| 1. |
|
|
| 2. |
|
|
| 3. |
- Eliasson, Björn
(författare)
-
Diskurser om informationssamhället : Analys av några offentliga texter
- 2005
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The interest of this thesis is how the information society will be expressed in some public texts. The focus is especially on how such concepts as learning, knowledge, identity and IT as a tool will be constructed discursively. In a social constructionist meaning the future will be created through communication and interaction between people. Some Swedish Government Official Reports (SGOR) and journals have been analyzed with critical discourse analysis. On a wide level four strong discourses will constitute the discourse order of the information society. These four are the discourses of the market economy, the discourse of globalisation, the discourse of individualisation and the discourse of IT. Further IT has been the cause to a “new” dynamic society that is “in advance”, under “change” and “refinement”. This society is at the same time global and local, which means “glocal”. It is populated by the “new” human who is a “nomad” who will have a great own responsibility to adapt to the “loose structures” of the new society. The individual will be held before the collective. IT will “deliver” and reinforce the human abilities. Knowledge has been a commodity, which can be bought and sold worldwide. Knowledge will grow old very fast and because of that we need access to “fast knowledge” “just-in-time”. To describe the qualities of IT the analysed texts use metaphors. The metaphor “ghost” will fulfil our wishes in an unexplained way, the metaphor “wings” is about freedom and the metaphor “lever” explains that our abilities will be enhanced, in this specific case our cognitive abilities. The analysed texts both confirm earlier pictures of the information society and develop them further. Three positions can be distinguished. The first of them is that the IT will be expressed as ”force of nature” which as a revolution will change our society. The second one is how the force in IT is expressed almost like science fiction stories. The texts tell about the future as it already was here. The third position says that the new society is full of paradoxes. The problems in the world, even those that have been caused by the technology, can and should be solved, not only with more technology, but with the same technology which have caused the problems. The discursive paradoxes, which will be highlighted in the results, make the development of IT to an unavoidable part of the social practice of the future. There are no choices or alternatives.
|
|
| 4. |
- Franzén, Karin
(författare)
-
”Is i magen och ett varmt hjärta” : Konstruktionen av skolledarskap i ett könsperspektiv
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to investigate the discursive construction of school leadership in a gender perspective and the meanings attached to school leadership. Theoretically, I draw on discourse analysis, and feminist poststructuralist theories have been my source of inspiration. Discourse, subjectivity, subject positions and power are key concepts applied to the analysis of the data. Four male and four female school leaders representing eight primary and secondary schools were interviewed. Furthermore, interviews were carried out with two teachers at each of these schools: in total nine female and seven male teachers were interviewed.The leaders and teachers talk about leadership in relation to four different arenas, which I have labelled the teachers’, the children’s, the parents’ and the societal arena respectively. Three main positions have been identified for the school leaders: (1) the supporter, (2) the manager and (3) the pedagogical leader. Most of the statements deal with the relation to the teachers, whereas the parents’ arena is not much talked about.As for gender, both male and female school leaders construct themselves as leaders in rather similar ways. Both men and women activate the three positions in similar ways. Women do not repeat the supporter position more often than men, and men do not position themselves as managers more frequently than women. This indicates that traditional gender discourses do not govern the school leaders’ talk about school leadership. For the position of pedagogical leader, some gender differences have been distinguished. The men position themselves as pedagogical leaders, whose mission it is to take the lead in pedagogical issues, whilst the women talk about the importance of evaluating and reflecting on their pedagogical leadership. Gender discourses seem to affect the way teachers construct school leadership, as male leaders who act as supporters are sometimes positioned as deviant. Instead, especially female teachers expect their male leader to act as a manager. Furthermore, the female teachers construct female school leaders as supporters to a higher extent than the male teachers.
|
|
| 5. |
- Hakvoort, I., et al.
(författare)
-
Giving voice to children´s perspectives on peace
- 2001
-
Ingår i: In D. J. Christie, R. Wagner & D. D. Winter, Peace, conflict and violence. Peace psychology for the 21st century. Prentice Hall, p. 324-330. - New Jersey : Prentice Hall, 2001.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Söderström, Åsa
(författare)
-
”Att göra sina uppgifter, vara tyst och lämna in i tid” : Om elevansvar i det högmoderna samhället
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources.At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism.The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found.Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility.The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles.In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism
|
|
| 9. |
|
|
| 10. |
- Andersson, Bo., et al.
(författare)
-
Barnets rättigheter
- 2002
-
Rapport (övrigt vetenskapligt/konstnärligt)
|
|
