| 41. |
- Hägglund, Kent, 1947-
(författare)
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Ester Boman, Tyringe helpension och teatern : drama på en reformpedagogisk flickskola 1909-1936
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- It has long been taken for granted that no serious drama work was done in Swedish schools before the 1950s. However, at the Tyringe Helpension – a progressive education girls’ boarding school that existed between the years 1909-1936 – drama was used as a method in many school subjects, as well as for social training. Ester Boman, the founder and principal of Tyringe, even talked about theatre as an experimental laboratory of the humanities. This study explores how that drama work evolved and why it has been forgotten.The study uses traditional history research methods with an emphasison hermeneutics, and with some addition from recent critical text analysis.The educational drama at the Tyringe Helpension is contextualized from five aspects: 1) The life and work of Ester Boman. 2) The private Swedish girls’ school system. 3) The international and the Swedish progressive education movement – Ester Boman was strongly influenced by Sofi Almquist and Ellen Key. She was also a member of the New Education Fellowship. 4) The teaching methods of the Tyringe Helpension as a whole. 5) Previous and contemporary use of drama in education and the theory of the dramatic instinct. The study shows that these five contexts were all important for the evolution of educational drama at the Tyringe Helpension and contributedin making the drama work there exceptionally rich and varied. These contexts are also crucial for the explanation of why this work was so quickly forgotten. However, it also had some importance that the Swedish drama pioneers of the 1950s were not particularly interested in what had been done before
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| 42. |
- Höjlund, Gunilla, 1943-
(författare)
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Vocational skills formation in communities of practice : Experiences from primary school and the informal economy in Tanzania
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to explore the relationship between school and working life in Tanzania; what goes on inside school in relation to what goes on outside. The focus is on vocational skills formation by which is understood the process whereby individuals develop skills necessary for everyday life and gainful employment. The form and content of vocational skills formation, that is, tasks, activities, tools and social organization in primary schooling and in the informal economy, were studied. A total of 19 classes in four primary schools in Morogoro Municipality were observed in the school subject Stadi za Kazi (Vocational Skills): mat-weaving, clay-stove moulding, cake-baking, paper-bag-making, washing of woollen clothes, brick-making, setting out the foundation of a house and goat-raising. In addition the nine teachers of these classes were interviewed. The out-of-school sub-study comprised observation of and interviews with artisan and apprentices intertwined in eight artisan communities within the following crafts and trades: basketry, carpentry, paper craft, radio repair, garages, mattress-making, charcoal stove-making and all around women’s group activities. Still-photography was an integrated part of the fieldwork in both settings, and the photos were used as basis for subsequent interviews. The study has an ethnographic approach, indicating that it is not an ethnographic study as such but shares some of its considerations, such as, research practice which consists of observing, making sense in the field, using a variety of techniques and constructing texts. The theoretical framework that constitutes the tool for analysing the skills formation in both contexts is the situated model, “legitimate, peripheral participation in communities of practice”, outlined by Lave and Wenger (1991) and further developed by Wenger (1998). The skills formation in the informal economy was embedded in special forms of apprenticeship. Common traits were: an apprenticeship scheme built on a mutual understanding, a non-fixed duration and skills formation determined by the work of the day rather than a built-in stepwise order, a low level of technology and a total absence of texts. Observing and doing were the common formation instruments and co-working, hand-on-hand and asking questions the “unique” instruments, that is, connected to specific crafts/trades. In school pupils worked on tasks that belong to the household sphere rather than working life and these tasks were categorized as academic tasks, experimental tasks, simulation, and producing for exercise. Academic tasks comprised copying teacher’s notes on the blackboard; facts, functions, tools and composition of materials. Experimental tasks were tasks that aimed at changing a practice while, simulation was an operative model of out-of-school practice. Producing for exercise meant working with objects that were disposed of after completion. It is concluded that skills formation became vocational skills orientation. Some reason for this direction of skills formation were: it did not build upon experience gained outside school, the selected skills varied from one grade to another, depending on the preferences of the teacher, the professional background of the teachers, the crowded classes of a minimum of 40 pupils and a maximum of 200 in the urban schools, the lack of individuals practice owing to the lack of materials and other such factors. The concluding chapter of the thesis discusses some aspects of the relationship between the two formation contexts. In general it is concluded that there was no relation in space and time. However, pupils and teachers brought tools and material from home to school and this relationship may be characterized as extensional, but of household chores. Here schooling is also revisited by a comparison with the “education for self-reliance” of the passed as well as current global trends. A new Nyereian vision is proposed to be built on diversity; schools may embrace many “school is work” communities and at the same time be a garage, a shop, a hairdressing salon, mobile-repair workshop and the like.
