| 1. |
- Berggren, Jan, 1965-, et al.
(författare)
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Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system
- 2021
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Ingår i: Journal of Youth Studies. - : Taylor & Francis Group. - 1367-6261 .- 1469-9680. ; :3, s. 340-354
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school system.
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| 4. |
- Berggren, Jan, 1965-
(författare)
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En gemensam resa eller skilda resor : talet om kärnämnen i gymnasieskolan 1990-2009
- 2012
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Ingår i: Utbildning och Demokrati. - : Pedagogikämnet, Örebro universitet. - 1102-6472 .- 2001-7316. ; 21:2, s. 39-60
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Tidskriftsartikel (refereegranskat)abstract
- A travel in common or separate travels – policy texts on core subjects in the Swedish upper secondary school 1990 to 2009. In this article eight policy texts from the period of 1990 to 2009 are analyzed with reference to their attention to core subjects on different programs. Questions asked to the texts are: Are students on various programs to receive the same teaching in core subjects? How are the expressed intentions legitimized? Using concepts from Lilie Chouliaraki and Norman Fairclough's (1999) critical discourse analysis (CDA) and Basil Bernstein's (2000) concept of classification, it is concluded that during this period a shift takes place in policy, from keeping form and content of core subject teaching on different programs in common, into making a difference in the form and content of core subject teaching on different programs. Furthermore, the legitimization process and consequences of the analyzed discursive drift in policy to the positions of pupils on different programs are discussed.
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| 5. |
- Berggren, Jan, 1965-
(författare)
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Engelskundervisning i gymnasieskolan för mobilisering av ungdomars livschanser
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Berggren, Jan (2013). Engelskundervisning i gymnasieskolan för mobilisering av ungdomars livschanser. (English teaching in upper secondary school and mobilization of young people's life chances). Linnaeus University Dissertations No 156/2013, ISBN: 978-91-87427-64-0. Written in Swedish with a summary in English.English is a school subject which every Swedish upper secondary student is required to take. The selection and dissemination of knowledge among students attending upper secondary programmes carries the intention of social integration as well as specialization. The aim of this dissertation is then to show how perspectives on education in English elicited from teachers’ and students’ responses in interviews as well as Swedish education policy (SOU, directives, propositions) contribute to the conditions for the selection of knowledge and teaching, on and between programmes.Inspired by Basil Bernstein’s theories of educational sociology (1990, 2000) and Fairclough och Chouliaraki’s critical discourse analysis, CDA (1999), albeit adjusted to the aim of this study in pedagogics, the focus is on teachers’ and students’ views on teaching and knowledge in English classes on four vocational and academic programmes, establishing varying discourse practices on the different programmes. Moreover, perspectives on upper secondary teaching in Swedish education policy texts are analysed following the same methodology.Results indicate that education policy texts at the time of the interviews strive for adjustment of course content in English teaching to the programme (termed ‘infärgning’ in Swedish). Reflecting this trend in education policy, teachers and students on programmes speak of aspirations for English teaching as being either adapted for mainly academic purposes, or vocational and everyday-life purposes. On the basis of these aspirations it is argued that teachers and students establish either academically oriented discourse or vocational and everyday-life oriented discourse as the dominant pedagogical discourse on the individual programme. Thus, education policy as well as teachers and students reflect each other in striving for knowledge to be adapted for the programme. The two discourses contribute to a movement in favour of differences between programmes, though some of the vocational students complain on not being offered possibilities to analyse and discuss current problems in society. This is to say they complain that they do not receive an education in line with the academically oriented discourse, which is offered to students on academic programmes. At the same time, vocational students are dissatisfied in not gaining adequate knowledge in vocational English.Finally, these perspectives indicate discursive conditions for the selection of knowledge and the organization of teaching in English classes on different programmes. In the last chapter of the dissertation these varying perspectives on programmes concerning the selection of knowledge are analysed but now with a focus on the relationship between programmes. Consequences of the varying dominant pedagogical discourses on the programmes are discussed with regard to how they can be understood to mobilize life chances of young people differently, creating conditions for social integration and differentiation. Keywords: Selection of knowledge, upper secondary education, English, education policy, critical discourse analysis, sociology of education, social integration, social differentiation
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| 6. |
- Berggren, Jan, 1965-, et al.
