Publikationer från Malmö universitet
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  • 1.
    Adelmann, Kent
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Lyssnandets århundrade? Att lyssna på den talande boken2011Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 43-64Artikel i tidskrift (Refereegranskat)
    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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  • 2.
    Anderson, Lotta
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Skolutveckling och ledarskap (SOL).
    Tvingstedt, Anna-Lena
    Malmö högskola, Lärarutbildningen (LUT), Skolutveckling och ledarskap (SOL).
    Med fokus på samspel: Att använda video i specialpedagogisk forskning2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 81-103Artikel i tidskrift (Refereegranskat)
    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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  • 3.
    Aspelin, Jonas
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM). Malmö högskola, Lärarutbildningen (LUT), Individ och samhälle (IS).
    Persson, Sven
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM). Malmö högskola, Lärarutbildningen (LUT), Individ och samhälle (IS).
    Lärares professionella/personliga utveckling2008Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 27-49Artikel i tidskrift (Refereegranskat)
    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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  • 4.
    Asplund Carlsson, Maj
    et al.
    Göteborg University.
    Lunneblad, Johannes
    Göteborg University.
    ”När han är arg är han turkisk”: Identitetsskapande i Lin Hallbergs kompisbokstrilogi2008Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 7-25Artikel i tidskrift (Refereegranskat)
    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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  • 5.
    Asp-Onsjö, Lisa
    Gothenburg University.
    Dokumentation, styrning och kontroll i den svenska skolan2011Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 39-56Artikel i tidskrift (Refereegranskat)
    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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  • 6.
    Assarson, Inger
    Stockholm University.
    Att skapa mening i en skola för alla: Ett diskursanalytiskt förhållningssätt2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 123-139Artikel i tidskrift (Refereegranskat)
    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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  • 7.
    Avery, Helen
    Lund University; Jönköping School of Education and Communication.
    Lärares språkbruk i tvåspråkiga klassrum2011Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 3, s. 145-175Artikel i tidskrift (Refereegranskat)
    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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  • 8.
    Axelsson, Thom
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Att konstruera begåvning - debatten om IQ2012Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 7-28Artikel i tidskrift (Refereegranskat)
    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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  • 9.
    Axelsson, Thom
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Vad händer inom utbildningshistoria: några nedslag2019Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1 : History of Education, s. 1-17Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Utbildning brukar ses som lösningen på en rad olika problem i samhället, allt från sociala orättvisor till att servera näringslivet med adekvat arbetskraft. Få ämnen i den samhälleliga debatten väcker så starka känslor som utbildning gör. Inte sällan diskuteras utbildningen och dess roll med överhettade politiska och ideologiska tongångar.

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  • 10.
    Bennich-Björkman, Li
    Malmö högskola, Lärarutbildningen (LUT).
    Universiteten, kreativiteten och politikens aningslöshet2007Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 35-50Artikel i tidskrift (Refereegranskat)
    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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  • 11. Berglund, Lars
    et al.
    Malmgren, Lise-Lotte
    Malmö högskola, Lärarutbildningen (LUT).
    Riddersporre, Bim
    Malmö högskola, Lärarutbildningen (LUT), Skolutveckling och ledarskap (SOL).
    Sandén, Ingrid
    Malmö högskola, Lärarutbildningen (LUT).
    Profession, forskning och praktik: 30 rektorers syn på specialpedagogisk professionalitet2007Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 39-51Artikel i tidskrift (Refereegranskat)
    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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  • 12.
    Bergman, Lotta
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Läsning som passion och social praktik: Om läspraktiken i en bokcirkel2018Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2018:1, s. 69-90Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Den här artikeln bygger på forskning om läspraktiken i en bokcirkel med vardagliga läsare. Bakgrunden är det växande gapet mellan professionell läsning inom akademin, som ofta beskrivs som kritiskt distanserad och analytisk, och vardagliga läsares läsning, som ofta karaktäriseras som uppslukande, naiv och okritisk. Bristen på forskning på detta område har noterats av flera forskare (Felski, 2008, Miall, 2006; Persson, 2011). Syftet med studien är att förstå de karaktäristiska dragen i bokcirkelns läspraktik och det meningsskapande som sker i den. Fallstudien genomfördes i en bokcirkel med sju kvinnor som träffades regelbundet för att samtala om fiktion. Materialet består av dokumenterade träffar, intervjuer med samtliga deltagare och observationsanteckningar förda i när anslutning till träffarna. Resultatet visar en mångfacetterad läspraktik, å ena sidan präglad av uppslukande läsning kopplad till starka känslomässiga upplevelser, å andra sidan av reflektion och kritisk analys av både fiktionen och världen utanför den. Läspraktiken påverkar deltagarnas reflektioner över det egna livet och det samhälle de lever i på ett många gånger avgörande sätt. Resultatet kan ge värdefulla insikter också i ett litteraturdidaktiskt perspektiv.

