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| 2. |
- Ahlbäck Öberg, Shirin, Docent, universitetslektor, 1964-, et al.
(författare)
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Förvaltningspolitikens organisering
- 2020
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Ingår i: Statlig förvaltningspolitik för 2020-talet. - Stockholm : Statskontoret. - 9789188865359 ; , s. 237-265
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Airey, John, 1963-, et al.
(författare)
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Developing Students’ Disciplinary Literacy? : The Case of University Physics
- 2018
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Ingår i: Global Developments in Literacy Research for Science Education. - Cham, Switzerland : Springer. - 9783319691978 - 9783319691961 ; , s. 357-376
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Bokkapitel (refereegranskat)abstract
- In this chapter we use the concept of disciplinary literacy (Airey, 2011a, 2013) to analyze the goals of university physics lecturers. Disciplinary literacy refers to a particular mix of disciplinary-specific communicative practices developed for three specific sites: the academy, the workplace and society. It has been suggested that the development of disciplinary literacy may be seen as one of the primary goals of university studies (Airey, 2011a).The main data set used in this chapter comes from a comparative study of physics lecturers in Sweden and South Africa (Airey, 2012, 2013; Linder, Airey, Mayaba, & Webb, 2014). Semi-structured interviews were carried out using a disciplinary literacy discussion matrix (Airey, 2011b), which enabled us to probe the lecturers’ disciplinary literacy goals in the various semiotic resource systems used in undergraduate physics (i.e. graphs, diagrams, mathematics, language).The findings suggest that whilst physics lecturers have strikingly similar disciplinary literacy goals for their students, regardless of setting, they have very different ideas about whether they themselves should teach students to handle these disciplinary-specific semiotic resources. It is suggested that the similarity in physics lecturers’ disciplinary literacy goals across highly disparate settings may be related to the hierarchical, singular nature of the discipline of physics (Bernstein, 1999, 2000).In the final section of the chapter some preliminary evidence about the disciplinary literacy goals of those involved in physics teacher training is presented. Using Bernstein’s constructs, a potential conflict between the hierarchical singular of physics and the horizontal region of teacher training is noticeable.Going forward it would be interesting to apply the concept of disciplinary literacy to the analysis of other disciplines—particularly those with different combinations of Bernstein’s classifications of hierarchical/horizontal and singular/region.
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| 4. |
- Airey, John, 1963-, et al.
(författare)
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What Does It Mean to Understand a Physics Equation? A Study of Undergraduate Answers in Three Countries
- 2019
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Ingår i: Bridging Research and Practice in Science Education. - Cham : Springer Nature. - 9783030172183 - 9783030172190 ; , s. 225-239
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Bokkapitel (refereegranskat)abstract
- As a discipline, physics is concerned with describing the world by constructing models, the end product of this modelling process often being an equation. As such, physics equations represent much more than a finalized, ready-to-use calculation package – to physicists they are the culmination of a whole range of actions, assump- tions, approximations and historical discoveries. Moreover, physics equations are not simply stand-alone entities, rather they are intimately bound up with other equa- tions. Together, this web of equations represents an integrated, coherent whole that signals the way the community of physicists view the world.Clearly, such a nuanced, expert-like understanding of physics equations is not spontaneously available to undergraduate physics students when they meet an equa- tion for the first time. In this respect, research suggests that we should not expect students to display conceptually coherent understanding across settings. Rather it has been suggested that understanding is built up from context-dependent knowl- edge in pieces (diSessa 1993, 2018). In this characterization, different aspects, or ways of viewing the same phenomenon, are leveraged in different settings. Students gradually develop their understanding in two ways: by forging links between these separate ‘pieces of knowledge’ and by coming to appreciate the usefulness of a given ‘piece of knowledge’ for a given task. Educationally then, we are interested in identifying these pieces of knowledge – in our case the range of ways that students understand equations. What are students’ default positions with respect to equa- tions? Which aspects of equations do students tend to focus on and which aspects tend to go unnoticed? Once we have documented the range of ways of understand- ing, the next task concerns how to help students discern other aspects of equations than those they may initially notice. Do the tasks that students are presented with in their undergraduate education encourage them to move towards a more nuanced, coherent, holistic understanding of physics equations?
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| 5. |
- Alexius, Katarina, 1967-, et al.
(författare)
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Barns behov och vilja vid tvångsvård till följd av omsorgsbrist
- 2014. - 1
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Ingår i: Barnrätt : en antologi. - Stockholm : Norstedts Juridik AB. - 9789139017813 ; , s. 21-38
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vid omhändertaganden av barn ska barnets bästa vara avgörande för de beslut som fattas. I den praktiska tillämpningen innefattar begreppet ofta tolkningar av barns behov, såsom dessa definieras av kompetenta vuxna, och barnets vilja, såsom denna uttrycks av barnet eller uttolkas av vuxna. I denna studie undersöks uttrycken barns behov och vilja samt hur barns behov och vilja bedöms i sociala utredningar och domar som rör tvångsomhändertaganden till följd av omsorgssvikt av barn i familjer där någon förälder har intellektuell funktionsnedsättning.
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| 7. |
- Alfvén, Valérie, 1978-, et al.
(författare)
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Traduction et réception de sujets difficiles en littérature de jeunesse de la France à la Suède : Le cas de Kitty Crowther
- 2021
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Ingår i: Littératures et cultures d’enfance et de jeunesse. - Rabat : Faculté des Lettres et des Sciences Humaines de Rabat. - 9789920619110 - 9789920619127 ; , s. 147-166
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This article deals with the reception of the translations of the Belgian picture book illustrator and writer Kitty Crowther in Sweden, from the moment she got the prestigious ALMA-prize 2010. The analyse of the reception of her translated work to Swedish through press articles and professional critics shows that she was unknown in Sweden before she gets the prize and that it permitted her to quickly win a high status in the Swedish literary field for children. We also found that the articles linked willingly Crowther and her illustrations to Scandinavian. We argue that in fact, giving her the prize is making a self-consecration (Casanova). By doing this, Sweden reinforces its role as a consecrator in the world field of Children’s literature and strengthens the autonomy of its position in it.
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| 9. |
- Ambjörnsson, Fanny, et al.
(författare)
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Vulnerable Viewer Positions : Queer Feminist Activists Watching Paradise Hotel
- 2020
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Ingår i: Vulnerability in Scandinavian art and culture. - London : Palgrave Macmillan. - 9783030373818 - 9783030373825 ; , s. 195-219
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Bokkapitel (refereegranskat)abstract
- Ambjörnsson and Svensson analyse a group of queer feminist activists watching the reality show Paradise Hotel. Inspired by the feminist research tradition’s interest in consumers, the reality TV format is understood as a genre centred on intervention, participation and emotionality, rather than merely representation. Following Sara Ahmed’s thoughts on orientation, the viewers’ emotional reactions of approaching and distancing themselves from the programme are used to investigate various ways of handling and managing vulnerability. This is achieved through localizing a specific queer feminist viewing position, where the viewers’ feminist identification with female subordination is combined with a camp attitude towards the despised and failed. Thus, through embracing and exposing themselves to the hyperbolic, exaggerated, shameless and sometimes sexist and homophobic representations in the programme, they simultaneously negotiate marginalization, subordination, a longing for inclusion in mainstream society and their own potential middle-class advantage.
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