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  • 1.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 86-109Article in journal (Refereed)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

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  • 2. Ackesjö, Helena
    et al.
    Persson, Sven
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Lago, Lina
    Erkännandets dynamik: förskoleklasslärares tolkningar av ny läroplanstext2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    Swedish preschool class got its first specific curriculum in 2016. Because of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analyze how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. New institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The results show that parallel processes of recontextualization are initiated when new curriculum is confronted with the teachers' interpretations of their assignment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. Even though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also interpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the education system.

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  • 3.
    Adelmann, Kent
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lyssnandets århundrade? Att lyssna på den talande boken2011In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 43-64Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.

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  • 4.
    Anderson, Lotta
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Tvingstedt, Anna-Lena
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Med fokus på samspel: Att använda video i specialpedagogisk forskning2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 4, p. 81-103Article in journal (Refereed)
    Abstract [en]

    The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.

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  • 5.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Varför ska jag inte berätta? Litteraturarbete som språkintroduktion2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 90-106Article in journal (Refereed)
    Abstract [en]

    Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges. 

  • 6.
    Aspelin, Jonas
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM). Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM). Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lärares professionella/personliga utveckling2008In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 27-49Article in journal (Refereed)
    Abstract [en]

    The article discusses what professional personal development means, with respect to teacher students and professionally active teachers. To begin with, the discussion on teacher socialization is placed in a larger societal context, where changed conditions for the teacher profession are taken note of. Furthermore, in order to position the concept and interpret its meaning, the concepts “learning” and “reflection” are questioned. In conclusion, it is suggested that the conceptual pair “creativity/ relationship” can constitute a fruitful complement to dominating discourses about the teacher profession.

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  • 7.
    Asplund Carlsson, Maj
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Andreasson, Ingela
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Utbildningsvetenskapliga fakulteten.
    Dovemark, Marianne
    Göteborgs universitet, Institutionen för pedagogik och specialpedagogik, Utbildningsvetenskapliga fakulteten.
    Bedömnings-, dokumentationspraktiker och pedagogiska identiteter2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2015, no 2, p. 206-233Article in journal (Refereed)
    Abstract [en]

    When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.

  • 8. Asplund Carlsson, Maj
    et al.
    Lunneblad, Johannes
    ”När han är arg är han turkisk”: Identitetsskapande i Lin Hallbergs kompisbokstrilogi2008In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    With a background in current theories of identification and indentifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.

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  • 9.
    Asp-Onsjö, Lisa
    Malmö högskola, School of Teacher Education (LUT).
    Dokumentation, styrning och kontroll i den svenska skolan2011In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 39-56Article in journal (Refereed)
    Abstract [en]

    Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.

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  • 10.
    Assarson, Inger
    Malmö högskola, School of Teacher Education (LUT).
    Att skapa mening i en skola för alla: Ett diskursanalytiskt förhållningssätt2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 4, p. 123-139Article in journal (Refereed)
    Abstract [en]

    The increasing assessments and competition between countries and schools have actualized a focus on how schools handle low achieving children. Different discourses claim their knowledge in order to find the best solution to how the country can compete successively. By using a discourse analytic approach it is possible to scrutinize the process of continuously shaped and reshaped varieties of explanation models and thought systems, constructed to make sense and meaning when teachers are talking about a school for all navigating amongst different discourses striving for hegemony. The analysis model is created with the intention of constituting a tool for the analysis of these processes and linguistic activities. The basic data for analysis includes transcriptions from group conversations with 17 teachers initiated by the reading of official texts where the challenge to educate for plurality is formulated. In an example of analysis it is shown how discourses intertwine in a process where pupils concerned as having attention disorders are discussed related to the construction of an educational setting.

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  • 11. Avery, Helen
    Lärares språkbruk i tvåspråkiga klassrum2011In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 145-175Article in journal (Refereed)
    Abstract [en]

    The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.

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  • 12.
    Axelsson, Thom
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Att konstruera begåvning - debatten om IQ2012In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-28Article in journal (Refereed)
    Abstract [en]

    Throughout the 20th century, the nature of intelligence has been a hot topic and an intensely debated issue. It is the measuring and testing of intelligence, in particular, that has aroused the strongest reactions from defenders and protesters alike. The discussion on intelligence tests have frequently revolved around questions such as whether these tests will lead to an increased social mobility and liberation or, on the contrary, to exclusion and discrimination of certain groups. The focus of the present article, however, is not the consequences of intelligence testing but rather the debate concerning the testing within the research community. This debate is approached from three different perspectives: a historical perspective, a psychological perspective, and a perspective allowed for by discourse analysis. Having done this, I discuss one other tentative way of dealing with intelligence testing that does not necessarily have to involve narratives of liberation or of oppression. This is done with the help of Michel Foucault’s concept ‘governmentality’.

