| 1. |
- Mårdh, Andreas, 1987-
(författare)
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Om historieämnets politiska dimension : diskursiva logiker i didaktisk praktik
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Today, history education is often a contested issue over which political frontiers are drawn between adversaries advocating fundamentally different visions of what constitutes a desirable curriculum and, by extension, a desirable society. At present, this dimension is in need of increased attention, considering that populist rhetoric has gained a foothold in mainstream politics and that history, as a school subject, continues to serve the purpose of constituting “the people”, often in national and ethnic terms. Against this background, the aim of this thesis is to comprehensively grasp the political dimension of history education by conducting methodological, empirical and theoretical investigations.The thesis draws on the pragmatist philosophy of democratic education as well as on post-structuralist theories of history, antagonism and populism. Methodologically, the thesis make use of the logics of critical explanation framework (LCE) to empirically explore how history classroom practices as well as contemporary right-wing populist discourse operate.The results show that the LCE methodology constitutes a viable analytical vocabulary for generating knowledge of the political dimension of history education. Furthermore, the thesis offers empirical knowledge about how and why practices of history education are interchangeably politicised and rendered stable by teachers, students and members of the public. Theoretically, populism, as a discursive logic, is criticised and then reconceptualised into an educative mode by which history teaching practices can be enacted. Collectively, the results provide a comprehensive understanding of the political dimension of history education.
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| 2. |
- Rudsberg, Karin, 1973-
(författare)
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Elevers lärande i argumentativa diskussioner om hållbar utveckling
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall ambition with this thesis is to develop knowledge about students’ learning, especially with regard to process and content, when they participate in argumentation. Students’ learning is investigated through in situ studies of classroom practices. The theoretical point of departure is a pragmatic perspective in which learning is understood and investigated in terms of concrete actions. The empirical material consists of video recorded lessons at secondary and upper secondary schools in Sweden. The content of the lessons is argumentative discussions about sustainable development and socioscientific issues. In the first study, the functions that teachers’ actions have for students’ learning processes are investigated using Epistemological Move Analysis. In the second study, an approach is developed and illustrated that facilitates investigations into students’ learning processes in terms of knowledge content and argument construction in argumentation. The method, called Transactional Argumentation Analysis, combines a pragmatic perspective of learning with an argument analysis based on Toulmin’s Argument Pattern. In the third study, the functions that knowledge have when used by students in argumentative discussions are examined. The fourth study investigates the role of peers for students’ learning and how students influence the argumentation at a collective level. Here Transactional Argumentation Analysis is developed further in order to facilitate investigations of the dynamic interplay between the intra-personal and the inter-personal dimensions of learning and the result of this interplay in terms of the knowledge content and arguments that are constructed. The thesis shows how students’ learning can be investigated through in situ studies of educational practices. The methodological contribution of the thesis consists of the development and further elaboration of Transactional Argumentation Analysis. The thesis also contributes with substantial knowledge about students’ learning processes with regard to knowledge content and argument construction when participating in argumentation. Another contribution concerns the functions of knowledge when used by students in argumentation. Finally, the studies show how peers and teachers influence students’ learning, and how students contribute to the shared argumentation in the classroom.
