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- Beach, Dennis, 1956-, et al.
(författare)
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Introduction to the symposium theme, aims and content
- 2020
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Ingår i: Research Symposium: The development of ethnography in educational research in the Nordic countries: Thinkingforward and looking back.
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Konferensbidrag (refereegranskat)abstract
- Ethnographic approaches developed gradually during the 1980ies and 1990ies from several sources. The general emergence of a strong turn towards qualitative research had opened this opportunity and the establishment of ethnography has been described in a text from the early 2000ies as stepwise, ending with a number of pre-conferences to NERA’s yearly congress, starting 1998 (Larsson, 2006). The symposium has been developed looking forward from this history to the future of ethnography of education in the Nordic region. It has been developed through cooperation across two networks: “Gender and Education” and “Justice through Education”. Its focus is on ethnographic methodologies and their development in education research in the Nordic countries in recent decades, with a particular focus on matters of research for justice through education and education equality.
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- Beach, Dennis, 1956-, et al.
(författare)
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Research Symposium: The development of ethnography in educational research in the Nordic countries: Thinkingforward and looking back
- 2020
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Annan publikation (refereegranskat)abstract
- In this symposium we will attempt to paint an updated broad picture of ethnography in education research and its development, covering all Nordic countries, by looking initially at the general past growth of ethnography of education there, along with discussions of present developments and possible future ones too. This will also involve presentations that have been invited to think forward in relation to ethnography of education in the region, whilst also looking back at ethnographic practices in education and their social relations and material histories (Beach, Bagley and Marques da Silva). After this, research addressing respectively and conjointly Gender Equity and Justice in Education will be given particular attention.
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- Hammarén, Nils, 1972, et al.
(författare)
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The school as crime scene: Discourses on degrading treatment in Swedish schools
- 2015
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:3, s. 272-288
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Tidskriftsartikel (refereegranskat)abstract
- There is a strong case for stating that during the past decades there has been a shift in perspective when addressing questions of how to handle and preserve social order in Swedish schools. As an institution that has focused on social order and education since the 1990s, the Swedish school system has also become an institution that focuses on social order in terms of law and legal issues. The overall purpose of the article is to explore in which contexts and in what ways degrading treatment is articulated in policy documents that relate to social order in Swedish schools. Methodologically, the authors use a discourse analytical approach. They study how contexts and articulations identified in policy documents relate to discourses of degrading treatment, and thus contribute to an understanding of how degrading treatment as a concept is constituted. Articulated in different contexts and in different ways, the results show that degrading treatment is constituted as a somewhat ambiguous concept – for example, social psychological perspectives are sometimes articulated within a legal discourse. Articulations of degrading treatment in policy documents cannot be comprehended as totally mutually dependent events, but rather as multiple and partly mutually independent events. Accordingly, the authors believe that the significance of degrading treatment is best understood as a conjunction of different articulations, contexts and interests. Additionally, the tendency of schools to treat degrading treatment increasingly as a crime has resulted in changing subject positions. The previous position of ‘the bullied pupil’ is now instead increasingly interpellated and moulded as ‘a victim of crime’.
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- Hellman, Anette, 1963, et al.
(författare)
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Children’s notions about inclusion, exclusion and diversity
- 2017
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Ingår i: Diversity and Social Justice in Early Childhood Education: Nordic Perspectives. - Newcastle upon Tyne : Cambridge Scholars Publishing. - 1443879665 ; , s. 92-110
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Bokkapitel (refereegranskat)
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