| 1. |
- Arfwedson, Gerd B., 1932-
(författare)
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Reformpedagogik och samhälle : en komparativ studie av pedagogiska reformrörelser i USA och Tyskland från 1890-talet till 1930-talet
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study is a comparative, text analytical and humanistic approach to the inquiry into the reform movements in education from the 1890'ies to the middle of the 1930'ies in two countries, Germany and the United States of America. The study also utilizes some newer concepts, as Foucault's concepts of 'discourse' and 'regime of truth'.The comparison is doublesided; it deals with both progressive or reform practice and progressive or reform theory in the two countries. Both practice and theory is (as always) embedded in a specific social and political context. The primary aim is the understanding and mapping of the reform practice and the reform theory, but a second aim is to understand them with account taken to the background of their different contextual conditions. The study will show, that there are some differences between German and American reform practices, but it will also show that the practices in the two countries are much more alike than the theories. It will be shown that the theories are more dependent of the specific historical and cultural traditions, more dependent of a national consensus and a national political basis than is practice. The whole reform movement can, from a social point of view, be understood as the educational answer to the fact of a new industrial era - from an educational point of view it can be understood as an exhange of one curriculum theory for another.The empirical research material, representing reform practice, consists of about a dozen or more rather long discussions of reform schools in each country. In USA these reports and descriptions come from educational researchers visiting schools and in Germany from teachers. The empirical material, representing reform theory consists of philosophical and theoretical issues and discussions among the professors of philosophy and education in each country. A starting-point for the analyses of reform practice is some curriculum principles, expressing the new educational faith in students' freedom, in manual work, and in the need for communication and community life in schools. A starting-point for the inquiry into reform theory is its background of philosohical and ideological views of society and individual, views, that are important features of the theory. During this early reform period several educational sciences were established in both countries. A main interest in this part is first the study of the very kind of sciences which were emerging in USA and Germany, second the differences between them, and third their consequences for the relation between school policy, theory and practice.
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| 2. |
- Emsheimer, Peter
(författare)
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Lärarstudenten som subjekt och objekt : kritiskt tänkande och disciplinering i lärarutbildning
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation poses the problem of control in teacher training. Control is defined as a process in which someone wants someone else to adapt to a specific model of knowledge, to thought patterns, social relationships, and obedience. The main question is:How is control performed in teacher education and what is the relationship between control and exploration?The purpose is to expose problems in teacher training that are related to forming and controlling student teachers, vs encouraging exploration and experimentation and studying how students critical thinking is developed. Data in this dissertation were gathered from interviews with 13 students participating in teacher education. The theorization based on the empirical study is made after the presentation of the material. A hermeneutical approach was used to interpret the interviews.Results are reported in eight chapters in which the interviewees' statements are categorized according to themes. The categories are based on the authors' understanding of the statements in the material. Among other things, students report that they rarely have opportunities to discuss two or more opposing viewpoints that are presented at the same time and with equal importance. Differences between teachers are neglected and sometimes hidden, which will make critical examination more difficult. Interviewees also report that there are small possibilities to work with own experiences from their practice in schools. The education is often perceived as fragmented. Moreover, modeling as a working principle in teacher education is discussed. It can encourage critical discussions if the model is used as something to examine but if it is presented as the only one it can lead to imitative learning. However, the interviewees perceive the education as an uplifting life experience which has forced them to exceed their previous capacities. It has also played an important role in the development of their thinking.The theoretical part is focused upon seeking answers on mainly existential issues, in order to highlight the theoretical possibilities of free and critical thinking. The questions of human freedom, tradition and possibilities to break traditions are discussed. Another question is the disadvantages and advantages of taking into consideration learners previous experiences. In an interpretation of Deweys' educational philosophy, the fundamental character of reflection and its consequences for critical thinking in education is examined.The concluding discussion emphasizes the necessity for education to be open to allow and encourage students' testing of arguments. Only on the basis of what is explicit and in a variety of alternating models it is possible to make a personal choice and develop critical thinking.
