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

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1.
  • Beach, Dennis, et al. (författare)
  • On creativity and resistance in Nordic youth culture on the margins
  • 2013
  • Ingår i: Young people and marginalisation: Young people from immigrant families in Scandinavia. - Tufnell Press. - 1872767680 ; s. 61-84
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Over the last twenty-five years the urban music and dance style known as Hip-hop has become a widespread form of communication carried out and enjoyed by people throughout the world. However it has grown from its original roots in rap music and break dancing in many different directions. On the one hand it represents a multi-billion dollar industry of big-time, best-selling artists who market songs that focus on wealth, possessions and crime, often with a misogynistic attitude. But on the other it is a way of life for many young people with a political awareness that is intricately woven into every aspect of their daily lives. The present chapter explores some dimensions of the creativity of Hip-hop. In particular the critical potential and transformative capacity of these activities are discussed.
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2.
  • Beach, Dennis, et al. (författare)
  • Synthesis
  • 2011
  • Ingår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools. - Tufnell Press. - 9781872767185 ; s. 139-150
  • Bokkapitel (övrigt vetenskapligt)
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3.
  • 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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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. - 9781872767184 ; 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.
  • 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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7.
  • Dovemark, Marianne, 1952-, 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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8.
  • Beach, Dennis, 1956- (författare)
  • Book Review, Jensen, K., and Walker, S. (2007) Education, Democracy and Discourse
  • 2010
  • Ingår i: International Sociology. ; 25:2, s. 244-247
  • Recension (övrigt vetenskapligt)abstract
    • Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of edu cational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively...
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9.
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10.
  • Beach, Dennis, 1956-, et al. (författare)
  • New Threats in Advanced Knowledge-based Economies to the Old Problem of Developing and Sustaining Quality Teacher Education
  • 2011
  • Ingår i: DEVELOPING QUALITY CULTURES IN TEACHER EDUCATION: Expanding Horizons in Relation to Quality Assurance.. ; s. 13-35
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Our analysis starts from the 1974 Teacher Education Inquiry (SOU 1978:86). From this inquiry (and to some degree perhaps even earlier than this: Beach 1995, Eriksson 2009) and up to and including the 1997 Teacher Education Commission (LUK 97: SOU 1999:63) teacher education policy writers in Sweden seemed to be trying to establish foundations for a regional knowledge base in teacher education as a central part of the education of all teachers and for all pre-service teacher education (Carlgren 1992, Eriksson 2009, Beach 2000). Recent policy seems to have abandoned these aims (Sjöberg 2011, Beach 2011). This is most clearly exemplified in relation to a recent Green Paper (SOU 2008:109) and the subsequent government White Paper (Top of the Class: Government proposition 2009/10:89) that was based on the recommendations of the commission (Ahlström 2008) and its statement that knowledge about the professional, societal and institutional context of teaching – what was termed general pedagogical knowledge in previous Green and White papers (see e.g. SOU 1952:33, 1965:29, 1978:86, 1999:63) – has little real significance for the quality of teacher-work and that providing student-teachers with an understanding of the social, sociological, political, ideological, cultural and economic landscape in which they and their pupils live, work and learn has little effect on effective pupil learning. Instead, as also Sjöberg (2011) shows us, subject knowledge and vocational pedagogical skills are emphasised as of singular importance (e.g. Proposition 2009/10:89, p 9, p19, p24, p 26, p 41) as is organising teacher education in accordance with current school and pre-school organization(e.g. op cit, p 12, p 18, p 25). The professional knowledge that is given most value is once again described as founded on the subject knowledge domains of university singularities (e.g. physics, history and geography) together with some technical knowledge related to how to communicate subject knowledge effectively to pupils (Sjöberg 2011). This is against the grain of earlier policy developments and it may, in line with for instance Beck and Young (2005), help make future teachers and their practices more easily economically managed and controlled and more susceptible to political manipulation and economic exploitation (also Codd 2005). This shift has strong consequences for professional knowledge. As is suggested by for instance Apple (2001) and Ball et al (1994, 1996) in relation to developments in the USA and UK respectively, it suggests how neo-conservative standards about subject knowledge value and discipline together with new-managerial aims and technologies for increasing ‘efficiency, speed, and cost control’ now prevail (Apple 2001, 192) and have ‘replaced more substantive concerns about social and educational justice’ (ibid). These are important points that signal that there has been a clear turn of interests in education (Antikainen 2010) that as Apple says (2001,189) is crucial to recognize in any attempt to think through the running of the education systems in the future. More not less power is being consolidated within the national administrative structure of education and more time and energy are being spent on controlling performances and public image. Scientific content for teachers in teacher education relating to education and teaching as political and sociological objects of knowledge is being removed and replaced by subject and performance content at the same time as other changes in the political economy of the education landscape may render the sociological, political and ideological knowledge that has been lost more valuable and necessary than ever before.
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