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The first group of students completes the undergraduate programme in pedagogics

News: Jun 23, 2015

In early June, a graduation party was held in conjunction with the first group of students to successfully complete the undergraduate programme in pedagogics. One of them is Jessica Juhlin, who looks back on three tumultuous years.

It was partly by random chance that she found herself in the
nation’s only undergraduate programme in pedagogics.
“I was primarily interested in educational policy and school
improvement and the school’s educational role. The issue of
school quality is always relevant and of particular interest, not
the least politically,” she observes.
During her time studying in gymnasium in Ystad, she pondered
the idea of becoming a teacher, but over time this was
expanded to an interest in ensuring that schools benefit everyone.
Even though some criticism has been raised among the first
group of students to complete the programme, she feels that
the educational programme here is of high quality and has
been very useful to her.
“Our education and the curriculum have partly been about
looking critically at learning and the governance of education.
Obviously, we have allowed this to affect our own education
and how we perceive it,” comments Jessica Juhlin, and she
makes it clear that she is overall very pleased with her past
three years.

New tools in the toolbox

“This has been a fantastic education programme, and we have
had the opportunity to reflect on a lot of things. The programme
turned out to have a much broader spectrum than I
first imagined, and the school itself is not necessarily the dominant
or the most interesting thing. The pedagogics programme
has dealt extensively with standards, structures, governance,
communication, and learning, as well as with such things as
childhood education and upbringing, socialisation, and the
dialectical relationship between the individual and their environment.
Now I have a lot of new tools in my toolbox,” she

Challenged and stimulated

This autumn, Jessica Juhlin is continuing her studies at Campus
Pedagogen, and then she is moving on to the Master’s
Programme in Child and Youth Studies.
“In five years, I see myself as a doctoral student here, something
that I first thought about during my undergraduate studies.
I feel challenged and stimulated by being forced to reflect,”
she says.
At this writing, it remains only for her to get approval for her
bachelor’s thesis, which has been submitted. The essay, Fuck
the cistem, which she wrote together with a fellow student,
deals with the life stories of four individuals – two cisgender
individuals and two transgender individuals – and how the
four create and negotiate gender identity.

A manifesto

Petra Angervall, senior lecturer at the Department of
Education and Special Education, has been the programme’s
director of studies since 2014. She believes that many of the
criticisms that have been raised by students during the three
years have been justifiable and fully legitimate:
“The programme was launched without being fully planned
out, and major revisions have been made. Moreover, quite
brutal cutbacks were made due to the poor financial situation,
which among other things has meant less instructor-led
classroom teaching,” she reports.
Interest in the programme has, however, remained high, and
recently there were 180 “first-choice” applicants for the 40
available student slots.
“It is a very important programme for several reasons. It can
be seen as our scientific basis, as a manifesto for us educators.
The subject of pedagogy has also long been caught between
various different political and educational interests,” she


Originally published on: uf.gu.se

Page Manager: Lisbeth Dahlén|Last update: 8/29/2014

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