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- Hasselskog, Peter, 1960
(author)
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Slöjdlärares förhållningssätt i undervisningen
- 2010
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Doctoral thesis (other academic/artistic)abstract
- Avhandlingsarbetets syfte är att synliggöra slöjdlärares skilda förhållningssätt i undervisningen. Hur lärare genomför sin undervisning och agerar i förhållande till sina elever påverkar vad eleverna ges möjlighet att lära. Olikheter mellan lärare relaterar också till att slöjdundervisningen skall vara likvärdig. Forskningen inom det slöjdpedagogiska/didaktiska fältet är sparsam. Kännedom om hur slöjdundervisning utöver den man själv har erfarenhet av är begränsad. Slöjdundervisning har studerats med hjälpa av lärare och elevers beskrivningar genom dagböcker. Dessutom har den muntliga kommunikationen mellan lärare och elever analyserats med hjälp av mp3-inspelningar. Resultatet beskrivs dels i form av fyra konstruerade idealtyper: Serviceman, Instruktör, Handledare och Pedagog. Dels i form av tre huvudsakliga förhållnings¬sätt hos slöjdlärarna: Lärare som lägger fokus på instruktion för nästa steg i elevernas arbete, lärare med fokus på att skapa förståelse hos eleverna, och lärare som i första hand stöttar eleverna genom att hjälpa till med det eleverna ber om. I arbetet diskuteras hur de identifierade förhållningssätten påverkar förutsättningarna för elevernas lärande. Detta beskrivs bland annat i form av olika fokus på eller förutsättningar att lära om, i, med och genom slöjdundervisningen. Den studerade undervisningen utmärks av att vara individualiserad, elevernas inflytande och engagemang är generellt stort. I förhållande till likvärdighet möjliggörs därigenom en anpassning till olika elevers förutsättningar. Däremot ges elevernas egna initiativ och ansvarstagande varierande utrymme beroende på lärarens förhållningssätt. Studien väcker också frågor om hur slöjdlärarna uppmärksammar eleverna på vad som lärs, hur det lärs och hur det relaterar till målen för slöjdundervisningen.
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| 2. |
- Hellman, Anette, 1963
(author)
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Kan Batman vara rosa? Förhandlingar om pojkighet och normalitet på en förskola
- 2010
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Doctoral thesis (other academic/artistic)abstract
- Abstract Title: Have you Ever Seen a Pink Batman? Negotiating Boyishness and Normality at a Preschool. Language: Swedish with a summary in English Keywords: Performativity, gender, masculinity, normality, pre- school, children, negotiation ISBN: 978-91-7346-689-9 Gender research has long argued that gender is constructed through social processes. This study explores how this is done among children at pre-school. To achieve this objective the study focuses how norms related to boyishness was negotiated among children in their everyday activities. The theoretical framework rests on concepts from post structural feminist theory, queer theory and critical masculinity research. The material is produced through ethnographic method and two years of field work. At preschool girls and boys acted in a wide variety of different ways not distinctly connected to their gendered identities. One main finding in the study is that out of this maze of practices certain acts are made visible and categorized as typical boyish or girlish. Included in these processes of categorization are assumptions about certain behavior as more correct and natural for different sexes, resulting in discursive positions such as “typical” boys, for example. However, this position is ascribed low status both among teachers and other children. The most attractive position is described as the ”competent child”. When norms about gender differences are made relevant these are foremost manifested in negotiations about specific markers and signifiers, such as voices, movements, specific haircuts, colors and toys. The negotiations did usually not concern if a boy or girl could be part of a play but if the appropriate signifiers were used. The issue was not if a girl could take the position of Batman but whether he could wear pink or not. In that way one can say that construing gender preceded actual experiences of sexually defined bodies. In the study it is concluded that the importance of belonging to a specific gender or sex is accentuated in specific spaces, but less relevant in other. The difference between the spaces lies in how they are opened or closed to a normative gaze. This gendered gaze is manifested not only by actually being seen by teachers and children but also in architecture. To evade this normative gaze children created “secret” spaces either by building small shelters or negotiating specific rooms of friendship. A further conclusion is that when age is emphasized norms about gender are equally stressed. The notion of “being a baby” consisted a very strong marker to police the border between being a sexual subject or not. The study brings out the crucial importance age have also for small children in processes of negotiating and naturalizing two different sexes and the importance of being gendered to be understood and normal.
