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Sökning: swepub > Umeå universitet > Övrigt vetenskapligt/konstnärligt > Dahlström Lars

  • Resultat 1-10 av 21
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1.
  • steensen, jette, et al. (författare)
  • Critical Educational Visions and Practices in Neo-liberal Times.
  • 2006
  • Ingår i: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA. - : Global South Network Publisher, Umeå universitet, Umeå.
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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  • Bounyasone, Keophouthong, 1961-, et al. (författare)
  • Cultivating educational research in Lao PDR : For a better future?
  • 2011
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis looks at the introduction of educational action research as part of the national education reforms in Lao PDR. National policies on education emphasise concepts such as ‘education for all’ and ‘student-centred education’ taken from the globalised education reform agenda. Action research became a tool to implement the new pedagogy of student-centred education that was labelled ‘the five-pointed star’. The thesis contributes to the field of global policy studies. It combines global and contextual aspects in order to analyse how action research travelled from policy to practice. This process was part of a Lao national education reform that developed after the introduction of the new economic mechanism, when the previous socialist planned-economy system was replaced by a globalised market-oriented system. Data were collected from national policy documents, international donor documents, instructional material, and interviews with Lao educators involved with action research in different ways. Furthermore, we carried out action research as part of our own teaching duties in Lao PDR, which were subsequently documented and analysed. In this study of educational reform in Lao PDR we have found that an educational approach like action research that is introduced as part of a taken-for-granted global agenda of change, is reduced to a technical rationality and practices that resemble previous experiences. Our findings are explained from the theoretical perspectives of hidden policy ensembles and policy backlashes. Hidden policy ensembles reduce action research to a technical rationality due to their alien cultural and social connections that are not brought into the open at the reform arena. Policy backlashes become a way for practitioners to create meaning based on previous contextual practices, conceptions, and discourses as a consequence of the technical rationality created by the hidden policy ensembles and the use of the cascade model. The thesis concludes with an outline of a possible future educational development in the form of a critical and educative action research network in Lao PDR that is inspired by cross-cultural dialogue, a critical pedagogy of place, and our own action research experiences.
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3.
  • Bäcktorp, Ann-Louise, 1971- (författare)
  • When the first-world-north goes local : Education and gender in post-revolution Laos
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis is a study of three global issues – development cooperation, education and gender - and their transformation to local circumstances in Lao People’s Democratic Republic (PDR), a landlocked country in Southeast Asia. Combining post-colonial and post-structural perspectives, it sets out to understand how discourses of education and gender in Laos intersect with discourses of education and gender within development cooperation represented by organisations such as the World Bank and the Swedish International Development Cooperation Agency (Sida). Through field observations, analysis of national and donor policies on education and gender, and interviews with Lao educationalists, this thesis offers an analysis that shows the complexities arising at the intersection where the first-world-north meets the local in the context of development cooperation. Foucault’s notion of the production and reproduction of discourses through different power-knowledge relations is used to show that the meanings accorded to education and gender within development cooperation, indeed are historically, culturally and contextually constructed. Within development cooperation policy, first-world-north discourses appear to have a hegemonic status in defining education and gender. Thus ‘Education for All’ and ‘Gender Mainstreaming’ become privileged discourses that also take root in Lao national policy-making. Development cooperation further brings with it discourses defining the cooperation itself. Partnership is one such privileged donor discourse. These policy discourses are however interpreted by Lao educationalists that are not influenced by policy alone; rather, contextual discourses also affect how policies are understood and negotiated. It is when these discourses intersect that structures of power and preferential rights of interpretation become visible. The analysis points to how the perspectives of international development cooperation organisations representing the first-world-north are in positions to set the agenda for development cooperation within policy. This position of power can, from a post-colonial perspective, be traced back to how former colonial structures created a privileged position for first-world-north knowledge that still prevails. This is to some extent acknowledged by development cooperation organisations through the emphasis on partnership. However, in the local context, partnership is not experienced as a discourse which has the effects of redistributing power. Partnership is rather transformed into a discourse of superiority and subordination where development cooperation organisations monitor and evaluate and local actors adjust and implement. Lao education officials however express alternative interpretations of partnership that are based on face-to-face collaboration and collective effort. These strategies have closer links to local practices and also reflect contextual discourse-power-knowledge relations which the education officials are well aware of. These strategies of negotiation also extend to the issues of education and gender. Discourses of ‘Education for All’ and ‘Gender Mainstreaming’ are acknowledged among the education officials as policy goals which to some extent also extend into practice. These discourses are however renegotiated to accommodate local circumstances. ‘Education for All’ is thus replaced by the ‘5-pointed star’ which serves as an operationalisation of the concept of ‘learner-centred education’. ‘Gender Mainstreaming’ has to co-exist with local discourses that on the one hand build on patriarchal organisations of society and on the other hand build on local strategies for access which weaken patriarchal structures. The analysis ultimately stresses the importance of incorporating local, contextual knowledge in educational development cooperation processes, both among international and national stakeholders. This process can be supported by a willingness to deconstruct taken-for-granted understandings and value systems; and in doing so, recognising the normative aspects operating both in the areas of education and gender.
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  • Dahlström, Lars (författare)
  • Occasions of critical encounters
  • 2008
  • Ingår i: At sætte spor på en vandring fra Aquinas til Bourdieu. - Denmark : Hexis. - 9788799205028 ; , s. 523-534
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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  • Resultat 1-10 av 21

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