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  • 13.
    Axelsson, Thom
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Vad händer inom utbildningshistoria: några nedslag2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1 : History of Education, p. 1-17Article in journal (Other academic)
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  • 14.
    Bennich-Björkman, Li
    Malmö högskola, School of Teacher Education (LUT).
    Universiteten, kreativiteten och politikens aningslöshet2007In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 35-50Article in journal (Refereed)
    Abstract [en]

    This article is concerned with what knowledge that can be gained from research on creativity in psychology, social psychology and organizational theory on the one hand and how research policies are conducted on the other. The thesis brought forward is that research on creative personalities and how organizations promoting creativity function does not inform Swedish policy makers responsible for the higher education sector. There are few traces of the insights provided by such research in the presently conducted research policies. In the article, insights from creativity research are presented and discussed, focusing on the how organizations that generate creativity in research tend to be constructed. For example, in order to be able to mobilize the mental energy and concentration needed to produce creative, that is both new and relevant, ideas and solutions inner motivation as opposed to concerns about external assessments is highly crucial. All studies on creativity confirm that. To create the best possible preconditions for such inner motivation to guide researchers, the phase when ideas are worked out is the most sensitive one to safeguard from outside expectations. However, presently we have an organization for research funding based on competition between ideas, ideas that are then scrutinized and assessed at a quite early stage. Another precondition for creative thinking is a climate of risk-taking and non-conformity. The conformity produced by the present funding system where peers are acting as gatekeepers is becoming a problem to many researchers who manoever in a strategic rather than inner-directed manner in order to receive funding.

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  • 15.
    Berg, Gita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Elmståhl, Helena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of food studies, nutrition and dietetics.
    Lundqvist, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 30-57Article in journal (Refereed)
    Abstract [en]

    In Swedish home and consumer studies (HCS), cooking forms apart of the core content, and students often experience the results in a sensuous way–by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.

  • 16.
    Berggren, Kalle
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
    Theorizing Power, Identity and Hip Hop: Towards a Queer, Intersectional Approach2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 75-90Article in journal (Refereed)
    Abstract [en]

    Power and identity are central themes in hip hop scholarship, whether it is race and class that are in focus, or gender and sexuality, or a combination. Yet power and identity are contested concepts that are used with varying theoretical outlooks. This article seeks to outline some key differences between different understandings of power and identity, and their consequences for the study of hip hop. Four models are identified. In the expression model, hip hop is understood as the cultural expression of a specific group. In contrast, the catalogization model and the two-plane model both acknowledge the existence of different dimensions of power and identity, but treat these either in a list-like manner or according to a base-superstructure dichotomy. The limitations of these two models can be overcome, it is suggested, by turning to the complexity model, which builds on contemporary feminist, intersectionality and queer theory

  • 17.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    De första naturvetenskapliga skoltexterna2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, p. 72-98Article in journal (Refereed)
    Abstract [en]

    In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.

  • 18. Berglund, Lars
    et al.
    Malmgren, Lise-Lotte
    Riddersporre, Bim
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Sandén, Ingrid
    Profession, forskning och praktik: 30 rektorers syn på specialpedagogisk professionalitet2007In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 39-51Article in journal (Refereed)
    Abstract [en]

    This article is a synthesis of four investigations made by students at the special educational program at Malmö University. It describes how headmasters experience the professional role of the special needs pedagogue in schools. Research questions concerning the relationship between higher education and school practice are elucidated in the article. The responses are analyzed and problematized with the help of von Wright’s Action theory as well as of Dahllöf’s frame factor theory. In the interviews headmasters describe the special educational activities and the special pedagogue profession as multifaceted and complex. This is a situation which impedes good functioning and effective use of competence resources. Moreover, headmasters are frequently caught between the visions of policy instruments and school practice, not least concerning situational acting, and the question of short or long term planning and acting.

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  • 19.
    Berglund, Leo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sociologiska kritikbegrepp för utbildningsvetenskapen2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 14-37Article in journal (Refereed)
    Abstract [en]

    Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.  

