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1.
  • Adelmann, Kent (författare)
  • Lyssnandets århundrade? Att lyssna på den talande boken
  • 2011
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. ; :1
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.
2.
  • Asp-Onsjö, Lisa (författare)
  • Dokumentation, styrning och kontroll i den svenska skolan
  • 2011
  • Ingår i: Educare. - Malmö högskola, Lärande och Samhälle. - 1653-1868. ; :2
  • Tidskriftsartikel (refereegranskat)abstract
    • Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.
3.
  • Aspelin, Jonas, et al. (författare)
  • Lärares professionella/personliga utveckling
  • 2008
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. ; :1
  • Tidskriftsartikel (refereegranskat)abstract
    • The article discusses what professional personal development means, with respect to teacher students and professionally active teachers. To begin with, the discussion on teacher socialization is placed in a larger societal context, where changed conditions for the teacher profession are taken note of. Furthermore, in order to position the concept and interpret its meaning, the concepts “learning” and “reflection” are questioned. In conclusion, it is suggested that the conceptual pair “creativity/ relationship” can constitute a fruitful complement to dominating discourses about the teacher profession.
4.
  • Asplund Carlsson, Maj, 1948-, et al. (författare)
  • "När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi
  • 2008
  • Ingår i: EDUCARE. - 1653-1868. ; 4:1, s. 7-25
  • Tidskriftsartikel (refereegranskat)abstract
    • With a background in current theories of identification and indentifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
5.
  • Assarson, Inger (författare)
  • Att skapa mening i en skola för alla : Ett diskursanalytiskt förhållningssätt
  • 2009
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. - 897-91-7104-114-2 ; :4
  • Tidskriftsartikel (refereegranskat)abstract
    • The increasing assessments and competition between countries and schools have actualized a focus on how schools handle low achieving children. Different discourses claim their knowledge in order to find the best solution to how the country can compete successively. By using a discourse analytic approach it is possible to scrutinize the process of continuously shaped and reshaped varieties of explanation models and thought systems, constructed to make sense and meaning when teachers are talking about a school for all navigating amongst different discourses striving for hegemony. The analysis model is created with the intention of constituting a tool for the analysis of these processes and linguistic activities. The basic data for analysis includes transcriptions from group conversations with 17 teachers initiated by the reading of official texts where the challenge to educate for plurality is formulated. In an example of analysis it is shown how discourses intertwine in a process where pupils concerned as having attention disorders are discussed related to the construction of an educational setting.
6.
  • Avery, Helen, et al. (författare)
  • Lärares språkbruk i tvåspråkiga klassrum
  • 2011
  • Ingår i: Educare - Vetenskapliga Skrifter. - Lärarutbildningen, Malmö högskola. - 1653-1868. ; :3, s. 145-175
  • Tidskriftsartikel (refereegranskat)abstract
    • The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.
7.
  • Bennich-Björkman, Li (författare)
  • Universiteten, kreativiteten och politikens aningslöshet
  • 2007
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. ; :1
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is concerned with what knowledge that can be gained from research on creativity in psychology, social psychology and organizational theory on the one hand and how research policies are conducted on the other. The thesis brought forward is that research on creative personalities and how organizations promoting creativity function does not inform Swedish policy makers responsible for the higher education sector. There are few traces of the insights provided by such research in the presently conducted research policies. In the article, insights from creativity research are presented and discussed, focusing on the how organizations that generate creativity in research tend to be constructed. For example, in order to be able to mobilize the mental energy and concentration needed to produce creative, that is both new and relevant, ideas and solutions inner motivation as opposed to concerns about external assessments is highly crucial. All studies on creativity confirm that. To create the best possible preconditions for such inner motivation to guide researchers, the phase when ideas are worked out is the most sensitive one to safeguard from outside expectations. However, presently we have an organization for research funding based on competition between ideas, ideas that are then scrutinized and assessed at a quite early stage. Another precondition for creative thinking is a climate of risk-taking and non-conformity. The conformity produced by the present funding system where peers are acting as gatekeepers is becoming a problem to many researchers who manoever in a strategic rather than inner-directed manner in order to receive funding.
8.
  • Berglund, Lars, et al. (författare)
  • Profession, forskning och praktik : 30 rektorers syn på specialpedagogisk professionalitet
  • 2007
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. ; :2
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is a synthesis of four investigations made by students at the special educational program at Malmö University. It describes how headmasters experience the professional role of the special needs pedagogue in schools. Research questions concerning the relationship between higher education and school practice are elucidated in the article. The responses are analyzed and problematized with the help of von Wright’s Action theory as well as of Dahllöf’s frame factor theory. In the interviews headmasters describe the special educational activities and the special pedagogue profession as multifaceted and complex. This is a situation which impedes good functioning and effective use of competence resources. Moreover, headmasters are frequently caught between the visions of policy instruments and school practice, not least concerning situational acting, and the question of short or long term planning and acting.
9.
  • Bjarnason, Dóra S. (författare)
  • Walking on eggshells : Some ethical issues in research with people in vulnerable situations
  • 2009
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. - 978-91-7104-114-2 ; :4
  • Tidskriftsartikel (refereegranskat)abstract
    • This article takes up some of the ethical issues at stake when qualitative inquiry involves people in vulnerable situations, such as the young, the very old, the sick or disabled or minority groups – people, in short, who are often labelled as “the other”. Ethical issues and dilemmas appear at every juncture of the research process and also when the researcher decides what to publish and why. The article starts with some of the issues and experiences the author brings to the table after working in the field of inclusive education and disability research for over three decades. Next it offers some notes on qualitative inquiry and then it moves on to explore the ethics, ethical issues and dilemmas inevitably part and parcel of all such inquiry. Then it applies examples from the author’s fieldwork to the discussion of ethical issues and dilemmas in qualitative encountered in qualitative research with people in vulnerable situations. Examples are in particular drawn from the authors recent study that involved interviews with Icelandic parents of disabled children. The ethical issues and dilemmas touched upon include those related to gaining access, the interview situation itself, including the building of rapport and the fine line between gathering the data, data analysis, ethical issues related to what to select from privileged knowledge, and other things that concern the writing up of sensitive data. Finally, some thought is given to publications, their interpretations by the reader and their use or abuse.
10.
  • Eilard, Angerd (författare)
  • Barndomsbilder i förändring i grundskolans läseböcker
  • 2009
  • Ingår i: Educare. - Malmö högskola, Lärarutbildningen. - 1653-1868. - 978-91-7104-113-5 ; :2-3
  • Tidskriftsartikel (refereegranskat)abstract
    • The article explores how norms and ideals linked to generation, gender and ethnicity are expressed in school readers used in Swedish schools since 1962, the year of the first national curriculum of the compulsory school. More than 60 readers have been examined. The adopted perspective combines a genealogical and a critical multimodal discourse analytical approach with an intersectional perspective. This means that the readers’ texts and illustrations are viewed as a whole and as social constructions in the historical context of their periods. Accordingly, the way changes in the late modern society, regarding childhood and family, are depicted in the readers are made visible, as well as the inclusion and exclusion of certain social subjects. Although the contemporary readers appear to advocate diversity and equal opportunities the analysis shows that a colonial white Western, as well as a heteronormative, discourse remains comparatively unchanged throughout the period. The most noticeable finding is the reversed generation hierarchies that characterize the late books. A striking point here is that the old nuclear family has been replaced by an ideal of young heterosexual twosomeness.
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