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- Ledman, Kristina, 1972-, et al.
(author)
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Att arbeta tillsammans i ett ULF-projekt
- 2023
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In: Undervisning idag och för framtiden. - Umeå : Umeå universitet. - 9789180701860 - 9789180701877 ; , s. 63-65
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Book chapter (other academic/artistic)
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| 5. |
- Buchardt, Mette, et al.
(author)
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Experimental education projects and their data collection. Policy history on experiments with “children’s life questions” in welfare-state Sweden late 1960s to early 1970s
- 2023
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In: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X.
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Journal article (peer-reviewed)abstract
- During the twentieth century, an increasing amount of data was collected in connection with engineering of the modern states including their education systems. In the Nordic welfare states post WW2, such data were also generated in experimental projects aiming at reforming curriculum and education, and the data were accumulated either as documentation of the pedagogical experi-ments that took place or as a knowledge base paving the way for designing pedagogical experiments, or both. The article addresses the methodological challenges when analysing the archived data collected as part of experimental projects concerning children’s expressions of their “life questions” in Sweden following the big school reforms in the 1960s and continued in altogether six projects conducted from the late 1960s and up until the late 1990s. Based on the case of the UMRe (1969-1973), the first archived experimental project that was closely related to the 1960s education politics and education reforms, the article sheds light on the following ques-tions: how should one understand such classroom data historically? How should one understand the archived data in their political and institutional contexts? Whose voices are possibly speaking in the data about “children’s life questions?”
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| 6. |
- Buchardt, Mette, et al.
(author)
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“Outer space” as Cold War spirituality : Students’ drawings and texts on “life questions” in 1980s welfare-state Sweden
- 2022
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In: IJHE Bildungsgeschichte. - : Verlag Julius Klinkhardt. - 2192-4295. ; 12:2, s. 138-156
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Journal article (peer-reviewed)abstract
- Since the post-WWII space race, images of “outer space” circulated globally. Produced in late 1980s welfare-state Sweden, “beings from other planets” and artifacts related to “outer space” pops up from an archived data material consisting of 2nd to 3rd grade students’ drawings and written text. The material was created in an education development project aiming at generating knowledge about “children’s life questions” and making them part of curriculum. Drawing on history of emotions methodologies, the article explores which role “outer space” occupies in the images and narratives and what this can tell us about the transformations of the religious and spiritual and the emotional economy of late Cold War welfare-state childhoods.
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| 9. |
- Kärnebro, Katarina, 1975-
(author)
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Plugga stenhårt eller vara rolig? : Normer om språk, kön och skolarbete i identitetsskapande språkpraktiker på fordonsprogrammet
- 2013
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Doctoral thesis (other academic/artistic)abstract
- The purpose of this study is to explore the relationship between language, identity construction and learning in the context of the Vehicle programme, a vocational program in Swedish upper secondary schools. The study focuses on language practices and the norms of language, gender and school work that are negotiated in conversations between pupils and between pupils and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities. The Vehicle programme has its basis in mechanics with links to the vehicle and transport trades, and can be identified as a male-coded program in several respects. The pupils participating in this study were both boys and girls attending a school situated in the North of Sweden. The study was conducted through an ethnographic approach, employing plural methods including observation, field notes, audio-recordings of conversations, and interviews with pupils in focus groups and individually. Recorded conversations were analysed using tools from conversation analysis. The analysis is based on Judith Butler’s theory of gender as performance, Raewyn Connell’s theory of hegemonic masculinity, and Penelope Eckert’s theory of the heterosexual market. A socio-cultural theory of learning describing communities of practice, by Lave and Wenger, which has also been applied to linguistics by Eckert and McConnell-Ginet, forms the basis of the theoretical framework.The analyses of conversations show that the language practices were confrontational, direct and humorous; characteristics that have strong connections to notions of a masculine conversational style. The pupils were not as aware of interactional patterns as they were of the words they used. Thereby the norms in the community of practice, which were based on notions of masculinity and heterosexuality, were not noticed, and worked as undercurrents in the interaction. The girls participated in the language practices in the same ways as the boys, but contrary to the boys, the girls interpreted the language practices as effects of other things than gender, for example as signs of being independent or daring. They also experienced that adjusting to the expectations of normative middle-class femininity was more oppressive than adjusting to the norms that were negotiated within the community of practice. The conversation analyses also show some of the complexity in teachers’ work and their role as mediators of norms and values. Peer reactions to individual pupil turns in the classroom conversations were of more importance for the development of the conversations than teacher responses. Thus there was usually a homogenization of the expressed perspectives. Norms of heterosexuality were constantly reconstructed in interaction within the community of practice and they controlled the pupils’ understanding of what was perceived as normal or deviant behaviour. Thereby the pupils constrained each other’s school performances in the core subjects and reconstructed a difference between being theoretical and practical, a process that was partly supported by the school as an institution. Generally, the pupils in the community of practice had to balance their identity constructions in relation to the peer group, teacher expectations, and their own ambitions, for which reason learning turned out to be more than just a process of acquiring knowledge.
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| 10. |
- Kärnebro, Katarina, 1975-
(author)
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Teaching RE – for what purpose? A discourse analysis of teachers’ talk about their teaching in relation to children’s existential questions
- 2023
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 13:2023:4, s. 158-178
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Journal article (peer-reviewed)abstract
- In the 1960s, existential questions [sw. livsfrågor] were introduced as a theme of the Swedish subject “Knowledge of Religion” to make space for students’ own questions. However, studies on the recent curriculum changes show that teachers experience that there is a stronger emphasis on knowledge about a predetermined content than before. Based on interviews with eleven upper primary school RE teachers, this article investigates what the teachers consider today when planning their teaching, and highlights the discourses that teachers construct, engage in or sustain when talking about their professional and pedagogical actions. The aim of the study is to contribute to a deeper understanding of the enacted curriculum when it comes to students’ existential questions, and to discuss some implications of how the teachers view RE - as a transmission of knowledge or as a transformative practice for the learners. The results indicate that Teaching for the syllabus is a dominant discourse in the teachers’ talk, at the cost of Teaching for understanding democratic values and Teaching for engagement. The dominant discourse stems from perceived systemic constraints, and constructs the students as objects of teaching, which leaves little regard for the students’ own questions.
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