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    Berglund2016-Sociologiska_kritikbegrepp
  • 20.
    Bergman, Lotta
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Läsning som passion och social praktik: Om läspraktiken i en bokcirkel2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2018:1, p. 69-90Article in journal (Refereed)
    Abstract [en]

    This article deals with research on the reading practice of ordinary readers in a book club. The background is the increasing interest in book club activities, but also the growing gap between professional reading within the academy, characterized by critical distance and analysis, and ordinary readers reading, often considered as immersive, naïve and uncritical. The lack of research on ordinary readers reading has been noticed by several scholars (Felski, 2008, Miall, 2006; Persson, 2011). The purpose of the study is to understand the characteristic features of the reading practice and the meaning making processes that takes place within it. The case study was carried out in a book club with seven women who meet regularly to discuss fiction. The material consists of four documented meetings, interviews with all participants and notes taken in connection with the meetings. The result show a multifaceted reading practice characterized by, on the one hand, immersion and strong emotions and, on the other hand, critical reflections on both the fictional and the real world. The reading practices affects the participants’ reflections on their lives and their place in society in a decisive way. The result can provide important insights for the teaching of literature.

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  • 21.
    Bevemyr, Mats
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn2014In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 63-87Article in journal (Refereed)
    Abstract [en]

    In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts. 

  • 22.
    Bjarnason, Dóra S.
    Malmö högskola, School of Teacher Education (LUT).
    Walking on eggshells: Some ethical issues in research with people in vulnerable situations2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 4, p. 19-33Article in journal (Refereed)
    Abstract [en]

    This article takes up some of the ethical issues at stake when qualitative inquiry involves people in vulnerable situations, such as the young, the very old, the sick or disabled or minority groups – people, in short, who are often labelled as “the other”. Ethical issues and dilemmas appear at every juncture of the research process and also when the researcher decides what to publish and why. The article starts with some of the issues and experiences the author brings to the table after working in the field of inclusive education and disability research for over three decades. Next it offers some notes on qualitative inquiry and then it moves on to explore the ethics, ethical issues and dilemmas inevitably part and parcel of all such inquiry. Then it applies examples from the author’s fieldwork to the discussion of ethical issues and dilemmas in qualitative encountered in qualitative research with people in vulnerable situations. Examples are in particular drawn from the authors recent study that involved interviews with Icelandic parents of disabled children. The ethical issues and dilemmas touched upon include those related to gaining access, the interview situation itself, including the building of rapport and the fine line between gathering the data, data analysis, ethical issues related to what to select from privileged knowledge, and other things that concern the writing up of sensitive data. Finally, some thought is given to publications, their interpretations by the reader and their use or abuse.

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  • 23.
    Björn, Norlin
    et al.
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Sjögren, David
    Uppsala universitet.
    Educational history in the age of apology: The Church of Sweden's "White book" on historical relations to the Sami, the significance of education and scientific complexities in reconciling the past2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 69-95Article in journal (Refereed)
    Abstract [en]

    Reconciliation processes – wherein governments and other organizations examine their past institutional practices to understand contemporary problems in relation to minorities or indigenous groups – have become a widespread international phenomenon in recent decades. In Sweden, such an ongoing process is the reconciliation work between the Church of Sweden and the Sami. In this process, which recently resulted in the publication of a scholarly anthology (or a “white book”), educational history has come to play a vital part. The present article uses the Church of Sweden’s White Book as an empirical object of study to examine in more detail the role and significance of knowledge of educational history for this specific reconciliation process. By focusing on various scientific complexities and epistemological tensions that tend to arise in these kinds of undertakings, this paper also aims to problematize the white book genre itself as a path to historical knowledge. By doing this, this article’s overall ambition is to contribute to future scholarly work in reconciliation activities, white papers and truth commissions. This study applies a qualitative content analysis and connects theoretically to the growing field of transitional justice research.

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  • 24.
    Borgfeldt, Eva
    Göteborgs universitet.
    Multimodal textproduktion i årskurs 3: analys av en lärares bedömning2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 118-151Article in journal (Refereed)
    Abstract [en]

    The aim, in this qualitative semi- structured interview study, is to analyze whatmodalities a primary s chool teacher in a multicultural school context stresses when assessing her third grade students’ meaning making in their multimodaltext productions. The study has a socio-cultural perspect ive and the theoreticalpoints and analysis tools are based in the socio semiotic multimodal theories, and in the multiliteracies research. The results show that the teacher on theone hand mainly focuses o n the semiotic resources, image, color and writing, and to some ext ent squares, symbols and speech bubbles in student petitions, but on the other hand her statements points out the complexity of the task formulation gives rise. It proves to be problematic for the teacher to allow stu-dents to freely interpret and independently design their task where she at thesame time intends to make an overall assessment o f how the content is pre-sented. In practice, the teacher more often are focused on assessing abilities that show how thoroughly and carefully the students are documenting thandeveloping the knowledge. It points to the difficulty of reconciling assessment requirements in the context of a multimodal text production. 

