| 1. |
- Wahlström, Ninni
(författare)
-
The new open method of cordination : a paradox?
- 2007
-
Konferensbidrag (refereegranskat)abstract
- Utifrån ett läroplansteoretiskt perspektiv diskuteras Lissabonstrategins 'öppna samordningsmetod' och dess konsekvenser för statens roll som arena för kamp mellan olika sociala krafter. Frågan problematiseras med hjälp av Nancy Frasers diskursiva tolkning angående 'kampen av behoven' i senkapitalistiska samhällen. I detta papers andra del ägnas särskild uppmärksamhet åt att undersöka hur indikatorer inom den öppna samordningsmetoden byggs upp och verkar i två riktningar, styrande och utvärderande
|
|
| 2. |
|
|
| 3. |
- Wahlström, Ninni
(författare)
-
A relational and communicative understanding of education : on Dewey’s reconstruction of experience and Davidson’s three varieties of knowledge
- 2008
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to examine in what ways Davidson’s meaning theory might complement a communicative understanding of experience, emphasizing an intersubjective conceptualisation of knowledge, and its implications for education. In this paper I begin with an introduction concerning why relations are coherent with education. John Dewey, as a proponent of a relational view of knowledge of the world, defined in his reconstruction of the concept of experience how experience is permeated with relations (human and others) and knowledge, and, at the same time, has communication as its prerequisite. This is the theme for the second part of the paper. In the third sector I discuss how Donald Davidson’s Theory of Meaning might complement an understanding of how communication ‘works’ more in detail and why knowledge is a relational affair. I also give details about on what points I make the connections between Dewey’s and Davidson’s different philosophies. In the fourth, and final, part I relate this discussion to its implications for education.
|
|
| 4. |
- Wahlström, Ninni
(författare)
-
Between efficiency and education : different interpretations of learning within a goal- and result oriented educational system
- 2008
-
Konferensbidrag (refereegranskat)abstract
- This paper examines in what different ways the local schools interpret what is sometimes called the “commission of knowledge”, stated in policy documents and emphasized in a result oriented educational system (cf. the term ‘commission of knowledge’ in for example SOU 2007:101). The Curriculum for the Swedish Compulsory School System, Lpo 94, states that “the function of education is to promote learning for stimulating the individual to acquire knowledge”. So, in what different ways do teachers, head teachers and pupils perceive the concept of learning? The purpose of this paper is to examine in what different ways the curriculum’s offer of learning is interpreted and constituted in local school arenas.
|
|
| 5. |
- Wahlström, Ninni
(författare)
-
Equivalence and knowledge : a discussion with its starting point in two ambigous concepts
- 2007
-
Konferensbidrag (refereegranskat)abstract
- Utifrån ett perspektiv om språket som konstituerande för social handling problematiseras de båda begreppen kunskap och likvärdighet i ett svenskt läroplansteoretiskt perspektiv. Genom en analys av tre kunskapsperspektiv som kan sägas konstituera läroplanens uppfattning av kunskap, problematiseras lokala måldokument och den kunskapsuppfattning som kommer till uttryck i de ur ett likvärdighetsperspektiv intressanta formuleringarna om mål att uppnå
|
|
| 6. |
- Wahlström, Ninni
(författare)
-
Likvärdighet : ett begrepp med skilda demokratiska dimensioner
- 2006
-
Ingår i: Om demokratins villkor. - Örebro : Örebro universitet. - 9176684636 ; , s. 59-75
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet undersöks hur olika uttydningar av innebörder i begreppet likvärdighet samtidigt kan öppna för olika betoningar av hur kunskap uppfattas. Inom utbildningspolitiken har en likvärdig skola diskuterats i termer av enhetlighet, lika möjligheter och måluppfyllelse. Denna förskjutning i konceptionen av likvärdighet leder på samma gång till ett skifte i betoning från utbildning som gemensam referensram till utbildning som en mera individuell angelägenhet. Analysen utgår från John Deweys diskussion om två olika ansatser för utbildning: en betoning av kunskaper som fristående objekt respektive en betoning av utbildning som social handling.
|
|
| 7. |
- Wahlström, Ninni
(författare)
-
Understanding the universal right to education as democratic iterations : from preparatory deliberations until today - the example of Sweden
- 2008
-
Konferensbidrag (refereegranskat)abstract
- This paper examines how the universal human right to education can be understood in terms of what Seyla Benhabib considers as ‘democratic iterations’. By examining the use of the article on the universal right to education in the European Convention on Human Rights over a period of almost 60 years, not as an article with an unambiguous meaning, but as an article which from its very start was the subject of different interpretations and desires, I will argue for an understanding of the process of transforming universal right into both national law and debates, as democratic iterations. Thus, the aim of this paper is to explore the process of establishing the article on right to education, the European Convention on Human Rights, First protocol, within the domestic policy arenas in Sweden, until today.
|
|
| 8. |
- Schmidt, Catarina, 1964-, et al.