(författare)
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Knowledge I brought with me could not be used, it was not in Swedish
- 2019
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Konferensbidrag (refereegranskat)abstract
- In recent years the Swedish education system has experienced a rise in the number of newly arrived students speaking different languages and with different school backgrounds. A newly arrived student is according to school legislation (Skollagen, 2010:800) a student under 18 years of age, who has migrated to Sweden lacking basic skills in the Swedish language.This paper aims to shed light on a group of newly arrived students’ perspectives on conditions for learning in the Swedish upper secondary education system. Using Bourdieu’s concept of capital we critically discuss organisational and pedagogical responses in the education system as experienced by 19 newly arrived students.Findings indicate that students’ performances using Swedish for academic purposes and being able to analyse Swedish culture are crucial skills. Simultaneously, unsuccessful students have to remain in Language introduction focusing on learning Swedish. Some students show resistance to current demands in mainstream teaching, which can be traced in students who resent not being able to make use of their previous learning and skills in different languages without using Swedish. As individuals, they are left with an experience of deficit, having no or little knowledge about Swedish culture and language. This is expressed by one student saying that sometimes knowledge from her native country cannot be used because it is in another language and that subject teaching often stipulates knowledge about Swedish history and Swedish kings.At stake is newly arrived students’ educational careers, and their chances in society. “Education is my passport”, one student says. The authors argue for acknowledging students’ various language knowledge and cultural backgrounds in teaching, thereby improving students’ opportunities to receive recognition of their existing cultural capital while offering them a gateway to continued education and social inclusion.
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| 7. |
- Berggren, Jan, 1965-
(författare)
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Projekt Digital Literacy : utveckling av ungdomars språkbruk och digitala färdigheter i engelskundervisning
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Datorn har sedan flera år tillbaka haft en självklar roll i skolan. Språkundervisningen har liksom andra ämnen kommit att inkorporera datorn som ett hjälpmedel för skrivande, informationssökande och i någon mån som presentationstekniskt hjälpmedel. Ett alltmer utbrett användande av internet och olika datorprogram i arbetsliv,utbildning, liksom i andra samhällssammanhang har också inneburit att digitala färdigheter måste uppnås genom skolundervisningen. Hittills har lärare dock saknat ett systematiserat och akademiskt språk för att beskriva dessa moment i undervisningen liksom en sammanhållen, vetenskapligt grundad beskrivning av de färdigheter som eleverna behöver utveckla i engelskundervisningen. Mot denna bakgrund är syftet med projekt Digital Literacy att engelsklärare i ett kollegialt lärande ska få tillgång till och gemensamt använda ett vetenskapligt grundat språkbruk gällande integrering av digitala färdigheter i engelskundervisning. I ett andra steg ska lärarna arbeta med att utvidga sin undervisningsrepertoar vad avser engelskundervisning i förening med digitala färdigheter, och nå tillämpningsbara redskap när de ska förbereda elever för yrke, vidare utbildning samt en aktiv medborgarroll i ett demokratiskt samhälle. Genom projektet Digital Literacy fann lärarna att de på ett positivt sätt fick möjlighet att tillsammans tillägna sig begrepp, m a o ett professionellt språkbruk, som kan användas i fortsatt kollegialt lärande. De fick även vidareutveckla sin undervisningsrepertoar med aktiviteter där datorn utgör motiverat redskap. I fokussamtalet efter genomförda aktiviteter uttryckte lärarna att de uppfattat att datorn kan ge elever inspiration som uppmuntrar till fortsatt lärande i engelska, liksom att datorn ger elever möjligheten att visa färdigheter och kunskaper i engelska på fler sätt än en traditionell undervisning erbjuder. Dessutom såg lärarna att betydelsen av att kunna tillämpa källkritik, att kunna anpassa språket som kommunikationsmedel i olika sammanhang, samt att inneha interkulturell kompetens, blev tydligt för många elever via genomförd undervisning.
