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Gripson, M., Mattsson, T. & Lindqvist, A. (2023). “It ended up being a bit too advanced”: Discourses on dance collaborations in a Swedish holistic educational landscape. Dance Articulated, 9(1)
Open this publication in new window or tab >>“It ended up being a bit too advanced”: Discourses on dance collaborations in a Swedish holistic educational landscape
2023 (English)In: Dance Articulated, E-ISSN 2703-8327, Vol. 9, no 1Article in journal (Refereed) Published
Abstract [en]

It is well-known that art and cross-sectoral collaborations are needed and have value in the educational sector. The aim of this article is to describe and problematise beliefs, norms, and experiences that are articulated in descriptions of collaboration surrounding dance teaching in educational contexts in Sweden. This article rests on social constructionist perspectives and is informed by discourse analysis to problematise the experiences of collaboration regarding dance education. The empirical material consists of focus group interviews with dance teachers, pre-school teachers, and school-age educare center teachers. Analysis is focused on the discourses that occur in the empirical material, where different educators describe their experiences of collaborations. Three discourses emerge in the result: first, dance as an eraser; second, the dance teacher as inspirer and physically competent; and finally, ‘Jack in the box’—dance as collaboration? The conclusion drawn from the results is that cooperation is common, but collaborations are not. If one intends to develop shared values, alignment, and equal power relations, collaboration is required. The importance of combining dance competence with pedagogical competence adapted to the specific educational setting is essential.

Place, publisher, year, edition, pages
Norwegian University of Science and Technology (NTNU) Library, 2023
Keywords
Dance education, Discourse, Preschool, collaboration, cooperation, school-age educare centers
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-64793 (URN)10.5324/da.v9i1.5054 (DOI)
Available from: 2023-12-28 Created: 2023-12-28 Last updated: 2023-12-28Bibliographically approved
Jansson, A. & Mattsson, T. (2022). EQUALITY IN PHYSICAL EDUCATION IN SWEDEN DURING TWO DECADES. In: : . Paper presented at European College of Sport Science.
Open this publication in new window or tab >>EQUALITY IN PHYSICAL EDUCATION IN SWEDEN DURING TWO DECADES
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction: Education equality is a central goal in well-fair states around the world. In Sweden, the school and the subject physical education (PE) should be equal and compensate for students’ different backgrounds, e.g. socioeconomic, - and migration background. Although equality is a central goal, little is known about how equality in PE has changed during the last decades (Jansson et al., 2021). One approach to study equality is to analyze how grades for biological siblings correlate – this captures all aspects that siblings share, among others, socioeconomic, - and migration background. Although this approach is well established in educational research, there are no studies in PE-research (Jansson et al., 2021). As a result, there is limited knowledge about the extent to which students’ backgrounds have affected their grades in PE. Therefore, the aim of this study is to analyze how equality in PE in Sweden has changed over the last two decades. 

Method: The method is based on quantitative analyzes of students’ (N = 5,848,642) grades in PE, between the years 1999-2019. The method is based on analyzing correlations between siblings’ grades, using variance decomposition. More precisely, analyzing the correlation between full siblings, born within a three-year window, and their annually standardized grades in PE. In addition to socioeconomic, - and migration background, the measure takes into account all the aspects that full siblings share, such as: upbringing, genetic factors, living conditions, parenting and regional factors. 

Results: In relation to the total variation in students’ grades in PE, the proportion explained by variation between siblings has increased between the years 1999-2019. That is, the results indicate that the importance of students’ family background, over the past two decades, has become more important for students’ grades in PE. Furthermore, the largest increase in sibling correlation is found within the group of students born abroad.

Discussion: The results indicate that equality in PE in Sweden has deteriorated. This can be explained by that, between 1999 and 2019, (i) the student group has become more heterogeneous, i.e., it has become more difficult to compensate for students’ different backgrounds; (ii) PE has become worse at compensating for students with different backgrounds, e.g. lower socioeconomic background.

