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Träfflista för sökning "lärosäte:mah institution:("school of teacher education") ;access:(free);pers:(Balldin Jutta)"

Sökning: lärosäte:mah institution:("school of teacher education") > Fritt online > Balldin Jutta

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  • Balldin, Jutta (författare)
  • Barndomens geografi och platser för nuet
  • 2010
  • Ingår i: Från storslagna visioner till professionell bedömning. - Malmö högskola. - 1101-7643.
  • Bokkapitel (övrigt vetenskapligt)
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3.
  • Balldin, Jutta (författare)
  • Kulturell tid och individuella rytmer
  • 2006
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The problem focused in the thesis has its ground in the crossroads between a manifold school-time and shared as well as individual rhythms of pupils. The thesis builds on a theoretical assumption that cultural structures in time are of meaning for an understanding of ourselves and of others, and works as a frame for contemporary values and constraints, especially in school. The aim is to understand and create a thick description of the phenomenon time as a condition for positioning, as young high school pupils see and deal with it. The contexts for their descriptions are three specific schools, challenging traditional ways of studying in time by offer independency, one by distance education, one by mobility between independency and timed lessons, and one by an independent project in an otherwise ordinary timetable. The empirical material is mainly based on interviews, letters and drawings, collected from thirty pupils, ten from each school. The study is conducted and analysed in means of an abductive methodology, and use senzitising concepts to withdraw units of meaning, relating the descriptions of pupils to theoretical assumptions.Time as a condition for positioning is a way of balancing between structure and individual acts. Time in school is created and dealt with in the crossroads between feelings of freedom to, of being in control of and/or close to, and their opposites, feelings of freedom from, or being controlled by and/or on distance. Dreams of spontaneity, closeness and intensity give way to certain temporal dilemmas in a school-time with contradictory values. The rhythms outlined by some of the pupils support the dreams described, as well as they underline the pupils’ need for temporal frames that see and confirm their performances here and now, as well as in the future. Time as an analytical filter reveals a meaning of time as enclosing lines and circles, present moments and stretched lives, school-time and other times.
4.
  • Balldin, Jutta (författare)
  • Personal versus institutional/cultural places and rhythms in pre-school
  • 2008
  • Konferensbidrag (refereegranskat)abstract
    • Several studies on life at pre-school have focused on place as an analytical concept. Place is seen as a useful concept regarding children’s conditions for development, as well as it is symbolic in how we position ourselves. Place is further and in everyday life not separable from time. We use time in relation to different places as well as acts are structured by time and place. In using time and place, rhythm is developed. This paper consists of a discussion of how to develop and use a more dynamic concept in pre-school research, namely rhythm. Building on theories of Henri Lefevbre rhythm is both an individual feeling of being/becoming, and a cultural phenomenon. In everyday life cyclical and linear rhythms measure themselves against each other. Seen in today’s pre-school, individual and caring rhythms are balancing against collective rhythms and linear learning goals. Further, various rhythms of learning, growing, playing, get to know…, say hello, eating, sleeping; living, are balancing against each other in pre-school. The question is, which conditions are created when they are to be organized in a place like this? And further, what new ways of being a child are those conditions revealing and/or demanding?
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  • Resultat 1-7 av 7
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