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  • 25.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Berg, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Läroplansimplementering och korstryck i fritidshemmets arbete2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 107-132Article in journal (Refereed)
    Abstract [en]

    In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an analytical concept, curriculum implementation and cross pressures are used. The result shows that the values ​​and tasks that the leisure-time-teachers emphasize in relation to the steering documents are social skills, professional ambivalence and the status of leisure-time-centers. Strategies personnel use is high leadership structure, reactive confirmation of steering documents and traditional leisure-time activities. Restrictions in the professional practice are the low status of activities in leisure-time-centers compared with traditional school activities, lack of time for implementation, "schooling" and unclearness in the steering documents' descriptions. This means that several stressful cross pressure are experienced in different ways at work, which complicates the realization of the curriculum's intentions.

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  • 26.
    Cederlund, Katarina
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Multimodala bedömningspraktiker och lärares lärande2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 43-68Article in journal (Refereed)
    Abstract [en]

    The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-­making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-­work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-­language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.

  • 27. Dahl, Jonas
    et al.
    Johansson, Maria
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    The citizen in light of the curriculum2013In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 27-43Article in journal (Refereed)
    Abstract [en]

    In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.

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  • 28.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Lundin, Mattias
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Likabehandlingsarbete — en reproduktion av rådande maktordning?2020In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 49-73Article in journal (Refereed)
    Abstract [en]

     This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized. 

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  • 29.
    Eilard, Angerd
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Barndomsbilder i förändring i grundskolans läseböcker2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2-3, p. 157-193Article in journal (Refereed)
    Abstract [en]

    The article explores how norms and ideals linked to generation, gender and ethnicity are expressed in school readers used in Swedish schools since 1962, the year of the first national curriculum of the compulsory school. More than 60 readers have been examined. The adopted perspective combines a genealogical and a critical multimodal discourse analytical approach with an intersectional perspective. This means that the readers’ texts and illustrations are viewed as a whole and as social constructions in the historical context of their periods. Accordingly, the way changes in the late modern society, regarding childhood and family, are depicted in the readers are made visible, as well as the inclusion and exclusion of certain social subjects. Although the contemporary readers appear to advocate diversity and equal opportunities the analysis shows that a colonial white Western, as well as a heteronormative, discourse remains comparatively unchanged throughout the period. The most noticeable finding is the reversed generation hierarchies that characterize the late books. A striking point here is that the old nuclear family has been replaced by an ideal of young heterosexual twosomeness.

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  • 30.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Koncentrationsförmåga ur ett relationellt perspektiv2006In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 38-53Article in journal (Refereed)
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  • 31.
    Ericsson, Ingegerd
    et al.
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Grahn, Patrik
    Skärbäck, Erik
    Närmiljöns betydelse och hur den kan påverkas2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 81-101Article in journal (Refereed)
    Abstract [en]

    The aim of the present article is to describe how the local environment affects people and how people can have an impact on their local environment. Using the sports movement as an example, the article discusses the importance of getting citizens to participate and to play an active role in decision processes concerning physical planning for the local environment. How we design our outdoor environments largely determines how our children develop in terms of their motor coordination and self-image, and thereby also their mental status, concentration ability, and academic aptitude as well as our children’s resources for engaging in one or several athletic activities that promote life-long amusement, good health and well-being. For young people, the opportunity to spontaneously use their local environment is a basic need, one that has received too little attention in city planning, e.g. fill in projects. Politicians are sensitive to public expressions of opinion. If it unites its power, the sport clubs and sport federations should be able to ensure high quality play environments for children and spaces for spontaneous sports activities for youth. The new trend towards private-public-partnership means a great deal of negotiations between the developer and the city leadership in which citizens have no access. It takes place behind closed doors and the child perspective is often forgotten. The sport clubs and sport federations have a chance to take the initiative here by formulating goals for children’s and young people’s motor, social and cognitive development and by pushing its own proposals for developing the local community.

