SwePub - sökning: L773:2004 5190

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1.	Ackesjö, Helena, 1973-, et al. (författare) "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation" : Om de nya grundlärarna med inriktning mot arbete i fritidshem 2016 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 86-109 Tidskriftsartikel (refereegranskat)abstract In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.
2.	Adelmann, Kent (författare) Lyssnandets århundrade? Att lyssna på den talande boken 2011 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 43-64 Tidskriftsartikel (refereegranskat)abstract The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.
3.	af Geijerstam, Åsa, docent, 1972-, et al. (författare) Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan 2023 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 114-147 Tidskriftsartikel (refereegranskat)abstract This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities.
4.	Anderson, Lotta, et al. (författare) Med fokus på samspel : Att använda video i specialpedagogisk forskning 2009 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 81-103 Tidskriftsartikel (refereegranskat)abstract The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.
5.	Andersson, Sara, 1986, et al. (författare) Elevskapets utmaningar: Ungdomar, motstånd och önskan om att lyckas i skolan 2020 Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; 2020:4, s. 136-157 Tidskriftsartikel (refereegranskat)abstract School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.
6.	Asghari, Hamid, 1967- (författare) Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden 2022 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 160-185 Tidskriftsartikel (refereegranskat)abstract This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational uppersecondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area.This is a period when many unaccompanied children and adolescent refugees arrived in Sweden.The studyaims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths caninfluence teaching in a vocational school.The methodological and theoretical starting point for the studyis based on a narrative perspective. The stories are analysed thematically and show that these studentshavegreat solidarity with each other,areambitious, and create a good mood in the classroom.In addition, thereis always “someone” who does not believe in democratic values, although most of the students value theSwedish democracy and equality between men and women. The expulsion decision that some studentsreceive affects the teachers’ teaching as well, since it means that theyalso have to deal with teachingsituations where their students’ lives and deaths are involved in the sense that they are refugees threatenedby expulsion.
7.	Asklund, Jonas, 1968- (författare) Varför ska jag inte berätta? Litteraturarbete som språkintroduktion 2018 Ingår i: Educare. - Malmö : Faculty of Education and Society, Malmö University. - 1653-1868 .- 2004-5190. ; :2, s. 90-106 Tidskriftsartikel (refereegranskat)abstract Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges.
8.	Asp-Onsjö, Lisa (författare) Dokumentation, styrning och kontroll i den svenska skolan 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 39-56 Tidskriftsartikel (refereegranskat)abstract Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.
9.	Aspelin, Jonas, et al. (författare) Lärares professionella/personliga utveckling 2008 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 27-49 Tidskriftsartikel (refereegranskat)abstract The article discusses what professional personal development means, with respect to teacher students and professionally active teachers. To begin with, the discussion on teacher socialization is placed in a larger societal context, where changed conditions for the teacher profession are taken note of. Furthermore, in order to position the concept and interpret its meaning, the concepts “learning” and “reflection” are questioned. In conclusion, it is suggested that the conceptual pair “creativity/ relationship” can constitute a fruitful complement to dominating discourses about the teacher profession.
10.	Aspelin, Jonas, et al. (författare) Relationskompetens i specialpedagogiska utbildningar : hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige? 2020 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :2, s. 117-142 Tidskriftsartikel (refereegranskat)abstract Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
11.	Asplund Carlsson, Maj, 1948-, et al. (författare) Bedömnings-, dokumentationspraktiker och pedagogiska identiteter 2015 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233 Tidskriftsartikel (refereegranskat)abstract When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
12.	Asplund Carlsson, Maj, 1948, et al. (författare) "När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi 2008 Ingår i: EDUCARE. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; 4:1, s. 7-25 Tidskriftsartikel (refereegranskat)abstract With a background in current theories of identification and identifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
13.	Asplund, Stig-Börje, 1973-, et al. (författare) Maskulina läspraktiker genom tid och rum : Platsens betydelse för arbetarmäns relation till läsning 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 4, s. 33-59 Tidskriftsartikel (refereegranskat)abstract The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributesto the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
14.	Assarson, Inger (författare) Att skapa mening i en skola för alla : Ett diskursanalytiskt förhållningssätt 2009 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 123-139 Tidskriftsartikel (refereegranskat)abstract The increasing assessments and competition between countries and schools have actualized a focus on how schools handle low achieving children. Different discourses claim their knowledge in order to find the best solution to how the country can compete successively. By using a discourse analytic approach it is possible to scrutinize the process of continuously shaped and reshaped varieties of explanation models and thought systems, constructed to make sense and meaning when teachers are talking about a school for all navigating amongst different discourses striving for hegemony. The analysis model is created with the intention of constituting a tool for the analysis of these processes and linguistic activities. The basic data for analysis includes transcriptions from group conversations with 17 teachers initiated by the reading of official texts where the challenge to educate for plurality is formulated. In an example of analysis it is shown how discourses intertwine in a process where pupils concerned as having attention disorders are discussed related to the construction of an educational setting.
