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  • 1.
    Blennow, Katarina
    et al.
    Department of Educational Sciences, Lund University, Lund, Sweden.
    Bosseldal, Ingrid
    Department of Educational Sciences, Lund University, Lund, Sweden.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Parallel lines: tensions in teachers’ enactment of the vision of a newly established school in Sweden2023Ingår i: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 29, nr 7-8, s. 946-963Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.

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  • 2.
    Blennow, Katarina
    et al.
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Bosseldal, Ingrid
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Students as policy actors: the student perspective in the establishment process of a new school2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    When a new school is established, the role of the students is of decisive importance (Blennow et al, 2021; forthcoming). They may buy into the ideas and visions presented. They may show resistance. They may even be totally indifferent or uninformed. In any case, the students’ reactions and actions on policy initiatives are crucial in the creation of a school culture or campus ethos. In policy enactment research however, there is a tendency to overlook the students’ role as policy actors (Tanner, 2016).

    This paper draws on an ongoing study, where we investigate the policy enactment processes that are set in motion at the establishment of a new, strongly profiled municipal upper secondary school (Blennow et al 2021; forthcoming). The school is situated in a marketized educational landscape in a middle range Swedish university town. It has an entrepreneurial approach and a “challenge-driven” pedagogy and the vision of the school goes like this:

    “We solve the challenges of the future now – with knowledge and creativity”.

    Given the assumptions above, this paper focuses the student perspective in the establishment process of the school. The questions we seek to answer are:

    How do students take part when the vision of the new school is enacted?

    How can the student perspective contribute to policy enactment theory?

    To answer the research questions, we use policy enactment theory. The theory offers a perspective on policy as something that institutions as schools do (Ball et al 2012). Policies usually aim to prevent or solve problems and have people as their objects. Simultaneously they produce policy subjects: the ones that are supposed to enact the policy. Seeing policy as something enacted, instead of implemented, entails that policy is continuously translated, transformed and negotiated by different actors in social interaction (Maguire et al, 2011; Ball et al 2011a; b; 2012; Braun et al 2011 a; b).

    In our analysis we use a perspective on policies as either imperative or exhortative (Ball et al, 2011a), that is, as either something to obey or something that can be used by policy translators in a creative way. We also draw on their gallery of different roles in the policy enactment process (Ball et al 2011b, 2012). Different actors take different roles but are also placed in different subject positions in relation to the problem a certain policy is created to solve (Bacci, 2009).

    We are especially interested in how the students relate to the vision of the school, adapt to it, ignore it or make resistance to it, and how they in some cases come to represent different positions and belong to different coalitions. Some previous research has addressed the role of students in relation to policy and viewed the policy enactment process from the student´s frame of reference. For instance, Tanner (2016) study a process where students are both policy subjects and objects, Löfgren et al (2018) frame students as policy translators and Rönnberg (2014) shows how students use policy to benefit their own interests.

    Methodology, Methods, Research Instruments or Sources Used

    In the paper we analyse two student cases, which are chosen as examples of radically different student positions in the enactment of the policy of the school. The data used in the analysis are fieldnotes, transcribed interviews and a survey with all the third-year students at the school in the spring of 2021.

    The data used in this paper is part of the material gathered for the ongoing study of the establishment of the school. We have studied the school since its start in 2018. Ethnographic methodology is used to capture social interactions, focusing on power and resistance, conflicts and conflict management, the school as a physical meeting-place, emotions and emotional labor. Much time is spent in the environment, in order to get as wide a perspective as possible, collaborate with the staff, and get behind the scenes. We conduct observations of both planned and formal activities, such as instruction and meetings, and we “shadow” whole work/school days focusing on informal processes and unforeseen events (Czarniawska, 2007). Observations and shadowing are alternated with semi-structured interviews, to better understand the participants’ interactions, feelings and thoughts, as well as widening and controlling the interpretations of the observations (Cohen, Manion & Morrison, 2011).

    To study the relation between the vision of the school and the community and society at large, different kinds of documents, such as protocols from the City Council, local documents, information booklets, media texts, and marketing material are analysed. Using critical discourse analytical methods (Fairclough, 1992), the texts are related to local and global contexts.Conclusions, Expected Outcomes or FindingsWhen the school opened in 2018, the staff lined up for the vision. But the students turned out to be a more diversified group than expected, making evident that the utopian vision had cracks. A group of students refused to engage in school projects built on the vision. Other students became advocates of the school and vision.  