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| 3. |
- Fagerström, Jonathan, 1984-
(författare)
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Fine particle emissions and slag formation in fixed-bed biomass combustion : aspects of fuel engineering
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is a consensus worldwide that the share of renewable energy sources should be increased to mitigate climate change. The strive to increase the renewable energy fraction can partly be met by an increased utilization of different biomass feedstocks. Many of the "new" feedstocks puts stress on certain challenges such as air pollution emissions and operation stability of the combustion process. The overall objective was to investigate, evaluate, and explain the effects of fuel design and combustion control - fuel engineering - as primary measures for control of slag formation, deposit formation, and fine particle emissions during biomass combustion in small and medium scale fixed-bed appliances. The work in this thesis can be outlined as having two main focus areas, one more applied regarding fuel engineering measures and one more fundamental regarding the time-resolved release of ash forming elements, with particular focus on potassium.The overall conclusion related to the abatement of particle emissions and slag formation, is that the release of fine particle and deposit forming matter can be controlled simultaneously as the slag formation during fixed-bed biomass combustion. The methodology is in this perspective denoted “fuel engineering” and is based on a combined approach including both fuel design and process control measures. The studies on time-resolved potassium release showed that a Macro-TG reactor with single pellet experiments was a valuable tool for studying ash transformation along the fuel conversion. The combination of dedicated release determinations based on accurate mass balance considerations and ICP analysis, with phase composition characterization by XRD, is important for the understanding of potassium release in general and time-resolved data in particular. For wood, the results presented in this work supports the potassium release mechanism from "char-K" but questions the previously suggested release mechanism from decomposition of K-carbonates. For straw, the present data support the idea that the major part of the potassium release is attributed to volatilization of KCl. To further explore the detailed mechanisms, the novel approach developed and applied in this work should be complemented with other experimental and analytical techniques.The research in this thesis has explored some of the challenges related to the combined phenomena of fuel conversion and ash transformation during thermochemical conversion of biomass, and has contributed with novel methods and approaches that have gained new knowledge to be used for the development of more effective bioenergy systems.
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| 4. |
- Hasslöf, Helen
(författare)
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The educational challenge in "education for sustainable development" : qualification, social change and the political
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how Education for Sustainable Development (ESD) as an overarching perspective makes meaningof educational aims and purposes. Sustainable development, as a concept, is by necessity complex, and deals withintegrated dimensions of environmental, social-cultural and economic sustainability. It involves a diverse range ofembedded values and ideologies and calls for engagement in value-related and political issues relating to environment,equality and lifestyle. In my thesis, I have turned to the actors in social practice who are set to realise the educationalperspectives of ESD – the teachers. Accordingly, the analyses departure from secondary and upper secondary schoolteachers’ reciprocal meaning-making when discussing the desirable aims of teaching and ESD. Building upon previouseducational research, the thesis has three purposes, and the results are presented in four articles. The results of thestudies bring new empirical knowledge and perspectives to educational research and practice, by adding furtherunderstanding of the political and democratic dimensions of ESD.The first purpose is to investigate and describe the complexity of the concept of sustainable development from a conflictperspective and to analyse meaning-making discussions of sustainability in an educational context. This is elaborated inthe first study (Article I). To achieve this, a Conflict Reflection Tool (CRT) has been developed, by combining theconflicting dynamics of sustainable development with dialogic and univocal functions of speech. In the included casestudy, the CRT analysis of teachers’ discussions shows how fact-based, univocal science utterances closed thediscussion for conflicting perspectives to emerge. However, conflicting views did emerge and were re-valued in adialogic genre through the interplay of different dimensions of sustainability and different societal levels of conflicts.The second purpose is to investigate how the desired aims of ESD are (re)articulated in areas of educational tension inorder to make particular meaning by teachers with experience in ESD practice. Three complex ESD areas are in focus,namely, the development of students as political subjects (Article II), qualification in relation to ESD (Article III), andeducation for social change in relation to ‘sustainable’ living (Article IV). In each of these areas, the functions ofqualification, socialisation and subjectification (c.f. Biesta) are relationally analysed to further problematise educationalpurposes. Through analyses with inpiration from discourse theory, the results show in Article II the emerging discourse ofcritical thinking as room for subjectification where students were invited to be adressed as political subjects. This discoursewas articulated in struggle with the aims of qualification and socialisation, i.e. challenged by elements articulating a morescientific and rational worldview. Article III shows three discourses of qualification. Of these three, scientific reasoningand awareness of complexity are articulated as contrasting epistemological discourses of qualification. However, in thethird discourse, qualification as critical thinking, these different epistemological views are articulated as intertwined asdifferent ways to view sustainability. Article IV shows how the teachers struggle between three positions: the rationalsubject, as a neutral conductor; the responsible subject, as a role model, or the reconstructing subject, as a reconstructor.The overlapping positions depend upon how socialisation towards sustainable lifestyles, political and ethical perspectivesare identified in relation to the educational aims and the emerging myths of social change.The third purpose is to develop analytical methods where conflicting articulations of environmental issues andsustainability are taken into account based on language and discourse theory for conducting empirical investigations ofmeaning-making.
