{"id":18121,"date":"2022-12-28T18:45:16","date_gmt":"2022-12-28T18:45:16","guid":{"rendered":"https:\/\/nome.unak.is\/wordpress\/?p=18121"},"modified":"2022-12-29T10:18:35","modified_gmt":"2022-12-29T10:18:35","slug":"haskolar-og-lydraedi-gagnrynin-greining-a-borgaralegu-hlutverki-haskola-i-lydraedisthjodfelagi","status":"publish","type":"post","link":"https:\/\/nome.unak.is\/wordpress\/volume-17-no-4-2022\/haskolar-og-lydraedi-gagnrynin-greining-a-borgaralegu-hlutverki-haskola-i-lydraedisthjodfelagi\/","title":{"rendered":"H\u00e1sk\u00f3lar og l\u00fd\u00f0r\u00e6\u00f0i: Gagnr\u00fdnin greining \u00e1 borgaralegu hlutverki h\u00e1sk\u00f3la \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi"},"content":{"rendered":"\n\n\n\t
\n\n\t\t<\/i><\/span> <\/a>\n\n\t<\/div>\n\n\n\n\n\n
\"\"<\/a><\/h5>\n
Gu\u00f0r\u00fan Geirsd\u00f3ttir \u00a0d\u00f3sent vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands<\/strong><\/h5>\n

Hva\u00f0 ver\u00f0ur til a\u00f0 h\u00f3pur fr\u00e6\u00f0imenna leggur af sta\u00f0 \u00ed sameiginlega vegfer\u00f0 til a\u00f0 sko\u00f0a ranns\u00f3knarefni sem eiginlega er ekki h\u00e6gt a\u00f0 f\u00e1 neinn botn \u00ed? Vi\u00f0 sem a\u00f0 \u00feessu verkefni komu h\u00f6f\u00f0um \u00f6ll \u00a0haft fr\u00e6\u00f0ilegan \u00e1huga \u00e1 h\u00e1sk\u00f3lum og l\u00fd\u00f0r\u00e6\u00f0i og h\u00f6fum, \u00ed mismiklum m\u00e6li \u00fe\u00f3, beint okkar ranns\u00f3knum a\u00f0 \u00feessu en \u00fat fr\u00e1 \u00f3l\u00edkum sj\u00f3narhornum.<\/p>\n

\u00dea\u00f0 m\u00e1 kannski segja a\u00f0 greining eins f\u00e9laga okkar, Vilhj\u00e1lms \u00c1rnasonar (2010), um bankahruni\u00f0 2008 og skort \u00e1 l\u00fd\u00f0r\u00e6\u00f0isvitund \u00fear hafi veri\u00f0 kveikjan a\u00f0 ranns\u00f3knarverkefninu auk \u00feess sem vi\u00f0 h\u00f6fum sem fr\u00e6\u00f0imenn um nokkurt skei\u00f0 veri\u00f0 hluti af h\u00e1v\u00e6rri al\u00fej\u00f3\u00f0legri umr\u00e6\u00f0u sem sn\u00fdr annars vegar a\u00f0 kreppu l\u00fd\u00f0r\u00e6\u00f0isins og hins vegar a\u00f0 efasemdum um gildi og hlutverk h\u00e1sk\u00f3la. Hugmyndin um l\u00fd\u00f0r\u00e6\u00f0i hefur um nokkurt skei\u00f0 veri\u00f0 talin \u00ed h\u00e6ttu \u00e1 t\u00edmum l\u00fd\u00f0hyggju e\u00f0a pop\u00fal\u00edsma og hafa fr\u00e6\u00f0imenn bent \u00e1 \u00fe\u00e6tti eins \u00e1r\u00f3\u00f0ur, tv\u00edhyggju (p\u00f3lar\u00edseringu), efnahagslegan \u00f3j\u00f6fnu\u00f0, skort \u00e1 umbur\u00f0arlyndi, h\u00f6mlur \u00e1 m\u00e1lfrelsi, \u00f3\u00e1rei\u00f0anlegar uppl\u00fdsingaveitur og ranguppl\u00fdsingar af \u00f6llu tagi svo eitthva\u00f0 s\u00e9 nefnt (sj\u00e1 t.d. Giroux, 2014; Hazelkorn og Gibson, 2018; Sant, 2019 og Solbrekke, og Ciaran, 2020). \u00c1 sama t\u00edma hafa spurningar veri\u00f0 settar fram um hlutverk h\u00e1sk\u00f3la og hvort \u00feeir hafi bur\u00f0i til a\u00f0 takast \u00e1 vi\u00f0 \u00e1skoranir samf\u00e9lagsins og leggja sitt af m\u00f6rkum til l\u00fd\u00f0r\u00e6\u00f0is (P\u00e1ll Sk\u00falason, 2015). \u00cd erindi sem haldi\u00f0 var \u00e1 vegum Magna Carta \u00ed Bolognah\u00e1sk\u00f3la \u00ed september (Anniversary of the Magna Charta Universitatum \u2013 engaging with Society in Turbulent Times) – https:\/\/eventi.unibo.it\/2022-magnacharta-anniversary) benti fr\u00e6\u00f0ima\u00f0urinn Chris Brink \u00e1 a\u00f0 vi\u00f0 \u00feyrftum ekki a\u00f0eins a\u00f0 spyrja \u00ed hverju h\u00e1sk\u00f3lar v\u00e6ri g\u00f3\u00f0ir heldur einnig til hvers \u00feeir v\u00e6ru g\u00f3\u00f0ir .<\/p>\n

