| 1. |
- Allard, Christina, et al.
(författare)
-
Rasbiologiskt språkbruk i statens rättsprocess mot sameby : DN Debatt 2015-06-11
- 2015
-
Annan publikation (populärvet., debatt m.m.)abstract
- Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.
|
|
| 2. |
- Almqvist, Jonas, et al.
(författare)
-
Pragmatic investigation : studies of meaning-making in educational practices
- 2008
-
Konferensbidrag (populärvet., debatt m.m.)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.
|
|
| 3. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
Pragmatic investigations -Studies of meaning making in educational discourses : Contribution to the NERA congress, March 6-9 in Copenhagen, Denmark
- 2008
-
Konferensbidrag (refereegranskat)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning making in different educational practices. The approach – built on a framework developed within the SMEDgroup (Studies of Meaning making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning making – learning and socialisation – in different kinds of educational practices.
|
|
| 4. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
Pragmatiska studier av meningsskapande
- 2008
-
Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
-
Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
|
|
| 5. |
- Almqvist, Jonas, et al.
(författare)
-
Tema: Didaktiska undersökningar
- 2008
-
Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.
|
|
| 6. |
- Almqvist, Jonas, et al.
(författare)
-
Tema: Didaktiska undersökningar
- 2008
-
Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
-
Tidskriftsartikel (refereegranskat)
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Häggström, Marie, PhD, 1967-, et al.
(författare)
-
Ward visits- one essential step in intensive care follow-up : An interview study with critical care nurses’ and ward nurses’
- 2018
-
Ingår i: Intensive & Critical Care Nursing. - : Elsevier BV. - 0964-3397 .- 1532-4036. ; 49, s. 21-27
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: The aim of this study was to describe critical care nurses’ and ward nurses’ perceptions of the benefits and challenges with a nurse-led follow-up service for intensive care-survivors at general wards. Background: Patients recently transferred from intensive care to the general ward are still vulnerable and require complex care. There are different models of intensive care follow-up services and some include ward visits after transfer from intensive care. Research methodology/design: This study had a qualitative design. Data from 13 semi-structured interviews with Swedish critical care nurses and ward nurses were analysed using qualitative content analysis. Findings: The findings consisted of one theme, namely, “Being a part of an intra-organisational collaboration for improved quality of care”, and four subthemes: “Provides additional care for the vulnerable patients, “Strengthens ward-based critical care”, “Requires coordination and information”, and “Creates an exchange of knowledge”. The nurse-led follow-up service detected signs of deterioration and led to better quality of care. However, shortage of time, lack of interaction, feedback and information about the function of the follow-up service led to problems. Conclusion: The findings indicate that ward visits should be included in the intensive care follow-up service. Furthermore, intra-organisational collaboration seems to be essential for intensive care survivors’ quality of care.
|
|
| 10. |
|
|
| 11. |
- Packalén, Sture, 1947-, et al.
(författare)
-
LITTERATUR OCH SPRÅK : Carl von Linné om insekter, Flyttfåglar i poesin, Stensimpor hos Norbert Scheuer, Goethes självbiografiska skrivande, Ontologiska frågor hos Lars Jakobson, Bodil Malmsten om minnets betydelse, Äldres samtalsstil, Andraspråkstalares kommunikation i arbetslivet
- 2011
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta nummer av Litteratur och språk är huvudsakligen ägnat åt det förflutna, människors berättande, åt minnet, den bild människor gör sig av det förgångna, men också av det artificiella i ett samtida perspektiv.Ingela Pehrson Berger inleder blicken bakåt när hon behandlar Carl von LinnésTal, om Märkwärdigheter uti insecterne. Hon undersöker genom en kombination av idéhistorisk belysning och retorisk analys fyra teman i talet, nämligen hur Linné ger uttryck för en fysikoteologisk förundran i synen på insekterna, hur han presenterar den entomologiska forskningen och uppmanar till en nyfikenhetsforskning, hur han verkar för folkupplysning genom att avskaffa vanföreställningar om insekter, samt hur han med humoristisk antropomorfism berättar om insekters beteenden.Magnus Janssons bidrag, Sträckläsning, är ett projekt som vill undersöka om – och i så fall hur – svenska poeter under 1900-talet har använt flyttfåglar som motiv. Utgångspunkten är Fredrik Bööks studie "Flyttfåglarna" från 1913. Utifrån den läser sig Jansson fram genom det ena lyriska författarskapet efter det andra. Han genomkorsar dem som en fågelskådare på jakt efter att göra observationer, som sedan förs in på registerkort. Projektet är därför också en utforskning av en läsarpraktik inspirerad av ekokritiken. Frågor som läsaren ställs inför är: Vad är ett motiv? Vad är en observation i dikten jämfört med en observation i "verkligheten"?Thorsten Päplow tar sig an Norbert Scheuers roman Überm Rauschen och undersöker vilken betydelse stensimpan har för den manliga huvudpersonens misslyckanden både på det personliga och på det yrkesmässiga planet. Päplow visar i sin analys hur Scheuers stensimpelika berättande – med familjeliv i efterkrigstidens Tyskland som bakgrund – framstår som en skildring av ett existentiellt fiasko.I sin essä om Goethes självbiografiska skrivande ägnar sig Ingemar