| 1. |
- Dahl, Jonas, 1970-, et al.
(författare)
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The citizen in light of the curriculum
- 2013
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 27-43
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.
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| 2. |
- Foisack, Elsa, et al.
(författare)
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Matematikprestationer och elever med dövhet eller hörselnedsättning
- 2013
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Ingår i: Educare. - : Lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 68-92
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The mathematics performance of Swedish deaf and hard‐of‐hearing students was compared to that of hearing students to relate the situation in Sweden to recent international research results. Quantitative analysis of performance on the national subject test in mathematics and questionnaire on demographic variables for the deaf and hard‐of ‐hearing students were used. Analyses showed significant differences overall between deaf and hard‐ofhearing students and their hearing counterparts, but more importantly, gave insight into specific areas in which deaf and hard‐of‐hearing students may succeed or falter. In the study no significant differences in mathematics performance appeared between the deaf and hard‐of‐hearing students if sign language or spoken language was used as the language of instruction. No significant differences appeared depending on investigated background variables between the two groups, students mainly taught in sign language (class for the deaf) and students mainly taught in spoken language (class for the hard‐of‐ hearing). Demographic variables investigated were students’ gender, hearing status, additional functional disability, born is Sweden or not as well as parents’ hearing status, level of education, born is Sweden or not. The study serves as a basis for further investigations to develop deaf and hard‐of‐hearing students’ performance in mathematics.
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| 3. |
- Hillbur, Per
(författare)
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Good to Be Different? : On Cosmopolitanism, Pluralism and 'the Good Child' in Swedish Educational Policy
- 2013
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Ingår i: Educare. - : Malmö universitet, Fakulteten för lärande och samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 9-26
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Tidskriftsartikel (refereegranskat)abstract
- Being a part of a larger project on subject positions of the child in policy documents and teaching materials, this article focuses on the role of undecidables in the fabrication of the so-called good child in the Swedish curriculum for the compulsory school. Within a framework of governmentality, the curriculum represents technologies of government, providing an undecidable terrain open for interpretation and decisions by subjects. Through the lens of education for sustainable development, I have selected five school subjects of particular interest for analysis: biology, civics, geography, home and consumer studies, and physical education and health. By focusing on the undecidable olika, meaning ‘different’, in the five syllabi, a pattern of features designating the good child emerges: (1) science-based categorization, (2) the lifelong learner, (3) the informed consumer, and (4) celebration of diversity. These four features represent a political rationale characterised by a contradictory amalgamation of cosmopolitanism and value pluralism. In combination with an increased emphasis on measurement and assessment in Swedish education, this reinforces abjection processes in school, separating ‘the good child’ and ’the child left behind’.
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| 4. |
- Lindgren, Monica, 1958, et al.
(författare)
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Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen
- 2013
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Ingår i: EDUCARE VETENSKAPLIGA SKRIFTER. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2013:1:1, s. 7-40
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual produc-tion exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally bal-anced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.
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| 5. |
- Lundblad, Thomas, et al.
(författare)
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Dialogic manifestation of an augmented reality simulation
- 2013
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Ingår i: EDUCARE. - Malmö : Fakulteten för lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; 2, s. 45-63
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles.The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer.The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.
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| 6. |
- Norlund, Anita
(författare)
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”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt verktyg för analys av klassrumsdebatter
- 2013
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 35-62
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Tidskriftsartikel (refereegranskat)abstract
- Debates, as the discursive curriculum activities they are, are occasionally arranged in classrooms. Here, the aim is to offer a tool for analyses of such activities. By adopting a sociological-didactical perspective, this article takes Basil Bernstein’s conceptual pair vertical and horizontal discourse as its starting point. The ‘vertical discourse’ is roughly speaking school-oriented whereas the ‘horizontal discourse’ is more often played out in informal contexts. These two central concepts will be specified in particular relation to the classroom debate as curricular content. Two contrasting authentic classroom debates were intentionally selected in order to try out the ana-lytical tool. Both the debates deal with the same topic, i. e. death penalty. The debates, however, also differ from each other; they are put into prac-tice in remarkably different ways and in different contexts, although they are both collected from, in a sociological perspective, supposedly less ad-vantaged areas. I argue that the tool offered is a needed and fruitful way of capturing what happens in classroom debates.
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