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Sökning: swepub > Övrigt vetenskapligt > Göteborgs universitet > Högskolan i Borås > Beach Dennis

  • Resultat 1-8 av 8
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  • Dovemark, Marianne, et al. (författare)
  • Can this be called democracy?
  • 2011
  • Ingår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools. - Tufnell Press. - 9781872767185 ; s. 112-138
  • Bokkapitel (övrigt vetenskapligt)
  • Beach, Dennis (författare)
  • Articulating theory, practice and objectivity in the ethnography of education as a community of practice
  • 2013
  • Ingår i: presentation at the Oxford Ethnography Conference, New College Oxford, England, 16-18 September 2013.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • What ethnography is, what good ethnography is, and what is good and or bad about ethnography, has been debated and written extensively on both theoretically, philosophically and empirically. Attempts to define ethnography and describe it in ideal terms has been argued to be both good for ethnography, as it helps establish good standards, and bad, as it sets up barriers to experimentation and acts as a conservative force against new developments. The present paper is essentially an empirical and reflective one that has been developed from data produced by reflecting on actions and writings about ethnography and asking others do the same and to comment on these reflections. It is based on the analysis of notes and memos made in the field, as I have read and read about, supervised and carried out ethnographic research and carried out structured and unstructured conversations and deliberate and recorded interviews across a long term participation in ethnography in education research. The research has mainly been conducted in Scandinavia in particular but has also included activities with central and southern European and UK-based researchers.
  • Beach, Dennis (författare)
  • Personalisation of Education: Policy Critique and Cultural Contexts
  • 2013
  • Ingår i: Round Table presentation at the EERA Network 23 (Policy Studies and Politics of Education) sessions of ECER, Istanbul, September 10-14, 2013.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Personalisation came to the forefront of the English reform agenda as the ‘big idea’ (Milliband) in2004. In this country, it has been specifically devised as a means to restructure public services like health and education. Even before that date but more intensively after the English agenda, reform initiatives and some piece-meal strategies are to be found, for instance, in such diverse contexts as Italy, Sweden or Japan. Two main perspectives are simultaneously at work in recent scholarship. In the first, personalisation is assessed as global education policy, in line with the current restructuring reforms of State administration worldwide. From this perspective, personalisation is largely a matter of education policy, clearly lacking proper pedagogical theory (Hartley, 2007; Peters, 2009). In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a reassembly of old and new pedagogical approaches under a new reform.
  • Beach, Dennis, et al. (författare)
  • Young people and democratic education. On formal schooling, student initiatives, class and gender
  • 2010
  • Ingår i: Paper presented at the 2010 NERA congress, Malmö University, March 11-13.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium.
  • Young people and marginalisation: Young people from immigrant families in Scandinavia
  • 2013
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt)abstract
    • This book is the result of extensive ethnographic research that has analysed the experiences of young people from immigrant families in the Nordic cities of Copenhagen, Gothenburg and Oslo. Concepts of cultural and urban studies, sociology, education and other disciplines are used - inclusion/exclusion, territorial stigmatisation, post-colonialism and critical race theory. In many ways suburban youth are to be viewed as a class-in-itself: objectified by curricula and school practices, often vilified, downtrodden and symbolically exploited in the mainstream media and common understanding. At the same time their youth cultures evoke the other half of the Marxist class concept, the class-for-itself, in understanding youth sub-cultures as creative collective responses and resistance to a shared social situation. The hip-hop cultures of youth in multicultural areas are often postmodern in identity-play and aesthetics, but by no means de-politicised, and furthermore these youths display creativity in the social media where they challenge dominant discourses of place, identity and belonging in society. The Nordic countries are often seen as the home of egalitarianism and decent hosts of immigrants, but this book reveals a more complicated picture. Inclusion and multiculturalism may be key words in Nordic educational policy, but analyses of curricula and teaching practices show that these goals are far from realised. Curricula stress a Nordic, Western and Christian cultural heritage, school practices recommend migrants to adapt to life style of the natives and residential segregation is a central factor in mechanisms of exclusion. All major cities in the Nordic countries have immigrant-dense areas, primarily in suburbs that were originally built for the upwardly mobile native working class. This segregation means less opportunities in the educational system and it is difficult to apply for a job from ‘the wrong address’. At the same time these areas have become the nests of creative and resistant youth cultures.
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  • Resultat 1-8 av 8
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konferensbidrag (6)
samlingsverk (redaktörskap) (1)
bokkapitel (1)
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Dovemark, Marianne, (2)
Öhrn, Elisabet, (2)
Lundahl, L. (1)
Lundahl, Lisbeth, (1)
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Puaca, Goran, (1)
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Engelska (8)
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