| 81. |
- Ellis Nilsson, Sara, Dr, et al.
(författare)
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Redaktörerna har ordet
- 2022
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Ingår i: Scandia. - : Scandia. - 0036-5483. ; 88:2, s. 191-198
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Denna introducerande text diskuterar det aktuella temanumret Levd religion i det förmoderna Nordeuropa.
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| 82. |
- Emilson, Anette, 1964-
(författare)
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Det önskvärda barnet : Fostran uttryckt i vardagliga kommunikationshandlingar mellan lärare och barn i förskolan
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this research is to acquire knowledge about fostering young children, as expressed in everyday interactions between teachers and children in Swedish preschools. The three empirical studies in this doctoral thesis investigated partly specific democratic values such as participation and influence and partly the values that teachers explicitly or implicitly encourage and how these values are communicated to children. The thesis takes a critical approach in order to also acquire knowledge about important fostering aspects that can move hierarchal power structures towards a fostering of values characterized by intersubjectivity. In order to understand the interactions, the concepts of communicative and strategic action (Habermas, 1984) are used, as well as strong and weak classification and framing (Bernstein, 2000). Preschool fostering is also analyzed from a double perspective, with a starting-point in Habermas’ (1984, 1995a) concepts of the system and the life-world. The fieldwork took place with three different groups of toddlers in Swedish preschools. Forty-six children (aged 1 to 3 years) participated, as well as their ten teachers. The data consisted of videotaped observations of teacher and child interactions. The first study investigated how a toddler’s participation can be understood in two kinds of educational activities where the degree of teacher control differs. The results showed how strong classification and framing risk restricting children’s participation and how a weak classification and framing can promote children’s opportunities to participate on their own terms. Important issues for children’s participation were found to be a participant teacher who creates meaningful contexts, where teacher control is about being emotionally present, supportive and responsive. The purpose of the second study was to investigate how very young children can exert an influence in circle-time situations in relation to teacher control. The results showed that the children do, in fact, make choices, mostly based on several fixed alternatives, and that they do take the initiative, sometimes to express an opinion or a right, sometimes to express what they want to do in circle time. It was also found that the influence young children are able to exert varies with the control the teacher exercises. It is evident that strong teacher control is maintained in different ways and that strong control does not necessarily limit children’s influence; it depends on the nature of the control. Children’s influence increases when the teacher’s control over the what and how aspects of communications is weak, and is characterized by closeness to the child’s life-world and a communicative approach. The third study examined the values that teachers explicitly or implicitly encourage and how these values are communicated to children. The analyses resulted in ten specific values embedded in value dimensions of discipline, caring and democracy. These, in turn, can be divided into different social orientations – both collective and individualistic. The values are communicated differently and the what aspect of the communication (the value) is interrelated with the how aspect of the communication; how teachers communicate influences and sometimes changes the communicated value. In order to change power structures in teacher and child interactions, three aspects of importance have been identified: teachers’ closeness to the child’s perspective, their emotional presence and playfulness. Theoretically, the aspects are within the framework of communicative action and contribute to the understanding of what the theory might mean in communication with the youngest children in the educational system.
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| 83. |
- Ewald, Jonas, 1959-
(författare)
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Challenges for the democratisation process in Tanzania : Moving towards consolidation 50 years after independence?
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Tanzania has been independent in 2011 for 50 years. While most neighbouring states have gone through violent conflicts, Tanzania has managed to implement extensive reforms without armed political conflicts. Hence, Tanzania is an interesting case for Peace and Development research. This thesis analyses the political development in Tanzania since the introduction of the multiparty system in 1992, with a focus on the challenges for the democratisation process in connection with the 2000 and 2005 elections. The question of to what extent Tanzania has moved towards a consolidation of democracy, is analysed through an analysis of nine different institutions of importance for democratisation, grouped in four spheres, the state, the political, civil and economic society. Focus is on the development of the political society, and the role of the opposition in particular. The analysis is based on secondary and primary material collected in the period September 2000 to April 2010. The main conclusion is that even if the institutions of liberal democracy have gradually developed, in practice single-party rule has continued, manifested in the 2005 election when the CCM won 92% of the seats in the parliament. Despite an impressive economic growth, poverty remains deep and has not been substantially reduced. On a theoretical level this brings the old debate between liberal and substantive democracy back to the fore. Neither the economic nor the political reforms have apparently brought about a transformation of the political and economic system resulting in the poor majority gaining substantially more political influence and improved economic conditions. Hence, it is argued that the interface between the economic, political and administrative reforms has not been sufficiently considered in the liberal democratic tradition. Liberal democracy is necessary for a democratic development, but not sufficient for democracy to be consolidated. For that a substantive democratic development is necessary.
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| 84. |
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| 85. |
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| 86. |
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| 87. |
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| 88. |
- Funck, Elin K., Docent, 1979-, et al.
(författare)
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Handbok för systematiska litteratur- och dokumentstudier inom samhällsvetenskapen
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport syftar till att inspirera studenter (och forskare) att pröva på att använda systematiska litteratur- och dokumentstudier i sina uppsatser. Rapportens struktur följer en generell arbetsprocess för en uppsats som använder dessa metoder. Faser som planering, genomförande och sammanställning av studier beskrivs och problematiseras. I rapporten exemplifieras och konkretiseras de metodologiska diskussionerna med syften, frågeställningar, teoretiska inramningar, resultatbeskrivningar och analyser hämtade från såväl studenters uppsatser som vår egen forskning. En viktig del i rapporten är synliggörandet av studenters egna röster och åsikter. Tidigare studenter har bjudits in att för att reflektera över sitt arbete med litteratur- eller dokumentstudier. Studenternas reflektioner har vävts in löpande i rapporten, men redovisas också separat i ett eget kapitel.
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| 89. |
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| 90. |
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