| 1. |
- Basic, Goran, 1972-, et al.
(författare)
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Post-genocide Society, Criminology, and Pedagogy of Lifelong Learning : An Analysis of the Empirical Example of Bosnia and Herzegovina
- 2019
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Ingår i: 19th Annual Conference of the European Society of Criminology. - Ghent : Ghent University. ; 6:2, s. 31-62
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Konferensbidrag (refereegranskat)abstract
- The war in Bosnia and Herzegovina (1992–1995) is the historic background of this paper, as produced inthe reports of the United Nations and documents presented during international and national trialsconcerning war crimes committed during period. A literature review forms the analytical basis andcontains various studies from the domains of war sociology, social epistemology, pedagogy ofemancipation and lifelong learning, and sociology of knowledge. The aim of the paper is to analyse: 1)the negative/dark sides of social capital in the Bosnian–Herzegovinian post-genocide society thatemerged because of decades of symbolic and real war and post-war violence against the people in Bosniaand Herzegovina; and 2) the possibility of social development in the direction of a positive/lighter side ofsocial capital, in the sense of legitimising progressive politics of social development based on thefollowing foundations: a) learning peace, coexistence, and reconciliation; b) acknowledgment thatgenocide was carried out during the war and actively denied after the war; c) condemnation of genocide(both during the war and the post-war period); and d) active work to recognise the status of and obtaincompensation for the victims of the genocide (at the social, organisational/institutional, and individuallevels).
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| 2. |
- Basic, Goran, 1972-
(författare)
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Social pedagogical work with unaccompanied young refugees with experiences of war in institutional care in Sweden: an ethnography-inspired analysis of the narratives of young persons and institution personnel
- 2018
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Ingår i: Social Sciences and Education Research Review. - Craiova : University of Craiova. - 2392-9863 .- 2393-1264. ; 5:2, s. 6-29
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Tidskriftsartikel (refereegranskat)abstract
- The study purpose was to analyse 1) narratives of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; 2) institution personnel narratives about the day-to-day work of taking care of young people who have experienced war; and 3) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with young people in care with experiences of war and with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. In practice, therefore, only when the individual social pedagogue transcends the expectations of the conventional role will there be a chance to be appreciated by other collaborators.
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| 3. |
- Fälth, Linda, 1973-, et al.
(författare)
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Pupils with Special needs - Collaboration between School and School-age Educare
- 2020
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Ingår i: Social Sciences and Education Research Review. - : University of Craiova. - 2392-9863 .- 2393-1264. ; 7:2, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- As the Swedish governing documents state that the School-age educare should supplement the education in the compulsory school, the support for pupils with special needs could be expected to continue after school at the School-age educare. The purpose of this study is to elucidate how special education teachers in school and teachers at the School-age educare collaborate in the work with pupils in need of special support. A total of 30 teachers participated. The results were analyzed using Bronfenbrenner's ecological model and show that collaboration exists to a limited extent when teaching children with special needs. It is evident in the results that a clearer focus on inclusion is 8desirable and that a collaboration between professions will enable the school-age educare to be a complement to school.
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| 4. |
- Lyngfelt, Anna, 1965
(författare)
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Reading in your first and second language. On the use of prior knowledge when processing fictional texts at school
- 2017
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Ingår i: Social Sciences and Education Research Review. - 2392-9863 .- 2393-1264. ; 4:2, s. 78-99
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Tidskriftsartikel (refereegranskat)abstract
- This study, which is grounded on a sociocultural framework (Lantolf 2000, Säljö 2000), seeks to determine whether giving L2 pupils the opportunity to use fictional texts that correspond with their prior knowledge makes a difference in developing text response and to identify and discuss any difference found. The use and processing of L1 teaching materials were expected to increase pupil motivation and enhance L2 skills (DeFazio 1997; Cummins 2001). Twelve third-year pupils contributed 24 texts in L2 (Swedish). The results indicate that the use of texts in the pupils' first language does make a difference to L2 acquisition. When pupils were able to use their prior knowledge, their texts became more than twice as long, more elaborated and more independent. L2 pupils seem to belong to the group who display distinct differences between the language skills they demonstrate in the classroom and the knowledge they possess through prior knowledge.
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