum renewal of shared knowledge within the field. The article enters into an imaginary of alternative pedagogical routes in IHE and contributes to the collective dialogue by way of a case example using creative writing for transitioning from the actual to the possible in international education. The paper narrates a creatively assembled case study on interdisciplinary methodology. It culminates through correspondence between an international doctoral researcher of Fine Arts and a senior scholar of International Education. The article explores autobiographical research accounts about geographical displacement, the subjectivities produced in international scholarly spaces and their new epistemological imprints on the international student transition experience. The article offers generative curriculum insight that combines interdisciplinary methods through which to feasibly implement pedagogical strategies for renewal of internationalized curriculum beyond times of educational crises.

  • 2018. Lilian Ucker Perotto, Meeri Hellstén. Arts-based Methods and Organizational Learning, 197-211

    Writing letters as discursive practice can materialize the desire or need to interact across distance by disclosing a multitude of expressions and traditions. Letters form a means of representation of everyday life, in art, in literature, and as a strategy for data collection in social research. This case study traces accidental, yet autonomous research encounters spanning over ten years in three global continents and is structured by adaptation of Bruner’s (1986) narrative theory which relates to the concept of the imaginary as a significant meaning-making device of human experience. The chapter explores how auto-ethnographic perspective and arts-based research narrate experiences lived in letters, revealing scenes that would otherwise be hidden and developing critical reflections about the subjectivities produced in international scholarly spaces. We present the creative weaving of cross-cultural dialogue which brings to life an aesthetic dimension from artistic methodology and teaches us about our experience of being in the world.

  • 2020. Teresa Tillmann (et al.). SAGE Open 10 (2), 1-18

    The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

  • 2019. Su-Ming Khoo (et al.). European Educational Research Journal (online) 18 (2), 181-199

    This article begins with the proposition that inter- and transdisciplinarity offer an important methodological grounding for collaborative HE research addressing complex agendas such as HE internationalization. Internationalization acts as a figure for the ‘troubled’ nature of higher education; hence we begin with the larger problem, discussing the current crises of disciplinary knowledge as the background question. We set out a framework for understanding and conceptualizing inter- and transdisciplinarity as a meta-theoretical approach that problematizes reductive and disciplinary approaches, in favour of research and analytical strategies which can work with, and across, differences. To work further through and operationalize different possibilities offered by inter-and transdisciplinary approaches to HE internationalizations, we discuss the use of tools such as social cartography to do ‘bridging work’ across different disciplinary and theoretical backgrounds and contexts. A non-formal practitioner–collaborator project is discussed to highlight emergent dimensions of collaboration that might otherwise be overlooked. Inter- and transdisciplinarity are not pre-specified specialized ‘methods’ but, rather, are orientations that may take reductive, convergent, divergent or emergent pathways. Inter- and transdisciplinarity can perhaps be best treated as a problematizing and open-ended methodological approach that foregrounds plurality and contestation, orienting research frameworks towards inclusiveness, tensions, unpredictability and complexity.

Visa alla publikationer av Meeri Hellsten vid Stockholms universitet

Senast uppdaterad: 25 september 2020

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