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  • 301.
    Riddersporre, Bim
    et al.
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Forskningscirkeln - en metod för att forskningsanknyta grundutbildningen2011Conference paper (Other academic)
    Abstract [en]

    ABSTRACT The purpose of the research circle is to promote participation in the development of schools and universities by teachers seeking to resolve a problem which they themselves formulate. The research circle implies new challenges for researchers and challenges traditional ideas about what actually constitutes research. In this project on connecting education and research, research circles involve student teachers, teacher educators and teachers which have identified the issues they wish to address through research. Research circles are led by researchers from Malmö universitiy. One aim is to develop a professional language. Keywords Research circle, professional development, professional language, education

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  • 302.
    Rosenlund, David
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Att hantera historia med ett öga stängt: Samstämmighet mellan historia A och lärares prov och uppgifter2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In this licentiate thesis is the focus is on what tools for handling historical information that is mentioned in the standards for history education in the Swedish upper-secondary school. To what extent these tools are made available for the students by their teachers is also investigated. That is done, by looking at teachers assessment materials. The results show a very low degree of alignment between the standards and the teacher made assessment materials. Theories of history didactics are used to shed light on the results. The pattern that evolves show that most teachers only handle a small part of the standards.

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  • 303.
    Rosenlund, David
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Subject Construction, Assessment, and Alignment in History Education2011Conference paper (Other academic)
    Abstract [en]

    The topic of my research is the degree of alignment between standards and assessment in the history A-level course in the Swedish upper secondary school. The aim is to measure the alignment and find explanations for the degree in general and for differences, if any, among the teachers. The theoretical backdrop for my research is (a) assessment theories about curriculum validity and the validity of assessment and (b) theories of history education. These two theoretical frameworks are chosen for their ability to clarify the relationship between the standards and the teacher made assessment material. My research relies on both quantitative and qualitative methods. The teachers in the study are chosen by single random sampling, using cluster sampling in two stages. First 35 schools were selected and then one history teacher at each school was selected. 23 teachers have contributed with all the written assessment material used in one course. The material comprises of tests and instructions for various assignments. The standards and the items in the assessment material are categorised, by qualitative text analyses, using Blooms revised taxonomy. A comparison between standards and assessment has been made with regard to two perspectives, balance and share. Five teachers in the sample have been interviewed in order to find out about their assessment strategies. They have been chosen on the basis of their assessment materials alignment with the standards. The strategies found have been used, together with the theoretical framework, to explain the degree of alignment of all teachers in average as well as the differences in alignment between teachers. The results indicate weak alignment between standards and assessment in average. There also seem to be differences between teachers. The interviews indicate that both (a) factors specific to the subject of history and (b) factors external to the subject can help explaining the alignment results. Subject specific factors, among others, are views on subject construction and definition of standards cognitive complexity. External factors are the absence of both assessment education and professional discussions about assessment at work. A tentative conclusion is that assessment can be regarded as both a subject specific and a general competence.

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  • 304.
    Rosenlund, David
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Är en förklaring alltid en förklaring?2010In: Historia på väg mot framtiden: historiedidaktiska perspektiv på skola och samhälle / [ed] Per Eliasson, Klas-Göran Karlsson, Henrik Rosengren, Charlotte Tornbjer, Forskarskolan i historia och historiedidaktik, Lunds universitet , 2010, p. 199-209Chapter in book (Other academic)
    Abstract [en]

    The chapter deals with the issue of constructing questions in tests. Questions that are close to the content in textbooks are problematized.

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  • 305.
    Rubinstein Reich, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Developing Human Rights Didactics for Young Children in Teacher Education2009In: Proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Thematic Network, CiCe Thematic Network Project. Institute for Policy Studies in Education, London Metropolitan University , 2009, p. 74-77Conference paper (Other academic)
    Abstract [en]

    What is Human Rights Didactics in preschool and early years of primary school? What kind of content and what kind of processes should be in focus? How can student teachers learn about and develop Human Rights Didactics? The UN Convention on the Rights of the Child (abbreviated CRC) was adopted by UN twenty years ago and although Sweden already in 1990 started to implement CRC in pre-school and school, it is still an ongoing process. The implementation is a matter for all higher education, especially for professions like teacher education (Hägglund & Thelander, 2003). Taking a self study approach (Loughran et al., 2004) from my own practice as a teacher educator as well as examples from my research as the point of departure the aim of this paper is to reflect on how student teachers learn and develop human rights didactics through CRC. Three different ways to implement CRC will be presented and discussed. The first ex-ample is a group work assignment where student teachers study CRC and develop didactic suggestions for content in preschool and school. The second example presents a mentoring scheme where student teachers encounter a child on a one-to-one basis. The third example is an assignment where student teachers in an essay present a study of children’s perspectives on specific subjects within the area of Social Sciences subjects.

