| 1. |
- 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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| 2. |
- 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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| 3. |
- Knutes, Helen, 1961-
(författare)
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Gestaltandets pedagogik : Om att skapa konsthantverk
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Why, and what does it involve for an individual to perform Arts and Crafts, are the questions studied in this thesis. The purpose of this thesis is to examine the pedagogical conditions of Arts and Crafts objects, through studying the processes that take place where people give form to personal expressions and to understand the meanings these processes have for them. Phenomenological theory, especially the theory of the lived body, which presents the body as a unity not separated into body and thought, with object and subject in an inter-relationship, is used as a theoretical standpoint throughout the thesis. A phenomenological and a semiotic approach have been used to analyse and describe the empirical data. This thesis consists of three different studies, the examination of a place where Arts and Crafts are performed, the study of people's experiences of creating Arts and Crafts objects, and finally how people relate to their chosen Art and Craft materials. This contributes to an understanding of the pedagogical conditions and processes present in their relationship to work materials. The analysis illustrates that an opportunity for a new level of understanding is reached when particular pedagogical processes are carried out whilst working with various forms of Arts and Crafts materials. These processes understood as pedagogical conditions consist of: time and pace, physical and mental environment, materialization, the object and experience. Another finding is that there are different ways of relating to the Arts and Crafts materials, a bodily relation or a cognitive relation. These ways of relating exist in one person, but one of these relating attitudes is often more salient than the other. Making Arts and Crafts is in this thesis seen as an activity of both bodily and cognitive meaning making.
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| 4. |
- Bygdeson-Larsson, Kerstin, 1949-
(författare)
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"Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. The study is based on a hermeneutic and a socio cultural perspective and a combination of activity theory and object relation theory. The methodology draws on activity theory and Yrjö Engeström’s (1987) development work research and specifically a more elaborated version of learning activity termed Educational Process Reflection, which is a model for professional development created in the previous EPR-studies presented in Bygdeson-Larsson (2005a; b; 2006). It builds on practitioners´ observations of peer play interactions and practitioners retold experiences of interaction with the children. The model consists of an oscillation between EPR-sessions and pre-school practice. The results of the study are presented in a narrative way and show how changes in pre-school grow out of collaborative reflection combined with new theoretical perspectives. The practitioners´ competence or professionalism concerning the interactive dimension was improved and individual children at risk got new and better conditions for being included in positive peer play and interaction experiences. The pre-school turned out to become a resilient environment for children in peer play and interactive difficulties. The main results illuminate and give an understanding of how practitioners´ ways of working with children in peer play problems or special needs turned out to become more resilient and how children got better possibilities to be included in positive ways. It also enhances the understanding of how the processes in peer play situations changed for the better for other children and how the whole climate in the pre-school also seemed to change and become more inclusive. Overall the results of this study bring about an enhanced understanding of the complexity of the pre-school seen as an activity system and the need for new tools concerning interactive processes. This study implicates that pre-school practitioners own investigation and reflection of interactive processes in pre-school is essential, and may well be used before applying a categorising or diagnostic approach concerning children in special needs. This study has implications for professional development, researcher-practitioner co-operation and consultative activities concerning pre-schools and children. The present study implies that all these activities have an advantage of taking the dynamics of the pre-school as an activity system into account before focusing on practitioners or children as individuals.
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| 5. |
- Forsell, Tobias, 1974-
(författare)
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”Man är ju typ elev, fast på avstånd” : problematisk skolfrånvaro ur elevers, föräldrars och skolpersonals perspektiv
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Aim: The aim of the thesis is to increase the knowledge of problematic school absenteeism by focusing on factors and processes contributing to this phenomenon in compulsory school, but also to identify what helps turningabsenteeism into increased school attendance. The thesis uses Kearney’s (2008a) definition of problematic school absenteeism: absences that adversely affect the student’s social and cognitive development, and mental wellbeing.Method: The thesis investigates problematic school absenteeism on the basis of in-depth interviews with 15 students aged between 16 and 25, 15 parents, and 11 school staff with long experience of working with students in this situation, thereby providing rich information on the complex phenomenon under study. The resulting narratives have been analysed using thematic content analysis.Theoretical framework: Drawing on Bronfenbrenner’s (1977, 1979a, 1986a) ecological systems theory of human development, the analytical framework is used to unveil the dynamic interaction between the student and his/herenvironment. In addition, the concept of alienation (Bronfenbrenner, 1986a; Hascher & Hadjar, 2018) is used to facilitate a deeper understanding of potentially important generator of unfavourable conditions in school, which byextension may have negative effects on the students’ ability to attend school.Major findings: Problematic school absenteeism in compulsory school is resulting from a range of factors at different levels interacting over a longer period of time. There is a need to distinguish between underlying, eliciting and maintaining factors. Shorter spells of truancy and absence related to illness may be early warning signs. Feelings of being different and lonely, harassment by peers, and difficulties to live up to the demands in school are commonly described as factors pushing the student away from school. Absence from school for a longer period of time in turn results in problems such as anxiety, depression, reduced social contacts and lagging behind in school-work that maintain and increase the difficulties to go back to school. The students, above all those with extensive and long-term absenteeism, usually need changes in the school environment if their attendance rates are to improve. Such ecological changes may be a question of teaching in an alternative learning environment, a change of school, or that significant others enter the student’s life and contribute to a manageable study situation. Such a conclusion is in contrast to research that one-sidedly points to measures aimed at changing the student’s patterns of thought and behaviour.
