| 1. |
- Anderström, Helena, et al.
(författare)
-
Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
- 2020
-
Ingår i: Utbildning & Lärande. - : Högskolan i dalarna. - 2001-4554. ; 14:1, s. 45-64
-
Tidskriftsartikel (refereegranskat)abstract
- Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
|
|
| 2. |
- Asklund, Helen, 1975-, et al.
(författare)
-
Hästflickan i rörelse : Generationsberättelser om hästboksläsning
- 2023
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Hästflickan i rörelse: Generationsberättelser om hästboksläsningI vår forskning om hästböcker har vi kommit att intressera oss också för hästboksläsarna. I syfte att få kunskap om varför människor läser hästböcker har vi intervjuat cirka 60 unga och vuxna. Ett delresultat utifrån intervjuer med flickor 9-12 och i vissa fall deras (ibland hästintresserade) föräldrar presenteras. Där framkommer att flickorna i många fall är bokslukare, om än tämligen genretrogna. Ett tydligt samband mellan identiteten som hästtjej och läsare framträder, då läsningen ofta har spin-off-effekter på lekmönster. Orsakerna bakom hästboksläsningen handlar om identifikation i termer av ett flickskap som i stallkulturen står utanför normen och som präglas av mod och beslutsamhet, men där även spänning och kunskapsinhämtning nämns. Hästbokens status har höjts i både skolan och på bibliotek, där den tidigare har haft dåligt rykte, något som kan ses som att större uppmärksamhet ägnas åt något som intresserar många flickor.
|
|
| 3. |
- Asklund, Helen, 1975-, et al.
(författare)
-
Intersectional Perspectives on Horse Stories : Pia Hagmar’s Series on Millan
- 2021
-
Ingår i: Book of Abstracts: Equine Cultures in Transition Conference. ; , s. 3-3
-
Konferensbidrag (refereegranskat)abstract
- This paper focuses on horse stories as depictions of identity formation withinequestrian cultures. The material used is Pia Hagmar’s three books on Millan,published 2012-2014. In these stories, the construction of girlhood interconnectswith the becoming of a person used to handle the large and potentially dangerousanimal, which is the horse. In Susanna Hedenborg´s study of the horse story genre(2013), she shows the image of a non-traditional girl, used to hard and dirty work,but also a classical fearful and shy girl outside of the interaction with horses. InHelen Asklund’s study, the investigation uncovers a construction of girlhood incontrast with antagonistic characters (Asklund 2013). This paper uses anintersectional perspective to explore how the main characters in Pia Hagmar’sseries about Millan and their identities are shaped by their interaction with bothhorses and fellow humans of both sexes within equine cultures, a milieu whichallows re-negotiations of what being a girl implies. Adults are positively portrayedas caring providers of knowledge about horses or as facilitators of the ridinginterest through financial support, or negatively as dysfunctional persons unable toact as adults. Boys of similar age and with an interest in horses are portrayed asgood friends, sometimes more, but the girls are, first and foremost, interested inhorses. Between girl characters, there are often conflicts and jealousy. The studyaims at mapping out the formation of identity by highlighting power asymmetriessuch as gender, age, species, class and sexuality.
|
|
| 4. |
- Asklund, Helen, 1975-, et al.
(författare)
-
”När vi rider tillsammans känns hon mer som en kompis än som en mamma” : Modersvariationer i tre hästboksserier av Pia Hagmar
- 2024
-
Ingår i: Barnboken. - : The Swedish Institute for Children's Books. - 0347-772X .- 2000-4389. ; 47, s. 1-19
-
Tidskriftsartikel (refereegranskat)abstract
- This article analyzes how the horse story setting problematizes the conception of the good mother and normative mothering, by elucidating how the gazes of the young main characters on their mothers function in relation to the notion of the good mother, how this influences the mothering and how the mothering characters challenge this notion. Mothering is seen here as caring practices, which can be performed by people other than mothers. The analysis of three horse story series by Pia Hagmar, the books on Klara (1999–2008), the books on Millan (2012–2014) and the books on Juli (2019–2021), shows that the series depict motherhood and mothering at the intersection between the conception of the good mother and the good horse person. The common denominator is nurturing traits that make personal needs take the back seat – for the traditional good mother to the benefit ofher children, for the good horse person to the benefit of the horse. Hagmar normalizes the presence of several mothering characters in addition to their mothers around the horse girls. Furthermore, these characters, who function as mothering variations, contribute to the creation of a solid caring environment, reducing the demands on mothers who try to be everything to their children. Although the daughters’ views of their mothers are sometimes critical, Hagmar allows the mothers to be imperfect, partly incompetent, or simply women with their own agency, interests and needs outside of motherhood. In addition, a mother-daughter relationship built on a common interest in horses allows for a friendship with a common focus – the horse.
|
|
| 5. |
- Asklund, Helen, et al.
(författare)
-
”När vi rider tillsammans känns hon mer som en kompis än som en mamma”: Modersvariationer i tre hästbokserier av Pia Hagmar : [”When We Ride Together, She’s More like a Friend than a Mum”: Mothering Variations in Three Horse Story Series by Pia Hagmar]
- 2024
-
Ingår i: Barnboken. - : Swedish Institute for Children's Books. - 0347-772X .- 2000-4389. ; 47
-
Tidskriftsartikel (refereegranskat)abstract
- This article analyzes how the horse story setting problematizes the conception of the good mother and normative mothering, by elucidating how the gazes of the young main characters on their mothers function in relation to the notion of the good mother, how this influences the mothering and how the mothering characters challenge this notion. Mothering is seen here as caring practices, which can be performed by people other than mothers. The analysis of three horse story series by Pia Hagmar, the books on Klara (1999–2008), the books on Millan (2012–2014) and the books on Juli (2019–2021), shows that the series depict motherhood and mothering at the intersection between the conception of the good mother and the good horse person. The common denominator is nurturing traits that make personal needs take the back seat – for the traditional good mother to the benefit of her children, for the good horse person to the benefit of the horse. Hagmar normalizes the presence of several mothering characters in addition to their mothers around the horse girls. Furthermore, these characters, who function as mothering variations, contribute to the creation of a solid caring environment, reducing the demands on mothers who try to be everything to their children. Although the daughters’ views of their mothers are sometimes critical, Hagmar allows the mothers to be imperfect, partly incompetent, or simply women with their own agency,interests and needs outside of motherhood. In addition, a mother-daughter relationship built on a common interest in horses allows for a friendship with a common focus – the horse.
|
|
| 6. |
- Bergmark, Ulrika, et al.
