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

  • Resultat 1-10 av 43
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1.
  • Beach, Dennis, et al. (författare)
  • The Empirical Study
  • 2011
  • Ingår i: Youn people's influense and democratic education: Ethnographic studies in upper-secondary schools. - Tufnell Press. - 9781872767185 ; s. 29-33
  • Bokkapitel (övrigt vetenskapligt)
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4.
  • Lundahl, Lisbeth, 1951-, et al. (författare)
  • Spaces for influence
  • 2012
  • Ingår i: Cultural practices and transitions in education. - London: Tufnell Press. - 1872767486 ; s. 59-71
  • Bokkapitel (övrigt vetenskapligt)
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5.
  • Rosvall, Per-Åke, 1970-, et al. (författare)
  • Pedagogic practice and influence in a Vehicle Programme class
  • 2011
  • Ingår i: Young people's influence and democratic education: Ethnographic studies in upper secondary schools. - The Tufnell Press. - 9781872767185 ; s. 92-111
  • Bokkapitel (övrigt vetenskapligt)abstract
    • The teaching and practice of democracy in schools might be considered particularly important in the present era as young people are spending increasing amounts of time in education. Upper secondary schools and universities are becoming more common post-school options than conventional workplaces. Consequently, the experience of democratic participation among the young people is strongly related to education spaces. Contemporary research shows the teaching of democratic values to typically emphasise individual freedom of choice and individual rights, at the expense of collective justice, political criticism and reflection. This risks leaving young people without guidance for how to exert influence both inside school and more generally. However, we lack knowledge about the relations between the content and organisation of teaching, and young people's attitudes and actions, as they typically constitute different research fields. This book attempts to help bridge this gap. Young people's influence and democratic education explores the teaching of democracy in school. In particular it relates to young peoples' responses and initiatives to change in formal education. Based on recent ethnographic investigations of Swedish upper secondary schools the book has been developed with a special focus on gender in relation to social background. Five differently gendered and classed upper secondary programmes were studied in detail. Theoretically, the book draws in particular on Bernsteinian and feminist perspectives. The book includes close individual analyses of the researched upper secondary classes as well as common presentations of previous research, theory and main empirical results. Central joint themes that are explored concerns teaching students to influence, student initiatives to exert influence, conditions for developing valued masculinities and femininities, the reproduction of hierarchical relations, and representations and relations of theory and practice.
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6.
  • 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)
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7.
  • 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.
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8.
  • 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.
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9.
  • 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.
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