| 1. |
- Alerby, Eva
(författare)
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A Picture Tells More than a Thousand Words
- 2015
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Ingår i: Children’s Images of Identity. - Rotterdam : Encyclopedia of Global Archaeology/Springer Verlag. - 9789463001243 ; , s. 15-25
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Bokkapitel (refereegranskat)abstract
- ‘A picture tells more than a thousand words’, is a common saying. Given that a picture tells more than a thousand words – how can we understand and use this expression? How can a picture, or an image, be analysed and used as part of educational research? In this chapter the use of images, and more specifically drawings, will be explored.
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| 2. |
- Alerby, Eva, et al.
(författare)
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A quite ordinary day in a quite ordinary classroom : Alfred Schutz's theory about the phenomenology of the social world in school
- 2011
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Ingår i: Encyclopaideia. Journal of Phenomenology and Education. - 1590-492X .- 1825-8670. ; 15:29, s. 47-65
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to illuminate, enable understanding of, and discuss the meaning of social relations in the learning process, and how knowledge and skills influence roles and relations. The starting point is a story in a 9th grade computer lesson, where a student knew more than the teacher about the subject. How was the relation between the student and the teacher affected by this situation? We analyse and discuss this by using Alfred Schutz’s theory of the phenomenology of the social world. We limit the discussion to focus on the ways that teacher-student relations can be understood and explained in accordance with this theory. Finally we emphasize the importance of the teacher being aware of different types of relations with students, and the consequences of these relations, and argue that Schutz’s theory is helpful in creating new ways of understanding learning situations in school.
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| 3. |
- Alerby, Eva, et al.
(författare)
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A silent message is also a message
- 2005
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Ingår i: A Nordic dimension in education and research - myth or reality?. ; , s. 83-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Dammed taxi cab!" A twelve year old student wrote these words in the margins of a questionnaire in school concerning psychosocial well-being. Within this paper they will serve as a point of departure for the discussion. Can the messages found on the sides of the squares intended for an X in a questionnaire be considered non-messages? Or are these expressions indeed messages that are made silent and therefore can be considered silent messages? Then one might wonder what the meanings of the silent messages are that often occurs in questionnaires? Can, or maybe should, we take notice of these silent messages? According to Polanyi every human being has silent and unexpressed dimensions within themselves, which acknowledge situations where we recognise that we know more than we can explain. This is also stressed by Merleau-Ponty, who argued that something exists beyond what is said, and Bateson emphasised that a non-message is also a message - the silence tells us something. Within this paper we will highlight and discuss the significance of silent messages of communication in general, and especially in questionnaires.
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| 4. |
- Alerby, Eva
(författare)
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A way of visualising children´s and young people´s thoughts about the environment : a study of drawings
- 2000
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 6:3, s. 205-222
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Tidskriftsartikel (refereegranskat)abstract
- This article attempts to visualise the way in which children and young people think about a specific topic, namely the environment. The aim is to make the thinking of children and young people available and to interpret the meaning of their thoughts about our environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. The study is based on empirical material consisting of drawings produced by 109 children and young people, combined with subsequent oral comments. During the drawing analysis different structures and patterns gradually crystallised, and eventually four different themes emerged, consisting of thoughts which focus on the following: the good world, the bad world, the dialectics between the good and the bad world, and symbols and actions protecting the environment. It can be stated that the results which emerged, in the form of the thoughts of the children and young people on the environment, reflect a thinking characterisedby many nuances, such as clean and unspoilt nature in different manifestations, the need for human beings to use nature for recreation and well-being, environmental destruction in different forms, and direct or indirect ways of taking care of the prevailing environmental situation.
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| 5. |
- Alerby, Eva
(författare)
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About silence : a matter for educational settings
- 2012
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Ingår i: Abstract book. - Copenhagen : Nordic educational research association, NERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ”… if we know more about silence, we will know more about ourselves”, states Jaworski. What then do we know about silence? Sometimes people are silent of their own free will, while others have silence thrust upon them. Others are perhaps silent to demonstrate their position of strength or superiority with regard to others. To have understanding of and insight into the meaning and different aspects of silence is of importance to life itself, as well as to different educational settings. Within the framework of this paper, the significance of silence for educational settings will be highlighted and discussed. The discussion will be based on the recently published book ”Om tystnad - i pedagogiska sammanhang” [About Silence - in educational settings] (Alerby, 2012).The presentation will deal with issues like - is it accepted for students to be silent? Or is this seen as a problem? Some students are experienced by others or by themselves as silent. Perhaps they are neither given, nor do they take, the silent space that is required for participation in the conversation. They remain silent even though the ongoing discussion wakens thoughts and opinions, and they continue to be silent even though they know the answer to the question which the teacher has just asked. Most silent students probably have an opinion to add to the discussion or an answer to give to the question, but they choose for some reason not to express this, and therefore remain silent in the eyes (or ears) of others. But are they really silent? One way to approach these issues is to take the phenomenological movement as a point of departure. To be more precise - this paper will discuss silence in educational settings using a phenomenological life-world approach.
