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- Strandberg, Max, 1953-
(författare)
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Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star & Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students.Thesis results suggest that:Feedback is a challenge for teachers when the content of what the students present is unknown.Parents' life experiences can be a resource in a content-based partnership between home and school.Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents.In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level.
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| 2. |
- Waermö, Mimmi, 1970-
(författare)
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Dialectics of Negotiagency : Micro Mechanisms in Children’s Negotiation in Play Activity
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is about the children in a fourth and fifth grade Swedish primary school class and their play during breaktimes. The study takes the theoretical point of departure in seeing children’s breaktime play as a cultural historical activity. The overarching research problem concerns breaktime play emphasising the phenomena of children’s negotiation, participation and agency. It concerns how breaktime play takes shape and which capacities children possess, who are breaktime play literate, to participate and to uphold play. What is the significance of children’s capacity to negotiate rules and roles? How do they use culturally, historically developed objects and motives to transform and expand established versions of play and games? The research problem foregrounds how the play activity emerges, is carried out and how participation is enabled through negotiation. The aim of the study is to explore the phenomena of children’s negotiation and agency in dialectical change processes in breaktime play activity. The questions explored are: RQ: What are the mechanisms in dialectical processes of collectividual action and collective object transformation in children’s play activity? How does the play activity emerge?How does the object of the play activity transform?The data consists of field notes from participant observations and of audio memos. Audio memos, short smartphone recordings of the children’s verbal reflections on aspects of their actions and experiences, were continuously produced to get the children’s verbal reflections in the immediacy of acting. Various documents and interviews form additional data. The findings show how the children negotiate involvement, rules, role set-up and the hierarchy of demands as a continuous elaboration of the conditions to establish and maintain boundaries of playfully accomplished activity. The notion of negotiagency is introduced, uncovering that breaktime play literacy does not occur in the children’s minds apart from social interaction but develops in and through negotiation. Negotiagency emerges and is realised when the children are engaged in a playfully accomplished activity. The dialectical processes of collectividual action and collective object transformation in playfully accomplished activity are enabled through negotiation. This whole mechanism is referred to as Dialectics of Negotiagency.
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