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| 2. |
- Ringblom, Lisa
(författare)
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“It is Just a Joke!” Informal Interaction and Gendered Processes Underground
- 2022
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Ingår i: NORA. - : Taylor & Francis. - 0803-8740 .- 1502-394X. ; 30:2, s. 94-107
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Tidskriftsartikel (refereegranskat)abstract
- The (re)production and persistence of inequalities in male-dominated organizations is an ongoing issue. This paper aims to further examine how banter in male-dominated industrial organizations can be understood as meaningful in relation to the gendered processes of organizations. The male-dominated mining industry in Sweden—more specifically the shop floor of this setting—serves as the empirical context and twenty interviews with both men and women miners were conducted. The findings suggest that the informal interactions underground function as an informal power system carrying important meaning in relation to gendered processes of the organization. Banter has a dual function as both an including and excluding practice and with its inherent ambiguity, it has the potential to both maintain and challenge existing gendered relations underground. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 3. |
- Bergman, Lotta, et al.
(författare)
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Makt, mening, motstånd : Litteraturundervisningens dilemman och möjligheter
- 2009
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Boken ger fyra forskares perspektiv på elevers litteraturläsning och skrivutveckling. Författarna diskuterar svenskämnets djupare mening, litteraturens värde och de grundläggande frågorna om varför lärare och elever ska läsa tillsammans och hur de läser.
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| 4. |
- Brändström, Sture, et al.
(författare)
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The double feature of musical folkbildning : three Swedish examples
- 2012
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Ingår i: British Journal of Music Education. - : Cambridge University Press. - 0265-0517 .- 1469-2104. ; 29:1, s. 65-74
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to analyse three examples of musical folkbildning in Sweden. The first case is from the establishment of the state funded Framnäs Folk High Music School in the middle of the last century. The second case, Hagström’s music education, is from the same time but describes a music school run by a private company. The third case study concerns a contemporary expression of folkbildning, namely hip-hop. The theoretical framework that inspired this article stems from Pierre Bourdieu and his education sociology. The double feature of folkbildning appears in terms of: elitist and democratic tendencies, high and low taste agendas, control and freedom.
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| 5. |
- Ferm, Cecilia, et al.
(författare)
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Collaborative learning as common sense: structure, roles and participation amongst doctoral students and teachers in music education : beyond communities of practice
- 2017
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Ingår i: Visions of Research in Music Education. - : New Jersey Music Educators Association. - 1938-2065. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- The article communicates an investigation of how collaborative learning is constituted in a PhD-course, namely Collaborative learning in music educational settings. The course was organized and run in a way that aimed to investigate, develop and encourage collaborative learning among students and teachers in the third circle. Material produced and analysed included log-books, assignments, peer-response, after-thoughts, and a Facebook discussion-thread. The results are presented as descriptions of the constituent parts of collaborative learning occurring in the “rooms” of the course. The results show the importance of structure as well as awareness when it comes to roles and kinds of participation.
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| 6. |
- Fosse, Trude, et al.
(författare)
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Stories Neglected About Children's Mathematics Learning in Play
- 2018
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Ingår i: Mathematics Education in the Early Years. Results from the POEM3 Conference, 2016. - Cham : Springer. - 9783319782195 - 9783319782201 ; , s. 93-108
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we describe stories of mathematics learning in play that are often neglected in this era of schoolification and discussions of what counts as learning in early childhood. Drawing on theories of early childhood teaching and learning that emphasize the importance of teachers' (a) content knowledge, pedagogical content knowledge, and knowledge of children's development, (b) action competencies, and (c) attitudes and beliefs, we explore three stories of child-teacher interaction in play. We found that, despite different political and public perceptions of what counts as learning in three countries, preschool teachers evidenced competencies in similar ways - each illustrating s neglected story of children's mathematical learning.
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| 8. |
- Helenius, Ola, et al.
(författare)
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Mathematical exclusion with the every day
- 2015
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Ingår i: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9). - : Charles University, Faculty of Education. ; , s. 1584-1590
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Konferensbidrag (refereegranskat)abstract
- Problem solving can involve using mathematics to solve everyday problems. In this study, we examine an interaction between a teacher and a class of six-year olds in Sweden around an open-ended problem, from an everyday context. Using Bernstein's ideas about vertical and horizontal discourse, a mixture of everyday and mathematics understandings is identified in the interaction. This mixture seems to result in confusion for both the teacher and the children over what should be the focus. This paper raises issues about how the connection to the everyday in problem solving could reduce children's opportunities to learn mathematics.
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| 9. |
- Helenius, Ola, 1970, et al.
(författare)
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Measuring temperature within the didactic space of preschool
- 2016
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 21:4, s. 155-176
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Tidskriftsartikel (refereegranskat)abstract
- The informal character of preschool mathematics, engaged in during children’s play, places complex requirements on preschool teachers. It also leads to challenges in developing appropriate analytical tools for researching teacher work. In this paper a framework, the ”didaktic space”, is described and used to analyse interactions between preschool teachers and children in relationship to mathematical learning situations. An interaction between a preschool teacher and a group of children about how to compare their temperatures is analysed, using this framework. The analysis focuses on how the teacher’s contributions as well as those of the children changed as the role of the mathematics changed. The paper discusses how the didaktic space offers a nuanced understanding of preschool mathematical situations, both to researchers and to teachers.
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| 10. |
- Johansson, Maria, et al.
(författare)
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Young children’s multimodal mathematical explanations
- 2014
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Ingår i: ZDM - the International Journal on Mathematics Education. - : Springer. - 1863-9690 .- 1863-9704. ; 46:6, s. 895-909
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates how three children provided mathematical explanations whilst playing with a set of glass jars in a Swedish preschool. Using the idea of semiotic bundles combined with the work on multimodal interactions, the different semiotic resources used individually and in combinations by the children are described. Given that the children were developing their verbal fluency, it was not surprising to find that they also included physical arrangements of the jars and actions to support their explanations. Hence, to produce their explanations of different attributes such as thin and sameness, the children drew on each other’s gestures and actions with the jars. This research has implications for how the relationship between verbal language and gestures can be viewed in regard to young children’s explanations.
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