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- Abraham, Getahun Yacob
(författare)
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Education for Democracy? : Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.
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| 2. |
- Barrett, Martyn, et al.
(författare)
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The Global Contribution of the Work of Ed Cairns
- 2012
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Ingår i: In M. D. Roe (Chair), The life and work of peace psychologist Ed Cairns. Symposium conducted at the 120th Annual Convention of the American Psychological Association, Orlando, FL., August.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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A bibliometric review of approaches to address conflicts in schools : Exploring the intellectual base
- 2019
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Ingår i: Conflict Resolution Quarterly. - : John Wiley & Sons. - 1536-5581 .- 1541-1508. ; 37:2, s. 123-145
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Tidskriftsartikel (refereegranskat)abstract
- Increasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two.
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| 8. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Action research in Sweden
- 2019
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Ingår i: Building Learning Communities for Peace. Action Research Reports from Croatia. Greece, Sweden and the United Kingdom. - : Learning Communities for Peace project. ; , s. 28-49
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This report gathers the processes and results of the action research projects that took place within the framework of Learning Communities for Peace, a European project funded by Erasmus+ Programme of the European Union as a Strategic Partnership Project (2016-1-SE01-KA201-022164) and the Evens Foundation. The project was launched in November 2016, with the firs partners’ meeting in Sweden, and lasted until 31 of August September 2019.
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