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  • 13.
    Bergman, Lotta
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Davidsson, Eva
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Förstaårsstudenters akademiska skrivande och hur det kan utvecklas2023Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 152-182Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A major challenge for first-year students is the demands on academic writing. The purpose of the study is to identify students' difficulties with writing at the beginning of their education to contribute to the discussion about how students' writing development can be supported. The overall theoretical perspective is systemic functional linguistics (SFL). The data consists of texts from the first examination of a primary teacher program. The analysis includes partly a corpus analysis of 125 texts concerning sentence length, word length, the proportion of long words, word variation, and lexical profile, and partly a qualitative text analysis of a selection of eleven students' texts from the larger group concerning text cohesion, composition and use of references. The results indicate that the task design is of great importance for how advanced the students' texts are, based on the proportion of long words, word variation, and lexical profile. Furthermore, students struggle with paragraph division and creating clear relationships between and within paragraphs to create coherent texts. The results also show that the students need support to develop their ability to write from sources. Based on the results, the authors discuss how subject teachers in higher education can support students' writing development. 

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  • 14.
    Bjarnason, Dóra S.
    Malmö högskola, Lärarutbildningen (LUT).
    Walking on eggshells: Some ethical issues in research with people in vulnerable situations2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 19-33Artikel i tidskrift (Refereegranskat)
    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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  • 15.
    Brauer, Alexander
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Responsiveness to culture through literature: Creative writing as culturally responsive pedagogy2024Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 62-77Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.

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  • 16.
    Dahl, Jonas
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Johansson, Maria
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    The citizen in light of the curriculum2013Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 27-43Artikel i tidskrift (Refereegranskat)
    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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  • 17.
    Edström, Ann-Mari
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Aesthetics, learning and education: a reflection2019Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 1-5Artikel i tidskrift (Refereegranskat)
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  • 18.
    Edström, Ann-Mari
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Introduction: Aesthetics, Learning and Education, Part II2020Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1Artikel i tidskrift (Övrigt vetenskapligt)
  • 19.
    Edström, Ann-Mari
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Wangen, Bjørn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Being in motion through an aesthetic working process2020Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 144-161Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article reports the results of an empirical investigation into movement viewed as a quality of an aesthetic working process. Any process presupposes movement - there is no process if one stands still. At times, movement is deliberately provoked by artists wanting to view their work from a different perspective. This was the approach applied in the first-year course of an art teacher’s program in Sweden, where movement was provoked through shifts of media (cardboard, sketching, Minecraft) during a four-week working process. The assignment was to work with a 3D shape through these media. The students' process journals (containing writings and photography) constitute the material for the study. The results are visualized on an individual level as movement patterns and five characteristic patterns are discerned. Movement within and between media are visualized collectively, showing not only how media shifts stimulate movement but also how the students themselves can provoke movement within a medium. Sketching shows the most movement, typically triggered by the students themselves when they get bored by the repetitiveness of multiple sketching. Minecraft encourages the least amount of movement, which is discussed in relation to preconceptions embedded in the software design. The study relates to a phenomenographic approach.