Haag åt Dichtung und Wahrheit, diktarens monumentala bidrag till den självbiografiska genren under 1800-talets första hälft. Haag visar hur ledigt Goethe rör sig genom historien, politiken och konsten, hur han i sitt diktarvärv är mer av en kulturhistoriker än en självbekännande navelskådare.Marie Öhman tar i sitt bidrag "Man ser mig och jag finns – Ontologiska frågor i Lars Jakobsons Vännerna upp romanens utforskande av hur ny teknik kan komma att påverka våra föreställningar om vad en människa är. Öhman visar hur Jakobson använder science fiction-genren för att ifrågasätta en traditionell uppdelning av tillvaron i materiellt och icke-materiellt, mänskligt och icke-mänskligt och relaterar detta ifrågasättande till en posthumanistisk kontext.Cecilia Pettersson går in på det förnyade intresset för minnet och konstaterar att det uppstått ett nytt berättande om minnet genom vilket detta bl.a. förknippas med fantasi istället för sanningsenlighet. Hon ställer Bodil Malmstens romaner Den dagen kastanjerna slår ut är jag långt härifrån och framför allt Nästa som rör mig i relation till denna minnesuppfattning. Det framgår då att dessa romaner fungerar som ett slags motberättelse, där minnet framförallt handlar om mer universella frågor, såsom minnets värde, dess identitetsskapande funktion och dess grundläggande betydelse för den mänskliga existensenEva Sundgren för i sin artikel "dä blir minnen av allting" – Äldres samtalsstil med fokus på berättelser" en inledande diskussion kring forskning om äldres berättande. Hennes syfte är inte bara att beskriva berättelsernas form och funktion, utan också att bidra till en diskurs om äldre och äldres språk som inte utgår från ett bristperspektiv. Viktiga frågor är hur de äldre konstruerar sina berättelser och vilken bild de ger av sig själva och sina liv. Först tar Sundgren upp vem som är äldre och vad en berättelse är. Därefter görs några nedslag i en inspelning med en kvinna på snart 92 år. Eftersom perspektivet är interaktionellt ställs också frågan vilken roll lyssnaren spelar för berätterskan.Marie Nelson, slutligen, gör en studie av andraspråkstalares vardagliga kommunikation vid ett svenskt storföretag. Det övergripande syftet med hennes studie har varit att finna kommunikativa faktorer som har en positiv inverkan på andraspråkstalares integration på arbetsplatsen och i den nära arbetsgruppen. Utifrån arton intervjuer med fast anställda industriarbetare och tjänstepersoner, som kommit till Sverige i vuxen ålder, har Nelson valt ut fem deltagare för observation. Resultaten visar att de fem deltagarnas vardagliga kommunikation till stor del påverkas av aktuell yrkesposition. Nelson noterar vidare bl.a. att tjänstepersoner kan klara sig utan kunskaper i svenska så länge de behärskar engelska i tal och skrift, medan den industriarbetare som inte talar svenska riskerar att halka efter såväl yrkesmässigt som socialt.
|
|
| 12. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Friluftsliv, health and quality of life : About friluftsliv as a method for health
- 2021
-
Ingår i: Friluftsliv explored. - Linköping : Linköping University Electronic Press. - 9789179290658 - 9789179290665 ; , s. 203-216
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Friluftsliv explored doesn’t only include nature knowledge, techniques in the outdoors and outdoor pedagogics but also covers ecology, human ecology, geography, environmental and societal questions, history, health, biology, craft and lots of practical activities -both for urban and rural friluftsliv. In this translation to English of the revised fifth edition of the Swedish book there are many activities and the text is suitable for the modern day. Friluftsliv embraces the feeling around the campfire, paddling along winding rivers and walking towards the distant blue mountains. But, it is also to whittle a stick, to remember your waterproofs and to find your way home. Knowledge emerges when you combine imagination with facts and the glint in your eyes, using all our outdoor environments: forests, water, the coast, mountains and the nature close at hand. Emotion is to swim in crystal clear water far out in the archipelago and to see the clouds gliding across the sky. But also, to be able to present other sides of yourself, to be fascinated by your own body, the struggling ant and the sight of frost on trees. Quality of life is to experience friluftsliv – as it happens!
|
|
| 13. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Friluftsliv, hälsa och livskvalitet
- 2007. - 3
-
Ingår i: Friluftslivets pedagogik. - Stockholm : Liber. - 9789147052882 ; , s. 195-208
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 14. |
|
|
| 15. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Investigating learning in physical education : a transactional approach
- 2011
-
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 16:2, s. 159-177
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to suggest and describe a methodological approach for studies of learning within school physical education (PE) in order to investigate and clarify issues of learning in an embodied practice. Drawing on John Dewey’s work, and especially his use of the concept transaction, a transactional approach is suggested as a way of developing an action-orientated method necessary for investigating learning in PE. The approach is illustrated by extracts from a video analysis of a PE lesson in Sweden, and shows how an analytical focus on meaning making, actions, events and participators in meaning-making processes can help to overcome methodological challenges related to dualist and cognitivist approaches and reach a deeper knowledge of student learning issues in PE.
|
|
| 16. |
|
|
| 17. |
- Öhman, Johan, 1961-, et al.