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  • 32.
    Eriksson, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Svensson, Ann-Katrin
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 87-112Article in journal (Refereed)
  • 33.
    Evaldsson, Ann-Carita
    Malmö högskola, School of Teacher Education (LUT).
    Verbal mobbning och normerande praktiker i flickors relationsprat2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2-3, p. 137-156Article in journal (Refereed)
    Abstract [en]

    In this study data are drawn from ethnographic research combined with audio-recordings of everyday peer interactions in a multiethnic elementary school in Sweden. The analysis is based on longitudinal work among five preadolescent girls with low income and mixed ethnicities. Special attention is given to the social process (conflict talk, accounts, insults, threats, forms of membership categorization-work) of social exclusion in a girl group. The analysis combines ethnography with examination of talk-in-interaction (CA) and ethnomethodological concerns for membership categorizations (MCA). As will be demonstrated the targeted girl was affiliated with multiple negative categorizations such as “bad friend”, “bad girl”, ”friendless”, “insane” and “bullied”, and eventually socially excluded from the girl-group. In constructing such categorizations the girls’ engaged in relational talk in which they deployed diverse forms of judgmental work (complaints, accusations, justifications, insults, recycling, accounts, negative person descriptions). As a result, the girls arranged social relations of power, indexed social identities, policed gender-deviant behaviours and justified social exclusion. Overall the analysis provides a critical perspective on peer victimization that accounts for the complexities, dynamics and contradictions inherent in girl-bullying and feminine morality.

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  • 34.
    Fabri, Anna
    et al.
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Mattsson, Torun
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Betydelsen av praktisk personlig färdighet i idrottslärarutbildningen2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 23-41Article in journal (Refereed)
    Abstract [en]

    The article discusses the importance of personal sporting skills in PE Teacher Education. The article is based on interviews with a group of teachers in PE Education. They were interviewed about how they perceive the needs of skills in PE Students. The article also discusses the diminished importance in PE Education of the need of physical literacy. A particular focus is on the discussion of personal skills in dancing and in ball games. The results show that there is a difference between how the PE educators talk about personal skills in dance and in ball games. There is consensus concerning the importance of the need for good personal ability in dancing, which also permeates the exams that the students are doing. In ball games, on the other hand, the discussion underlines the importance of general skills in coaching and leadership rather than personal skills in various ball games, in order to create good learning situations for different groups of pupils.

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  • 35.
    Ferguson, Dianne L.
    Malmö högskola, School of Teacher Education (LUT).
    Introduction: Honoring and celebrating diversity in educational research2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 4, p. 9-18Article in journal (Other (popular science, discussion, etc.))
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  • 36.
    Ferm Almqvist, Cecilia
    Södertörn University, School of Culture and Education, Education.
    Ett pentagramperspektiv på responsiv undervisning och bedömning mot likvärdig musikundervisning inom gymnasiets estetiska program: Vem? Vad? Var? Vart? Med vem?2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, p. 42-Article in journal (Refereed)
    Abstract [en]

    Earlier interview studies of electric guitar playing girls in upper secondary schools, shows clearly that taken for granted knowledge values are connected to specific genres or styles, and to specific actions and behaviours related to these style. It is also obvious that the interviewed students, not least depending on sex, relate differently to these values. One statement based on the results of the interview studies with five electric guitar playing girls is that the role of the teacher becomes important when it comes to contribute to equal teaching and learning of music. The question is what the teacher needs to know and handle. In the article a pentagon model for responsive teaching is mirrored towards the girls’ experiences of ensemble education, aiming to make clear and discuss possibilities for equal teaching and learning. The connection to the special number of EDUCARE is not least the risk that arts values can conserve traditional gender roles in music educational settings.

  • 37. Foisack, Elsa
    et al.
    Pagliaro, Claudia M.
    Kelly, Ronald R.
    Matematikprestationer och elever med dövhet eller hörselnedsättning2013In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 68-92Article in journal (Other academic)
    Abstract [en]

    The mathematics performance of Swedish deaf and hard‐of‐hearing students was compared to that of hearing students to relate the situation in Sweden to recent international research results. Quantitative analysis of performance on the national subject test in mathematics and questionnaire on demographic variables for the deaf and hard‐of ‐hearing students were used. Analyses showed significant differences overall between deaf and hard‐ofhearing students and their hearing counterparts, but more importantly, gave insight into specific areas in which deaf and hard‐of‐hearing students may succeed or falter. In the study no significant differences in mathematics performance appeared between the deaf and hard‐of‐hearing students if sign language or spoken language was used as the language of instruction. No significant differences appeared depending on investigated background variables between the two groups, students mainly taught in sign language (class for the deaf) and students mainly taught in spoken language (class for the hard‐of‐ hearing). Demographic variables investigated were students’ gender, hearing status, additional functional disability, born is Sweden or not as well as parents’ hearing status, level of education, born is Sweden or not. The study serves as a basis for further investigations to develop deaf and hard‐of‐hearing students’ performance in mathematics.