    Despite the turbulence of the first years, the vision did not change. The school started in preliminary premises, and it seems that the vision has been preserved while the staff is waiting for the permanent and pedagogically adapted school building.  

    The character of the vision is exhortative, with some imperative aspects. By including all actors, whether they want it or not, in a “We”, as in “We solve the challenges of the future now ...”, the vision imposes itself on everyone who belongs to the school and expect of them to make a creative translation into action. It seems to announce that being a teacher or student at this school also means being a part of the vision.  

    Teachers and students tell different stories about the first years. Where teachers see resistance, lack of interest and great needs of pedagogical support in the student body, the students contribute to a richer and more complex answer to what has happened. The roles they take in relation to the vision differs significantly.

    The analysis of the two student cases offers insights into the complexity of this role taking and makes visible how students can take the role as enthusiasts, while silently or in closed rooms simultaneously being critics.

    Preliminary answers to our research questions are that students in our case are important policy actors and that the reflection on the enactment processes become more complex and multifaceted when the students' perspectives are included.  ReferencesBacchi, C. L. (2009). Analysing policy: what's the problem represented to be? Frenchs Forest, N.S.W.: Pearson.

    Ball, S.J., Maguire, M, Braun, A & Hoskins, K (2011a). Policy subjects and policy actors in schools: some necessary but insufficient analyses. Discourse: Studies in the Cultural Politics of Education. Vol 32:4, p. 611-624. DOI: 10.1080/01596306.2011.601564  

    Ball, S.J., Maguire, M, Braun, A & Hoskins, K (2011b). Policy actors: doing policy work in schools. Discourse: Studies in the Cultural Politics of Education, Vol 32, p. 625-639. DOI: 10.1080/01596306.2011.601564

    Ball, S.J., Maguire, M, Braun, A (2012). How schools do policy. Policy enactments in secondary schools. London/New York: Routledge.  

    Blennow, K., Bosseldal, I., & Malmström, M (2021). Visions and Resistance. The Establishment of a New School in a Marketized Educational Landscape. Conference paper, ECER 2021.  

    Blennow, K., Bosseldal, I., & Malmström, M. (forthcoming). Parallel Lines: The enactment of the vision of a new school in a Marketized Educational Landscape.  

    Braun, A., Ball, S. J. & Maguire, M. (2011a) Policy enactments in schools introduction: towards a toolbox for theory and research, Discourse: Studies in the Cultural Politics of Education, 32:4, 581-583, DOI: 10.1080/01596306.2011.601554

    Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011b) Taking context seriously: towards explaining policy enactments in the secondary school, Discourse: Studies in the Cultural Politics of Education, 32:4, 585-596, DOI: 10.1080/01596306.2011.601555

    Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. (7.ed.) Abingdon: Routledge.

    Czarniawska, B. (2007) Shadowing and other techniques for doing fieldwork in modern societies. Malmö: Liber.

    Fairclough, N. (1992). Discourse and social change, Cambridge: Polity.

    Löfgren, H, Löfgren, R, Pérez Prieto H (2018). Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests. European Educational Research Journal. Vol. 17:5, p. 676-695 DOI: 10.1177/1474904118757238

    Maguire, M., Hoskins, K., Ball, S., & Braun, A. (2011) Policy discourses in school texts, Discourse: Studies in the Cultural Politics of Education, 32:4, 597-609, DOI: 10.1080/01596306.2011.601556  

    Rönnberg, L. (2014) Att ta inspektionen i egna händer. Hur lokala aktörer använder skolinspektionen. Utbildning och demokrati, vol 23, nr 1, 85-106 Tanner, M (2016). Att visa vad man kan. Elever som medspelare i förändrade policypraktiker om bedömning i år sex. KAPET Karlstads universitets Pedagogiska Tidskrift, årgång 12, nr 1.

  • 3. Blennow, Katarina
    et al.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Bosseldal, Ingrid
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Visions and Resistance2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    During the last few decades, education globally has been marked by being closely related to the economy. It always was, but today’s commodification and marketization reach into any aspect of the educational system (Ball, 2012; Bartlett et al., 2002). Sweden is a specific case at hand, since privatization and competition between schools have taken especially sinister forms, and have far-reaching effects not only on the free school market but also on public education (Lundahl, et al., 2013). This paper draws on an ongoing study, where we investigate the processes that are set in motion at the establishment of a strongly profiled municipal upper secondary school in a middle range Swedish university town.

