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Sökning: hsv:(SAMHÄLLSVETENSKAP) > Mälardalens universitet > Francia Guadalupe 1961

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  • Edling, Silvia, 1974-, et al. (författare)
  • Newly arrived pupils and violence : A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education
  • 2017
  • Ingår i: Education Sciences & Society. - : Franco Angeli Edizioni. - 2038-9442 .- 2284-015X. ; 8:1, s. 137-153
  • Tidskriftsartikel (refereegranskat)abstract
    • AbstractIn the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social con icts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational eld to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as “the school should”. Education for the Other is the most dominant strategy emphasizing that the newly arrived child’s needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil’s development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170]Keywords: children’s right, violence, educational policy, newly arrived pupils, otherness. 
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  • Francia, Guadalupe, 1961- (författare)
  • Childrens’ right to equitable education : A welfare state’s goal in timesof Neoliberalism
  • 2011
  • Ingår i: Education Inquiry. - Umeå university Sweden : Informa UK Limited. - 2000-4508. ; 2:3, s. 401-419
  • Tidskriftsartikel (refereegranskat)abstract
    • This article employs Social Representations Theory as a theoretical instrument to analyse the right of children to an equitable education. It analyses how social representations of students and students’ performances can be used by political actors as an interpretation system to manage contradictions in the equity education policies implemented in Sweden. A textual analysis of website propaganda of eight political parties produced for the Swedish electoral campaign in 2010 is used as research methodology. It is suggested that social representations of students and student performance in the Swedish 2010 electoral campaign function as an interpretation system that enables political parties to deal with the contradiction between the goal of equitable education for all children and the goal of developing diversity and free choice. The absence of a critical perspective about the negative impacts of market-oriented strategies on children’s right to equity characterised the analysed texts. Further, the dominance of representations of students as individuals with a right to an individualised education according to their own capacities, interests, learning times and styles makes it difficult to critically question the neoliberal model based on the vision of "one school for each student".Key words: 
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  • Francia, Guadalupe, 1961-, et al. (författare)
  • Children's rights and violence : A case analysis at a Swedish boarding school
  • 2017
  • Ingår i: Childhood. - : SAGE Publications. - 0907-5682 .- 1461-7013. ; 24, s. 51-67
  • Tidskriftsartikel (refereegranskat)abstract
    • Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect childrenfrom violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.
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  • Francia, Guadalupe, 1961- (författare)
  • Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School
  • 2011
  • Ingår i: European Education Research Journal. - Oxford : Symposium journals. - 1474-9041. ; 10:1, s. 102‑117-
  • Tidskriftsartikel (refereegranskat)abstract
    • Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory SchoolGUADALUPE FRANCIA Department of Education, Uppsala University, Swedendoi:10.2304/eerj.2011.10.1.102In order to illustrate and discuss the impacts of neo-liberal educational policies on equity, this article analyses the effects of different kinds of decentralisation strategies on the implementation of children’s right to an equitable education in Sweden. It begins with a comprehensive overview of the changes implemented in the Swedish compulsory school system during the last two decades. It analyses the processes of transfer of authority and responsibility and discusses the complexity of interpreting these processes in terms of equity. This article examines the complex and contextual nature and consequences of decentralisation and centralisation strategies in order to better understand the implementation of children’s right to equity in school practice. Although this analysis is based on the Swedish experience, it can contribute to a better understanding of the impacts of neo-liberal educational policies on equity in other European contexts.
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  • Francia, Guadalupe, 1961- (författare)
  • La intertextualidad en las reformas educativas: Reflexiones sobre la equidad en la reforma escolar sueca : Intertextuality in Educational Reform: Reflections on Equity in Swedish School Reform
  • 2008
  • Ingår i: Education Policy Analysis Archives. - 1068-2341. ; 16:7
  • Tidskriftsartikel (refereegranskat)abstract
    • This article proposes intertextuality as a conceptual instrument for the deeper understanding of the phenomenon of equity in educational Reform in times of decentralization. This analysis starts from a dynamic vision of education reforms as interactions of texts. To illustrate the use of intertextual analysis of equity in education, this article introduces and discusses the analyzed examples of the educational national policy and of educational practice in the educational reform implemented in the 90’s and currently in force in the compulsory school in Sweden. It is argued that the meaning of equity is never a fixed one; it varies according to the interactions between political texts at a national level and texts of educational practice at communal and school levels.
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  • Resultat 1-10 av 22

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