| 31. |
- Ekesryd Nordström, Malin, 1971-
(författare)
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Särskild begåvning i en förskola och skola för alla
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on four articles, this compilation thesis analyses different actors’ constructions of giftedness and ideas about meeting gifted children’s needs in preschool and early childhood educational settings. Previous research has highlighted gifted children’s need for early educational adaptations and support for their continued development and maintained desire for learning. Because children’s early educational experiences influence their continued cognitive, social and emotional development, constructions of giftedness at different societal levels surrounding the child were important to explore. Questions addressed included how pre- school personnel, principals and parents of gifted children talk about giftedness, how the construction of giftedness changes over time in Swedish daily press, and what meanings talk about giftedness have for gifted children’s provided education in preschool and school. The theoretical framework underpinning the entire thesis is social constructivism. In addition, special educational perspectives, Bronfenbrenner’s ecological systems theory model, and discourse analysis were used to analyse the respondents’ understandings. Empirically, the thesis is based on material collected in four studies conducted between 2019-2021. These include an on-line questionnaire to preschool personnel (n=78), interviews with preschool teachers (10) and principals (5), interviews with parents (16), and an overview of Swedish newspaper articles about giftedness (n=72). Results show that constructions of giftedness create tensions by generating diverse ideas about the offered teaching in practice, alongside different views of hindering factors for providing an adequate education, organizational thresholds or lack of education about giftedness. Dilemmas included planning an education that meet the needs of all – as well as individual children’s needs. Another dilemma was naming someone gifted in a strong tradition of an egalitarian education. How preschool staff, principals, parents and newspaper debates construct giftedness is vital for making conscious choices and treatment of giftedness in a preschool and school for all.
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| 32. |
- Eliasson, Nina, 1965-
(författare)
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Att kommunicera skolans naturvetenskap : ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.
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| 33. |
- Gonsalves, Allison, et al.
(författare)
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"Brunkers and brave heroes" : Dominant Subject Positions in Figured Worlds of Construction Engineering
- 2019
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Konferensbidrag (refereegranskat)abstract
- Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings.
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| 34. |
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| 35. |
- Gonsalves, Allison J., et al.
(författare)
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"It’s not my dream, actually" : students' identity work across figured worlds of construction engineering in Sweden
- 2019
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Ingår i: International Journal of STEM education. - : Springer. - 2196-7822. ; 6:13, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research in engineering education has pointed to the need for new engineers to develop a broader skillsetwith an emphasis on “softer” social skills. However, there remains strong tensions in the identity work that engineersmust engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills(Faulkner, Social Studies of Science 37:331–356, 2007). This study explores how three unconventional students experiencethese tensions in the final year of their construction engineering program, and as they move in and out of workplacefield experiences.Results: Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore thedominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedishengineering program. Results demonstrate that dominant subject positions for construction engineers can troublestudents’ identity work as they move across classroom and workplace settings.Conclusions: This study expands our knowledge of the complexity of students’ identity work across classroom andworkplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positionsavailable to students are shown to trouble the identity work that students engage in as they move across these learningspaces. We examine students’ identity strategies that contribute to their persistence through the field. Finally, we discussimplications for teaching and research in light of students’ movements across these educational contexts.
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| 36. |
- Gustafsson, Jan, 1960, et al.
(författare)
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Gendered Networks: On power and gender in Acade
- 2011
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Ingår i: Gender and education, konferensbidrag. 27-29/4. Exeter, Storbritannien.
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Konferensbidrag (refereegranskat)abstract
- This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career.
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| 37. |
- Holmgren, Karoline, 1970-
(författare)
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Vad är det som gör att matten blir så svår när de kommer till gymnasiet? : Skolpersonals uppfattningar om yrkeselevers måluppfyllelse i matematik
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Att få en examen från gymnasieskolan är viktigt för både samhälle och individ. Utan fullständig examen riskerar unga att hamna i arbetslöshet och utanförskap. Mot bakgrund av detta är det oroande att ungefär 15 000 gymnasieelever i Sverige varje år avslutar sina gymnasiestudier utan att erhålla full examen. För elever på yrkesprogram visar nationell kartläggning att det största hindret för att nå en fullständig yrkesexamen är matematikkursen (Ma1a), som är den obligatoriska matematikkurs yrkeselever läser under sitt första gymnasieår.Denna licentiatavhandling fokuserar på yrkeselever och deras måluppfyllelse i matematik. Syftet är att bidra med kunskap om vad som enligt skolpersonal påverkar yrkeselevers måluppfyllelse i Ma1a. Syftet med studien är också att bidra med en övergripande bild av flera olika skolaktörers uppfattning om fenomenet.Studien är inspirerad av ett socialkonstruktivistiskt synsätt och baseras på semistrukturerade intervjuer med trettio skolaktörer som i sitt yrke kommer i kontakt med yrkeselever i risk att inte nå målen i Ma1a: pedagoger, skolsköterskor, skolkuratorer, studie- och yrkesvägledare samt rektorer. Studien analyserar skolpersonalens beskrivningar utifrån ett induktivt synsätt för att identifiera aspekter som påverkar yrkeselevernas måluppfyllelse.Resultatet visar att aspekter med påverkan på måluppfyllelsen i Ma1a inte bara har att göra med matematikundervisningen i klassrummet utan även andra delar av elevernas inlärningsmiljö spelar en betydande roll. Studien indikerar att relationsaspekter, emotionella aspekter såväl som aspekter med koppling till yrkeselevernas identifiering med det framtida yrket, spelar en central roll förmåluppfyllelsen. Flera av informanterna uppfattar yrkeselever som mer praktiskt lagda, något som beskrivs som en bakomliggande orsak till flera av aspekternamed negativ påverkan på måluppfyllelsen. Elevers upplevelser från tidigare skolgång uttrycks också som en bakomliggande orsak till flera av de aspekter som under gymnasietiden påverkar yrkeselevernas måluppfyllelse i Ma1a.De viktigaste slutsatserna som kan dras av studien är att andra aspekter än bara ämnesdidaktiska faktorer förefaller spela en viktig roll för yrkeseleversmåluppfyllelse i matematik. Resultatet indikerar hur både sociala och emotionella processer tillsammans med yrkeselevers identitetsskapande är aspekter som inte får glömmas bort i diskussionen om hur yrkeseleversmåluppfyllelse i matematik kan förbättras.
