| 11. |
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| 12. |
- Dahlberg, Leif, Professor, 1962-, et al.
(författare)
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En intervjustudie om rättstolkning i domstol
- 2016
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Ingår i: Ny juridik. - Stockholm : Karnov Group. - 1400-3007. ; :4, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- Svenska är det språk som ska talas i domstol i Sverige. Sedan 2013 måste domstolar använda sig av auktoriserade tolkar om en eller flera av parterna i ett mål inte talar svenska. I dagsläget råder det brist på auktoriserade tolkar, det finns enligt uppgift bara drygt 200 rättstolkar i Sverige. Att inte använda en specialutbildad tolk innebär stora risker för rättssäkerheten; om tolken inte är insatt i ämnet eller har bristfälliga kunskaper i juridisk terminologi är risken stor att tolkningen blir fel. I denna artikel av fil. dr Gunilla Carstensen och professor Leif Dahlberg presenteras en intervjustudie med domare, advokater och rättstolkar om hur villkoren för tolkning ser ut, vilka valideringsmetoder som finns och hur tolkning i domstol kan förbättras.
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| 13. |
- Lind, Ulla, 1951-
(författare)
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Blickens ordning : Bildspråk och estetiska lärprocesser som kulturform och kunskapsform
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this thesis is to research and discuss the conditions for visual and aesthetic learning processes as forms of culture and knowledge. Poststructural theories are used and the empirical findings are analyzed in relation to visual cultural studies as well as in relation to dominant orders of seeing and regimes of observation in visual pedagogies. The study employs two different research methods for investigating the conditions for children practicing visual languages as communicative and aesthetic learning processes. In the first study, visual and verbal documentation of aesthetic learning processes in four different preschool settings are followed and conducted. In the second study, school children were invited to visually represent their answers to the following question: “Tell in pictures about how it is to be a school child/pupil?” This research contributes to an increased understanding of visual languages, visual culture and aesthetic and creative learning processes contextualized through historical and contemporary meanings of preschools and schools.
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| 14. |
- Olsson, Liselott, 1970-
(författare)
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Movement and experimentation in young children's learning : Deleuze and Guattari in early childhood education
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study departs from experiences made in a setting where preschool children, teachers, teacher students, teacher educators and researchers in the Stockholm area in Sweden have been collectively experimenting with subjectivity and learning since the beginning of the 1990’s. However, during later years, questions were raised in the context of cooperative work about the changes that have been achieved so far, possibly becoming new and somewhat rigid ‘mappings’ of young children and learning. What has become the latest challenge to practice and research is finding ways of regaining movement and experimentation in subjectivity and learning. The present study sets out to contribute to these recent efforts by having as its purpose to construct the problem of how to work with movement and experimentation in subjectivity and learning in the field of early childhood education practice and research. Through weaving together later years efforts in practice, with theoretical resources found in the French philosophers Gilles Deleuze and Félix Guattari, three decisive points are identified in order to work theoretically and practically with movement and experimentation. The first decisive point states that the focus needs to be on process rather than position, as positioning of any kind implies detracting movement from the picture. The concepts ’micro-politics’ and ‘segmentarity’ are used, presenting movement as flows of belief and desire and as that which precedes positions, constituting the starting point of all change in subjectivity and learning. This is connected to how researchers and teachers try to latch on to children’s desires rather than trying to predict, supervise, control and evaluate them according to preset standards. It is argued that in relation to contemporary society, where governing takes place through appealing to these flows of desire, pedagogical and academic institutions need to engage in their own desiring production in order to avoid being inevitably one step behind. The second decisive point states that one needs to admit science’s inventiveness and productiveness, rather than being confined to its critical agenda, as the latter implies that production processes of subjectivity and learning are treated as taking place separately from the undertaking of research, which can only register them, and thereby also immobilize them as effects and not as ongoing and continuously changing processes. It is demonstrated how switching to methods that recognize and account for their own productiveness and inventiveness can account for movement and experimentation. One such method is tried out through using the concept ‘transcendental empiricism’ to account for the collective, intense and unpredictable experimentation that takes place in between researchers and teachers in the above described setting. Another method is tried out through treating the empirical material in the study - pedagogical documentations of learning processes - as ‘events’. Through insisting upon a continuous production of sense in events it is demonstrated how children’s own sense production can be accessed and how this permits to keep the events in which they take part open ended and in movement. The third decisive point concerns the dualism individual/society and states that this must no longer be treated as a cause-effect relationship, as this immobilizes subjectivity and learning and hinders experimentation, but rather one must find another logic for how to treat what takes place in between constructed and imagined entities such as individuals and societies. In an analysis of a project in a class of two years olds, the concept ‘assemblages of desire’ is used so as to describe how subjectivity and learning take on the features of ‘a relational field’, where children through their collective desires produce new realities in the classroom. It is argued that the formalized school and research system could benefit from adding to attempts to predict, supervise, control and evaluate young children’s learning, some of the experiences that become visible in the encounter in between Deleuze’s and Guattari’s philosophy and the practices present in this study. When working theoretically and practically with movement and experimentation it is possible to access very young children’s learning in ways that might force a rethinking of the educational system.
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| 15. |
- Unga, Johanna, 1973-
(författare)
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Det är en spricka i allt, det är så ljuset kommer in… : Matematik och förskolebarns experimenterande och potentialitet
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In preschools it is common that mathematics mainly focuses on how children learn mathematics through everyday activities, or on children´s understanding of mathematical concepts. However, views on mathematics-learning are today deepened and extended, and embrace children’s own mathematical signs, visual representations and bodily experiences. The overall aim of this thesis is to experiment with how this extended view in which children´s engagement and creativity is affirmed, simultaneously as they are developing knowledge about the world of mathematics with its procedures and rules. With inspiration from the French philosophers Gilles Deleuze´s and Félix Guattari´s immanent ontology and transcendental empiricism, and from the pedagogical philosophy of the preschools in Reggio Emilia, I have experimented both with mathematics, and with toddlers’ explorations and potentiality. The research-material primarily consists of video observations and documentations, and it is taken from a project with a mathematical topic through a cooperative work by me, preschool teachers and children aged 1–3 years. Methodologically the work is based on one example from the project where some children explores and experiment on geometric objects. In relation to the example some concepts from Reggio Emilia’s pedagogical thinking and Deleuze´s and Guattari´s immanent ontology are put to work, by focusing on the connections that emerge. The study make visible that children explore and experiment with mathematics in what in the study has called “a relational field of potentiality”. In relation to preschool didactics the study stresses the importance of teachers paying attention to and “listening” to children’s experimentations and sign-making, in order not to interrupt what is emerging/becoming. This requires an environment that embraces “the hundred languages” and enables collective experimentation for thoughts and ideas to be shared in “togetherness”.
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