| 51. |
- Dahl, Christoffer, et al.
(författare)
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Skönlitteraturens språk : det dubbla perspektivets möjligheter vid textanalys
- 2020
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; 2:2, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the possibilities of combining literary and linguistic text analyses: a double perspective on the teacher education for lower secondary school. The aim is to analyze how two students, in a course in text analysis, solve an examination assignment where they are asked to combine literary and linguistic tools in their analysis of Pär Lagerkvist's short story "Father and I" (1924). We ask the following questions: How do students use literary and linguistic tools in the analysis of Lagerkvist's work and how do they combine these tools? What kind of didactic potentials do students see in a double perspective? The result shows both similarities and differences in how the students combine linguistic and literary tools and how they underpin the analysis. The students’ meta-reflections indicate that such double perspective provides a deeper understanding of literary texts containing both literary and linguistic resources. Our conclusion is that the double perspective may provide a powerful theoretical and didactic tool for students of the Swedish language at the teacher education for lower secondary school.
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| 52. |
- Dahl, Jonas, 1970-, et al.
(författare)
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The citizen in light of the curriculum
- 2013
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 27-43
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.
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| 53. |
- Dahlbäck, Katharina, 1957, et al.
(författare)
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Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11
- 2017
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Ingår i: Educare. - 1653-1868. ; :2017:1, s. 152-182
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Tidskriftsartikel (refereegranskat)abstract
- The possibilities young pupils have to express themselves by using ver-bal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimo-dality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Alt-hough people increasingly communicate by the use of different modali-ties in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of ex-pression could be said to be marginalized. The study presented is a quali-tative, comparative study based on close reading of curricula for the sub-ject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are ex-pected to learn, how this is told to be executed and why. Among the ana-lysed curricula, the curriculum from 1980 (Lgr 80) represents an empiri-cal, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the back-ground. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual lan-guage. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibili-ties to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.
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| 54. |
- Dahlström, Helene
(författare)
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Populärkultur som kunskapskälla i förskolan
- 2023
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 61-86
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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| 55. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 56. |
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| 57. |
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| 58. |
- Dodillet, Susanne, 1977
(författare)
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Kunskapssamhällets excellenssatsningar – Försök och tystnader i tysk och svensk utbildningsvetenskap
- 2016
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Ingår i: Educare. - 1653-1868. ; 3, s. 87-112
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Tidskriftsartikel (refereegranskat)abstract
- Although different forms of excellence initiatives have become a part of the Swedish educational landscape, educational research on this trend is rare in Sweden. The present article examines this silence by contrasting it against edu- cational elite research from Germany. Departing from Michel Foucault's con- cept of critique I examine the knowledge and unspoken truths that these re- search fields are based on and identify some of their omissions. While excel- lence initiatives are conceptualized as forms of segregation in the Swedish ex- ample, the German example examines excellence as the result of selection processes. In both cases excellence initiatives are problematized as an effect of the so-called knowledge society, but in two different ways. The Swedish exam- ple criticizes a social climate in which knowledge has become a competitive factor, displacing the idea of A School for All. The German example questions whether knowledge really determines success in the ”knowledge-based” socie- ty and emphasizes meritocracy as a goal that remains to be fulfilled. The pur- pose of this article is not to highlight one of these examples as more appropri- ate as every presentation of a superior position would entail new categorical boundaries. The critique presented here is limited to revealing two ways of researching excellence initiatives.
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| 59. |
- Dodou, Katherina
(författare)
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What Are Literary Studies For? : A Review of English Teacher Education in Sweden
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157
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Tidskriftsartikel (refereegranskat)abstract
- The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
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| 60. |
- Dragemark Oscarson, Anne, 1953, et al.
(författare)
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Att läsa bedömningsuppdraget: Ett textanalytiskt exempel från tidigare svenska och finländska läroplaner
- 2023
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Ingår i: Educare - Vetenskapliga skrifter. - 1653-1868. ; :2, s. 210-242
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Tidskriftsartikel (refereegranskat)abstract
- The last decades have seen regular and frequent modifications of the wording of school curricula in the Nordic countries together with increased appeals from teachers for further clarification. The paper analyzes how assessment of the subject English is presented in Sweden and Finland at the lower and upper secondary levels. The aim was to explore how much space was given to assessment in the texts, the types of expectations on school staff the texts generate, and the competences required to meet these, while considering the predominant curriculum theories reflected in these texts. It is a comparative case study combining qualitative and quantitative methods. The results show an imbalance between the two countries when it comes to space allocated to assessment. The Finnish curriculum is more extensive and distinct compared to the Swedish one. In both countries teachers’ main obligation is to make assessments based on knowledge and praxeological competence. Systematic and deliberative curriculum theory permeates both, but the shorter Swedish general guidelines give more space for local interpretation than the more detailed Finnish guidelines. Nevertheless, there are several issues in both curricula that can cause ambiguity. The importance of more distinct and transparent guidelines is thus apparent.
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