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- Johansson, Thomas
(författare)
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Etnografi som teori, metod och livsstil
- 2010
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 7-29
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Tidskriftsartikel (refereegranskat)abstract
- Ethnography is used and applied as a scientific method and methodology in various disciplines and scientific areas. This method has its roots in social anthropology, sociology and ethnology. Today there is an increasing and renewed interest in ethnography. In this article I try to combine a more general discussion on ethnography as a method and methodology, with a discussion on the use of this method within educational science and pedagogy. The main parts of the ethnographic studies conducted within Swedish and international educational research are located to a restricted institutional and organisational setting and place, namely the school. The main focus is thereby on children’s and young people’s movements, behaviour and interactions within this specific setting. However, there is a lack of studies of young people’s movements in space and time, and of the relation between academic training and leisure time activities. There is also a lack of studies on the relation between the school and the surrounding world. To find these kinds of empirical studies we have to move outside educational research and look into, for example, sociology and youth culture research. In this article the possibility of connecting and relating different types of ethnographic research and fields of research is explored and analysed. This discussion is also elaborated into a more general discussion on the use of theory in ethnographic research.
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- Petersen, Ann-Louise, 1949-
(författare)
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Studieförbundens institutionella förutsättningar skapar möjligheter på utbildningsmarknaden
- 2010
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Ingår i: Educare Vetenskapliga Skrifter. - Malmö : Malmö Högskola. - 1653-1868. ; :1, s. 101-124
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Tidskriftsartikel (refereegranskat)abstract
- This article is about how the Study Associations belonging to Liberal Adult Education (folkbildningen) deal with their role under New Public Management (NPM). Key issues of voluntary organizations are the ideas or the particular nature for which they were created, and which forms the basis for their activities. When introducing competitive markets these ideas risk being bent in order to meet the demands of the market, and the requirements for economic effectiveness. The organization’s interplay with the changes of the environment is highlighted through the use of the New Institutional Theory. The rhetoric analysis of the self-images of the Study Associations, as actors of the market of education, show a linguistic usage where they both point out their role as actors of the market of adult education and their ideological affiliation to “folkbildningen”. By using the traditional discourse emphasizing pathos (emotions and values) and combine it with logos (programs to qualify the target group) the Study Associations create a special character or a profile of their education. Instead of a deinstitutionalization of the character of the Study Associations we can se a recycling of the traditional discourse in the new context.
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- Simonsson, Maria, 1960-, et al.
(författare)
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Att börja på förskolan. Exempel på barns sociala samspelsprocesser under inskolningen
- 2010
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Ingår i: Educare- vetenskapliga skrifter. - Malmö : Lärarutbildningen, Malmö Högskolan. - 1653-1868. ; :1, s. 53-72
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Tidskriftsartikel (refereegranskat)abstract
- This article is about newcomers “doing” of the reception period at preschool. The study has an ethnographic approach, which is motivated from the new sociology of childhood (James & Prout, 1990) but also from actor-network theory (van House, 2003). The data consists of 17 hours video-recordings in a Swedish preschool context with focus on two newcomers; one boy (1:6) and one girl (3:1).Our data shows that in the processes of “doing” reception period, building of networks is important. We found that the newcomers were involved in three different kinds of networks: (1) newcomer-pedagogue-preschool; (2) newcomer-artefacts-preschool, and (3) newcomer-peers-preschool.The findings suggest that in the construction of their social lives at preschool, the newcomers rely on both human (pedagogues, peers) and non human entities (artefacts, norm systems). With reference to our findings we argue that newcomers are active in the construction of their lives from the first day at preschool. However, individual children seem to need some help in finding possible positions in existing networks. Building networks involve developing competencies needed to be regarded as a preschool child but also to find out the norm systems and orderings of the preschool.
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