| 1. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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The Inherent Excess of Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- The promise of education is Janus-faced. On one side it looks to the past and promises to reproduce it. Knowledge, practices and power are institutionalized through education in order to be passed from generation to generation. On the other side education looks to the future and promises to break with this reproduction. Through education, the future of privilege, insight and position is never certain (Säfström,2018). Even though political emphasis on reproducing yesterday’s growth pattern is still very much at the forefront in education, the growing number of sustainability issues show clearly education is, and must, be offering more than the stale reproduction of the problems that riddle our societies and planet. Her we focus on this inherent excess of education. Education always delivers something different than expected and this has become eminently clear with the emerging sustainability issues (Leicht, et al. 2018). First, we are to argue for excess to be the premise and limit of education. Second, this excess challenges current notions of temporality linked with the processes and outcomes of education. Third, this excess consequently haunts contemporary concepts used in order to conceive of education, that is reducing it to linear processes and determinable outcomes. Such conceptions need to be weak and vague given the inherent failure of education to function as a teleological mechanism. Thus we argue for the development of stronger concepts surrounding education in order to support the resilience of education in the face of challenges on three different levels: 1) subject/individual, 2) institutional, 3) societal. Our goal is to rethink education in order to forefront and grasp this inherent excess and how this relates directly to the inherent excess of sustainability issues. To conceive the beautiful risk of education in terms of its always lacking, messy, and gritty excess (Biesta, 2013). It is less of a linear process or journey, but an immanent condition of being a lacking and leaking human.
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| 2. |
- Berglund, Jenny, 1968-
(författare)
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Teaching Islam : Islamic Religious Education at Three Muslim Schools in Sweden
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study concerns the formulation of Islamic religious education (IRE) at three Swedish Muslim schools which offered IRE as an extra curricular subject, one to three hours per week. The study contributes to the understanding of how IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. The meaning of the studied IRE was construed as a way of building connectedness between pupils to both the common Islamic tradition and the Swedish society, but also highlighting and establishing connections between these two entities. The primary finding is that it is inaccurate to speak about IRE in homogeneous terms since the content varies distinctively between different schools. In addition, it has been found that the educational questions considered by the involved teachers are similar to those considered by many other types of teachers. Although classroom observations and teacher interviews showed that the general content of all three IRE classrooms included the teaching of the Quran, Islamic history through religious narratives and song, specific content variations were evident. Differences concerned approaches to the teaching of the Quran, ways of using religious narratives and genre of songs. Therefore pupils in each school received somewhat different answers to local and global questions that were raised in the classrooms, indicating somewhat different interpretations of Islam. These differences suggest that the depiction of IRE as a transmission of Islam to the younger generation is not accurate since it leads to the impression that religions are insulated entities that are capable of being passed from one generation to the next without any change taking place. Instead this study shows that the teachers translate the content of IRE according to their perception of what is vital for their pupils to know and suitable for them to comprehend since they constantly choose content and negote its meaning.
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| 3. |
- Biesta, Gert, et al.
(författare)
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A manifesto for education
- 2011
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103 .- 1478-2103. ; 9:5, s. 540-547
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Tidskriftsartikel (refereegranskat)abstract
- In November 2010 the authors finished the writing of a manifesto for education. The manifesto was an attempt to respond to a number of issues concerning education, both in the field of educational research and in the wider socio-political environment. This is the text of that manifesto followed by two commentaries in which the authors try to highlight some of the reasons that have led to the writing of the manifesto, and in which an attempt is made to situate the manifesto in a number of discussions and debates.
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| 5. |
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| 6. |
- Edling, Silvia, 1974-
(författare)
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Ruptured narratives : An analysis of the contradictions within young people's responses to issues of personal responsibility and social violence within an educational context
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis addresses the problems of social violence which are based on stereotyped prejudices, and directed towards people who differ from the norm, and asks how education aiming at counteracting social violence can be understood. Within education, the aspiration to contest social violence is generally motivated by a democratic framework stressing distributive justice and everyone’s equal value. The promotion of justice has recently become linked to the development of individuals’ moral responsibility in ways which overlook relational complexities. In contrast to a developmental approach, the intention with this thesis is to explore how education can be understood by using nine young people’s responses and sense of responsibility(-ies) in relation to others’ life circumstances as a starting-point for analysis. Hence, the investigation delves into the relationship between moral action and justice/injustice within the unpredictable field of culture, outside the notion of a democratic (moral) foundation. Using an ethics of alterity, which advocates a respect for difference, it is possible to claim that young people already are (unconditionally and unlimitedly) responsible as seen in their everyday responses to others’ life circumstances. The question at stake is rather what they choose to do with their responsibility. An ethics of dissensus, on the other hand, is used to acknowledge the embodiedness of human relations which now and then can be accompanied by unintended reactions, power relations, and contradictions – all of which necessary to pay attention to when social violence is discussed. An ethics of dissensus creates a link to Julia Kristeva’s subject-in-process, and to ruptured narratives, which has been used as an analytical lens in this investigation. The results of the thesis indicate that the youths already are forced to face other people’s more or less harsh life circumstances. Furthermore, all of the young people portray themselves as persons who do not want to expose people to harm and at times even as persons who want to promote others’ well-being. These ideal self images, however, collide with other forces which place these ideals on trial. A comparison between the young people’s narratives indicates two things. Firstly, although they sometimes use the same word when they describe their sense of responsibility, the meaning they assign the word differs along with their possibilities of action. Secondly, there is a notable distinction between young people who in concordance to the educational discourse position their sense of responsibility in the future and within knowledge acquisition, and those who chiefly position their sense of responsibility in their everyday interactions by using the resources available. Another result of the analysis is the evidence of a gap between the concept of democracy and young people’s everyday responses. Overall, the young people’s ruptured narratives shed light on how they contribute to the creation of social violence as well as to how they promote others’ well-being in ways, which challenge the foundation in democracy as an educational possibility to contest social violence on several points.
