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Träfflista för sökning "AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogy) "

Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogy)

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1.
  • Basic, Goran, 1972- (författare)
  • Coherent triads and successful inter-professional collaboration : narratives of professional actors in the Swedish child welfare system
  • 2019
  • Ingår i: Successful collaboration. - : Taylor & Francis. ; 9:3, s. 235-249
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to analyze how and when the professional actors within the Swedish child welfare system portray successful cooperation and determine which discursive patterns are involved in the construction of this phenomenon. The empirical basis for this study is formed by 147 recorded interviews with institution-placed youths, their parents, and different occupational categories within the social services and the Swedish National Board of Institutional Care. Analytical findings with the following themes are presented: (1) coherent vision triad, (2) coherent rhetorically accepted triad, and (3) coherent exclusive triad. The personal interactive aspect of cooperation among professional actors in the care of children is important for successful collaboration. This aspect also appears to be significant for producing and reproducing joint collaboration identities. However, joint collaboration identities and the coherence triad can limit the sphere of cooperation to the entities involved in the care of youths and the juvenile or his/her parents are left out.
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2.
  • Välfärdspolitik i praktiken : om perspektiv och metoder i forskning
  • 2007
  • Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
    • Förändringar av människors villkor i samhället kräver nya sätt att forska. I den här antologin presenteras olika redskap för kvalitativ forskning om välfärd. I antologin utgår forskarna från redan välkända traditioner inom samhällsvetenskaplig forskning, men argumenterar inte bara för etablerade forskningsmetoder och teoretiska perspektiv inom välfärdsforskningen utan också för nya. Antologin har arbetats fram inom ramen för Nordiska Sommaruniversitetet och därmed influerats av olika forskningstraditioner som förekommer vid universitet och högskolor i Norden. Nya forskningsmetoder där människornas egna utsagor och upplevelser tillvaratas kan tolkas utifrån redan etablerade teoretiska perspektiv som fenomenologi, hermeneutik och interaktionism. De forskningsansatser som presenteras möjliggör att människor även själva är med och formulerar bilden av sina livsvillkor. I antologin visas hur forskning med dessa ansatser kan ske tillsammans med människor i olika åldrar och livssituationer. I antologin visas också att komparativa ansatser kan öppna för nya insikter om olika dimensioner i välfärdsystemet som en kulturell praktik.
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4.
  • Webb, Louisa, et al. (författare)
  • Healthy bodies : construction of the body and health in physical education
  • 2008
  • Ingår i: Sport, Education and Society. - London : Routledge. - 1357-3322 .- 1470-1243. ; 13:4, s. 353-372
  • Tidskriftsartikel (refereegranskat)abstract
    • In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’*for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation.
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5.
  • Öhman, Marie, et al. (författare)
  • Feel good—be good : subject content and governing processes in physical education
  • 2008
  • Ingår i: Physical Education and Sport Pedagogy. - Abingdon, Oxfordshire : Routledge. - 1740-8989 .- 1742-5786. ; 13:4, s. 365-379
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: In this paper a study of both subject content and governing processes in Swedish physical education is presented. The reason why an analysis of both content and processes is of special interest is that it makes it possible to understand the encounter between the institutional level and the practice of education.Purpose: The purpose of the paper is threefold: (1) to analyse the subject content in physical education through identifying discourses embedded in its practice; (2) to illustrate how the subject content is created/re-created in physical education practice through various governing processes; and (3) to discuss how governing processes also become content through thesocialization of students in terms of becoming a certain type of social citizen.Research design and data collection: The empirical material used is collected in connection with a national evaluation of physical education in Sweden, commissioned by the Swedish Government and the Swedish National Agency for Education. This paper uses local curriculum documents from 72 schools and 15 video-recorded physical education lessons from five schools. A starting point for the methodological framework is discourse theory and the governing perspective developed by Michel Foucault (1978/1991, 1980, 1982/2002). The governing perspective is used as a methodological tool, and we work with two overarching analysis themes: one oriented towards what pupils are governed, in terms of discourses embedded in physical education, and the other how the identified discourses are created/re-created in the practice of physical education. We also use the methodological framework as a tool to discuss how the governing processes also become content—a content of socialization.Findings: The results show that physical exertion and active participation are the main threads that run though the analysed material. In connection with physical exertion and active participation, pupils are also encouraged to cooperate with others and to compete. The content of socialization is primarily directed towards different components of willingness, for example a will to do one’s best and a will to try, where the pupils are expected to be participatory, take responsibility and govern their own actions in the direction of that which is most reasonable.Conclusions: A clear message is communicated in physical education in Sweden—be active and work up a sweat. This is also concerned with fostering good character, i.e. creating correct attitudes and approaches through physical activity—be an active and willing person. Physical education is consequently a place where both political volition and the creation of today’s citizens are staged. It is thus not only physical exertion—the physiological effects of exercise and involvement in sports and physical education—that is in the foreground of the activities we study in physical education. It is also about becoming a certain type of social citizen.
