| 31. |
- Berg, Gita, 1982-, et al.
(författare)
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Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies
- 2019
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 30-57
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Tidskriftsartikel (refereegranskat)abstract
- In Swedish home and consumer studies (HCS), cooking forms apart of the core content, and students often experience the results in a sensuous way–by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.
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| 32. |
- Berggren, Kalle
(författare)
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Theorizing Power, Identity and Hip Hop : Towards a Queer, Intersectional Approach
- 2016
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 75-90
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Tidskriftsartikel (refereegranskat)abstract
- Power and identity are central themes in hip hop scholarship, whether it is race and class that are in focus, or gender and sexuality, or a combination. Yet power and identity are contested concepts that are used with varying theoretical outlooks. This article seeks to outline some key differences between different understandings of power and identity, and their consequences for the study of hip hop. Four models are identified. In the expression model, hip hop is understood as the cultural expression of a specific group. In contrast, the catalogization model and the two-plane model both acknowledge the existence of different dimensions of power and identity, but treat these either in a list-like manner or according to a base-superstructure dichotomy. The limitations of these two models can be overcome, it is suggested, by turning to the complexity model, which builds on contemporary feminist, intersectionality and queer theory
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| 33. |
- Bergh Nestlog, Ewa, 1959-
(författare)
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De första naturvetenskapliga skoltexterna
- 2017
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 72-98
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Tidskriftsartikel (refereegranskat)abstract
- In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.
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| 34. |
- Berglund, Lars, et al.
(författare)
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Profession, forskning och praktik : 30 rektorers syn på specialpedagogisk professionalitet
- 2007
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2, s. 39-51
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Tidskriftsartikel (refereegranskat)abstract
- This article is a synthesis of four investigations made by students at the special educational program at Malmö University. It describes how headmasters experience the professional role of the special needs pedagogue in schools. Research questions concerning the relationship between higher education and school practice are elucidated in the article. The responses are analyzed and problematized with the help of von Wright’s Action theory as well as of Dahllöf’s frame factor theory. In the interviews headmasters describe the special educational activities and the special pedagogue profession as multifaceted and complex. This is a situation which impedes good functioning and effective use of competence resources. Moreover, headmasters are frequently caught between the visions of policy instruments and school practice, not least concerning situational acting, and the question of short or long term planning and acting.
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| 35. |
- Berglund, Leo, 1986-
(författare)
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Sociologiska kritikbegrepp för utbildningsvetenskapen
- 2016
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Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. - 9789171044921 ; :3, s. 14-37
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Tidskriftsartikel (refereegranskat)abstract
- Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.
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| 36. |
- Bergman, Lotta, et al.
(författare)
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Förstaårsstudenters akademiska skrivande och hur det kan utvecklas
- 2023
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Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 152-182
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Tidskriftsartikel (refereegranskat)abstract
- A major challenge for first-year students is the demands on academic writing. The purpose of the study is to identify students' difficulties with writing at the beginning of their education to contribute to the discussion about how students' writing development can be supported. The overall theoretical perspective is systemic functional linguistics (SFL). The data consists of texts from the first examination of a primary teacher program. The analysis includes partly a corpus analysis of 125 texts concerning sentence length, word length, the proportion of long words, word variation, and lexical profile, and partly a qualitative text analysis of a selection of eleven students' texts from the larger group concerning text cohesion, composition and use of references. The results indicate that the task design is of great importance for how advanced the students' texts are, based on the proportion of long words, word variation, and lexical profile. Furthermore, students struggle with paragraph division and creating clear relationships between and within paragraphs to create coherent texts. The results also show that the students need support to develop their ability to write from sources. Based on the results, the authors discuss how subject teachers in higher education can support students' writing development.
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| 37. |
- Bergman, Lotta
(författare)
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Läsning som passion och social praktik : Om läspraktiken i en bokcirkel
- 2018
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2018:1, s. 69-90
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Tidskriftsartikel (refereegranskat)abstract
- Den här artikeln bygger på forskning om läspraktiken i en bokcirkel med vardagliga läsare. Bakgrunden är det växande gapet mellan professionell läsning inom akademin, som ofta beskrivs som kritiskt distanserad och analytisk, och vardagliga läsares läsning, som ofta karaktäriseras som uppslukande, naiv och okritisk. Bristen på forskning på detta område har noterats av flera forskare (Felski, 2008, Miall, 2006; Persson, 2011). Syftet med studien är att förstå de karaktäristiska dragen i bokcirkelns läspraktik och det meningsskapande som sker i den. Fallstudien genomfördes i en bokcirkel med sju kvinnor som träffades regelbundet för att samtala om fiktion. Materialet består av dokumenterade träffar, intervjuer med samtliga deltagare och observationsanteckningar förda i när anslutning till träffarna. Resultatet visar en mångfacetterad läspraktik, å ena sidan präglad av uppslukande läsning kopplad till starka känslomässiga upplevelser, å andra sidan av reflektion och kritisk analys av både fiktionen och världen utanför den. Läspraktiken påverkar deltagarnas reflektioner över det egna livet och det samhälle de lever i på ett många gånger avgörande sätt. Resultatet kan ge värdefulla insikter också i ett litteraturdidaktiskt perspektiv.
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| 38. |
- Bevemyr, Mats, 1964-
(författare)
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Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn
- 2014
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Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; :2, s. 63-87
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Tidskriftsartikel (refereegranskat)abstract
- In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts.
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| 39. |
- Bjarnason, Dóra S.
(författare)
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Walking on eggshells : Some ethical issues in research with people in vulnerable situations
- 2009
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- This article takes up some of the ethical issues at stake when qualitative inquiry involves people in vulnerable situations, such as the young, the very old, the sick or disabled or minority groups – people, in short, who are often labelled as “the other”. Ethical issues and dilemmas appear at every juncture of the research process and also when the researcher decides what to publish and why. The article starts with some of the issues and experiences the author brings to the table after working in the field of inclusive education and disability research for over three decades. Next it offers some notes on qualitative inquiry and then it moves on to explore the ethics, ethical issues and dilemmas inevitably part and parcel of all such inquiry. Then it applies examples from the author’s fieldwork to the discussion of ethical issues and dilemmas in qualitative encountered in qualitative research with people in vulnerable situations. Examples are in particular drawn from the authors recent study that involved interviews with Icelandic parents of disabled children. The ethical issues and dilemmas touched upon include those related to gaining access, the interview situation itself, including the building of rapport and the fine line between gathering the data, data analysis, ethical issues related to what to select from privileged knowledge, and other things that concern the writing up of sensitive data. Finally, some thought is given to publications, their interpretations by the reader and their use or abuse.
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| 40. |
- Bjerstedt, Sven
(författare)
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Musikalitetens roll i teaterpedagogiken: Konstnärlig kunskapsbildning genom intermediala begreppslån
- 2018
-
Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; :1, s. 170-200
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Tidskriftsartikel (refereegranskat)abstract
- Artistic research is a comparatively new academic field, displaying multiple epistemological and methodological approaches. Through a concrete exemplification, this article studies how knowledge formation and learning may take place in artistic fields by way of intermedially borrowed concepts. The prominent use of the concept of ’musicality’ as a prestige word in the field of spoken theatre is investigated, analysed and discussed through a hermeneutic approach, based on extensive qualitative interviews with artists and educators in this field. In conclusion, the cognitive and normative functions of this usage are pointed out as urgent themes for future educational research.
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