| 1. |
- Axelsson, Thom
(författare)
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Att konstruera begåvning - debatten om IQ
- 2012
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :1, s. 7-28
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Tidskriftsartikel (refereegranskat)abstract
- Throughout the 20th century, the nature of intelligence has been a hot topic and an intensely debated issue. It is the measuring and testing of intelligence, in particular, that has aroused the strongest reactions from defenders and protesters alike. The discussion on intelligence tests have frequently revolved around questions such as whether these tests will lead to an increased social mobility and liberation or, on the contrary, to exclusion and discrimination of certain groups. The focus of the present article, however, is not the consequences of intelligence testing but rather the debate concerning the testing within the research community. This debate is approached from three different perspectives: a historical perspective, a psychological perspective, and a perspective allowed for by discourse analysis. Having done this, I discuss one other tentative way of dealing with intelligence testing that does not necessarily have to involve narratives of liberation or of oppression. This is done with the help of Michel Foucault’s concept ‘governmentality’.
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| 2. |
- Larsson, Hans, 1951-, et al.
(författare)
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Att utmana eller återskapa traditionen : sex skolors arbete med elever i relationssvårigheter
- 2012
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Ingår i: Educare. - Malmö : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 29-51
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Tidskriftsartikel (refereegranskat)abstract
- Being part of a decentralized system Swedish schools have a rather large possibility to shape their own activities. In the present article we analyze the activities of different schools, working with children who are considered to have problems relating to others. Four schools represent a traditional way to work with these children. In contrast, two additional schools present challenges towards this tradition. Specifically, the work of these two latter schools is focused. The analysis is built upon interviews with 3 persons in each school: the headmaster, one teacher and the special educational needs coordinator (the SENCO). The two groups of schools are compared with regard to a number of themes: organizational solutions, the importance of school leadership, the role of the “small group”, the role of the SENCOs, occupational development, preventive work, and relations. The two groups of schools differ with regard to all these themes. Finally we discuss the implications of the two different approaches.
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| 3. |
- Lindbäck, Jonas, et al.
(författare)
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Från förorten till innerstaden och tillbaka igen - gymnasieskolan, valfriheten och den segregerade staden
- 2012
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Ingår i: Educare. - : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-78
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Tidskriftsartikel (refereegranskat)abstract
- The freedom to choose which school you want to attend in the Swedish school system can be understood as an opportunity to overcome the urban segregation. Each year there are pupils from the suburb of Beryd in Gothenburg, who choose to leave their suburb to attend an upper secondary school in the inner city. But several of these pupils choose to return to the upper secondary school in Beryd. The aim of this article was to study why these pupils choose to leave Beryd, and why they return. Through interviews with ten pupils at Berydsgymnasiet we examined how the shift between the suburb and the inner city raised questions concerning identity, place and belonging. The study shows how the pupils encounter with the inner city schools is connected with a strong feeling of alienation and non-belonging, an experience that is highly related to the segregated and hierarchically structured urban space.
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