  • 306.
    Rubinstein Reich, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Elevinflytande i skolan2011In: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson, Bim Riddersporre, Natur & Kultur , 2011, p. 93-112Chapter in book (Other academic)
    Abstract [en]

    This chapter is about student involvement and democracy in primary school. Prerequisites for influence from the student’s perspective, the teacher's dilemmas, as well as other problems that can exist in terms of pupil influence is dealt with

  • 307.
    Rubinstein Reich, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Student Teachers Mentoring School Children - the particular relationship in one-to-one mentoring2003In: Mentorship for learning and development: contributions from an international conference on mentorship for beginner teachers and school pupils: Umea University 1-4 June 2003, Institutionen för svenska och samhällsvetenskapliga ämnen, Umeå universitet , 2003Conference paper (Other academic)
  • 308.
    Rubinstein Reich, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Tänk att få en egen vuxen! - Om mentorsprojektet Näktergalen2002In: Barnets rättigheter / [ed] Bo Andersson, Solveig Hägglund, Värdegrunden, Göteborgs universitet , 2002Chapter in book (Other academic)
  • 309.
    Rubinstein Reich, Lena
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Eriksson Sjöö, Tina
    Malmö högskola, Faculty of Health and Society (HS).
    Fresko, Barbara
    Sild Lönroth, Carina
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Developing Professional Competences through Building Narratives of Life Experiences2007Conference paper (Refereed)
    Abstract [en]

    The paper presents an ongoing project on how student teachers in Sweden can make use of experiences they acquire outside ordinary higher education in order to develop important parts of their professional competences such as empathy, perspective taking and ability to make judgements. These experiences could be temporarily working as assistants in schools, as care takers, mentors/tutors, leisure time/sport leaders or being active in organizations like youth clubs, the scouts etc. Students in teacher education and social work programmes and mentors (higher education students) in a mentoring project take part in a number of group seminars. In the seminars methods have been developed to make use of the students’ experiences in the form of personal narratives.

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  • 310.
    Rubinstein Reich, Lena
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Jönsson, Annelis
    Invandrade lärares arbetssituation och läraridentitet2006In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 66-107Article in journal (Refereed)
    Abstract [en]

    This article is a report of the second part of a study of how one group of unemployed academics with migrant background perceives their encounter with the Swedish school system and how they construe their “new” teacher identities after a two-year complementary program where they have acquired Swedish teaching certification as Science and Math-teachers. The first part of the study comprised interviews with 28 of these teachers as well as with 12 administrators at the schools where the teachers were employed. This second part of the study was conducted three years later and comprises interviews with 26 of the 28 teachers. A significant result was that nearly all of the teachers who had taken the course had found employment as teachers four years later. Moreover, almost all of the teachers were employed in schools where the majority of the students had migrant backgrounds, that is, in schools where diversity in terms of ethnicity, religion and language is strong. Although the teachers stress their good command of subject areas, they make increasing use of their own migrant background over time. Indeed, their own background becomes an important component when they construe their teacher identities, and they tend to regard themselves as a resource in relation to the students with migrant background. In relation to their “Swedish” colleagues difference is increasingly marked, not similarity.

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  • 311.
    Rudnert, Joel
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En översikt över historiedidaktisk forskning med inriktning mot yngre2010In: Barndom, lärande, ämnesdidaktik, Malmö högskola, Lärarutbildningen , 2010, p. 73-98Chapter in book (Other academic)
    Abstract [sv]

    I de kursplaner för grundskolan som börjar gälla från och med 2011 kommer med stor sannolikhet de enskilda ämnena, även för de yngre eleverna, att synliggöras på ett sätt som inte varit fallet hittills. Därför är det viktigt att nu stanna upp och se vad forskningen sagt om den historieundervisning som varit och hur denna kan förbättras. Denna artikel är ett försök att beskriva den svenska historiedidaktiska forskningen med inriktning mot historieundervisning av barn från förskola upp till och med årskurs 6 i grundskolan. Artikeln är skriven inom projektet BLÄ; Barndom, lärande och ämnesdidaktik, vid Lärarutbildningen, Malmö Högskola.

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  • 312.
    Rudnert, Joel
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Historia för grundskolans tidiga år2011In: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson, Bim Riddersporre, Natur & Kultur , 2011, p. 208-234Chapter in book (Other academic)
  • 313.
    Rudnert, Joel
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Historia i förskolan2010In: Utbildningsvetenskap i förskolan / [ed] Bim Riddersporre, Sven Persson, Natur & Kultur , 2010, p. 173-190Chapter in book (Other academic)
    Abstract [en]

    Children have a rich experiences of the past. They remember things from their own life - going to the sea in the summer, birthday parties and annoying companions - and they have heard stories about and by older relatives like Grandma and Grandpa. They also meet the past in stories and adventures in both books and movie. Here is the foundation for a natural interest in history that can be encouraged in preschool.

  • 314.
    Schyberg, Solbritt
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Högskolelärares personliga teorier om sin pedagogiska praktik2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this study university teachers’ personal theories of their pedagogical practice in basic courses in undergraduate education are described and analyzed. According to for example Polanyi (1958) and Bourdieu (1990) university teachers have developed a personal practical theory as participators in an academic social context, first as students then as teachers. This can be seen as their “pedagogy” according to Durkheim (1956), a practical theory that guides their actions as teachers; a way of perceiving and thinking about teaching and learning. Different theoretical perspectives such as Engeströms (1999) “activity theory”, Dahllöfs (1999) “frame factor theory”, Luhmanns (1995) “social systems theory” and Biggs (2003) systems perspective on teaching and learning in higher education can be subsumed under a complex general systems theory that points to several possible components that relate to each other in a dynamic and self organizing way. Such autopoietic systems are characterized by both stability and change and are applicable on teachers’ thinking as well as their action and the educational system itself. Empirical data consist of semi-structured interviews with nine university lecturers at the University of Lund and ten lecturers at the University College of Växjö in southern Sweden representing academic disciplines such as history, economic history, law, economics, statistics, Scandinavian languages, comparative literature and political science. The personal theories generated from these data are what Argyris and Schön (1974) call “espoused theories”, which in this study are validated against observations from the teachers’ lectures and group interviews with the teachers’ students. The results show that a majority of the university teachers do not seem to pay much attention to their pedagogy which mostly seems to be tacit and natural to them. Only a few teachers problematise their pedagogical practice and find pedagogical competence development valuable. Common themes in all teachers’ personal theories deal with the importance of good content knowledge and personal commitment in the subject as well as the students as a ground for good teaching. They adhere to traditional academic values, at least in courses at higher levels than the basic courses. The teachers’ primary intentions for their students’ learning in basic courses are facts about different perspectives and theories in their subject, which they mean are useable in different professions. The teachers see their subject as complex and interesting to all people that facts in themselves evoke interests and feelings for it. They see themselves as experts in the subject and their teaching style is content-centered. Different themes in the teachers’ complex personal theories of their pedagogical practice are summarized metaphorically in terms of different teaching styles as the preacher, the presenter, the entertainer, the illuminator and the director. The preacher is common to all teachers and the four others are variants of this style. The role of the students is that of reproducing facts for the presenter and the entertainer, and that of reconstruction knowledge for the illuminator and the director. The results are in line with other studies, with the main difference being the lack of student-centered approach in this study.

