| 1. |
- Billmayer, Jakob, 1983-, et al.
(författare)
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A Becoming, Humanist Child : An analysis of Learning and Care in the Swedish Curriculum for the Preschool (Lpfö 18)
- 2019
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Ingår i: Education in the North. - Aberdeen : Northern College of Education. - 0424-5512 .- 2398-0184. ; 26:1, s. 42-55
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Tidskriftsartikel (refereegranskat)abstract
- A new, revised curriculum for the Swedish preschool came into effect in July 2019. According to the National Agency of Education, it differs from its predecessor by putting a greater emphasis on care and teaching. This paper studies how the child is conceptualized in relation to learning and care in the new curriculum. Informed by a posthumanist approach and childhood studies, it scrutinizes how the child is positioned as a being and/or becoming child, an entangled and/or separate child, and, an active and/or passive child. Furthermore, it explores how the child appears in relation to human and non-human agents. The dominant, recurring conceptualization of the child is the child as becoming and passive. Learning and caring processes mainly come across as unidirectional - from adult to child – and future orientated. Although the preschool child is connected to a social context, the child predominantly appears as separate from others rather than entangled.
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| 2. |
- Gripson, Märtha Pastorek, 1973
(författare)
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Positioner i dans- om genus, handlingsutrymme och dansrörelser i grundskolans praktik
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctoral thesis examines gender and dance practice in primary school. More precisely it investigates how gender influences the way dance teachers address their pupils, but also the way that pupils organize and understand themselves and carry out tasks and activities in dance education and dance composition. Accordingly, the thesis takes its starting point in the way that participating schools in Sweden introduce ideas on dance, gender and democracy in education. Theoretically a social constructionist framework is used, mainly drawing upon Butler’s concepts of heteronormativity, performativity and the gaze. The study consists of two parts. The first part focuses on the way that dance education is organized and carried out from a gender perspective. The second part deals with the way pupils carry out a composition task that gives them relatively more freedom to make their own choices. Lessons have been video recorded and analyzed with a focus on the interaction between individuals as well as on a more structural level. The results indicate that many boys enact a limited dance repertoire. They tend to avoid investing in “feminine” movements and they are not used to being observed as bodily symbols. Many girls, on the other hand, are informed by extracurricular dance activities, which give them tools to carry out tasks, but they are also limited by the male gaze. Most of them seem to expand their movements in space by using lines through the body and by interacting with “the audience”. Different genres and educational practices contribute in different ways to the possibility of positioning oneself as two-dimensional or three-dimensional. Dance is presented in mainly two ways, as something and about something. In conclusion, gender plays a crucial role and both restricts and opens up for girls´ and boys´ movements in school dance practice.
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| 3. |
- Lindqvist, Anna, 1966-, et al.
(författare)
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Dans i kulturskolan - utmaningar och möjligheter
- 2024
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Ingår i: Pedagogik för kulturskolan. - Lund : Studentlitteratur AB. - 9789144167695 ; , s. 103-120
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Lindqvist, Anna, 1966-, et al.
(författare)
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Undervisning i dans i förskolan – en rörlig verksamhet
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - Växjö : Institutionen för pedagogik och lärande, Linnéuniversitetet. - 1401-6788 .- 2001-3345. ; 27:2, s. 119-143
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Tidskriftsartikel (refereegranskat)abstract
- Syftet är att generera kunskap om förskollärares erfarenheter av, och didaktiska reflektioner om undervisning i dans relaterat till innehåll och metoder i förskolan. Förskollärarna deltar i ett aktionsforskningsprojekt och arbetar med dans utifrån ett uttalat genus- och jämställdhetsperspektiv. Artikelns teoretiska ramverk utgår från teorier om kroppen, didaktisk design och en flerdimensionell didaktisk modell. I analysen av förskollärarnas dokumentationer och samtal om dans framträder att undervisningen bedrivs både spontant och planerat. Förskollärarnas deltagande i aktionsforskningsprojektet har bidragit till utforskande och kontinuitet i undervisningen i dans. Relationer till barnen, arbetslaget och föräldrarna har betydelse för barnens delaktighet och undervisningens innehåll. Förskollärarna undervisar på olika sätt vilket kan förstås i termer av en förkroppsligad, levd kunskap. Barns lärande i dans stimuleras även när förskol-lärare medvetet iscensätter och planerar en undervisningssituation utan att själv vara aktivt deltagande. Dans i förskolan kan beskrivas som en rörlig verksamhet. Undervisningen är tematisk och flexibel i relation till rum, tid och barngruppens storlek. Studien indikerar en skiljelinje mellan dansundervisning i en konstnärlig kontext och undervisning i dans i förskolans utbildning.
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| 5. |
- Mattsson, Torun, 1962-, et al.