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  • 20.
    Eilard, Angerd
    Malmö högskola, Lärarutbildningen (LUT), Barn-unga-samhälle (BUS).
    Barndomsbilder i förändring i grundskolans läseböcker2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2-3, s. 157-193Artikel i tidskrift (Refereegranskat)
    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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  • 21.
    Ekberg, Jan-Eric
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen Idrottsvetenskap (IDV).
    Vallberg Roth, Ann-Christine
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Didaktik informed teaching arrangements in preschool with a focus on movement2022Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 141-172Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Most children attend preschools in Sweden,and preschool is thus an important arena for children’s development and growth as well asforthedevelopment of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content,and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is didaktik, and “why”, “what”, and “how”questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.

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  • 22.
    Ericsson, Ingegerd
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Koncentrationsförmåga ur ett relationellt perspektiv2006Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 38-53Artikel i tidskrift (Refereegranskat)
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  • 23.
    Ericsson, Ingegerd
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Grahn, Patrik
    Skärbäck, Erik
    Närmiljöns betydelse och hur den kan påverkas2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 81-101Artikel i tidskrift (Refereegranskat)
    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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  • 24.
    Evaldsson, Ann-Carita
    Malmö högskola, Lärarutbildningen (LUT).
    Verbal mobbning och normerande praktiker i flickors relationsprat2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2-3, s. 137-156Artikel i tidskrift (Refereegranskat)
    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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  • 25.
    Fabri, Anna
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Mattsson, Torun
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Betydelsen av praktisk personlig färdighet i idrottslärarutbildningen2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 23-41Artikel i tidskrift (Refereegranskat)
    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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  • 26.
    Ferguson, Dianne L.
    University of Iceland.
    Introduction: Honoring and celebrating diversity in educational research2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 9-18Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
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  • 27.
    Foisack, Elsa
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS).
    Pagliaro, Claudia M.
    Michigan State University.
    Kelly, Ronald R.
    Rochester Institute of Technology.
    Matematikprestationer och elever med dövhet eller hörselnedsättning2013Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 68-92Artikel i tidskrift (Övrigt vetenskapligt)
    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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  • 28.
    Godhe, Anna-Lena
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Magnusson, Petra
    Kristianstad högskola.
    Sofkova Hashemi, Sylvana
    Göteborgs Universitet.
    Adequate Digital Competence:: Exploring Revisions in the Swedish National Curriculum2020Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 74-91Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school, based on nine-year long schooling from age 7 to 16. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of the operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.

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  • 29.
    Godhe, Anna-Lena
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Sofkova Hashemi, Sylvana
    Högskolan i Halmstad; Göteborgs universitet.
    Stenliden, Linnea
    Linköpings universitet.
    Texts, Information and Multimodality in the Digital Age2022Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 1-7Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.

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  • 30.
    Hartsmar, Nanny
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Sandström, Maria
    The right of all to inclusion in the learning process: Second language learners working in a technology workshop2008Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 3, s. 43-81Artikel i tidskrift (Refereegranskat)
    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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  • 31.
    Hedenborg, Susanna
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Till vad fostrar ridsporten? En studie av ridsportens utbildningar med utgångspunkt i begreppen tävlingsfostran, föreningsfostran och omvårdnadsfostran2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 61-78Artikel i tidskrift (Refereegranskat)
    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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  • 32.
    Hell, Anna
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion2022Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 3, s. 130-159Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visible when scaffolding newly arrived students during digital text activities in narrative and retelling text in Swedish as a second language. The following research question guides the study: How do scaffolding processes during digital text activities contribute to opportunities for newly arrived students with varying backgrounds and experiences of the Swedish language to use their multilingual palettes? The data consists of ethnographic fieldwork in three primary schools (year 3), focusing on scaffolding during nine newly arrived students’ text activities. Through an iterative analysis process, scaffolding emerged to have the following functions: 1) to promote multilingualism, 2) to develop textual competence, 3) to support student space. Scaffolding of newly arrived students who did not yet speak Swedish contributed to all students being able to create text within the text types. However, the scaffolding did not support their use of multilingual resources during individual text activities. For students to develop multilingual resources, scaffolding must focus on translanguaging and non-verbal means of expression, even during individual activities. For this, using digital technology is advantageous.

