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- Lundström, Stefan
(författare)
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Textens väg : om förutsättningar för texturval i gymnasieskolans svenskundervisning
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis looks at conditions for selections of fictional texts in the Swedish subject in the upper secondary school. Three different empirical materials have contributed to the understanding of what conditions there are for the texts to enter the classroom. The first material consists of national policy documents from 1970 to 2005. Here there is a tendency that the student goes from being an object for knowledge to becoming a subject that creates his/her own knowledge. With this development the contents and the given aims with the subject become more abstract, which leads to the framework of the curriculum becoming wider and more difficult to interpret. Simultaneously the focus is moved from mediation of given knowledge, to the development of an identity for the individual.The second material consists of debate and method articles from Svenskläraren, a magazine for members, published by an organisation of Swedish teachers. The study comprise articles from the same period of time as the national curricula. In the articles there are three tendencies reflecting the changes in the discourse of the Swedish subject. The first tendency shows how the overall ideological debate on the subject disappears during this period. The second tendency shows how discussions about the conceptions of the subject is replaced by more and more concrete examples of methods. The third tendency depicts that the concrete text selections have moved from being partly predetermined during the seventies to become debated during the eighties, to finally during the nineties end up in a situation where some texts has a sufficient cultural capital not to need justifications, whereas others need it.The third material consists of interviews with, and observations of, four active teachers, in order to find what conditions there are for text selections in their rhetoric and practice. The results show a clear impression of informal institutional factors and of the school culture. However, this seems to decrease with experience. There are big differences in how the teachers speak about text selections and text use and what the result becomes in practice. Here professionalism in form of knowledge in subject didactics could have a vast impact.
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| 2. |
- Svedberg, Gudrun, 1962-
(författare)
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Entreprenörskapets avtryck i klassrummets praxis : om villkor och lärande i gymnasieskolans entreprenörskapsprojekt
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Entrepreneurship has been entered on a supranational political agenda, in the EU and the OECD, and been emphatically described as a fundamental skill and a concern for schools and education. The agenda is reflected to a varying extent at the national and regional political levels. My aim is to describe, analyze and gain knowledge of what entrepreneurship in the Swedish upper secondary schools imply in practice, against the background of a local context. In particular, the conditions for learning. My approach is ethnographically inspired and this multiple case study is limited to two upper secondary school programmes. Data has been collected through observations, video recordings, informal conversations with pupils and teachers and formal conversations with headmasters. The material is analyzed in terms of three socioculturally inspiring foci. By means of a cultural-institutional focus, the stability and changeability of the programmes were elucidated. The previous institutional frameworks have been partially questioned by the teachers in the field, which has resulted in the following: In one of the upper secondary schools a new locally adapted programme has been composed, and courses and subjects have been integrated in a new way in the other school’s existing programme. The changes in the upper secondary programmes are to a great extent an example of a meeting between top-down and bottom-up initiatives. The changes of the institutional frameworks are connected to a discursive shift of the responsibility for pupils’ learning and education from teachers to pupils and also to teacher’s ambition to adapt interest- and experience-related teaching. In a situated focus, both programmes were identified as communities of practice with a joint enterprise, mutual engagement and a shared repertoire. These three dimensions were useful for examining specific aspects of the teaching. There has above all been an altered balance between reification and participation in the teaching as well as boundary crossing both outside the community of practice and within the community. Different conditions for learning were identified through an interpersonal focus. Both collaborative learning and cooperative learning were useful, but not sufficient concepts for describing the various forms of team learning. The conditions of cooperation and the pupils’ communication patterns revealed yet another form of team learning, which I call comparative learning. If the risk of everyday concepts getting the upper hand and trivialization can be avoided in team learning, there is in all these learning processes a potential for the pupils being able to develop strategies for handling complex tasks, taking initiatives and responsibility, cooperating and learning from one another in various different ways. In this way entrepreneurship has had an impact on the practice of the classrooms.
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| 3. |
- Ulfgard, Maria
(författare)
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För att bli kvinna - och av lust : en studie i tonårsflickors läsning
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As part of the development of the teaching of literature in school, it is also important to reflect upon what pupils read outside school. This thesis deals with the spare time reading of twenty 15-16-year-old girls which has been examined during a two-year period. Empirical material related to young girls’ reading is examined in a variety of scholarly methods. Young girls’ reading is studied in the light of reception theory; novels are analysed by means of narratology; young girls’ lives are charted from perspectives drawn from cultural sociology and social psychology; finally, all aspects of the empirical material are tested by means of theories derived from gender studies. For the purposes of the thesis the initial question has been broken down into three segments: To what extent the girls actually engage in reading in their spare time, what they read, and what importance they attach to their reading. Another aim, which focusses attention on the connection between the girls’ lives and their reading, has been to find out to what extent the girls’ choice of literature is determined by geographical, social, cultural, and religious factors and by the teaching of literature at school. The third aim has been to find out how gender is constructed in the books that the girls choose to read, how they construct gender while reading these books, and how they construct gender in their own lives. The results of the study suggest that pleasure is a strong factor governing the girls’ reading and that there is a strong connection between the girls’ construction of their identity, including the formation of gender, and their choice of literature and the development of their reading. The study shows that the fiction chosen by the girls themselves mirrors their lives and that the social, cultural and religious factors have an influence on their reading. The relevance of the results of the thesis to the teaching of literature in Swedish schools is discussed. A dialogue is initiated with Läroplanens värdegrund, Lpo 94 and with Kursplan 2000, the Swedish syllabus currently used.
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