| 1. |
- Cronquist, Eva, 1959-
(författare)
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Samtidskonstbaserat gestaltningsarbete i utbildningen av bildlärare : Om vikten av transformativ beredskap i förändringsprocesser
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation addresses student learning processes in contemporary arts- based practice in visual arts teacher education programs. The arts-based processes studied are based on the explorative method for exploring social and social phenomena. ‘Art’, as a school subject, is based on scientific foundations that are informed by a ‘semiotics of art’ perspective. Notwithstanding this, artistic methods comprise a large part of the subject. The aim of this dissertation is to deepen our knowledge of the students’ experience of the learning processes that are present in contemporary arts-based practice in visual arts teacher education programs. Three empirical investigations into two visual arts teacher education programs were conducted. Study I reports on an investigation into an introductory course in contemporary arts-based practice where focus was placed on the student’s learning processes. The theoretical frameworks used in Study I were hermeneutics, symbolic interactionism, and transformative theory. The results of Study I were reported on in their entirety in a licentiate thesis (Cronquist, 2015), and can be summarised in terms of the concepts ‘resistance’, ‘challenges’, and ‘alienation and conciliation as a communicative process’. This introductory study gave rise to new questions which demanded both further depth and breadth in their answers. These issues were addressed by investigating an additional art teacher education program and by analysing the more advanced courses in this program, in contrast to the analysis of the introductory courses that were analysed in the first investigation. Study II presents an investigation into the meanings which emerged in the students’ experiences of the learning processes in a prescribed contemporary arts-based projects whilst Study III presents an investigation of the meanings with emerged in the students’ experiences of learning processes in a prescribed contemporary arts-based independent project, second cycle (Master of arts in secondary education for upper secondary). Study II and Study III take their point of departure in Dewey’s ‘pragmatism’, where human behaviour is considered to be a transactional process between people and their environment. The method of analysis that was used in these studies was inspired by ‘practical epistemological analysis’ (PEA) (Wickman & Östman, 2014). The object of study, which links all three studies together, addresses deepening our knowledge of the learning processes in contemporary arts-based projects. The results of these studies are revealed in three distinct problem areas namely, the laboratory - explorative problem, the subject-cultural problem, and the methodology problem. The laboratory - explorative problem involves the difficulties which students are faced with when they are tasked with making independent choices of methods for creative laboratory - explorative workprocesses in art projects. The subject- cultural problem refers to how students carry within themselves their experiences of learning processes from other subjects and how they put them in contrast with their learning experiences in their art classes. The methodology problem reveals to us how scientific research methods and exploratory art methods come to collide with each other (from the students’ perspective) in the students’ independent art projects. In conclusion, I present a discussion of the questions and challenges that contemporary art concepts can provide to an art teacher education program. ‘Transformative preparedness’ is highlighted as a central concept which students can use to move forward in their art teacher training when habitual behaviours are challenged. ‘Transformative preparedness’ is based primarily on the ability to adopt another person’s perspective.Keywords: teacher education program, art teacher education program, contemporary art, art project, contemporary arts-based practice learning processes, transformation, subject culture, artistic project methods
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| 2. |
- Westerberg, Vicktoria, 1975-
(författare)
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Skolans tillfälliga bakdörr? : en studie om den särskilda undervisningsgruppen i relation till skolans inkluderande uppdrag
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Although the Swedish compulsory school’s mission is inclusive, there are segregated settings available for students in need of special needs education. The special teaching group is such a setting, and according to the Education Act (SFS 2010:800, 3 chap. 11§) possible to apply when there are special reasons. This thesis aims to understand how the special teaching group is constructed in relation to the inclusive mission of school. To achieve this aim, four questions are answered: (1) How is the organization of the work with special teaching groups described? (2) How is the image constructed of the students placed in special teaching groups? (3) What expectations are made visible in the school staff's talk about support in special teaching groups? (4) How do the school staff talk about the considerations made when placing students in special teaching groups to receive support? The material analysed is derived from four collections of empirical material: one material consisting of data from 30 Swedish municipalities’ organisation of special teaching groups, one consisting of 48 action programs belonging to students placed in special teaching groups, one consisting of data from focus group interviews in which 14 teachers, special need teachers and principals participated, and one consisting of data from individual interviews with 30 principals. The focus of the thesis is the school staff's way of speaking and reasoning about the special teaching group, both in talk and in writing. The material has been analysed discursively: in a first step to show how discourses on an individual level are activated when school staff talk about the special teaching group, and in a second step to understand how talk at an individual level is enabled by various community level discourses linked to inclusion. The analysis shows that three societal discourses compete to fixate the meaning of inclusion. The three discourses offer different ways in which inclusion can be understood, and relate to knowledge, values or health. The analysis shows that school staff activates all three discourses, but they prioritize students’ health. The study contributes to an understanding of how the special teaching group offers an opportunity to meet the educational needs of students by opening an informal back door from the regular but unsatisfactory educational situation. At the same time, the study highlights the issue of how placement in a special teaching group does not contribute to creating an understanding of how mainstream teaching can meet the diverse needs of students in general. Nor does the placement generate the resources needed realizing it.