15.	Avery, Helen (författare) Lärares språkbruk i tvåspråkiga klassrum 2011 Ingår i: Educare - Vetenskapliga Skrifter. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 145-175 Tidskriftsartikel (refereegranskat)abstract The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.
16.	Axelsson, Thom (författare) Att konstruera begåvning - debatten om IQ 2012 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :1, s. 7-28 Tidskriftsartikel (refereegranskat)abstract Throughout the 20th century, the nature of intelligence has been a hot topic and an intensely debated issue. It is the measuring and testing of intelligence, in particular, that has aroused the strongest reactions from defenders and protesters alike. The discussion on intelligence tests have frequently revolved around questions such as whether these tests will lead to an increased social mobility and liberation or, on the contrary, to exclusion and discrimination of certain groups. The focus of the present article, however, is not the consequences of intelligence testing but rather the debate concerning the testing within the research community. This debate is approached from three different perspectives: a historical perspective, a psychological perspective, and a perspective allowed for by discourse analysis. Having done this, I discuss one other tentative way of dealing with intelligence testing that does not necessarily have to involve narratives of liberation or of oppression. This is done with the help of Michel Foucault’s concept ‘governmentality’.
17.	Axelsson, Thom (författare) Vad händer inom utbildningshistoria : några nedslag 2019 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 : History of Education, s. 1-17 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Utbildning brukar ses som lösningen på en rad olika problem i samhället, allt från sociala orättvisor till att servera näringslivet med adekvat arbetskraft. Få ämnen i den samhälleliga debatten väcker så starka känslor som utbildning gör. Inte sällan diskuteras utbildningen och dess roll med överhettade politiska och ideologiska tongångar.
18.	Balan, Andreia, et al. (författare) Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet 2021 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113 Tidskriftsartikel (refereegranskat)abstract Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
19.	Bennich-Björkman, Li (författare) Universiteten, kreativiteten och politikens aningslöshet 2007 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 35-50 Tidskriftsartikel (refereegranskat)abstract This article is concerned with what knowledge that can be gained from research on creativity in psychology, social psychology and organizational theory on the one hand and how research policies are conducted on the other. The thesis brought forward is that research on creative personalities and how organizations promoting creativity function does not inform Swedish policy makers responsible for the higher education sector. There are few traces of the insights provided by such research in the presently conducted research policies. In the article, insights from creativity research are presented and discussed, focusing on the how organizations that generate creativity in research tend to be constructed. For example, in order to be able to mobilize the mental energy and concentration needed to produce creative, that is both new and relevant, ideas and solutions inner motivation as opposed to concerns about external assessments is highly crucial. All studies on creativity confirm that. To create the best possible preconditions for such inner motivation to guide researchers, the phase when ideas are worked out is the most sensitive one to safeguard from outside expectations. However, presently we have an organization for research funding based on competition between ideas, ideas that are then scrutinized and assessed at a quite early stage. Another precondition for creative thinking is a climate of risk-taking and non-conformity. The conformity produced by the present funding system where peers are acting as gatekeepers is becoming a problem to many researchers who manoever in a strategic rather than inner-directed manner in order to receive funding.
20.	Berg, Benita (författare) Undervisningsbegreppets innebörd i förskolan utifrån ett läroplansteoretiskt perspektiv 2022 Ingår i: Educare. - Malmö : Educare - Vetenskapliga Skrifter. - 1653-1868 .- 2004-5190. ; :3, s. 75-97 Tidskriftsartikel (refereegranskat)abstract The purpose of the study is to contribute knowledge about how teaching in preschool can be understood in relation to how teaching is described by preschool teachers. The following research questions were posed:How do preschool teachers describe teaching and its meaning in preschool? and What didactic questions appear in preschool teachers’ descriptions of teaching in preschool? The empirical data consist of reflective texts that were analysed through content analysis with the help of Bernstein’s concepts: classification and framing, and visible and invisible pedagogy. The results show that the preschool teachers in the study perceived the introduction of the concept of teaching in preschool as an opportunity, which allowed them to become more aware of their actions in different learning situations. That the preschool teachers described teaching taking place through play and in everyday situations based on children's interests and needs hints at an organization with invisible pedagogy, weak classification and weak framing. Strong classification and strong framing, on the other hand, became manifest when the preschool teachers described that they plan what they do with the children and use materials, organize children’s groups and design environments to promote children’s learning. Furthermore, the preschool teachers focused mainly on the didactic questions of how and why, while the what-question received less attention.