(författare)
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Dancing with digital tools : Discourses on teaching and learning in school-age educare in Sweden
- 2023
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Ingår i: The IAFOR International Conference on Education - Hawaii 2023 Official Conference proceedings. - Nagoya : The International Academic Forum. ; , s. 491-503, s. 491-503
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Konferensbidrag (refereegranskat)abstract
- Internationally, there is a growing interest in School-Age Educare and the meaning of aesthetic aspects of teaching and learning in educational settings. Even if dancing is beneficial for human wellbeing and can be understood as both a physical activity as well as an aesthetic expression there are few studies that examine dance in School-Age Educare. Dance as an aesthetic expression can be linked to femininity which adds challenges in educational practice. According to UNICEF, dancing is one way for children to develop imagination, creativity, and social skills. Therefore, this study aims to critically examine the prerequisites for teaching and learning dance in School-Age Educare in Sweden. This study sheds light on discursive constructions made by school-age educators when they reason around dance in their education. The empirical material consists of six semi-structured interviews with eighteen educators in sex School-Age Educares in Sweden. Mainly two discourses of how dance is constructed appear in the material. Firstly, a discourse on dance as a joyful “learning” activity. Secondly, a discourse on “teaching” dance by using digital tools. The results show that it is challenging for the educators to encourage pupils while managing the risk that dance as a feminine activity is consolidated. Moreover, in its current form, there is a shortcoming of possibilities for pupils ́to develop their own creativity in dance. Finally, the educators lack the know-how to develop pupils ́ dance skills beyond what they already know.
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| 6. |
- Mattsson, Torun, et al.
(författare)
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'I did not know that the pupils loved dancing … until the projector came' : constructions of dance as learning activity in school-age educare
- 2024
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Ingår i: Research in Dance Education. - Abingdon : Routledge. - 1464-7893 .- 1470-1111.
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Tidskriftsartikel (refereegranskat)abstract
- Interest in school-age educare has been growing internationally. School-age educare in Sweden emphasises learning and participation in aesthetic and creative learning activities. This study aims to critically examine how dance as a learning activity is constructed by educators in Swedish school-age educare. Discourse analysis is used to shed light on discursive constructions made by school-age educators when they reason about dance and learning in their educational practices. The empirical material consists of six focus-group interviews with 18 school-age educators. Three discourses are identified: (1) dance as a joy-filled activity, (2) digital tools as prerequisites for dancing, and (3) pre-choreographed dances as a preference. The results show that there is a lack of aesthetic and creative aspects in dance in school-age educare. School-age educators include dance because it is fun and is carried out by imitating movements without a focus on learning. The educators who appreciate dance lack the know-how to develop pupils' dance skills beyond what they already know. There are holistic ambitions in school-age educare to let care, play, and learning intersect, but creative dance still has an untapped potential to engage pupils in cultural activities and to contribute to gender repositioning. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 7. |
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| 8. |
- Pastorek Gripson, Märtha, 1973-, et al.
(författare)
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“It ended up being a bit too advanced” : discourses on dance collaborations in a Swedish holistic educational landscape
- 2023
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Ingår i: Dance Articulated. - Trondheim : NTNU Open Access Journals. - 2703-8327. ; 9:1, s. 31-49
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Tidskriftsartikel (refereegranskat)abstract
- It is well-known that art and cross-sectoral collaborations are needed and have value in the educational sector. The aim of this article is to describe and problematise beliefs, norms, and experiences that are articulated in descriptions of collaboration surrounding dance teaching in educational contexts in Sweden. This article rests on social constructionist perspectives and is informed by discourse analysis to problematise the experiences of collaboration regarding dance education. The empirical material consists of focus group interviews with dance teachers, pre-school teachers, and school-age educare center teachers. Analysis is focused on the discourses that occur in the empirical material, where different educators describe their experiences of collaborations. Three discourses emerge in the result: first, dance as an eraser; second, the dance teacher as inspirer and physically competent; and finally, ‘Jack in the box’—dance as collaboration? The conclusion drawn from the results is that cooperation is common, but collaborations are not. If one intends to develop shared values, alignment, and equal power relations, collaboration is required. The importance of combining dance competence with pedagogical competence adapted to the specific educational setting is essential.
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| 9. |
- Pastorek Gripson, Märtha, 1973-
(författare)
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Normkritiska perspektiv på dansundervisning
- 2023. - 1
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Ingår i: Normkritiska perspektiv i pedagogisk verksamhet. - Lund : Studentlitteratur AB. - 9789144156088 ; , s. 319-338
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Pastorek Gripson, Märtha, 1973-, et al.
(författare)
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'We put on the music and then the children dance' : Swedish preschool teachers' dance educational experiences
- 2022
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Ingår i: Research in Dance Education. - Abingdon : Routledge. - 1464-7893 .- 1470-1111. ; 23:3, s. 337-359
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates and discusses Swedish preschool teachers’ work with and understanding of teaching dance. Preschool teachers should teach aesthetic expressions such as dance, according to the curriculum. This study depicts how preschool teachers, in semi-structured group interviews in 18 preschools, describe their work with teaching dance.The results show that early childhood teachers are well prepared for and focused on all children, and let them influence the dance education. They are flexible, oriented towards each child’s needs, regard children as competent co-creators, and they cooperate with colleges to inspire each other. However, the respondents rarely mention their own bodily involvement when dance is taught in their preschool. They have difficulties in picturing dance specific knowledge, separated from other learning areas, and many also state that choreographic material seems frightening to them. The lack of own bodily knowledge and choreographic tools is discussed in relation to children’s possibilities to develop dance knowledge in their preschools.
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