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  • 33.
    Hillbur, Per
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Good to Be Different?: On Cosmopolitanism, Pluralism and 'the Good Child' in Swedish Educational Policy2013Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 9-26Artikel i tidskrift (Refereegranskat)
    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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  • 34.
    Holmberg, Ylva
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool2022Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 102-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The digital era has changed how children experience music. Few studies have been undertaken from a didaktik perspective with a focus on digitalized music teaching in the preschool setting. The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned,conducted,and co-evaluated music teaching. The empirical material consists of 19 co-plans, 3.5 hours of video and 18 co-evaluations of music teaching. The analysis used an abductive approach. First,an empirically based analysis highlighting words in relation to didaktik questions was undertaken, followed by a theory-based analytical path using music didaktik concepts. The results show that music teaching using digital technology as a tool can be divided into two main tracks: one in which recorded music serves as a basis, and the other as a facilitator of music creation. Although music teaching using digital technology as a tool poses knowledge-, experience-and technology-related challenges for teachers, the digital age nevertheless opens up opportunities for creating and preserving music in preschool.The analysis culminates in two didaktik models for“multivocal digitalized music teaching”.

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  • 35.
    Holmberg, Ylva
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Vallberg Roth, Ann-Christine
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Post-structurally and didaktically informed teaching arrangements in preschool: exemplified by “rhythmatechs” as multivocal teaching2022Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 212-248Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article is based on a substudy in an R&D programme in which participants try out a didaktically and post-structurally informed teaching arrangement. The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment. A didaktical oriented abductive analysis was carried out. The results pave the way for the content combination offered by the concept rhythmatechs(rhythmics-mathematics-technology) as a multivocal alternative to more subject-focused teaching. Within the framework of project-and theme-oriented working methods, the content appears on the one hand to be both transdisciplinary and interdisciplinary, and on the other hand, to represent specific content areas, such as science, mathematics, and music. We tried out a didaktik model that combines the didaktik triangle with didaktik questions “what”, “how”and “why”. The model stands in relation to results that focus on inter-and/or transdisciplinary content, in project-and theme-oriented approaches, and selection of content as goals and/or means.

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  • 36.
    Håkansson, Peter
    Malmö högskola, Fakulteten för kultur och samhälle (KS), Institutionen för Urbana Studier (US).
    Folkbildningen och det sociala kapitalet2015Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 31-51Artikel i tidskrift (Refereegranskat)
    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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  • 37.
    Johansson, Thomas
    University West.
    Etnografi som teori, metod och livsstil2010Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 7-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Ethnography is used and applied as a scientific method and methodology in various disciplines and scientific areas. This method has its roots in social anthropology, sociology and ethnology. Today there is an increasing and renewed interest in ethnography. In this article I try to combine a more general discussion on ethnography as a method and methodology, with a discussion on the use of this method within educational science and pedagogy. The main parts of the ethnographic studies conducted within Swedish and international educational research are located to a restricted institutional and organisational setting and place, namely the school. The main focus is thereby on children’s and young people’s movements, behaviour and interactions within this specific setting. However, there is a lack of studies of young people’s movements in space and time, and of the relation between academic training and leisure time activities. There is also a lack of studies on the relation between the school and the surrounding world. To find these kinds of empirical studies we have to move outside educational research and look into, for example, sociology and youth culture research. In this article the possibility of connecting and relating different types of ethnographic research and fields of research is explored and analysed. This discussion is also elaborated into a more general discussion on the use of theory in ethnographic research.