(författare)
-
Why become a teacher? : Student teachers’ perceptions of the teaching profession and motives for career choice
- 2018
-
Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 41:3, s. 266-281
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
|
|
| 7. |
- Bjuhr, Åsa, 1973-, et al.
(författare)
-
Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate
- 2024
-
Ingår i: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 35:1, s. 62-77
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
| 11. |
- Bäcklund, Johan, et al.
(författare)
-
We are mentoring more often: experiences of being a mentor in a training school project
- 2024
-
Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 15:2, s. 203-226
-
Tidskriftsartikel (refereegranskat)abstract
- In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors’ experiences of mentorship in the setting of a training school. Through focus group interviews and semi-structured interviews, foregone by a survey aiming at identifying general views of mentoring, helping to create interview guides, data has been collected for 11 months. Through an interpretative phenomenological analysis, the results show two key themes emerging from mentoring in a training school where the first is strengthening the role as a mentor through three distinct experiences: collegiate learning, structure, and competence development. The second theme, challenging in the role as a mentor, involves four distincttdslevelions of experiences: assessment, planning (linked to the mentoring situation), workload and diversity. The conclusions show that the general experience is positive, but that there are some factors concerning stress and workload; a reworked structure that need to be put into consideration.
|
|
| 12. |
- Dahlbäck, Ann-Charlotte, et al.
(författare)
-
Läsundervisning i skolåren F-3: lärare och forskare reflekterar över ett forsknings- och utvecklingsprojekt
- 2022
-
Ingår i: Forskning & utveckling i förskola och skola (Fufos). - Piteå : Utbildningsförvaltningen Piteå kommun. - 2004-3635. ; :1, s. 5-23
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Med målsättningen att utveckla läsfärdighet och läslust hos de yngsta eleverna genomfördes i två skolor ett sex veckor långt forsknings- och utvecklingsprojekt i F–3. I projektet kombinerades systematiskt litteraturarbete med läsaktiviteter i hemmen. I denna artikel fokuseras de reflektioner som projektets lärare förmedlade i sina logg- och mötesanteckningar. Syftet var att ta del av lärarnas uppfattning om elevers läsfärdighet och läslust relativt ett språkutvecklande arbetssätt samt vilka brister respektive förtjänster de noterat avseende projektet. Resultatet, som sedan speglas mot praktikarkitektur i en metareflektion om samverkan och kunskapsutveckling, visar att lärarna uppfattar att läsfärdighet och läslust utvecklades genom läsundervisningen i skolan med fokus på lässtrategier och boksamtal, samt genom hemläsning. Klyftan mellan lässvaga och lässtarka elever föreföll dock öka när hemmen engagerades, varför skolans kompensatoriska uppdrag aktualiserades. Praktikarkitekturen bidrar till att se hur de olika praktikerna samspelar i ett samverkansprojekt med flera aktörer och bidrar till inblandades kunskapsutveckling. De kollegiala samtalen samt diskussioner om forskning lyftes fram som betydelsefulla inslag i utvecklingsarbetet
|
|
| 13. |
- Dahlbäck, Ann-Charlotte, et al.
(författare)
-
Utmaningar när hemmet involveras i läsningen
- 2021
-
Ingår i: Svenskläraren. - : Svensklärarföreningen. - 0346-2412. ; :1/2, s. 26-28
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Läsprojekt ihop med vårdnadshavare kan ge guldstunder, men i värsta fall även öka kunskapsklyftorna. Här berättar lärare, från två F-3 skolor i Piteå, om sina erfarenheter efter att ha genomfört ett läsprojekt med forskares hjälp.
|
|
| 14. |
|
|
| 15. |
- Florin Sädbom, Rebecka, 1976-, et al.
(författare)
-
En skenbar tydlighet? : En studie om VFU-handledares och lärarstudenters beskrivningar av hur bedömningsmatrisen används i handledningssamtal
- 2019
-
Ingår i: Högre Utbildning. - : Cappelen Damm AS. - 2000-7558. ; 9:1, s. 48-60
-
Tidskriftsartikel (refereegranskat)abstract
- I den här studien presenteras resultatet från en delstudie som ingår i ett större forskningsprojekt om kvalitetsaspekter rörande den verksamhetsförlagda utbildningen inom grundlärarutbildningens försöksverksamhet. Det övergripande syftet med försöksverksamheten är att höja kvaliteten på den verksamhetsförlagda delen av lärarutbildningen, och att på olika sätt förbättra studenternas möjligheter till god handledning inom ramen för projektet. Syftet med föreliggande studie är att bilda kunskap om på vilka sätt som VFU-handledare och lärarstudenter beskriver användandet av bedömningsmatrisen i handledningssamtal. Studien är genomförd på lärarutbildningens inriktningar år F–3 och 4–6. Materialet består av sju skuggningar av genomförda handledningssamtal, fjorton enskilda intervjuer med VFU-handledare och lärarstudenter samt två fokusgruppsintervjuer med studenter. Data analyserades med hjälp av kvalitativ innehållsanalys och analyserades sedan med utgångspunkt i en sociokulturell ansats. Resultatet visar att bedömningsmatrisen både tolkas och används på olika sätt under VFU:n och i handledningssamtal. Studenterna efterfrågar en tydligare formativ funktion för användning av matrisen i de handledningssamtal som genomförs inom ramen för övningsskolorna medan VFU-handledarna tenderar att uppehålla sig vid att problematisera innehållsliga aspekter av bedömningsdokumentet.
|
|
| 16. |
|
|
| 17. |
- Kokkola, Lydia, 1967-, et al.