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| 3. |
- Alerby, Eva
(författare)
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A Picture Tells More than a Thousand Words
- 2015
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Ingår i: Children’s Images of Identity. - Rotterdam : Encyclopedia of Global Archaeology/Springer Verlag. - 9789463001243 ; , s. 15-25
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Bokkapitel (refereegranskat)abstract
- ‘A picture tells more than a thousand words’, is a common saying. Given that a picture tells more than a thousand words – how can we understand and use this expression? How can a picture, or an image, be analysed and used as part of educational research? In this chapter the use of images, and more specifically drawings, will be explored.
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| 4. |
- Alerby, Eva, et al.
(författare)
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A quite ordinary day in a quite ordinary classroom : Alfred Schutz's theory about the phenomenology of the social world in school
- 2011
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Ingår i: Encyclopaideia. Journal of Phenomenology and Education. - 1590-492X .- 1825-8670. ; 15:29, s. 47-65
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to illuminate, enable understanding of, and discuss the meaning of social relations in the learning process, and how knowledge and skills influence roles and relations. The starting point is a story in a 9th grade computer lesson, where a student knew more than the teacher about the subject. How was the relation between the student and the teacher affected by this situation? We analyse and discuss this by using Alfred Schutz’s theory of the phenomenology of the social world. We limit the discussion to focus on the ways that teacher-student relations can be understood and explained in accordance with this theory. Finally we emphasize the importance of the teacher being aware of different types of relations with students, and the consequences of these relations, and argue that Schutz’s theory is helpful in creating new ways of understanding learning situations in school.
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| 5. |
- Alerby, Eva, et al.
(författare)
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A silent message is also a message
- 2005
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Ingår i: A Nordic dimension in education and research - myth or reality?. ; , s. 83-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Dammed taxi cab!" A twelve year old student wrote these words in the margins of a questionnaire in school concerning psychosocial well-being. Within this paper they will serve as a point of departure for the discussion. Can the messages found on the sides of the squares intended for an X in a questionnaire be considered non-messages? Or are these expressions indeed messages that are made silent and therefore can be considered silent messages? Then one might wonder what the meanings of the silent messages are that often occurs in questionnaires? Can, or maybe should, we take notice of these silent messages? According to Polanyi every human being has silent and unexpressed dimensions within themselves, which acknowledge situations where we recognise that we know more than we can explain. This is also stressed by Merleau-Ponty, who argued that something exists beyond what is said, and Bateson emphasised that a non-message is also a message - the silence tells us something. Within this paper we will highlight and discuss the significance of silent messages of communication in general, and especially in questionnaires.
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| 6. |
- Alerby, Eva
(författare)
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A way of visualising children´s and young people´s thoughts about the environment : a study of drawings
- 2000
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 6:3, s. 205-222
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Tidskriftsartikel (refereegranskat)abstract
- This article attempts to visualise the way in which children and young people think about a specific topic, namely the environment. The aim is to make the thinking of children and young people available and to interpret the meaning of their thoughts about our environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. The study is based on empirical material consisting of drawings produced by 109 children and young people, combined with subsequent oral comments. During the drawing analysis different structures and patterns gradually crystallised, and eventually four different themes emerged, consisting of thoughts which focus on the following: the good world, the bad world, the dialectics between the good and the bad world, and symbols and actions protecting the environment. It can be stated that the results which emerged, in the form of the thoughts of the children and young people on the environment, reflect a thinking characterisedby many nuances, such as clean and unspoilt nature in different manifestations, the need for human beings to use nature for recreation and well-being, environmental destruction in different forms, and direct or indirect ways of taking care of the prevailing environmental situation.