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| 6. |
- Hagström, Erica
(författare)
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Mellan människa och häst : Djur-blivande i den pedagogiska relationens mellanrum
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogy has been theorised as a process of becoming, throughout history, as well as in contemporary research. In an interplay between literary configuration as a form of arts-based research and analysis based in philosophy of education, this dissertation explores the in-between of the educational relation within a specific human–horse relationship in order to examine, re-symbolise and re-negotiate the very presumptions of what pedagogy can become. I am interested in the educational possibilities in the relational processes of becoming when the Other is a horse and, further, how imaginaries, enabled by a questioning of the anthropocentrism of processes of becoming, can contribute to think pedagogy as a relational process of becoming, rooted in becoming-animal. Firstly, against the backdrop of a critique of the discourse on animality, I analyse becoming-animal in depth. By working with the concept of figuration, I investigate the processes of becoming between human and other-than-human. As Rosi Braidotti’s (2002) notion of becoming-animal informs this specific, enfleshed relation between human and horse, this lived relation also concretises the notion of becoming-animal. Secondly, in the light of a cartography of the power relation, I claim, in line with Patton (2003), that it is nonetheless possible for ethical relations to emerge in and through that relation. By linking the idea of ‘being faced by animals’, as developed in Matthew Calarco’s (2008) work with the idea of ‘being addressed’ as developed in Gert Biesta’s (2012) work, I see the horse’s face appear as an educational and ethical questioning. Thirdly, drawing on Luce Irigaray’s (1993) concept of difference, yet in another way, and displacing space for wonder to the relational space between human and horse, I highlight how processes of becoming-animal break through. Further, I explore how re-configurations offer possibilities of shaking the idea, rooted in human subjectivity, out of which the living is classified into the ‘ontological categories’ of ‘Human’ and ‘Animal’. In conclusion, I discuss how educational possibilities emerge in relational processes when the Other is a horse in two different yet transversal ways: firstly, through the lived relation to the Other and secondly, through possibilities for other-than-anthropocentric imaginaries. The dissertation not only contributes to the field of education, and more specifically within the field of philosophy of education concerning educational relations. It also contributes to the development of the field of horse studies within the fields of humanities and social science.
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| 7. |
- Lidén, Ellinor, 1978-
(författare)
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Barnteater som händelse : Barnpublik och vuxenvärldar vid Kulturhuset Stadsteaterns scen i Skärholmen
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Professional theatre for children is entirely conditioned by adults, though children are its primary audience. Adults at the theatre produce and perform theatre for child audiences, whereas other adults make the arrangements and escort children to the theatre. Thus, a distinctive feature of children’s theatre, in comparison to its adult counterpart, is that child audiences rarely go to the theatre on their own initiatives. All adults might have the child audiences in mind, though often in different ways and with varying expectations, hence manifesting itself in what I have chosen to call the scenario of children’s theatre, inspired by the American performance studies scholar Diana Taylor (2003). The scenario of children’s theatre forms rather predictable patterns of communicating, thinking and meaning-making, by which the adults and the children within the scenario act and orient themselves, although it holds openings for change.The theoretical framework of this dissertation draws on theories from both theatre/performance studies and childhood studies. Based on the concept of children's theater as event, that is, a notion that a theatre performance can extend far beyond the time and space that the theater performance itself constitutes, this doctoral thesis aims to study child audiences’ experiences of going to the theatre related to five productions at the Stockholm House of Culture & City Theatre’s stage in Skärholmen. Furthermore, this thesis examines how generation is constructed within these children’s theatre events, by adults and children both, as well as how the scenario of children’s theatre is repeated and/or changed.The research material was generated in two rounds, in 2011 and 2013, both in an early phase in the history of the Skärholmen stage. The material emanated from the child audiences (ranging from 6 to13 years of age) consists of logbooks, audio recorded group discussions, notes from audience- and performance observations and children’s drawings. Additionally, a written teacher survey was carried out as well as interviews with adults at the theatre and decision makers at municipal offices nearby.This thesis contributes to the field of children's theater research by further placing children's theater in a wider context, as event. Another contribution is the distinguishing of the scenario of children's theater in itself, highlighting its repeated patterns, but also its shifts and nuances. These changes become strains and displacements within the scenario, which this dissertation shows a number of examples of. The material and psychical milieu at the Skärholmen stage seem to contribute with such possibilities for change, as do sometimes the performances themselves. However, many positionings within the scenario is shown to remain as mere repetitions. The child audiences express themselves in broad terms when it comes to their experiences of a theater performances, many times exceeding the theater performance itself. They show awareness of how they are expected to behave according to the scenario of children's theatre, though they sometimes challenge it. Child audiences carry thoughts that they want the theater to confirm and/or challenge. Furthermore, the child audiences want to be treated by the adults on their own terms and in meaningful ways, that is through horizontal relationships that seem to be beneficial to the whole of the children’s theatre event.