21.	Berg, Gita, 1982-, et al. (författare) Aesthetic judgments and meaning-making during cooking in Home and Consumer Studies 2019 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 30-57 Tidskriftsartikel (refereegranskat)abstract In Swedish home and consumer studies (HCS), cooking forms apart of the core content, and students often experience the results in a sensuous way–by eating the food. Sensuous, or aesthetic, experiences may affect students’ meaning-making and thus what is learned within the subject. There is a lack of research concerning the aesthetic aspects of cooking in a learning context; therefore, this study aims to explore HCS students’ meaning-making by focusing on aesthetic judgments during formalized cooking practices. The research question is, in what ways do students use aesthetic judgments in meaning-making processes during cooking? The data comes from video-documented classroom observations where the students cook together. Using a pragmatic approach and practical epistemology analysis (PEA), three ways in which the students use aesthetic judgments are illustrated: as arguments in negotiations, as reference points when reactualizing experiences, and as nonverbal actions evaluating sensory qualities. Empirical examples exemplify how aesthetic judgments play a role in establishing power relations, entail social/normative values, and influence the “tacit knowing” of cooking. The study found that aesthetic experiences are integral and important in students’ meaning-making during cooking practices. Moreover, by adding a new classroom context to the methodology used, its applicability for investigating aesthetic experiences and meaning-making is confirmed and widened.
22.	Berggren, Kalle (författare) Theorizing Power, Identity and Hip Hop : Towards a Queer, Intersectional Approach 2016 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 75-90 Tidskriftsartikel (refereegranskat)abstract Power and identity are central themes in hip hop scholarship, whether it is race and class that are in focus, or gender and sexuality, or a combination. Yet power and identity are contested concepts that are used with varying theoretical outlooks. This article seeks to outline some key differences between different understandings of power and identity, and their consequences for the study of hip hop. Four models are identified. In the expression model, hip hop is understood as the cultural expression of a specific group. In contrast, the catalogization model and the two-plane model both acknowledge the existence of different dimensions of power and identity, but treat these either in a list-like manner or according to a base-superstructure dichotomy. The limitations of these two models can be overcome, it is suggested, by turning to the complexity model, which builds on contemporary feminist, intersectionality and queer theory
23.	Bergh Nestlog, Ewa, 1959- (författare) De första naturvetenskapliga skoltexterna 2017 Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 72-98 Tidskriftsartikel (refereegranskat)abstract In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.
24.	Berglund, Lars, et al. (författare) Profession, forskning och praktik : 30 rektorers syn på specialpedagogisk professionalitet 2007 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2, s. 39-51 Tidskriftsartikel (refereegranskat)abstract This article is a synthesis of four investigations made by students at the special educational program at Malmö University. It describes how headmasters experience the professional role of the special needs pedagogue in schools. Research questions concerning the relationship between higher education and school practice are elucidated in the article. The responses are analyzed and problematized with the help of von Wright’s Action theory as well as of Dahllöf’s frame factor theory. In the interviews headmasters describe the special educational activities and the special pedagogue profession as multifaceted and complex. This is a situation which impedes good functioning and effective use of competence resources. Moreover, headmasters are frequently caught between the visions of policy instruments and school practice, not least concerning situational acting, and the question of short or long term planning and acting.
25.	Berglund, Leo, 1986- (författare) Sociologiska kritikbegrepp för utbildningsvetenskapen 2016 Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. - 9789171044921 ; :3, s. 14-37 Tidskriftsartikel (refereegranskat)abstract Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.
