| 61. |
|
|
| 62. |
|
|
| 63. |
- Hellman, Annika
(författare)
-
Visuella möjlighetsrum : gymnasieelevers subjektsskapande i bild och medieundervisnin
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines upper secondary school pupils’ processes of subjectivation, resistance and creative becomings in visual art and media education. By using visual methodologies, pupils’ subjectivity is explored as relational and transformative, and as distributed in networks of power and desire. The empirical material was produced through pupils’ video diaries and a visual ethnographic classroom study. The aim of the study is addressed through the following research questions: What subject positions are enabled and made available for pupils in media education at upper secondary school? How is gender produced and negotiated in the visual art and media classroom? What educational human and non-human assemblages emerge, and with what effect for pupils’ becoming? The dissertation consists of three studies based on two empirical productions. The first is the licentiate thesis in which pupils’ becomings were highlighted as rhizomatic and as situated in relational, interlaced processes of learning with gender, affect, materiality, visual culture and informal learning. In the two following studies, visual ethnographic classroom observations were investigated in one study with masculinity as a theoretical lens, and in the other with a posthumanist perspective where the subject is considered an element in a pedagogical assemblage. In these studies, resistance against the pupil position is made visible, and so is the agency of materiality that created lines of flight away from the momentarily locked positions. The result shows that visual art and media education has democratic and pedagogical potentialities. Pupils’ perspectives can be differentiated, and creativity and informal competences can be highlighted through visual art and media education.
|
|
| 64. |
|
|
| 65. |
|
|
| 66. |
- Magnusson, Maria, 1960
(författare)
-
Skylta med kunskap. En studie av hur barn urskiljer grafiska symboler i hem och förskola.
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Title: Signing with knowledge: A study of how children discern graphical symbols at home and in preschool Author: Maria Magnusson Language: Swedish with an English summary ISBN: 978-91-7346-767-4 (print) ISBN: 978-91-7346-768-1 (pdf) ISSN: 0436-1121 Keywords: Graphical symbols, learning, children, conceptual development, variation theory, Vygotsky The topic of this study is to generate knowledge about children’s understanding of graphical symbols. These forms of knowledge are prevalent in contemporary societies, for example, in the form of letters, numbers, road signs, maps, and computer icons. More specifically, in this thesis is scrutinized in detail how children develop symbolic skills and how this can be supported through educational activities. The theoretical basis of the study is variation theory (Marton & Tsui, 2004). This theory conceptualizes learning in terms of differentiation and integration. Two empirical studies are reported. The first is about two children, Olle and Lasse, who both are in the age span four to five years. How these children handle graphical symbols in the form of producing signs that they put up in their homes are followed over time. Hence, the children’s own make and use of symbols in their everyday life are studied. In the second empirical study, the findings from the first study and theoretical insight from variation theory are orchestrated in a preschool center with two teachers and twelve children, to see if these principles can be functional in supporting children’s development of symbolic understanding. Both studies are based on video data. The findings are that a particular pattern of variation entitled, ‘contrast’ is functional in developing such insight, while another pattern of variation entitled, ‘induction’ is not. In addition, meta-communication is argued to be important not only for the researcher to gain access to the child’s understanding but also to the child’s development as such. The theoretical distinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’ is used to discuss the findings.
|
|
| 67. |
- Ahlberg, Kristina, 1954
(författare)
-
Synvändor : universitetsstudenters berättelser om kvalitativa förändringar av sätt att erfara situationers mening under utbildningspraktik
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this study has been to examine the questions: Do people experience view-turns? Can they describe them? What do the processes signify? A narrative method, with an open and dual-focussed interview question to students of medicine, nursing, occupational therapy and physiotherapy in their final term, was used to obtain accounts of university students? experiences of changing ways of experiencing during educational placement. The accounts revealed that all interviewed students except one had found it meaningful and possible to describe experienced processes of changing ways of experiencing. The accounts were analysed phenomenographically and two qualitatively different main categories were discerned, which were drawn directly from the students? descriptions: Addition of Something New, with subcategories Information and Result, and Restructuring of Awareness, with subcategories Figure/Ground, Difference/Similarity, Perspective and Whole/Part. Categorisation of the accounts was verified in a three-stage interjudge reliability test with three independent assessors. Significant difference between placing in the two main categories was found between accounts by students of medicine and those by students of nursing, occupational therapy and physiotherapy. Medical students? accounts were categorised predominantly as addition of something new, whilst accounts from nursing, occupational therapy and physiotherapy students were categorised almost exclusively as restructuring of awareness. This difference was elucidated by theoretical and historical connection to the Natural Attitude and the Philosophical Attitude described within early phenomenology. The described view-turns were theoretically elucidated with phenomenology, pragmatic meaning formation theory and gestalt theory. The theories, which each give a partial understanding of view-turns, all fail however to explain fully the findings of this study. Contradictions amongst the single-dimensional theoretical understandings offered are suggested to be reconciled through the variation theory of learning, by the premise of co-constitution of experiencing and the experienced. An element of contradiction is seen to be integral to dynamic processes of learning. The research question?s simultaneous focussing on two ways of experiencing something appears to have been decisive in revealing dynamic processes of changing ways of experiencing as well as way of experiencing.
