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Sökning: hsv:(SAMHÄLLSVETENSKAP) > Högskolan Kristianstad > Kullenberg Tina 1968

  • Resultat 1-10 av 34
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  • Eklöf, Anders, 1956-, et al. (författare)
  • ”Det är bra att hon liksom har suttit och liksom verkligen kollat oss” : gymnasieelevers tal om självständigt arbete
  • 2017
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • I en pågående studie om gymnasieskolans kurs "gymnasiearbete" undersöks hur 20 svenska gymnasieelever resonerar kring sin undervisning och sitt självständiga arbete mot bakgrund av de förändringar som blev en följd av Lgy11. Vårt syfte är att utforska vilka värden, normer och premisser som ligger till grund för deras föreställningar om kursen. Detta gör vi genom att iscensätta och analysera fokusgruppssamtal samt klassrumsobservationer. Under denna presentation belyses forskningsprojektet såväl empiriskt som teoretiskt. Ett av våra huvudresultat visar att eleverna ser sig beroende av sin lärare i hög grad. De tillskriver henne en strukturerande roll, bland annat med avseende på tidsramarna i arbetsprocessen. Detta är intressant att diskutera och problematisera i relation till såväl deras ambitionsnivå som beskrivna arbetsinsats. Vidare pekar resultatet på att elevernas uppfattning om hur arbetet bedöms blir avgörande för synen på det egna lärandet.
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  • Eklöf, Anders, 1956-, et al. (författare)
  • "It is great she is really checking she wants us to pass" : facilitating student project work
  • 2017
  • Ingår i: Education in the crossroads of economy and politics. - Tampere : University of Tampere.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • All students in Swedish upper secondary school have to do one mandatory project work course aimed at developing general skills such as independence, initiative, creativity and imagination. The students have to pass the course to receive their upper secondary diploma. Our study aims to investigate how students talk about the task of doing ‘independent’ project works in the diploma course.Three focus group conversations of totaling twelve students are filmed and analyzed through topic analysis, an analytical approach based on dialogism as theoretical framework. The empirical material is analyzed from a perspective of how the design of the project course and the assessment regime influences the students work. Findings indicate that the students rely heavily on help and instruction from the teacher. They perceive of this help as a crucial asset in passing the diploma course. They state that the kind of help they receive are strongly focused towards the dividing line between pass and fail. Help is hardwired towards the scientific form and the content of their essays are treated as almost uninteresting. Support for independence therefore seems to be significantly restricted in practice. The teacher is in fact working as a facilitator guiding students towards dependence. This is accomplished through framing doing project work as doing template science.
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  • Kullenberg, Tina, 1968- (författare)
  • Addressing children's addressivity in other-oriented teaching : a matter of finalizing intersubjectivity or unfinalizing alterity?
  • 2015
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Jag ser fram emot en dialogkonferens i dubbel mening. Förutom att vi bokstavligen deltar i en konferens med dialogisk inramning, berör mitt konferensbidrag just dialogfilosofisk pedagogik. Jag skulle vilja lägga fram ett nyskrivet artikelmanus som i teoretiskt avseende bygger i huvudsak på Mikhail Bakhtins dialogfilosofi och Eugene Matusovs pedagogiska forskning i Bakhtins anda.Arbetet, som har titeln “Addressing children’s addressivity in other-oriented teaching: a matter of finalizing intersubjectivity or unfinalizing alterity?”, problematiserar den traditionella definitionen av intersubjektivitet inom pedagogik och föreslår begreppet alteritet som ett än mer demokratiskt, mindre linjärt, mindre instrumentellt samt mindre konsensusorienterat dialogiskt alternativ. Institutionell kommunikation och instruerande undervisning diskuteras också på ett kritiskt vis och relateras vidare till frågan om dialogiskt lärande. Teoretiska resonemang illustreras med exempel från empiriska studier där barn är involverade i pedagogiska dialoger.Nyckelord i sammanhanget är: dialogic pedagogy, Bakhtin, children, intersubjectivity, alterity, finalizing dialogues, unfinalizing dialogues.Under min tilltänkta presentation kommer såväl det teoretiska (filosofiska) innehållet som de empiriska excerpten att diskuteras. Jag hoppas på en livfull diskussion i polyfonisk anda! 
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  • Kullenberg, Tina, 1968-, et al. (författare)
  • Children’s musical and emotional meaning making : dialogicality in instructional interaction
  • 2017
  • Ingår i: Mind, culture and activity. - 1074-9039 .- 1532-7884.
  • Tidskriftsartikel (refereegranskat)abstract
    • This study concerns children’s aesthetic meaning making in terms of how it is constituted musically, emotionally, and dialogically. We investigate how two 10-year-old children collaboratively engage in the task of teaching and learning to sing a song. The research questions concern what musical and emotional expressions the participants responsively construct and how these expressions are addressed, both explicitly and implicitly. Adopting a perspective grounded in Mikhail Bakhtin’s dialogue philosophy and more recent educational research in this tradition, the study explores how children’s affective reasoning is co-constructed in the process of song sharing that is also a sense-making enterprise. Interactive talk episodes, including facial displays, are transcribed, analyzed, and discussed. We demonstrate, from moment to moment, how emotive expressivity comes into play and how it refers to double dialogicality, both at the interpersonal and activity-specific level. Finally, on the basis of our findings, we discuss conflicting artistic and educational values.
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  • Kullenberg, Tina, 1968-, et al. (författare)
  • Independenceor interdependence? : dialogue-theoretical problems of "independent" learning
  • 2017
  • Ingår i: Education in the crossroads of economy and politics. - Tampere : University of Tampere.
