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Sökning: WAKA:kon > Högskolan i Borås > Karlstads universitet

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2.
  • Abraham, Getahun Yacob (författare)
  • Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94).
  • 2008
  • Ingår i: Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94)..
  • Konferensbidrag (refereegranskat)abstract
    • Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).AbstractThe aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough’s Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff’s rights and responsibilities, and on relations between school, home and society.Key words: South Africa, Sweden, Curricula, and Democratic values
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3.
  • Abraham, Getahun Yacob (författare)
  • Democratic Values in the Comprehensive Schools Curricula of the Nordic Countries.
  • 2013
  • Konferensbidrag (refereegranskat)abstract
    • Democratic values in the comprehensive schools curricula of the Nordic countries. The major focus of this paper is to find out which aspects of democratic values are emphasised in the comprehensive schools curricula of the five Nordic countries. It is also an intention of the paper to find out similarities and differences in emphasis and if available data allows to further investigate the reasons for differences and similarities.Major sources for the work were curricula of comprehensive schools from the different Nordic countries. Each countries current curriculum was closely read to understand their contents and to undertake comparative analysis. Text analysis was used as a major tool to look closely at the text and context. For further knowledge journals on curriculum studies and other relevant materials were consulted.A preliminary review of the general section of comprehensive schools curricula of these countries show:In the Danish curriculum participation, responsibility and understanding rights and duties are emphasised.The Finnish curriculum raises issues on human rights, equality, natural diversity, preservation of environment and multiculturalism. Responsibility, a sense of community and respect for the right and freedom of the individual are emphasised. General diversity and gender equality are given significant attention.In the Icelandic curriculum the major focus is human rights, collective responsibility, participation, influencing, and respect. Concern for people, animal and the environment are included in the curriculum. Critical thinking and reflection, active cooperation & collective responsibility are also emphasised.The Norwegian curriculum mentions understanding, cooperation, independence, individual freedom and tolerance as important issues.Swedish curriculum raises issues on respect for human rights, respect for persons and the environment. It considers inviolability of human life, individual freedom and integrity, equality between women and men, solidarity with the weak and vulnerable as crucial points. Sense of justice, generosity of spirit, tolerance and responsibility, well-being and development of the individual, no discrimination and personal responsibility were among the areas the curriculum lifted up.The curricula in these five countries give room for democratic values. There are some variations on emphasises on specific issues. But all the curricula include issues of rights and responsibilities.Keywords: curricula, democratic values, Nordic countries
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5.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Freire’s concepts and theories as a strategy to reduce poverty
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • Abstract: Freire’s concepts and theories as a strategy to reduce poverty Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden  Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences The UN Sustainable Development Goals puts as its first goal, “End Extreme Poverty In All Forms By 2030” (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts “generative themes”, dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire’s concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.
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6.
  • Abraham, Getahun Yacob, 1958- (författare)
  • International practicum for what and on whose terms?
  • 2018
  • Konferensbidrag (refereegranskat)abstract
    • International practicum for what and on whose terms?                                                                  Getahun Yacob Abraham                                                                                       Senior Lecturer                                                                                       Karlstad University The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009;  Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995). Keywords: Internationalization, International practicum, teacher students, North, South.  References Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry.  https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035 Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368. Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428. Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37. Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104.  Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95. 
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7.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Internationalisation and Interculturality in Preschool Teacher Education: Whose Agenda?
  • 2020
  • Ingår i: Internasional Utvecksling i Laerutdanning.
  • Konferensbidrag (refereegranskat)abstract
    • This study explores the question, how do Karlstad University (KAU) preschool teacher education students perceive their course materials in relation to internationalisation and intercultural practice? Questionnaires were administered through the Survey and Report tool to all students in the program. Out of 648 students who received the questionnaire, 94 (14.5%) replied. Cultural-Historical Activity Theory (CHAT) is used as theoretical perspective for the study, with analysis exploring the CHAT elements of: tools; subjects; rules; community; division of labour; objects; and outcomes. Results of the study show that students recognized the availability of internationalization and intercultural perspective in their courses, and particularly valued opportunities to meet and discuss with practicing preschool teachers working in multicultural and multilingual areas. Results also note challenges with creating opportunity for students to meet students from other countries, either in Sweden or online. Some students also indicated they found it difficult to engage with English language texts that used critical theory or which differed from Nordic contexts. Our research suggests that Swedish student teachers value content which prepares them for working in Sweden with culturally diverse students, but place less value on higher education goals of internationalisation when these are not closely connected to practice.  
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8.
  • Abraham, Getahun Yacob, 1958-, et al. (författare)
  • Learning through short field studies, Swedish students voice on field studies in schools in South Africa.
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • AbstractThe focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.
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9.
  • Abraham, Getahun Yacob, 1958- (författare)
  • New Public Management in the Swedish Higher Education
  • 2016
  • Konferensbidrag (refereegranskat)abstract
    • The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.
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10.
  • Abraham, Getahun Yacob (författare)
  • Nukruma’s and nyerere’s educational visions : what could contemporary africa learns from them?
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM? Getahun Yacob AbrahamSenior LecturerInstitution for Pedagogical StudiesKarlstad University    This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.    Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions
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