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  • 1.
    Dahlbeck, Johan
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Hope and fear in education for sustainable development2014Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 55, nr 2, s. 154-169Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Education for sustainable development represents a politically prioritized area of knowledge in contemporary Swedish education and as such it has acquired a prominent position among the governing values of educational policy. Insofar as education for sustainable development is directed at securing the future of human well-being, this article suggests that it concerns a moral discourse where notions about what may or may not happen in the future plays an important role in the governance of practices and behaviors in the present. Since the future is shrouded in uncertainty, it is suggested that the emotions of hope and fear may be understood in terms of tools for governing the everyday lives of children, invoking alluring and deterrent images that influence their decision-making. Besides seeking to gain a better understanding of some of the preconditions of education for sustainable development, the aim of this article concerns an investigation into some of the effects that education for sustainable development may have on the lives of children. To this end, it looks at how hope and fear are being put into play within the discourse as strategies for governing individuals in relation to the uncertainty of the future.

  • 2.
    Friberg, Torbjörn
    Malmö högskola, Fakulteten för hälsa och samhälle (HS), Institutionen för socialt arbete (SA). Malmö högskola, Centrum för professionsstudier (CPS).
    A holistic, self-reflective perspective on victimization within higher education in Sweden2014Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 56, nr 3, s. 384-394Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the light of some recent transformations in higher education, a moral governance of university teachers is starting to emerge, suggesting a decrease of professional autonomy. By drawing on the idea of Gilles Deleuze’s ‘clinical analysis’, the aim of this article is to re-problematize the increasingly common moral image of students’ problems in the light of these recent developments in higher education. The first part of the article focuses on students’ victimization, which is followed by an analysis of the rhetoric and practice of transparency. The third part investigates the relationship between widening participation and the entry of the market model in higher education. The findings suggest that university teachers could benefit from applying a holistic, self-reflective perspective – as a contrast to many policymakers’ reductive individual perception. This perspective enables two practices: (1) the critical ethos concerned with the limits and potentials of professional identity and (2) the political mobilization of university teachers as a profession.

  • 3.
    Ideland, Malin
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    ‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development2014Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 55, nr 3, s. 369-386Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between ‘Us’ and ‘Them’. The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how ‘Us’ and ‘Them’ are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz’ notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/ order, ignorance/morality and helped/helping. We consider these dichotomies as cog- wheels operating in an ‘Otherness machinery’. Through this machinery, ‘We’ are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as ‘uncivilised’ or as a ‘bad’ Other in need of higher moral standards. With help from these two Others, ‘Swedish exceptionalism’ is formed. The ESD project could then be understood as a colonial and excluding project, and we ask how it is possible to avoid that ‘our common world’ only belong to ‘Us’?

  • 4.
    Linda, Palla
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    The need for speed: identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care2023Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aims to develop knowledge about how ‘the Deviant’ is produced through identificatory mapping materials that operate in Swedish preschools. This is achieved by identifying and critically reviewing a base of mapping materials commonly used in Swedish ECEC today, focusing on how the documents per se, and the formulations therein, risk pointing both the writer and the recipient in certain directions. This includes analysing the pre-existing structure and content as well as the proposed purpose of the mapping material. Drawing on Foucault, I consider documentation as a productive discursive element in a larger apparatus, where the mapping materials operate as a governing technology for making normalising judgments. The analysis contributes to an understanding of the documentality governing ECEC professionals, which affects how they resonate, and act in aiming to fulfil their mission in identifying certain children. In line with this reasoning, I also point out the specific status the documents have gained in the global ECEC quality discourse. The analysis shows how mapping documents named Pedagogical Mapping operate as a discursive element of the apparatus of early childhood special education identification processes and become fruitful for visibilising, comparing, and assessing the child and for further governing.

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  • 5.
    Nilsson Sjöberg, Mattias
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Reconstructing truth, deconstructing ADHD: Badiou, onto-epistemological violence and the diagnosis of "ADHD"2021Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 62, nr 2, s. 243-257Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Psychiatric/neurodevelopmental diagnoses have expanded in number and scale with increased influence over matters of education and upbringing. One of the most common psychiatric diagnoses among children and adolescents is attention deficit hyperactivity disorder (ADHD). The dominant perspective of ADHD is biomedical, where ADHD is defined as a neurogenetic dysfunction and disorder of the brain. Due to the absence of biological markers, the diagnosis is legitimized on the basis of a humanitarian principle: as an ideology. Through the diagnosis, which is construed in the article as a form of onto-epistemological violence, the unique subject is forced into an object and a second-class citizen who undergoes instrumental techniques of behaviour modification. The overall leitmotif of the article is to shift the focus from ‘chemical imbalances’ to ‘power imbalances’ to counteract reductionism, disempowerment and medical behaviourism. Theoretically, the article draws upon the French philosopher Alain Badiou’s ontological examination of being qua being, wherein the aim is to critically examine the onto-epistemological violence following the diagnosis of ADHD and to seek out a less violent pedagogy.

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  • 6.
    Qvarsebo, Jonas
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    The moral regime of norm critical pedagogics: new ways of governing the Swedish pre-school child2021Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 62, nr 2, s. 164-178Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years, many programs and manuals for ‘norm criticism´ have been produced for schools in Sweden. In this article, I situate norm criticism and norm critical pedagogics within discourses of values and norms, legal rights and policies through a close reading of the material produced for the Swedish pre-school. I explore the targets, modes, and techniques of governing the child through norm critical programs and practices. I give special attention to the moral regime inscribed in the norm critical project and how the desirable and undesirable subject is constructed. By problematizing norm critical pedagogics, the article propositions them (contrary to its advocates’ claims) as doing much more than widening social norms, creating tolerance for diversity, or furthering freedom and authenticity. Norm criticism attempts to reshape power-relations, assert the moral authority of professionals, and produce a state-approved social subject.

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