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- Klaar, Susanne, 1964-
(författare)
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Naturorienterad utbildning i förskolan : pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to investigate, illuminate and clarify meaning making processes and content when children between the ages of 1-3 encounter nature in a preschool practice. Further, the aim is to develop and illustrate action-centred methodological approaches that facilitate investigations of individual, social and cultural dimensions of preschool children’s meaning making of nature. The results are presented in four substudies that all take their starting points in John Dewey’s pragmatic philosophy, with a specific focus on Dewey’s concept of transactions, his theory of action and educative experience as meaning making. In the first substudy, a Practical Epistemology Analysis (PEA) is developed and used to investigate physical meaning making by studying actions and the consequences of these actions. In the second sub-study, a Custom Analysis is developed to facilitate investigations of how the preschool culture contributes to children’s meaning making of nature. An Epistemological Move Analysis (EMA) is used in the third sub-study for investigations relating to teachers’ guiding processes. Here, a Substantive Learning Quality Analysis (SLQA) is also developed and used for investigations of multi-dimensional learning qualities in children’s learning about nature. In the fourth substudy, the analysis methods above are refined to form a tool that can be used by teachers in their reflective work with pedagogical documentation in preschool practice. The results illuminate a multifaceted perspective of meaning making about nature. In this context, meaning making includes cognitive, physical, moral and aesthetical qualities, and nature content includes caring for nature, health and well being in nature and knowledge about natural phenomena and processes. The results contribute to a critical discussion about preschool science education that concerns how preschool practices can highlight nature learning and the multifaceted aspects that are of importance for making meaning of the environment and of life.
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| 2. |
- Saar, Tomas, 1953-, et al.
(författare)
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Det politiska barnet : Bidrag till utforskandet av barn och barndom som politiska kategorier
- 2009. - 100
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vad är barn? Vid en första anblick kan frågan förefalla onödig, som ett sätt för forskare att krångla till något som alla vet. Tänker man efter en stund upptäcker man att det kanske inte är så självklart. Det finns en rad olika uppfattningar om hur man ska uppfostra, undervisa, möta, skydda, frigöra, ordna miljöer för och vägleda barn in i samhället. Bilder av barn och barndom varierar också historiskt och mellan olika sammanhang. Barn har framställts som naturliga, kompetenta, otämjda, ondskefulla, upproriska eller änglalika, för att ta några exempel. I den här antologin svarar vi inte på frågan om vad ett barn är. Däremot undersöker vi hur olika uppfattningar och bilder av barn och barndom uppkommer och vad de får för konsekvenser för till exempel omsorg, utbildning, föräldraskap och samhällsplanering. Ett genomgående tema i antologin är att diskutera hur barn kan förstås som en politisk kategori, där maktordningar, tillhörigheter, exkluderingar, gränser och hierarkier produceras och normalitet upprättas. Antologin är resultatet av en forskarutbildningskurs som hölls på Karlstads universitet hösten 2008. I kursen ville vi utforska hur barn och barndom kan förstås som politiska kategorier och öka vår gemensamma förståelse snarare än att presentera färdiga förklaringar. Samtliga deltagare ställde sig positiva till att avsluta kursen med varsitt bidrag med en egen infallsvinkel till antologin. Lärare på kursen liksom redaktörer för antologin är professor Solveig Hägglund, docent Annica Löfdahl och lektor Tomas Saar. De ingår i forskargruppen utbildningsvetenskapliga studier av barn och barndom (UBB) vid Karlstads universitet och kursen och antologin är ett exempel på den verksamhet som bedrivs i forskargruppen.
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| 3. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 4. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Local enactment of the Swedish ‘advanced teacher reform’
- 2019
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 51:3, s. 326-341
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.
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| 5. |
- Löfdahl, Annica, 1960-, et al.
(författare)
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What happened to the glowing activism in the Swedish School Rebellion on Facebook?
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation focus on Swedish teacher’s School rebellion on Facebook, a group whose conversations early in the spring of 2021 were filled with enthusiasm and glowing activism. In about 650 post every month, teachers vividly discussed how to improve the Swedish school and the working conditions for teachers. However, in the following year there was a sharp decrease in the number and type of posts in the group. To understand the changes of the group discussions, the aim of this paper is to study what content is given presence in the posts and to analyse to what extent this is deliberated on between the teachers.Our theoretical perspective is inspired from research on deliberative communication, where analyses of arguments, stances and concretizations are made (Englund, 2006). We are particularly interested in how different perspectives in the posts and comments are received and if there is space for tolerance and respect for different viewpoints. We have followed the activities (posts, comments and likes) in the rebellion group from March 2021 and intensively for ten weeks, then occasionally until March 2022. As the posts rapidly decreased, we searched among the about 100 posts made by the administrators, from which we selected ten for further analyses. Repeatedly during the year, the administrators tried to initiate and stimulate discussions, by asking for advice on how the group should act, what focus the members wanted the group to have or by challenging the members to react on or think about specific issues. Thereby, we direct a specific focus at the administrators’ roles to create a conversation climate that support the group’s ambitions.We found that the administrators, besides asking the teachers to present topics of interest, to initiate several different issues to discuss in the group. When we analysed the conversations in the light of the concept of deliberation, we found in some posts no deliberative approach at all, in other posts a pre-deliberative approach and in some posts even a counter-deliberative approach to appear. From these findings, we discuss the administrators’ roles in keeping the spirit and glowing activism alive. The specific Facebook forum for these conversations is discussed in terms of online deliberation and specific limitations and possibilities. When it concerns the question of content, it is naturally so that the content is important for the discussion to be liked and commented on by the teachers in the group. However when the conversation does not have a clear agenda, when discussions are not followed up by the administrators, who started the thread - or even when the admin takes over and hijacks the discussion - the interest becomes less among the members and the glowing activism seems to fade out. The topic is of high relevance to the Nordic educational research as similar online forum show up in all Nordic countries, discussing issues of relevance for schools’ and teachers’ work.
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| 9. |
- Enochsson, Ann-Britt, et al.
(författare)
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Incongruence in Ethical and Methodological Issues in Research Concerning Children's Perspective
- 2003
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Konferensbidrag (refereegranskat)abstract
- Abstract Experiences from two doctoral dissertations where childrens perspective has been focused have shown that ethical as well as methodological issues have to be highlighted. Interview studies and ethnographical studies often take up the perspective of the researcher or other adults to obtain as valid results as possible. The authors would like to extend the problem to include also what it means to the children in preschool and school to participate in a scientific study, and put focus on ethical aspects which can arise when chil-dren and researchers meet.
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