(författare)
-
The situational in critical literacy
- 2022
-
Ingår i: The handbook of critical literacies. - New York : Routledge. - 9780367902599 - 9781003023425 - 9780367902605 ; , s. 419-427, s. 419-427
-
Bokkapitel (refereegranskat)abstract
- In this study, we draw from pragmatism and transactional realism to conceptualize the meaning of critical literacy. As Sundström Sjödin (2019) writes, “[t]he critical stands for moments which are radical and urgent, political, challenging, transformative and liberating” (p. 87). Transactional realism refers to John Dewey’s version of realism, in which realism is experienced as a function of the organism–environment transaction (Biesta & Burbules, 2003). The aim of this chapter is to contribute to expanding the meaning of critical literacy in line with, for example, “reconstruction” (Janks, 2010, p. 19), “access and equity” (Luke, 2000, p. 459) or critical literacy as “embodied” (Johnson & Vasudevan, 2012, p. 34) to also include the unforeseen critical moments occurring in oral and written text situations in classrooms. These critical moments are not planned beforehand; rather, these moments emerge through interactions in the environment constituted by the teacher, the students, the teaching content, and physical objects. We argue that a transactional understanding of text situations is helpful to understand how certain situations turn into “critical moments”; that is, when students pay attention to critical aspects in text situations and act upon it. Such moments can be acknowledged, rejected, or go unnoticed by the teacher. Such critical thinking and acting might increase possibilities for equity and justice within society, resisting what Freire (1970) referred to as the culture of silence.In this chapter, we describe how this “renewed” concept of critical literacy can be understood as critical moments. We ask: What kinds of critical situated moments appear and what characterizes these critical situated moments? In the following sections, we present current interpretations of critical literacy and perspectives on critical literacy in relation to pragmatism and transactional realism. Next, we outline the methodology and analysis of the situated moments of critical literacy within two classrooms. Lastly, we present the findings and discussion.
|
|
| 9. |
- Bergh, Andreas
(författare)
-
Vad gör kvalitet med utbildning? : Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to investigate what linguistic meanings the concept of quality is imbued with in different educational arenas and to discuss the consequences of such meanings for education. From this aim the main research question is: What does the concept of quality do to education and what does education do to the concept of quality? The question indicates an interest in understanding how the concept of quality and education mutually influence each other. The empirical material consists of national texts written by the government and the national school authorities, mainly between the years of 1997 to 2008, as well as interviews with different people from three local school authorities and schools. Theoretically the approach is inspired by Quentin Skinner and speech-act theory as well as Reinhart Koselleck and conceptual history. While Skinner is mainly interested in the rhetorical use of concepts, Koselleck’s interest lies in investigating how concepts carry historical time. For this study, some analytical concepts are lifted from these two theories and are applied to the empirical material. From the analysis, four concluding criteria of application are formulated: education quality, result quality, market quality and system quality. The result shows that certain meanings, which for a long time have been connected to education and, in this study, are incorporated under the umbrella criterion education quality, have been challenged and partly marginalized. Instead, the dominance of result quality, market quality and system quality lead to an acceptance of new social perceptions in education. The different national and local structures that are developed to measure quality have a high impact on local practice. As a consequence of a shift from goal to result, overriding goals are clarified and made juridically controllable. The changes also lead to consequences for the different actors in the education system, as well as for teachers, national politicians and for national and local school administrations.
|
|
| 10. |
- Frank, Jeff, et al.
(författare)
-
Knowledge, Curriculum and Teaching on Matters That Concern : A Concluding Discussion
- 2022. - 1
-
Ingår i: Equity, Teaching Practice and the Curriculum. - Oxon : Routledge. - 9781003218067 - 9781032110202 - 9781032110219 ; , s. 141-155
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education.
|
|
