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| 2. |
- Andersson, Cecilia, 1961-
(författare)
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Rådjur och raketer : Gatukonst som estetisk produktion och kreativ praktik i det offentliga rummet
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to describe and analyse the visual expressions of Street Art that occurs in the public space, and by doing so, to study this specifi c practice, and also elucidate the relation between public space as a democratic idea, a place for freedom of speech and as a planned, aesthetically shaped place. The intention is to throw light upon a central part of many young peoples lives in a didactic aspect. In this thesis I discuss Street Art as an informal image making in public space that young people use as tools to make meaning, but also as a form of resistance. The methodologies used in the study are ethnography and visual ethnography, where observational studies of Street Art as practice, interviews and interpretation of photographs (my own, and my informants) are performed and analysed. Theoretically, the study has a didactic and semiotic approach but I also rely on Cultural Studies as a research fi eld in order to be able to pick up different kinds of theories. From three platforms; public space and public place and places for Street Art, aesthetic learning processes within this specifi c practice, and fi nally the expanded fi eld of Art and the similarities and differences between formal Art and Street Art I have outlined four themes; ephemerality, the criteria for Street Art practice, how the work is being done, as a collective and individual practice, the struggle of space in public space, and fi nally high and low in Art and culture. By describing and analysing this informal image making light is thrown upon the aesthetic learning process that occurs, the didactic aspect of this practice and the communication that the images articulate. As a result, the study shows that Street Art, in spite of its illegal mark, points out that it is an aesthetic production and a creative practice that consists of resistance, meaning making, achieving knowledge through practice, and above all a way to use the city, to become a part of the city. The thesis contributes with the suggestion that this informal aesthetic learning process is a way to form identity, make meaning, take part of public space, and through symbolic resistance demand ones rights of expression.
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| 3. |
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Att bli lärare
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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| 4. |
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Att bli lärare
- 2023. - 3
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Att bli lärare är en grundläggande och heltäckande bok som blivande lärare kan använda genom hela utbildningen. Den ger en aktuell bild av läraryrkets möjligheter och utmaningar men blickar också framåt.Boken består av fem olika delar som var och en är kopplade till aktuell forskning:DEL 1 På väg mot lärarrollen (ledarskap, bedömning och inkludering)DEL 2 Lärandeperspektivet (hur kan man organisera meningsfullt lärande?)DEL 3 Professionen (uppdrag, framväxt och kunskapsgrund)DEL 4 På väg mot framtiden (hur organiserar vi en skola för framtiden?)DEL 5 Tre internationella utblickar (Finland, Chile och Singapore)Sammantaget ger texterna hela den bredd av kunskaper som en lärare behöver tillägna sig under utbildningen. Boken är ett stöd i den utbildningsvetenskapliga kärnan (UVK) men fungerar också som en första introduktion till de ämnesdidaktiska frågorna. Mot bakgrund av covid-19-pandemin och en ny läroplan (Lgr22) finns i den tredje upplagan tillägg bland annat gällande datalitteracitet, normkritisk pedagogik, kunskapsområdet sexualitet, samtycke och relationer samt riktlinjer för betygssättning.Boken kan användas som en ingång för att få översikt över ett område och som en uppslagsbok för olika centrala frågor som kan dyka upp under utbildningens gång. Till boken hör också digitala case som ger möjlighet att öva förmågan att samtala med en elev, en lärarkollega eller en förälder om olika dilemman som blivande lärare kan komma att möta i sin framtida yrkesutövning.
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| 5. |
- Bergman, Bengt
(författare)
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Att omskapa sin professionella identitet : Från polis till polislärare via intersubjektiva möten
- 2009
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis builds on the assumption that there is a shift in professional perspective when a police officer takes on the task of a police teacher in the Police Basic Education Training Programme. This shift of perspective is described as a professional process as well as a learning process, and the investigation focuses the reshaping of one’s professional identity.The investigation is based on focus group interviews with four different groups of police teachers in Växjö, Stockholm, and Umeå, where they were asked to talk about their task as police teachers. The analysis is built on theories from George Herbert Mead, Moira von Wright, and Ludwik Fleck about the importance of in-tersubjective interaction in the interpersonal or social perspective of construction knowledge about oneself as a subject and the surrounding world. Professional identity is defined as the way, consciously or unconsciously, an individual under-stands oneself as a professional; it is seen as an ongoing process shaped by con-tinuous intersubjective meetings with others in a changeable world. Professional, personal and possibly tacit knowledge is in that aspect developed and may be pos-sible to articulate in the right environment, for example within focus groups.The findings indicate that the change of professional task of the police teachers affects their understanding of themselves as professionals, i.e., their professional identity. The development of new professional and personal knowledge is due to the ability to reflect on the outcome of the intersubjective meetings with students and other teachers. This change of professional identity of the police teachers complicates their mission in two aspects. First, the denial of the relationship with the students as colleagues could be in conflict with the expectation from the stu-dent police officers. Secondly, the gap in knowledge about police work between the reflected personal knowledge of the police teachers and the student police offi-cers’ knowledge built on movies and books makes it difficult to meet the students at their level. This situation demands opportunities for police teachers to discuss their tasks with other teachers on campus, in the context of intersubjective meet-ings.
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| 6. |
- 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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| 7. |
- Bronäs, Agneta, et al.
(författare)
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Teorins praktiker - praktikens teorier
- 2006
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Ingår i: Verklighet, verklighet.. - : Norstedts Akademiska Förlag, Stockholm. - 9172274840 ; , s. 11-23
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Danielsson, Kristina, 1961-, et al.
(författare)
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Se texten! : Multimodala texter i ämnesdidaktiskt arbete
- 2014. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Bokens första del ger en introduktion till multimodalitet och hur texter kan representera kunskap på olika sätt. Här presenteras också en modell för analys av multimodala texter och didaktiska implikationer för arbete med sådana texter presenteras. I bokens andra del görs närläsningar och exempelanalyser av pappersbaserade och digitala pedagogiska texter i olika ämnen och för olika åldrar.
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| 9. |
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| 10. |
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