| 61. |
- Lundegård, Iann, 1955-
(författare)
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På väg mot pluralism : Elever i situerade samtal kring hållbar utveckling
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation highlights and discusses some essential aspects of young people’s meaning-making deliberations on future issues and sustainable development. In the first two of four articles, recurring components of the discussion that appear to be important for its progression are both identifi ed and illustrated. In the two latter articles these components are then used to study how the identities of the conversers are constituted through the deliberations and to describe how the individual participants assume their place in them as free political subjects. The dissertation’s theoretical starting point has been the pragmatist arguments and positions mainly found in Dewey’s concept of experience, Rorty’s anti-representationalistic perspective of meaning-making and Wittgenstein’s discussions relating to language games. A methodological attempt developed from these arguments is transaction analysis – originally formulated by Wickman and Östman and later called practical epistemology. The study begins with this analysis and develops it further. The empirical data included in the dissertation’s studies is based on recorded interviews and students discussions. The students who participated either attended upper secondary school or a folk high school. The results of the dissertation’s four articles show that human confl icts of interest and value relations should be regarded as central stages in students’ discussion processes on sustainable development. The dissertation also shows how these components can be used to study pluralism and how students’ collective identity is constituted. In the dissertation’s conclusion, a number of tools are developed that are suitable for research where one intends to further analyse how students create meaning about future issues and sustainable development through discussion. The conclusion also describes eight educational points that need to be taken into account when creating constructive discussion situations that support students’ learning in the field of sustainable development.
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| 62. |
- Lundström, Elisabeth, 1953-
(författare)
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Ett barn är oss fött : Att bli förälder när barnet har en funktionsnedsättning - ett beskrivande och tolkande perspektiv
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- “A child has been born unto us”, is the most beautiful expression of humankind’s ability to cherish hope and trust for the world, writes Hanna Arendt. She describes how every child’s birth is the beginning of something new, something that the title is intended to emphasise. “Us” in the title also indicates that the child with a functional impairment becomes a public child in a special way. The purpose of this study is to describe the experience of becoming a parent when the child has a functional impairment. The study is based on a relational perspective. The theoreticians whose ideas have been used are, aside from Arendt, also Buber, Stern and Winnicott. In the analysis of the parental narratives, inspiration was taken from Ricoeur in a hermeneutic phenomenological approach. Encounters are the themes in this thesis, and have been formulated as encounters with the child, the environment and the professionals. 30 parents (19 mothers and 11 fathers) were interviewed about their experiences of parenthood. The diagnosis of the child’s functional impairment was a chaotic and upsetting situation for the parents. Many strong, different feelings came into play. The parents could feel that they had been “thrown out into space”, and that their future was suddenly taken away from them. The future was what worried them most, and the question that was singled out was “How can we live this life?” Many professionals became involved in the child’s life, which could be both advantageous and disadvantageous for the family. The professionals’ attitudes and advices had a profound influence on the parents. Even though the child became in a sense a public child, the parents also had a feeling of having to carry on a struggle for their child in society, a” struggle of love” demanding the consideration of the child’s potential. Another “struggle of love” initially involved the parents’ own attempts to establish a relationship to the child. Thus there were two “struggles of love”. In their new, hesitant parenthood they had to “find their place in the world” and a way to exist. In their interaction with the child they had two competing figures of mind during the first period, “to be” and “to act”. The grief the parents had felt for the diagnosis could after a while be separated from the child, and it was the child who helped the parents to handle the grief. In the thesis the parents’ experiences are discussed, based on questions confronting them. How playing and training are interrelated is also discussed, as well as the significance of narration and the responsibility of the professionals. These results can be expected to have consequences for special educational work in this field.