(författare)
-
Protest and Apology in the Arctic : Enacting Citizenship in Two Recent Swedish Films
- 2019
-
Ingår i: Humanities. - Basel : MDPI. - 2076-0787. ; 8:1
-
Tidskriftsartikel (refereegranskat)abstract
- Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity.
|
|
| 18. |
|
|
| 19. |
|
|
| 20. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Bildens status i läsarkommentarer på nätet : Narrativ interaktion i Jakob Wegelius Legenden om Sally Jones och Mördarens apa
- 2018
-
Ingår i: Barnboken. - : Svenska barnboksinstitutet. - 0347-772X .- 2000-4389. ; 41
-
Tidskriftsartikel (refereegranskat)abstract
- The award-winning novels Legenden om Sally Jones (2008; The Legend of Sally Jones, 2018) and Mördarens apa (2014; The Murderer’s Ape, 2017) written and illustrated by Jakob Wegelius present a thought-provoking interplay between verbal and visual narration. However, an online data collection of blog posts and online reviews reveals that readers discuss the verbal narration and intersectional themes in these novels, but often overlook the pictures.This study contributes to the discussion of narrative interaction by juxtaposing analyses of pictures in the novels and online comments by readers on these literary works. The material thus consists of comments by non-professional writers, and the degree and type of attention paid to narrative interaction in these comments is foregrounded. In order to examine the word/image interaction in Wegelius’ novels, Maria Nikolajeva and Carole Scott’s typology for interaction is used on a selection of images and, when possible, on readers’ responses to these novels.The results show that in the material, the verbal narration is privileged. Less than a third of the online material explicitly comments on the visual narration. Even fewer readers comment on the relationship between the verbal and the visual narration. The study presents potential explanations to the relative absence of comments on the visual narration in these literary works. A likely explanation is that the readers perceive the symmetrical and enhancing relation between the verbal and the visual narration, and, thus, the readers consider the visual narration redundant or an add-on. Therefore, the article highlights the continuous need for explicit training in visual literacy, as the interaction between words and images has a bearing on the narration.
|
|
| 21. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Consensus and discrepancies on quality: Mentor and student teacher statements on work placement mentoring
- 2022
-
Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 116
-
Tidskriftsartikel (refereegranskat)abstract
- Although work placement mentoring has been examined extensively in research, there are no studies drawing on critical discourse analysis combined with discourse theory, aiming to examine the discursive construction of quality aspects. Seven mentor pairs in Swedish teacher training schools were interviewed individually during student work placement. Focus group interviews were conducted with eleven student teachers. The results reveal a consensus on a general level. The significant discrepancies are intertwined to different subject positions among student teachers and mentors, thus linked to different role expectations. A likely explanation can be found in the differences between professional and academic knowledge traditions.
|
|
| 22. |
- Manderstedt, Lena, 1966-
(författare)
-
Den gode universitetsläraren : Bilder om och av universitetslärare
- 2014
-
Ingår i: NU2014, Umeå 8-10 oktober: Abstracts. ; , s. 208-
-
Konferensbidrag (refereegranskat)abstract
- Skola och universitet har som lärande organisationer varit omstridda under senare tid. De motstridiga krav som ställs på lärare har undersökts och vad som beskriver en bra lärare i skolan finns det god kännedom om. Omfattande forskningen har bedrivits i forskningsprojektet ”Läraren i samhällsomvandlingen 1940-2003 - Den goda läraren som diskursiv konstruktion på olika samhälleliga arenor” (Englund m.fl. 2012). Se även Wiklund 2006, Sjöberg 2010. Bilden av lärare i skönlitteratur har också undersökts (Fagerström, 2005, Ursing 2004). Men bilden av universitetsläraren tiger stilla. Lärosäten framställs visionärt som det moderna projektets, utvecklingens och tillväxtens högborg och universitetslärares pedagogiska kompetens efterfrågas allt mer. Ofta är genomgången högskolepedagogisk kurs samt pedagogisk meritportfölj en förutsättning för tillsvidareanställning. Syftet i denna pågående pilotstudie är att undersöka universitetslärares och doktoranders diskursiva själv- och idealbild genom följande frågeställningar: - Vilken kunskaps- och lärandesyn förespråkas i materialet och hur relateras den till egenskaper hos universitetsläraren?- Hur framträder synen på myndighetsuppdraget?- Vilka visionära uttryck påvisas om det egna lärandet, utvecklingen som lärare och som personlig resurs i en lärande organisation? Materialet består av 22 pedagogiska meritportföljer i två versioner, insamlade som examinationsuppgifter i en högskolepedagogisk kurs våren 2013, samt kursplan och studieguide för samma kurs. Materialet analyseras genom diskurs- respektive dokumentanalys. Dokumentanalysen baseras på en modifierad modell för skolforskning (Berg, 2003). Det teoretiska ramverket har konstruerats utifrån diskursteorin som företräds främst av Foucault (2003; 1993; 1980; 1970), teori från den kritiska diskursanalysen (Fairclough 2003; 1995; 1992; 1989) samt läroplansteoretiska perspektiv av Linde (2000; 2006) och Englund (2008; 2005; 1986). Kunskapsteoretiska perspektiv anläggs också (Säljö 2012, Stensmo, 2007. Det preliminära resultatet visar att vikten av en sociokulturell och konstruktivistisk lärmiljö framhålls, medan föreläsningsformen inte problematiseras. Universitetsläraren ska entusiasmera, ha goda relationer till studenterna och skapa interaktion, genom exempelvis frågestunder efter föreläsningen eller organiserade grupparbeten. Myndighetsuppdraget tycks vara oklart och en bristande kunskap om bedömning och examination framträder. Visionerna rör mestadels den egna ämneskompetensen och kunskap ifråga om IKT-verktyg, medan lärarrollen och den personliga resursen i organisationen tonas ned. Sannolikt beror de skevheter som resultaten uppvisar på att kursdeltagarnas erfarenheter bara delvis korrelerar med förväntningar i kursplan och studiehandledning. Projektet kommer att utvecklas genom ytterligare material från högskolepedagogiska kurser samt analys av andra högskolepedagogiska artefakter. Det kommer att visa hur bilden av ”den goda universitetsläraren” splittras i en mångfald av innebörder som bidrar till hur vi konstruerar lärosäten som en lärande organisation.
