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- Niklasson, Laila
(författare)
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Medborgaren som pedagogiskt projekt
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogic practice often involves preparing the student for different roles in society as well as personal development. The aim of the thesis is to investigate how the concept citizen is understood by single individuals and is shaped in pedagogic practice. Its theoretical starting points are taken from sociological theories about society and from theories about education. It is primarily Jürgen Habermas’ theories about society and communication that provide the framework for this investigation and discussion. Even the criticism which Habermas has received is presented and discussed. Society is presented as divided in a private and a public sphere where the individual fulfils the role as a citizen by acting in the public sphere. Four empirical studies are carried out; interviews with single individuals, observations at a folk high school, observations in study associations and analysis of reports from European projects where folk high schools and study associations participated. The public sphere that is most apparent is an every day, local public sphere where single individuals and participants in folk high school and study associations discuss common matters. In the discussion there are few references to public political discussions on national or international level. Assuming that citizen is defined broader than as a relation between the individual and the state, the study presents and discusses a variety of ways to act as a citizen within and outside pedagogic practice, and also the obstacles. The thesis provides arguments for a discussion about the concept citizen and citizen action within pedagogic practice. There are also arguments for independent citizen actions outside the pedagogic context. Thereby the citizen action can be brought back to the pedagogic discussion for reflection.
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| 3. |
- Karlsson, Ove, 1944-
(författare)
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Att utvärdera - mot vad? : Om kriterieproblemet vid intressentutvärdering
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to make a critical analysis of the criteria problem inherent in stakeholder evaluation, especially the problem of how to select different criteria in a situation of rapid political change and conflict among different stakeholder groups in the programme context. The aim is also to make a critical examination of the possibilities for a fair and just evaluation of official educational and social programmes.The study is composed of four sections. In the first section the research problem and the aims of the study are introduced. Then the theoretical basis of the study and the connection with the theories of evaluation are discussed. The second section of the thesis contains a deeper analysis of political changes in society and an examination of the circumstances and development lines of the evaluation and the stakeholder evaluation.In the third section the case study and an analysis of different judgement criteria and conflicts of the interest groups are presented. The fourth section contains a discussion of strategies for handling the problems emerging in the shape of general criteria, e.g. social justice, or of contextual equity criteria. Possibilities for a powerffee dialogue between the interest groups, in order to agree upon certain common criteria, are examined in a critical way. How different judgements can be structured together by consensus is analysed from a cognitive and an action-oriented perspective. At the end, some reflections are done about the stakeholder evaluation, its political dimensions and the connections between evaluation theory and political philosopy and political theory.The thesis shows that evaluation of official programmes places the evaluation in the centre of a political context with different stakeholder groups and conflicts. The thesis makes clear that a more explicit perspective of political theory could be a constructive way forward for the further development of evaluation theory.
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