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Sökning: L773:1653 1868 > Månsson Annika

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1.
  • Månsson, Annika, et al. (författare)
  • Democracy in research circles to enable new perspectives on early childhood education and didactics
  • 2014
  • Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; 10:2, s. 39-61
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this article is to examine aspects of democracy derived from partici-pation in so-called research circles, and to discuss participatory and democratic ideas arising in those circles as they relate to perspectives on early childhood education. This paper draws its argument mainly from material recorded from two research circles — one on Gender and the other on New subject didactic challenges in preschool. The analysis was based on the separate data from the two research circles and on a comparison between them. It is a theoretically governed approach based on Klafki’s critical constructive didactics and Biesta’s critical discussion on education and democracy in relation to the rise of neolib-eralism. Larsson’s three aspects of democracy in relation to study circles have been used: equal participation, horizontal relations and knowledge that inform standpoints. The diversity between the circles resulted in variations concerning form and content that could be discussed as related to democracy aspects.
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2.
  • Månsson, Annika (författare)
  • The construction of "the competent child" and early childhood care : Values education among the youngest children in a nursery school
  • 2008
  • Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :3, s. 21-41
  • Tidskriftsartikel (refereegranskat)abstract
    • The phenomenon I focus on in this article is the construction of “the competent child”, which has developed from both psychology and later the sociology of childhood and has influenced the Swedish Childhood Education. One purpose of this paper is to investigate the pedagogical signs in this construction of “the competent child” and to contribute to the discussion of the influence of a new understanding of children in a nursery practice. In addition to the theoretical part of the article, I present analysed material from a limited case study. I have chosen a Reggio Emilia-inspired nursery, with its emphasis on democracy and view of children as competent and active, to shed light on the connections between this view and a values education. I also aim to problematise this paradigm of childhood. The methods used in the present study are field notes and video recordings. Material from my case study illustrates how values education is expressed in a child care practice.
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Rubinstein Reich, Le ... (1)
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Malmö universitet (2)
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