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- Rubinstein Reich, Lena, et al.
(författare)
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Invandrade lärares arbetssituation och läraridentitet
- 2006
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2, s. 66-107
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Tidskriftsartikel (refereegranskat)abstract
- This article is a report of the second part of a study of how one group of unemployed academics with migrant background perceives their encounter with the Swedish school system and how they construe their “new” teacher identities after a two-year complementary program where they have acquired Swedish teaching certification as Science and Math-teachers. The first part of the study comprised interviews with 28 of these teachers as well as with 12 administrators at the schools where the teachers were employed. This second part of the study was conducted three years later and comprises interviews with 26 of the 28 teachers. A significant result was that nearly all of the teachers who had taken the course had found employment as teachers four years later. Moreover, almost all of the teachers were employed in schools where the majority of the students had migrant backgrounds, that is, in schools where diversity in terms of ethnicity, religion and language is strong. Although the teachers stress their good command of subject areas, they make increasing use of their own migrant background over time. Indeed, their own background becomes an important component when they construe their teacher identities, and they tend to regard themselves as a resource in relation to the students with migrant background. In relation to their “Swedish” colleagues difference is increasingly marked, not similarity.
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- Tallberg Broman, Ingegerd
(författare)
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Att förändra den sociala ordningen
- 2006
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2, s. 7-34
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Tidskriftsartikel (refereegranskat)abstract
- This article starts with a question made by a student: Are there any preschools in Scania that are noted for having a marked policy of gender equality? The answer to the question is a resounding “Yes there are”, within the context that the common open-door preschool policy represents one of the most extensive gender equality projects in Sweden. The meaning of motherhood and fatherhood has slowly been changed by the parents’ dual participation in employment, as well as in household and parental responsibilities. The relationships between the state and the family, the parent and the child, and the mother and father have been deeply influenced by the development and expansion of readily available preschool services. However, although gender patterns have changed, gender regimes, such as gender segregation and hierarchisation, characterise even the new social arenas. The question made by the student was directed at the special kind of pedagogical equality projects in preschools of today. These projects are discussed critically in the article, wherein the Swedish concept of gender equality (“jämställdhet”) is problematised as a marker for both nationality and class. It is of special concern today to discuss the effect of preschools on childhood and gender structure. In a time of restructuring and reorganisation of the welfare state and of European harmonisation, it is of special importance to focus on preschool and equality from a historical and international comparative perspective. The general, highly qualitative and accessible preschool represents more than just childcare - it is a pedagogical and gender political project with an embedded possibility to change social order.
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- Änggård, Eva
(författare)
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Förskolebarns bildaktiviteter utmanar vuxenvärlden
- 2006
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2, s. 37-64
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a child perspective is used to highlight children’s meaning making processes in art activities. Taking an ethnographical approach, data have been collected through participant observations, video-recordings and informal interviews. Children’s pictures were documented in different ways. Thirty-six children, four to six years of age, in two pre-school settings participated in the investigation. My analyses show that the meanings of art activities are different for children than for adults. Children appropriate pictorial genres available in society, but in their peer cultures they use them for their own purposes. Social aspects are very important for the children. Making pictures is a way to form alliances. The children’s art activities may be described as local pictorial cultures with shared opinions about which motifs are interesting to draw, which pictures are beautiful, etcetera. Aesthetical aspects are important to the children and they often prefer perfectly shaped pictures that look like media pictures or adults’ pictures to their own more “childish” drawings. To make such pictures they use a variety of strategies – they copy each others pictures, they use simple schemas and compositions and they use templates and painting books. The children’s ideals – both their collectivism and their taste – clash with the adult’s world, where originality and individuality are central values.
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