|
|
| 68. |
- Alvestad, Torgeir, 1960
(författare)
-
Barnehagens relasjonelle verden - små barn som kompetente aktører i produktive forhandlinger
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study investigates the negotiations that take place in play among the youngest children in preschool. What are their negotiations about? How do they negotiate? What kinds of strategies do they use during their negotiations? The study has its focus on learning about fellowship through practice and experience in the negotiations that take place among the youngest preschool children. The study’s relevance also relates to the development of pedagogical practice among the youngest children in preschools. The theoretical platform is comprised of the perspectives of childhood psychology (Sommer, 2004) and childhood sociology (Corsaro, 2002). In both perspectives children are regarded as competent active in producing their own culture and active in calling on information and learning. The main concepts used in the analysis of the empirical data are ‘inter-subjectivity’ and ’the role of others’. The concepts are based on the theoretical frameworks of Daniel Stern (1991) and George Herbert Mead (1962). A group of twenty four children, thirteen girls and eleven boys, aged between two to three, were regularly video recorded. The children were enrolled in day-care groups in two of the biggest cities in Norway. The study reveals that the negotiations that take place among the children are mainly about their relationships, play materials, and the content of their play. They negotiate both verbally and nonverbally. They express their intentions towards each other with words and through gestures, glances, laughter and smiles. They use different strategies in their negotiations that relate to content and intentions. They also seem to develop or change their strategy if, for example, an initial strategy is not successful. Their strategies can be both emotional and connected to solving problems. In addition, they often use humour as a strategy. The study shows that the children who play the most with others and who know each other best, are those who are most successful in their negotiations. They often have a common focus and common intentions, as well as sharing emotional conditions in their play and negotiations. It seems that those children who are the most competent playmates are also those who are most competent in negotiations. The reason for this might be the connection between play and negotiations. To be able to play successfully demands that those sharing the play are prepared for negotiations about relations, play materials and the content of the play. However, the children’s negotiations depend on their previous experiences in this field. The more experienced the youngest children are in negotiations, the more complex and flexible their negotiations might be. A pedagogical consequence of this study is that staff in preschools should support the smallest children by giving them more time to meet and play together. This can give the children extended possibilities to develop their own strategies of negotiations in play. This in turn will support children’s learning in becoming creative, seeking and reflective individuals who create their own space of action. The experiences children are gaining through negotiations in play might also be important for other situations of negotiation, contributions and democratic practice.
|
|
| 69. |
- Andishmand, Catarina, 1963
(författare)
-
Fritidshem eller servicehem? En etnografisk studie av fritidshem i tre socioekonomiskt skilda områden
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent decades there has been decreased resources and larger groups of children in the leisure-time centres. Statistics show major differences between leisure-time centres in terms of staff education, group size, staffing levels and the number of children enrolled at each leisure-time centre. The overall aim of the thesis is to study social practices in leisure-time centres providing after-school care. Based on Anthony Giddens' theory of structuration, an ethnographic study was conducted of everyday life at leisure-time centres in three socio-economically diverse areas. Fieldwork was conducted at each leisure-time centre over the course of one semester. The study shows how children and adults talk about their neighbourhoods and schools. It also shows the actors notions about the mission of the leisure-time centres, expressed through the actors' talk and interactions, their day-to-day routines and everyday social encounters. In conclusion, the study shows that the geographic location, resources, staff skills, group sizes and children's socio-economic backgrounds together play major roles in the social practices and activities organised at the leisure-time centres. The social changes and developments of recent decades are noticeable in all leisure-time centres. Housing segregation along with freedom of school choice all had consequences for the leisure-time centres. For children attending the same leisure-time centres, the groups become increasingly homogeneous in line with the children's ethnic and socio-economic backgrounds. The results also show that leisure-time centres with large groups of children have reduced opportunities to provide a good learning environment. It becomes evident that the social practices in the leisure-time centres reproduce the contextual conditions, and risk reproducing structural differences in children's lives.
|
|
| 70. |
|
|
