| 41. |
- Björck, Cecilia, 1970, et al.
(författare)
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Japansk populärkultur bland unga i svensk kontext: Lolitastilen som förhandling om ålder och genus
- 2016
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Ingår i: Educare. - 1653-1868. ; 2016:1
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Tidskriftsartikel (refereegranskat)abstract
- An increasing interest in Eastern Asian popular culture can be discerned among Swedish youth. When cultural elements are used in new contexts, meanings are partly transformed and reenacted in new ways. This article explores how the Japanese fashion style Lolita is negotiated in a Swedish context. The data are based on observations and interviews at Swedish conventions for Eastern Asian popular culture, and a group interview with five teenagers using Lolita style. For analysis, we use concepts relating to age, gender and gaze. The re-sults show that Lolita style offers possibilities for the young people in our study, female as well as male, to explore a certain form of feminine girlishness. How-ever, this process involves negotiation about age, gender and bodies in public spaces, and by its use of childish femininity, the Lolita style seen through a spectator’s gaze may generate ridicule. Its radicality and provocation seem to lie in the way Lolitas challenge norms about gender, age and expectations about “growing up”.
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| 42. |
- Björn, Norlin, 1976-, et al.
(författare)
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Educational history in the age of apology : The Church of Sweden's "White book" on historical relations to the Sami, the significance of education and scientific complexities in reconciling the past
- 2019
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Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :1, s. 69-95
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Tidskriftsartikel (refereegranskat)abstract
- Reconciliation processes – wherein governments and other organizations examine their past institutional practices to understand contemporary problems in relation to minorities or indigenous groups – have become a widespread international phenomenon in recent decades. In Sweden, such an ongoing process is the reconciliation work between the Church of Sweden and the Sami. In this process, which recently resulted in the publication of a scholarly anthology (or a “white book”), educational history has come to play a vital part. The present article uses the Church of Sweden’s White Book as an empirical object of study to examine in more detail the role and significance of knowledge of educational history for this specific reconciliation process. By focusing on various scientific complexities and epistemological tensions that tend to arise in these kinds of undertakings, this paper also aims to problematize the white book genre itself as a path to historical knowledge. By doing this, this article’s overall ambition is to contribute to future scholarly work in reconciliation activities, white papers and truth commissions. This study applies a qualitative content analysis and connects theoretically to the growing field of transitional justice research.
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| 43. |
- Bodén, Ulrika, et al.
(författare)
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Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations
- 2022
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Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
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| 44. |
- Borgfeldt, Eva, 1961-
(författare)
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Multimodal textproduktion i årskurs 3 : analys av en lärares bedömning
- 2017
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :1, s. 118-151
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Tidskriftsartikel (refereegranskat)abstract
- The aim, in this qualitative semi- structured interview study, is to analyze whatmodalities a primary s chool teacher in a multicultural school context stresses when assessing her third grade students’ meaning making in their multimodaltext productions. The study has a socio-cultural perspect ive and the theoreticalpoints and analysis tools are based in the socio semiotic multimodal theories, and in the multiliteracies research. The results show that the teacher on theone hand mainly focuses o n the semiotic resources, image, color and writing, and to some ext ent squares, symbols and speech bubbles in student petitions, but on the other hand her statements points out the complexity of the task formulation gives rise. It proves to be problematic for the teacher to allow stu-dents to freely interpret and independently design their task where she at thesame time intends to make an overall assessment o f how the content is pre-sented. In practice, the teacher more often are focused on assessing abilities that show how thoroughly and carefully the students are documenting thandeveloping the knowledge. It points to the difficulty of reconciling assessment requirements in the context of a multimodal text production.
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| 45. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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Kropp, blick och plats – konstruktioner av dans- och vokalundervisning
- 2019
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Ingår i: Educare - vetenskapliga skrifter No 2 (2019): Aesthetics, learning and education - Part I. - 1653-1868. ; :2, s. 73-92
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Tidskriftsartikel (refereegranskat)abstract
- By focusing on dance and on the voice as a music instrument, and applying a gender perspective, this article problematizes constructions of dance and music education – arenas where girls and women are in the majority. The result is based on the meta-analysis of a common issue found in four qualitative studies, three conducted at the aesthetic programs at upper-secondary schools in Sweden and one conducted in higher music education. The studies were produced through participatory observation, video-documented teaching situations, discussions with teachers about critical incidents, focus group discussions and group interviews. The meta-analysis shows that dance and vocal studies’ have similar subject constructions based on the traditions and conventions of the performing arts. Furthermore, the result points to the need to highlight how the body, the gaze, and the place are constructed in teaching and learning to clarify what norms and values surround the subjects. The article contributes to the discussion of how quality is understood in dance and music education and increases the knowledge of widening participation in these subjects.
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| 46. |
- Boström, Lena, 1960-, et al.
(författare)
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Läroplansimplementering och korstryck i fritidshemmets arbete
- 2018
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Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 107-132
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Tidskriftsartikel (refereegranskat)abstract
- I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.
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| 47. |
- Botö, Kerstin, 1958, et al.
(författare)
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Lärares lek och barns arbete: Litteracitetsaktiviteter i förskoleklassen
- 2018
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Ingår i: EDUCARE. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2:4, s. 69-91
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Tidskriftsartikel (refereegranskat)abstract
- The study stems from practice at the inter-section between subject-oriented activities and play of the preschool class. The specific interest is children’s early literacy development, grounded in two different views: the bottom-up or phonics perspective, which emphasizes reading and writing primarily as a skill; and the top-down or whole language perspective emphasizing the communicative function and meaning of written language. The aim is to explore how literacy activities are performed in a preschool class. Specifically, the focus is on how the teachers and the children interact in a literary activity, where an educational television program is used as part of the teaching tools. Theoretically, the study is underpinned by a sociocultural perspective on learning and the method consists of video documentation. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities but becomes transformed into an interaction pattern akin to schooling, in which the phonics tradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the television program, while the children’s work develops into accomplishing a task.
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| 48. |
- Bradling, Björn
(författare)
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World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School
- 2024
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
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| 49. |
- Brauer, Alexander
(författare)
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Responsiveness to culture through literature : Creative writing as culturally responsive pedagogy
- 2024
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Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 62-77
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Tidskriftsartikel (refereegranskat)abstract
- This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.
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| 50. |
- Brodin Olsson, Madeleine, 1973, et al.
(författare)
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Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning
- 2022
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 72-99
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
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