|
|
| 23. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Developing academic literacy through subject-oriented writing
- 2014
-
Konferensbidrag (refereegranskat)abstract
- Developing academic literacy through subject-oriented writingAcademic writing presents difficulties for students (Ask, 2007) whilst writingproficiency is cited as a critical determiner of academic success (Dysthe, Hertzberg &Løkensgard Hoel, 2002). However, there is limited knowledge about the exact causeof these difficulties. The aim of this project is not only to help students improve their knowledge ofacademic texts, and develop their writing proficiency, but also to contribute to auniversity pedagogy course supporting academic writing. Theoretical perspectives are taken from several fields, with perspectives onintercultural communication in academia, including writing culture, subject/fieldculture and student culture: writing skills, writing processes, school genres, academicwriting, academic language and the teaching of subject-embedded academic writing(Dysthe, 1996; Løkensgard Hoel, 2001; Blåsjö, 2009, Halliday, 2003, Martin, 1993;1997, Applebee, 1984, Schleppegrell, 2005, Lea & Street, 2006, 2011; Wingate,Andon & Cogo, 2011; Hunter & Tse, 2013). Two groups of students have subject-embedded writing lessons. Student surveys,exit notes, interviews with teachers, plus comparative text analyses, provide insightsinto the effects of these lessons. Preliminary results emphasise the importance of subject-embedded writing exercisesand deliberative discussions about characteristics and expectations associated withacademic texts. When academic writing culture interacts with subject and studentculture, writing proficiency is developed.
|
|
| 24. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Environmental awareness through a culturally responsible lens: Swedish picturebooks depicting Sápmi
- 2023
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- According to Thor and Karlsudd (2020), “[e]nvironmental awareness can be defined as people reflecting on their surroundings and on the role they play” (n. pag.). In the public climate debate, children and young people have not always had a voice. However, in children’s literature, the environment and environmentalism have been themes for many years (e.g., Wagner-Lawlor, 1996; Widhe, 2019). In Swedish children’s literature, quite often, these stories are set in Sápmi and have Arctic characters, as in Inga Borg’s Plupp series (Kokkola, 2016; Widhe, 2019; Graeske, 2020). By analyzing four Swedish picture books – Inga Borg’s Plupp och renarna [Plupp and the reindeer] (1955), Erica Stridsman’s Fjällkompisar: Sagan om Kläppi [Mountain friends: The story of Kläppi] (2018), Elin Marakatt’s Lilli, farfar och norrskenet [Lilli, grandfather and the northern lights], and Sophia Rehnfjell’s Gájuoh muv!: gïjrra Almien jah Enoken luvnnie / Rädda mig: vår hos Almmie och Enok [Save me: spring at Almmie and Enok’s] (2022) – we endeavor to pinpoint how these picture books approach the subject of environmental awareness, with a bearing on the intended readership and the educational potential. The starting point for the analysis is Arctic pedagogy, which pays attention to ways of learning. The learning processes identified by Laiti and Frangou (2019) as central to Arctic pedagogy are predominantly the social skills of imitation, shared attention, and empathy. The analyzed picture books, with their potential for developing these social skills, may be discussed as a culturally responsible lens through which environmental awareness can be promoted.
|
|
| 25. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Forskningscirkeln som blev viral – en betraktelse över ringar-på-vattnet-effekter till följd av samverkan mellan skolpersonal i år F–3 och forskare
- 2022
-
Ingår i: Forskning och utveckling i förskola och skola (Fufos). - Piteå : Utbildningsförvaltningen i Piteå kommun. - 2004-3635. ; 1:1, s. 24-41
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Artikelns syfte är att analysera den symmetriska och komplementära ansatsen i ett samverkansprojekt som omfattar tre praktikgemenskaper: inom en forskningscirkel, inom ett aktionsforskningsprojekt och inom en grupp kunskapsspridningsgemenskaper, samt belysa samverkans ringar-på-vattnet-effekter. Vidare diskuteras hur samverkansprojektet skapat (mer)värde för universitetet/lärarutbildningen och skolan. Lärare på två F–3-skolor genomförde en forskningscirkel under ledning av två forskare och iscensatte därefter, med samma forskare,ett läsprojekt – ett aktionsforskningsprojekt – med kollegiet, eleverna och elevernas vårdnadshavare. Teoretiskt förankras studien i Wengers idéer om praktikgemenskaper för ettgemensamt lärande (2012), vilket förutsätter en symmetrisk och komplementär ansats. Processerna i de olika praktikgemenskaperna och genererade data har analyserats genom summerande innehållsanalys (Hsieh & Shannon, 2005). Samverkan har lett till kortare väg mellan skolan och akademin, nya kontaktnät, fördjupad och uppdaterad kunskap om skolverksamheten, insikter om vad lärarutbildningen kan lära av lärarprofessionerna, nyforskning om ett relativt obeforskat område, potentiellt förbättrade möjligheter till lärarutbyte samt verktyg för att utveckla undervisningens kvalitet, bland annat genom att fördjupa och systematisera kunskap om skola på vetenskaplig grund.