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| 7. |
- Alerby, Eva
(författare)
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About silence : a matter for educational settings
- 2012
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Ingår i: Abstract book. - Copenhagen : Nordic educational research association, NERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ”… if we know more about silence, we will know more about ourselves”, states Jaworski. What then do we know about silence? Sometimes people are silent of their own free will, while others have silence thrust upon them. Others are perhaps silent to demonstrate their position of strength or superiority with regard to others. To have understanding of and insight into the meaning and different aspects of silence is of importance to life itself, as well as to different educational settings. Within the framework of this paper, the significance of silence for educational settings will be highlighted and discussed. The discussion will be based on the recently published book ”Om tystnad - i pedagogiska sammanhang” [About Silence - in educational settings] (Alerby, 2012).The presentation will deal with issues like - is it accepted for students to be silent? Or is this seen as a problem? Some students are experienced by others or by themselves as silent. Perhaps they are neither given, nor do they take, the silent space that is required for participation in the conversation. They remain silent even though the ongoing discussion wakens thoughts and opinions, and they continue to be silent even though they know the answer to the question which the teacher has just asked. Most silent students probably have an opinion to add to the discussion or an answer to give to the question, but they choose for some reason not to express this, and therefore remain silent in the eyes (or ears) of others. But are they really silent? One way to approach these issues is to take the phenomenological movement as a point of departure. To be more precise - this paper will discuss silence in educational settings using a phenomenological life-world approach.
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| 8. |
- Alerby, Eva
(författare)
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Aktivt lärande : kompetensutveckling inom skolan i Pajala kommun : ett värdegrundsprojekt
- 2000
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Pajala kommun har med stöd från Skolverket bedrivit kompetensutveckling inom skolan i form av värdegrundsprojektet ”Aktivt lärande i Pajala”. Projektet vände sig till personal inom Pajala kommuns skolverksamhet, och det anordnades av Pajala kommun, inre rektorsområdet, i samarbete med Centrum för forskning i lärande, Luleå tekniska universitet. Kompetensutvecklingens huvudmål var att tydliggöra skolans värdegrund samt att arbeta med mål och utvärdering. Detta arbete har kopplats till olika utvecklingsarbeten som genomförts inom ramen för de deltagande arbetsenheterna. Vidare har ett aktionsinriktat arbetssätt tillämpats under hela projektets gång. Ett antal av lärarnas A-dagar samt Pedagogiska caféer har använts för gemensam kompetensutveckling. Övriga A-dagar och även viss tid av den reglerade arbetstiden användes till de utvecklingsområden som varje arbetslag arbetade med utifrån sina behov enligt respektive projektplan. Vid utvärderingen framkom att projektdeltagarna upplever att värdegrundsfrågorna, i och med projektet, har legaliserats och även getts ett stort utrymme i verksamheten. Detta genom att frågorna på ett naturligt och självklart sätt fått en framträdande plats, men även genom skolledningens stöd samt universitetets medverkan. Personalen upplever framför allt att de fått mer tid att fokusera ett gemensamt uppdrag, nämligen att arbeta med och utifrån värdegrunden. Lärarna upplever även att eleverna har givits större möjligheter till delaktighet vid såväl planering som utvärdering. Vidare betonas vikten av man från ledningshåll avsätter tid och att ledningen på ett aktivt och konkret sätt visar projektet intresse och uppmärksamhet. Genom den process som det aktionsinriktade arbetssättet startade ledde projektarbetet till såväl kompetensutveckling som till skolutveckling, eller för att använda andra ord – till det livslånga lärandet.
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| 9. |
- Alerby, Eva
(författare)
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Att fånga en tanke : en fenomenologisk studie av barns och ungdomars tänkande kring miljö
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis attempts to clarify the way in which young people think about our envíronment, based on their experiences as the starting point. The aim is to make the thinking of people available and to interpret the meaning of these thoughts, whose content comprises the environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. I also use the phenomenological method as a type of analysis method to use as inspiration when analysing the empirical material. The children and young people who are included in the study are between the ages of 7 and 16. The data collection is based on two partial studies. In one partial study, empirical material is analysed consisting of the production of drawings by 105 children and young people with attached oral comments, and in the other partial study interviews which were conducted with 16 children and young people are analysed. These two studies are partially connected and partially dependent on one another. The drawing study is aimed at developing an understanding of the thinking of the children and young people and also forms the basis for the selection of subjects for the interview study. The interview study for its part is aimed at further deepening the understanding of the thinking process and the interviews took place on two occations with each person. In the drawing analysis four themes of thoughts were crystallised which focus on: the good world, the bad world, the dialectics between the good and bad world, and symbols and actions promoting the environment. In the interview analysis eight themes emerged of thoughts which focus on: pragmatic perspectives, emotional perspectives, future and visionary perspectives, philosophical perspectives, aesthetic perspectives and romantic perspectives. It can be stated that the results which emerged in the form of the thinking of the children and young people on the environment reflect their thinking as having many nuances. If these many-faceted thoughts are to be taken seriously it is necessary in the teaching and learning situation to take into account the thinking of young citizens. Teaching and learning situations should therefore create time and room for conversation and thinking. This is to stimulate the growing power which the experiences of young people have, experiences which are in turn requirements for thinking: thinking which is constituted by beeing-in-the-world.
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| 10. |
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