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| 8. |
- Berggren, Jan, 1965-
(författare)
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Projekt History hunt : bedömning av digitala projekt i engelskundervisningen
- 2017
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Digitalisering av ämnesundervisning såsom i engelska är en process som kommit att fokuseras i skolutveckling de senaste åren. Samtidigt har gymnasielärares vardag i Sverige sedan Lpf 1994 präglats av att läraren har att verka för att på lämpligt sätt bedöma elevers kunskapsprogression mot bakgrund av defiierade mål i nationella styrdokument. Det är i denna skärningspunkt mellan ämnesundervisningens digitalisering och bedömningen av elevers kunskapsprogression som detta projekt tar sin utgångspunkt.Den aspekt som uppmärksammas i projekt History hunt är engelsklärares arbete med en formativ undervisning och bedömning avett gruppbaserat digitaliserat projektarbete. Denna rapport ger en beskrivning och analys av ett initiativ att utveckla en bedömningspraktik för gruppbaserat digitaliserat projektarbete i avancerad språkundervisning i en teknologiskt väl utvecklad skola, med en vetenskaplig grund i det ramverk för digital literacy som formulerats av Dudeney, Hockly och Pegrum (2013).
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| 9. |
- Berggren, Jan, 1965-, et al.
(författare)
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The assessment of digital project in the EFL classroom
- 2017
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Ingår i: CALL in a climate of change. - Voillans France : Research-publishing.net. - 9782490057047 ; , s. 46-50
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a project aiming at describing professionalpractice in the assessment of collaborative digital projects among a group of inserviceEnglish as a Foreign Language (EFL) teachers within the context of asingle workplace, a technologically well-resourced upper secondary school inSweden. In a previous project (Allen & Berggren, 2016), teachers were providedwith an overview of the digital literacy concept as described by Dudeney,Hockly, and Pegrum (2013) as part of an initiative to better integrate informationcommunication technology into their classroom practice. The current studyaddresses the need expressed in previous projects for developing assessmentpractices among the teachers working with digital projects, making use of apractical overview of the assessment of digital projects (Dudeney et al., 2013)trying out an assignment. Afterwards, a focus group interview was conductedfocusing on teachers' experiences of digital project assessment. The resultsindicate that while the teaching and assessment of collaborative digital projectsare not aligned, the teaching of digital literacy making use of digital resource mayaugment ‘traditional’ assessment. Following this conclusion, a necessity of furthercollaboration among EFL teachers appears, aiming at developing the assessmentof the collaborative aspect of digital projects.
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| 10. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Beating Around the Bush – Swedish Schoolgirls’ Coping Strategies and Impact Processes of Sexual Harassment
- 2023
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Ingår i: Sexuality & Culture. - : Springer. - 1095-5143 .- 1936-4822. ; 27, s. 415-434
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to contribute knowledge about Swedish school girls’ perspectives of sexual harassment and their relations to peers when exposed to violence in terms of sexual harassment, both online and offline. The empirical data was collected through pair interviews where 28 girls participated. The theoretical framework was based on coping strategies that people use when facing stressful situations. The transcribed empirical data was read and interpreted based on what appeared to be important and decisive related to the theoretical framework. The found strategies are divided into three main categories, namely, problem-focused behavioural strategies, emotion-focused cognitive strategies, and emotion-focused behavioural strategies. The results show that the girls use different strategies depending on if the harassment occurs online or offline and if the perpetrator is known or unknown. Problem-focused cognitive strategies are used due to the specific context. Emotion-focused cognitive strategies are foremost used if the perpetrator is a known friend.
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