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| 3. |
- Juhlin Svensson, Ann-Christine
(författare)
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Nya redskap för lärande : studier av lärarens val och användning av läromedel i gymnasieskolan
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation consists of previously published reports with a summary. The main purpose of the empirical studies is to describe and analyse the function and use of educational media in teaching through the understanding and actions of teachers and librarians. The theoretical frames of reference are "framefactor", curriculum and steering theories. In the summary a new theoretical perspective is adopted. Based on new institutional and sociocultural theory, the use of textbook and information technology is reanalysed as cultural tools.The result is based on three empirical studies. In six upper-secondary schools 35 teachers, librarians and school principals were interviewed about their understanding of textbooks and information technology and the results indicated that the pedagogical aim and structure of textbooks are the main reasons for their use. To obtain a deeper investigation an observation study of three teachers use of educational media in the classroom was carried through. Their use of different types of educational media indicated that their own style/strategy in the classroom determined in what way the textbook was tied to teaching. The case studies were followed by a survey of twenty upper-secondary schools. The main result confirmed the tradition with textbooks and showed that teachers who often use textbooks had more traditional ways of acting in the classroom than teachers who more seldom or never used textbooks. More flexible learning strategies for pupils appeared when teachers had a positive attitude towards information technology.The last part of the dissertation analyses the significance of the historical formal and informal rules and traditions for educational media as mediated means and the possibility for change. The textbook is a cultural tool shaped for the school with its institutional limits. Information technology, in contrast to textbooks, has not been shaped as a unique artefact for education. Teachers used information technology according to the restraints and rules in the activity system as a complex technology they still have not completely appropriated.
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| 4. |
- Rosenqvist, Mia Maria
(författare)
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Undervisning i förskolan? : en studie av förskollärarstuderandes föreställningar
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden an increasing number of children enter school at the age of six rather than as before at the age of seven. There is an increasing need for cooperation between preschool teachers and school teachers. When these two professional groups meet, they use different professional vocabularies. The concept of teaching (Sw. 'undervisning' close to instruction) is not used by preschool teachers, while it is a central concept for school teachers. With this background the purpose of the investigation is to describe and interpret preschool teacher student's images about the concept of teaching in preschool.Three main questions were investigated:How do preschool teacher students discuss teaching in preschool context?What meaning (signification) do they put into the concept?Do the students change their ideas about preschool teaching during their training?The data collection was carried out from the autumn term of 1991 up to and including the autumn term of 1993 at the preschool teacher training at Högskolan Dalarna.Four groups of students were asked to have leader-less discussions about teaching. As a starting point they were provided with pre-constructed questions. Students' statements were analysed by means of Kansanen's model of three levels of thinking; action level, first thinking level and the second thinking level. In the results was shown that a part of the students changed their earlier ideas. As the project proceeded, two of the groups became able to see the difference between teaching and learning and also accounted for ideas about what preschool teaching might be. While talking about teaching the students created new concepts, they used terms like "forest teaching", "teaching play", "secure play" and "care lesson". The kind of teaching they talked about was called "child teaching".The results also brought forward three comprehensive images, of preschool teaching: Synonymity Images, Traditional School Images and Child Care Images. Synonymity implies that the students understand teaching as synonymous with the occurrence of learning. Traditional School Images imply that the students are of the opinion that the teacher is the one who is active and instructs the pupils what to do. Child Care Images imply an outlook on teaching that it must not be noticed, the child must not be influenced directly, but more indirectly by means of material and playing.The analysis indicates that some of the preschool teacher students have changed their images during the series of discussions about the same concept, from a more restricted to a more expanded and reflective outlook on teaching in preschool. Some students have changed their views, while others have not or only to a little extent. The rapidity of this process differs between students.It seems that the training played a minor part for the students' reflecting on teaching in preschool. The investigation shows among other things that the training does not expose them to challenges that make them develop their thinking and ideas on teaching and learning. It also seems that a conscious and reflective planning is an important prerequisite for seeing the daily teaching in a perspective and being able to reflect upon it. Nothing seems to indicate that the students during their trainee periods have analysed the relationship between teaching and on the other hand learning an the children's activities such as free play.The fact that students only to a limited extent carried out the discussions at the second thinking level indicates that pedagogical and other theories should be studied in the preschool teacher training so that these theories later may function as efficient and forceful tools in the work.