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  • 315.
    Skans, Anders
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En flerspråkig förskolas didaktik i praktiken2011Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Syftet med denna studie är att undersöka och analysera en flerspråkig förskolas didaktik, för att bidra med kunskap om de didaktiska frågorna i förhållande till uppdraget att arbeta interkulturellt. De frågor jag ställt är: • Vad är pedagogernas uppfattning om den egna förskolans innehåll och arbetssätt? • Hur framträder den didaktiska vad-frågan i en flerspråkig förskolas olika kontexter? • Hur framträder den didaktiska hur-frågan i en flerspråkig förskolas olika kontexter? • Kan man utläsa variationen i barnens bakgrunder i de didaktiska valen och i så fall hur? Studien är en fallstudie gjord på en flerspråkig förskola, där en majoritet av barnen har ett annat modersmål än svenska. Det är i huvudsak en observationsstudie som bygger på observationer med videokamera samt fältanteckningar. Studien innehåller även intervjuer med pedagoger och rektorer för förskolan. Studiens resultat visar att pedagogerna säger sig vilja arbeta med barnens alla språk i kommunikationen. Vad och hur-frågorna varierar utifrån förskolans olika kontexter. I de pedagogiskt planerade storgruppsaktiviteterna, samling och sagoläsning, är språk i fokus och det tenderar att vara både vad och hur. Pedagogerna använder i dessa kontexter mycket språkstöd i kommunikationen, barnens olika modersmål, bilder, föremål och teckenstöd. I samlingarna domineras innehållet i kommunikationen av det barn och pedagoger gemensamt upplevt. I förskolans övriga kontexter, smågruppsaktiviteter, omsorgssituationer och fri lek varierar såväl vad som hur.

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  • 316.
    Småberg, Thomas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Bland drottningar och hertigar Utblickar kring riddarromaner och deras användning i svensk medeltidsforskning2011In: Historisk tidskrift, ISSN 0345-469x, Vol. 131, no 2, p. 197-226Article in journal (Refereed)
    Abstract [en]

    In the company of Queens and Dukes. Reflections on medieval romances and their use in Swedish medieval research The article argues that it is possible to gain insight into the ideology and political culture of the aristocratic elite, the “frälse”, by analyzing three medieval romances from the early 14th century collectively known as “Eufemiavisorna”. The article discusses and problematizes “Eufemiavisorna” as fiction and/ or a source for courtly ideals primarily by discussing the role of the translator/ author. Leading scholars have shown that the translator altered passages, sometimes quite extensively. This was probably done in order to adapt the story to a Swedish audience, who might not understand the nuances of chivalric culture. Since courtly culture had found its way into Sweden prior to the introduction of “Eufemiavisorna”, it is also likely that the translator/ author was influenced by this when adapting the romances. The overall purpose of romances is also discussed. Scholars have seen them as either didactic or entertaining, but resent research has interpreted romances differently and argue that they should be seen as dualistic, as both didactic and entertaining. Courtly ideals are also discussed and placed in a European context by analyzing courtly love. It is clear that the translator/author de-emphasized this concept. In European research, courtly love is seen as an essential part of romances, and a leading scholar argues that romances and the part of courtly love in them was constructed by the clergy as a means of civilizing the aristocracy. Since courtly love is de-emphasized in “Eufemiavisorna”, and instead courtly behavior, feasts and battle scenes are emphasized, this might not have been the purpose with these particular romances. Instead, it is possible the author/translator wanted to provide models of behavior in order to educate the “frälse” in European courtly culture. Finally, the romances are placed in a socio-political context through a discussion of the formation of courtly culture and chivalric ideals in relation to Swedish courts and Swedish royal power. The influence of ideas from several European kingdoms and courts on Sweden is also discussed. Keywords: Sweden, Norway, middle ages, romance, Eufemiavisorna, courtly and chivalric ideals, courtly love

  • 317.
    Småberg, Thomas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ideal och Identiteter. Föreställningar om vänskap i Erikskrönikan och Karlskrönikan2007In: Vänner, patroner och klienter i Norden 900-1800: rapport till 26:e Nordiska historikermötet i Reykjavík den 8-12 augusti 2007 / [ed] Lars Hermanson, Thomas Småberg, Jón Viðar Sigurðsson, Jakob Danneskiold-Samsö, Háskólaútgáfan, 2007Chapter in book (Other academic)
  • 318.
    Småberg, Thomas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Jungfrun och nunnan? Rituell konstruktion av kvinnliga identiteter i svensk medeltid2011Conference paper (Other academic)
    Abstract [sv]