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| 8. |
- Millenberg, Filippa, 1979-
(författare)
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Att mötas på folkhögskola : en studie om folkhögskollärares pedagogiska hållning
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I avhandlingen utforskas pedagogiska praktiker och den lärande vardagen på folkhögskola genom att titta på hur möten mellan lärare och kursdeltagare framträder i hantverkskurser på folkhögskola. Vidare utforskar studien hur den relationella dimensionen av dessa möten kan förstås och vilken betydelse möten har i lärares praktik. Med empiriskt material från etnografiska fältstudier såsom inspelade intervjuer, vardagliga samtal och skoldokument, och med ett livsvärldsfenomenologiskt perspektiv, visar studien på en pedagogisk hållning som kännetecknas av en stark tilltro till möten som utgångspunkt för undervisning och lärande. Möten möjliggör för lärare att anpassa undervisning till vilka kursdeltagarna är och vilket syfte de har med studierna. Den pedagogiska hållningen handlar om att lyssna in och erfara en annan människa i en tillblivelseprocess, där vem och vad hen kan tänkas bli inte kan bestämmas på förhand. Hållningen utmärks därmed av förståelsen för undervisning som en process med relationella och existentiella dimensioner. Konkret innebär det att bära en öppenhet, lyhördhet och uppmärksamhet inför kursdeltagares livsvärld och vem en kursdeltagare är och kan tänkas bli i och under utbildning. Vidare visar studien att det för lärarna handlar om att lyhört följa, samspela med och utmana kursdeltagarna i möten. På så sätt blir möten en plats för gemensamt konstituerande av mening som inte kan definieras på förhand utan följer på lärarnas öppenhet inför vad som tar form emellan dem och kursdeltagarna. Begreppet levd kropp visar på betydelsen av hur kroppslig närvaro i lärares och kursdeltagares gemensamma erfarande och konstituerande av mening i möten blir vägledande för de didaktiska val och handlingar som lärare gör i undervisning. Eftersom undervisning uppfattas som en process där målet för kursdeltagarnas lärande kan förändras, kräver det en speciell närvaro av lärarna. Denna närvaro är grundläggande för att tillsammans med kursdeltagarna kunna bestämma rytm och riktning utifrån vad som ter sig väsentlig för både lärare och kursdeltagare i mötena.
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| 9. |
- Nordstierna, René, 1951-
(författare)
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Osäkra möten : Perspektiv på metodbildning för det konstnärliga högskolefältet
- 2015
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation’s background consists of a conceptual and ideohistorical il-lumination of contrasting relationships, distinction, and partition of work between science, art, design, and architecture, both as concept, field, and acti-vities. Simultaneously it consists of an investigation of whether these contra-sting relationships are possible to displace in connection to the artistic field of research. The dissertation is defined to inquire what artistic research can be but most of all how it can be formed. The scientific method has by tradition been a delimination between science and other investigations and experiments. Nevertheless it has been customary within the artistic field of university educa-tion to adopt scientific methods of identity and unity making from other di-sciplines in report on project- and Diploma work. In the light of current ap-prehensions within large parts of the artistic field of university education to-wards subordination of artisticly created project work to traditionally scientific methods when making a report is a method for investigation developed with the capacity: to bring out the significance of the subject in the formulation of the work procedure; to establish relations between personal experiences and conventional statements; and also to remain in singular events instead of exce-eding them towards theoretical generality. The method of inquiry “Uncertain Meetings” relates to ideas of creating, or producing, difference through the set up of meetings between: theory and practice; form and content; discoursive and intuitive knowledge. These meetings will be most fruitful when allowed to take place in uncertainty. Since the scientist or student within artistic rese-arch on the artisticly creative area’s own terms are to be considered both as theorists, who practise their ideas, and as practicians, who generate new theo-ries, the method of investigation will be tested in an artisticly explorative pro-ject work. The method of investigation is used as a means to create space. Simultaneously the creation of space is equated with textual media’s ability to make, intermediate, and communicate information, that neither contradicts the thought of functionality or meaning, the facticity of material or form nor its emotional and associative effects. The method of investigation has obvious applicability within the artistic field of university education for postgraduate and doctoral studies in design and architecture. This is due to that the method enables open and uncertain meetings between scientific investigations and research, whose primary ambition is to produce knowledge, and artistic development work, whose primary ambition is to promote change. “Uncertain meetings” makes it possible to try and find different artisticly creative solu-tions and change complex relationships as well as produce anexact knowledge.
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| 10. |
- Perselli, Ann-Katrin, 1958-
(författare)
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Från datasal till en-till-en : En studie av lärares erfarenheter av digitala resurser i undervisningen
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools.
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