(författare)
-
Outdoor recreation in exergames : a new step in the detachment from nature?
- 2016
-
Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 16:4, s. 285-302
-
Tidskriftsartikel (refereegranskat)abstract
- A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).
|
|
| 18. |
- Öhman, Johan, 1961-, et al.
(författare)
-
Participatory approach in practice : an analysis of student discussions about climate change
- 2013
-
Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 19:3, s. 324-341
-
Tidskriftsartikel (refereegranskat)abstract
- Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.
|
|
| 19. |
- Öhman, Marie, 1958-, et al.
(författare)
-
Harmoni eller konflikt? en fallstudie av meningsinnehållet i utbildning för hållbar utveckling
- 2012
-
Ingår i: NorDiNa. - Oslo, Norway : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 8:1, s. 59-72
-
Tidskriftsartikel (refereegranskat)abstract
- Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectivesthat have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concreteschool practice. The present study is a case study and investigates two classes of Swedish upper secondarystudents presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspiredfrom pragmatic discourse analysis is used. The findings show how the students in their language usageconstitute a harmony perspective on sustainable development. The results and implications forteaching and learning are finally discussed.
|
|
| 20. |
- Öhman, Marie, 1961-, et al.
(författare)
-
Kroppen i friluftslivet
- 2011. - 1
-
Ingår i: Friluftssport och äventyrsidrott. - Lund : Studentlitteratur AB. - 9789144069135 ; , s. 147-172
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 21. |
- Öhman, Marie, 1958-, et al.
(författare)
-
Power and governance in environmental and sustainability education practice
- 2019. - 1
-
Ingår i: Sustainable development teaching. - Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability : Routledge. - 9780815357537 - 9781351124348 ; , s. 185-193
-
Bokkapitel (refereegranskat)abstract
- This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.
|
|
| 22. |
- Öhman, Marie, et al.
(författare)
-
Power in action : Possibilities and restraints in ESD practice
- 2008
-
Ingår i: Envigogika. - Prag : Charles University Environment Center. - 1802-3061. ; 3:1
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The debate concerning the pros and cons of ESD has mainly been conducted on the grounds of principle. The question is how, and to what extent, misgivings about ESD and its expectations are actually manifested. The purpose of this paper is to suggest an approach that can contribute empirical knowledge to this debate. The suggested approach is related to the research field of governmentality and Foucault’s ideas about power and knowledge. It focuses on the way students are governed in ESD practice and explores which understanding of future development is privileged in this practice.
|
|
| 23. |
|
|
| 24. |
- Almqvist, Jonas, et al.
(författare)
-
How Wii teach Physical Education and Health
- 2014
-
Konferensbidrag (refereegranskat)abstract
- BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
|
|
| 25. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
How Wii Teach Physical Education and Health
- 2016
-
Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
|
|
| 26. |
- Almqvist, Jonas, et al.
(författare)
-
Learning and active video gaming in school: How wii teach Physical Education and Health : Contribution to symposium Learning and active video gaming in school at BERA 2014
- 2014
-
Konferensbidrag (refereegranskat)abstract
- BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
|
|
| 27. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
What do Wii teach in PE?
- 2012
-
Ingår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All.
-
Konferensbidrag (refereegranskat)abstract
- In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.ReferencesAlmqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: RoutledgeFoucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books.Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.
|
|
| 28. |
- Ambrosi, Aurelie, et al.
(författare)
-
Development of heart block in children of SSA/SSB-autoantibody-positive women is associated with maternal age and displays a season-of-birth pattern
- 2012
-
Ingår i: Annals of the Rheumatic Diseases. - London : BMJ Publishing Group. - 0003-4967 .- 1468-2060. ; 71:3, s. 334-340
-
Tidskriftsartikel (refereegranskat)abstract
- Objective Congenital heart block may develop in the fetuses of Ro/SSA-positive and La/SSB-positive mothers. Recurrence rates of only 10-20% despite persisting maternal antibodies indicate that additional factors are critical for the establishment of heart block. The authors investigated the influence of other maternal and fetal factors on heart block development in a Swedish population-based cohort. less thanbrgreater than less thanbrgreater thanMethods The influence of fetal gender, maternal age, parity and time of birth on heart block development was analysed in 145 families, including Ro/La-positive (n=190) and Ro/La-negative (n=165) pregnancies. less thanbrgreater than less thanbrgreater thanResults There was a recurrence rate of 12.1% in Ro/La-positive women, and no recurrence in Ro/La-negative women. Fetal gender and parity did not influence the development of heart block in either group. Maternal age in Ro/La-positive pregnancies with a child affected by heart block was, however, significantly higher than in pregnancies resulting in babies without heart block (pandlt;0.05). Seasonal timing of pregnancy influenced the outcome. Gestational susceptibility weeks 18-24 occurring during January-March correlated with a higher proportion of children with heart block and lower vitamin D levels during the same period in a representative sample of Swedish women and a corresponding higher proportion of children with heart block born in the summer (pandlt;0.02). Maternal age or seasonal timing of pregnancy did not affect the outcome in Ro/La-negative pregnancies. less thanbrgreater than less thanbrgreater thanConclusion This study identifies maternal age and seasonal timing of pregnancy as novel risk factors for heart block development in children of Ro/La-positive women. These observations may be useful for counselling when pregnancy is considered.
|
|
| 29. |
|
|
| 30. |
- Anantharaman, Aparna, et al.