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| 43. |
- Irisdotter Aldenmyr, Sara
(författare)
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Mellan tradition, demokrati och marknad : - en analys av lärares identitetskonstruktion, i samtal kring etiska frågor i läraryrket
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the construction of teacher identity in the field of tension between teacher tradition, democratization and a free economic market. The main purpose is to analyze what aspects of teacher identity are constructed as teachers talk about ethical questions in their practice. The theoretical framework is inspired by the critical discourse analysis of mainly Norman Fairclough. This theoretical perspective makes it possible to interpret what influences teachers’ construction of professional identity, as they talk about their practice from an ethical perspective. These influences are understood as different discourses.A total of eighteen conversations in three different groups of teachers have been studied. Three main themes were dominating the conversations; talk about the student, talk about the teacher’s fostering tasks, and talk about integrity, limits and private spheres. In the conversations, different approaches and discursive patterns can be identified. The teachers’ discursive practice includes a traditionally dominating, conventional discourse, which can lead to the reproducing of hierarchical power relations in school and in society. The discursive practice also includes elements from a marketisized discourse, in which values of efficiency and goal reaching are central. This discourse also tends to reproduce asymmetrical power relations.A third influence is identified as a dialogical, communicative discourse, which emphasizes equality, dialog, openness to other perspectives and plurality. The aspects of teacher identity that are constructed within a dialogical, communicative teachers’ discourse, can be seen as the result of a promising ambition among the teachers to develop their school practice in a democratic, pluralistic direction. This ambition can however be further developed, explicit, and theoretically well-founded by a discourse ethical approach. The work of mainly Seyla Benhabib is proposed and argued in this thesis, as a fruitful theoretical platform for ethically legitimate fostering and teaching.
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| 44. |
- Jorfeldt, Ingrid, 1938-
(författare)
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Att utbilda sig till sjuksköterska : Ett genusperspektiv på lärares och studenters beskrivningar av utbildningen
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines the subject of nursing in nursing education and how it is understoodby both male and female teachers and students respectively. Through the Care 77 reform nurse education was transformed from vocational training to university education. As a consequence the concept of nursing has been further theorised and developed. Of those who study, teach, research and write textbooks in nursing, the majority are women. Given this preponderance of women over men in nurse education, the aim of this study was to describe and understand from a gender perspective both students´ and teachers´ perceptions and understanding of nursing as a subject. The questions I attempt to answer are: 1) What is the relation between male and female teachers´ description of nursing as a specific subject? 2) What is the relation between male and female nursing students´ description of nursing as a specific subject? 3) Are there educational factors which facilitate a more balanced sex distribution or which render a more balanced sex distribution more difficult? Data have been gathered through interviews and questionnaires. The interview study included 20 participants and the inquiry study 32 participants. There were equal numbers of male and female, teachers and students respectively, at nine nursing university colleges covering Sweden as a whole. The analyses have been done from a gender perspective. The gender theory terms of Connell and Thurén have inspired the construction of a gender analysis model, which has been the practical tool of the analyses, including the terms gender symmetry, gender asymmetry, gender neutrality and gender instability. As an aid for interpretation to be able to understand individual meaningful units and the pattern of the text the terms separation, female subordination, work distribution, symbolic sex, separation, closeness, hegemonic masculinity and gender dizziness have been used. The result show that both teacher groups experience the academisation of nursing as a specific subject. Both student groups commented on a lack of corresponding between their theoretical and their clinical nursing studies. The theoretical contents of nursing as a specific subject has had little impact on clinical activity. Students suggested three main reasons for this lack of clinical relevance: perceived lack of time, the vague interest of nursing professional groups and the hegemonic position of other medical and technical professionals. Apart from professional nursing knowledge, students with a strong identity and actors with ability to face the challenges of establishing a new research area within the same domain as already established once, are required in order to bring about changes. The findings of this study show no evidence that male should be less suitable or have less interest in theoretical studies in nursing as a specific subject. They have, however, less interest in it in clinical studies, in favour of medical science and technology. Male students, for example, at an early stage of their studies, often choose their special focus on emergency nursing. In the continued education women students more than men students tend to hope for inservice education in their workplace. It is within the medical-technical domain, and not in nursing as a specific subject that both students groups state a need for continued learning. Circumstances that will influence the balance of sex distribution in studies and profession seem to be: men‚s exposure to work with patients´ and other nursing professional groups´ observance of their choice of profession; lack of co-operation with other nursing professional groups; a rigid social milieu; and men’s experience of difficulties in providing intimate body care, also including dialogue with patients and relatives. A comprehensive interpretation of the results is that the biased sex distribution may be an outcome of society´s attitudes to what is defined as female or male work.