|
|
| 26. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
”… förut kunde jag inte läsa så himla bra”: ett litteraturdidaktiskt projekt med vårdnads- havare och elever i skolår F–3
- 2022
-
Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 7-30
-
Tidskriftsartikel (refereegranskat)abstract
- Denna studie presenterar och analyserar ett läsprojekt i F–3-klasser vid två skolor i en mindre kommun. Litteraturläsning i skolan kombinerades med lässtrategiundervisning och boksamtal som övades i hemmen. Bokurvalet omfattade en bilderboksserie i pixiboksformat för förskoleklassens elever och mer omfattande böcker i skolår 1–3. Eleverna förväntades läsa med eller för vårdnadshavare eller annan närstående, samtala om det lästa och träna de båda läsförståelsestrategierna förutspå respektive sammanfatta. Läsprojektet pågick under sex veckor, och data samlades in genom veckovisa enkäter till vårdnadshavare och, efter avslutat projekt, fokusgruppsintervjuer med elever. Såväl elever som vårdnadshavare upplevde att mängden av textläsning bidrog till att utveckla elevernas läsfärdighet, och bokurvalets och boksamtalets betydelse kommenterades överlag positivt av deltagarna. Läsprojektet belyste och problematiserade skolans kompensatoriska uppdrag för elever som inte har ett väl utvecklat lässtöd hemifrån.
|
|
| 27. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Hästboken : En älskad men bortglömd genre
- 2021
-
Ingår i: Svenskläraren. - Göteborg : Svensklärarföreningen. - 0346-2412. ; :3, s. 24-25
-
Tidskriftsartikel (populärvet., debatt m.m.)
|
|
| 28. |
|
|
| 29. |
- Manderstedt, Lena, 1966-
(författare)
-
Kvinnoskildringar i en framväxande modernitet : Undergångsdömda dagdrivar- och allmogekvinnor i Runar Schildts novellistik
- 2019
-
Ingår i: Samlaren. - Uppsala : Svenska Litteratursällskapet. - 0348-6133 .- 2002-3871. ; 140, s. 136-162
-
Tidskriftsartikel (refereegranskat)abstract
- Depictions of Women in an Emergent Modernity. Doomed Female Deadbeats and Country Women in Runar Schildt’s Short Stories (Kvinnoskildringar i en framväxande modernitet. Undergångsdömda dagdrivar- och allmogekvinnor i Runar Schildts novellistik)This paper focuses on five of Runar Schildt’s short stories, published 1917–1920. The aim is to illustrate how female protagonists’ identities are shaped in relation to time and place in an emergent modernity. The depictions have been highlighted by using an underlying aesthetic related to theories of deadbeats, and a number of themes: the theme of escape, the theme of love and the theme of death. The selection of short stories was made observing the criterion of female protagonists. Peter Lamarque’s and Stein Haugom Olsen’s definition of perennial and topical themes, and Torsten Pettersson’s and Merere Mazzarella’s definitions of deadbeats have been used in the analysis. The analysis shows that the women in the selected short stories are doomed to defeat. This defeat is expressed in different ways: for the country women as physical or psychological death and for the urban women through a deceptive freedom. Women are associated with modernity by either representing it or by being attracted or alternatively being repulsed by it. In three of the short stories I refer to the women as deadbeats. This only applies to urban-life women. In the short stories that concern agrarian-culture women or country women, the doomed defeat is connected to loss of values and cultures that cannot survive in contemporary society. Based on selected themes I show how topical themes dominate the depictions of urban women, while perennial themes dominate the depictions of country women.
|
|
| 30. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
- 2023
-
Ingår i: Mentoring & Tutoring. - : Taylor & Francis Group. - 1361-1267 .- 1469-9745. ; 31:4, s. 512-531
-
Tidskriftsartikel (refereegranskat)abstract
- This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
|
|
| 31. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
More than an Arena for Communication and Sharing Practices : A Meta-Analysis of Young Readers’ Use of Digitized Media
- 2018
-
Konferensbidrag (refereegranskat)abstract
- Social media has affected the lives of the individuals, and the societies, globally speaking. The study presents a meta-analysis of six published and two ongoing studies on young readers’ use of digitised media. The studies were presented as articles in journals, and as conference papers, between December 2009 and December 2017. The data for all articles was collected online, on open networking sites, or social media. The data collection draws on virtual etnography, while the theoretical framework includes gender studies, media, sociology of literature, education and intersectionality. The meta-analysis discusses theories and practice regarding young readers’ use of digital environments and the activities related to their preferred reading, to share material and thoughts, to process personal experiences and to publish school work. In these activities, the young readers use digitised media for inclusion into a networking community or a particular group. The results show that young readers’ use of digitised media can be classified in four key categories: personal development, promotion of self, socio-political engagement and as an alternative to educational establishment. These four key categories show that young readers not only use digitised media for inclusion, but also for taking a stance on a personal, or societal, level. For educators, political scientists and politicians who might believe that young people do not read, or do not care for politics or the future, this meta-analysis might provide a more nuanced image.