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| 63. |
- Lundström, Kjell, 1928-
(författare)
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Kampen för ett språk : Dövas två språk och tvåspråkighet i skolundervisningen i Sverige 1809-1990
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation deals with the two languages of the deaf, sign language and Swedish. The aim of the dissertation can be expressed in four questions:• What ideas about the deaf and his or her education were influential during various time periods from 1809 to 1990 and what were the reactions of the deaf to the influence of these ideas?• What were the opinions of the teachers on introduction of bilingual education?• What was the pattern of communication in the schools for the deaf when bilingual education was introduced?• What function is fulfilled by bilingualism in the recognition of the deaf from an equality perspective?Four historical periods are analysed. The first has its focus on the mental development of the deaf (The "Spiritual" Man) and the conflict between sign and oral language education. The second period was dominated by oral language and technical audiological assistance (The "Bodily" Man). Johan Prawitz was opposed to this one-sided approach and argued that the deaf needed two languages separated from each other (sign language and Swedish). The third period stressed the necessity to integrate all children in mainstream education (The "Integrated" Man). The deaf defended the special schools and the importance of sign language. The last period is characterized by bilingualism. The Swedish society acknowledged the sign language as the primary language for the deaf (The "Bilingual" Man). During this period sign language was implemented in the special school. Both teacher experiences and classroom interaction have been documented.This historical material has been analysed using a power and communicative approach, referring to Michel Foucault and Jürgen Habermas.Finally, the results are discussed from a defectological as well as an intersubjective point of view.
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| 64. |
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| 65. |
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| 66. |
- Meckbach, Jane, et al.
(författare)
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Ett ämne i rörelse : Gymnastik för kvinnor och män i lärarutbildningen vid Gymnastiska Centralinstitutet/Gymnastik- och idrottshögskolan under åren 1944 till 1992
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For almost 200 years the University College of Physical Education and Sports in Stockholm (former Royal Central Institute of Gymnastics; GCI later GIH; Stockholm College of Physical Education and Sports) has been educating PE teachers - and still does. In the very beginning and throughout the first 100 years, gymnastics was a major part of the studies at the insti-tute, and also in ordinary schools. Early gymnastics were invented by Per Henrik Ling, the father of the Swedish Ling gymnastics, and later devel-oped by his son, Hjalmar Ling. The part of the Ling system called peda-gogical gymnastics, consisted of “daily gymnastic training exercises”, which showed how gymnastics should be taught and performed.The aim of this thesis is to follow and describe gymnastics as a subject and its development at the PE teacher-training programme at GCI/GIH. Special attention is placed on the movement part without apparatus (the floor exercise) for male and female students. The time period studied is 1944 to 1992. The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators participating in both studies. Besides the above-mentioned interviews, the methods used are document analyses and visual analyses. Triangulation is used in order to follow the changes of the subject’s content, figuration and representation.The first empirical study investigates the institution of gymnastics’- col-lective memory, its content and legitimacy. This is done by looking at what time was allotted to the subject in relation to other subjects, and also which concepts were used in relation to floor exercise. The interviews deal with the objectives of the subject and what kind of influences the former teacher educators came in contact with. From a semiotic approach, the second study deals with visual analyses of film sequences, with floor exercises performed by male and female students. (See enclosed CD). The film material comes from the Institute’s events. The content and composition of the film se-quences are analysed, and the representation of the movements is inter-preted by semiotic discourse analyses. The interview study deals with the former teacher educators’ pedagogical view of the formation of the gymnastics.The results show that in 1944 the subject gymnastics took approximately 40% of the total study time. In 1992 the time allocated for gymnastics has been reduced to approximately 9%. From the 1940s to the 1970s, two separate gymnastics discourses existed, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. The female discourse, on the other hand, was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When co-education was implemented in the late 1970s, a new culture of body movements was developed – which was unisex. Between 1949 and1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, executing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, executing rhythmical aesthetical gymnastics, according to existing values, characterised the feminine discourse. There seems to have been aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the collective, corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying the movements, the individual and the social climate in the group are central.Finally, the findings show that four factors have influenced the changes and development of the subject and the teacher-training programme. Firstly, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating val-ues, in terms of the aesthetical schooling for the female students, disap-peared. Thirdly, the striving for research-related instructions in the teacher-training programme, (urged by the state from 1977) affected both time al-lotments for gymnastics and sports and the relation between theoretical and practical courses. Finally, over the years, the subject gymnastics has been strongly influenced by different scientific discourses: first the medical dis-course, followed by the physiological discourse and from the1980s and on, by the social scientific (pedagogical) discourse.