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  • 38.
    Johansson, Thomas
    Göteborgs universitet.
    Fostran till kulturentreprenör: Förortsskolor, estetiska praktiker och karriärvägar2008Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 7-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper young people’s use of and relation to dance, theatre and aesthetic practices is investigated. In what ways can aesthetic practices play an important role in young people’s career expectations and identity formation? The empirical material consists primarily of a case study of an amateur theatre group in a Swedish suburb and complementary interviews. The focus is on the one hand on the different learning processes taking place, and on the other hand on the intersection between the practices of theatre, the schooling system and a multicultural context. Consequently, this is also a study of young people’s career patterns and lifestyles. The results imply that the aesthetic practices create openings for experimenting with identities and for hybridity, that is, for the complex combination of different types of identities. By developing an intermediate area in which the stable is dissolved, “traditional” distinctions are partially erased and reconstructed. The multicultural context and the societal structures are not that present. This is rather a study of self-development, individualization and an ongoing neo-liberal transformation of schools, learning processes and identities.

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  • 39.
    Jönsson, Anders
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Svingby, Gunilla
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Underlag till ramverk för en provbank i grundskolan2008Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 57-93Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I denna artikel jämförs och analyseras ett urval av provbanker i relation till de föreslagna syftena för en framtida provbank i grundskolan. Flera syften presenteras, men det formativa syftet, med dess potential att stötta skolor och lärare i deras arbete med att hjälpa eleverna nå de nationella målen, ses som det viktigaste. Provbanken kan uppnå detta syfte genom att förtydliga och konkretisera målen. En provbank kan dessutom hjälpa eleverna att nå de nationella målen genom att bistå med uppgifter av hög kvalitet samt stöd för att bedöma elevernas styrkor och svagheter. En provbank kan även bidra till ökad likvärdighet i bedömningen genom att visa hur de nationella målen kan bedömas. Denna effekt riskerar dock vara begränsad till de uppgifter som finns i provbanken. Om den föreslagna provbanken även inkluderar resurser för att vidareutveckla lärarnas bedömningskompetens, kan emellertid effekten eventuellt överskrida de uppgifter som tillhandahålls i provbanken, vilket visas genom analyser av internationella erfarenheter.

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  • 40.
    Jönsson, Kutte
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Fysisk fostran och föraktet för svaghet: En kritisk analys av hälsodiskursens moraliska imperativ2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 7-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Health and public health issues have always been of official concern. Usually, these issues are described as rather morally uncontroversial. The reason for that is simple. It is better for all – individuals as well as society as a whole – if the public are in “good shape”. Often, this is also the main reason behind suggestions regarding physical education in schools. Hardly anyone seems to think that this is a major problem, certainly not from a moral point of view. If something is wrong, it is never described as a problem regarding physical education as such. In my article, I suggest another view on this. I claim that there are internal problems with modern health ideology. I argue that the ideology focus on normalization rather than health, is something that lies within the liberal-conservative and paternalistic health discourse. Moreover, the health ideology (as we know it) and the health discourse imply values that can be described as fascist. By this I mean that the moral imperative in the health ideology express contempt of weakness, especially when it comes to issues such as so called obesity.

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  • 41.
    Kirkebæk, Birgit
    Danmarks Pedagogiska Universitetet.
    Efterord: Kontrol betyder ikke nødvendigvis kvalitet2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 141-152Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
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  • 42.
    Kolfjord, Ingela
    Malmö högskola, Fakulteten för hälsa och samhälle (HS).
    Alternativ konflikthantering - Hur kamratmedling kan påverka elevers relationsskapande2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2-3, s. 119-135Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Alternative conflictresolution – How peer mediation effects children´s relationships Peer mediation is a process for resolving conflicts and disputes in which neutral parties (peers) act as moderators in the process. My aim in this article is to discuss how the mediation influences children’s relations during a school-break? The article does also discuss conflicts, emotions and the peers experiences of mediation. I am inspired by conflict and mediation theories and my methods are observations and interviews. My focus for this article is an observation during a school-break. The three pairs of mediators and the teacher act in different ways when trying to resolve the conflict related to four girls who were bickering about a skipping-rope and that rendered different results. ”Neglect” of the conflict resulted in an escalation and in a traditional and disciplinary way of handling the conflict, but focusing the wrongdoers, the conflict continued. In the restorative way of handling the conflict during a mediation process it also effects the children who were not involved in the conflict. The girls stopped bickering and the children involved and other children started to play together in a more interactive way. Peer mediation is a method of conflict resolution and it is oriented towards sustainable change. It is also an alternative to traditional disciplinary practices and does neither juridificate nor criminalizes children’s behaviour which happens when the schools report the children´s conflicts to the police. Keywords: Peer-mediation, conflicts, emotions, relationships, school-climate