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6.
  • Brunnberg, Elinor, 1948-, et al. (författare)
  • Self-rated mental health, school adjustment, and substance use in hard-of-hearing adolescents
  • 2008
  • Ingår i: Life & health young people, Liv & hälsa ung. - : Oxford University Press. ; 13:3, s. 324-335
  • Tidskriftsartikel (refereegranskat)abstract
    • This survey, "Life and Health—Young People 2005," included all 15/16-year-old adolescents in mainstream schools in the county of Örebro, Sweden. Just students with a slight/mild or moderate hearing loss were included. There were 56 (1.9%) "hard-of-hearing (HH) students with multiple disabilities," 93 (3.1%) students who were "just HH," 282 (9.7%) students with some "other disability than HH," and 2,488 (85.2%) students with "no disability." "HH with multiple disabilities" reported considerably higher scores for mental symptoms, substance use, and school problems than the "no disability" group. Those with "just HH" and those with "other disability than HH" had more mental symptoms and school problems than the "no disability" group but no significant differences in substance use. In conclusion, the combination of a hearing loss and some other disability strongly increases the risk for mental symptoms, school problems, and substance use. This group, thus, is an important target for preventive measures.
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7.
  • Brunnberg, Elinor, et al. (författare)
  • Tinnitus and hearing loss in 15-16-year-old students : mental health symptoms, substance use, and exposure in school
  • 2008
  • Ingår i: Life & health young people; Liv & hälsa ung. - : Taylor & Francis. ; 47:11, s. 688-694
  • Tidskriftsartikel (refereegranskat)abstract
    • The current study assessed the responses from a survey titled ”Life and Health – Young People 2005”, completed by 2.878 15-16 year-old adolescents in mainstream schools in the county of Örebro, Sweden. Thirty-nine percent of students with hearing loss (slight, mild, or moderate) and 6% of students with normal hearing reported tinnitus often or always during the past three months. Almost no gender difference was observed among students with normal hearing reporting tinnitus (boys 6.3%, girls 5.6%); however, a gender difference was noticed among hard-of-hearing (HH) students (boys 50%, girls 28%). Adolescents with both hearing loss and tinnitus reported considerably higher scores for mental symptoms, substance use, and school problems than other students. Anxiety in the past three months, male gender, and alcohol consumption in the past year were associated with tinnitus in HH students; irritation and anxiety in the past three months, disability, use of illicit drugs, and truancy predicted tinnitus in the normal hearing group. Consequently, students with a hearing loss and tinnitus are at high risk and should be monitored for subsequent problems.
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8.
  • Brodin, Jane, 1942- (författare)
  • IRIS Teacher Training : CD
  • 2009
  • Ingår i: IRIS Improvement through research in the invclusive school.
  • Annan publikation (övrigt vetenskapligt)abstract
    • CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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9.
  • Svensson, Teresia, 1975-, et al. (författare)
  • Miljövetenskaplig undervisning i högre utbildning
  • 2016
  • Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
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10.
  • Basic, Goran, 1972-, et al. (författare)
  • Crimes Against Humans and Crimes Against Humanity : Analysis of Documents Produced During Trials at Tribunals After the War in North-West Bosnia and Herzegovina
  • 2018
  • Ingår i: Book of Abstracts. Crimes Against Humans and Crimes against Humanity. Implications for Modern Criminology. 18th Annual Conference of the European Society of Criminology, European Society of Criminology and University of Sarajevo, Sarajevo, Bosnia and Herzegovina (20180829-20180901)..
  • Konferensbidrag (refereegranskat)abstract
    • The aim of the study is to analyse documents produced during trials at the International Criminal Tribunal for the former Yugoslavia and the Section for War Crimes of the Court of Bosnia and Herzegovina concerning the 1992 war in north-west Bosnia and Herzegovina. The documents construct and reconstruct the categories of victim and perpetrator at a symbolic level. Punishing the offenders for war crimes is a means by which local and international courts attempt to eliminate the ideology on which the atrocities were based. The study interprets the documents as rhetorical warnings to future belligerents. Warfare that targets civilians and lack of respect for human rights are construed as unacceptable. In revealing the scope of war crimes committed during the period, the documents represent an attempt to influence the local and international community. They implicitly define the categories of victim and perpetrator, highlighting the individual and visible punishment to which the latter are subject while implying that their ideology has thereby been eliminated. The documents emphasize the role of individual responsibility in future wars. The presumption is that peer pressure is no excuse for war crimes and that civilians are never to be targeted.
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