  • 4.
    Blennow, Katarina
    et al.
    Department of Educational Sciences, Lund University, 22100 Lund, Sweden.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Stolle, Elizabeth Petroelje
    Faculty of Literacy Studies, Grand Valley State University, Grand Rapids, MI 49054, USA.
    Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden2023Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 7, artikel-id 635Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.

    Ladda ner fulltext (pdf)
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  • 5.
    Bosseldal, Ingrid
    et al.
    Lunds universitet.
    Lundberg, Janna
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för samhälle, kultur och identitet (SKI). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Malmström, Martin
    Lunds universitet.
    En lättsam buse med blyg röst2021Ingår i: Ögonblick: En vänbok till Anders Persson om människor och deras möten / [ed] Ingrid Bosseldal; Janna Lundberg; Martin Malmström, Lund: Lund Studies in Educational Sciences, Lunds universitet , 2021, 1, s. 7-10Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Låt oss ta er med in i ett ögonblick. Någon har sagt något, som fått någon annan att säga något echaufferat, kinder hettar, hår smiter ur frisyrer, röster höjs. Rummet präglas av stigande intensitet. Någon ifrågasätter. Någon vill instämma. Någon ytterligare vill ställa till rätta. Så fortsätter det ett tag. En sorts intellektuell storm. Det kan vara i seminarierummet, föreläsningssalen, kafferummet. Och så, liksom mitt i, begär Anders Persson ordet. Hans röst är låg, så låg att den kräver att folk slutar skrapa med stolsben eller viska med grannen, den är infernalisk, den skär rakt in i och igenom det som just avhandlats och den ställer det på huvudet, eller riktar strålkastarljuset mot det från ett helt annat håll. Det han säger gör mycket lite för att inordna sig, likt den beskäftiga och irriterande främling sociologin kan vara (Bauman & May 2004, s. 22).

  • 6.
    Bosseldal, Ingrid
    et al.
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Lundberg, JannaMalmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för samhälle, kultur och identitet (SKI). Malmö universitet, Disciplinary literacy and inclusive teaching.Malmström, MartinThe Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Ögonblick: En vänbok till Anders Persson om människor och deras möten2021Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Vi människor möts alltid i ett sammanhang. Och för att förstå dem vi möter måste vi samtidigt förstå samman­hanget. Och bli överens om det. Den här boken handlar om sådana situationer, ögonblick, där människor möts. Det kan vara för att lära sig cykla, för att övertyga en rättsinstans om den egna förträffligheten som förälder eller för att hålla sams med en granne. Det kan också, bland mycket mer, vara för att begripa varför man just stämde in i ett hånskratt riktat mot sig själv eller den yttersta innebörden av att säga Jag älskar dig.

    Vi som skrivit den här boken har alla i olika sammanhang mött bokens mottagare: professor Anders Persson, Lunds universitet. Och vi har alla, med honom, ställt den där frågan: Vad pågår här?

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  • 7.
    Bosseldal, Ingrid
    et al.
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Åsa Wikforss, författare till Skola för bildning2021Ingår i: Ögonblick: en vänbok till Anders Persson om människor och deras möten / [ed] Ingrid Bosseldal; Jana Lundberg; Martin Malmström, Lund: Lund Studies in Educational Sciences, Lunds universitet , 2021, s. 203-221Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 8.
    Magnusson, Petra
    et al.
    Faculty of teacher education, Department of Humanities, Kristianstad University, Kristianstad, Sweden.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Practice-near school research in Sweden: tendencies and teachers’ roles2023Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 3, s. 367-388Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teachers in research. As a background, the international and national roots of practice-near school research in Sweden are described. The study is focused on research projects in compulsory and upper secondary school, school years 1–12. 92 articles in 19 journals were detected through a literature search and purposive sampling. Based on the articles, a framework of aspects with categories was developed and the reported studies were analysed accordingly. The findings indicate a multifaceted research field; studies based on a variety of theories and methods and with different roles for teachers. The different categories for teacher’s participation in research and how teacher roles were described in the articles did not give a clear picture on what teachers’ roles could imply for the teachers involved. The article concludes with a discussion of the recent policy initiatives of practice-near school research in Sweden.