    HA 17. Ritualer och identiteter. Norden och Europa ca 1000-1300 JUNGFRUN OCH NUNNAN? RITUELL KONSTRUKTION AV KVINNLIGA IDENTITETER I SVENSK MEDELTID Abstract: Ritual studies är ett fält som de senaste decennierna gett nya insikter i maktkonstruktion och maktlegitimering. Genom ritualer som alla i samhället tog del av (både vardagliga och högtidliga) konstruerades, upprätthölls och förmedlades de kollektiva identiteterna och därmed också maktstrukturerna i samhället. Elitskikten använde ritualer till att organisera de sociala relationerna och legitimera den sociala ordningen; via ritualer bekräftades och omfördelades makt. Ritualer gav således samhället en vertikal och horisontell sammanhållning. Frågan är dock om ritualer var ett verktyg för att skapa en stabil samhällelig ordning och om det verkligen fanns en konsensus i samhället och hos aktörerna i ritualerna om innebörden och effekten av de konstruerade, performativa ritualerna? Oavsett, så är ritualernas konstruerade karaktär sällan så tydliga som när ett samhälle genomgick en transformation, när nya sociala och politiska realiteter måste översättas till nya symboler och ritualer. Dessa kan då underlätta steget in i det nya, där alternativa maktstrukturer, sociala relationer och även religionssystem måste legitimeras. Ritualer spelar en viktig roll i denna process genom att underlätta för vissa grupper att skaffa sig tolkningsföreträde. Denna halvdagssession avser att diskutera ritualer och symboler i det medeltida Norden där tonvikten ligger på konstruerandet av olika kollektiva identiteter. Sessionen skall bland annat diskutera vilken relationen var mellan de performativa handlingarna och de andliga dimensionerna som dels var instrumentella delar av ritualerna, dels ofta var föremålet för dem. Fokus kommer således i stor utsträckning riktas mot socioreligiös och sociopolitisk interaktion. Även frågan om vad makt egentligen innebar skall utforskas; vilka maktstrukturer existerade och hur konstruerades performativa handlingar? Och, slutligen, det mest centrala; vad förmedlade ritualer, hur användes de och hur utvecklades de över tid i olika kulturella kontexter? Den europeiska höviska kulturen började sitt intåg i Sverige under 1200-talet. Genom Alsnö stadga ca 1280 formaliserades och infördes också det svenska frälset, en aristokrati med privilegier och skyldigheter enligt europeiska mönster. Mot början av 1300-talet fick det inhemska höviska idealet sina första litterära uttryck i de tre riddarromanerna som nu går under det kollektiva namnet Eufemiavisorna samt även genom en rimkrönika, Erikskrönikan. Dessa verk är unika för svenskt 1300-tal och som sådana ovärderliga källor till de nya idealens konstruktion och genomslag. Den världsliga elit som fanns i Sverige omtolkade således sin makt i enlighet med dessa ideal, ett nytt maktspråk slog igenom. Ridderskap, hövisk kultur, hövisk kärlek var nya fenomen och de verkar också ha behövt uttolkas genom tydliga ritualer då litteraturen genomsyras av olika former av ritualer. Genom performativa ritualer, skådespel, kunde den gamla eliten genomgå en transformering till det nya ridderskapet, med riddare och jungfru som två normativa könsideal. Hur gick då detta till? Hur kunde den gamla eliten omtolka sig själva? Mitt paper skall utforska konstruktionen av de nya kvinnliga könsidealen genom att undersöka performativa ritualer kring kvinnor i Erikskrönikan. Jag skall djupanalysera framställningarna av jungfrun och nunnan, men även andra kvinnoideal såsom drottningen, i olika passager för att nå en bild av maktkonstruktionen i det svenska medeltida samhället.

  • 319.
    Småberg, Thomas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    RIDDAREN OCH TORNERINGEN. KONSTRUKTIONEN AV DEN RITUELLA PLATSEN I ERIKSKRÖNIKAN2008Conference paper (Other academic)
    Abstract [en]

    This paper will examine a Swedish medieval chronicle, the Erikskrönikan from the early 14th century. This chronicle was written for the nobility of Sweden and was one of the very first expressions of courtly ideals. One can argue that the chronicle was central to the construction of the image of the knight. The social classes of knight and nobility were introduced in the late 13th century. The chronicle uses rituals and symbols in the construction and expressions focusing on the chivalric ideals and courtly love in Swedish medieval society. So, the focus of the article concerns the construction of these ideals and the expression of them in the rituals and symbols in the interactions of the elite. Particularly, I will examine how symbols and rituals constructed the image of the knight and also the relationship between the ideal of the kingship and the new class, the knights. This then is used in constructing, expressing and legitimizing power and social structures. Thus, the transition of the aristocracy from chieftains to knights and nobles that took place in Sweden during the 13th and 14th centuries can be explained.

  • 320.
    Småberg, Thomas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    The joust, the wedding and the knight. Rituals and symbols in medieval Sweden ca 1250-13202008Conference paper (Other academic)
    Abstract [en]

    This paper will examine a Swedish medieval chronicle, the Erikskrönikan from the early 14th century. This chronicle was written for the nobility of Sweden and was one of the very first expressions of courtly ideals. One can argue that the chronicle was central to the construction of the image of the knight. The social classes of knight and nobility were introduced in the late 13th century. The chronicle uses rituals and symbols in the construction and expressions focusing on the chivalric ideals and courtly love in Swedish medieval society. So, the focus of the article concerns the construction of these ideals and the expression of them in the rituals and symbols in the interactions of the elite. Particularly, I will examine how symbols and rituals constructed the image of the knight and also the relationship between the ideal of the kingship and the new class, the knights. This then is used in constructing, expressing and legitimizing power and social structures. Thus, the transition of the aristocracy from chieftains to knights and nobles that took place in Sweden during the 13th and 14th centuries can be explained.

