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Kloetzer, Laure

Nom
Kloetzer, Laure
Affiliation principale
Fonction
Assistant Professor
Email
laure.kloetzer@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/1008

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  • Publication
    Accès libre
    Stimulating dialogue at work: The activity clinic approach to learning and development
    (Cham: Springer International Publishing, 2018)
    Kloetzer, Laure 
    ;
    Clot, Yves
    ;
    Quillerou-Grivot, Edwidge
    This chapter described and discusses the Activity Clinic approach to promoting learning and development and, in particular, one of its developmental methodologies, cross self-confrontation interviews, which are at the core of this approach. The Activity Clinic approach is grounded in Vygotskian cultural-historical psychology that positions the activity of individuals as inherently social and mediated by cultural artefacts, which are at the same time used and transformed by individuals. It is also inspired by French ergonomics, with its attention to activity as it is performed by workers, and also by work psychopathology. In short, it is an interventionist methodology to transform work: a developmental methodology. In the first part of the chapter, core concepts are introduced and the cross self-confrontation methodology described. This description is supported by data collected during an intervention within the car industry, aimed at preventing work-related musculoskeletal disorders (WRMSDs). The second part characterises learning and development in this type of intervention. Learning through work is primarily envisioned here in relation to development. Researchers focus primarily on actions to help develop the workers’ power to act within their professional milieu, on their organisation, and upon themselves. However, a critical analysis of the developmental research process shows that it generates and requires learning on the part of professionals. At first, learning appears to be an effect of collaboration between researchers and workers. Workers report or demonstrate learning by appropriation of the dialogical frameworks initially implemented by the researchers. They also report or demonstrate learning about significant aspects of their work activities: about problems, conflicts, or concepts and about people, tools, or rules. Learning here arises from a secondary, self-reflective view of habits, common constraints, and proven resources, the discussion of which is promoted by the dialogical framework. Learning finally appears at the organisational level, as the goal of our action. It is positioned as an organisational process of integrating controversy about the quality of work as a way to preserve the meaning of the collective activity, health, and engagement of the workers and of the relevance of the professional activity for the larger society. In the last part of the chapter, we highlight dynamics for activity development.
  • Publication
    Accès libre
    Learning and developing science capital through citizen science
    (2018)
    Richard Edwards
    ;
    Sarah Kirn
    ;
    Thomas Hillman
    ;
    Kloetzer, Laure 
    ;
    Katherine Mathieson
    ;
    Diarmuid Mcdonnell
    ;
    Tina Phillips
  • Publication
    Accès libre
    Jamiya Project: Reconnecting Syrian Refugees to Higher Educations
    (Bergamo: Inclusive Education Network Seminar, European Educational Research Association, 2017)
    Abu-Amsha, O
    ;
    O'Keeffe, P.
    ;
    Kloetzer, Laure 
    The Jamiya Project is a Syrian led project which delivers higher education opportunities to Syrian refugees in the Middle East. The Jamiya Project brings European universities, NGOs, Syrian academics, technology and donors together to develop and deliver accredited undergraduate courses in Arabic, via blended online and face-to-face delivery. In August 2016 we launch our first pilot course in Jordan, which is an Applied IT course developed and delivered by the University of Gothenburg and Syrian academics. It will be faclitated with the assistance of the Norwegian Refugee Council at Za'atari Refugee Camp and the Jesuit Refugee Services in Amman. It is a 12 week course and accreditied under the ECTS system. Our second pilot course is scheduled to start in November and is a 7.5 ECTS accredited Global Studies courses, with the same institutional partners, to be delivered in Jordan. Following our pilot courses we aim to develop and deliver a variety of courses, with various European university partners at various locations in the Middle East.
  • Publication
    Accès libre
    A micro-analysis of professional and hybrid concepts in social work: How to develop mediations for networking?
    (Hershey, PA: Idea Group : IGI Global, 2015)
    Seppänen, Laura
    ;
    Kloetzer, Laure 
    Inter-institutional or inter-functional network collaboration at work increasingly provides new challenges for professionals as well as researchers carrying out developmental interventions. A developmental network intervention based on the approach of Developmental Work Research was conducted in the field of Social Services for Divorced Families to examine cross functional limitations through joint reflection of significant examples of client’s trajectories, and to discuss possibilities and directions for developing client-oriented network collaboration between services. With the help of interlocutory analysis, the professional concepts in use were tracked in the sequences of discussions that occurred during the intervention workshops. This analysis revealed how “hybrid concepts”, defined as concepts in use in the professional environment and re-used as intervention tools by the researchers, could support joint reflection by the professionals on the current limits of their professional joint activity. It also reveals how some “professional concepts” serve as symbolic resources to mediate both client-services’ and service-service relations. It is hypothesized that some professional concepts may serve as germs for expanding cross-functional collaborations. Finally, we sketch conditions and challenges for designing developmental, activity theory-based interventions for promoting client-oriented network collaborations. We argue that the ambiguity of intervention tools may contribute to the ability of professionals to elaborate their professional perspectives on a problematic case.