| 1. |
- Adelmann, Kent
(författare)
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Lyssnandets århundrade? Att lyssna på den talande boken
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 43-64
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.
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| 2. |
- Asp-Onsjö, Lisa
(författare)
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Dokumentation, styrning och kontroll i den svenska skolan
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 39-56
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Tidskriftsartikel (refereegranskat)abstract
- Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.
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| 3. |
- Avery, Helen
(författare)
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Lärares språkbruk i tvåspråkiga klassrum
- 2011
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Ingår i: Educare - Vetenskapliga Skrifter. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 145-175
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Tidskriftsartikel (refereegranskat)abstract
- The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.
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| 4. |
- Kolfjord, Ingela
(författare)
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En skolas implementering av kamratmedling
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 77-97
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on a two-year ethnographic field study at a school in Malmö, Sweden. The study focused on peer mediation, examining several methods and angles of approach. Peer mediation means that pupils manage their conflicts, based on theories of restorative justice, which means that the mediation is intended to restore a “damaged” relationship. Peer mediation has no elements of punishment. Since my findings showed, among other things, that peer mediation reduced the climate of conflict in the school, prevented bullying, and strengthened the pupils’ competence and agency, I have chosen in this text to elucidate the school’s implementation of peer mediation. The theory of restorative justice has six important principles that should be satisfied when peer mediation is introduced in a school: the level of conflict in the school should be analysed before mediation is introduced; the school principal should support the introduction and organization of peer mediation; school staff should be encouraged to participate in the mediation; there should always be a holistic view so that the mediation programme harmonizes with the school’s ideology, pedagogy and organization; the work should be subject to long-term planning if it is to be sustainable; and the people involved should be aware that an implementation process takes time. These principles and the dilemmas connected with peer mediation and these are highlighted in the article.
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| 5. |
- Källström, Lisa, 1970-
(författare)
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Vad kan vi lära oss av berättelser? : De fiktivas funktion i svenska som främmande språk
- 2011
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 139-161
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Tidskriftsartikel (refereegranskat)abstract
- What can we learn from fiction? In this article, I discuss this question from an ethnographic point of view. With the two notions intertextuality and the foreign as a starting point, I show how an idyllic view of Sweden affects two students, Hanna and Åsa, studying Swedish as a foreign language as part of their studies in Scandinavistics. The two students are familiar with the German culture and well aware of the legends and the myths about Sweden which are distributed via German media. At the same time, they are shaping new images of Sweden in the didactic interaction with the teachers. The study indicates that the encounter with a foreign culture requires readiness to question even what seems to be self-evident. Hence, the study proposes an intertextual approach when using texts for studies in foreign languages. Only through a shift of perspectives are we able to see the world from a different angle.
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| 6. |
- Lalander, Philip, et al.
(författare)
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Social mobilization or street crimes : Two strategies among young urban outcasts in contemporary Sweden
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 99-121
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with processes of marginalization and patterns of segregation in contemporary Sweden, which have transformed the former welfare state towards increased segregation and inequality between different social groups. Two ethnographic studies on young men living in stigmatized metropolitan areas are used in discussion and analysis. During the 1990s we could see the birth and growth of new forms of poverty in multi-ethnic suburbs of the metropolitan districts of Sweden. During the last two decades, youth subcultures oriented towards Reggae and Hip hop have grown and attracted many young people in these metropolitan areas. This article focuses on how two youth collectives in two metropolitan areas developed different strategies to cope with discrimination, second class citizenship and territorial stigmatization. In both these collectives it is possible so see how informal learning processes, embedded in cultural praxis of the youth groups and empowered by a connection to African-American music cultures, enable these groups and individuals to express themselves. The youth collective in one suburbs articulates a social and political criticism that could be compared to the cultural aspirations of the labour movement in the early part of the last century. The youth from the other neighbourhood have a strong fascination with criminal out-law culture and do not articulate themselves in the same way as members of the other group. Still their cultural expressions must be understood as ways to deal with their positions as marginalized, immigrant youth.
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| 7. |
- Markström, Ann-Marie, 1956-
(författare)
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"Soft governance" i förskolans utvecklingssamtal.
- 2011
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Ingår i: Educare. - Malmö : Malmö högskola Fakulteten foer Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 57-75
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Tidskriftsartikel (refereegranskat)abstract
- According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent. Keywords: assessment, parent-teacher conference, preschool, soft governance
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| 8. |
- Nielsen, Cecilia, 1944-
(författare)
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Kroppen läser och skriver? : Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi
- 2011
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Ingår i: Educare. 2011:1. - Malmö : Lärarutbildningen, Malmö högskola. - 9789171041258 ; , s. 65-90:1, s. 65-90
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Bokkapitel (refereegranskat)abstract
- Reading and writing have been investigated from different perspectives. Depending on the perspective adopted, some aspects of the phenomena have become visible, while others have been ignored. One of these seldom highlighted aspects is the lived body, learning to read and write. In this article, I explore the phenomenological aspects of reading and writing. What do we see when we consider our embodied existence? Merleau-Ponty believes that man is an indivisible whole; the mind can neither be understood without the body, nor the body without the mind. What then are the consequences for our understanding of reading and writing when, in addition to aspects of skill, metacognition and learning in practice, account is also taken of the fact that we are lived bodies, situated in time and space? The findings from my doctorial thesis (Nielsen, 2005) serve to illustrate the discussion. Narratives from people with reading and writing difficulties show that the encounters with sign, words and text are a bodily encounter, as well as a mental one, facilitated by means of perception and motor activity. They also show that own time and personal space are important aspects of learning to read and write.
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| 9. |
- Olsson Jers, Cecilia
(författare)
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Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig framställning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 115-136
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Tidskriftsartikel (refereegranskat)abstract
- Ethos is the part of a person’s identity he or she needs to be able to speak andwrite with credibility in different communicative situations. Ethos emergesthrough language, body, thought and action. In each context, we establish ourethos, at the same time as ethos paradoxically is a consequence of context.Ethos is closely related to the language and the expressions we use, and canuse, in various types of communication situations. The adolescents in this articlereport that they experience an imbalance between the teaching of writingand oral communication, although the rhetorical process is the same for writtenand oral compositions. However, the longitudinal analysis of the teachingprocess shows that the imbalance students experience is explained by the factthat the rhetorical process (intellectio, inventio, dispositio, elocutio, memoriaand actio / pronuntiatio) is treated differently in written and oral composition.Students are offered few opportunities to work on their preparations oralpresentation since the emphasis is rather on the practical performance - actio /pronuntiatio. This gives students more opportunities to establish ethos in frontof each other than to build ethos together with others.
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| 10. |
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