|
|
| 32. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Rethinking Cultural Appropriation in YA Literature Through Sámi and Arctic Pedagogies
- 2021
-
Ingår i: Children's Literature in Education. - : Springer. - 0045-6713 .- 1573-1693. ; 52:1, s. 88-105
-
Tidskriftsartikel (refereegranskat)abstract
- This article highlights cultural appropriation in the literary representation of the Sámi (the indigenous people of the European Arctic) in two Swedish YA series: the Soppero quartet by the Sámi author Ann-Helén Laestadius, and the Idijärvi trilogy by Charlotte Cederlund, a non-Sámi writer. Despite their different origins, the series are more similar than different in their portrayal of most aspects of Sámi-Swedish relations. The discussion of cultural appropriations in the production and marketing of the series is contextualized within broader concerns, especially in relation to Sámi and Arctic pedagogies. We begin by noting that both protagonists are initially marginalized in both the Swedish and the Sámi contexts, but their ways of gaining agency are markedly different. Connecting these points to the authors’ ethnic affiliation does not produce useful knowledge or knowledge that can be shared, two hallmarks of Sámi and Arctic pedagogies. We argue that Sámi and Arctic pedagogies provide more relevant tools for discussing cultural appropriation in relation to literature from the region than the currently dominant models derived from Anglophone contexts. Through our pedagogically inspired analyses of voice and agency in the two series, we endeavour to create a Nordic ethics of appropriation.
|
|
| 33. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Riders as Readers. A Pilot Study on the Horse Story Genre and its Readers
- 2021
-
Ingår i: Book of Abstracts. - : Sveriges Lantbruksuniversitet. ; , s. 23-23
-
Konferensbidrag (refereegranskat)abstract
- This paper presents the results of a pilot study including a questionnaire and semi-structured interviews with riders about their reading of horse stories. The data has been collected at an equestrian center in Sweden. The informants are active at the riding center and thus of various ages, although approximately 75 percent are 20 years old or more. They have been asked questions on their reading habits when it comes to horse stories, at present or at earlier stages in their lives. Interviews are ongoing but results are expected to come in the next couple of months. The purpose of the interviews is foremost to enter more deeply into the informants’ reading of horse stories.Tentative results show that 80 percent of the informants read horse stories in the age between 8 to 12 years. 75 percent of the adults report that they used to read horse stories either every day or between one and three times per week in that particular age. 60 percent state that horse stories were important for them since they got the opportunity to dream away, identify themselves with the characters and relate to their own experiences from the equestrian settings, to learn new things about horses and riding and, finally, as a reaction to the fact that they could not spend as much time in the stable as they would have preferred. In addition, a majority of the informants suggest that horse stories could be used at equestrian centers, for both educational and relaxational reasons.
|
|
| 34. |
|
|
| 35. |
- Manderstedt, Lena, 1966-
(författare)
-
The Secret of Equus: Interspecies Communication in Three Horse Stories
- 2023
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- One of the characteristics of the horse story is the attention paid to interspecies communication, when humans and horses enter into dialogue with one another. Relying on non-verbal communication strategies, the horse depends on an attentive human in order to get his/her message across. Depending on the view of horses, the interspecies communication relies heavily on the willingness of the human to learn how to “listen” to these signals (Donovan 2017; Haraway, 2008) in order to interrelate (Haraway, 2003). The body of the horse becomes its means of communication when it uses body parts, sounds, or breath to communicate expressions of will (Roberts, 2017). The human, on the other hand, can choose between dominant traditional ways of communicating with and mastering the horse, or adapt more empathetic approaches, where the horse’s language, by Roberts called Equus, is analyzed and adapted. Drawing on these communication strategies and posthuman perspectives that question the borders between humans and non-humans (Jaques, 2015), the aim of this paper is to explore interspecies communication in three horse stories over time: Sewell’s Black Beauty (1877, translated into Swedish 1891), and two Swedish books, Rudolfsson’s Maria och Blå Prinsen (1973), to Hagmar’s Drömmen (2014). By studying the characteristics of communication between horse owners and horses in these stories, the paper discusses whether, and how, the three titles follow the line of horsemanship development from a military discourse to a more ethical and academic approach, as suggested by Bornemark and Ekström von Essen (2010).
|
|
| 36. |
- Manderstedt, Lena, 1966-, et al.
(författare)
-
Win-win through triadic supervision and collaboration : Structures for L1 degree projects
- 2022
-
Konferensbidrag (refereegranskat)abstract
- According to the Higher Education Act (SFS 1992:1434), the education, as well as the degree project, must be based on scientific foundation and proven experience. In order to achieve that balance, sustainable models of collaboration between universities and schools must be developed (ULF-avtal, n.d.).In 2021, a pilot project encompassing four student teachers’ degree projects was carried out within a practice-based theoretical framework (Rönnerman, 2018; Rönnerman & Olin, 2021). Each student teacher in the pilot project was supervised in a triad, with a university lecturer and a L1 schoolteacher.The aim of this study is to present the pilot project, and one example of the degree projects, and discuss how the L1 subjects in schools and teacher education are impacted. The research questions are:(a) How are the L1 school subjects and the teacher education impacted by the triadic supervision and collaboration?(b) Which are the benefits of triadic supervision?The gathered material consists of two interviews, and two logbook posts per participant, and one observation of the supervised sessions of each triad (Bruneel & Vanassche, 2021; Viklund et al., 2022). The data was analysed thematically (Cresswell, 2014).The result shows the benefits of the pilot project on different levels. Firstly, from a school-perspective where the student teacher works closely with teachers at a school. This provides a relevant subject for the degree project and helps other L1 teachers to develop their teaching (Nilsson, 2021). Secondly, the pilot project contributes with an organizational-perspective (Thorsten, 2021), where the results are presented to stakeholders. Thirdly, the university and the L1 teachers gain theoretical, practical and useful knowledge through the degree projects’ L1 perspective. The collaboration regarding co-supervision of degree projects will become a permanent part of the teacher education at the university in question, encompassing other collaborating partners, and student teachers.
|
|
| 37. |
|
|
| 38. |
- Palo, Annbritt, et al.