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  • 38.
    Fonseca, Lars
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Hur uppfattar elever omgivningens sociala tryck gällande skolfusk?2020In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 27-48Article in journal (Refereed)
    Abstract [en]

    Both earlier Swedish research and reports in the Swedish media suggest that students and teachers perceive norm conflicts regarding test-taking and grading: on one hand, high-school-students (year 7 -12) and teachers feel expected to strictly adhere to rules prohibiting cheating in school; on the other hand, they feel expected to apply these rules flexibly to facilitate students achieving good grades. This study aims to address this conflict from student perspective and answer the following question: To what extent do high-school students perceive that social norms support rules against school cheating? The data for this quantitative study was collected from 199 high-school students. Using a norm-sociological model (Svensson, 2008), the data was subsequently analysed to illuminate in what way students understood the social norm against cheating in school and what significance they allocated to these values in their social environments. The results show that the high-school students perceived the social norm against cheating to be significantly stronger than the social norm for cheating. Secondly, the students perceived that teachers, principals and parents clearly viewed cheating negatively, and imbued the no-cheating norm with great importance. Thirdly, the students perceived that their peers were ambivalent to cheating.

  • 39.
    Gardesten, Jens
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fonseca, Lars
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att hantera lärarbristen: Erfarenheter från skolor som anställt heltidsmentorer2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 34-48Article in journal (Refereed)
    Abstract [en]

    Schools in Sweden need to handle an acute lack of teachers. One way to handle this problem is to hire new staff who can work with social and administration tasks, enabling the teachers in school to teach some more classes instead. This study examined two secondary schools in Sweden where this way to solve the problem was tried out. The aim of the study was to highlight possible consequences for teachers’ core practices (teaching), and discuss whether more teaching might involve another sort of teaching. In this analysis, Ryle´s distinction of “achievements” versus “tasks” was being used (Ryle, 1949). Another aim was to highlight possible consequences for teacher-student relationships and possible consequences for the teachers´ working conditions. The empirical base was five focus group interviews with the teachers. The findings indicate that the new work model might turn into a “mechanical teaching”, more of an achievement than a task, in Ryle´s sense. Moreover, while new staff was hired to solve social problems among students, teachers still describe how they handle acute conflicts in the school environment; “because I´m an adult”. Finally, even though the working conditions are still demanding, the clarifying of job boundaries has contributed to less work stress.

  • 40.
    Gelinder, Lolita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Smak för hållbar utveckling? -En fallstudie av meningsinnehållet om smak i undervisning för hållbar matkonsumtionIn: Educare - Vetenskapliga skrifter, ISSN 1653-1868Article in journal (Refereed)
  • 41.
    Grunditz, Sofia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Frankenberg, Sofia
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Vardagligt samspel och mobila sängar i barnstorlek – en visuell historisk analys av vilan i förskolan2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 116-142Article in journal (Refereed)
    Abstract [en]

    In previous historical studies on preschools, the main sources are texts; photos are used merely as illustrations. Inspired by the idea to use visual materials to study the look of the past by scrutinising historical photos and films of naptime in preschool, this article will shed light on preschool as an institution and on the materiality of naptime practices. The data comprise of historical photographs and films from the period 1900–1970 (in total 14 films and approximately 200 photographs that, in one way or the other, depict naptime: adult and child interaction, the beds' constructions, the material organization of rooms and naptime routines). By using visual analyses, visualizations and the notion of path dependence, the article shows how the everyday practice of napping was carried out in the historical preschool in relation to questions of continuity and change. The results suggest that the design of beds, as child-sized and easy to move and store, can be understood as defining the institution as a preschool with play and educational practices as its main purpose. At the same time, however, the beds themselves indicate that care, as sleep or napping, was an essential practice in historic preschools.