(författare)
-
ADAR2 regulates RNA stability by modifying access of decay-promoting RNA-binding proteins
- 2017
-
Ingår i: Nucleic Acids Research. - : Oxford University Press (OUP). - 0305-1048 .- 1362-4962. ; 45:7, s. 4189-4201
-
Tidskriftsartikel (refereegranskat)abstract
- Adenosine deaminases acting on RNA (ADARs) catalyze the editing of adenosine residues to inosine (A-to-I) within RNA sequences, mostly in the introns and UTRs (un-translated regions). The significance of editing within non-coding regions of RNA is poorly understood. Here, we demonstrate that association of ADAR2 with RNA stabilizes a subset of transcripts. ADAR2 interacts with and edits the 3' UTR of nuclear-retained Cat2 transcribed nuclear RNA (Ctn RNA). In absence of ADAR2, the abundance and half-life of Ctn RNA are significantly reduced. Furthermore, ADAR2-mediated stabilization of Ctn RNA occurred in an editing-independent manner. Unedited Ctn RNA shows enhanced interaction with the RNA-binding proteins HuR and PARN [Poly(A) specific ribonuclease deadenylase]. HuR and PARN destabilize Ctn RNA in absence of ADAR2, indicating that ADAR2 stabilizes Ctn RNA by antagonizing its degradation by PARN and HuR. Transcriptomic analysis identified other RNAs that are regulated by a similar mechanism. In summary, we identify a regulatory mechanism whereby ADAR2 enhances target RNA stability by limiting the interaction of RNA-destabilizing proteins with their cognate substrates.
|
|
| 31. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
-
I am sailing : towards a transactional analysis of 'body techniques'
- 2015
-
Ingår i: Sport, Education and Society. - Abingdon, England : Routledge. - 1357-3322 .- 1470-1243. ; 20:6, s. 722-740
-
Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James’ radical empiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’ concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.
|
|
| 32. |
- Andersson, Joacim, 1978-, et al.
(författare)
-
I am sailing : towards a transactional analysis of 'body techniques'
- 2013
-
Ingår i: Sport, Education and Society. - 1357-3322 .- 1470-1243.
-
Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning.Within the field of ‘body pedagogics’ great efforts have been made to develop theory andmethodology that can deal with the corporeal aspects of experience and knowledge withoutadopting any form of dualistic conceptions of body/mind and organism/environment. This articleconnects to this body of research. The purpose is to first present a synthesis of James’ radicalempiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’concept of ‘body techniques’ and the notion of education embedded in it. Against the backgroundof this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB),we then show how we can analytically come to terms with different dualistic problems that researchinto ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to createknowledge about what we learn when learning embodied knowledge, and how this learning takesplace. We argue that experience is an important concept for understanding the acting knowinghuman being, describing how experience is organized and developed and outlining how thisorganization can be understood as learning. We hold that situations where someone learns toembody certain knowledge are cases of overt actions, in which we can see what kinds of relationsare created and how these relations become meaningful for further action.
|
|
| 33. |
- Andersson, Joacim, 1978-
(författare)
-
Kroppsliggörande, erfarenhet och pedagogiska processer : en undersökning av lärande av kroppstekniker
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to theoretically explore and empirically analyse practical embodied knowledge in educational settings. In accordance to this aim an approach of body pedagogics is used in combination with classical pragmatism, using foremost William James’ and John Dewey’s concepts of experience, meaning, inquiry and habit. In addition, these concepts are combined with an idea of reflexive body techniques.A main focus lies on investigating the learning of body techniques in dinghy sailing by studying the process and the product of teaching and learning, the role of the instructor for sailors’ learning and the interplay between teaching and learning. The thesis entails three case studies consisting of video recordings of dinghy sailing, all using a combination of theoretical explorations and practical epistemology analysis (PEA). Empirical focus lies on how sailors grow into purposeful body techniques by taking the measure of their ongoing, continuous experience while coordinating their movements with the environment. The analyses show how understandings and bodily skills are simultaneously used in the educational situations where the dinghy sailors have to handle both the environment and various instructions given by the trainer. The result is presented through a descriptive model, comprising theoretical explorations and empirical analysis, through which it is possible to emphasise both the process and the content of the learning of body techniques. The methodological contribution of the thesis thus also consists of developed tools for analysing processes of body pedagogics at a micro level.
|
|
| 34. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
-
Physical education teaching as a caring act : techniques of bodily touch and the paradox of caring
- 2018
-
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 23:6, s. 591-606
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we investigate “no touch policies” as a practical teacher concern that includes the body as a location, a source, and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests, and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary, and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; 1) Security touch, which is characterized by intentions to handle the fragile; 2) Denoting touch, which is characterized by intentions to handle learning content; 3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.
|
|
| 35. |
- Behm, Mikaela, 1986-, et al.
