| 61. |
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| 62. |
- Dodillet, Susanne, 1977
(författare)
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Kunskapssamhällets excellenssatsningar – Försök och tystnader i tysk och svensk utbildningsvetenskap
- 2016
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Ingår i: Educare. - 1653-1868. ; 3, s. 87-112
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Tidskriftsartikel (refereegranskat)abstract
- Although different forms of excellence initiatives have become a part of the Swedish educational landscape, educational research on this trend is rare in Sweden. The present article examines this silence by contrasting it against edu- cational elite research from Germany. Departing from Michel Foucault's con- cept of critique I examine the knowledge and unspoken truths that these re- search fields are based on and identify some of their omissions. While excel- lence initiatives are conceptualized as forms of segregation in the Swedish ex- ample, the German example examines excellence as the result of selection processes. In both cases excellence initiatives are problematized as an effect of the so-called knowledge society, but in two different ways. The Swedish exam- ple criticizes a social climate in which knowledge has become a competitive factor, displacing the idea of A School for All. The German example questions whether knowledge really determines success in the ”knowledge-based” socie- ty and emphasizes meritocracy as a goal that remains to be fulfilled. The pur- pose of this article is not to highlight one of these examples as more appropri- ate as every presentation of a superior position would entail new categorical boundaries. The critique presented here is limited to revealing two ways of researching excellence initiatives.
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| 63. |
- Dodou, Katherina
(författare)
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What Are Literary Studies For? : A Review of English Teacher Education in Sweden
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157
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Tidskriftsartikel (refereegranskat)abstract
- The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
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| 64. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
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Att läsa bedömningsuppdraget: Ett textanalytiskt exempel från tidigare svenska och finländska läroplaner
- 2023
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 210-242
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Tidskriftsartikel (refereegranskat)abstract
- The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent.
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| 65. |
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| 66. |
- Edström, Ann-Mari, et al.
(författare)
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Being in motion through an aesthetic working process
- 2020
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 144-161
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Tidskriftsartikel (refereegranskat)abstract
- The article reports the results of an empirical investigation into movement viewed as a quality of an aesthetic working process. Any process presupposes movement - there is no process if one stands still. At times, movement is deliberately provoked by artists wanting to view their work from a different perspective. This was the approach applied in the first-year course of an art teacher’s program in Sweden, where movement was provoked through shifts of media (cardboard, sketching, Minecraft) during a four-week working process. The assignment was to work with a 3D shape through these media. The students' process journals (containing writings and photography) constitute the material for the study. The results are visualized on an individual level as movement patterns and five characteristic patterns are discerned. Movement within and between media are visualized collectively, showing not only how media shifts stimulate movement but also how the students themselves can provoke movement within a medium. Sketching shows the most movement, typically triggered by the students themselves when they get bored by the repetitiveness of multiple sketching. Minecraft encourages the least amount of movement, which is discussed in relation to preconceptions embedded in the software design. The study relates to a phenomenographic approach.
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| 67. |
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| 68. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Likabehandlingsarbete — en reproduktion av rådande maktordning?
- 2020
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 49-73
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Tidskriftsartikel (refereegranskat)abstract
- This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.
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| 69. |
- Eilard, Angerd
(författare)
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Barndomsbilder i förändring i grundskolans läseböcker
- 2009
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2-3, s. 157-193
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Tidskriftsartikel (refereegranskat)abstract
- The article explores how norms and ideals linked to generation, gender and ethnicity are expressed in school readers used in Swedish schools since 1962, the year of the first national curriculum of the compulsory school. More than 60 readers have been examined. The adopted perspective combines a genealogical and a critical multimodal discourse analytical approach with an intersectional perspective. This means that the readers’ texts and illustrations are viewed as a whole and as social constructions in the historical context of their periods. Accordingly, the way changes in the late modern society, regarding childhood and family, are depicted in the readers are made visible, as well as the inclusion and exclusion of certain social subjects. Although the contemporary readers appear to advocate diversity and equal opportunities the analysis shows that a colonial white Western, as well as a heteronormative, discourse remains comparatively unchanged throughout the period. The most noticeable finding is the reversed generation hierarchies that characterize the late books. A striking point here is that the old nuclear family has been replaced by an ideal of young heterosexual twosomeness.
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| 70. |
- Ekberg, Jan-Eric, et al.
(författare)
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Didaktik informed teaching arrangements in preschool with a focus on movement
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 141-172
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Tidskriftsartikel (refereegranskat)abstract
- Most children attend preschools in Sweden,and preschool is thus an important arena for children’s development and growth as well asforthedevelopment of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content,and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is didaktik, and “why”, “what”, and “how”questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.
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