Verkefni\u00f0 H\u00e1sk\u00f3lar og l\u00fd\u00f0r\u00e6\u00f0i: Gagnr\u00fdnin greining \u00e1 borgaralegu hlutverki h\u00e1sk\u00f3la \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi<\/em> hlaut styrk til \u00feriggja \u00e1ra \u00far Ranns\u00f3knasj\u00f3\u00f0i Rann\u00eds vori\u00f0 2018\u200b. Styrkurinn veitti svigr\u00fam til samstarfs ranns\u00f3knarh\u00f3psins, til a\u00f0 r\u00e1\u00f0a a\u00f0 verkefninu doktorsnema, n\u00fddoktor og f\u00e1 erlenda r\u00e1\u00f0gjafa til li\u00f0s vi\u00f0 verkefni\u00f0.<\/p>\n

\u00de\u00e1tttakendur \u00ed ranns\u00f3knaverkefninu voru annars vegar fr\u00e6\u00f0imenn fr\u00e1 H\u00e1sk\u00f3lanum \u00e1 Akureyri, \u00feau Anna \u00d3lafsd\u00f3ttir, Edward Huijbens, Gu\u00f0mundur H\u00a0Fr\u00edmannsson, J\u00f3hann Helgi Hei\u00f0dal, Sigur\u00f0ur Kristinsson og Valger\u00f0ur S. Bjarnad\u00f3ttir\u200b og hins vegar fr\u00e1 H\u00e1sk\u00f3la \u00cdslands \u00feau Gu\u00f0r\u00fan Geirsd\u00f3ttir, J\u00f3n Torfi J\u00f3nasson og Vilhj\u00e1lmur \u00c1rnason\u200b<\/p>\n

Ranns\u00f3knarverkefni\u00f0 er \u00feverfr\u00e6\u00f0ilegt og samanstendur af tveimur megin\u00fe\u00e1ttum \u00fear sem ranns\u00f3knarvi\u00f0fangsefni\u00f0 hefur veri\u00f0 kanna\u00f0 og greint me\u00f0 heimspekilegri greiningu og hins vegar emp\u00edr\u00edskur hluti \u00fear sem fj\u00f6lbreyttum lei\u00f0um hefur veri\u00f0 beitt vi\u00f0 gagna\u00f6flun og greiningu (vi\u00f0t\u00f6l, \u00fe\u00e1ttt\u00f6kuathuganir\u200b og or\u00f0r\u00e6\u00f0ugreining).<\/p>\n

Fr\u00e1 upphafi ranns\u00f3knar hafa ni\u00f0urst\u00f6\u00f0ur veri\u00f0 kynntar \u00ed r\u00e6\u00f0u og riti m.a. \u00e1\u00a0 r\u00e1\u00f0stefnunni\u00a0 \u201eThe Role of Universities in Addressing Societal Challenges and Fostering Democracy: Inclusion, Migration, and Education for Citizenship\u201c sem skipul\u00f6g\u00f0 var af ranns\u00f3knarteyminu og Markus Meckl, pr\u00f3fessor \u00ed heimspeki og f\u00f3r fram vi\u00f0 H\u00e1sk\u00f3lann \u00e1 Akureyri \u00ed mars 2021 (https:\/\/www.unak.is\/english\/trua-sc-fd<\/a>). Lokaverkefni ranns\u00f3knar var svo m\u00e1l\u00feing sem haldi\u00f0 var vi\u00f0 H\u00e1sk\u00f3lann \u00e1 Akurreyri 11. n\u00f3vember 2022 undir heitinu Universities and democracy: A dissemination event for the project: Universities and Democracy: A critical analysis of the civic role and function of universities in a democracy<\/em><\/p>\n

\u00cd \u00feessari grein er veitt stutt yfirlit og inns\u00fdn inn \u00ed b\u00fdsna fl\u00f3ki\u00f0 verkefni sem er enn \u00ed vinnslu og dregnar fram nokkrar meginni\u00f0urst\u00f6\u00f0u sem m\u00e9r \u00feykja hva\u00f0 \u00e1hugaver\u00f0astar.<\/p>\n

II Heimspekihluti ranns\u00f3knar<\/strong><\/h5>\n

\u00cd heimspekilega hluta verkefnisins hafa rannsakendur n\u00fdtt heimspekilega greiningu \u00e1 hugt\u00f6kunum l\u00fd\u00f0r\u00e6\u00f0i og h\u00e1sk\u00f3lar og tengslin \u00fear \u00e1 milli.\u00a0 \u00cd \u00feeirri greiningu felast m.a. gagnr\u00fdni, r\u00f6kf\u00e6rsla og leit a\u00f0 sj\u00f3narhornum sem varpa fersku lj\u00f3si \u00e1 vi\u00f0fangsefni\u00f0. \u00de\u00f3 a\u00f0 h\u00e1sk\u00f3lar s\u00e9u me\u00f0al okkar elstu st\u00f6\u00f0ugu stofnana er l\u00edtil samhlj\u00f3\u00f0un um hva\u00f0 \u00feeir eru, til hvers \u00feeir eru og \u00ed hverju d\u00fdrm\u00e6ti \u00feeirra felst. Me\u00f0 \u00fev\u00ed a\u00f0 beita \u00farb\u00f3tami\u00f0a\u00f0ri greiningu (e. ameliorative) bendir Sigur\u00f0ur Kristinsson (2022a; 2022b) \u00e1 a\u00f0 hugmyndir um h\u00e1sk\u00f3la eru mj\u00f6g fj\u00f6lbreyttar og a\u00f0 l\u00fd\u00f0r\u00e6\u00f0islegt gildi \u00feeirra megi sko\u00f0a \u00fat fr\u00e1 notagildi \u00feeirra, t\u00e1knr\u00e6nu gildi, framlagsgildi og innra gildi. Vilhj\u00e1lmur \u00c1rnason (2019; 2022) sko\u00f0ar \u00ed sinni greiningu hugtaki\u00f0 l\u00fd\u00f0r\u00e6\u00f0i, merkingu \u00feess, kj\u00f6rmyndir og kenningar og hva\u00f0a lj\u00f3si \u00fe\u00e6r geta varpa\u00f0 \u00e1 hin \u00fdmsu l\u00fd\u00f0r\u00e6\u00f0islegu hlutverk h\u00e1sk\u00f3la og \u00fe\u00e6r samf\u00e9lagslegu \u00e1skoranir sem h\u00e1sk\u00f3linn \u00e1 e\u00f0a \u00fearf a\u00f0 takast \u00e1 vi\u00f0. Innan ramma heimspekinnar hafa rannsakendur jafnframt gl\u00edmt vi\u00f0 hugmyndir \u00feekkingarsk\u00f6punar, akadem\u00edsks frelsis og l\u00fd\u00f0r\u00e6\u00f0i og kanna\u00f0 s\u00e9rstaklega \u00e1hrif n\u00fdfrj\u00e1lshyggju \u00e1 l\u00fd\u00f0r\u00e6\u00f0ishlutverk h\u00e1sk\u00f3la.<\/p>\n