(författare)
-
Accumulation of nuclear ADAR2 regulates A-to-I RNA editing during neuronal development
- 2017
-
Ingår i: Journal of Cell Science. - : The Company of Biologists. - 0021-9533 .- 1477-9137. ; 130, s. 745-753
-
Tidskriftsartikel (refereegranskat)abstract
- Adenosine to inosine (A-to-I) RNA editing is important for a functional brain, and most known sites that are subject to selective RNA editing have been found to result in diversified protein isoforms that are involved in neurotransmission. In the absence of the active editing enzymes ADAR1 or ADAR2 (also known as ADAR and ADARB1, respectively), mice fail to survive until adulthood. Nuclear A-to-I editing of neuronal transcripts is regulated during brain development, with low levels of editing in the embryo and a dramatic increase after birth. Yet, little is known about the mechanisms that regulate editing during development. Here, we demonstrate lower levels of ADAR2 in the nucleus of immature neurons than in mature neurons. We show that importin-a4 (encoded by Kpna3), which increases during neuronal maturation, interacts with ADAR2 and contributes to the editing efficiency by bringing it into the nucleus. Moreover, we detect an increased number of interactions between ADAR2 and the nuclear isomerase Pin1 as neurons mature, which contribute to ADAR2 protein stability. Together, these findings explain how the nuclear editing of substrates that are important for neuronal function can increase as the brain develops.
|
|
| 36. |
- Behm, Mikaela, 1986-
(författare)
-
Regulation of RNA Editing : The impact of inosine on the neuronal transcriptome
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The transcriptome of the mammalian brain is extensively modified by adenosine to inosine (A-to-I) nucleotide conversion by two adenosine deaminases (ADAR1 and ADAR2). As adenosine and inosine have different base pairing properties, A-to-I RNA editing shapes the functional output of both coding and non-coding RNAs (ncRNAs) in the brain. The aim of this thesis was to identify editing events in small regulatory ncRNAs (miRNAs) and to determine their temporal and spatial editing status in the developing and adult mouse brain. To do this, we initially analyzed the editing status of miRNAs from different developmental time points of the mouse brain. We detected novel miRNA substrates subjected to A-to-I editing and found a general increase in miRNA editing during brain development, implicating a more stringent control of miRNAs as the brain matures. Most of the edited miRNAs were found to be transcribed as a single long consecutive transcript from a large gene cluster. However, maturation from this primary miRNA (pri-miRNA) transcript into functional forms of miRNAs is regulated individually, and might be influenced by the ADAR proteins in an editing independent matter. We also found that edited miRNAs were highly expressed at the synapse, implicating a role as local regulators of synaptic translation. We further show that the increase in editing during development is explained by a gradual accumulation of the ADAR enzymes in the nucleus. Specifically for ADAR2, we found a developmentally increasing interaction with two factors, importin-α4 and Pin1, that facilitate nuclear localization of the editing enzyme. We have also found that selectively edited stem loops often are flanked by other long stem loop structures that induce editing in cis. This may explain why multiple pri-miRNAs are edited within the same cluster. In conclusion, this thesis has significantly increased the understanding of the dynamics of both editing substrates and enzymes in the developing and mature brain.
|
|
| 37. |
- Behm, Mikaela, et al.
(författare)
-
RNA Editing : A Contributor to Neuronal Dynamics in the Mammalian Brain
- 2016
-
Ingår i: Trends in Genetics. - : Elsevier BV. - 0168-9525 .- 1362-4555. ; 32:3, s. 165-175
-
Forskningsöversikt (refereegranskat)abstract
- Post-transcriptional RNA modification by adenosine to inosine (A-to-I) editing expands the functional output of many important neuronally expressed genes. The mechanism provides flexibility in the proteome by expanding the variety of isoforms, and is a requisite for neuronal function. Indeed, targets for editing include key mediators of synaptic transmission with an overall significant effect on neuronal signaling. In addition, editing influences splice-site choice and miRNA targeting capacity, and thereby regulates neuronal gene expression. Editing efficiency at most of these sites increases during neuronal differentiation and brain maturation in a spatiotemporal manner. This editing-induced dynamics in the transcriptome is essential for normal brain development, and we are only beginning to understand its role in neuronal function. In this review we discuss the impact of RNA editing in the brain, with special emphasis on the physiological consequences for neuronal development and plasticity.
|
|
| 38. |
- Behm, Mikaela, 1986-, et al.