Reference: Jansson, A., Sundblad, G. B., Lundvall, S., Bjärsholm, D., & Norberg, J. (2021). Students’ perceived learning in physical education: variations across students’ gender and migration background in Sweden. Sport, Education and Society, (1)1-13. Doi.org/10.1080/13573322.2021.1878129

National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-53846 (URN)
Conference
European College of Sport Science
Available from: 2022-07-10 Created: 2022-07-10 Last updated: 2022-12-07Bibliographically approved
Pastorek Gripson, M., Mattsson, T. & Andersson, N. (2022). Förutsättningar för estetiska erfarenheter i dans inom förskollärarutbildning. In: Anders Burman; Petra Lundberg Bouquelon (Ed.), I rörelse: Estetiska erfarenheter i pedagogiska sammanhang. Huddinge: Södertörns högskola
Open this publication in new window or tab >>Förutsättningar för estetiska erfarenheter i dans inom förskollärarutbildning
2022 (Swedish)In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2022
Series
Södertörn Studies in Higher Education, ISSN 1650-433X ; 10
National Category
Educational Sciences Arts
Identifiers
urn:nbn:se:mau:diva-51415 (URN)978-91-89504-07-3 (ISBN)
Available from: 2022-05-11 Created: 2022-05-11 Last updated: 2022-05-16Bibliographically approved
Lindberg, M. & Mattsson, T. (2022). How much circus is allowed?: Challenges and hindrances when embracing risk in physical education. Physical Education and Sport Pedagogy, 1-14
Open this publication in new window or tab >>How much circus is allowed?: Challenges and hindrances when embracing risk in physical education
2022 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

Introduction: Research has indicated that Physical Education (PE) is often characterized by teacher-centred teaching (e.g. Byra 2006; Tinning 2010), where the pupils follow instruction and perform pre-established movements (Karlefors and Larsson 2018). Pupils are expected to listen, do as they are told, and follow rules (Fitzpatrick and Russell 2015; Quennerstedt 2013). PE teaching has been described as an act of control (Quennerstedt 2013), and teachers face the dilemma of letting go of control and still having enough control to make sure that the lesson smoothly moves forward (Alfrey and O'Connor 2020). However, when the pupils are given more power and the teacher applies student-centred teaching, the pupils get to come up with ideas and make decisions (e.g. Byra 2006; Garrett and Wrench 2018; Mattsson and Larsson 2021). This is significant because it can develop PE and contribute to meaning making among pupils and their experiences of movement. This article aims to analyse the use of exploratory circus assignments in PE teaching and to discuss this in relation to current school norms. Biesta's (The Beautiful Risk of Education [Paradigm Publishers 2014]) concept of risk, which means not knowing the outcome, is used. The article problematizes pupils' own ideas and suggestions in relation to prevailing norms in school. What happens when pupils participate in teaching based on exploratory circus assignments? Exploration, playfulness, and expression were focused, and the lessons were characterized by the absence of primary focus on competitiveness as a counterweight to traditional PE content. Methods: A research teacher (a university teacher with experience teaching school PE and circus) conducted 10 lessons together with 20 pupils (aged 10) and their PE teacher using exploratory circus assignments. Data was collected through participant observation, video observation, and field diary. The data analysis generated three themes, Following instruction, Limited exploration, and Shared power, that were reviewed in relation to the theoretical framework. Results: The results show that the research teacher and the PE teacher resisted embracing risk in PE due to the prevailing norms and what Biesta (2014) describes as the practice of schooling. They focused on keeping the pupils in order rather than being flexible and open to unknown outcomes. The exploratory circus assignments involved risk to different extents, and the research teacher's tendency to embrace risk increased over time. Her letting go of control enabled her to embrace risk. It did not mean a total relinquishment of control, but rather not having exclusive control over the decision-making and meaning-making processes. When she shared the power with the pupils, new and other movements could be explored. The results show that pupils' actions can be more educative than what teachers initially consider. Conclusion: Teachers need to relinquish control to conduct teaching which embraces risk. Doing so enables them to share power with the pupils, which allows pupils to explore and discover different ways of moving and using the material. Exploratory circus assignments can enable risk embracement in PE and function as a way for teachers to reflect upon pedagogical considerations and practice the sharing of power with their pupils.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Exploratory circus assignments, norms, pedagogy, physical education, risk
National Category
Sport and Fitness Sciences Pedagogy
Identifiers
urn:nbn:se:mau:diva-51224 (URN)10.1080/17408989.2022.2054971 (DOI)000780109900001 ()2-s2.0-85129189823 (Scopus ID)
Available from: 2022-05-02 Created: 2022-05-02 Last updated: 2024-02-05Bibliographically approved
Larsson, H., Mattsson, T. & Ferry, M. (2022). (Non-)Diversity and cultural (re)production in physical education teacher education: a Swedish example. Curriculum Studies in Health and Physical Education, 13(1), 3-18
Open this publication in new window or tab >>(Non-)Diversity and cultural (re)production in physical education teacher education: a Swedish example
2022 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 13, no 1, p. 3-18Article in journal (Refereed) Published
Abstract [en]

Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Physical education teacher education (PETE), PETE students, social background, secondary characteristics
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-46294 (URN)10.1080/25742981.2021.1979416 (DOI)000697721700001 ()2-s2.0-85115121768 (Scopus ID)
Available from: 2021-10-13 Created: 2021-10-13 Last updated: 2024-02-05Bibliographically approved
Mattsson, T. & Heikkinen, S. (2022). Relation (1ed.). In: Christopher Engdahl; Satu Heikkinen; Markus Arvidson (Ed.), Hur kan vi förstå rörelse?: Labans rörelseramverk, sociologi och didaktik (pp. 192-236). Stockholm: Liber
Open this publication in new window or tab >>Relation
2022 (Swedish)In: Hur kan vi förstå rörelse?: Labans rörelseramverk, sociologi och didaktik / [ed] Christopher Engdahl; Satu Heikkinen; Markus Arvidson, Stockholm: Liber, 2022, 1, p. 192-236Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2022 Edition: 1
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-58673 (URN)978-91-47-14539-3 (ISBN)
Available from: 2023-03-17 Created: 2023-03-17 Last updated: 2023-03-17Bibliographically approved
Mattsson, T. & Larsson, H. (2021). 'There is no right or wrong way': exploring expressive dance assignments in physical education. Physical Education and Sport Pedagogy, 26(2), 123-136
Open this publication in new window or tab >>'There is no right or wrong way': exploring expressive dance assignments in physical education
2021 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 26, no 2, p. 123-136Article in journal (Refereed) Published
Abstract [en]

Background: Research has indicated that an aesthetic perspective on movement is lacking in physical education and that exploratory teaching assignments are rare. Purpose: The aim of the paper is to explore how PE teachers approach the issue of teaching expressive dance and which learning processes students are involved in while dancing. Participants, research design and data collection: Sixty-eight students from three different secondary school classes and four PE teachers at one municipal school in Sweden participated in a pedagogical intervention. A dance education unit built around Rudolf Laban's framework of movement was video recorded. Careful attention was paid to ethical considerations. Data analysis: Using Dewey's transactional perspective as a holistic starting point contributed to dissolve the dualism between individuals and the environment (Dewey and Bentley 1949/1991). The analysis was informed by practical epistemology analysis [Wickman, P.-O., and L. ostman. 2002. "Learning as a Discourse Change: a Sociocultural Mechanism." Science Education 86 (5): 601-623], where the terms gaps, relations and encounters were applied to distinguish various types of transactions. The concept of risk [Biesta, G. 2013. The Beautiful Risk of Education. Boulder: Paradigm Publishers] was utilised to explore how teachers' pedagogical methods interacted with the environment in the pedagogical intervention. Findings: Most transactions occurring during the dance unit were interpreted as narrow transactions, meaning that the students' actions followed responses to the teachers' initiation of a dance assignment. Expanded transactions occurred when the students were given the opportunity and responsibility to find their own solutions to dance assignments. This is interpreted as leading to an expanded purpose, which involves new ways of moving. Interrupted transactions, i.e. when actions were stopped and no encounters occurred, were observed in the form of students hesitating or avoiding participation. Teaching methods involving a certain degree of risk enable creative and non-predetermined movements. The use of unfamiliar music avoided a reproduction of stereotypical dance styles. Dimmed lighting in the sports hall and the opportunity to work in separate rooms helped the students negotiating environmental risks by attending to the organisation and aesthetics of the space. Conclusions: Expressive dance assignments can take teaching in PE in new and expanded directions. The teachers programmed gradually more risks into their lessons, which in line with Biesta's understanding (2013) enabled the students to explore new and unpredictable movements. The students developed new ways of expressing themselves and were able to focus on the meaning of the movements. Expressive dance assignments are well suited to an exploratory method of teaching and this interplay can challenge existing logics of competition and ranking in PE.