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| 5. |
- Ajagán-Lester, Luis, 1949-
(författare)
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"De Andra" : afrikaner i svenska pedagogiska texter (1768-1965)
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines the way in which the image of the Sub-Saharan peoples is presented in the schools texts used in Sweden. The concept of ‘educational texts’ includes both used reading books and school texts for teaching geography. This study primarily concentrates on educational texts from 1768 up to 1965.The guiding questions of this research are as follows: What are the social factors that have contributed to shaping a certain image of Africans? What kind of messages concerning Africa may be detected in school texts? What type of emphasis can be perceived (in Africa’s discursive field)? What messages emanating from other cultural contexts have led to the elaboration of Swedish texts about Africa? How was the Swedish mental chart about Africa structured? What social identities led to the making of such texts? What type of ‘knowledge’ has been excluded from these school texts?The theoretical guidelines that organise this research are founded in Mikhail Bakthin’s critical discourse analysis and dialogism, the socio-semiotics approach and Raymond Williams’ notion of selective tradition. Raymond Williams’ notions of dominant culture transmission indicate that this process is characterised by selectivity of existing knowledge in a given historical period.The material has been classified into four periods. The first embraces the period from 1768 to 1850. It is characterised by its emphasis on the cultural differences between Africans and Europeans, who were considered sub-human and civilised, respectively. The second period - 1850 to 1920 - introduced the racial bias into the corpus of school texts. The metonymic language identifies Blacks with inferiority and Whites with superiority. During this period, school texts reproduce without criticism the colonialist’s arguments. The texts are permeated by oppositions of the type ‘we, the civilised’, ‘they, the barbarians’, ‘culture’ vs. ‘non-culture’, ‘religious’ vs. ‘pagans’, etc.The third period covers texts from mid-1920s till the end of the 1950s. School texts are impregnated of virulent scientific racism. Craniology and the idea of hereditary racial superiority or inferiority structure the examined texts.School texts of these three periods tend to monology and single-emphasis. In the early 1960’s - the last period under examination - witnesses the emergence of texts without racist contents. This period saw the appearance of books providing space for a large variety of voices and their main feature is dialogical. The stress on the difference between ‘them’ and ‘us’ gives way to the ‘similarity’ among cultures. This was the period of the gradual disappearance of such way of thinking that opposes ‘civilisation’ (us) and ‘barbarous’ (them).Our research indicates that the processes of selection of school knowledge play a fundamental role in cultural reproduction. The fact of having conceded a privilege position to some knowledge and disregarded others, led to the emergence - for almost 200 years - of a clear object in school discourse: the “alien-inferior-other”.
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| 6. |
- Andersson, Lars, 1942-
(författare)
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Militärt ledarskap - när det gäller : svenskt militärt ledarskap med fredsfrämjande insatser i fokus
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Since 1996 peacekeeping operations are a high priority for the Swedish Defence Forces. The experiences from these operations will influence the future military lead-ership education and training and the writing of this thesis should be regarded from that perspective. My main purpose is to examine military leadership in order to im-prove the leadership education and training within the Swedish Defence Forces. I have posed three research questions. What important steps have been taken in the develop-ment of leadership within the Swedish Defence Forces during the last century? How does this development of military leadership stand out in relation to the development in other countries? How is military leadership managed in international operations?This thesis begins with a survey of the leadership in the Swedish, Norwegian, American, and Israeli armies. The central part comprises studies of two Swedish bat-talions in Bosnia. The leadership in the Swedish Defence Forces has a very good repu-tation, due to the extensive reforms in educational leadership. However, as a military commander it is not sufficient to be a good and successful educator. You are also ex-pected to be able to conduct your unit in peacekeeping operations as well as at war. In general Swedish officers have not had that kind of experience, foremost due to the fact that Sweden has not been in a war for almost 200 years.Throughout the case studies I have used a multi-method technique, in which an im-portant part of the method was direct observation. I stayed with a UN-battalion for three months and with another battalion, which was under NATO command, for one month. In the thesis I give an inside perspective of the leadership of the battalions in Bosnia. I illustrate different leadership problems that have appeared throughout my study and describe the environment that the peacekeepers lived and worked in. In the discussion I change focus from the two case studies to the socialization process of the Swedish officers. I relate to the French sociologist Bourdieus´ theoretical concepts when I explain the role-conflict that Swedish officers are facing during international operations. The Swedish Defence College has started a programme to develop leader-ship for the twenty-first century. The biggest challenge is to deal with the general per-spective of the whole organization and its core values in relationship to the role of leadership. Other challenges are the insufficient coordination in the military leadership education and the existing communication problems between different officer groups. I wrap up the thesis with a proposal of a strategy that will help the progression of the Swedish military leadership.
