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- Thelin, Katina, 1971-
(författare)
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Mellan varumärke och gemensamt raster : Skilda sätt att se verksamhetsidéer för pedagogisk verksamhet
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore the ways in which verksamhetsidé is seen within the Swedish educational context.In Sweden, the concept verksamhetsidé is used for an idea or a set of ideas related to the practice of an organization, for instance a school or a school district. Although the importance of such shared ideas is often pointed out by practitioners as well as researchers within the field of school development, there is little consensus about their meaning. When it comes to questions about the actual function and character of such an idea, or set of ideas, little guidance is found in the literature. This thesis seeks to contribute to such knowledge.In order to describe variations in the ways such ideas are seen as well as in the ways working with such ideas are seen, a phenomenographic study was carried out. The empirical data consist of deep interviews with 14 school directors of education in one larger city in Sweden; each responsible for several schools and preschools in one district. As directors they were all involved in the process of developing a verksamhetsidé, to guide all educational activities in the area.Results suggest that verksamhetsidé can be seen as a trademark, as putty, as a compass, as a map, or as a shared perspective. Each of these conceptions is used as a label for a category of description, and together they constitute one of the study’s outcome spaces. When it comes to working with such ideas, another variation is found. This variation is described through the concepts of top-down implementation and bottom-up sensemaking. Moreover, the data suggest no correlation between a certain way of seeing a verksamhetsidé and a certain way of seeing how to work with it.
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- Bengtsson, Karin
(författare)
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Talandet som levd erfarenhet. : En studie av fyra barn med Downs syndrom.
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents a study of children’s speech. The children have Down syndrome (DS). Often the speech of children with DS is hard for other people to understand. The aim of the study is to try a new way of describing these children’s speech. My perspective reflects an ambition to conceive the children as active, speaking subjects.In phenomenology human beings are regarded as always being intentional. The phenomenological perspective on intentionality views articulation as intentional, even though we normally experience it as “automatic”. This seemed to be a fertile perspective for this study, where the central focus is on the intentionality in the speech, i.e. the relation between the speaker and his or her speech while speaking. I have drawn mainly on Merleau-Ponty’s views on speech.The speech of four children 6–7 years old was studied. The children were videotaped together with an adult in a specific situation (while naming pictures of familiar objects). The children’s speech was transcribed phonetically and some of the words were subjected to acoustic analysis. The main features of the situation were noted down. By means of the acoustic analysis, it was possible to study particular words in minute detail. These words were interpreted in relation to the context in which each utterance was made.The four children all differ individually in their speaking strategies. The children’s speaking strategies may be described as flexible or rigid, diversified or undiversified. Within the child’s total expression there is a part which, in my opinion, the child could reach and develop. In my study, I introduce the terms the accessible speech or the accessible expression for that part of the child’s expression. By the terms the visible speech or the visible expression, I have tried to capture the part of the expression which I conceive that the child is capable of approaching as an object.The terms accessibility and visibility involve the notion of intentionality; the speech is accessible or visible to someone. The children show us what is within reach for them. I believe that a good starting point for supporting the children’s speech development is the point where they reveal accessible and/or visible speech.
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- Bernmark-Ottosson, Ann
(författare)
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Demokratins Stöttepelare : En studie av lärarstuderandes demokratiuppfattningar
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to analyse and describe the way prospective teachers of social science understand democracy and its conditions, and, on the basis of these descriptions, to discuss the actual and possible forms and contents of teaching democracy both in upper secondary school and in teacher training.The assumption is that students’ conceptions of democracy are influenced by the society they live in and the education they receive. To contextualize students’ conceptions of democracy the theories of Habermas and Dewey as well as some central concepts of contemporary democratic theory are drawn upon. The study primarily focuses on the content of education in democracy. The teachers’ conceptions of their own subject influence the content of their teaching and thus what their students learn. If teachers are aware of various ways of conceiving democracy, and the critical differences between them, their teaching practices may enable students to experience different aspects of democracy and, as a consequence, reach a fuller understanding of it.The empirical data consists of interviews with eight students of political science and eight teacher-students of social sciences. These interviews were carried out before and after they had studied theories of democracy. The study also includes interviews with eight teacher-students who had already finished their theoretical studies in social science and were at the end of their teacher training. In total, 40 interviews were carried out. The interviews were recorded and transcribed. A phenomenographic analysis of the students’ conceptions of democracy was performed, along with a thematic content analysis of their ideas of the conditions of democracy.Three main categories of conceptions of democracy were constituted. In the first democracy was viewed as a possibility to influence political decisions through institutionalized forms. In the second category democracy was seen as a feeling of participation in processes of political decision. In the third category democracy was understood as the possibility to take part in all decisions that concern one’s life. The thematic content analysis showed that the students’ reasoning about the conditions of democracy concerned three main themes: the values of democracy, the individual conditions and societal conditions. Several teacher-students regarded it as their duty to maintain the prevalent forms of democracy in Sweden. Students of political science on the other hand, focused more on developing these forms.Finally, the possible didactic consequences of these different views for the education in democracy in upper secondary schools and in teacher training are discussed.
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- Carlsson, Lena, 1947-
(författare)
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Medborgarskap som demokratins praktiska uttryck : - diskursiva konstruktioner av gymnasieskolans elever som medborgare
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Carlsson, Lena (2006). ). Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieelever som medborgare. Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens. School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas’ emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff’s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way. Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication.
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- Dahlin, Bo
(författare)
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A state-independent education for citizenship? : Assessing students in Swedish comprehensive and Steiner Waldorf schools on questions of civic and moral development
- 2009
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Konferensbidrag (refereegranskat)abstract
- In the wake of globalisation, multiculturalism and the marketisation of schools the education-for-citizenship-question in relation to state and independent schools seems increasingly relevant. This paper is based on a comparison of the civic and moral development of students in Swedish state and Steiner Waldorf schools. The aim of the study was to evaluate the possible differences between the two types of schools regarding their effects on the civic and moral development of students. The study employed both qualitative and quantitative analyses of data from two different surveys and a strategic sampling of schools. In the first survey, the student sample was a cohort of pupils from grade 9 and from the last grade of the upper secondary school (grade 12 in Steiner Waldorf schools). The qualitative analyses were based on a responsive evaluation approach; that is, students were confronted with problems to which there were no given or correct answers. The qualitative data were analysed inductively and thematically. In the second survey, grade 9 students from Steiner Waldorf and state schools were compared regarding democratic attitudes, values and opinions about their school and their teachers. These data were only quantitative. Results of the two surveys showed some significant differences between students from the two school systems. The most striking result of the comparisons concerned the differences between the younger and the older students in their attitudes to social and moral questions. In the state schools, the interest and engagement in social and moral questions were approximately the same in both age-groups, but in Steiner Waldorf schools the older students showed more interest and engagement in social and moral questions. The Steiner Waldorf students also showed more positive attitudes already in grade 9. This result raises the question whether the pedagogical approach of Steiner Waldorf schools has more positive effects on moral and civic development
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| 9. |
- Dahlin, Bo, et al.
(författare)
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An Argument for Reversing the Bases of Science Education : A Phenomenological Alternative to Cognitionism
- 2009
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 5:2, s. 201-215
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Tidskriftsartikel (refereegranskat)abstract
- This paper is a phenomenological critique of some of the basic notions informing much of the research in and practice of science education (SE) today. It is suggested that the theoretical bases of SE are in need of three reversals of primacy: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive action must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences
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