(författare)
-
Synaptic expression and regulation of miRNA editing in the brain
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In the brain, sophisticated networks of RNA regulatory events tightly control gene expression in order to achieve proper brain function. We and others have previously shown that several miRNAs, encoded within the miR-379-410 cluster, are subjected to A-to-I RNA editing. In the present study we conclude these edited miRNAs to be transcribed as a single long consecutive transcript, however the maturation into functional forms of miRNAs is regulated individually. In seven of the miRNAs, subjected to editing, we analyze how editing relates to miRNA maturation. Of particular interest has been maturation of miR-381-3p and miR-376b-3p, both important for neuronal plasticity, dendrite outgrowth and neuronal homeostasis. Most of the edited miRNAs from the cluster, are highly edited in their unprocessed primary transcript, including miR-381-3p and miR-376b-3p. However, editing in miR-381-3p is almost entirely absent in the mature form, while editing is increased in the mature form of miR-376b-3p compared to the primary transcript. We propose that ADAR1 positively influences the maturation of pri-miR-381 in an editing independent manner. In pri-miR-376b we hypothesize that ADAR1 and ADAR2 competes for editing, and while ADAR2 inhibits miRNA maturation, ADAR1 editing is frequently present in the mature miR-376b-3p. We further show that miR-381-3p and miR-376b-3p regulate the dendritically expressed Pumilio 2 (Pum2) protein. By next generation RNA sequencing (NGS RNA-seq) on purified synaptoneurosomes, we show that miR-381-3p is highly expressed at the synapse, suggesting its functional role in locally regulating Pum2. Furthermore, we identify a set of highly expressed miRNAs at the synapse, which may act locally to target synaptic mRNAs.
|
|
| 39. |
- Bengtsson, Anders A, et al.
(författare)
-
Pharmacokinetics, tolerability, and preliminary efficacy of ABR-215757, a new quinoline-3-carboxamide derivative, in murine and human SLE
- 2012
-
Ingår i: Arthritis and Rheumatism. - : Wiley. - 0004-3591 .- 1529-0131. ; 64:5, s. 1579-1588
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To assess the efficacy of ABR-215757, a new immunomodulatory small molecule in a murine SLE model, to evaluate the pharmacokinetics and tolerability in SLE patients at doses predicted to be efficacious and safe, and to determine the maximum tolerated dose (MTD). METHODS: The efficacy of ABR-215757 was studied in lupus prone MRLlpr/lpr mice and compared with established SLE treatments. Dose response data of ABR-215757 were together with pharmacokinetic data used to calculate effective and safe clinical doses. The pharmacokinetics and tolerance of ABR-215757 were evaluated in a Phase Ib double-blind, placebo controlled, dose-escalation study where cohorts of SLE patients received daily oral treatment for 12 weeks. RESULTS: Disease inhibition in MRLlpr/lpr mice, comparable to that of prednisolone and mycophenolate mofetil, was obtained with ABR-215757. Prominent effects on disease manifestations, serological markers and a steroid sparing effect were seen for ABR-215757. The pharmacokinetic properties in SLE patients were linear and well suitable for once daily oral treatment. The majority of the adverse events (AEs) were mild or moderate and transient. The most frequent AEs were arthralgia and myalgia, reported at the highest (4.5 and 6 mg/day) dose levels. At 4.5 mg and higher some AEs of severe intensity and serious adverse events (SAEs) were reported. CONCLUSION: ABR-215757 effectively inhibited disease and had a steroid sparing effect in experimental lupus. Clinical doses up to 3 mg/day, dose levels predicted from pre-clinical studies to be efficacious and safe, were well tolerated in the SLE patients. The MTD was concluded to be 4.5 mg/day.
|
|
| 40. |
|
|
| 41. |
|
|
| 42. |
- Blomberg, Karin, 1970-, et al.
(författare)
-
Physical touch in nursing and nursing education – an integrative review
- 2020
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Physical touch is a basic need of all people, regardless of age or life situation. It can provide security, well-being and belonging. But negative perceived physical touch can generate emotions such as fear, vulnerability and perceived as violations. As a consequent of the #metoo movement in the fall of 2017, it’s a risk that physical contact and especially physical touch are avoided by professions where it’s central. For example, in the context of education, studies show that sports teachers in many countries have become more cautious and avoid having physical contact with students due not to being misinterpreted as negative touch (Fletcher, 2013; Öhman, 2016; Piper, Garratt & Taylor, 2013). In healthcare, caregivers who use physical touch in their work with disabled and elderly people have also become insecure and worried that they may be misunderstood (Bergstrand, 2018). A review shows that healthcare professionals see physical touch as part of the work but want to be the initiator of the contact, not that it should be initiated by the patients (Kelly et al. 2018).The use of physical touch in healthcare is also affected by the need to avoid contamination and widespread of infections agents, a question with extra relevance in the light of the Covid-19 pandemic.There is currently a lack of knowledge about how physical touch is experienced and used. As a first step is to increase the knowledge and understanding of how physical touch is experienced and used in healthcare by mapping studies explored physical touch both in daily care but also from the perspective of nursing students. With increased knowledge, a basis for developing interventions/teaching modules can be generated.