  • Konferensbidrag (refereegranskat)abstract
    • This paper is a theoretical paper that highlights some implications of a dialogic ontology in educational research. However, for the sake of clarity we will very succinctly setting off to describe the background which is our empirical point of departure. The aim of our current empirical study is to explore how 12 adult students in a Swedish secondary school interpret the school task of doing ‘independent’ project works, addressing the questions of how students talk and reason about their own processes and values of the activity-specific task. In brief, the method is focus group conversations (three participant groups) and the result reveals the fact that the participants appreciated their common teacher, who was considered as a very successful guide. The teacher systematically provided orders, instruction, feedback and, most importantly, planning and staging in a stepwise fashion. In doing so she paradoxically also indirectly fostered her students to be even less independent, that is, more easily adapted to the institutional requirements without bothering too much about how to manage the tasks themselves. Project work is commonly described as a self-regulated form of the task; a common mode of student work in Swedish schools (Eklöf, Nilsson & Ottosson, 2014). As Bergqvist & Säljö (2004) highlight, it could further be conceived of as a disciplining, student-centered practice that is widely used to produce self-organizing learners. Although the students are supposed to work independently, they are considerably dependent on the instructional, organizational and evaluative work of the teachers (Åberg, 2015). Drawing on a sociocultural perspective on learning, as we do, the notion of individualistic independency is well-known as a problematic stance (e.g., Wertsch, 1998). In the sociocultural version of dialogism social interdependence is a dialogic premise on both the epistemological and ontological level (Linell, 2009). Wegerif (2008) describes how the functional role of difference between learners’ voices is of significance to the Bakhtin-influenced take on multi-voiced dialogue (cf. Kullenberg & Pramling, 2016; Lefstein & Snell, 2014). In such a dialogic framing the teacher is not striving to overcome these differences between, for example, the student’s and the teacher’s opinions. Such recognition holds interpersonal difference seriously and moreover address a fairly uncommon approach to the educational notion of intersubjective agreements (Matusov, 1996, 2015; Wegerif, 2011). This dialogic approach stresses the issue of student agency and, thus, democratic values of teaching acts. When respecting and promoting students’ own voices a genuine interaction of consciousnesses is possible to create throughout the pedagogical dialogues (cf. Bakhtin, 2004; Matusov, 2015). Hence, what constitutes a genuine interaction is the other-orientation toward the difference of the other, recognizing the learning potentials of the gap between distinct consciousnesses. Philosophically speaking, it further suggests the conceptual need to stress alterity in other-orientation (cf. Linell, 2009). Recalling our examined students, they report a situated learning that is basically grounded in a “teacher-pleasing relationship” (Matusov, 2011). While working successfully they are heavily dependent on their teacher’s agency rather than developing their own. Indeed, as sociocultural scholars we might notice that there exists a considerably confined teacher agency as well; an agency which is clearly bound to pre-determined institutional goals. This contextual condition did not facilitate the student (and teacher) opportunity to learn and experience something radically unpredicted, for example, being dialogically surprised or challenged by the genuine other. The students in our study do not neither regard themselves as truly independent nor creatively personalized. Due to a Bakhtinian approach to education, independency is an illusion anyhow, but being personalized, rather than socialized, in and through education is a central dialogue theoretical issue (Lobok, 2014). In our fully elaborated paper we will dwell upon the dialogue philosophical issue on other-orientation and the role of alterity, briefly described above. In addition we intend to provide a more detailed sketch of our study and the implications for dialogic pedagogy, informed by Bakhtin and educational scholars within the field.    References Åberg, M. (2015). Doing project work: the interactional organization of tasks, resources, and instructions. Diss. Göteborg: Göteborgs universitet.Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics in teaching Russian language in secondary school. Journal of Russian & East European Psychology, 42(6), 12-49.Bergqvist, K. & Säljö, R. (2004). Learning to plan: A study of reflexivity and discipline in modern pedagogy. In J.V.D. Linden & P. Renshaw (Eds.) Dialogic learning: Shifting perspectives to learning, instruction and teaching (pp. 109-124). Dordrecht: Kluwer Academic Publishers.Eklöf, A., Nilsson, L.-E., & Ottosson, T. (2014). Instructions, Independence and Uncertainty: student framing in self-regulated project work. European Educational Research Journal, 13(6), 646-660.Kullenberg, T & Pramling, N. (2016). Learning and knowing songs: a study of children as music teachers. Instructional Science, 44(1), 1-23.Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge.Linell, P. (2009). Rethinking language, mind, and world dialogically : interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Publ.Lobok, A. (2014). Education/obrazovanie as an experience of an encounter. Dialogic    Pedagogy: An International Online Journal, 2, S1-S5. DOI: 10.5195/dpj.2014.84.Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25-45.Matusov, E. (2011). Authorial teaching and learning. In E. J. White & M. A. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 21–46). New York: Peter Lang.Matusov, E. (2015). Comprehension: A dialogic authorial approach. Culture & Psychology,   21(3), 392-416.Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361.Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6, 179-190Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.  
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  • Kullenberg, Tina, 1968-, et al. (författare)
  • Interview with Eugene Matusov: theory and practice relationship in Ddalogic pedagogy : the role of theory and philosophy in educational science
  • 2019
  • Ingår i: SIG25 Interview Series, Newsletter. ; 2
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • In this interview, Eugene Matusov develops his take on an alternative to what he sees as a positivist paradigm and its associated concept(s) of truth. In doing so, he explicates the relationship between theory and practice and contemplates the role of dialogue. However, he is not talking about dialogues in general, but a particular dialogic attitude: personalized dialogues which radically turn to the subjectivity of all research participants rather than seeking to erase it, or hide it. The researcher’s own subjectivity is no exception. What kind of educational research could we expect from that, and how to conceptualize such an approach?Tina Kullenberg
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  • Resultat 1-10 av 34

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