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- Persson, Anders
(författare)
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Pedagogiskt arbete i olika skolkulturer - om likheter och olikheter i "en skola för alla"
- 2004
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Ingår i: Nära gränsen? Perspektiv på skolans arbetsliv. - 919716707X ; , s. 153-181
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- En skola för alla – är ett uttryck som beskriver en politisk ambition att skapa en för alla elever likvärdig grundskola i Sverige. Som verklighetsbeskrivning har uttrycket emellertid sina begränsningar och det är just det som utgör bakgrund till föreliggande text. En skola för alla har vi kanske främst om man väljer att fokusera på olika strukturella förhållanden: skolan är obligatorisk för alla under en viss tid; alla skolor styrs av samma lagar och läroplan och har därmed ett formellt innehåll lika för alla etc. Om vi emellertid väljer att betrakta skolan ur ett individperspektiv blir bilden en annan och kanske finns det då, med en lätt överdrift, anledning att tala om en skola olik för alla. Skolan kan betraktas som en arena där olika aktörer agerar, möts och skapar en faktisk variationsbredd, vilken till följd av bland annat speciella sociala, strukturella och institutionella villkor kan ha ett mer eller mindre tydligt mönster. Syftet med denna text är att presentera ett perspektiv som just visar på sådana mönster i variationsbredden och som därmed också problematiserar föreställningen om en skola för alla. Närmare bestämt presenteras i det följande ett skolkulturbegrepp som kan användas för att synliggöra olikheternas mönster i en skola för alla. Dessa olikheter tar sig bland annat uttryck i skilda sätt att gestalta vad som kallas pedagogiskt arbete både lärarnas och skolledarnas avlönade och elevernas och föräldrarnas oavlönade pedagogiska arbete och därför beskrivs detta arbete översiktligt med utgångspunkt från olika dokument. Slutligen återges iakttagelser om olika sätt att faktiskt gestalta pedagogiskt arbete som framkommit i egna undersökningar av skolor som skolkulturellt är mycket olika.
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| 2. |
- Landström, Inger, 1954-
(författare)
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Mellan samtid och tradition : folkhögskolans identitet i kursutbudets yrkesinriktning
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society.The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'.Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation.One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible).The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions.
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| 3. |
- Minarovicova, Katarina
(författare)
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Cross-professional Issues in Citizenship Educatun, Democracy and Identity Formation : CiCe Guidelines
- 2004
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Annan publikation (populärvet., debatt m.m.)abstract
- The boklet adresses cross-professional issues of concern in citizenship education and in relationship to childrens identity formation. The discussion and guidlines are of interest in teacher training and other professional training. The authors constitute a cross-disciplinary and multi-national group of higher education teachers, engaged in the CiCe Thematic Network.
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| 4. |
- Dunkels, Elza, 1960-
(författare)
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Net cultures
- 2002
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Ingår i: @-Learning in Higher Education. - Linz : Universitätsverlag.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Karlsson Vestman, Ove, 1944-
(författare)
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Evaluation as learning : A study of social worker education in Leningrad County
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The results presented in this report are based upon an evaluation of the "Social project in Leningrad County". The project fan between 1998-2001 and was carried out by the social services in Sörmland County and Leningrad County, with financial support from Sida (Swedish International Development Coop- eration Agency). The overarching goal of the project was to provide support and direction in the development of social services in Russia. The project involved 160 social workers from Leningrad County who look part in a professionai development edu- cation program in Sweden. The program functioned as a support for local social service projects in Leningrad County. The goal of the evaluation was to exarnine the program of education and the manner in which participants used their acquired knowledge and experiences in their own projects. Ove Karlsson Vestman is a professor at Mälardalen University, in the Division of Social- and Behavioral Sciences. He is also the director of The Mälardalen Evaluation Academy - MEA; a multidisciplinary research environment on evaluation theory and practice.
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| 9. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Time use in Swedish schools : from state regulation to micro politics
- 2002
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Konferensbidrag (refereegranskat)abstract
- During the last twenty-five years, Sweden has turned from an education system characterised by strong central management and detailed regulation to having one of the most decentralised systems in Europe (OECD 1998). This shift has been accompanied by the introduction of market mechanisms, such as choice, vouchers and increased competition, and by considerable cuts in the budgets of municipalities and schools. Today the State prescribes the educational objectives of pre-school, primary and secondary school, and controls the extent to which educational goals have been reached. Most other decisions, however, concerning e.g. the organisation of work, choice of methods and class sizes, are delegated to the local and, in particular, to the school level. Recently, still further steps towards decentralisation and deregulation have been taken, in regards to the regulation of time use and time allocation in primary school. In this paper we critically examine the potential effects and importance of such a step, based upon an empirical study among school managers and headmasters. 1 Initially, the Swedish case is briefly presented and discussed in an international perspective.
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