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| 45. |
- Kapborg, Inez, 1936-
(författare)
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Evaluation of Swedish nursing education and professional practice
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis summarizes five papers reporting on different evaluations. The purpose of all the evaluations has been to investigate the relevance of nursing education to future professional practice. The evaluations were performed with the aid of a theory-based educational interaction model. Two of the papers treat the nursing students' experiences of education and professional practice (program evaluation). Three papers report on nurses' knowledge of mathematics and drug dosage calculation in relation to their educational background (individual evaluation). Evaluation is discussed in relation to the concept of quality assurance.
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| 46. |
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| 47. |
- Kjellman, Ann-Christin
(författare)
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"Hurra för valfriheten" - men vad ska vi välja? : val av grundskola i Stockholm åren 1994-96
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Education in Sweden has during the 1990's gone through several radical changes. By introducing school vouchers, the number of independent schools has increased. This development has been especially quick in the City of Stockholm where in 1991 it was decided that all parents should have the right to choose a school. The groups of parents who tended to choose independent schools were either highly educated or immigrant parents, two groups that are frequent in the inner city areas of Stockholm. Another important part of the reform was to increase the power of parents by allowing their choice to steer supply and demand. In the reform, the school economy was delegated to the individual schools. This fact combined with the added power of parents choice, as well as the rapid change to more pedagogic alternatives led to the quick rise of independent schools in Stockholm.It cannot be proven that social segregation has increased, either in public or in independent schools. However, it is too early to draw a final conclusion, as this is still an inner city phenomenon.
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| 48. |
- Kristjánsson, Baldur
(författare)
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Barndomen och den sociala moderniseringen : om att växa upp i Norden på tröskeln till ett nytt millenium
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the context of modern childhood in the Nordic countries, and to some extent in the Western world as well. The study may be divided into two approximately equal sections. The first, the theory section, lays out a theoretical and conceptual framework considered necessary for a meaningful representation of modern childhood as a cultural and historical construct. The second section contains a presentation of research findings from the so-called Basun Study, a study on modern childhood in the five Nordic countries of Denmark, Finland, Iceland, Norway, and Sweden, The sample, analysed in this thesis consisted of 87 five year-old children living in their families of origin. All the families represented a modern lifestyle in the sense that both parents were in paid employment, and the children attended out-of-home daycare. In the thesis, the everyday life of the children and their families is described and analysed from several analytical angles. Thus, the division of roles in the family (including the roles of the child) is studied, and some implications for the modern family life's split between different social settings (home, school or preschool, and the parental work places) are dwelt upon, especially the time constraints this split places upon the family. An analysis of the parent-child social interactions indicates that time related issues, such as the timing of everyday events and the tempo of daily chores, are common sources of conflicts. The everyday situations, carrying the biggest conflict potential are the domestic morning preparations, the home-to-daycare transition and leaving daycare in the afternoon. It is argued that it is especially in everyday situations like these that children are expected to adapt their biological time rhythms with social time, and furthermore that these situations strengthen their notion of time as a limited resource that needs to be controlled and maximised. Tangible socialising efforts to this end are more common among the Basun sample's middle-class parents than among their working class counterparts. Although time-related demands often invite conflicts, parents almost invariably employ different kinds of strategies in order to avoid conflicts with their children. Thus, the parents strongly convey the notion that family life should be relaxed and enjoyable. On the whole, the parents are so successful in these efforts that the children, in general, live a rather relaxed everyday life. However, it is tight everyday schedules and the resulting fatigue. A core idea, underlying the theoretical section of this thesis, is that in order to gain a deeper understanding of modern childhood, it has to be studied not only in the present, but in the past as well. In other words, the conditions of childhood must be viewed within the framework of contemporary everyday life as well as against the background of history. The historical perspective suggests two things. Firstly, that contemporary childhood must be seen against the backdrop of childhood conditions of earlier generations and secondly, that salient features of the social modernisation process should be identified and projected on the everyday social interactions of children and their parents. As a consequence, the study of modern childhood carried out in this thesis is eclectic, integrating theoretical insights from disciplines as diverse as psychology, pedagogy, history, and sociology.