26.	Bergman, Lotta, et al. (författare) Förstaårsstudenters akademiska skrivande och hur det kan utvecklas 2023 Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 152-182 Tidskriftsartikel (refereegranskat)abstract A major challenge for first-year students is the demands on academic writing. The purpose of the study is to identify students' difficulties with writing at the beginning of their education to contribute to the discussion about how students' writing development can be supported. The overall theoretical perspective is systemic functional linguistics (SFL). The data consists of texts from the first examination of a primary teacher program. The analysis includes partly a corpus analysis of 125 texts concerning sentence length, word length, the proportion of long words, word variation, and lexical profile, and partly a qualitative text analysis of a selection of eleven students' texts from the larger group concerning text cohesion, composition and use of references. The results indicate that the task design is of great importance for how advanced the students' texts are, based on the proportion of long words, word variation, and lexical profile. Furthermore, students struggle with paragraph division and creating clear relationships between and within paragraphs to create coherent texts. The results also show that the students need support to develop their ability to write from sources. Based on the results, the authors discuss how subject teachers in higher education can support students' writing development.
27.	Bergman, Lotta (författare) Läsning som passion och social praktik : Om läspraktiken i en bokcirkel 2018 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2018:1, s. 69-90 Tidskriftsartikel (refereegranskat)abstract Den här artikeln bygger på forskning om läspraktiken i en bokcirkel med vardagliga läsare. Bakgrunden är det växande gapet mellan professionell läsning inom akademin, som ofta beskrivs som kritiskt distanserad och analytisk, och vardagliga läsares läsning, som ofta karaktäriseras som uppslukande, naiv och okritisk. Bristen på forskning på detta område har noterats av flera forskare (Felski, 2008, Miall, 2006; Persson, 2011). Syftet med studien är att förstå de karaktäristiska dragen i bokcirkelns läspraktik och det meningsskapande som sker i den. Fallstudien genomfördes i en bokcirkel med sju kvinnor som träffades regelbundet för att samtala om fiktion. Materialet består av dokumenterade träffar, intervjuer med samtliga deltagare och observationsanteckningar förda i när anslutning till träffarna. Resultatet visar en mångfacetterad läspraktik, å ena sidan präglad av uppslukande läsning kopplad till starka känslomässiga upplevelser, å andra sidan av reflektion och kritisk analys av både fiktionen och världen utanför den. Läspraktiken påverkar deltagarnas reflektioner över det egna livet och det samhälle de lever i på ett många gånger avgörande sätt. Resultatet kan ge värdefulla insikter också i ett litteraturdidaktiskt perspektiv.
28.	Bevemyr, Mats, 1964- (författare) Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn 2014 Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; :2, s. 63-87 Tidskriftsartikel (refereegranskat)abstract In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts.
29.	Bjarnason, Dóra S. (författare) Walking on eggshells : Some ethical issues in research with people in vulnerable situations 2009 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :4, s. 19-33 Tidskriftsartikel (refereegranskat)abstract This article takes up some of the ethical issues at stake when qualitative inquiry involves people in vulnerable situations, such as the young, the very old, the sick or disabled or minority groups – people, in short, who are often labelled as “the other”. Ethical issues and dilemmas appear at every juncture of the research process and also when the researcher decides what to publish and why. The article starts with some of the issues and experiences the author brings to the table after working in the field of inclusive education and disability research for over three decades. Next it offers some notes on qualitative inquiry and then it moves on to explore the ethics, ethical issues and dilemmas inevitably part and parcel of all such inquiry. Then it applies examples from the author’s fieldwork to the discussion of ethical issues and dilemmas in qualitative encountered in qualitative research with people in vulnerable situations. Examples are in particular drawn from the authors recent study that involved interviews with Icelandic parents of disabled children. The ethical issues and dilemmas touched upon include those related to gaining access, the interview situation itself, including the building of rapport and the fine line between gathering the data, data analysis, ethical issues related to what to select from privileged knowledge, and other things that concern the writing up of sensitive data. Finally, some thought is given to publications, their interpretations by the reader and their use or abuse.
30.	Bjerstedt, Sven (författare) Musikalitetens roll i teaterpedagogiken: Konstnärlig kunskapsbildning genom intermediala begreppslån 2018 Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; :1, s. 170-200 Tidskriftsartikel (refereegranskat)abstract Artistic research is a comparatively new academic field, displaying multiple epistemological and methodological approaches. Through a concrete exemplification, this article studies how knowledge formation and learning may take place in artistic fields by way of intermedially borrowed concepts. The prominent use of the concept of ’musicality’ as a prestige word in the field of spoken theatre is investigated, analysed and discussed through a hermeneutic approach, based on extensive qualitative interviews with artists and educators in this field. In conclusion, the cognitive and normative functions of this usage are pointed out as urgent themes for future educational research.