III L\u00fd\u00f0r\u00e6\u00f0islegt hlutverk h\u00e1sk\u00f3la (or\u00f0r\u00e6\u00f0ugreining)<\/strong><\/h5>\n

\u00cd 2. grein laga um h\u00e1sk\u00f3la nr. 63\/2006 er fjalla\u00f0 um hlutverk h\u00e1sk\u00f3la. \u00dear segir m.a. a\u00f0 h\u00e1sk\u00f3lar hafi \u00fea\u00f0 hlutverk a\u00f0 stu\u00f0la a\u00f0 mi\u00f0lun \u00feekkingar og f\u00e6rni til nemenda og samf\u00e9lags, \u00feeir mennti nemendur me\u00f0 kennslu og \u00fe\u00e1ttt\u00f6ku \u00ed ranns\u00f3knum og undirb\u00fai \u00fe\u00e1 til a\u00f0 gegna st\u00f6rfum sem krefjist fr\u00e6\u00f0ilegra vinnubrag\u00f0a, \u00feekkingar og f\u00e6rni. \u00c1ri\u00f0 2012 var b\u00e6tt vi\u00f0 2. grein laganna eftirfarandi setningu: H\u00e1sk\u00f3li undirb\u00fdr nemendur til \u00e1byrgrar \u00fe\u00e1ttt\u00f6ku \u00ed l\u00fd\u00f0r\u00e6\u00f0issamf\u00e9lagi<\/em>. \u00cd lj\u00f3si \u00feessar vi\u00f0b\u00f3tar l\u00e9k okkur hugur \u00e1 a\u00f0 kanna hva\u00f0, ef eitthva\u00f0, stefnum\u00f3tunarskj\u00f6l um H\u00e1sk\u00f3la segja um: a) um l\u00fd\u00f0r\u00e6\u00f0islegt hlutverk h\u00e1sk\u00f3la og b) hvernig h\u00e1sk\u00f3lum er \u00e6tla\u00f0 a\u00f0 undirb\u00faa nemendur undir \u00e1byrga \u00fe\u00e1ttt\u00f6ku \u00ed l\u00fd\u00f0r\u00e6\u00f0issamf\u00e9lagi.<\/p>\n

\u00deessi hluti ranns\u00f3knar f\u00f3lst \u00ed or\u00f0r\u00e6\u00f0ugreiningu \u00e1 lykilskj\u00f6lum sem sn\u00faa a\u00f0 lagaumgj\u00f6r\u00f0 og stefnu \u00edslenskra h\u00e1sk\u00f3la. Skj\u00f6lin sem ranns\u00f3knin n\u00e1\u00f0i til voru af \u00ferennum toga: L\u00f6g, reglur og sk\u00fdrslur fr\u00e1 hinu opinbera (8 skj\u00f6l); stefnur h\u00e1sk\u00f3lanna (7 skj\u00f6l) og \u00e1rssk\u00fdrslur h\u00e1sk\u00f3la (6 skj\u00f6l).<\/p>\n

Um ni\u00f0urst\u00f6\u00f0ur greiningarinnar m\u00e1 lesa frekar \u00ed grein sem birt var \u00ed Stj\u00f3rnm\u00e1l og stj\u00f3rns\u00fdsla (sj\u00e1 Valger\u00f0ur S. Bjarnad\u00f3ttir, Anna \u00d3lafsd\u00f3ttir og Gu\u00f0r\u00fan Geirsd\u00f3ttir , 2019) en helstu ni\u00f0urst\u00f6\u00f0ur voru \u00fe\u00e6r a\u00f0 lykilskj\u00f6l hins opinbera r\u00e6\u00f0a hvorki l\u00fd\u00f0r\u00e6\u00f0i n\u00e9 \u00e1byrga \u00fe\u00e1ttt\u00f6ku nemenda en l\u00fd\u00f0r\u00e6\u00f0islegar \u00e1herslur er hins vegar v\u00ed\u00f0a a\u00f0 finna \u00ed stefnum h\u00e1sk\u00f3lanna. \u00cd stefnum h\u00e1sk\u00f3la og \u00e1rssk\u00fdrslum \u00feeirra er l\u00f6g\u00f0 \u00e1hersla \u00e1 s\u00e9rfr\u00e6\u00f0i og samtal vi\u00f0 samf\u00e9lag (\u00feekkingar\u00f6flun og mi\u00f0lun) en fremur liti\u00f0 \u00e1 \u00feekkingu sem d\u00fdrm\u00e6ta v\u00f6ru en eitthva\u00f0 sem skapa\u00f0 er \u00ed samtali h\u00e1sk\u00f3la og samf\u00e9lags. R\u00e9ttindi fulltr\u00faal\u00fd\u00f0r\u00e6\u00f0is nemenda er vel tryggt \u00ed opinberum l\u00f6gum en mikilv\u00e6gi nemenda\u00fe\u00e1ttt\u00f6ku sjaldan nefnt \u00ed stefnum flestra h\u00e1sk\u00f3la og fremur liti\u00f0 \u00e1 nemendur sem vi\u00f0skiptavini e\u00f0a fulltr\u00faa sk\u00f3la \u00ed marka\u00f0ssetningu. \u00cd skj\u00f6lum kemur fram \u00e1kve\u00f0in m\u00f3ts\u00f6gn hva\u00f0 snertir a\u00f0gengi nemenda a\u00f0 h\u00e1sk\u00f3lum. \u00cd stefnum h\u00e1sk\u00f3la er v\u00ed\u00f0a viki\u00f0 a\u00f0 mikilv\u00e6gi \u00feess a\u00f0 ry\u00f0ja \u00far vegi hindrunum fyrir a\u00f0gengi og \u00fe\u00e1ttt\u00f6ku nemenda \u00e1 me\u00f0an opinber skj\u00f6l v\u00edkja a\u00f0 lei\u00f0um til a\u00f0 auka skilvirkni og\u00a0 takmarka a\u00f0gengi nemenda. \u00der\u00e1stefi \u00ed skj\u00f6lum eru g\u00e6\u00f0i<\/em> og samkeppni<\/em>.<\/p>\n