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| 5. |
- Mogren, Anna
(författare)
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Implementering av lärande för hållbar utveckling : En studie av rektors förståelse av kvalitet i skolans organisation
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Student outcomes of Education for Sustainable Development (ESD) is reported to be weak and empirical studies investigating the underlying causes have been called for. School organization is pointed out as essential, which highlights the role of school leaders in realizing ESD. This study aims to identify characteristic features of ESD active school organizations, by investigating how school leaders maintain high quality in their organizations. ESD is thus studied from an internal organizational perspective. Fourteen school leaders at ten upper secondary schools, active in ESD implementation, were interviewed and qualitative data quantified. A special focus was on school leaders’ transformative statements, in response to earlier criticism that ESD implementation has been too structural. Results consist of 26 identified quality criteria. By means of cluster analysis, the quality criteria were merged into four principal quality criteria: collaborative interaction and school development, student-centred education, cooperation with local society and proactive leadership and continuity. The school leaders’ quality strategies were identified through correlation analysis of their principal quality criteria. The quality strategies reveal a difference in the schools’ internal or external focus. An analysis of the school leaders’ quality statements in relation to their quality strategy implementation indicates that ESD to a large degree is introduced from a transformative perspective. One school in the study stands out as highly transformation-oriented, and has a quality strategy combining an internal and external focus, thus making it a possible benchmark for successful ESD-implementation. The study contributes a suggestion on how a progression of ESD implementation can take place and as well as possible obstacles.
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| 6. |
- Ohlson, Johan, 1979-
(författare)
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Novel sites of A-to-I RNA editing in the mammalian brain
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The number of protein-coding genes are likely not sufficient to account for the complexity of higher organisms. It is plausible that the proteome is responsible for the complexity of an organism.An important mechanism that increases the protein variability is post-transcriptional modifications that alter the pre-mRNA sequence from that encoded in the genome. In this thesis work I have been focusing on a post-transcriptional process where adenosine (A) is deaminated to inosine (I), A-to-I RNA editing. Inosine is read as a guanosine (G) by the translation machinery, editing within coding regions can therefore give rise to more than one protein isoform from a single gene. A-to-I RNA editing is catalyzed by members of the ADAR enzyme family. ADARs have been found in all metazoans tested and two active ADAR proteins, ADAR1 and ADAR2, have been found in mammals. However, recoding by A-to-I editing is a rarely found event in mammals.To detect novel substrates for A-to-I editing we developed an experimental approach to pull down ADAR2 substrates using immunoprecipitations. The captured RNAs were identified by microarray analysis. In this thesis two novel substrates for A-to-I editing are presented that were found using our IP-array approach, in combination with bioinformatic techniques.The transcript coding for the GABAA receptor subunit α3 (Gabra-3) was found to be selectively edited by both ADAR1 and ADAR2. Editing of Gabra-3 recodes an isoleucine to a methionine and it was found to have a negative effect on the Gabra-3 assembly into the receptor. Moreover, the mouse specific CTN-RNA that codes for the CAT2 Transcribed Nuclear-RNA was shown to be hyper-edited by ADAR2.In conclusion, this thesis work has resulted in an experimental method that extracts ADAR substrates. Two novel editing substrates were discovered. Our data adds additional evidence to the fact that RNA editing is of principal significance for a functional brain.
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