31.	Björn, Norlin, 1976-, et al. (författare) Educational history in the age of apology : The Church of Sweden's "White book" on historical relations to the Sami, the significance of education and scientific complexities in reconciling the past 2019 Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :1, s. 69-95 Tidskriftsartikel (refereegranskat)abstract Reconciliation processes – wherein governments and other organizations examine their past institutional practices to understand contemporary problems in relation to minorities or indigenous groups – have become a widespread international phenomenon in recent decades. In Sweden, such an ongoing process is the reconciliation work between the Church of Sweden and the Sami. In this process, which recently resulted in the publication of a scholarly anthology (or a “white book”), educational history has come to play a vital part. The present article uses the Church of Sweden’s White Book as an empirical object of study to examine in more detail the role and significance of knowledge of educational history for this specific reconciliation process. By focusing on various scientific complexities and epistemological tensions that tend to arise in these kinds of undertakings, this paper also aims to problematize the white book genre itself as a path to historical knowledge. By doing this, this article’s overall ambition is to contribute to future scholarly work in reconciliation activities, white papers and truth commissions. This study applies a qualitative content analysis and connects theoretically to the growing field of transitional justice research.
32.	Bodén, Ulrika, et al. (författare) Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations 2022 Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70 Tidskriftsartikel (refereegranskat)abstract In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
33.	Boström, Lena, 1960-, et al. (författare) Läroplansimplementering och korstryck i fritidshemmets arbete 2018 Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 107-132 Tidskriftsartikel (refereegranskat)abstract I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.
34.	Botö, Kerstin, 1958, et al. (författare) Lärares lek och barns arbete: Litteracitetsaktiviteter i förskoleklassen 2018 Ingår i: EDUCARE. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2:4, s. 69-91 Tidskriftsartikel (refereegranskat)abstract The study stems from practice at the inter-section between subject-oriented activities and play of the preschool class. The specific interest is children’s early literacy development, grounded in two different views: the bottom-up or phonics perspective, which emphasizes reading and writing primarily as a skill; and the top-down or whole language perspective emphasizing the communicative function and meaning of written language. The aim is to explore how literacy activities are performed in a preschool class. Specifically, the focus is on how the teachers and the children interact in a literary activity, where an educational television program is used as part of the teaching tools. Theoretically, the study is underpinned by a sociocultural perspective on learning and the method consists of video documentation. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities but becomes transformed into an interaction pattern akin to schooling, in which the phonics tradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the television program, while the children’s work develops into accomplishing a task.
35.	Bradling, Björn (författare) World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School 2024 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 Tidskriftsartikel (refereegranskat)abstract This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
36.	Brauer, Alexander (författare) Responsiveness to culture through literature : Creative writing as culturally responsive pedagogy 2024 Ingår i: Educare. - : Malmö University Press. - 1653-1868 .- 2004-5190. ; :1, s. 62-77 Tidskriftsartikel (refereegranskat)abstract This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.
37.	Brodin Olsson, Madeleine, 1973, et al. (författare) Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning 2022 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 72-99 Tidskriftsartikel (refereegranskat)abstract The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
38.	Cederlund, Katarina, 1968-, et al. (författare) Multimodala bedömningspraktiker och lärares lärande 2018 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; , s. 43-68 Tidskriftsartikel (refereegranskat)abstract The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.
39.	Cronqvist, Marita (författare) Joy in Learning: When Children Feel Good and Realize They Learn 2021 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3 Tidskriftsartikel (refereegranskat)abstract Both in research and inthe Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.
40.	Cronqvist, Marita (författare) Yrkesetik i lärarutbildning : Essensens betydelse 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 23-40 Tidskriftsartikel (refereegranskat)abstract Teaching is an ethical activity and in order to ensure a high quality in teaching, ethics need to be visualizedand verbalized. In a phenomenological empirical study with student teachers as participants, data wereanalyzed in order to express the essential meanings of professional ethics. The essence can be described asthe meanings that in spite of different contexts are relatively persistent. In phenomenology, the possibilityof expressing the essence of a phenomenon is interpreted in different ways. Inthis article, the author arguesthat the essence is needed to verbalize ethics in teaching tentatively as a kind of ethical code or guidelinefor becoming teachers. Some of the essentialfindingsstemmingfrom the empirical study mentioned abovearecomparedwith the ethical principles formulated inLäraresYrkesetiskaPrinciper(2001) by the two Swedishunions,LärarförbundetandLärarnas Riksförbund,to argue for the importance of formulating the essence.
