| 61. |
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| 62. |
- 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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| 63. |
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| 64. |
- 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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| 65. |
- 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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| 66. |
- Einarsson, Anneli, et al.
(författare)
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”När allt kan diskuteras kan det gå fel” : Värderingsövningar – en komplex metod i värdegrundsarbete
- 2024
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Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :2, s. 107-133
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the method of values clarification (värderingsövningar), a technique comprising various exercises employed in schools and higher education to process diverse themes. While this method is widely used in Sweden, it has recently received critique due to concerns about pupils’ private lives being inadvertently revealed. Given these concerns, we believe it is important to critically investigate this method. The aim of the study is to understand how practitioners perceive their experiences with this method and identify its potential risks and benefits. The results of the phenomenographic study, which are based on group interviews with teachers, drama pedagogues and actors, are presented in this article. The study’s findings are organized into four categories: responsive leadership, group dynamics, forms of conversations and context. The study shows that the method carries inherent risks, such as triggering underlying conflicts within a group, exerting pressure on participants’ integrity, or expecting them to take a stance on various issues, even if they are unprepared to do so. Among these categories, responsive leadership stands out as the most critical element for accomplishing a qualitative application of the method. This involves competence in leading group exercises, understanding the subject processed, and creating an accepting group atmosphere. It also includes the ability to establish frameworks for reflexive dialogues. When used competently, values clarification can enhance participants’ learning of the subject processed, develop group dynamics, facilitate understanding of different perspectives among group members, and support the individual’s subjectification process.
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| 67. |
- 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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| 68. |
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| 69. |
- Ericsson, Ingegerd, et al.
(författare)
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Närmiljöns betydelse och hur den kan påverkas
- 2009
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 81-101
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present article is to describe how the local environment affects people and how people can have an impact on their local environment. Using the sports movement as an example, the article discusses the importance of getting citizens to participate and to play an active role in decision processes concerning physical planning for the local environment. How we design our outdoor environments largely determines how our children develop in terms of their motor coordination and self-image, and thereby also their mental status, concentration ability, and academic aptitude as well as our children’s resources for engaging in one or several athletic activities that promote life-long amusement, good health and well-being. For young people, the opportunity to spontaneously use their local environment is a basic need, one that has received too little attention in city planning, e.g. fill in projects. Politicians are sensitive to public expressions of opinion. If it unites its power, the sport clubs and sport federations should be able to ensure high quality play environments for children and spaces for spontaneous sports activities for youth. The new trend towards private-public-partnership means a great deal of negotiations between the developer and the city leadership in which citizens have no access. It takes place behind closed doors and the child perspective is often forgotten. The sport clubs and sport federations have a chance to take the initiative here by formulating goals for children’s and young people’s motor, social and cognitive development and by pushing its own proposals for developing the local community.
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| 70. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.
- 2019
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 87-112
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Tidskriftsartikel (refereegranskat)abstract
- Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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