IV Vi\u00f0talsranns\u00f3kn \u2013 gagna\u00f6flun og greining<\/strong><\/h5>\n

Samhli\u00f0a or\u00f0r\u00e6\u00f0ugreiningunni r\u00e9\u00f0ist ranns\u00f3knarteymi\u00f0 \u00ed vi\u00f0talsranns\u00f3kn \u00fear sem k\u00f6nnu\u00f0 voru vi\u00f0horf h\u00e1sk\u00f3lakennara til l\u00fd\u00f0r\u00e6\u00f0ishlutverks h\u00e1sk\u00f3la. \u00dartaki\u00f0 voru 26 h\u00e1sk\u00f3lakennarar \u00a0(14 konur og 12 karlar) me\u00f0 minnst 5 \u00e1ra starfsreynslu sem valdir voru me\u00f0 tilviljunar\u00fartaki fr\u00e1 \u00feremur h\u00e1sk\u00f3lum, H\u00e1sk\u00f3la \u00cdslands, H\u00e1sk\u00f3lanum \u00e1 Akureyri og H\u00e1sk\u00f3lanum \u00ed Reykjav\u00edk. Vi\u00f0m\u00e6lendur voru valdir af samb\u00e6rilegum fr\u00e6\u00f0asvi\u00f0um h\u00e1sk\u00f3lanna, annars vegar af svi\u00f0i f\u00e9lagsv\u00edsinda og hins vegar raun- og t\u00e6kniv\u00edsinda.<\/p>\n

Vi\u00f0t\u00f6lin voru tekin \u00ed desember 2019 \u2013 jan\u00faar 2020 og bygg\u00f0u \u00e1 h\u00e1lfst\u00f6\u00f0lu\u00f0um spurningum \u00fear sem spurt var um l\u00fd\u00f0r\u00e6\u00f0i og h\u00e1sk\u00f3la (Ef \u00fe\u00fa hugsar um hlutverk h\u00e1sk\u00f3la \u00ed n\u00fat\u00edmasamf\u00e9lagi, hvert finnst \u00fe\u00e9r \u00fea\u00f0 vera?); um vi\u00f0b\u00e6tur vi\u00f0 2. grein laga um h\u00e1sk\u00f3la og \u00e1hrif \u00feeirrar greinar \u00e1 kennslu og starfsh\u00e6tti svo og a\u00f0komu nemenda; um akdem\u00edskt frelsi og merkingu \u00feess \u00ed hugum vi\u00f0m\u00e6lenda; um tengsl ranns\u00f3kna og l\u00fd\u00f0r\u00e6\u00f0is; um hlutverk h\u00e1sk\u00f3la vi\u00f0 a\u00f0 klj\u00e1st vi\u00f0 samf\u00e9lagslegar \u00f3gnir og a\u00f0 lokum voru vi\u00f0m\u00e6lendur be\u00f0nir um l\u00fdsa sinni s\u00fdn \u00e1 \u00fer\u00f3un h\u00e1sk\u00f3la \u00fat fr\u00e1 hugmyndum um samspilh\u00e1sk\u00f3la og l\u00fd\u00f0r\u00e6\u00f0is.<\/p>\n

Vi\u00f0t\u00f6lin voru afritu\u00f0 og greind me\u00f0 \u00fea\u00f0 a\u00f0 markmi\u00f0i a\u00f0 sko\u00f0a hvort finna m\u00e6tti \u00e1kve\u00f0in \u00feemu \u00ed m\u00e1li vi\u00f0m\u00e6lenda. Upp \u00far gagnagreiningu hafa or\u00f0i\u00f0 til fr\u00e6\u00f0ilegar greinar sem eru enn\u00fe\u00e1 \u00e1 hinum \u00fdmsu stigum \u00farvinnslu og sn\u00faa a\u00f0 1) Akadem\u00edsku frelsi; 2) L\u00fd\u00f0r\u00e6\u00f0ishlutverki h\u00e1sk\u00f3la; 3) S\u00fdn h\u00e1sk\u00f3lakennara \u00e1 samf\u00e9lagslegar \u00f3gnir og \u00e1skoranir; 4) \u00c1hrif vinnumatskerfa \u00e1 samf\u00e9lagalega \u00fe\u00e1ttt\u00f6ku h\u00e1sk\u00f3lakennara og 5) Undirb\u00faningi nemenda til l\u00fd\u00f0r\u00e6\u00f0islegrar \u00fe\u00e1ttt\u00f6ku.\u00a0 H\u00e9r er \u00feremur \u00feessara verkefna ger\u00f0 \u00f6rl\u00edtil skil.<\/p>\n

