| 61. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands : An Issue of Continuity in Swedish Early Education?
- 2016
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Ingår i: Journal of Education and Human Development. - : American Research Institute for Policy Development. - 2334-296X .- 2334-2978. ; 5:1, s. 182-196
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Tidskriftsartikel (refereegranskat)abstract
- This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.
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| 62. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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The schoolarization of the preschool class : policy discourses and educational restructuring in Sweden
- 2019
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 5:2, s. 127-136
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Tidskriftsartikel (refereegranskat)abstract
- Our aim in this article is to examine policy discourses that promote positional changes for thepreschool class in the Swedish educational system. The preschool class is currently going througha watershed period, which is characterized by uncertainty regarding its position in the educationsystem. In this article, we explore changes in the Swedish education system by analysing policydocuments from 1997 to 2017 with a specific focus on the positional shift of the preschool class.The departure point for our study is that policy relates to the concepts of subjectification,qualification and socialization. In addition, we examine how these goals in education are to beachieved and the educational restructuring required to do this. The findings show that policydiscourses about the preschool class have shifted from pedagogical arguments about thebenefits of pedagogical integration, consensus and the move of preschool pedagogy into schooleducation, to more school- oriented, knowledge-economy arguments about increased goalachievement. Schoolarization describes a positional shift in the education system that containstwo collaborative processes: an approach towards school content, goals and forms for teachingand a distancing to the content and goals formulated for Early Education and Care.
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| 63. |
- Ackesjö, Helena, 1973-, et al.
(författare)
-
To be or not to be (a school child) - from national to global discourses about the child in the school start age.
- 2022. - 1
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Ingår i: Evaluating transitions to school programs. - Abdingdon Oxon : Routledge. - 9780367517656 - 9781003055112 - 9780367517670 - 9781003052821 ; , s. 27-36
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Bokkapitel (refereegranskat)abstract
- This chapter takes a historical lens to ways in which transition to school has been conceptualised over the last 80 years in Sweden. Drawing on an extensive policy analysis, we analyse changing representations of the six-year-old child starting school, depending on how society has handled issues of the image of the child, school maturity, compulsory schooling, and the transition from home or preschool to school. The key idea is that every education system is about creating the person through education. The vision of the educated child is at the core of educational reforms. Historical discursive claims about the characteristics of the child, or the pupil, mirror the educational subject at a certain time and convey meanings of school maturity and transition to school. With this in mind, we analyse how policy documents describe the nature of the child and what the child should become in the educational institution.
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| 64. |
- Ackesjö, Helena, 1973-, et al.
(författare)
-
Utbildning för barn i skolstartsålder
- 2022. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Det ligger något av ett magiskt skimmer över skolstarten. Många barn har längtat efter dagen då de får packa sin ryggsäck och träda in genom porten till det mytomspunna skolhuset där nya klasskamrater, lärare och utmaningar väntar.Denna bok handlar om hur utbildningen för barn i skolstartsåldern har förändrats under de senaste decennierna och hur man kan förstå mekanismerna bakom dessa förändringar. Idag råder ett starkt kunskaps- och lärandefokus, där huvudsyftet är att elever ska kvalificeras till nästa nivå i skolsystemet. Detta beskriver vi i boken som en skolarisering av utbildningen och dess konsekvenser berör alla aspekter av utbildning. Skolariseringen syns på policynivå. Den påverkar den pedagogiska praktiken och undervisningen; den förändrar synen på barnet och dess förmågor, och inte minst påverkar den vår syn på vad utbildning är till för. I denna bok används skolstarten och förskoleklassen som exempel, men analysen av skolariseringen är allmängiltig för utbildning och undervisning av barn i hela skolsystemet. Hur kan dessa förändringar beskrivas? Vad bidrar till skolariseringen? Vilken betydelse har denna utveckling? Detta är angelägna frågor för alla som är engagerade i utbildning. Därför är det viktigt att lärare och lärarstudenter får ett språk för att kritiskt kunna granska och diskutera vad skolariseringen innebär - både för dem själva och för deras profession.
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| 65. |
- Acosta García, Nicolas, 1986, et al.