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  • 9.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Department of Culture, Languages and Media, Malmö University, Malmö, Sweden.
    Anticipations of practice-near school research in Sweden2023Ingår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 9, nr 3, s. 233-247Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Practice-near research has been on the agenda in education policy during the last few years in Sweden. The research is supposed to make the academy and school collaborate and the expectations are high. This article aims to give an account of different kinds of expectations of practice-near research, and the underlying perceived problems it is supposed to solve, in the Swedish educational context. Drawing from theories from the research field sociology of expectations and Carol Bacchi’s discourse analytic WPR approach (What’s the problem represented to be?), different kinds of documents on practice-near research were analysed. Five anticipatory narratives about practice-near research were identified: practice-near research for ensuring a school based on ‘scientific knowledge and proven experience’, as a cure of educational research of little relevance, for increasing teaching efficiency, for making teacher education research-based, and for increasing attractiveness of the teaching profession. The article concludes with a discussion of the anticipatory narratives related to discourses of change and education crisis.

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  • 10.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Den amerikanska mardrömmen2015Ingår i: Skola och samhälle, ISSN 2001-6727Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 11.
    Malmström, Martin
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Derivativt skrivande i en svensk gymnasieklass2012Ingår i: Licentianderna talar i egen sak: Rapport från Symposium i Malmö 25 november 2011 med Forskarskolan/Lärarlyftet inom SMDI / [ed] Kent Adelmann, Maria Brännström, Malmö: Malmö högskola, 2012, s. 62-71Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    How do you think it feels?: On being the epitome of pseudoscience2018Ingår i: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 6, nr 1, s. 13-34Artikel i tidskrift (Refereegranskat)
  • 13.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Högtidsdag i Svenska Akademien: dåtida och samtida föreställningar om studenters skrivande2018Ingår i: Pedagogiska dilemman: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2016 / [ed] Alexander Maurits; Katarina Mårtensson, Lund: Humanistiska och teologiska fakulteterna, Lunds universitet , 2018, s. 99-107Konferensbidrag (Övrigt vetenskapligt)
  • 14.
    Malmström, Martin
    Lunds universitet.
    Intertextualitet i medietexter2021Ingår i: Diskursanalys med utbildningsvetenskapliga perspektiv / [ed] Angerd Eilard ; Christoffer Da, Lund: Studentlitteratur AB , 2021, 1, s. 61-77Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Debatter om skola och utbildning förekommer frekvent i medier av olika slag och tonläget är ofta högt uppskruvat. Olika debatter avlöser varandra och kan ses som länkar i en lång kedja av röster om skolan. Av det skälet blir begreppet intertextualitet intressant. Detta kapitel inleds med ett resonemang om mediedebatter som fenomen. Därefter följer en diskussion om intertextualitet och, slutligen, en exempelanalys där intertextualiteten – med särskilt fokus på interdiskursivitet (genrer och diskurser) samt intertextualitet i form av metaforer, presuppositioner, paratexter och intertextuella kedjor– analyseras i en specifik debattartikel.

  • 15.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Jag rear ut min själ: om marknadsföringsprosa i en gymnasieskolas informationsbroschyr2019Ingår i: En historiker korsar sitt spår: en vänbok till Roger Johansson om att lära sig av historien och lära ut historia / [ed] Katarina Blennow, Pål Brunnström, David Örbring, Malmö: Malmö universitet, 2019, 1, s. 239-254Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Kameralisterna: kreativt skrivande i gymnasieskolans svenskämne2020Ingår i: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 50, nr 4-5, s. 45-54Artikel i tidskrift (Övrigt vetenskapligt)
  • 17.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Kan våra studenter svenska?2018Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 2, s. 1-27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a popular discourse in Sweden describing student writing as defective. Entering the discourse about the state and possible change of student writing, this paper analyses the writing part of the national test in Swedish for upper secondary school. Student texts from 1976, 1986, 1996, 2005, and 2012 are investigated both quantitatively and qualitatively. Drawing on Hultman and Westman (1977) for the quantitative analysis, the paper examines nominals (in particular, the use of nouns and pronouns), and correctness (distinguishing between different kinds of mistakes). The qualitative analysis pertains to the rhetoric competence in student essays. The results show that the student texts have become somewhat more informal, or speech-like, over the years. The study also indicates that the number of mistakes has increased slightly, especially the grave mistakes, which may make the texts difficult to comprehend. On the other hand, the rhetoric competence of today’s students seems, comparatively, good. The popular discourse, then, is right in some respects, but the situation is more nuanced than the critics claim. 