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| 3. |
- Odenbring, Ylva
(author)
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Kramar, kategoriseringar och hjälpfröknar. Könskonstruktioner i interaktion i förskola, förskoleklass och skolår ett
- 2010
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Doctoral thesis (other academic/artistic)abstract
- In the present study, gender constructions are analysed, as they appear in a preschool, two preschool classes and one class in the first grade. The analysis is based on observations of the interaction that takes place physically and verbally between children and between children and adults in various contexts. Theoretically, this dissertation takes its starting-point in the as¬sumption that gender relations vary with the context, which enables multiple forms of femininities and masculinities. This dissertation consists of two studies based on different empirical data. In the first study, video recordings from the FISK project [The Preschool and School in Collaboration Project] are analysed and takes its starting-point in conversation analysis (CA). The second study consists of data produced from a separate fieldwork carried out in one preschool class, for which I am personally responsible. The fieldwork has an ethnographic approach, as I studied the daily activities of the preschool class for a lengthy period of time. Since the study aims to study constructions of gender in educational institutions, I found Connell particularly applicable as he refers to gender patterns as the gender regime of an institution. In the present study, the analysis is focused on constructions of gender as they occur in school interaction, using Connell for discussion at the global and institutional levels. To further understand these processes at an institutional level, Thorne’s work on borderwork and crossing was applied to the study. Conversation analytical theories were used on the first study to analyse the gender structures as they emerge in interaction at the micro level. As shown both in previous research and in the results of the present study, order and discipline are important parts of the daily routines in preschools, preschool classes and primary schools. One way of maintain order and discipline in preschools, preschool-classes and primary schools are by using sub-teachers. In the present study, I argue that what in pre¬vious research is defined as a sub-teacher consists of different functions where gender constructions emerge in different ways. In the present study, I also analyse and discuss the importance of non-verbal actions. The analysis shows that these actions are important recourses of how gender is expressed. What differs from previous research is that boys hug each other and talk about love. Overall, there are few studies that discuss the importance of bodily interaction, which is why the results of this dissertation ought to be considered as new. In the children’s conversations, body, intimacy and love are topics that occur quite often in their conversations. When talking about love, the children refer to persons of the other sex, so by strictly referring to other sex the children are part of constructing the heterosexual hegemony. Gender boundaries are also strengthened by the teachers’ categorisations of the children. On the whole, the analysis shows that the teachers’ use of gendered categorisations lead to constructions of social hierarchies based on gender. Also, the children are part of this in their use of categorisations in child-to-child interactions as a way of positioning themselves.
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| 4. |
- Runesdotter, Caroline, 1951
(author)
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I otakt med tiden? Folkhögskolorna i ett föränderligt fält
- 2010
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Doctoral thesis (other academic/artistic)abstract
- Folk high schools have often been out of synchronisation: both behind the times and as pioneers, and always eager to keep up with their unique identity. There have been variations over time and simultaneously. Folk high schools are diverse. Folk high schools are economically vulnerable and dependent on external funding. Reduced governmental subsidies and new forms of governance introduced in the 1990s have challenged the institutionalized ways to consider and to run the Folk high schools. The aim of this dissertation is to investigate changes in instutituional logica and identities over time. As the title of this thesis, Folk High Schools in a changing field, suggests, one of the key concepts of the discussion is organizational fields. Organizational fields are perceived as organizations with common structures and aims, operating in a nonlocal environment, kept together by a common meaning system and the conviction that they need each other. The concept of organizational fields is one of the fundamental ideas developed within new institutionalism in organization theory. New institutionalism’s focus has shifted from the individual organization to interaction between organizations and the environment. An organizational field is kept together by cultural frames or patterns of meaning. By employing the concept of organizational field as a tool it has been possible to analyze how the ideas and identities of folk high schools are constructed. The results show that a comprehensive diversification of folk high schools has taken place. The schools have differentiated themselves over time and from each other in terms of their activities and owners. Their relations to the environment are increasingly based on business commissions. The results also show that the school’s activities are increasingly short term focused and quickly carried out. This leads to new and more temporary relations. In the long term, this challenges the common meaning system and the very idea about folk high schools’ uniqueness.
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