(författare)
-
Beyond the Characters and the Reader? : Digital Discussions on Intersectionality in The Murderer’s Ape
- 2019
-
Ingår i: Children's Literature in Education. - : Springer. - 0045-6713 .- 1573-1693. ; 50:2, s. 125-141
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of a recent, award-winning Swedish novel for children and young adults, The Murderer’s Ape by Jakob Wegelius, and digitally published reviews of the novel. In the first part of the paper, we provide an intersectional analysis of the novel, focusing on gender, profession, species and class. The protagonist and narrator of The Murderer’s Ape is not easily categorized, as she is a mute but literate, highly intelligent and technically proficient gorilla in a man’s world; an ape among human beings, a working engineer and not a pet or an attraction at a zoo. Neither class nor social standing constrain her as they do the human fictional characters. In the second part of the paper, we contrast commentaries by professional readers with comments from young readers, paying particular attention to how they have responded to the protagonist. The overarching aim is to examine how features admired by critics and professional readers are, in practice, understood by engaged, active readers, including children. Some intersectional categories represent acquired qualities, whereas others represent socially set boundaries. Posthumanist and intersectional perspectives provide tools to understand Sally Jones’ position beyond both the other fictional characters and the readers. The analyses reveal differences between the readings of gender, profession and class by professional and young readers, but for both categories, the readers’ reactions to questions pertaining to species are pivotal in their readings of the novel.
|
|
| 39. |
- Palo, Annbritt, et al.
(författare)
-
Challenging Representations of Sámi Characters in Fiction for Young Readers
- 2023
-
Ingår i: Barnboken. - : Svenska barnboksinstitutet. - 0347-772X .- 2000-4389. ; 46
-
Tidskriftsartikel (refereegranskat)abstract
- This study focuses on challenging representations of Sámi characters and cultures in Swedish literary works for young readers: “Bamse möter Stallo” (Bamsy Meets Stállu, 2021), a cartoon intended for pre-literate and young readers, Lilli, Lávre och Saivofolket (Lilli, Lávre and the Sáivu People, 2021), a picturebook, and När vi var samer (When We Were Sámi, 2021), a graphic novel accessible for teenagers. The aim is to map how the Sámi characters and cultures are presented and represented, and by and for whom, using critical race theory. The research questions are: 1) How do verbal and visual elements in the analysed works contribute to the representations of the Sámi characters and cultures? 2) How might the critical race theory framework be relevant in the Swedish-Sámi context? The findings show how authors and illustrators use symmetrical, enhancing, complementary, or counterpointing interplay to pinpoint preconceived notions of Sáminess, inform the readers about historical and contemporary racism, challenge underlying perceptions that privilege Swedishness, and to tell stories and counter stories about Sápmi, the Sámi peoples, and Sámi cultures.
|
|
| 40. |
- Palo, Annbritt, et al.
(författare)
-
Counter storytelling: Fluid (?) diversity in Sami novels for young readers
- 2022
-
Konferensbidrag (refereegranskat)abstract
- Literature has great potential to provide readers with insights into intersectional diversity. Alternatively, literature may reproduce stereotypes, or be patronising. Therefore, reading pivotal to promote counter storytelling for recognition and knowledge.The aim of this study is to investigate how themes of diversity have been brought to the fore by Sami writers in two works of fiction for young readers, and how these novels potentially highlight and call into question societal norms on diversity. The books are Köttjuven – I lávvo på Djurgården (2008) by Lotta Willborg Stoor and Ville Söderbaum and Himlabrand (2021) by Moa Backe Åstot. The main characters in both novels are young Sami, and in both novels LGBTIQ+ themes are central. Theories on intersectionality and identity (cf. Crenshaw, 1991; Hill Collins, 1998; Lykke, 2003, 2005: Åhrén, 2008) provides an analytical framework for categories like ethnicity (Sami – non-Sami), sexuality (heteronormativity – LGBTIQ+), gender (binary or non-binary), location (Sápmi – capital), and age (acceptance – need to fit in).Preliminary results show that the novels for young readers call into question the binary opposition in norms restricting diversity by pushing for a flexibility. By allowing for a discussion on sexuality, gender, location, age, where diversity can be seen as fluid, the novels can problematise the not so fluid category of ethnicity, and in the fictional world, normalise destabilisation of categories, and the shift in the perception of Saminess.
|
|
| 41. |
|
|
| 42. |
- Palo, Annbritt, et al.
(författare)
-
Forced Removal of National Minority Children in the Swedish and Finnish Arctic through Schooling
- 2020
-
Ingår i: International Research in Children's Literature (IRCL). - Edinburgh : Edinburgh University Press. - 1755-6198 .- 1755-6201. ; 13:2, s. 289-305
-
Tidskriftsartikel (refereegranskat)abstract
- Whilst the colonial practices of child removal outside of Europe are (in-)famous, similar practices within Europe have received less critical attention. This paper examines novels and short stories set in Sweden, Finland, and the border area known as the Torne Valley. It analyses the literary portrayal of the forced removals of children, almost exclusively from the Sámi- and the Finnish/Meänkieli-speaking minorities, into workhouses or boarding schools in the Arctic regions of Sweden and Finland in the twentieth century. These stories are set against the historical background; our focus is on modalities of the trauma experienced. The discussion reveals recurring themes regarding the direct and indirect violence experienced by children, and highlights the inadequacies in the theorisation of coloniser-colonised situations developed in other contexts for describing European Arctic literature.
|
|
| 43. |
- Palo, Annbritt, 1961-, et al.