  • 18.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Lgy och synen på skrivande2016Ingår i: Vägval i skolans historia, ISSN 2002-0147, nr 4Artikel i tidskrift (Övrigt vetenskapligt)
  • 19.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Institutionen för utbildningsvetenskap, Lunds universitet.
    Lärarutbildningseländet: forskare och lärare i en korseld av sanningar2018Ingår i: Blivande lärare och deras lärare: introduktion till lärarutbildningen / [ed] Anders Persson, Stockholm: Liber, 2018, s. 200-216Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Mina eller våra karaktärer?2019Ingår i: Att skriva barn- och ungdomslitteratur / [ed] Helene Ehriander, Lund: Studentlitteratur AB, 2019, 1, s. 205-218Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    De litterära karaktärerna är väsentliga för om läsarna ska engagera sig i en text och uppleva den som intressant och meningsfull, antingen man skapar egna karaktärer eller skriver fanfiction och diktar vidare på karaktärer som andra författare byggt upp. Gestaltningen är central och många unga ägnar sig åt att dikta vidare på kända verk, något som väcker frågan om vem som ”äger” de fiktiva karaktärerna. Resonemang förs i detta kapitel om hur de litterära karaktärerna ska förstås – som pappersfigurer eller levande personer, en fråga som är särskilt relevant när det gäller fanfiction. Synen på fiktiva karaktärer och författarrollen ges också en historisk inramning. Vidare diskuteras fanfiction som kreativt skrivande med hjälp av exempel på ett fanfictioninfluerat läs- och skrivprojekt i skolan. Att skriva fanfiction innebär att utforska hur karaktären byggs upp och att få en djupare förståelse för det litterära skapandet.

  • 21.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Skrivkris, skolkris och samhällskris2021Ingår i: Skolans kriser: historiska perspektiv på utbildningsformer och skoldebatter / [ed] Joakim Landahl, David Sjögren, Johannes Westberg, Lund: Nordic Academic Press, 2021, 1, s. 203-231Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 22.
    Malmström, Martin
    Lunds universitet.
    Skrivkrisgenren i historiskt ljus2018Ingår i: Vägval i skolans historia, ISSN 2002-0147, nr 4Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    För ett par år sedan rasade en tämligen hätsk mediedebatt om studenters skrivande. Debatten inleddes med ”ett veritabelt nödrop” då nio historiker i en artikel i Upsala Nya Tidning beklagade sig över studenters bristfälliga skrivande (Enefalk et al., 2013). Studenternas obefintliga historiekunskaper hade de fått förlika sig med för länge sedan, anförde de. Men nu, när till och med kommunikationsförmågan var illa ansatt, kände historikerna sig nödgade att reagera.

  • 23.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Sofia Pulls Skrivande och blivande: Konstruktioner av skönlitterärtskrivande i handböcker ochläromedel 1979–20152019Ingår i: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 49, nr 2-3, s. 131-134Artikel, recension (Övrigt vetenskapligt)
  • 24.
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Synen på skrivande: föreställningar om skrivande i mediedebatter och gymnasieskolans läroplaner2017Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This dissertation is about the view of writing. One of the intentions of the study is to analyse different notions of writing that become manifest in media debates about student writing. Another intention is to analyse conceptions of writing in curricula and course plans for upper secondary school in Sweden from 1970 to 2011.Drawing from theories of critical discourse analysis, the study aims at answering what is said about student writing, describing the language tools the debaters use, and discussing and explaining how and why the discursive struggle about the view of writing evolves and develops. The source material consists of newspaper articles and periodicals from the 70’s, the 90’s and our time in mostly Swedish, and some American, publications and the curricula and course plans of Lgy 70, Lpf 94 and Gy 2011.The results show that there is and has been a popular discourse of writing in Sweden about the students’ lacking writing abilities. The articles are often structured in a similar fashion and share elements. There is, thus, a specific writing crisis genre, which is consistent over time and can also be identified in articles from the U.S. The articles are overly dramatic with an extensive use of paratextual elements, and the authors often use the language manipulatively, for instance by presupposing that the students’ skills are deficient, without any evidence to support the statements. The authors repeatedly draw on a number of discourses and myths about writing.The curricula and course plans have mostly focused on skills and academic preparation, even though the general parts of the curricula have been progressive. In Lgy 70, writing in vocational programmes is skills-oriented; in the theoretical programmes writing is mostly skills- and academically oriented, but there are progressive ideals as well. In Lpf 94, the general view of writing is socially oriented, even though the skills orientation is also evident. In Gy 2011, the vocational programmes are skills-oriented, whereas writing is more varied in the theoretical programmes, but the more advanced, the more instrumental the course becomes, a tendency that is manifest in the view of academic writing. The curricula are, at least to some extent, shaped by the popular discourse of writing.The crisis rhetoric has been overwhelming over the years. Conflicting voices have efficiently been silenced. When the crisis rhetoric becomes hegemonic, it is almost impossible to voice alternative thoughts about writing in school and higher education.

