| 1. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Förändra praktiken genom imperativ policy? Lärares förutsättningar för arbetet med kartläggning i förskoleklass
- 2022
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Ingår i: Utbildning och Demokrati. - : Örebro University. - 1102-6472 .- 2001-7316. ; 31:1, s. 51-74
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the conditions given to teachers in preschool class in order to execute the guarantee for early interventions and mandatory assessmentsof six-year-olds. The reform contributes an imperative policy that is to be interpreted literally to ensure equality. The study involves the analysis of survey responses from 792 teachers in 191 Swedish municipalities. The results reveal three gaps: 1) there is variety in the local preconditions and time spent on the assessments despite the standardization in this imperative policy, 2) the guarantee seems to be integrated into the local institutional culture rather than to be driving change, and 3) the reform seems to have become the teachers’ responsibility to implement within existing resources and timeframes. The conclusion is that the reform and its policy lead to large variation when implemented in local practice.Thus, national equality in education is difficult to achieve, even if the policy is imperative.
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| 2. |
- Adolfsson, Carl-Henrik, 1976-
(författare)
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Vad räknas som kunskap i den svenska gymnasieskolan? : En kritisk diskursanalys av förändrade policyformeringar mellan 1990-talet och 2010-talet i svensk gymnasieskola
- 2012
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Ingår i: Utbildning och Demokrati. - Örebro. - 1102-6472 .- 2001-7316. ; 21:2, s. 15-38
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Tidskriftsartikel (refereegranskat)abstract
- With the question – what problems is the current reform of the Swedish upper secondary school considered being the solution of – this article analyzes the political dimension of knowledge in the way it is discursively visualized in policy texts. With methodological inspiration from the Critical discourse analysis (CDA) two education policy reforms, published for the 1990s- and the 2010’s reformation of the upper secondary school, have been compared with an aim to study discursive shifts over time concerning changing politics of knowledge. To understand and explain these shifts the relation between declared knowledge discourses and the social practice, that these discourses are embedded in, is discussed. The results in the article point to some discursive shifts. The 1990’s policy texts were dominated by a hybridization of a deregulated objective-rational- and a socio-cultural oriented knowledge discourse. These discourses have now been challenge by a form of hybridization of a regulated working lifeoriented and a content- and result oriented knowledge discourse. These discursive movements are finally discussed in relation to what different societal problems these reforms are considered to be a solution to.
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| 3. |
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| 4. |
- Almqvist, Jonas, 1968-
(författare)
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Artefaktanvändning i undervisningssammanhang : En privilegieringsanalys
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 47-68
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Tidskriftsartikel (refereegranskat)abstract
- The use of artefacts is a central part of many human activities. In education, for example, people use them to deal with didactic problems otherwise not possible to solve. However, even though often taken for granted and not explicitly thought of in most practices, the use of artefacts is not given beforehand. In fact, they are constituted in sociocultural contexts where different agents, including the users, may have contributed. Consequently, this is an issue possible to discuss and debate. The aim of this article is to describe an approach in studies of how the use of artefacts is constituted in educational settings. Examples from video recorded classroom situations illustrate how artefacts contribute to meaning making in practice. It is also argued that there is a need for further studies and discussions about the use of artefacts in education.
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| 5. |
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| 6. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Pragmatiska studier av meningsskapande
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
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| 7. |
- Almqvist, Jonas, et al.
(författare)
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Tema: Didaktiska undersökningar
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.
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| 8. |
- Almqvist, Jonas, et al.
(författare)
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Tema: Didaktiska undersökningar
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
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Tidskriftsartikel (refereegranskat)
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| 9. |
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| 10. |
- Ammert, Niklas
(författare)
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Folkvilja, etikett eller jordbruksteknik? : En historiedidaktisk analys av synen på demokrati i historieläroböcker 1960-2003
- 2005
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 14:3, s. 31-50
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Tidskriftsartikel (refereegranskat)abstract
- The concept of “democracy” is highly emphasized in society as wellas in Swedish school curricula. This article analyses the “supply-side” of education – the textbooks. What various conceptions ofdemocracy do lower secondary pupils meet in history textbooksand how is democracy presented in these books? Have there beenany changes in how the concept of democracy has been introducedbetween the 1960’s and the 2000’s? The first purpose of this articleis to analyse the concept of democracy in lower secondary historytextbooks and confront these representations and interpretationswith political and philosophical theories about democracy. Sec-ondly, I intend to find out whether the textbooks describe andexplain democracy in a historical context that can be useful forlearning and understanding. A contested concept like democracymay also open a way for pupils to understand the historical proc-ess and stimulate their history consciousness.
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