|
|
| 43. |
- Caldeborg, Annica, 1973-
(författare)
-
Intergenerational touch in PE : a student perspective
- 2018
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the research field of intergenerational touch in Physical Education (PE). Previous research in the field have mainly been conducted from a teacher’s perspective and has shown that teachers of PE have become more cautious about using physical contact in recent years. The reasons for this more cautious attitude concerning physical contact is above all, the risk f being falsely suspected of sexual harassment. Previous research has, in a general way, also shown that physical contact in PE is a gendered issue with heteronormative points of departure The overall aim of this thesis is to investigate intergenerational touch in PE from a student perspective. More specifically the aims are to investigate physical contact between teachers and students in PE from a student perspective (paper I), and to investigate which discursive resources students draw on to conceptualize physical contact between teacher and student in PE in relation to heteronormativity (paper II). Six focus group interviews using photo elicitation have been conducted with students at an upper secondary school in Sweden. In paper I it is the concept of the didactic contract that is the theoretical starting point. The results show that, generally, the students support physical contact as a pedagogical tool if the physical contact has a good purpose according to the students. An implicit didactic contract is formed when student and teacher agree on when, how or why physical contact is used as a pedagogical tool. In paper II, the theoretical inspiration comes from Foucault and his work with discourses. The results show that the students’ talk is colored by the heteronormative discourse in society. This is especially expressed when young female students talk about male PE teachers. Heteronormativity is taken for granted and is not really challenged. Students generally support physical contact as a pedagogical tool in PE, however it is a very complex issue and puts high demands on PE teachers’ professionalism.
|
|
| 44. |
- Caldeborg, Annica, 1973-, et al.
(författare)
-
Intergenerational touch in PE : a question of heterosexual norms
- 2017
-
Konferensbidrag (refereegranskat)abstract
- Introduction: The overall interest in this paper is experiences of intergenerational touch in the school subject physical education (PE). The study focuses on students’ experiences of physical contact in PE practice. The study’s motive is based on previous research, which reveals that PE teachers have become more anxious and cautious in their approaches to students in terms of touching. Many teachers avoid physical touch or other behaviour with students that could be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). As yet, very little is known about students’ experiences of physical contact in PE practice, making research in this area imperative.Method: The study draws on interview data collected from 6 focus group interviews with 18 students and takes its starting point in a discourse-analytical tradition using a Foucauldian framework (Foucault, 1978/1991).Results: The results show that the students experience physical contact from a heterosexual norm. One aspect of this is the students’ view on male and female PE teachers. In this perspective male teachers are more often suspected of sexual harassment than female. Additionally, the student’s express sympathy for male teachers because of that. Another aspect of this is the students’ view on students. They express that female students are more vulnerable and at risk of being subjected to abuse than male students.Conclusions: In the prevailing moral discourse, physical contact is often seen in sexual terms. Educational environments that have become sexualized in this way hamper teachers’ pedagogical work and are not conducive to students’ learning, development or growth. When physical touch is sexualized, teachers risk being accused of molestation, at the same time students may also become fearful of being molested. In the students’ experiences of intergenerational touch a heterosexual perspective prevails, which puts pressure on foremost male PE teachers and female students.ReferencesFletcher, S. (2013). Touching practive and physical education: deconstruction of a contemporary mpral panic. Sport, Education and Society, 5, ss. 694-709. doi:10.1080/13573322.2013.774272Foucault, M. (1978/1991). Governmentality. i G. Burchell, C. Gordon, & P. Miller (Red.), Governmentality, The Foucault effect. Studies in Governmentality (ss. 87-104). Chicago: The University of Chicago Press.Piper, H., Garratt, D., & Taylor, B. (2013). Child abuse, child protection and defensive 'touch' in PE teaching and sports coaching. Sport, Education and Society, 5, ss. 583-598. doi:10.1080/13573322.2012.735653Öhman, M. (2016). Losing touch - Teachers' self-regulation in physical education. European Physical Education Review, ss. 1-14. doi:10.1177/1356336X15622159
|
|
| 45. |
- Caldeborg, Annica, 1973-, et al.