a) Akadem\u00edskt frelsi<\/strong><\/h5>\n

\u00cd grein sem n\u00fdlega kom \u00fat hj\u00e1 Stj\u00f3rnm\u00e1l og stj\u00f3rns\u00fdsla<\/em> undir heitinu Akadem\u00edskt frelsi, \u00e1byrg\u00f0 og h\u00f6mlur: Sj\u00f3narmi\u00f0 h\u00e1sk\u00f3lakennara \u00e1 \u00cdslandi (Gu\u00f0mundur Hei\u00f0ar Fr\u00edmannsson, Anna \u00d3lafsd\u00f3ttir, Gu\u00f0r\u00fan Geirsd\u00f3ttir, Sigur\u00f0ur Kristinsson, og Valger\u00f0ur S. Bjarnad\u00f3ttir, 2021) segir fr\u00e1 greiningu \u00e1 hugmyndum h\u00e1sk\u00f3lakennara \u00e1 mikilv\u00e6gi akadem\u00edsks frelsis. G\u00f6gnin eru annars vegar fengin \u00far fyrrnefndri vi\u00f0talsranns\u00f3kn en til a\u00f0 d\u00fdpka enn ranns\u00f3knina frekar eru jafnframt notu\u00f0 g\u00f6gn \u00far tveimur gagnas\u00f6fnum sem afla\u00f0 var annars vegar me\u00f0 spurningak\u00f6nnun sem l\u00f6g\u00f0 var fyrir h\u00e1sk\u00f3lakennara 2011 og hins vegar me\u00f0 vi\u00f0t\u00f6lum vi\u00f0 48 h\u00e1sk\u00f3lakennara \u00e1ri\u00f0 2014. Unni\u00f0 var s\u00e9rstaklega me\u00f0 \u00fe\u00e1 \u00fe\u00e6tti vi\u00f0tala og spurningark\u00f6nnunar sem sneri a\u00f0 hugmyndum h\u00e1sk\u00f3lakennara um akdem\u00edskt frelsi.<\/p>\n

Helstu ni\u00f0urst\u00f6\u00f0ur \u00feessarar greiningar eru a\u00f0 akadem\u00edskt frelsi er h\u00e1sk\u00f3lakennurum mj\u00f6g mikilv\u00e6gt. \u00deeir sj\u00e1 \u00fea\u00f0 sem kjarna h\u00e1sk\u00f3lastarfs, \u00a0og jafnvel sem \u201cheilagt\u201d. \u00der\u00e1tt fyrir mikilv\u00e6gi akadem\u00edsks frelsis telja vi\u00f0m\u00e6lendur hugtaki\u00f0 \u00f3sk\u00fdrt og erfitt a\u00f0 \u00e1tta sig \u00e1 fyrir hva\u00f0 \u00fea\u00f0 stendur. \u00deeir kalla sumir hverjir eftir frekari umr\u00e6\u00f0u og skilgreiningu innan sinna h\u00e1sk\u00f3lastofnana. \u00cd hugum vi\u00f0m\u00e6lenda tengist akadem\u00edskt frelsi fyrst og fremst ranns\u00f3knarstarfi (og er \u00fear v\u00edsa\u00f0 \u00ed frj\u00e1lst val vi\u00f0fangsefna, val \u00e1 ranns\u00f3knara\u00f0fer\u00f0um \u00e1n afskipta og a\u00f0 geta sett fram ni\u00f0urst\u00f6\u00f0ur s\u00ednar \u00e1n \u00edhlutunar annarra). Frelsi fylgir fagleg og si\u00f0fer\u00f0ileg \u00e1byrg\u00f0 sem kemur m.a. fram \u00ed mikilv\u00e6gi \u00feess a\u00f0 halda sig vi\u00f0 sitt \u00feekkingarsvi\u00f0 og a\u00f0 geta teki\u00f0 \u00e1byrg\u00f0 \u00e1 ni\u00f0urst\u00f6\u00f0um s\u00ednum. Vi\u00f0m\u00e6lendur s\u00e1u s\u00ed\u00f0ur tengsl akadem\u00edsk frelsis vi\u00f0 kennslu en ranns\u00f3knir. \u00deeir telja sig \u00fe\u00f3 nj\u00f3ta sl\u00edks frelsis innan \u00feess svigr\u00fams sem n\u00e1mkr\u00e1 fr\u00e6\u00f0igreinarinnar leyfir.<\/p>\n

 <\/p>\n

b) Hlutverk h\u00e1sk\u00f3la gagnvart samf\u00e9lagslegum \u00f3gnum samt\u00edmans<\/strong><\/h5>\n

