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Träfflista för sökning "AMNE:(HUMANITIES History and Archaeology Archaeology) ;lar1:(hh)"

Sökning: AMNE:(HUMANITIES History and Archaeology Archaeology) > Högskolan i Halmstad

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1.
  • Johansson Wilén, Evelina, 1985-, et al. (författare)
  • Ideologikritikens återkomst
  • 2021
  • Ingår i: Evelina Johansson Wilén, Tomas Wedin och Carl Wilén (red.), Ideologikritik. - Lund : Studentlitteratur. - 9789144139883 ; , s. 17-44
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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2.
  • Historier : arton- och nittonhundratalens skönlitteratur som historisk källa
  • 2009
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • I denna antologi diskuteras hur skönlitteratur kan användas som källa till historiskt inriktade studier. Upprinnelsen är en konferens som hölls hösten 2008 i Göteborg, då företrädare för disciplinerna historia, idéhistoria, ekonomisk historia och litteraturvetenskap presenterade sin forskning. De många bidragen ger en översiktlig bild av forskningen kring litteratur som historisk källa bland svenska forskare.
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3.
  • Johansson Wilén, Evelina, 1985-, et al. (författare)
  • Till ideologikritikens försvar
  • 2021
  • Ingår i: Evelina Johansson Wilén, Tomas Wedin och Carl Wilén (red.), Ideologikritik. - Lund : Studentlitteratur. - 9789144139883 ; , s. 277-308
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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6.
  • Hammarlund, Karl Gunnar, 1954- (författare)
  • Beyond the Book Cover : Curriculum Goals and Learning Materials
  • 2010
  • Ingår i: Opening the Mind or Drawing Boundaries?. - Göttingen : V&R Unipress. - 9783899714821 - 3899714822 ; , s. 107-120
  • Bokkapitel (refereegranskat)abstract
    • Subject curricula of the Swedish school start with a section devoted to “Goals to aim for” or learning outcomes. The outcomes here described are more often than not generic skills or adherence to certain values with the purpose to serve as a foundation for future learning and development. Typical examples are the ability to consciously form and express ethical standpoints based on knowledge and personal experiences or to empathise with and understand other people’s situation.In addition there is another section headed “Goals to be achieved” or learning objectives closely coupled to assessment criteria. These objectives can relate to content as well as to skill, but in both cases they can be described in a final form, as knowledge either gained or not gained. The teacher/examinator should be able to assess to what extent the pupils have attained these objectives and translate it into grades.This double set of goals is, in it’s way, both natural and unavoidable. But an unforeseen consequence is that it renders the Swedish school system a certain degree of ambiguity which in turn can be seen as reflecting a transition from one paradigm of learning to another: one focussing on learning as content and product and the other on learning as process and development. At present the “learning as product paradigm” and a strive for accurate and reliable assessment criteria (that in turn could be used for quality assessment and accountability) dominate the political agenda.The preliminary findings from a survey conducted in 2006/2007 indicate that History teacher vacillate between the content/product and the process/development mode of learning. Teachers express a certain degree of disappointment with the dominating learning tools – the textbooks – that in their opinion focus mainly on content. Working towards the learning outcomes of the curricula will therefore require that textbooks are supplemented with other learning material. The survey results, however, indicates that supplementary learning material plays a limited role in everyday teaching and as a consequence learning objectives rather than the desired learning outcomes become guiding principles. The teachers’ reluctance to step outside the boundaries created by the textbook may at least partly be explained from the fact that the theoretical base of the concept of learning as process and development is of recent date and therefore has had limited impact on teacher education.The aim of the study is to contribute to the understanding of relations between educational goals and educational experience but also, hopefully, to add some useful items to the toolbox of History teaching practice.
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7.
  • Wedin, Tomas, 1981- (författare)
  • The Rise of the Knowledge School and Its Relation to the Resurrection of Bildung
  • 2015
  • Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 2:2, s. 49-67
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article the historical background to the reactivation of the concept of Bildung in the Swedish school debate during 1980s is presented. The article argues that the resurrection of this concept is intimately related to the foundation of the discourse of the Knowledge School (Kunskapsskolan), and shows how these two terms were central in school political program developed by the Knowledge Movement (Kunskapsrörelsen) in the early 1980s. The article shows how the concept of Bildung since it was resurrected not only has been highly contested, but that it was actually reactivated within the same movement that helped pave the way for the manifest economic-instrumentalist school discourse that dominates the current curriculum.
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