  • 321.
    Svensson, Anna-Karin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lärarstudenters berättelser om läsning: Från tidig barndom till mötet med lärarutbildning2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to contribute to knowledge about experience and perceptions of reading that students at a school of education have, from early reading experiences in childhood, to the encounter with reading in context of their teacher training. The following overarching questions were asked: What aspects of narratives appear to be significant in the students’ reading trajectories? Which aspects of the narratives appear to be significant in the encounter with reading during the students’ teacher training? To place the present investigation in a wider context a social-cultural perspective on reading is used as a means to shed light on the empirical data of the thesis. The choice of methodology is based on an epistemology where life stories are viewed as something which can provide knowledge about people’s experience and perceptions. As an overarching result, the students’ stories show that reading is a relational process, which occurs with significant others. Significant others invite and confirm the individual to read in various contexts. The metaphor literary breast-feeding shows how interest is transmitted in a close relationship. It makes the child, pupil or student feel that he/she is a participant in different societies of readers. Artefacts are crucial to raise interest in texts. Such artefacts are used as tools to shape play, motivation and imagination. The student’s reading trajectories also clearly indicate that challenges and gaps exist between different contexts, and that these gaps challenge the individual and need to be bridged.

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  • 322.
    Svensson, Matilda
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Work as therapy and recreation2007Conference paper (Other academic)
    Abstract [en]

    Throughout the 1940’s the Swedish government conducted a series of studies (published as a part of what is known as The Swedish Government Official Reports) concerning the “partially ablebodied” and their access to vocational training and vocational therapy. During this period, Sweden experienced an economic boom which created a lack of labour force. At the same time the Swedish welfare state was being built. The official reports can be seen as a way for the government to explore the possibility of including the partially ablebodied in the labour force. This can be understood as a part of specific demands and rights that were connected to citizenship at this time. This paper investigates discourses regarding the body, using both official reports and life narratives from persons who had polio during the first half of the twentieth century in Sweden. Because of the very different nature of the two materials – one stemming from experiences and one expressing a more strategic and official view – a wide range of possibilities for analyses is opened up. In this paper I focus on how, in these discourses, a body with impairments is constructed as being (partially) able to perform something defined as “labour”. My hypothesis is that the governmental studies constantly express an insecurity regarding what kind of duties a partially ablebodied person should be expected to perform. This created a complex power relation between the state and the partially ablebodied, which also can be detected in the life narratives.

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  • 323.
    Tallberg Broman, Ingegerd
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Holmberg, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Läraryrke i förändring: Lärare i förskola och grundskola om inflytande, jämställdhet och mångfald2007Report (Other academic)
    Abstract [sv]

    Denna rapport är baserad på en enkätundersökning av 3000 lärare i förskola och grundskola (se vidare om urval och bortfall i kapitel 3). Den är genomförd inom forskningsprojektet ”Förändrade köns-/genusordningar i skola och utbildning – policy, perspektiv och praktik”, vilket är ett samarbetsprojekt mellan Umeå universitet, högskolan i Borås, Göteborgs universitet och Malmö högskola. Ett av delprojekten, förlagt till Malmö, har namnet ”Mångfald och genusordning i den mångetniska förskolan och skolan”. Förutom föreliggande studie genomförs i Malmö-projektet ett avhandlingsarbete kring läseböcker under de senaste femtio åren, ”Svensk, modern och jämställd. Om barn, familj och omvärld i grundskolans läseböcker ”(Eilard, Angerd, 2007). Rapporten utgör också en del i ett pågående UVK-projekt ”Mångkontextuell barndom. Skola, fritid och familj i förändring och gränsöverskridande” där bl. a. interrelationen mellan barn/elever- lärare, skola-hem, lärare-förälder, liksom inflytande och demokrati uppmärksammas . Titeln på rapporten är: ”Läraryrke i förändring. Lärare i förskola och grundskola om inflytande, jämställdhet och mångfald”. Vi fokuserar förskollärares och grundskollärare uppfattningar om sitt eget yrkeskunnande, av förändrade krav, betungande inslag i lä-raryrket samt av förväntningar från föräldrar. Vi studerar, analyserar och diskuterar ovanstående i relation till graden av mångfald i de verksamheter där lärarna arbetar.

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  • 324.
    Tallberg Broman, Ingegerd
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Häggström, Jeanette
    Rubinstein Reich, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Likvärdighet i en skola för alla - Historisk bakgrund och kritisk granskning av likvärdigheten i den svenska skolan2003Book (Other academic)
    Abstract [sv]

    Författarna fokuserar på nutidens skola för alla, men startar i det utpräglade klass- och könsuppdelade skolväsendet utvecklat under flera århundraden. I forskningen redovisas ofta ett tydligt engagemang för likvärdighetsfrågorna och området representerar delvis en emancipatorisk forskning. En klass- köns- och etnicitetsstrukturerad skola omformas till en skola för alla. De grupper som tidigast återfanns i någon form av skolsystem, de mer välbeställda unga männen problematiseras minst i forskningen. Flickorna, arbetarbarnen och invandrareleverna fokuseras i högre grad. Det är då mer dessa elevgrupper och deras relation till skolan, innehållet, klassrummet och provet som problematiseras. Författarna konstaterar att vår skolhistoria är verksam i nutidens skola och undervisning. Processen från en klass- köns- och etnicitetsstrukturerad skola till en skola för alla kan ses som pågående med motsättningar och nya särskiljande principer och med olika aktörer, till vilka även forskarna bör räknas. Forskningen förändras från ett mer strukturellt, modernt närmande (kön, klass, etnicitet) till ett mer post-strukturellt(identitet, subjektivitet).