  • 42. Haglund, Björn
    Fritidshemmets vardagspraktik i ett nytt diskursivt landskap2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 64-85Article in journal (Refereed)
    Abstract [en]

    School-age educare traditions are in many ways separate from school traditions. School-age educare traditions have, however, for a long time been subjects for a transformation process since newer steering documents, directed to the leisure-time centre, emphasize traditional school concepts as education, pupils and learning. This article highlights how the amalgamating between the traditional content and the state ́s regulating intentions to change the activity is managed by the staff at one leisure-time centre by studying what activities the staff highlights and what approach they use in their interactions with the pupils. Data is based on six weeks of field work including participating observations, field notes and walk-and-talk conversations. The study shows that the staff emphasize the importance of free play and, with the help of conversations, try to get in touch with the children and make them feel safe and comfortable. The staff ́s points of departure for managing the everyday practice seems to be rooted in older school-age educare traditions despite the government ́s efforts to orchestrating the activity.

  • 43.
    Hansson, Johan
    Umeå University.
    Ett enande band bland Nordens alla samer: Slöjd på Samernas folkhögskola/Sámij álmmukallaskåvllå2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1Article in journal (Refereed)
    Abstract [en]

    From its establishment in 1942, the Sami folk high school included crafts as an important part of its education program. The Swedish Mission Society, who founded the school, not only wanted to educate Sami youth to better their chances on the labour market but also to give them the opportunity to get acquainted with their Sami culture. Thus Sami crafts had a crucial role in educational activities at the folk high school. With the help of Gert Biesta’s concepts, the article shows that crafts had a socializing function. The teaching strengthened the students’ collective identity and provided them with traditional skills and knowledge. However, Lennart Wallmark, the school principal (1942-1972), stressed the importance of learning crafts for other purposes. Influenced by religious thinkers, he stated that the students would also be strengthened as individuals: a process of subjectification. Moreover, the crafts lessons had a third function: qualification. Though the studies were not vocational as such, they could simplify the process of procuring the quality label bestowed by the Sami organization Same Ätnam to crafts of especially high quality. Wallmark and the teachers in crafts were important for the development of craft education at the folk high school. However, Same Ätnam’s ideas of Sami handicraft and government regulations were also influential. These inner and outer forces contributed to the teaching so that it, on one hand, did not change much but, on the other hand, was congruous with the rest of the society.

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  • 44.
    Hartsmar, Nanny
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Sandström, Maria
    The right of all to inclusion in the learning process: Second language learners working in a technology workshop2008In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 43-81Article in journal (Refereed)
    Abstract [en]

    With its background in research on the development of the second language and the language use of immigrant children as portrayed in political discourse, this article discusses the significance of the mother tongue in the access of newly-arrived pupils to teaching in school subjects while the development of their second language is in its earliest stages. The starting point for the project is a socio-cultural perspective of teaching and the development of knowledge, and that language is discourse. If one sees citizenship as an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard. Two preparatory classes in Malmö were invited to problem-solving work sessions in the technical workshop at the School of Education. The student teachers acted as supervisors and observers alternately, and documented the conversations that took place. Sequences of conversation were recorded for analysis. The study illuminates and problematises the content of the conversations during problem-solving, what initiatives to conversation are taken by pupils and students, what the possibilities of problem-solving using the mother tongue are, and what the pupils’ texts contain and if they are functional, in the sense that it is possible to understand what the pupil wants to mediate to the reader. Excerpts from the recordings show that both children and students use a variety of “strategies” in the conversations and this has a number of consequences for the processes of knowledge.

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  • 45.
    Hedenborg, Susanna
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Till vad fostrar ridsporten? En studie av ridsportens utbildningar med utgångspunkt i begreppen tävlingsfostran, föreningsfostran och omvårdnadsfostran2009In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 61-78Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to analyze the importance and meaning of education within one of the Swedish horse riding organizations – Ridfrämjandet. The organization was formed in 1948, and shortly after its establishment it is clear that it attracted especially young people and children. Ridfrämjandet, as many other sports associations, achieved governmental subsidies for their youth activities and a large amount of their work was devoted to courses. The sociologist Tomas Peterson has used two concepts to characterize the educational strivings within the sports associations: education for competition and education for citizenship. Furthermore he has demonstrated that the courses arranged by the Swedish Football Association soon after their introduction developed competitive characteristics. By contrast, the courses arranged by Ridfrämjandet focused on citizenship education. In order to characterize the educational strivings in Ridfrämjandet, another concept has to be used as well – education for caretaking. It is possible that the caretaking characteristics in the equestrian organization can be connected to the process of feminization.