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| 7. |
- Bjuremark, Anna, 1950-
(författare)
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Att styra i namn av akademisk kollegialitet
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study can in greater detail be described as makingan analysis of the role of knowledge, as well as the assumptions inscribedin knowledge, in the practices of governing academic subjects liketeachers and researchers. The point of departure is the new concepts of theinteraction between individual freedoms and social norms that emergedrecently in the context of the political governance of higher education(Management). The study also includes genealogical analyses of how thenew forms of governance are related to historical imaginaries of the Academy(past times), and how such historical material is reproduced and operatesin today’s Swedish University settings.The historical material consists of texts regarding the history of theUniversity, public material such as official reports of the State (SOU) andgovernment bills and it also includes reports from a national symposium onthe university in the middle of the 1980’s.The empirical material consists of an impressionistic ethnographic fieldstudy from 10 meetings of the deans’ council in the second part of1998 (Study 1), 27 in depth interviews; 10 interviews with deans (Study 2),11 interviews with the members of the university board and finally 4 interviewswith external informants (Study 3).The theoretical guidelines, along which this research is organised,are based on Michel Foucault´s notion of gouvernmentalité (governmentality),Nikolas Rose’s reflections regarding the emergence of new liberalrationalities of governing (advanced liberalism) and Judith Butler’s poststructuralfeminist perspective. This theoretical framework is used as apoint of departure to study how power and governance operate in thepractices of the deans’ council; how the assumptions and concepts of thedeans are inscribed in those practices where power and governance areexercised; how the deans construct themselves and each other and finallyhow the construction of identities in those practices are related to the forcesof power that operate inside and outside the university setting.The self-governing practices of the deans’ council, that are part ofthe university’s governance policy, are understood by the actors as a movementtowards increased autonomy. A closer scrutiny of those practices,however, reveals that the new management discourse governs the practicesfrom behind, as it were. The activities of the university, it seems, arenow directed towards the aim of realizing the future needs of manpower insociety, preferably within the technological, scientific and medical sector.In order to ensure oneself about efficiency and quality, the previous confidencesystem is replaced by a quality follow-up (quality control) systemwith the starting point in an economic administrative thinking.
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| 8. |
- Bronäs, Agneta, 1945-
(författare)
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Demokratins ansikte : en jämförande studie av demokratibilder i tyska och svenska samhällskunskapsböcker för gymnasiet
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to compare German and Swedish textbooks in socialscience focused on how democracy takes form in the text. What kind ofrepresentations appears through texts and illustrations? What is said and how is itsaid? What is emphasized? What is excluded? How does the text present differentconcepts and relate them to democracy? The study also focuses on how knowledgeand learning is described and to whom the text is addressed.This dissertation has a semiotic-didactic perspective based on the dialogicalprinciple that emanates from Bakhtin’s theoretical perspective and Bakhtin’sthoughts of how to analyze texts.The empirical material consists of textbooks in social science, published since 1950.The study is restricted to books written for upper secondary school and books havebeen selected to achieve variation in the descriptions of democracy.The analysis has focused on themes and concepts appearing in the textbooks.Different themes appearing in the text are the basis for the creation of a time-line.Four different periods have been found in each country, but the division of time isslightly different.The dominant themes in German textbooks are “the good and the evil”, “thegood and bad democracy”, “action groups – to be or not to be” and “unity oreminance”. There is more than one theme in Swedish textbooks, but the mostdominant themes are “governing and obedience”, “governing and autonomy”, “theautonomous citizen”, and “governing or empowerment”.There are many representations of democracy in the textbooks and most of therepresentations are vague and full of contradictions. Some of the images evencontradict the official image of democracy. Citizens in German textbooks aredescribed as active, autonomous and responsible, but the only way to influencepoliticians is through participation in elections. Citizens described in Swedishtextbooks are portrayed as passive, ignorant and irresponsible, except when voting.The dominant view of knowledge and learning is reproductive. Knowledge isportrayed as monological and the students are expected to learn some basics facts,without being able to reflect and deliberate on issues. However, texts can be openand create opportunities for students to reflect and take a stance on their own. Anopen and dialogical text is more common in German textbooks than in Swedishtextbooks.