  • 325.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Arbetsmarknadsstyrelsen och kvotflyktingarna. Föreställningar om kön, nationalitet, (o)hälsa, yrkeserfarenhet och ålder vid kvotuttagningarna av flyktingar under 1950-talet och 1960-talets första hälft2008In: Efterfrågad arbetskraft? / [ed] Svante Lundberg, Ellinor Platzer, Växjö university press , 2008, p. 5-32Chapter in book (Other academic)
  • 326.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Det är billigare att bota ett TBC-fall än att uppfostra en svensk. Den svenska kvotflyktinguttagningen av icke-arbetsföra flyktingar ca 1950-19562007In: Sveriges mottagning av flyktingar-några exempel, Jan Ekberg (red.), Växjö university press 2007., Växjö University Press , 2007Chapter in book (Other academic)
  • 327.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Gemenskapens förutsättningar och gränser: en intersektionell analys av ”judisk” flyktingverksamhet i Sverige under 1930- och 1940-talen2011In: Judarna i Sverige: en minoritets historia: fyra föreläsningar / [ed] Helmut Müssener, Hugo Valentin-centrum , 2011, p. 99-124Chapter in book (Other academic)
  • 328.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Judiska flyktingverksamheter. Berättelser och förhandlingar av ”judiska” identiteter och gemenskaper i Sverige ca 1945-20052008Conference paper (Other (popular science, discussion, etc.))
  • 329.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Oral history in Sweden in a historical and international perspective from a historian's point of view: Myth or truth - oral history as a source for historical research, Södertörns högskola 14-15 juni 20072007Conference paper (Other (popular science, discussion, etc.))
  • 330.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    På tröskeln till Kalmar: kommittén för flyktinghjälp, den mosaiska församlingen och flyktingarna i Kalmar 1945-19462010In: Samhällshistoria i fokus: en festskrift till Lars Olsson om arbete, migration och kultu / [ed] Lars Berggren, Mats Greiff, Jesper Johansson, Johan Svanberg, Malin Thor, Big Bad Books, 2010, p. 193-211Chapter in book (Other academic)
  • 331.
    Thor, Malin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    ”Svallvågorna av katastrofen kom också till vår stad” Hjälpverksamhet inom Norrköpings mosaiska församling i skuggan av Förintelsen”2008In: En problematisk relation? Flyktingpolitik och judiska flyktingar i Sverige 1920-1950 / [ed] Lars M. Andersson, Karin Kvist Geverts, Opuscula Historica Upsaliensia , 2008, p. 179-207Chapter in book (Other academic)
  • 332.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Dahl, Izabela
    “Discourse analysis and oral history. Intersections of religion, nation, gender, class and2008Conference paper (Other (popular science, discussion, etc.))
  • 333.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Dahl, Izabela
    Oral history, constructions and deconstructions of narratives: Intersections of class, gender, locality, nation and religion in narratives from a Jewish woman in Sweden2009In: Enquire, ISSN 1756-199X, Vol. 3, no 3Article in journal (Refereed)
    Abstract [en]

    In this article we elaborate on the possibility to combine constructivist perspective and oral history within one methodological order to explore how identities are narrated and negotiated in different situations, contexts and interviewers. In oral history, the give voice” to marginalized or forgotten individuals or groups, stories and give them the possibility to speak from their perspectives. with these emancipatory aims of oral history. Simultaneously we analyze interviews in order to investigate identity constructions. concepts of intersectionality and narrated identity, which allow investigate how groups and individuals that are marginalized and negotiate their own and other identities. At the same time it is unclear interviewees understand these kinds of analysis of their narratives. combine a social constructivist perspective and oral history in a must be aware of this relation of power and explain to the interviewees doing and why we are doing it. In a broader research perspective deconstructive approach illustrates interesting assumptions about multidimensional identity constructions.

  • 334.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Montesino, Norma
    Conceptions of working capacity and health. The Social Authorities and the TB- refugees in Sweden ca 1945–19602008Conference paper (Other (popular science, discussion, etc.))
  • 335.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Montesino, Norma
    Conceptions of working capacity and health. The Social Authorities and the TB-refugees in Sweden ca 1945-1960 The fourth ETMU-days, Turku Finland, 26-27 okt 20072007Conference paper (Refereed)
  • 336.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Montesino, Norma
    Migration och folkhälsa. Tuberkulos i den svenska flyktingmottagningen under 1940- och 1950-talen2008Conference paper (Refereed)
  • 337.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Montesino, Norma
    Socialt arbete med flyktingar - ett historiskt perspektiv, 2007 års nationella FORSA- symposium 20-21 mars, Lund2007Conference paper (Other (popular science, discussion, etc.))
  • 338.
    Thor, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Montesino, Norma
    Socialt arbete med flyktingar: ett historiskt perspektiv2007Conference paper (Other (popular science, discussion, etc.))
  • 339.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Damolympiaden" i Göteborg 1926 och det olympiska spelet kring kvinnlig friidrott2008In: Idrott, historia & samhälle, ISSN 0280-2775, no 2008, p. 93-102Article in journal (Other academic)
  • 340.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Kropp, idrott och feministisk teori2009In: Programbok, KULTUR-NATUR Konferens för kulturstudier i Sverige, Norrköping, 15–17 juni 2009;5, ACSIS, Linköping University , 2009, p. 92-93Conference paper (Other academic)
    Abstract [sv]