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  • 46.
    Hillbur, Per
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Good to Be Different?: On Cosmopolitanism, Pluralism and 'the Good Child' in Swedish Educational Policy2013In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 9-26Article in journal (Refereed)
    Abstract [en]

    Being a part of a larger project on subject positions of the child in policy documents and teaching materials, this article focuses on the role of undecidables in the fabrication of the so-called good child in the Swedish curriculum for the compulsory school. Within a framework of governmentality, the curriculum represents technologies of government, providing an undecidable terrain open for interpretation and decisions by subjects. Through the lens of education for sustainable development, I have selected five school subjects of particular interest for analysis: biology, civics, geography, home and consumer studies, and physical education and health. By focusing on the undecidable olika, meaning ‘different’, in the five syllabi, a pattern of features designating the good child emerges: (1) science-based categorization, (2) the lifelong learner, (3) the informed consumer, and (4) celebration of diversity. These four features represent a political rationale characterised by a contradictory amalgamation of cosmopolitanism and value pluralism. In combination with an increased emphasis on measurement and assessment in Swedish education, this reinforces abjection processes in school, separating ‘the good child’ and ’the child left behind’.

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  • 47.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    IUP i praktiken: En skolreforms formande i skärningspunkten mellan yttre styrning och professionell autonomi2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 234-259Article in journal (Refereed)
    Abstract [en]

    The present study aims to deepen the knowledge about how teachers’ work with individual development plans (IDPs) is shaped at the intersection of national and local governance on the one hand and teachers’ professional autonomy on the other. The conceptual points of departure are mainly taken from Wartofsky’s distinction between primary, secondary and tertiary artifacts, Latour’s conceptual pair inscription - translation, and the activity theoretical understanding of contradictions and dilemmas. Methodologically, the study is based on qualitative content analysis of material based interviews with five teachers from each of the three school stages: primary, intermediate, and secondary stage (in total 15 teachers). Through the analysis of how IDPs are understood and used by teachers, a picture emerges of the complexity that is involved when a school reform takes shape in different local contexts. The results show that IDP work on the one hand is shaped by the aims that teachers perceive that they need to achieve by using the IDP tool, on the other hand by the contextual conditions framing their work, particularly in terms of external control vs. autonomy. Further in-depth analysis also indicates that teachers’ work with IDPs takes shape in relation to various dilemma management strategies related to time/workload, scope/complexity of document content, and the fact that IDPs are to fulfil summative as well as formative assessment purposes. Teachers’ emerging IDP work is discussed in the light of international studies that in similar ways point to the contextual/organizational conditions as contributing to creating concrete assessment and instructional practices.

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  • 48.
    Håkansson, Peter
    Malmö högskola, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Folkbildningen och det sociala kapitalet2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 31-51Article in journal (Refereed)
    Abstract [en]

    This article investigates how bridging social capital can be created in the study associations’ activities. It is specifically bridging social capital that has positive effects on society because it boosts economic activity and shapes general trust. The study is built on interviews with study associations’ representatives and a developed conceptual model of bonding and bridging social capital where these categories are placed in two different dimensions. In the strongest definition of bonding social capital we find groups that are homogenous and who knows each other well. In the corresponding definition of bridging social capital we find groups that are heterogeneous and that know each other less well. A hybrid between these two can be groups that are homogenous, but know each other less well. A conclusion from the interview is that the study associations’ activities exist in all of these definitions. However, the creation of homogenous groups takes place more or less “natural”. The creation of heterogeneous groups, on the other hand, needs a force or a decision from the outside. Here the study association can play a major role.

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  • 49.
    Irisdotter Aldenmyr, Sara
    Malmö högskola, School of Teacher Education (LUT).
    Förvaltningsarbete för mångfald och konkurrens: En studie av den kommunala skolförvaltningens ansvar att främja mångfald i den konkurrensutsatta grundskolan2010In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 31-52Article in journal (Refereed)
    Abstract [en]

    This article reflects on the possibility to promote diversity in Swedish schools. Our municipal authorities are responsible of managing schools financially as well as promoting diversity and equality. Thus, several critical researchers claim that the marketization of the educational sphere, including students’ freedom of choice, leads to segregation and discrimination. There are also theorists who claim the opposite by pointing out that the free market represents democratic values and promotes diversity. The aim of this article is to study how administrators of the municipal authorities reflect on their possibility to promote diversity within a marketized school system. The material consists of four interviews with head administrators of municipal authorities. The results partly confirm the clash between competition, freedom of choice and diversity. Yet, the municipal administrators seem to believe in the possibility to further the progress of diversity within the marketized school.

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  • 50.
    Johansson, Maritha
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 62-86Article in journal (Refereed)
    Abstract [en]

    The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.

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