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| 7. |
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| 8. |
- Engström, Annica, 1967-
(författare)
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Dimmornas bro : En berättelse om konstruktionen och iscensättandet av kliniska adjunkter
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is a study of a relatively new teacher function in nurse education, a teacher function that can be called clinical teacher, link lecturer, link teacher or lecturer involved in practice. The study departs from a constructivist perspective and the aim is to study the introduction, performance and regulation of this teacher function. The material consists of internationally and nationally published research 1978-2009, reports from the authorities, job ads for clinical teachers, job descriptions and contracts, archive material, evaluation studies, professional journals, texts on the Internet and 15 interviews with clinical teachers in Sweden. Using discourse analysis this material is studied in terms of interpretive repertoires, subject positions and ideological dilemmas. The primary focus of this dissertation concerns what problems the new teacher function is supposed to solve, how the problem should be solved, the effects of the chosen solutions and what´s staged, challenged and reproduced. Secondly, this dissertation highlights what categories of teachers are required and in demand for the new teacher function, how the teachers themselves manage their function and how the teacher function is maintained and challenged. The analysis identifies and highlights current interpretive repertoire, teachers possible subject positions and ideological dilemmas and how they are governed and challenged in the teaching function.
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| 9. |
- Frelin, Anneli, 1969-
(författare)
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Teachers' Relational Practices and Professionality
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation attempts to deepen our understanding of teachers’ work and professionality, which involves not only their reasoning about what to teach and how to teach it, but also of what it is that makes education possible. This is accomplished by exploring a highly influential, if underestimated and under-researched, dimension of teacher practice and professionality: the relational dimension, involving the establishment and maintenance of educational relationships with and among students. In the imperatives and challenges of the 21st century the importance of highlighting the relational dimension seems to be a concern of increasing importance. Through interviews and observation that have generated the empirical material, the relational practices of eleven teachers are analyzed in accordance with a particular methodological scheme. Apart from providing a descriptive mapping of these practices, this study presents the practical arguments given by informants to substantiate their use. The numerous examples of relational practices and practical arguments that are herein provided serve to empirically confirm the pervasive relational character of a teacher’s work. What emerges is an understanding of an educational relationship, established and maintained by practices that seek genuine human contact with students, and that views relational attributes such as trust, social justice, benevolence, empathy and openness to the other as being of vital importance to the entirety of the educational process. In addition, the practices involving enacting educational communities among students, are shown to have significance for the educational process. What emerges as well is a conception of relational professionality as something that can be learned, meaning that teachers are made, not born. Moreover, “being professional” is here conceived, in pedagogical rather than sociological terms, as something that involves the quality of a teacher’s actions rather than the fact that s/he belongs to a particular profession. The findings of this study strongly suggest that relationships in schools often require conscious attention, rigorous work and delicate negotiations on the part of teachers in order to be (or become) educational. The process of education is sustained by an array of subtle relational conditions. The attempt of the teacher to deal with these conditions requires specific professional experience, understandings and practices.
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| 10. |
- Grannäs, Jan, 1967-
(författare)
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Framtidens demokratiska medborgare : Om ungdomar, medborgarskap och demokratifostran i svensk skola
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis attempts to deepen our understanding of the democratic assignment for Swedish schools. The school is a public space that all children and youth are a part of which gives it a prominent opportunity for fostering democratic citizens of the future. The purpose of the study is to increase the knowledge of this assignment, based on the students’ stories of how they experience it. The theoretical framework draws upon a spatial perspective and educational theory inspired by a radical view of democracy. A multiple case study was conducted based on three cases, chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study: interviews, observations, documents and quantitative data have been analyzed using a thematic analysis framework. The results show that the democratic assignment of schools is complex and filled with legal, social, ideological, and ethical tensions. For the purpose of creating a school environment that meets the democratic assignment, systematic work and guidelines for school personnel, students, and parents appear to be necessary. The study has clearly shown that the conditions for the democratic assignment may differ markedly between schools and that peer socialization is of great importance for the outcome. The influence and potential of diversity on the democratic assignment of schools is clear. From a curriculum micro perspective, the study has brought attention to how the view of the (non-)competent student is relevant for the democratic assignment, as well as the bases on which this notion of (non-)competence rest. It is suggested that the view of the democratic assignment is extended, from a narrow focus on democratic decision-making processes to a wider focus that also takes into account the ongoing everyday negotiation processes between teachers and students that have impact on what is perceived as political action and democratic arenas.
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