| 1. |
- Rytzler, Johannes, 1976-, et al.
(författare)
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Approaching Higher Education with Didaktik : University Teaching for Intellectual Emancipation.
- 2019
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Ingår i: European Journal of Higher Education. - : Taylor & Francis Group. - 2156-8235 .- 2156-8243. ; :2, s. 190-202
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Tidskriftsartikel (refereegranskat)abstract
- European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.
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| 2. |
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| 3. |
- Francia, Guadalupe, 1961-, et al.
(författare)
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Children's rights and violence : A case analysis at a Swedish boarding school
- 2017
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Ingår i: Childhood. - : SAGE Publications. - 0907-5682 .- 1461-7013. ; 24, s. 51-67
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect childrenfrom violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.
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| 4. |
- Parker-Jenkins, Marie, et al.
(författare)
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Education for the other : policy and provision for Muslim children in the UK and Swedish education systems
- 2017
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Ingår i: Compare. - : Taylor & Francis. - 0305-7925 .- 1469-3623. ; 47:2, s. 257-270
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Tidskriftsartikel (refereegranskat)abstract
- Metrics Reprints & Permissions PDFAbstractThe European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.
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| 5. |
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| 6. |
- Lagerqvist, Christopher, 1976-
(författare)
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Vad är "högre" i den högre utbildningen? : Om den högre utbildningens kvalitativa mervärde inom historieämnet vid University of Oxford och Uppsala universitet
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under de senaste decennierna har debatten om och insatserna för att kvalitetssäkra svensk högre utbildning och forskning varit omfattande. Att garantera en miniminivå för samtliga utbildningar har varit vägledande för arbetet. Under Uppsala universitets forsknings- och utbildningssamarbete med University of Oxford har vi valt att angripa kvalitetsproblematiken från motsatt håll. Vi har medvetet sökt efter de mekanismer som erfordras för att kunna bedriva en internationellt erkänd och framgångsrik spetsutbildning. Den övergripande frågan har varit vad som i praktiken konstituerar den vetenskapliga optimumnormen inom historieämnet vid University of Oxford.Mer konkret syftar utbildningssamarbetet mellan Uppsala universitet och University of Oxford till att utveckla ännu mer stimulerande och utmanande undervisningsmetoder i ämnena historia, ekonomisk historia och utbildningshistoria. Samarbetet består av tre övergripande moment: (1) att genomföra Oxfordkurser vid Uppsala universitet, (2) att få till stånd ett utbytesprogram för doktorander, och (3) att arrangera årligen återkommande OXFORD—UPPSALA LECTURES AND SEMINARS. I föreliggande rapport belyses det förstnämnda momentet mer ingående, med ett särskilt fokus på utbildningens kvalitativa mervärde: Vad är egentligen ”högre” i den högre utbildningen? Målsättningen är att utveckla och explicitgöra en rad olika arbetsmetoder som alla var för sig dels underlättar och stödjer studentens lärande, dels rustar studenten med erforderliga kunskaper och färdigheter inför det kommande arbetslivet — oavsett om det är inom eller utom universitetsväsendet. Avslutningsvis ges förslag på hur befintliga grund-, master- och forskarutbildningar vid Uppsala universitet ska kunna få ett ännu tydligare analytiskt innehåll. Rapporten bygger på aktivt deltagande, käll- och litteraturstudier, kursutvärderingar samt åtskilliga intervjuer och samtal med forskare, lärare, studenter och administrativ personal i såväl Oxford som Uppsala.Vår ambition är även att föreliggande rapport ska kunna ligga till grund för en mer allmän diskussion om hur svensk högre utbildning ska kunna förbättras genom en tilltagande internationalisering.
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| 7. |
- Svalfors, Ulrika
(författare)
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Mikroaggressioner och kritiskt tänkande
- 2021
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Ingår i: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur AB. - 9789144139029
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Bokkapitel (refereegranskat)
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| 8. |
- Brunosson, Albina, 1986-, et al.
(författare)
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To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
- 2014
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Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
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Tidskriftsartikel (refereegranskat)abstract
- Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44 h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
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| 9. |
- Bengtsson, Stefan L., 1978-
(författare)
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Dark pedagogy : Speculative realism and environmental and sustainability education
- 2020
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:9/10, s. 1453--1465
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Tidskriftsartikel (refereegranskat)abstract
- This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.
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| 10. |
- Göransson, Kerstin, et al.
(författare)
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Voices of special educators in Sweden : a total-population study
- 2015
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Ingår i: Educational research (Windsor. Print). - London : Routledge. - 0013-1881 .- 1469-5847. ; 57:3, s. 287-304
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Tidskriftsartikel (refereegranskat)abstract
- Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name special educators' to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators' work.Purpose: The overall purpose of the present paper is to provide a first overview of special educators' work. The paper investigates these special educators' perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs' and special education teachers' knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school difficulties.Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N=4252, 75% response rate).Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs' and special education teachers' authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.
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