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| 49. |
- Krook, Caroline, 1972-
(författare)
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Se – än lever jag! : Livsåskådning och lärande i livets slutskede
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study has been, by adopting a view of life and a learning perspective, to reach an understanding of the way in which cancer patients in a palliative care context understand and cope with their existential life situation. I asked the following questions: 1) How does their personal view of life influence the patients’ understanding and coping with the illness and existential life situation? 2) What existential questions are central to the patients? 3) What is personal learning all about? 4) What prerequisites are important for fostering the patients’ personal learning? Interviews focusing on narratives were conducted with ten patients who have an incurable cancer disease. The interviews were taped and transcribed into texts. A hermeneutic method was applied to understand the content and import of the patients’ narratives. The results show that the patients achieve closure, which involves them making reassessments, adapting their life to the illness, being reconciled with themselves and with their relation to their surroundings. It is also about them wishing to bequeath a legacy and hand down desirable qualities, values and merits for future generations. Taking this view of life as their basis, the patients interpret their illness, existential questions and life situation, and structure their existence so as to make it comprehensible and meaningful. Life narratives can serve as a tool in enabling caregivers to identify patients’ existential questions, view of life, learning requirements and the way they make sense of things (”meaning-making”). By means of view of life support counselling caregivers can identify the patients’ personal ideas, values and support their needs. The patients can reach an awareness of their personal view of life. Reappraising and developing this can be viewed as a form of perspective shift or learning.
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| 50. |
- Kåreklint, Lars, 1972-
(författare)
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Om möjligheten att undervisa i etik : En undersökning av lärares resonemang om teknikutvecklingens etiska aspekter
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This investigation aims to describe, reflect on and increase understanding of the possibilities open to teachers of ethical aspects of technological progress. This discussion involves three questions: about the import of certain kinds of vocabulary, knowledge and professional ethical responsibility. The investigation is based on an interview study of 15 teachers of ‘Technology, human, society’. The approach is inspired by the later works of Ludwig Wittgenstein, according to which educational problems are solved through investigation of how our language works.This reminds us it seems unreasonable to believe we need any special words to pay attention to the ethical. Rather, that words may be used in any mode, ethical or non-ethical. The teachers give many examples of ethical problems and dilemmas that follow from progress in technology e.g. in warfare, the car industry and information technology. These cases do not involve a kind of knowledge: rather something similar to belief and faith. The teachers all agree that technicians and engineers need to take responsibility in their profession, though not as a role, but as a person. The possibility to act responsibly is, however, dependent on, or thwarted by the sur-rounding society; sometimes by a lack of knowledge and control. However, taking responsibility is not always to be in control. Discussions are important, the teachers say, but not everything is open for discussion. The teacher cannot act as an ethical expert: there is no such thing. She must act as a person using the foundation of her own experience. If the teacher is going to reach out to pupils, she must instil confidence, though not as a person who knows more professionally, but as someone who has something to say. The character of the education cannot be one of control, but of hope. A hope that one will awaken pupils’ consciences: to see the other, what the situation demands and what it would involve to do this or that.
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