Place, publisher, year, edition, pages
Routledge, 2021
Keywords
Expressive dance, pedagogical intervention, physical education, risk, transaction
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-17515 (URN)10.1080/17408989.2020.1752649 (DOI)000531985400001 ()2-s2.0-85084260709 (Scopus ID)
Available from: 2020-06-18 Created: 2020-06-18 Last updated: 2024-02-05Bibliographically approved
Gripson, M. P., Mattsson, T. & Andersson, N. (2021). What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective. Research in education (Manchester), 111(1), 46-69, Article ID 00345237211009255.
Open this publication in new window or tab >>What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective
2021 (English)In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 111, no 1, p. 46-69, article id 00345237211009255Article in journal (Refereed) Published
Abstract [en]

This study problematizes becoming early childhood teachers' possibilities to develop knowledge relevant to teaching dance. The aim was to analyze the presence and position of dance in Swedish early childhood teacher education syllabi. Discourse analysis was used to identify patterns, regularities, hierarchies and gaps in the steering documents. The empirical material consisted of syllabi of twelve Swedish early childhood teacher programs. The results show that according to syllabi, dance as a subject has a rather weak or non-existent position in Swedish early childhood teacher education. Instead, dance often functions as a tool for learning other subjects, e.g. language and mathematics. The concept "aesthetic" was more frequently mentioned in the syllabi, but it did not explicitly explain what dance knowledge was included in the syllabi content, learning outcomes and examination forms. The frequency of dance differed between the syllabi, which might lead to unequal early childhood teacher education. Further, the potentially weak function and position of dance in early childhood teacher education might limit children's social democratic life, bodily knowledge and experience of mind-body connection in a holistic sense.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
Aesthetics, dance, discourse, early childhood teacher education, syllabi
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-42348 (URN)10.1177/00345237211009255 (DOI)000643480900001 ()2-s2.0-85107588115 (Scopus ID)
Available from: 2021-05-27 Created: 2021-05-27 Last updated: 2024-02-05Bibliographically approved
Knez, K. & Mattsson, T. (2018). Putting gender back on the agenda: women in sport pedagogy (ed.). European Journal for Sport and Society, 15(1), 111-113
Open this publication in new window or tab >>Putting gender back on the agenda: women in sport pedagogy
2018 (English)In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 15, no 1, p. 111-113Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Hospitality, Leisure, Sport & Tourism
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-3169 (URN)10.1080/16138171.2017.1417814 (DOI)000434823200009 ()2-s2.0-85057175647 (Scopus ID)26548 (Local ID)26548 (Archive number)26548 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Mattsson, T. (2017). Dance as expression in physical education? Aesthetic experiences, identities, and unusual learning processes (ed.). In: (Ed.), (Ed.), Exploring identities in Dance: Proceedings from the 13th World Congress of Dance and the Child International. Paper presented at Dance and the Child International daCi : 13th World Congress, Twist & Twin : dancing identities, Copenhagen, Denmark (5th-10th July 2015). : Ausdance ACT
Open this publication in new window or tab >>Dance as expression in physical education? Aesthetic experiences, identities, and unusual learning processes
2017 (English)In: Exploring identities in Dance: Proceedings from the 13th World Congress of Dance and the Child International, Ausdance ACT , 2017Conference paper, Published paper (Refereed)
Abstract [en]

Dance has been a part of physical education (PE) in several countries for a long time. It is, however, marginalized in PE in Sweden and there is a gap between the ambitious goals in the curricula and the actual teaching of dance. Many PE teachers feel generally uncertain about the role of dance in their subject and are insecure about teaching it. PE appears to be dominated by a multiactivity model, underpinned by discourses on health and fitness alongside the logic of sport as bodily movement practices aimed at competition. The aim of this paper is to discuss whether dance and aesthetic experiences can help broaden the understanding and use of the body within PE as part of an identity process. The theoretical references draw on the pedagogue John Dewey’s (1934/2005) concepts of experiences and aesthetic judgments. The sociologist Thomas Ziehe’s (1986) concept of unusual learning processes is also used to discuss challenges for students’ learning. A pedagogical intervention study, consisting of eight PE lessons with dance inspired by Rudolf Laban (1948/1988), was carried out over three classes at a Swedish high school. The empirical material consisted of videotaped lessons, teachers’ interviews, and students’ written narratives. The results show that the aesthetic dimensions of movement and dance as expression challenge students in PE and offer new learning experiences and, therefore, can be a part of an identity process. Instead of imitating and reproducing movements, the students have an intention to express feelings through dance and create unpredictable movements. PE teachers can use more student- centered teaching instead of direct teaching with its specified movements as a form of social control. New dimensions to subjective experiences and the sensual body can then be given space in PE as a counterweight to sports-related physical activities.

Place, publisher, year, edition, pages
Ausdance ACT, 2017
Keywords
physical education, John Dewey, Rudolf Laban, dance as expression, aesthetic experiences
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-12038 (URN)22709 (Local ID)22709 (Archive number)22709 (OAI)
Conference
Dance and the Child International daCi : 13th World Congress, Twist & Twin : dancing identities, Copenhagen, Denmark (5th-10th July 2015)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-12-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4239-6395

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