    Den feministiska forskningen har belyst hur kroppar har konstruerats som olika och därmed som biologiska (legitima, eviga, naturliga) grunder för sociala skillnader (t ex Grosz 1994, Gatens 1996). På idrottens kulturella arena ställs frågor om kroppen som naturlig eller skapad och om ”naturliga” könsskillnader på sin spets. R. W. Connell (1987) har diskuterat idrotten som del i ett socialt upprätthållande av kön, något som hon menar är nödvändigt på grund av att biologin utgör en alltför bräcklig grund. Samtidigt kan idrotten just i egenskap av kroppslig praktik utgöra en arena för utmaning och omförhandling av diskurser om kropp, kön och biologi, vilket Judith Butler diskuterat i sin artikel ”Athletic Genders”. I avhandlingen Nationen på spel analyserar jag hur idrottande kroppar representeras i svensk veckopress (Bildjournalen, Idun, Se, Vecko-Journalen och Vecko-Revyn). Med kropp och nation som intersektionella analytiska nav utvecklar jag en metodologi som syftar till att generera en djupare problematisering och förståelse för det historiska sammanhanget. I denna presentation diskuterar jag hur representationer av kvinnors idrottande – som utmaning av de diskurser som knyter kroppsligt arbete, ansträngning, aktivitet, muskler och kroppskontroll till kön – förstås och förhandlas kulturellt. En av avhandlingens bärande frågeställningar handlar om de sätt på vilka den mediala iscensättningen av kroppar och av det svenska struktureras av samspelande maktdimensioner – kön, sexualitet, ”ras”/etnicitet, klass och ålder/generation. Materialet från olympiska spel är, genom att såväl kropp som nation här hamnar i fokus, särskilt lämpligt för att utforska dessa aspekter.

  • 341.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Nationen på spel: Kropp, kön och svenskhet i populärpressens representationer av olympiska spel 1948 – 19722008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Sporting the Nation: Gender, ”Swedishness” and the Body in the Representation of Olympic Games in Swedish Popular Press 1948 – 1972. In this thesis, I study representations of summer and winter Olympic Games and Olympic athletes in six Swedish popular magazines 1948-1972. The purpose is to examine the forms of identity produced within the nation as an “imagined community”, in discursive processes where gender, sexuality, ”race”/ ethnicity, class and age/generation intersect and mutually construct each other. The study is inspired by feminist and postcolonial perspectives on how gender and “race”/ethnicity are upheld as socially relevant classifications through the cultural repetition of physical and mental differences. Theoretical points of departure is Foucault’s connecting of power and knowledge and Cultural Studies’ conception of representation and how the textual/visual address of the reader makes available and closes off subject-positions. ”Body” and ”nation” are used as intersectional analytical concepts, and the textual/visual meaning making is identified through the techniques that I have termed dichotomisation, compensation, harmonisation, contrasting and connecting. The material is understood in relation to changing historical contexts such as “folkhemmet” and the welfare state, gender relations, global political processes of decolonisation, the Cold war and the radicalised political climate of the 1960’s. The analysis highlights how historically specific configurations of Swedish masculinity and Swedish femininity are defined not only through gender dichotomisation, but also by differentiation from – for example – communist bodies/characters or “exotic” and racialised subjects. However, “Swedishness” is not only separated from, but also connected to specific identities. The textual ”us” is located in complex and sometimes contradictory processes, through affinity with Nordic countries, the western side in the Cold war and ”white civilisation” – but also in relation to an abstract and universalistic conception of to ”the world”. The thesis points out the crucial importance of physical work for the merging of masculinity and nation. The sport activities of female athletes are downplayed through compensating markers of conventional femininity and trivialised by being constructed as playful rather than as strained and disciplined physical work. However, the analyses also illustrate the conditions for discursive destabilisations; for example in the case of Olympic medals, where the visual and textual representation of a female Swedish body at work is made possible through intersections of gender, youth or nation. Furthermore, the results show a move towards a higher degree of complexity on the issue of masculinity during the time period, whereas the cultural conception of femininity is characterised by a great degree of stability.

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  • 342.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Popular Culture and Social Change: ACSIS Kulturstudiekonferens i Norrköping 20072007Conference paper (Other academic)
    Abstract [en]

    In my PhD-project I analyse coverage of the Olympic Games 1948 – 1972 in the popular press, combining a text-oriented analysis with social history's attention to historical context. In my conference paper I will focus upon how, in a "Cold War" context, Soviet athletes were represented in ambiguous ways, emphasizing alternately their distance and closeness, difference and similarity to "us". Furthermore, I argue that fears of sport's masculinizing effect on the female body and mind were negotiated by displacing images of unsexed, mannish women onto Soviet athletes. A specific conception of "Swedish femininity" was constructed: western, white, heterosexual and middle-class.