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| 67. |
- Moinian, Farzaneh, 1957-
(författare)
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Negotiating Identities : Exploring children’s perspectives on themselves and their lives
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation consists of four empirical studies as well as a framework of intersecting perspectives. The aim of this thesis is to describe and explain children’s perspectives of themselves and their lives within and outside of the school walls: at home, and in their diaries on the internet.To illuminate children’s perspectives and experiences an ethnographic approach is used: data is collected from a range of sources such as observations, informal conversations and frequent interviews, as well as texts written by children in school and on the Internet.The dissertation has been written within the framework of various intersecting theoretical and methodological perspectives, with a steady focus on children’s involvement in the formation of new meanings in their own social sphere. It is inspired by the sociology of childhood, as theorised by William Corsaro, but it also relies on Bronwyn Davies’ and Stuart Hall’s theories which regard identities as fluid and ongoing processes.The common goal of the investigations is the study of children’s perspectives on themselves and their own lives, with the aim of contributing to new methodologies for understanding child and youth culture. Children are in focus as research collaborators and encouraged to take the initiative in introducing themes that are of interest to them. Asking children to contribute with knowledge they considered to be important to them is the thesis’ overall strategy for making sense of children’s lives and their concerns.The main view of children is traditionally related to their dependency on the protection of, and provision from adults. As a result, we frequently get caught in the trap of viewing childhood as a period of deficiency and children as immature and incompetent individuals who are disconnected from the social world. On the contrary, studies in this thesis focus on the social and cultural capacity of children in constructing their own meanings and negotiating their own identities. The use of the term “negotiating” is intended to draw attention to the fact that although children are exposed to different cultural identities in many ways, they do not passively adopt them. Rather, they make use of negotiations in order to modify and alter limitations to their identities and are actively involved in constructing new perceptions and possibilities in relation to their social positions and cultural identities.
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| 68. |
- Molander, Bengt-Olov, 1954-
(författare)
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Joint discourses or disjointed courses : A study on learning in upper secondary school.
- 1997
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the present study is to investigate whether learning and ways of understanding subject content and structure differ between successful and less successful students—i.e. in terms of their grade point average—in upper secondary school. A second issue is whether different subjects and disciplines—i.e. science on the one hand and humanities/social sciences on the other—make different demands on students.Data were gathered through interviews with a total of 36 students in two classes at two periods of their schooling. Additional data were gathered from interviews with teachers in the two classes and a sample of the tests given to the classes. Both classes receive instruction in science as well as humanities/social sciences but in one class (N) the emphasis is on science whereas in the other (S) the emphasis is on humanities/social sciences.A common characteristic of successful students is that they adjust to the teacher’s way of structuring the subject by means of a deep approach and a pronounced cue-seeking. They also play a dominant role in classroom communication. Less successful students more frequently use a surface or procedural approach to learning, are less sensitive for cues, do not adjust to the structure of subjects as presented by the teachers and do not participate to the same extent in classroom communication. The characteristics for successful students are very stable over time. As for the less successful students, there is a difference between N- and S-students. A majority of the S-students who use a surface approach in the first year change towards a deep approach later in their schooling, whereas the procedural approach of N-students is stable.It is concluded that the stability shown by the successful students can be explained in that their deep approach reflects their understanding that subject structure may vary and cue-seeking for these students signifies an awareness of and subsequent adjustment to the particular structure presented by the teachers. By understanding the structure according to teachers’ intentions, successful students are able to participate in classroom communication, eventually establishing a joint discourse.The differences between a change of learning for S- and N-students could be interpreted in light of differences in subject structure and instruction between subjects. In humanities/social sciences, classroom communication and the presentation of alternative interpretations of subject matter play a prominent role in instruction, and students who initially use a surface approach might get guidance to alternative ways of understanding the subject matter and subject structure. In the science subjects in the N-programme, the presentation of alternative interpretations is not as common. These subjects also have a hierarchical structure, and understanding the basic fundamentals is a prerequisite for understanding later topics. For the students who initially use a surface approach in these hierarchically ordered subjects, learning becomes a matter of memorising more and more disconnected facts in what might seem to be disjointed courses.
