| 1. |
- Trondman, Mats, 1955-
(författare)
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Horace Pippins konst : En kultursociologisk analys av konst som egenvärde och mervärde bortom "dubbelt medvetande"
- 2020
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 109-143
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Tidskriftsartikel (refereegranskat)abstract
- The article focuses on the African-American painter Horace Pippin (1888-1946). By using a cultural sociologically informed approach it connects his life – how Pippin became an artist –and art – what his art can mean to us – with the aim of understanding how an art for art’s sake (konstens egenvärde) can be related to, yes, even make up the presupposition for, an art for art’s surplus value (konstens mervärde) concerning issues of race, politics, the arts and diversity. The guiding question is what we can learn from the African-American philosopher Cornell West’s analysis of the meaning of Pippin’s art, which in turn is deeply informed by the sociologist W.E.B Du Bois’ (1868-1963) concept of “double consciousness”; how Pippin paints an African-American everyday life beyond the white gaze. Through such an understanding of Pippin’s, in his own words, “art’s life history, that is my art”, the article also provides an idea of what art didactics might be.
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| 2. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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"Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation" : Om de nya grundlärarna med inriktning mot arbete i fritidshem
- 2016
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 86-109
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Tidskriftsartikel (refereegranskat)abstract
- In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
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| 3. |
- Bergh Nestlog, Ewa, 1959-
(författare)
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De första naturvetenskapliga skoltexterna
- 2017
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 72-98
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Tidskriftsartikel (refereegranskat)abstract
- In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.
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| 4. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 5. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Likabehandlingsarbete — en reproduktion av rådande maktordning?
- 2020
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 49-73
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Tidskriftsartikel (refereegranskat)abstract
- This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.
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| 6. |
- Fonseca, Lars, 1963-
(författare)
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Hur uppfattar elever omgivningens sociala tryck gällande skolfusk?
- 2020
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Ingår i: Educare. - : Malmö university. - 1653-1868 .- 2004-5190. ; :2, s. 27-48
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Tidskriftsartikel (refereegranskat)abstract
- Both earlier Swedish research and reports in the Swedish media suggest that students and teachers perceive norm conflicts regarding test-taking and grading: on one hand, high-school-students (year 7 -12) and teachers feel expected to strictly adhere to rules prohibiting cheating in school; on the other hand, they feel expected to apply these rules flexibly to facilitate students achieving good grades. This study aims to address this conflict from student perspective and answer the following question: To what extent do high-school students perceive that social norms support rules against school cheating? The data for this quantitative study was collected from 199 high-school students. Using a norm-sociological model (Svensson, 2008), the data was subsequently analysed to illuminate in what way students understood the social norm against cheating in school and what significance they allocated to these values in their social environments. The results show that the high-school students perceived the social norm against cheating to be significantly stronger than the social norm for cheating. Secondly, the students perceived that teachers, principals and parents clearly viewed cheating negatively, and imbued the no-cheating norm with great importance. Thirdly, the students perceived that their peers were ambivalent to cheating.
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| 7. |
- Gardesten, Jens, 1971-, et al.
(författare)
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Att hantera lärarbristen : Erfarenheter från skolor som anställt heltidsmentorer
- 2019
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Ingår i: Educare. - Malmö : Malmö university. - 1653-1868 .- 2004-5190. ; :3, s. 34-48
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Tidskriftsartikel (refereegranskat)abstract
- Schools in Sweden need to handle an acute lack of teachers. One way to handle this problem is to hire new staff who can work with social and administration tasks, enabling the teachers in school to teach some more classes instead. This study examined two secondary schools in Sweden where this way to solve the problem was tried out. The aim of the study was to highlight possible consequences for teachers’ core practices (teaching), and discuss whether more teaching might involve another sort of teaching. In this analysis, Ryle´s distinction of “achievements” versus “tasks” was being used (Ryle, 1949). Another aim was to highlight possible consequences for teacher-student relationships and possible consequences for the teachers´ working conditions. The empirical base was five focus group interviews with the teachers. The findings indicate that the new work model might turn into a “mechanical teaching”, more of an achievement than a task, in Ryle´s sense. Moreover, while new staff was hired to solve social problems among students, teachers still describe how they handle acute conflicts in the school environment; “because I´m an adult”. Finally, even though the working conditions are still demanding, the clarifying of job boundaries has contributed to less work stress.
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| 8. |
- Karlsudd, Peter, 1958-, et al.
(författare)
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Att avlasta eller avlastas? : Lärare i fritidshems uppfattningar om sin arbetssituation och behovet av lärarassistenter
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 1-29
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines how teachers in school-age educare view their profession in terms of job tasks and work situation as well as their need for and attitude towards teaching assistants. The study was conducted in two stages. The first part consisted of an online survey answered by 61 school-age educare teachers. Based on the results of the survey, eight employment advertisements were constructed with different job descriptions. During a staff development day, 44 school-age educare teachers prioritized the various announcements based on their needs for an additional resource. The priorities were then discussed in seminar form. The results show that there is large variation in all the tasks performed within the framework of the school-age educare teachers professional practice which is reflected and discussed from a professional theoretical perspective. The profession’s area of responsibility is extensive, ranging from certified teaching duties to simple practical tasks that are often time-consuming. The work is, therefore, often experienced as stressful and fragmented. Clearly there are different directions of will in regards to the professional development and positioning. From the data, three types of school-age educare teachers were formed. Common to the three types that have been presented is that the task as a substitute in the school is not desirable.
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| 9. |
- Karlsudd, Peter, 1958-
(författare)
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Att lära genom livsberättelser
- 2018
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Ingår i: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; :1, s. 91-114
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Tidskriftsartikel (refereegranskat)abstract
- It is known that life stories as well as research based on this kind of texts can provide university students with a deep and broad theoretical understanding. In the present study, a life story is compared with the research literature that does not use this type of texts as a method in education and research. The purpose is to discuss the possibilities and limitations in the choice of special education course literature. The problem investigated and discussed is how to describe similarities and differences between a life story and research based on other methods. urthermore, the life story is reviewed for its possibilities to exemplify, deepen and clarify research results presented in literature where life stories have not been used. The life story that is analy+ed in this study involves a father’s perception and experience of being a parent of a child with a devel-‐ opmental disorder. The results of the study show that an instructional design such as this, should create good conditions for giving the student general and specific knowledge in the fields where the life story is applied. The combination of two knowledge-‐seeking methods can complement each other and, in this way, provide deeper understanding for the practicum that the students will undertake later.
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| 10. |
- Lago, Lina, et al.
(författare)
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Erkännandets dynamik : förskoleklasslärares tolkningar av ny läroplanstext
- 2018
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Ingår i: Educare. - Malmö : Malmö universitet, Fakulteten för lärande och samhälle. - 1653-1868 .- 2004-5190. ; :1, s. 7-25
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Tidskriftsartikel (refereegranskat)abstract
- Swedish preschool class got its first specific curriculum in 2016. Because of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analyze how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. New institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The results show that parallel processes of recontextualization are initiated when new curriculum is confronted with the teachers' interpretations of their assignment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. Even though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also interpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the education system.
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