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  • 343.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Sexualisering och trivialisering av kvinnliga idrottare i medier - Två sidor av samma mynt2007In: Sexualiseringen av idrottens offentliga rum, Riksidrottsförbundet , 2007Chapter in book (Other academic)
  • 344.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Sonja Edström-Ruthström och Sixten Jernberg. Mediala representationer av den kvinnliga och den manliga idrottskroppen2008In: Moving bodies - menneske i bevegelse, ISSN 1503-6065, no 2008:1-2, p. 103-115Article in journal (Other academic)
    Abstract [en]

    Sonja Edström-Ruthström and Sixten Jernberg: Media Representation of the Female and the Male Athlete’s Body. In this article I argue for the relevance of sport for the study of cultural and historical constructions of gender and nation. Using two articles from the Olympic Games in Squaw Valley in 1960, on cross-country skiers Sixten Jernberg and Sonja Edström-Ruthström, I explore how male and female bodies are represented in different ways. The comparison highlights how the male athlete’s body is represented as a strong, disciplined and working body, while the female athlete’s body is marked as non-muscular, feminine and heterosexually attractive. In this way the potential challenge to gender relations, and thereby social stability, that the female athlete might have presented is negotiated and ultimately neutralised.

  • 345.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Sporting the Nation: Gender, Ethnicity and Whiteness in Swedish Media Coverage of the Olympic Games, 1948 – 19722007Conference paper (Other academic)
    Abstract [en]

    My forthcoming dissertation is a study of how Swedish national identity is constructed culturally, in which I analyse coverage of the Olympic Games 1948-1972 in the popular press. Media representation (text and images) of sport was selected as an interesting basis for exploring ideas on “natural differences” between people and bodies, based on gender, “race” and nationality. Ideas of difference between people have historically been used to explain and legitimize power relations and to (re-)create the nation as an “imagined community”. The method seeks to combine a text-oriented analysis with social history’s attention to historical context. The study shows that representations of female athletes display a passive female body and uphold the boundaries between the sexes. Fears of sport’s masculinizing effect on the female body and mind were negotiated by displacing images of unsexed, mannish women onto Soviet athletes. In the Cold War context, a specific Swedish femininity was constructed: western, white, heterosexual and middle-class. A Swedish masculine ideal, on the other hand, was made clear by contrasting comparison with femininity, but also with subordinated masculinities such as the “black” male athlete. The study show that the athletic achievements of the “black” body had to be explained and presented as restricted to the area of sport. I argue that although Sweden had not been a prominent colonial power, whiteness was nevertheless an important aspect of Swedish national identity in this time.

  • 346.
    Tolvhed, Helena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Toini Gustafsson: stjärna men inte hjälte2009In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 18, no 1, p. 16-18Article in journal (Other academic)
    Abstract [sv]

    Vid de vinterolympiska spelen i Grenoble 1968 blev den dubbla guldmedaljören och längdskidåkaren Toini Gustafsson ett av de största svenska affischnamnen. I denna artikel granskar jag uttrycken för veckopressens uppmärksammande av Gustafsson och driver tesen att hon i kraft av sina framgångar för Sveriges räkning, men också på grund av sitt utseende, förvisso blev en stjärna men knappast en svensk idrottshjälte. Hennes kropp förevisades som en svensk/nordisk kvinnokropp snarare än som en kropp som kämpade för nationens ära.

  • 347.
    Tolvhed, Helena
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Pettersson, Hanna
    Kamp om agendan: historier om klass och kön2008In: Fronesis, ISSN 1404-2614, no 25/26, p. 112-116Article in journal (Other academic)
  • 348.
    Tolvhed, Helena
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Tornhill, Sofie
    Samhällsomdaningens subjekt och horisonter: om vänstern och feminismen som kritik och politik2008In: Fronesis, ISSN 1404-2614, no 25/26, p. 8-20Article in journal (Other academic)
    Abstract [sv]

    PDF-fil: http://www.fronesis.nu/nummer/57/vansternochfeminismen

  • 349. Ulfsparre, Anna Christina
    et al.
    Greiff, MatsMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).Fransson, TorgnyGustavsson, KarinJönsson, Lars-Eric
    Helsingborgs historia: Landsbygden2010Collection (editor) (Other academic)
    Abstract [sv]

    En del i serien Helsingborgs Stads Historia. Delen behandlar det omland som inkorporerats i staden under 1900-talet.

  • 350.
    Utas Carlsson, Karin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Violence prevention and conflict resolution1999Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The objectives of the study were (1) to contribute to development of a theoretical basis for teaching violence prevention and conflict resolution, connecting the micro (inter-personal and intergroup) and macro (national, international and transnational) levels; and (2) to contribute to development of teaching methods with the aim of giving children skills in handling conflicts constructively. The perspective of the study is a social-psychological one where Human Needs Theory (Burton) plays an important role. This means that satisfaction of “basic human needs” is suggested as a goal or “navigation point” when building society at all levels. The empirical study was conducted from 1993 through 1996. Teaching methods — inspired by two teaching guides from the U.S. — were tried out in seven different classes where data collection was more extensive in one of them than in the other ones. It consisted of interviews with the children, their class teacher and a questionnaire to the parents. Diaries from the lessons were kept in all the classes. Individual and group response by the children, aged 10–12, was observed, analysed and interpreted. Opportunities for and obstacles to teaching violence prevention and conflict resolution are discussed on the basis of the findings. Important opportunities found were: a good theoretical framework; drawing from experiences of teaching programmes in other parts of the world; children’s interest in role plays (including forum plays); and a situation at school where many conflicts occur which provide ample opportunities for practice. One important obstacle was a discrepancy between skills taught in our lessons and children’s daily experiences. Lack of visions of change was another, related obstacle. This applies to adults and children alike. The author suggests training of pre-school and school teachers at all levels.

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