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| 38. |
- Ineland, Jens, 1972-, et al.
(författare)
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Bedömning och betygssättning av elever med utvecklingsstörning : attityder och erfarenheter från pedagogers perspektivs
- 2018
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 23:1-2, s. 107-126
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Tidskriftsartikel (refereegranskat)abstract
- Den nya skollagen som trädde i kraft 2010 stipulerar att elever med utvecklingsstörning ska bedömas och, om vårdnadshavare så önskar, betygssättas. Syftet med föreliggande studie är att beskriva och analysera attityder och erfarenheter bland pedagogisk personal inom grund- och grundsärskola kring bedömning och betygssättning av elever med utvecklingsstörning. Informanterna kom från fem olika kommuner. Resultatet baseras på 115 lärare och pedagogers svar på en öppen och en standardiserad enkätfråga. Den kvalitativa frågan visade på utmaningar med betygssättning, vilka associerades till elevgruppens förutsättningar, rollen som lärare och pedagog samt till policy. Den standardiserade frågan visade att betygsättning har relativt svagt stöd bland lärare och pedagoger. Resultaten pekar på kluvenheten mellan olika logiker och att denna kluvenhet reflekterar en mer övergripande imitations- och autenticitetsproblematik i hanteringen av personer med utvecklingsstörning.
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| 39. |
- Junkala, Hannele, 1963-
(författare)
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Balansakter - kroppar, sexualiteter och det oväntade : kritiska och didaktiska perspektiv på sexualundervisning inom biologiämnet
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sexuality education (SE) involves topics that can be perceived as sensitive and private, which creates challenges for teachers. Teachers in Sweden feel uncomfortable with the subject of SE, as they lack knowledge about LGBTQ issues and experience uncertainty in handling charged discussions. Therefore, teachers need tools for teaching this subject, regarding both the content itself and the teaching methods. Aiming to facilitate inclusive SE, this thesis thus contributes to the knowledge of contemporary SE in Sweden. Two studies were conducted: the first addressing Swedish Biology textbooks in grades 7-9, and the second involving classroom observations in three different teachers’ SE teaching in grade 8. These studies were developed into four papers.Paper 1 presents a content analysis of five Swedish Biology textbooks using feminist, crip and queer perspectives. The results show that trans persons, homosexuality, bisexuality, and heterosexuality are standard content. Representations of disabilities are sparse, while intersex and asexuality are not included. In paper 2, Swedish whiteness is analysed in the textbooks and teacher interviews through the lens of critical race theory. The findings reveal that references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a ‘happy’ place ‘here’, in contrast to less happy places elsewhere, far away ‘there’. Paper 3 concerns different tensions that arise during classroom teaching and how teachers balance these situations. Both the anti-oppressive strategies and the teaching methods focused on processes, facts, and relations are analysed. The results show that teachers can use tensions in SE to challenge prejudice and heteronormative assumptions. Also, teachers’ inclusion of students’ thoughts and worlds, even around controversial topics, creates recognition, subjectification, and meaning making for the students. Paper 4 explores how teachers handle unexpected situations in SE classrooms. The short interruptions are analysed through the theoretical concepts becomings, intensity, and glow.According to the results, when teachers capture unexpected comments, student engagement is aroused, allowing new concepts to enrich the SE content. In sum, this thesis concludes that SE needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and crip. Finally, teachers need to welcome tensions and the unexpected as rich possibilities to capture new SE content and to create student engagement.
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| 40. |
- Junkala, Hannele, 1963-, et al.
(författare)
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Diversity in sex and relationship education – limitations and possibilities in Swedish biology textbooks
- 2022
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Ingår i: Sex Education. - : Routledge. - 1468-1811 .- 1472-0825. ; 22:5, s. 521-537
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Tidskriftsartikel (refereegranskat)abstract
- Shortcomings in sex and relationship education (SRE) related to norms and lesbian, gay, bisexual, transgender, queer, intersex, asexuality (LGBTQIA) perspectives have been reported internationally and in Sweden. This paper reports on findings from a critical study of SRE content in Swedish biology textbooks for 13- to 16-year-old pupils, with the aim of revealing which sexual orientations and bodies are made visible or invisible in the texts. About 200 quotations were selected and analysed, quantitatively and qualitatively, with a focus on limitations and possibilities. The results show that LGBT content is visible in all SRE chapters. However, sexual orientation is often constructed as fixed. Furthermore, stereotypical gender binaries are reinforced via heteronormative assumptions regarding hormones, genitals and reproduction, focusing on differences instead of similarities, and thus limiting the potential to widen non-binary perceptions of bodies and sexualities. Our quantitative analyses reveal that there are few, if any, queer, intersex, asexual or crip/disability representations. If gaps in young people’s knowledge regarding norms, intersex, asexuality, queer and crip sexualities are to be filled in order to promote equality and diversity, it is important to rethink the SRE content of Swedish biology textbooks.
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