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| 69. |
- Mollberger Hedqvist, Gun, 1950-
(författare)
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Samtal för förståelse : Hur utvecklas yrkeskunnande genom samtal?
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study belongs in the tradition of working-life research. In this tradition, the point of departure lies in working people’s experience in their occupation. Through reflection on this experience and studies in the occupational field the researcher seeks to elucidate and develop occupational knowledge and skills.As a teacher I have long been preoccupied with how teachers may develop their occupational skills. Teachers wish to promote others’ learning, but how do they themselves learn to be good teachers? In the present work I wish to elucidate how teachers can develop their occupational skills through discourse. Equally, I wish to gain a better understanding of my own professional experience as a teacher and supervisor. These two goals are interconnected.I hope to develop an insight that not only shows my dilemma in a supervision situation but also illustrates the teacher’s challenge when he or she is to develop professional skill as a supervisor. On the one hand the supervisor needs to listen with an open mind to the person being supervised; but on the other, given knowledge places so many constraints upon listening that openness becomes impossible. Can the teacher experience his or her situation in such a way that this dilemma may be avoided? To deepen and modify my answer to this question I carried out fieldwork in my own occupational field. I have studied such teachers’ accounts of their meetings with children as have emerged from two discourse situations: child conferences and group supervisions.The teachers’ discourse shows that the issue is to understand what one has experienced – understanding is the starting point for the development of occupational skill. An attitude of open listening, to oneself and in interaction with others, is a precondition for occupational skills to grow. In other words, a space for reflection is needed if understanding is to be achieved through the medium of discourse.
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| 70. |
- Morberg, Åsa, 1945-
(författare)
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Ämnet som nästan blev : En studie av metodiken i lärarutbildningen 1842- 1988
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The development of "teaching practice" (Sw: "metodik") in teacher training (compulsory school level, that is, primary and secondary junior high school or grades 1 to 9) from 1842 to 1988 is described. Based on a number of evaluations of teacher training the following questions are posed: Has an earlier central role for teaching practice in teacher training changed? Has teaching practice become marginalised in teaching training? The empirical sources for this thesis are white papers and curricula for teacher. The approach adopted is based on frame factor theory.Teaching pratice has deep historical roots and tracing them can provide an interesting perspetive on the role of teaching practice today. The work reported here is the first detailed analysis of the place of teaching practice in the training of teachers for the Swedish compulsory school system. The development of teaching practice is traced step by step through each of the state reforms of teacher training for compulsory schools.Teaching practice is here defined as those techniques necessary for a successful meeting between teacher and pupil. The results show that in the development from 1842 to 1988, responsibility for the learning process shifted from, firstly, being the sole responsibility of the teacher to later becoming the sole responsibility of the pupil. In 1842 teaching practice was based on what is known as the Bell and Lancaster method. By 1862 each school topic hade devised its own formal structured methodology. At the beginning of the 20th century a more modern teaching practice, influenced by the "activity school" movement, was introduced. This was an important step toward teaching practice becoming a specialized discipline of its own. The 1968 school reform created a more scientifical model of teaching practice. Teaching practice for seconday school teacher education (junior high school) is also discussed in the context of a probationary year for these teachers (so called "Grades 4-9 Teachers"). Another focus of the thesis is the clash of traditons between Teacher Training Colleges and Universities as manifested in the most recent teacher training programmes for comprehensive compulsory school teachers (so called, Grades 1-7 Teachers). These tensions have come about since the incorporation of Teacher Training Colleges into the University and Constituent College system. The research reported attempts to explain how and why teaching practice in 1968 became a formal, but not in academic terms, a discipline of its own. Three dominant codes have been identified: the parallel code 1842-1886, the conflicting code 1914-1958, and the integrating code 1968-1988. The delineation of the State's code of university subject areas is also discussed, particularly in the light of the special problem of the varying status of the subject area known as "teaching practice". A presentation of the various categories of teacher trainers that have been involved in lecturing on teaching practice is also presented. It is concluded that variations in teaching practice have been used as a governemental tool in directing the development of teacher training and ultimatley in the development of the schooling system itself.
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