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  • 25.
    Malmström, Martin
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Tillbaka till texten: derivativt skrivande i en svensk gymnasieklass2012Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This licentiate thesis investigates fiction writing and reading in up- per secondary school in Sweden. Inspired by fanfiction I created a teaching project of derivative writing in which the students in a se- cond-year social science class wrote short stories derived from 20th century novels. They also gave peer response, both orally and in writing. Finally they wrote a reflective text about the project. The main purpose of the study is to describe and analyse the teaching project. The primary material is the students’ short sto- ries. Drawing from theories of intertextuality, most notably Genette’s transtextuality theory and fanfiction theories, I analyse how the students make use of the source text. Theories of narratology have been used to analyse techniques of storytelling, mainly characterization and focalization. In the analysis of the stu- dents’ written comments on each other’s texts I draw from re- sponse theories. The results show that the students tend to stay close to the source texts. The most common subgenre is refocalization, that is to change the perspective to one of the secondary characters’ view. Refocalization seems to be an efficient way of deepening the under- standing of the main character of the source text; in many of the students’ stories the protagonist functions as the focalized object. Which novel the students read plays an important part in how fo- calization is expressed, however. Short stories based on novels with complex focalization tend to be focalized in a variety of ways whereas stories based on novels with fixed focalization mostly fol- low the pattern of the source text. Reading the short stories and, not least, the reflective texts it becomes evident that the characters  are extremely important in this kind of literature, more so than semiotic theories of characters have acknowledged; the characters are more than merely functions. In the chapter about peer response I argue that many students write analyses of the text they are about to respond to rather than give advice about how to proceed. It is difficult to see if the response is of any help to the writer. Thus, I question whether peer response has any other effect than strength- ening the social bonds between the group members. The study shows that creative writing could very well be an in- tegral part of the education in Swedish in upper secondary school. Derivative writing may function as an alternative to traditional lit- erary analyses. Refocalizing is a way of seeing the story from a dif- ferent viewpoint, which could enhance the students’ sense of empa- thy. Questions of focalization might also lead to discussions of power. Furthermore, creative writing may make the students more attentive as writers. In the new syllabus Gy 11, however, the op- portunities for working with creative writing are, unfortunately, limited.

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  • 26.
    Malmström, Martin
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Hörberg, Thomas
    Stockholms universitet.
    Ut genom munnen och ut i världen: kreativt skrivande på gymnasiet2022Ingår i: Kreativt: Svensklärarföreningens årsskrift 2021 / [ed] Winzell, Helen; Edvardsson, Jenny; Parmenius Swärd, Suzanne, Stockholm: Svensklärarföreningen , 2022, s. 96-110Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Petroelje Stolle, Elizabeth
    et al.
    Grand Valley State University, MI, USA.
    Blennow, Katarina
    Lund University.
    Malmström, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    New Understandings of Liminality: Pausing at the Threshold of Action2023Ingår i: Pausing at the Threshold: Opportunity Through, With, and For Self-Study of Teacher Education Practices / [ed] Cameron-Standerford, A.; Bergh, B. & Edge, C., Equity Press , 2023Konferensbidrag (Refereegranskat)
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  • 28.
    Serder, Margareta
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Vad talar vi om när vi talar om praktiknära forskning?2020Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, nr 1, s. 106-109Artikel i tidskrift (Refereegranskat)
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  • 29. Stolle Petroelje, Elizabeth
    et al.
    Blennow, Katarina
    Malmström, Martin
    The Joint Faculties of Humanities and Theology, Department of Educational Sciences, Lund University, Lund, Sweden.
    Crossing borders and pushing boundaries: Positioning, emotions, and liminality in teacher education2018Ingår i: Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy / [ed] Dawn Garbett; Alan Ovens, Herstmonceux: Self-Study of Teacher Education Practices (S-STEP) , 2018, s. 99-105Konferensbidrag (Refereegranskat)
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