(författare)
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Disagreeing well in an unparadigmatic field: a response to Bodin (2021)
- 2023
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Ingår i: Sustainability Science. - : Springer Science and Business Media LLC. - 1862-4065 .- 1862-4057. ; 18, s. 1049-1052
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In a recent opinion article, sustainability researcher Örjan Bodin claims that a shift leftward in sustainability science has rendered certain topics and research methods taboo, thus inhibiting the field’s ability to contribute to achieving Agenda 2030. In this response, we problematise Bodin’s framing of sustainability science, arguing he has misrepresented the field as “normal” rather than acknowledging its unparadigmatic character. It is precisely the unparadigmatic character of sustainability sciences (plural emphasised) that allows the field to begin addressing the wicked problems of our time. The question is then how to “disagree well” and assure quality in this unparadigmatic field.
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| 66. |
- Acosta, Stefan, et al.
(författare)
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Engaging patients and caregivers in establishing research priorities for aortic dissection
- 2019
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Ingår i: SAGE Open Medicine. - : Sage Publications. - 2050-3121. ; 7, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The aim of this study was to establish the top 10 research uncertainties in aortic dissection together with the patient organization Aortic Dissection Association Scandinavia using the James Lind Alliance concept. Methods: A pilot survey aiming to identify uncertainties sent to 12 patients was found to have high content validity (scale content validity index = 0.91). An online version of the survey was thereafter sent to 30 patients in Aortic Dissection Association Scandinavia and 45 caregivers in the field of aortic dissection. Research uncertainties of aortic dissection were gathered, collated and processed. Results: Together with research priorities retrieved from five different current guidelines, 94 uncertainties were expressed. A shortlist of 24 uncertainties remained after processing for the final workshop. After the priority-setting process, using facilitated group format technique, the ranked final top 10 research uncertainties included diagnostic tests for aortic dissection; patient information and care continuity; quality of life; endovascular and medical treatment; surgical complications; rehabilitation; psychological consequences; self-care; and how to improve prognosis. Conclusion: These ranked top 10 important research priorities may be used to justify specific research in aortic dissection and to inform healthcare research funding decisions.
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| 67. |
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| 68. |
- Adams, David, et al.
(författare)
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Challenges, opportunities and legacies : experiencing the internationalising of UK planning curricula across space and time
- 2020
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Ingår i: Town planning review. - : Liverpool University Press. - 0041-0020 .- 1478-341X. ; 91:5, s. 515-534
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on interviews with selected UK planning academics and survey results from current planning practitioners, this article provides valuable and timely perspectives on how internationalisation is experienced by those within and beyond the immediate institutional context. Although internationally focused planning education helps planners tackle the manifold urban challenges in the global South, the article goes on to argue that relational approaches hold much promise for planners working in so-called developed countries, including the UK, to understand the diverse needs of different diasporic communities. Such knowledge is crucial to develop sustainable planning solutions in the face of uneven processes of urban development.
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| 69. |
- Adamson, Göran, et al.
(författare)
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Johann Herder, Early Ninetenth-Century Counter-Enlightenment, and the Common Roots of Multiculturalism and Right-Wing Populism
- 2014
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Ingår i: Telos. - New York : Telos Press Publishing. - 0090-6514 .- 1940-459X. ; 2014:169, s. 28-38
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Tidskriftsartikel (refereegranskat)abstract
- In The Democratic Contradictions of Multiculturalism, Jens-Martin Eriksen and Frederik Stjernfelt elaborate on the concept of “culturalism.” In Telos 163 (Summer 2013), Eriksen continues to analyze its intricacies under the heading “Culturalism: When the Culture becomes Political Ideology.”2 Horizontal class divisions are out, vertical cultural barriers are in. Seemingly, culture has squeezed out all other concepts. The present essay shall broaden this discussion by asking the question: What is the relation between the Counter-Enlightenment of the early nineteenth century and today's culturalism?
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| 70. |
- Adamson, Göran
(författare)
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Nazism and Germany
- 2017
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Ingår i: The Holocaust. - : Bloomsbury Academic. - 9781440840838 - 9781440840845 ; , s. 460-463
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Bokkapitel (refereegranskat)
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