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  • 43.
    Kolfjord, Ingela
    Malmö högskola, Fakulteten för hälsa och samhälle (HS), Institutionen för socialt arbete (SA).
    En skolas implementering av kamratmedling2011Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 77-97Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is based on a two-year ethnographic field study at a school in Malmö, Sweden. The study focused on peer mediation, examining several methods and angles of approach. Peer mediation means that pupils manage their conflicts, based on theories of restorative justice, which means that the mediation is intended to restore a “damaged” relationship. Peer mediation has no elements of punishment. Since my findings showed, among other things, that peer mediation reduced the climate of conflict in the school, prevented bullying, and strengthened the pupils’ competence and agency, I have chosen in this text to elucidate the school’s implementation of peer mediation. The theory of restorative justice has six important principles that should be satisfied when peer mediation is introduced in a school: the level of conflict in the school should be analysed before mediation is introduced; the school principal should support the introduction and organization of peer mediation; school staff should be encouraged to participate in the mediation; there should always be a holistic view so that the mediation programme harmonizes with the school’s ideology, pedagogy and organization; the work should be subject to long-term planning if it is to be sustainable; and the people involved should be aware that an implementation process takes time. These principles and the dilemmas connected with peer mediation and these are highlighted in the article.

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  • 44.
    Kupferberg, Feiwel
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Läraruppdragets egenart och rollmodeller: kreativitetsregimer i hybridmoderniteten2007Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 53-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    What does learning to become a professional mean and how can the scientific study of various forms of professional education help those institutions that educate teachers understand better what becoming a professional teacher means in contemporary Swedish society? In this inauguration lecture as new professor of education at Malmo University, I argue that the traditional understanding of what it means to enter a profession that we find in the subdiscipline “the sociology of professions,” has had an unfortunate tendency to overestimate the importance of scientifically grounded knowledge and underestimate other forms of relevant knowledge and experience. In order to conceptualize such an alternative view of analyzing professional education and learning, I suggest the concepts of “creativity regimes” and “hybrid modernity.” Whereas the former concept helps us to clarify how professional education can help students to cope with new situations in a creative manner within their own profession, the concept of hybrid modernity suggests that the professional education of teachers can also gain from studying other types of professional education, as this could broaden the creative competence of future teachers. What I am suggesting is thus that rather than trying to prepare teachers for a career as researchers – which represents a particular creativity regime where critique is the dominant norm in which students are professionally socialized – the education of teachers should be organized around the dominant norm of the pedagogical creativity regime, which is dialogue. Teaching has its own role expectations, norms and identity, but in a society which is increasingly hybridized, being inspired by other models is both a virtue and necessity This role-modeling should not drive out the core competence of teaching but rather supplement it.

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  • 45.
    Källström, Lisa
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Vad kan vi lära oss av berättelser?: De fiktivas funktion i svenska som främmande språk2011Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 139-161Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    What can we learn from fiction? In this article, I discuss this question from an ethnographic point of view. With the two notions intertextuality and the foreign as a starting point, I show how an idyllic view of Sweden affects two students, Hanna and Åsa, studying Swedish as a foreign language as part of their studies in Scandinavistics. The two students are familiar with the German culture and well aware of the legends and the myths about Sweden which are distributed via German media. At the same time, they are shaping new images of Sweden in the didactic interaction with the teachers. The study indicates that the encounter with a foreign culture requires readiness to question even what seems to be self-evident. Hence, the study proposes an intertextual approach when using texts for studies in foreign languages. Only through a shift of perspectives are we able to see the world from a different angle.

