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- Beach, D, et al.
(författare)
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Complexities and Contradictions of Educational Inclusion : A Meta-Ethnographic Analysis
- 2013
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Ingår i: Nordic Studies in Education. - : Universitetsförlaget AS. - 1891-5914 .- 1891-5949. ; 33:4, s. 254-268
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Tidskriftsartikel (refereegranskat)abstract
- Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio-economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.
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| 5. |
- Fundak, A, et al.
(författare)
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Dental Hygiene Debate
- 2006
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Ingår i: Europerio 5. - Madrid.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Holm, A-S, et al.
(författare)
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The gifted and hard working. Gendered discourses of study performances in secondary school
- 2014
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Konferensbidrag (refereegranskat)abstract
- Sweden, as well as most other European countries has undergone major changes in a market oriented direction during the last decades. This has paved the way for a culture of individualism and “competitive performativity” (Ball, 2003, p. 219). Contemporary research points to growing differences in achievement between schools and students, including those between genders (National Agency for Education, 2012; Ringrose, 2007). This paper aims to analyse the discursive understandings of study performance and gender among secondary school students, and in particular, their relations to teacher views and classroom responses. The theoretical focus is on masculinities, femininities, local gender regimes (Connell, 1996; Connell & Messerschmidt, 2005) and performativity (Ball, Maguire & Braun, 2012; Jeffrey & Troman, 2011). Method The paper draws on field studies in three secondary schools in Sweden. The study is part of a larger research project, Achievement and gender. On teaching, youth groups and local conditions (2011-2014), financed by the Swedish Research Council. The overall project explores various discourses of gender and achievement in student peer groups and in various teaching contexts and boys’ and girls’ conceptions of the meanings of academic achievement for future lives. An ethnographic approach is used, relying on class room observations, informal conversations and semi structured interviews in three grade 9 classes (students 15-16 years old) at three different schools in Sweden. The selected schools are located in a city centre, a suburb area and in a rural area, representing different socio-economic areas and different levels of educational achievement. In all, 70 students (genders equally represented) and their teachers participated in the study. A compact form of ethnography was conducted (Jeffrey & Troman 2004), including approximately one month intensive phase of field work at each school. The empirical data also included rating statistics. Expected Outcomes The findings indicate the presence of intertwined and gendered discourses on performance and knowledge. One is stressing everyone’s equal chance of success if only they make an effort and study hard, and the other presenting ‘real’ knowledge as related to ‘natural talent’. The latter, which is connected to a ’laid back’ attitude towards schooling, is highly valued and generally ascribed to boys. The importance of studying is not denied by the boys, but put in perspective of other (valuable) social activities and relations. The analyses also indicates that the ‘anti-school cultures’ in the study might be seen as to represent cultures of talent (cf Nyström, 2012). Girls’ higher grades are, on the other hand, often devalued and related to hard work or ‘swotting’, although seemingly adhering to demands on individual achievement. If anything, knowledge based on ‘swotting’ might be suspected as attempts to cover up for lack of real talent. Teachers appear somewhat ambivalent about (girls’) hard work. There are occasional mentioning of girls’ strivings being too high and that they might be better off to realize their limitations, as well as ’jokes’ and ridicule of those deemed to worry too much about their performances. References Arnesen, A., Lahelma, E. & Öhrn, E. (2008) Travelling discourses on gender and education: The case of boys´ underachievement, Nordisk pedagogik, 28(1), 1-14. Ball, S.J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy,18(2), 215–228. Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy – policy enactments in secondary schools. New York : Routledge. Jeffrey, B. & Troman, G. (2004). Time for ethnography. British Educational Research Journal, 30(4), 535–548 Jeffrey, B. & Troman, G. (2011). The construction of performative identities. European Educational Research Journal 10 (4),484-501 Connell, RW. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Records, 98(2), 206-235. Cambridge: Polity Press. Connell, RW., & Messerschmidt, J.W. (2005). (2005). Hegemonic masculinity. Rethinking the concept. Gender & Society, 19(6), 829-859. Nyström, A-S. (2012). Att synas och lära utan att synas lära: En studie om underprestation och privilegierade unga mäns identitetsförhandlingar i gymnasieskolan. Uppsala Universitet. Ringrose, J. (2007). Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality. Gender and Education, 19(4), 471-489. National Agency for Education (2012). En beskrivning av slutbetygen i grundskolan våren 2012. PM från Enheten för utbildningsstatistik.
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- Lahelma, E, et al.
(författare)
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Skola och kön
- 2011
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Ingår i: Allmändidaktik. - : Lund: Studentlitteratur. - 9789144057835 ; , s. 115-132
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad är egentligen didaktik och allmändidaktik? Vad betyder de för undervisning och lärande i en postmodern värld där möten mellan kulturer blir allt vanligare, där internationella jämförelser av prestationer alltmer styr och där kunskapsutvecklingen i allt snabbare takt utmanar skolans arbete?Allmändidaktik är den benämning som samlar dylika frågor, med undervisning och lärande i förgrunden. Inom allmändidaktiken möter vi aspekter på undervisning och lärande som inte är knutna till specifika skolämnen. Allmändidaktik står istället för det vetande som hör till själva lärarskapet, såsom lärarens professionella utveckling, klassens sociala liv och skolans samhälleliga kontext.Boken erbjuder en helhetsorienterad presentation av forskningsgrundad kunskap inom allmändidaktik. Den riktar sig till studerande, lärare och forskare i nordiska lärarutbildningar och andra pedagogiska utbildningar från grundutbildning till högskola. Den vänder sig även till verksamma lärare som vill uppdatera och förkovra sig inom bokens tema. Därför är boken också tänkt att kunna användas inom lärares fortsatta kompetensutveckling.
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| 10. |
- Larsson, Maria E H, 1969, et al.
(författare)
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Patients' views on responsibility for the management of musculoskeletal disorders - A qualitative study.
- 2009
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Ingår i: BMC musculoskeletal disorders. - : Springer Science and Business Media LLC. - 1471-2474. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT: BACKGROUND: Musculoskeletal disorders are very common and almost inevitable in an individual's lifetime. Enabling self-management and allowing the individual to take responsibility for care is stated as desired in the management of these disorders, but this may be asking more than people can generally manage. A willingness among people to take responsibility for musculoskeletal disorders and not place responsibility out of their hands or on employers but to be shared with medical professionals has been shown. The aim of the present study was to describe how people with musculoskeletal disorders think and reason regarding responsibility for prevention, treatment and management of the disorder. METHODS: Individual interviews with a strategic sample of 20 individuals with musculoskeletal disorders were performed. The interviews were tape-recorded, transcribed verbatim and analysed according to qualitative content analysis. RESULTS: From the interviews an overarching theme was identified: own responsibility needs to be met. The analysis revealed six interrelated categories: Taking on responsibility, Ambiguity about responsibility, Collaborating responsibility, Complying with recommendations, Disclaiming responsibility, and Responsibility irrelevant. These categories described different thoughts and reasoning regarding the responsibility for managing musculoskeletal disorders. Generally the responsibility for prevention of musculoskeletal disorders was described to lie primarily on society/authorities as they have knowledge of what to prevent and how to prevent it. When musculoskeletal disorders have occurred, health care should provide fast accessibility, diagnosis, prognosis and support for recovery. For long-term management, the individuals described themselves to be responsible for making the most out of life despite disorders. CONCLUSION: No matter what the expressions of responsibility for musculoskeletal disorders are, own responsibility needs to be met by society, health care, employers and family in an appropriate way, with as much or as little of the "right type" of support needed, based on the individual's expectations.
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