Markmi\u00f0 greiningar \u00e1 hlutverkum h\u00e1sk\u00f3la gagnvart \u00f3gnum samt\u00edmans var a\u00f0 \u00f6\u00f0last skilning \u00e1 \u00fev\u00ed hvernig h\u00e1sk\u00f3lakennarar l\u00edta \u00e1 hlutverk sitt og stofnunarinnar \u00ed a\u00f0 \u00e1varpa og breg\u00f0ast vi\u00f0 samf\u00e9lagslegum \u00f3gnum og varpa lj\u00f3si \u00e1 \u00fe\u00e1 togstreitu og \u00fe\u00e6r hindranir sem \u00fear kunna a\u00f0 koma upp (Valger\u00f0ur S. Bjarnad\u00f3ttir, Anna \u00d3lafsd\u00f3ttir og Gu\u00f0r\u00fan Geirsd\u00f3ttir; \u00ed vinnslu). \u00a0Ni\u00f0urst\u00f6\u00f0ur greiningar s\u00fdna a\u00f0 vi\u00f0m\u00e6lendur l\u00edta \u00e1 h\u00e1sk\u00f3la sem \u00e1kve\u00f0na botnsfestu \u00ed samf\u00e9laginu \u00fear sem \u00feeir eru reknir af almannaf\u00e9 og hafa mikilv\u00e6gu hlutverki a\u00f0 gegna m.a. vi\u00f0 a\u00f0 veita valdh\u00f6fum a\u00f0hald. \u00dea\u00f0 er \u00feeirra a\u00f0 halda stj\u00f3rnv\u00f6ldum \u00e1 t\u00e1num me\u00f0 uppl\u00fdstri umr\u00e6\u00f0u, skora r\u00edkjandi hugmyndir \u00e1 h\u00f3lm og var\u00f0veita akadem\u00edskt frelsi og sj\u00e1lfst\u00e6\u00f0i. H\u00e1sk\u00f3lakennarar telja a\u00f0 ef eitthva\u00f0 er \u00e6tti h\u00e1sk\u00f3linn af beita s\u00e9r mun meira \u00ed samf\u00e9lagslegri umr\u00e6\u00f0u innanlands sem og \u00e1 al\u00fej\u00f3\u00f0avettvangi. Hins vegar upplifa vi\u00f0m\u00e6lendur \u00e1kve\u00f0na togstreitu milli akadem\u00edskrar afskiptasemi og p\u00f3l\u00edt\u00edskra afskipta sem er tengd \u00fev\u00ed \u00feekkingarsvi\u00f0i sem \u00feeir tilheyra. Ranns\u00f3knir innan \u201emj\u00fakra\u201c greina (hug- og f\u00e9lagsv\u00edsinda) er erfi\u00f0ara a\u00f0 a\u00f0greina fr\u00e1 akt\u00edvisma en \u00feeirra \u201eh\u00f6r\u00f0u\u201c sem taldar eru \u201ehlutlausri\u201c.\u200b A\u00f0 lokum draga vi\u00f0m\u00e6ldendur fram fl\u00f3ki\u00f0 umhverfi marka\u00f0sv\u00e6\u00f0ingar og \u00edmyndarsk\u00f6punar h\u00e1sk\u00f3la og nau\u00f0syn \u00feess a\u00f0 \u201espila ranns\u00f3knarleikinn\u201c\u200b. Me\u00f0 \u00fev\u00ed s\u00ed\u00f0astnefnda v\u00edsa vi\u00f0m\u00e6lendur m.a. til aukinnar samkeppni um ranns\u00f3knarf\u00e9 og hvernig nau\u00f0synlegt er a\u00f0 kunna \u00fe\u00e6r leikreglur sem \u00fear gilda e\u00f0a eins og einn vi\u00f0m\u00e6landi l\u00fdsir \u00feessu:<\/p>\n

\u00dea\u00f0 er g\u00edfurlega margir a\u00f0 stunda ranns\u00f3knir \u00e1 hnattr\u00e6nni hl\u00fdnun, en \u00fea\u00f0 er bara vegna \u00feess a\u00f0 \u00fea\u00f0 er l\u00edklegast a\u00f0 vi\u00f0komandi n\u00e1i \u00e1rangri \u00ed a\u00f0 s\u00e6kja um peninga og komast \u00e1 r\u00e1\u00f0stefnur ef hann er \u00fear. Einu sinni var \u00fea\u00f0 eitthva\u00f0 allt anna\u00f0. Sj\u00e1lfb\u00e6rni, allskonar svona buzz or\u00f0 sem ganga en \u00fea\u00f0 hefur ekkert me\u00f0 \u00fea\u00f0 a\u00f0 gera. . . Ranns\u00f3knir eru bara marka\u00f0ur\u2026<\/p>\n

C) Undirb\u00faningur nemenda til l\u00fd\u00f0r\u00e6\u00f0islegrar \u00fe\u00e1ttt\u00f6ku<\/strong><\/h5>\n

Eins og \u00e1\u00f0ur hefur veri\u00f0 nefnt, var \u00e1kv\u00e6\u00f0i um undirb\u00faning h\u00e1sk\u00f3lanema til l\u00fd\u00f0r\u00e6\u00f0islegrara \u00fe\u00e1ttt\u00f6ku b\u00e6tt inn 2. grein laga um h\u00e1sk\u00f3la nr. 63\/2006. Til a\u00f0 kanna hugmyndir h\u00e1sk\u00f3lakennara til \u00feessa hlutverks voru \u00feeir spur\u00f0ir s\u00e9rstaklega \u00fat \u00ed \u00feessa grein og \u00fe\u00e1 hvort og hvernig \u00feeir sinntu henni \u00ed eigin kennslu. F\u00e1ir vi\u00f0m\u00e6lenda k\u00f6nnu\u00f0ust vi\u00f0 vi\u00f0b\u00f3tina og t\u00f6ldu hana hafa fari\u00f0 hlj\u00f3tt.
\n<\/strong><\/p>\n