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| 9. |
- Cardell, Gunnar, 1945-
(författare)
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Trenätsmodellen : ett systemteoretiskt redskap för att beskriva helhet och komplexitet i pedagogisk praktik : exemplet värnpliktsutbildning
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- On an empiristic level this dissertation is about military training of conscripts. Etnographic research at two units showed manifoldness and complexity, order and chaos, ideas and processes. The aim of the dissertation is to produce a theoretical tool to handle all this. The starting point is the idea of the General System Theory that terms referring to systems may be transferred from one theoretic field or level to another. Following this idea resulted in a set of terms emergence, feedback, homeostasis, and coding.Using such terms in describing educational, e.g. subsystem, self-(re)organization, practice gives a rough description since the terms do not reflect all patterns typical of educational practice. The remedy was to create new adequate terms. Such work gave a set of terms called the Triple Network Model (TNM). This name relates to three aspects of reality: complexes, intentions and processes, here represented by the terms networks of needs, of strategies and of causes. Strategies originates from ideas called strategens; a strategenom is a set of strategens and may be seen as a verbal vision. The strategens reflect the teacher’s ideas about what is needed; a network of strategies reflects a network of needs. A teacher uses both co-ordinated and concurrent strategies. Needs of systems of subsystems give a network of needs that may produce rational and emotional motivation in a network of motivation. Initial and reflexive activities produce disorder, self-(re)organisation, causal spirals and circles.In a network of causes you find not only the teachers’ strategic thinking and acting but also their personal needs etc. There may be conflicts between needs of individuals, overlapping and conducting systems. The TNM-analysis of the military units showed not only relations between needs, ideas, actions, processes, order and chaos, but also that TNM is an adequate and fruitful theoretical tool for such an analysis.
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| 10. |
- Carlsson, Carl-Gustaf, 1946-
(författare)
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Ungdomars möte med yrkesutbildning : en jämförelse mellan ungdomar i kommunal och företagsförlagd gymnasieutbildning
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose in this thesis was to study young persons and their encounter with vocational education and training as related to industrial work. Another was to compare the situation for these persons in two school organizations, a municipal upper secondary school and an industrial upper secondary school situated within a private company.The approach was to investigate the interplay in vocational training between the teacher's arrangement of the teaching and the student's view of this situation. The study was analysed using a theoretical model designed to focus on the interaction between student prerequisites and experiences and teacher and school influences.Data was collected from one class at a municipal upper secondary school and another class at an industrial upper secondary school that were followed for three years during their vocational education. The result has been analysed by interviews with teachers and students, student marks, student questionnaire and observa-tions of education.The students had started their industrial training with differing experien-ces. The common factor was an interest in technology. At the beginning of their education a marked difference was noted in the students' self-confi-dence, mainly between the groups in the two school organizations. The stu-dents in the company-based school showed considerably more self-confi-dence than those in the municipal school.The students can be divided into those who are theory-oriented and practice-oriented respectively. The former group had great confidence in theoretical explanations and seldom questioned these, carefully following instructions. The practice-oriented group used a more questioning and examining way of learning.The students at the municipal upper secondary school have difficulties in adjusting to educational situations, which they cannot see the use of, espe-cially those students who are practice-oriented. At the industrial upper secondary school, which has a more restricted educational process, the students adjust to the situations.
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