(författare)
-
‛Sweet sixteen’: role models, initiation and the Self
- 2015
-
Konferensbidrag (refereegranskat)abstract
- The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities. Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011). This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b), this knowledge can help L1 teachers and teacher educators design the teaching of literature. The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013). Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012). Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe.
|
|
| 44. |
- Palo, Annbritt, et al.
(författare)
-
Voicing a Northern Minority Culture on a Global and Digital Arena : Sami Music Videos on YouTube
- 2022
-
Ingår i: Shaping the North Through Multimodal and Intermedial Interaction. - Cham : Springer Publishing Company. - 9783030991043 - 9783030991036 ; , s. 123-145
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In order to show how Sami music videos voice a Northern minority culture on the global and digital arena of YouTube, this article brings together and interconnects the promotion of the Sami people in and through Sami YouTube music videos from Finland, Norway, and Sweden. The videos were selected from a corpus created through a netnographic search and were analyzed using Elleström’s model for communication. The findings related to the comments connected to the videos show both primary and secondary chains of communication, sometimes intersecting, and addressing both in- and out-groups through multimodal means. Finally, the analysis of the presemiotic and semiotic resources of the videos brings to the fore the stories told: of the forgotten history, the exploitation of the land and the resistance thereof, the place of symbolical myths in contemporary society, and the need to hold onto dreams and love.
|
|
| 45. |
- Persson, Ann-Sofie, 1969-, et al.
(författare)
-
In the Company of Horses : Girlhood in Pia Hagmar’s Series about Klara
- 2021
-
Ingår i: Book of Abstracts. ; , s. 26-26, s. 26-26
-
Konferensbidrag (refereegranskat)abstract
- This paper deals with the literary representation of the relationship between humanand horse, in parallel to the main character’s construction of identity as a girl. Thematerial used will be Pia Hagmar’s series on Klara, which consists of eighteenbooks published between 1999 and 2008. Previous studies (Hedenborg 2013;Asklund 2013) have focused on the identity construction of the horse girl in relationto norms, hard work and her peers. This paper will take a slightly differentorientation, concentrating on the relationship Klara develops with different horsesalong the series, and their impact on her identity as a girl. The main theoreticalframework will be ecocriticism and its entanglements with posthumanism andanimal studies. From an ecocritical standpoint, the anthropocentric perspectivedominates human discourse about other beings, and within this logic, a way ofunderstanding the animal other is to impose anthropomorphism, assigning humantraits to it, explaining its behavior via words, feelings and explanatory modelsproper to humans. Within posthumanism and animal studies, there is a questioningof traditional dichotomies, such as nature-culture, suggesting the upheaval ofanthropocentrism and working towards a greater equality between human andnonhuman animals. Donna Haraway’s notions of companion species andsignificant otherness will be used to talk about the interspecies relationshipsdeveloped within the series. Identity formation in relation to another species is whatis at stake in this paper, where the aim is to show how Klara’s identity formationis interconnected with the horses that she encounters.
|
|
| 46. |
- Strandberg, Agnes
(författare)
-
En del i helheten : En studie av kontextualiserad grammatikundervisning i gymnasieskolan
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Det övergripande syftet med avhandlingen är att bidra med kunskap om grammatikundervisning i svenskämnet genom en design där forskare och lärare tillsammans skapar, iscensätter och utvärderar kontextualiserad grammatikundervisning i gymnasieskolans svenskundervisning, samt att belysa på vilka sätt en sådan undervisning kan användas och förstås. Shulmans (1986; 1987) teoretisering av lärares ämnesdidaktiska kunskapsbas (PCK), samt hans begreppsapparat om undervisning, används som teoretiskt ramverk i avhandlingens ramberättelse. Avhandlingen består av fyra vetenskapliga artiklar där designstudien undersöks utifrån olika perspektiv. Det empiriska material som ligger till grund för avhandlingen är vetenskapliga artiklar publicerade i engelskspråkiga tidskrifter, ljudinspelade fokusgruppsamtal med de sex deltagande lärarna, videoinspelningar av de deltagande elevernas metalingvistiska aktiviteter, observationsanteckningar av forskaren samt en elevenkät. Resultaten visar på vilka sätt kontextualiserad grammatikundervisning med målet att utveckla elevers metalingvistiska förståelse, lämpligen kan ta sig uttryck och användas genom följande samverkande designelement: induktiva arbetssätt, diskussioner, visualiseringar och integrering. Vidare visar resultaten vilka strategier som elever använder sig av när de analyserar syntaktiska egenskaper i ett skönlitterärt textutdrag, samt vilka pedagogiska möjligheter och utmaningar som applicerandet av dessa kan generera. I avhandlingen synliggörs också att användningen av autentiska texter i grammatikundervisningen kan möjliggöra kopplingar mellan olika språkliga nivåer, så som grammatik och pragmatik. Mot bakgrund av den komplexitet som kännetecknar autentiska texter visar studien emellertid att de också kan försvåra representationen av ett grammatiskt fenomen och i förlängningen representationen av språkets hierarkiska uppbyggnad. Med utgångspunkt i avhandlingens sammanförda resultat diskuteras vikten av och komplexiteten med grammatikundervisningens kontextualisering och dess relation till det skolgrammatiska arvet från ett teoretiskt och praktiskt perspektiv. I ljuset av lärares ämnesdidaktiska kunskaper och praktikens villkor indikerar resultaten slutligen betydelsen av att rekapitulera vad grammatikundervisning är och kan vara inom ramen för förstaspråksundervisningen i allmänhet och svenskundervisningen i synnerhet.
|
|
| 47. |
|
|
| 48. |
|
|