41.	Dahl, Christoffer, et al. (författare) Skönlitteraturens språk : det dubbla perspektivets möjligheter vid textanalys 2020 Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; 2:2, s. 1-22 Tidskriftsartikel (refereegranskat)abstract This article explores the possibilities of combining literary and linguistic text analyses: a double perspective on the teacher education for lower secondary school. The aim is to analyze how two students, in a course in text analysis, solve an examination assignment where they are asked to combine literary and linguistic tools in their analysis of Pär Lagerkvist's short story "Father and I" (1924). We ask the following questions: How do students use literary and linguistic tools in the analysis of Lagerkvist's work and how do they combine these tools? What kind of didactic potentials do students see in a double perspective? The result shows both similarities and differences in how the students combine linguistic and literary tools and how they underpin the analysis. The students’ meta-reflections indicate that such double perspective provides a deeper understanding of literary texts containing both literary and linguistic resources. Our conclusion is that the double perspective may provide a powerful theoretical and didactic tool for students of the Swedish language at the teacher education for lower secondary school.
42.	Dahl, Jonas, 1970-, et al. (författare) The citizen in light of the curriculum 2013 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 27-43 Tidskriftsartikel (refereegranskat)abstract In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.
43.	Dahlström, Helene (författare) Populärkultur som kunskapskälla i förskolan 2023 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 61-86 Tidskriftsartikel (refereegranskat)abstract The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
44.	Danielsson, Kristina, Professor, 1961-, et al. (författare) Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks 2023 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32 Tidskriftsartikel (refereegranskat)abstract One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
45.	Dodou, Katherina (författare) What Are Literary Studies For? : A Review of English Teacher Education in Sweden 2020 Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157 Tidskriftsartikel (refereegranskat)abstract The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
46.	Edström, Ann-Mari (författare) Aesthetics, learning and education : a reflection 2019 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 1-5 Tidskriftsartikel (refereegranskat)
47.	Edström, Ann-Mari, et al. (författare) Being in motion through an aesthetic working process 2020 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 144-161 Tidskriftsartikel (refereegranskat)abstract The article reports the results of an empirical investigation into movement viewed as a quality of an aesthetic working process. Any process presupposes movement - there is no process if one stands still. At times, movement is deliberately provoked by artists wanting to view their work from a different perspective. This was the approach applied in the first-year course of an art teacher’s program in Sweden, where movement was provoked through shifts of media (cardboard, sketching, Minecraft) during a four-week working process. The assignment was to work with a 3D shape through these media. The students' process journals (containing writings and photography) constitute the material for the study. The results are visualized on an individual level as movement patterns and five characteristic patterns are discerned. Movement within and between media are visualized collectively, showing not only how media shifts stimulate movement but also how the students themselves can provoke movement within a medium. Sketching shows the most movement, typically triggered by the students themselves when they get bored by the repetitiveness of multiple sketching. Minecraft encourages the least amount of movement, which is discussed in relation to preconceptions embedded in the software design. The study relates to a phenomenographic approach.
48.	Edström, Ann-Mari (författare) Introduction: Aesthetics, Learning and Education, Part II 2020 Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
49.	Eek-Karlsson, Liselotte, 1955-, et al. (författare) Likabehandlingsarbete — en reproduktion av rådande maktordning? 2020 Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 49-73 Tidskriftsartikel (refereegranskat)abstract This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.
50.	Eilard, Angerd (författare) Barndomsbilder i förändring i grundskolans läseböcker 2009 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2-3, s. 157-193 Tidskriftsartikel (refereegranskat)abstract The article explores how norms and ideals linked to generation, gender and ethnicity are expressed in school readers used in Swedish schools since 1962, the year of the first national curriculum of the compulsory school. More than 60 readers have been examined. The adopted perspective combines a genealogical and a critical multimodal discourse analytical approach with an intersectional perspective. This means that the readers’ texts and illustrations are viewed as a whole and as social constructions in the historical context of their periods. Accordingly, the way changes in the late modern society, regarding childhood and family, are depicted in the readers are made visible, as well as the inclusion and exclusion of certain social subjects. Although the contemporary readers appear to advocate diversity and equal opportunities the analysis shows that a colonial white Western, as well as a heteronormative, discourse remains comparatively unchanged throughout the period. The most noticeable finding is the reversed generation hierarchies that characterize the late books. A striking point here is that the old nuclear family has been replaced by an ideal of young heterosexual twosomeness.

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