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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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- Bergström, Kerstin
(förord, creator_code:cre_t)
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Förord
- 2015
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Ingår i: Mat är mer än Mat. - Göteborg : Göteborgs universitet. ; , s. 7-11
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Domínguez Reyes, Edmé, 1952, et al.
(författare)
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Kvinnor, forskning, familj
- 2000
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Ingår i: Feministiskt perspektiv (dept. for Women's Studies, Göteborg University). - 1403-1477. ; 2000:2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Dryler, Helen, 1963-
(författare)
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Educational Choice in Sweden : Studies on the Importance of Gender and Social Contexts
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis comprises four empirical studies dealing with different aspects of educational choice in Sweden. Two studies focus on the hierarchical outcome, namely level of education. The other two are concerned with the horizontal outcome field of study. Large-scale quantitative data from surveys and registers were used to examine the influence of gender, family of origin, and other social contexts on individuals' educational choice.>P> In paper I, Childhood Conditions and Educational Careers two general questions are addressed: 1) To what extent can differences in childhood conditions account for the fact that children from various social class origins choose academic upper secondary school programmes to such differing degrees? 2) Which changes in educational attainment during this century have resulted from the effects of class background and other childhood conditions? Regarding the first question, the parents' level of education, as an indicator of the teaching and cultural environment in the home, proved to be the most important childhood condition in accounting for class differences. Financial difficulties during childhood were less important in comparison. Regarding the second question the results showed that the influence of the parents' social class and educational level, and the number of siblings (as a partial indicator of financial difficulties) were weaker for younger cohorts (1930-1949 and 1950-1973) than for older ones (1892-1929). However, the effects of several childhood conditions examined had not decreased.Starting in the late sixties Sweden experienced an extensive geographical dispersion of university and college education. Whether these new establishments have had any reducing effect on the social selection into higher education is evaluated in paper II, The Establishment of New Institutes of Higher Education: A Means of Reducing Educational Inequality? The results clearly give a negative answer. The interpretation is that 1) people from different social backgrounds do not differ in their sensitivity to geographical distance to university sites, and 2) the new colleges and universities have not been established in regions with a high proportion of disadvantaged social classes (working classes for example), nor have they managed, on the whole, to increase the number of students from the newly established university and college regions in relation to the rest of the country.Can family background account for intra-gender differences in the heavily gender-typed choice of study field? Paper III, Parental Role Models, Gender, and Educational Choice, describes several relationships on this topic from a socialization perspective where parents are regarded as role models for their children. It was found that the parents' educational as well as occupational sector increased the likelihood of both boys and girls choosing a similar field of study (vocational and academic programmes in upper secondary school), and that both the mother's and the father's occupation and education were important in this respect. This so- called same-sector effect was somewhat stronger for fathers and sons, while no such same-sex influence was confirmed for girls. Further, a "high" social origin ( measured by class and level of education - was positively associated with gender-atypical choices.In paper IV, A Multilevel Approach to Gender-Typical and Gender-Atypical Educational Choices: Do Schools and Classrooms Matter? the questions asked in the third paper were extended to include any influences from social contexts above the level of the family, more specifically, classrooms and schools. Logistic multilevel models were used to show significant school and classroom variations in the choice of study field. However, the contextual characteristics that were used in an attempt to account for these (mainly aggregate variables based on pupil characteristics) left the variances unchanged to the greatest extent. For example, the girl/boy ratio in the classroom does not seem to influence gender-typical or gender-atypical educational choices. One classroom effect showed a systematic influence however: the better classmates performed in mathematics and natural science subjects, the lower the propensity to choose the engineering programme, and further, the better classmates performed in language and social sciences subjects, the less probability that a girl or a boy would choose the humanities/social sciences programme.
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| 7. |
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Genus i förskola och skola : förändringar i policy, perspektiv och praktik
- 2009
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I denna antologi presenteras några resultat från de undersökningar som genomförts inom projektet Förändrade köns-/genusordningar i skola och utbildning: Policy, perspektiv och praktik. Projektet har pågått under åren 2003 till 2006, finansierats av Vetenskapsrådets Utbildningsvetenskapliga kommitté och genomförts i samarbete mellan forskare vid flera universi-tet/högskolor. Från Malmö högskola kommer professor Ingegerd Tallberg Broman och FD Angerd Eilard, från Umeå universitet professor Gaby Weiner (nu emerita i Edinburgh) och doktorand Charlotta Edström, från Göteborgs universitet docent Eva Gannerud, FD Maria Hjalmarsson, professor Inga Wernersson, professor Elisabet Öhrn (tidigare vid Högskolan i Borås) och från Högskolan i Borås FD Ann-Sofie Holm. I föreliggande antologi har vi samlat några resultat från projektet med olika infallsvinklar för att få en bild av komplexiteten i hur förändrade samhällsförhållanden påverkat genusordning och konsekvenser av könstillhörighet i förskola och skola. Genom analyser av situationen i skolan och av olika typer av skoltexter (läromedel och styrdokument) beskrivs nuläget och förändringar av genusordning och jämställdhet i skolan. Resultaten visar att en genusordning där det manliga ges högre värde består, men att en hel del också har förändrats under de senaste decennierna. De föreställningar och värderingar om kön och genus som kommer till uttryck bland elever och lärare och i läromedel är motsägelsefulla. En lärarkommentar kan sammanfatta huvudtendensen: Jag är emot tendensen att ett kön skulle vara bättre/sämre. Heller talar jag utifrån olika-perspektivet. Olika: men ändå så lika…
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| 9. |
- Gisslevik, Emmalee, 1984, et al.
(författare)
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Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past
- 2016
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Ingår i: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 10:1, s. 68-87
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Tidskriftsartikel (refereegranskat)abstract
- Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject’s knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth’s resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.
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| 10. |
- Gisslevik, Emmalee, 1984, et al.
(författare)
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Home economics teachers’ perceptions of facilitating and inhibiting factors when teaching sustainable food consumption
- 2018
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Ingår i: Sustainability. - : AMER SOC ENGINEERING EDUCATION, 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA. - 2071-1050. ; 10:5
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to explore experienced home economics (HE) teachers’ perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils’ opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education. © 2018 by the author.
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