| 1. |
- Allan, J
(författare)
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The inclusive teacher educator : Spaces for civic engagement
- 2010
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 31:4, s. 411-422
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Tidskriftsartikel (refereegranskat)abstract
- This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.
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| 2. |
- Aronsson, Lena, et al.
(författare)
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Mapping a Collaborative Cartography of the Encounters between the Neurosciences and Early Childhood Education Practices
- 2018
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 39:2, s. 242-257
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes its starting point in a shared problem of concern, formulated in terms of what might be produced – or not – as effects of encounters between neuroscientific research and preschool practices. The aim is to show what emerged in collaborative encounters, in what is theorized and practised as Deleuzo–Guattarian-inspired cartography mapping exercises. During regularly scheduled staff ‘reflection meetings’, an invited doctoral student enacted, participated, and documented these encounters with preschool staff at three preschools in the same area outside Stockholm, Sweden. Two major lines of articulation, converging around a core problem, were collaboratively constructed and put on this ‘map’. These were then actively put to play to be disrupted and deterritorialized, making ways for new diverging lines and potential reconfigured forms of literacy practices.
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| 3. |
- Berglund, Jenny
(författare)
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Global questions in the classroom : The formulation of Islamic religious education at Muslim schools in Sweden
- 2011
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - London : Routledge. - 0159-6306 .- 1469-3739. ; 32:4, s. 497-512
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as ‘authentic Islam’, gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the pupils’ situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools.
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| 4. |
- Bodén, Linnea
(författare)
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Dexter time : The space, time, and matterings of school absence registration
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 37:2, s. 245-255
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Tidskriftsartikel (refereegranskat)abstract
- Working with a posthumanist approach, this article explores how the computer software Dexter, used for the registration of students’ absences and presences, is part of the production of different practices of time, place, space, and matter in Swedish schools. The empirical material engaged with comes from two schools, and the students involved are in grades 7–9. The article creates knowledge on how the digital registration of students’ presences, absences, or late arrivals is dependent upon material-discursive practices. The “bodily presences” of students are continually destabilized in relation to Dexter, showing that school absences and presences are (re)shaped depending on relations of spacetimematter.
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| 5. |
- Carlbaum, Sara, 1981-
(författare)
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Equivalence and performance gaps in Swedish school inspection : context and the politics of blame
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 37:1, s. 133-148
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses and critically discusses how context is relevant when constructing and upholding an equivalent education for all within the neo-liberal educational regime of marketisation and accountability. At the centre of the article is a study of national school inspection reports in four municipalities in Sweden, exploring performance gaps, equality and justice in an educational system, that for decades has emphasised universal welfare, justice and equality. By drawing on the concept of ‘the politics of blame’, findings show that accountability and blame are constructed in complex ways. Although teachers and schools are blamed for low expectations with little contextual consideration by Swedish Schools Inspectorate, local governments are blamed for not redistributing resources. This can both challenge and strengthen the contemporary regime in governing education.
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| 6. |
- Dahlbeck, Johan, et al.
(författare)
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'Needle and Stick' save the world: Sustainable development and the universal child
- 2012
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Ingår i: Discourse. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 33:2, s. 267-281
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Tidskriftsartikel (refereegranskat)abstract
- This text deals with a problem concerning processes of the productive power of knowledge. We draw on so called poststructural theories challenging the classical image of thought – as hinged upon a representational logic identifying entities in a rigid sense – when formulating a problem concerning the gap between knowledge and the object of knowledge. More specifically we are looking at this problem in the contexts of sustainable development and childhood using illustrating examples in order to test the validity of these theoretical accounts. The examples we use range from internationally agreed documents claiming universality concerning environmental protection and childhood to national curricula for the pre-school to a Swedish governmentally produced and distributed TV-series called Needle and Stick save the world, addressing the issue of sustainable development. In short, we wish to problematise the rigid positions of the child and the human being in relation to nature
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| 7. |
- Elam, Mark, 1960, et al.
(författare)
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Socioscientific issues via controversy mapping: bringing actor-network theory into the science classroom with digital technology
- 2019
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 40:1, s. 61-77
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Tidskriftsartikel (refereegranskat)abstract
- What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry.
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| 8. |
- Ericsson, Claes, 1947, et al.
(författare)
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The conditions for establishment of an ideological dilemma: antagonistic discourses and over-determined identity in school music teaching
- 2011
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - London : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 32:5, s. 713-728
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.
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| 9. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Becoming the role model : Youth recreational leaders, occupational choice and a will to include
- 2018
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis. - 0159-6306 .- 1469-3739. ; 39:6, s. 901-912
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyse how a discourse on the role model operates in youth recreational work. Drawing on Michel Foucault’s concepts of subjectivity, discourse and power/knowledge, the article analyses interviews with youth recreation leader students enrolled at a folk high school, and their talk about occupational choice. The analysis illustrates how a discourse on the role model emerge and operate through the ways students’ descriptions of ‘being’, and ‘doing’ intersect with their becoming as role models. The analysis raises several important questions. Should youth recreational work only target those young people who are already marginalised? Are there other subject positions than the role model, available to take up in youth recreation work? Are experiences of marginalisation necessary in order for a desirable youth recreation leader to emerge?
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| 10. |
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