Ni\u00f0urst\u00f6\u00f0ur fyrstu greiningar \u00e1 vi\u00f0horfum h\u00e1sk\u00f3lakennara til l\u00fd\u00f0r\u00e6\u00f0islegs undirb\u00fanings s\u00fdna a\u00f0 hlutverk h\u00e1sk\u00f3la vi\u00f0 undirb\u00faning til l\u00fd\u00f0r\u00e6\u00f0islegar \u00fe\u00e1ttt\u00f6ku eru sjaldan r\u00e6dd innan stofnunar, hvorki innan fr\u00e6\u00f0asvi\u00f0a n\u00e9 deilda. Vi\u00f0m\u00e6lendur telja \u00fe\u00f3 mikilv\u00e6gt a\u00f0 r\u00e6kta me\u00f0 nemendum \u00e1kve\u00f0na h\u00e6fni (og er \u00fe\u00e1 einkum v\u00edsa\u00f0 \u00ed gagnr\u00fdna hugsun) og gildi (\u201evir\u00f0ingu fyrir sannleikanum\u201d, \u201esj\u00e1lfstraust\u201d, \u201e\u00e1byrga afst\u00f6\u00f0u\u201d). \u00dea\u00f0 er hins vegar erfitt a\u00f0 koma vi\u00f0 sl\u00edkum undirb\u00faningi \u00ed \u00f6llum greinum og sum vi\u00f0fangsefni (fr\u00e6\u00f0igreinar) voru talin henta betur en a\u00f0rar. Vi\u00f0m\u00e6lendur \u00e1ttu erfitt a\u00f0 me\u00f0 nefna e\u00f0a tilgreina kennslua\u00f0fer\u00f0ir e\u00f0a vi\u00f0fangsefni sem s\u00e9rstaklega v\u00e6ru til \u00feess fallin a\u00f0 efla nemendur til \u00fe\u00e1ttt\u00f6ku \u00ed l\u00fd\u00f0r\u00e6\u00f0issamf\u00e9lagi en bentu \u00fe\u00f3 sumir \u00e1 mikilv\u00e6gi h\u00f3pvinnu, raunh\u00e6fra verkefna, umr\u00e6\u00f0ut\u00edma og samvinnuverkefna af \u00f6llu tagi. Auk m\u00f6gulegra kennslua\u00f0fer\u00f0a vildu sumir vi\u00f0m\u00e6lendur draga fram mikilv\u00e6gi l\u00fd\u00f0r\u00e6\u00f0isuppeldis \u00ed samskiptum nemenda og kennara. Almennt virtust vi\u00f0m\u00e6lendur gefa nemendum s\u00ednum l\u00edtil t\u00e6kif\u00e6ri til a\u00f0 hafa \u00e1hrif \u00e1 eigi\u00f0 n\u00e1m en gjarnan v\u00edsa\u00f0 \u00ed hagsmunaf\u00e9l\u00f6g og fulltr\u00faa\u00fe\u00e1ttt\u00f6ku sem trygg\u00f0 eru nemendum me\u00f0 l\u00f6gum og reglum. \u00c1skoranir\u00a0 vi\u00f0 undirb\u00faning nemenda til l\u00fd\u00f0r\u00e6\u00f0islegrar \u00fe\u00e1ttt\u00f6ku felast \u00ed breidd nemendah\u00f3psins, auknum kr\u00f6fum nemenda til kennara og a\u00f0st\u00e6\u00f0um til kennslu (st\u00f3rir nemendah\u00f3par, fjarkennsla, l\u00edtill t\u00edmi).<\/p>\n

A\u00f0 lokum<\/strong><\/h5>\n

H\u00e9r \u00ed \u00feessu erindi hef \u00e9g reynt a\u00f0 veita nokkra yfirs\u00fdn yfir ranns\u00f3knarverkefni\u00f0\u00a0 H\u00e1sk\u00f3lar og l\u00fd\u00f0r\u00e6\u00f0i: Gagnr\u00fdnin greining \u00e1 borgaralegu hlutverki h\u00e1sk\u00f3la \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi.<\/em> Verkefni\u00f0 var, eins og fyrr segir, styrkt af Ranns\u00f3knasj\u00f3\u00f0i Rann\u00eds sem vi\u00f0 f\u00e6rum \u00feakkir fyrir a\u00f0 hafa gert okkur kleift a\u00f0 vinna frekar a\u00f0 vi\u00f0fangsefni sem ranns\u00f3knarh\u00f3pnum finnst mikilv\u00e6gt a\u00f0 sko\u00f0a gagnr\u00fdni\u00f0. H\u00e9r hef \u00e9g stikla\u00f0 \u00e1 st\u00f3ru en fr\u00e6\u00f0ilegar greinar hafa veri\u00f0 birtar um hluta verkefnis og fleiri eru \u00ed farvatninu sem gefa d\u00fdpri inns\u00fdn inn \u00ed einstaka \u00fe\u00e6tti ranns\u00f3knarinnar.<\/p>\n

Heimildir<\/strong><\/h5>\n

Anna \u00d3lafsd\u00f3ttir og Gu\u00f0r\u00fan Geirsd\u00f3ttir (2020). A\u00f0 undirb\u00faa nemendur til \u00e1byrgrar \u00fe\u00e1ttt\u00f6ku \u00ed l\u00fd\u00f0r\u00e6\u00f0issamf\u00e9lagi: Vi\u00f0horf h\u00e1sk\u00f3lakennara. Erindi flutt \u00e1 Menntakviku,<\/em> ranns\u00f3knarr\u00e1\u00f0stefnu Menntav\u00edsindasvi\u00f0s H\u00e1sk\u00f3la \u00cdslands.<\/strong><\/p>\n

Gu\u00f0mundur Hei\u00f0ar Fr\u00edmannsson, Anna \u00d3lafsd\u00f3ttir, Geirsd\u00f3ttir, Sigur\u00f0ur Kristinsson, og Valger\u00f0ur S. Bjarnad\u00f3ttir (2021). Akadem\u00edskt frelsi, \u00e1byrg\u00f0 og h\u00f6mlur: Sj\u00f3narmi\u00f0 h\u00e1sk\u00f3lakennara \u00e1 \u00cdslandi. Stj\u00f3rnm\u00e1l & stj\u00f3rns\u00fdsla 1<\/em>(18), 139-164.<\/p>\n

Giroux, Henry. (2014).\u00a0Neoliberalism’s war on higher education.<\/em>\u00a0Heymarket\u00a0Books.\u200b<\/p>\n

L\u00f6g um breytingu \u00e1 l\u00f6gum um h\u00e1sk\u00f3la nr. 63\/2012.<\/p>\n

