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- Frånberg, Gun-Marie, et al.
(författare)
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Mobbning -en social konstruktion?
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I boken diskuteras och problematiseras mobbning i skolan som ett komplicerat och omdiskuterat problem. Boken tar utgångspunkt i ett kritiskt förhållningssätt till den rådande bilden av och synen på mobbning. Behovet av att betrakta mobbning ur flera olika perspektiv lyfts fram och olia föreslagna lösningar och åtgärder mor problemet presenteras och diskuteras.
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| 2. |
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| 3. |
- Frånberg, Gun-Marie, et al.
(författare)
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Nelly, the invisible girl
- 2012
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Ingår i: Invisible Girl "Ceci n'est pas une fille". - Umeå : Umeå universitet. - 9789174594621
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Bokkapitel (refereegranskat)abstract
- The Invisible Girl is an international, Swedish-based and multi-disciplinary research project about gender, youth culture power and learning. Together with 40 researchers and artists from 15 countries we aim to offer a critical perspective to studies of girls and girlhood and extend common views of the contemporary girl and her situation. The main outcome will be a freely available, online publication where recent research will be presented as chapters but also as artworks such as; poems, video, cartoons, digital imaging, photos and installations.
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| 4. |
- Frånberg, Gun-Marie, et al.
(författare)
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Nelly, the invisible girl
- 2013
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Ingår i: Invisible Girl "Ceci n'est pas une fille" i Frånberg, G-M, Hällgren, C, Dunkels, E. - Umeå : Umeå University. - 9789174597271
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Frånberg, Gun-Marie, et al.
(författare)
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Nelly, the Invisible Girl
- 2012
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Ingår i: Invisible Girl. - Umeå : Umeå University, Sweden. - 9789174594621 ; , s. 145-151
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Bokkapitel (refereegranskat)
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| 6. |
- Frånberg, Gun-Marie, et al.
(författare)
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Om det som görs mot mobbning - analys av åtta program
- 2009
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Ingår i: På tal om mobbning - och det som görs. - Stockholm : Fritzes. ; , s. 96-199
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna kunskapsöversikt beskriver hur mobbning kan förstås ur olika perspektiv och hur synen på mobbning förändrats historiskt. Översikten innehåller också en kritisk genomgång av åtta program som används mot mobbning. Programmen går både ut på att förebygga mobbning och att åtgärda akuta fall av mobbning. Texterna är skrivna av forskare specialiserade på mobbning. Kunskapsöversikten riktar sig framför allt till skolledare, skolpersonal och till studenter vid lärarutbildningar och i pedagogik.
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| 8. |
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| 9. |
- Frånberg, Gun-Marie, et al.
(författare)
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The Rise and Fall of a Social Problem: Critical Reflections on Educational Policy and Research Issues
- 2012
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Ingår i: The Journal for Critical Education Policy Studies. - 1740-2743. ; 10:2, s. 345-362
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Tidskriftsartikel (refereegranskat)abstract
- This article examines a growing and distressing social phenomenon, namely, bullying, the historical developement, social dimensions, and political impact of which are taken into account and subjected to reflection and critical consideration. It describes both the progress of and problems with the concept of bullying. It also reflects on the research that has been done within the context of a specific research paradigm. The article ends by noting that the phenomenon still exists while the concept itself is no longer applied in Swedish laws or national curricula.
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| 10. |
- Bergström, Peter, 1975-
(författare)
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Designing for the unknown : Didactical design for process-based assessment in technology-rich learning environments
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is based on a study of the development of education through theinnovative use of process-based assessment in technology-rich learningenvironments in teacher and nurse education. The study of process-basedassessment addresses the aim of creating a better understanding of the shiftin emphasis from teaching to learning with regard to theory and practice.The research questions address the use of process-based assessment, andhow the social relationships and issues of content can be understood intechnology-rich learning environments. A methodological approachinvolving design-based research was found to be especially applicable. Thestudy was designed in three iterative didactical design cycles for processbasedassessment in which the first and third cycles were analysed. Theempirical material comprises qualitative semi-structured interviews withteachers and students and questionnaires with students. The empiricalmaterial was analysed through inductive thematic analysis. The theoreticalanalyses in the comprising articles are mainly based on Bernstein’stheoretical framework for studying social relationships through concepts ofsymbolic power and control. For understanding change, with regard to theshift in emphasis from teaching to learning, the analysis is taken to a metalevelby applying Bernstein’s concept of pedagogical device.The results outline the shift in emphasis from teaching to learning fromboth a theoretical and practice perspective. Theoretically, the shift inemphasis from teaching to learning is based upon a shift in symbolic powerand control for teachers. In practice, the shift of symbolic power and controlbetween the teacher, student and content outline considerable overlapsbetween teacher-student, teacher-content and student-content. The overlapshighlight the empirical contribution in this thesis through the concept of“process” that is understood as a negotiation between teacher-student,teacher-content and student-content. The weakening symbolic powerrelationship made a multi-dimensional analysis of the teacher-studentcontentrelationship possible. Theoretically, the shift of symbolic poweroutlines a process of recontextualisation of a new discourse for teaching,learning and assessment. The multi-dimensional analysis highlights thetheoretical contributions to understanding the concept of discourse fromBernstein’s perspective through which the content and context create thediscourse. For practice, process-based assessment frames the notion ofdesigning for the unknown. Designing for the unknown is considered as aframework based upon a set of rules through which teachers and studentsadapt to a problematising approach in teaching, learning and assessment
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