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  • 46.
    Lagergren, Lars
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Fundberg, Jesper
    Malmö högskola, Lärarutbildningen (LUT), Idrottsvetenskap (IDV).
    Integration i förening: kritiska reflektioner kring ett projekt2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 43-59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses integration as a process rather than as a result or as a system of distribution, and takes its cue from Lave & Wenger’s concepts of “situated learning” and “legitimate peripheral participation”. By using integration as a process related concept the article analyzes both the intentions of an integration project as well as its consequences. The intention of the project was to simplify the integration of new members of the Swedish society by funnelling them into existing associations and clubs of their own choice in order to open up the considerable amount of social net works connections to these associations and clubs through their members. By becoming members of Swedish associations and clubs newcomers would also become aware of the importance of representation in Swedish society. The authors too see this result as an important step in the process of integration from a legitimate peripheral position towards the ever changing centre, e.g. integration as a result of various situated learning.

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  • 47.
    Lago, Lina
    et al.
    Linköpings universitet.
    Ackesjö, Helena
    Linnéuniversitetet.
    Persson, Sven
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Erkännandets dynamik: förskoleklasslärares tolkningar av ny läroplanstext2018Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 1, s. 7-25Artikel i tidskrift (Refereegranskat)
    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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  • 48.
    Lalander, Philip
    et al.
    Malmö högskola, Fakulteten för hälsa och samhälle (HS).
    Qvarsebo, Jonas
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    The performance and meaning of punk in a local Swedish context2016Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 26-49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    When punk culture travelled from The US and England to Sweden in the late 1970s and early 1980s, the result was a mix of symbols, emotions and attitudes from all three national contexts. One Swedish town where punk made an impact was Norrköping, a middle-sized working class town south of Stockholm. The foucus of this article is the transformation of punk as it entered a new national and local context. We are interested in what happened to punk as it travelled from centre – London, Detroit and New York – to periphery – Sweden and Norrköping and what kind of meaningmaing practices that became possible in the new context. The empirical material consists of interviews with 24 informants who were part of the punk scene in Norrköping during the period. Besides the interviews we have made use of photographs, song lyrics and newspaper material. Our methodological approach is interactive memory work in which we together with the informants reflect on the performance and meaning of punk in Norrköping.

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  • 49.
    Lalander, Philip
    et al.
    Malmö högskola, Fakulteten för hälsa och samhälle (HS).
    Sernhede, Ove
    University of Gothenburg.
    Social mobilization or street crimes: Two strategies among young urban outcasts in contemporary Sweden2011Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 99-121Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with processes of marginalization and patterns of segregation in contemporary Sweden, which have transformed the former welfare state towards increased segregation and inequality between different social groups. Two ethnographic studies on young men living in stigmatized metropolitan areas are used in discussion and analysis. During the 1990s we could see the birth and growth of new forms of poverty in multi-ethnic suburbs of the metropolitan districts of Sweden. During the last two decades, youth subcultures oriented towards Reggae and Hip hop have grown and attracted many young people in these metropolitan areas. This article focuses on how two youth collectives in two metropolitan areas developed different strategies to cope with discrimination, second class citizenship and territorial stigmatization. In both these collectives it is possible so see how informal learning processes, embedded in cultural praxis of the youth groups and empowered by a connection to African-American music cultures, enable these groups and individuals to express themselves. The youth collective in one suburbs articulates a social and political criticism that could be compared to the cultural aspirations of the labour movement in the early part of the last century. The youth from the other neighbourhood have a strong fascination with criminal out-law culture and do not articulate themselves in the same way as members of the other group. Still their cultural expressions must be understood as ways to deal with their positions as marginalized, immigrant youth.

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  • 50.
    Lang, Lena
    Malmö högskola, Lärarutbildningen (LUT), Skolutveckling och ledarskap (SOL).
    Förord: Att infåga praxis - kvalitativa metoder i (special)pedagogisk forskning i Norden2009Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 4, s. 7-8Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
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