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| 6. |
- Alerby, Eva
(författare)
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Aktivt lärande : kompetensutveckling inom skolan i Pajala kommun : ett värdegrundsprojekt
- 2000
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Pajala kommun har med stöd från Skolverket bedrivit kompetensutveckling inom skolan i form av värdegrundsprojektet ”Aktivt lärande i Pajala”. Projektet vände sig till personal inom Pajala kommuns skolverksamhet, och det anordnades av Pajala kommun, inre rektorsområdet, i samarbete med Centrum för forskning i lärande, Luleå tekniska universitet. Kompetensutvecklingens huvudmål var att tydliggöra skolans värdegrund samt att arbeta med mål och utvärdering. Detta arbete har kopplats till olika utvecklingsarbeten som genomförts inom ramen för de deltagande arbetsenheterna. Vidare har ett aktionsinriktat arbetssätt tillämpats under hela projektets gång. Ett antal av lärarnas A-dagar samt Pedagogiska caféer har använts för gemensam kompetensutveckling. Övriga A-dagar och även viss tid av den reglerade arbetstiden användes till de utvecklingsområden som varje arbetslag arbetade med utifrån sina behov enligt respektive projektplan. Vid utvärderingen framkom att projektdeltagarna upplever att värdegrundsfrågorna, i och med projektet, har legaliserats och även getts ett stort utrymme i verksamheten. Detta genom att frågorna på ett naturligt och självklart sätt fått en framträdande plats, men även genom skolledningens stöd samt universitetets medverkan. Personalen upplever framför allt att de fått mer tid att fokusera ett gemensamt uppdrag, nämligen att arbeta med och utifrån värdegrunden. Lärarna upplever även att eleverna har givits större möjligheter till delaktighet vid såväl planering som utvärdering. Vidare betonas vikten av man från ledningshåll avsätter tid och att ledningen på ett aktivt och konkret sätt visar projektet intresse och uppmärksamhet. Genom den process som det aktionsinriktade arbetssättet startade ledde projektarbetet till såväl kompetensutveckling som till skolutveckling, eller för att använda andra ord – till det livslånga lärandet.
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| 7. |
- Alerby, Eva
(författare)
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Att fånga en tanke : en fenomenologisk studie av barns och ungdomars tänkande kring miljö
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis attempts to clarify the way in which young people think about our envíronment, based on their experiences as the starting point. The aim is to make the thinking of people available and to interpret the meaning of these thoughts, whose content comprises the environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. I also use the phenomenological method as a type of analysis method to use as inspiration when analysing the empirical material. The children and young people who are included in the study are between the ages of 7 and 16. The data collection is based on two partial studies. In one partial study, empirical material is analysed consisting of the production of drawings by 105 children and young people with attached oral comments, and in the other partial study interviews which were conducted with 16 children and young people are analysed. These two studies are partially connected and partially dependent on one another. The drawing study is aimed at developing an understanding of the thinking of the children and young people and also forms the basis for the selection of subjects for the interview study. The interview study for its part is aimed at further deepening the understanding of the thinking process and the interviews took place on two occations with each person. In the drawing analysis four themes of thoughts were crystallised which focus on: the good world, the bad world, the dialectics between the good and bad world, and symbols and actions promoting the environment. In the interview analysis eight themes emerged of thoughts which focus on: pragmatic perspectives, emotional perspectives, future and visionary perspectives, philosophical perspectives, aesthetic perspectives and romantic perspectives. It can be stated that the results which emerged in the form of the thinking of the children and young people on the environment reflect their thinking as having many nuances. If these many-faceted thoughts are to be taken seriously it is necessary in the teaching and learning situation to take into account the thinking of young citizens. Teaching and learning situations should therefore create time and room for conversation and thinking. This is to stimulate the growing power which the experiences of young people have, experiences which are in turn requirements for thinking: thinking which is constituted by beeing-in-the-world.
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| 8. |
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| 9. |
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| 10. |
- Alerby, Eva, et al.
(författare)
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'Dammed taxi cab' : how silent communication in questionnaires can be understood and used to give voice to children's experiences
- 2011
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Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 34:2, s. 117-130
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Tidskriftsartikel (refereegranskat)abstract
- 'Dammed taxi cab' - a 12-year-old boy wrote these words in the margins of a questionnaire, and within this paper they will serve as a point of departure for the discussion of the use of questionnaires as a way to voice children's experiences. The overall aim of this paper is to enable understanding of and discuss the use of questionnaires as a way to voice children's experiences. An analysis in accordance with a life-world approach has provided the lens through which to explore messages that can occur in questionnaires. The key research questions that will be explored in an attempt to answer the overall aim are: (i) how can unanswered questions and notes in the margins of a questionnaire be understood? and (ii) why is a questionnaire not always completed, according to the intention of its creators? To develop an understanding of this we analysed a number of questionnaires with unanswered questions and notes in the margins using a life-world approach. During the analysis two themes emerged: silent messages and messages being silenced. Finally, we discuss the legitimacy of questionnaires in childhood research and possible implications for practice when using this method to give voice to children's experiences.
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