(författare)
-
Intergenerational touch in PE : a question of heterosexual norms and their consequences
- 2018
-
Konferensbidrag (refereegranskat)abstract
- Introduction: The overall interest in this paper is student perspectives of intergenerational touch in physical education (PE), more specifically (1) if and how the students talk about physical contact in relation to heteronormativity in PE, and (2) the consequences of the students talk, for teachers, students and subject content. The study’s motive is based on previous research, revealing that PE teachers have become more anxious and cautious in their approaches to students in terms of touching. Many teachers avoid physical contact with students since it can be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). In addition, previous research has shown that people are, in general, heavily invested in heterosexually inflected gendered identities, in society as a whole (Butler, 1990; Cockburn & Clarke, 2002; Paechter, 2017). As yet, very little is known about students’ perspective on intergenerational touch in PE in relation to heteronormativity, making research in this area important. Method: The study draws on interview data collected from 6 focus group interviews with 18 students and takes its starting point in a discourse-analytical tradition using a Foucauldian framework (Foucault, 1978/1991). Further on, a didactical framework, specifically the didactic triangle (Gundem, 2011), is used to discuss the consequences of the students’ talk.Results: The results show that the students for the most part support physical contact as a pedagogical tool. However, their talk is often heteronormative, which is shown in three themes. Firstly, the students agree that there is a growing tension between male teachers and female students, when girls go from being children to becoming women. Secondly, the students express the need to be wary of men, in general, and thirdly, foremost female students feel sympathy for male teachers, for their exposed situation of being potentially suspected of improper behavior. The consequences of the students’ talk is mainly that male teachers and female students are under more pressure than others in terms of physical contact in PE.Conclusions: In the prevailing moral discourse, physical contact is often seen in (hetero) sexual terms. Educational environments that have become sexualized in this way hamper teachers’ pedagogical work and are not conducive to students’ learning or development. When physical touch is sexualized, teachers risk being accused of molestation, at the same time students may also become fearful of being molested. A heterosexual perspective prevails in the students’ talk of intergenerational touch, putting pressure on foremost male PE teachers and female students.ReferencesButler, J. (1990). Gender Trouble. Feminism and the Subversion of Identity. RoutledgeCockburn, C. & Clarke, G. (2002). “Everybody’s looking at you!”: Girls negotiating the “Femininity deficit” they incur in physical education. Women’s Studies International Forum, 25:6, 651-665.Fletcher, S. (2013). Touching practice and physical education: deconstruction of a contemporary moral panic. Sport Education and Society, 18:5, 694-709.Foucault, M. (1978/1991). Governmentality. In G. Burchell, C. Gordon. & P. Miller (Eds.), Governmentality, The Foucault effect. Studies in Governmentality (pp. 87-104). Chicago: The University of Chicago Press.Gundem, B.B. (2011). Europeisk didaktikk, tenkning og viten. Oslo: UniversitetsforlageÖhman, M. (2016). Losing touch – Teachers’ self-regulation in physical education. European Physical Education Review, 1-14Paechter, C. (2017). Young children, gender and the heterosexual matrix. Discourse: Studies in the Cultural Politics of Education, 38:2, 277-291.Piper, H. Garrat, D. & Taylor, B. (2013) Child abuse, child protection and defensive ’touch’ in PE teaching and sports coaching. Sport, Education and Society, 5, 583-598.
|
|
| 46. |
- Caldeborg, Annica, 1973-, et al.
(författare)
-
Intergenerational touch in physical education in relation to heteronormativity : Female students’ perspectives
- 2020
-
Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 26:2, s. 392-409
-
Tidskriftsartikel (refereegranskat)abstract
- Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.
|
|
| 47. |
|
|
| 48. |
- Caldeborg, Annica, 1973-
(författare)
-
Physical contact in physical education : New perspectives and future directions
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the research field of intergenerational touch in educational settings. Specifically, it is mainly the student perspective of physical contact between teachers and students in physical education (PE) that is of interest. In addition, a scoping review has also been conducted. The results are presented in four studies and offer different perspectives of physical contact in PE: students’ perspectives, students perspectives related to heteronormativity, immigrant students’ perspectives and a research field perspective. Two of the four studies that make up the thesis are analysed through the lens of the didactic contract, although a discourse analytical framework has also been used.The empirical data in Studies I-III consists of interviews with upper secondary school students, where photo elicitation has been used as a technique. The results suggest that students expect and appreciate physical contact in PE, as long as the purpose and intent of the physical contact is clear to the students. It is, however, evident that female students’ talk about physical contact can be related to heteronormativity. It is also shown that immigrant students take several negotiation aspects into consideration when determining whether or not physical contact is perceived as legitimate.The results of Study IV, the scoping review, indicate that research related to physical contact in educational settings centres around fears and anxieties among practitioners as a result of child safety and no touch guidelines. This has also had an effect on practitioners’ professional identity. In addition, the results centre around the functions and needs of physical contact as well as gender and cultural differences.The thesis contributes to the research field and to the teaching of PE by providing a student perspective on the issue of physical contact in PE, by its didactical reasoning and by discussing alternatives to the one-size-fitsall guidelines for appropriate and inappropriate touch.
|
|
| 49. |
|
|
| 50. |
- Caldeborg, Annica, 1973-, et al.
(författare)
-
Physical contact in physical education, sports coaching and the preschool : a scoping review
- 2023
-
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:3, s. 326-340
-
Forskningsöversikt (refereegranskat)abstract
- Physical contact between adults and children in educational setting has been a well debated subject in research over the past 20 years. Although physical contact is often regarded as an important pedagogical tool, it has given rise to an increased awareness amongst sports coaches, physical education and preschool teachers about the possible negative consequences of its use in these settings. The aim of this article is to map the current literature on physical contact inphysical education, sports coaching and the preschool and identify research gaps by means of a scoping review, i.e. after 20 years ofresearch in the field of intergenerational touch what can be said to be known in the field and what possible gaps are there in the research? The research questions are: (i) Which journals, countries, settings, theories and methods are represented in the research field? (ii) Which central themes and knowledge gaps can be identified? The results show that the research field has expanded significantly in the last 20 years, both in terms of the number of published articles, the number of countries represented in the research and the number of journals in which articles on the topic have been published. The central themes identified in the articles included in the review cover the following topics: fears related to physical contact, resistance, cultural differences, the functions and needs of physical contact and the professional identity of sports coaches, physical education and preschool teachers. It is concluded that studies that could lead the research field forward would ideally focus on intersectionality, or how practitioners’ fears of physical contact impact their pedagogical work with students.
|
|