P\u00e1ll Sk\u00falason (2015).\u00a0A critique of universities: Reflections on the status and direction of the modern university.<\/em> University of\u00a0Iceland Press.\u200b<\/p>\n

Sigur\u00f0ur Kristinsson (2022a, v\u00e6ntanleg). \u201eH\u00e1sk\u00f3li \u00ed \u00fe\u00e1gu l\u00fd\u00f0r\u00e6\u00f0is\u201c. Riti\u00f0 <\/em>(3)<\/p>\n

Sigur\u00f0ur Kristinsson (2022). Constructing universities for democracy. Studies in Philosophy and Education. Studies in Philosophy and Education<\/em>\u00a0(2022). https:\/\/doi.org\/10.1007\/s11217-022-09853-5<\/p>\n

Solbrekke, T. D. og Ciaran S. (2020). Leading higher education as, and for, public good: New beginnings. \u00cd Tone\u00a0Dyrdal\u00a0Solbrekke og Ciaran Sugrue (Ritstj\u00f3rar.),\u00a0Leading higher education as and for public good: Rekindling education as praxis<\/em>.\u00a0Routledge.\u200b<\/p>\n

Valger\u00f0ur S. Bjarnad\u00f3ttir, Anna \u00d3lafsd\u00f3ttir og Gu\u00f0r\u00fan Geirsd\u00f3ttir. (2019). \u00der\u00e1stef, \u00feagnir og m\u00f3tsagnir um l\u00fd\u00f0r\u00e6\u00f0ishlutverk \u00edslenskra h\u00e1sk\u00f3la. Stj\u00f3rnm\u00e1l & stj\u00f3rns\u00fdsla 15<\/em>(2), 183-204. DOI: 10.13177\/irpa.a.2019.15.2.3<\/p>\n

Vilhj\u00e1lmur \u00c1rnason, Salv\u00f6r Nordal og Krist\u00edn \u00c1stgeirsd\u00f3ttir (2010). Si\u00f0fer\u00f0i og starfsh\u00e6ttir \u00ed tengslum vi\u00f0 fall \u00edslensku bankanna. Sk\u00fdrsla Ranns\u00f3knarnefndar Al\u00feingis, 2010, 8. Bindi.<\/p>\n

Vilhj\u00e1lmur \u00c1rnason (2019). L\u00fd\u00f0r\u00e6\u00f0isleg<\/a> gildi<\/a> og <\/a>hlutverk menntunar<\/a>.\u00a0T\u00edmarit um uppeldi og menntun\u00a028<\/em>(2) 2019, 261\u2012274.<\/p>\n

Vilhj\u00e1lmur \u00c1rnason (2020). R\u00f6kr\u00e6\u00f0a, stofnanir, \u00fe\u00e1tttaka. \u00c1greiningsefni um l\u00fd\u00f0r\u00e6\u00f0i. Stj\u00f3rnm\u00e1l og stj\u00f3rns\u00fdsla, 16<\/em>(2), 167-190. DOI:\u00a0https:\/\/doi.org\/10.13177\/irpa.a.2020.16.2.5<\/a><\/p>\n

Vilhj\u00e1lmur \u00c1rnason (2022). L\u00fd\u00f0r\u00e6\u00f0ishlutverk h\u00e1sk\u00f3la og \u00e1skoranir samt\u00edmans. Netla<\/em>, s\u00e9rrit til hei\u00f0urs J\u00f3ni Torfa J\u00f3nassyni, https:\/\/netla.hi.is\/serrit\/2022\/heidurs_jon_torfa\/14.pdf<\/a><\/p>\n

White, M. (2017).\u00a0Towards a political theory of the university. Public reason, democracy and higher education<\/em>. Routledge.\u200b<\/p>\n","protected":false},"excerpt":{"rendered":"

Gu\u00f0r\u00fan Geirsd\u00f3ttir \u00a0d\u00f3sent vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00e1sk\u00f3la \u00cdslands.<\/p>\n

Hva\u00f0 ver\u00f0ur til a\u00f0 h\u00f3pur fr\u00e6\u00f0imenna leggur af sta\u00f0 \u00ed sameiginlega vegfer\u00f0 til a\u00f0 sko\u00f0a ranns\u00f3knarefni sem eiginlega er ekki h\u00e6gt a\u00f0 f\u00e1 neinn botn \u00ed? Vi\u00f0 sem a\u00f0 \u00feessu verkefni komu h\u00f6f\u00f0um \u00f6ll \u00a0haft fr\u00e6\u00f0ilegan \u00e1huga \u00e1 h\u00e1sk\u00f3lum og l\u00fd\u00f0r\u00e6\u00f0i og h\u00f6fum, \u00ed mismiklum m\u00e6li \u00fe\u00f3, beint okkar ranns\u00f3knum a\u00f0 \u00feessu en \u00fat fr\u00e1 \u00f3l\u00edkum sj\u00f3narhornum.<\/p>\n","protected":false},"author":660,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[2223,2225],"tags":[2322,2317,2321,2323],"coauthors":[2331],"class_list":["post-18121","post","type-post","status-publish","format-standard","hentry","category-volume-17-no-4-2022","category-new-article-editor-review-volume-17-no-4-2022","tag-akademiskt-frelsi","tag-haskolar","tag-lydraedi","tag-lydraedismenntun"],"_links":{"self":[{"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/posts\/18121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/users\/660"}],"replies":[{"embeddable":true,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/comments?post=18121"}],"version-history":[{"count":3,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/posts\/18121\/revisions"}],"predecessor-version":[{"id":18164,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/posts\/18121\/revisions\/18164"}],"wp:attachment":[{"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/media?parent=18121"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/categories?post=18121"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/tags?post=18121"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/nome.unak.is\/wordpress\/wp-json\/wp\/v2\/coauthors?post=18121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}