| 1. |
- Frånberg, Gun-Marie, et al.
(författare)
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Mobbning -en social konstruktion?
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I boken diskuteras och problematiseras mobbning i skolan som ett komplicerat och omdiskuterat problem. Boken tar utgångspunkt i ett kritiskt förhållningssätt till den rådande bilden av och synen på mobbning. Behovet av att betrakta mobbning ur flera olika perspektiv lyfts fram och olia föreslagna lösningar och åtgärder mor problemet presenteras och diskuteras.
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| 2. |
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| 3. |
- Frånberg, Gun-Marie, et al.
(författare)
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Nelly, the invisible girl
- 2012
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Ingår i: Invisible Girl "Ceci n'est pas une fille". - Umeå : Umeå universitet. - 9789174594621
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Bokkapitel (refereegranskat)abstract
- The Invisible Girl is an international, Swedish-based and multi-disciplinary research project about gender, youth culture power and learning. Together with 40 researchers and artists from 15 countries we aim to offer a critical perspective to studies of girls and girlhood and extend common views of the contemporary girl and her situation. The main outcome will be a freely available, online publication where recent research will be presented as chapters but also as artworks such as; poems, video, cartoons, digital imaging, photos and installations.
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| 4. |
- Frånberg, Gun-Marie, et al.
(författare)
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Nelly, the invisible girl
- 2013
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Ingår i: Invisible Girl "Ceci n'est pas une fille" i Frånberg, G-M, Hällgren, C, Dunkels, E. - Umeå : Umeå University. - 9789174597271
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Frånberg, Gun-Marie, et al.
(författare)
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Nelly, the Invisible Girl
- 2012
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Ingår i: Invisible Girl. - Umeå : Umeå University, Sweden. - 9789174594621 ; , s. 145-151
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Bokkapitel (refereegranskat)
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| 6. |
- Frånberg, Gun-Marie, et al.
(författare)
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Om det som görs mot mobbning - analys av åtta program
- 2009
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Ingår i: På tal om mobbning - och det som görs. - Stockholm : Fritzes. ; , s. 96-199
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna kunskapsöversikt beskriver hur mobbning kan förstås ur olika perspektiv och hur synen på mobbning förändrats historiskt. Översikten innehåller också en kritisk genomgång av åtta program som används mot mobbning. Programmen går både ut på att förebygga mobbning och att åtgärda akuta fall av mobbning. Texterna är skrivna av forskare specialiserade på mobbning. Kunskapsöversikten riktar sig framför allt till skolledare, skolpersonal och till studenter vid lärarutbildningar och i pedagogik.
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| 7. |
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| 8. |
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| 9. |
- Frånberg, Gun-Marie, et al.
(författare)
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The Rise and Fall of a Social Problem: Critical Reflections on Educational Policy and Research Issues
- 2012
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Ingår i: The Journal for Critical Education Policy Studies. - 1740-2743. ; 10:2, s. 345-362
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Tidskriftsartikel (refereegranskat)abstract
- This article examines a growing and distressing social phenomenon, namely, bullying, the historical developement, social dimensions, and political impact of which are taken into account and subjected to reflection and critical consideration. It describes both the progress of and problems with the concept of bullying. It also reflects on the research that has been done within the context of a specific research paradigm. The article ends by noting that the phenomenon still exists while the concept itself is no longer applied in Swedish laws or national curricula.
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| 10. |
- Bergström, Peter, 1975-
(författare)
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Designing for the unknown : Didactical design for process-based assessment in technology-rich learning environments
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is based on a study of the development of education through theinnovative use of process-based assessment in technology-rich learningenvironments in teacher and nurse education. The study of process-basedassessment addresses the aim of creating a better understanding of the shiftin emphasis from teaching to learning with regard to theory and practice.The research questions address the use of process-based assessment, andhow the social relationships and issues of content can be understood intechnology-rich learning environments. A methodological approachinvolving design-based research was found to be especially applicable. Thestudy was designed in three iterative didactical design cycles for processbasedassessment in which the first and third cycles were analysed. Theempirical material comprises qualitative semi-structured interviews withteachers and students and questionnaires with students. The empiricalmaterial was analysed through inductive thematic analysis. The theoreticalanalyses in the comprising articles are mainly based on Bernstein’stheoretical framework for studying social relationships through concepts ofsymbolic power and control. For understanding change, with regard to theshift in emphasis from teaching to learning, the analysis is taken to a metalevelby applying Bernstein’s concept of pedagogical device.The results outline the shift in emphasis from teaching to learning fromboth a theoretical and practice perspective. Theoretically, the shift inemphasis from teaching to learning is based upon a shift in symbolic powerand control for teachers. In practice, the shift of symbolic power and controlbetween the teacher, student and content outline considerable overlapsbetween teacher-student, teacher-content and student-content. The overlapshighlight the empirical contribution in this thesis through the concept of“process” that is understood as a negotiation between teacher-student,teacher-content and student-content. The weakening symbolic powerrelationship made a multi-dimensional analysis of the teacher-studentcontentrelationship possible. Theoretically, the shift of symbolic poweroutlines a process of recontextualisation of a new discourse for teaching,learning and assessment. The multi-dimensional analysis highlights thetheoretical contributions to understanding the concept of discourse fromBernstein’s perspective through which the content and context create thediscourse. For practice, process-based assessment frames the notion ofdesigning for the unknown. Designing for the unknown is considered as aframework based upon a set of rules through which teachers and studentsadapt to a problematising approach in teaching, learning and assessment
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| 11. |
- Björk, Åsa, 1973-
(författare)
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Drama, hat och vänskap : om ungdomars interaktioner i sociala medier
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Departing from narratives of young people, the aim of this thesis is to deepen the knowledge about the meaning of their social interactions in social media.In this qualitative study, young people’s interactions when they use social media are studied in a Swedish context. The study constitutes an important contribution since it makes young people’s voices heard. It is based on semi-structured interviews with 32 young people aged 13-15.The results show that young people do not use the term bullying when they define a situation that is of a negative nature. They use other terms such as hate and drama to define a situation they perceive to be negative, both in situations when they themselves are involved and in situations when they are among the audience. It depends on how they define the situation. Explanations for why drama, hate and negative actions occur can be understood based on on-going relation-building work and an effort to fit into a certain peer culture. The results also indicate that it is important to receive attention from significant others. In interaction with others, social skills are developed to navigate drama, hate, friendship, negative actions and relation-building efforts in social media.Social norms, gender norms and negotiating identities come to expression when the young people discuss self-presentations in pictures.Explanations as to why they choose to publish a certain kind of picture can be linked with complex relationship and identity construction processes where the young peoples position themselves and others in the struggle to doing gender and a desire to participate in a certain peer culture.
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| 12. |
- Bygdeson-Larsson, Kerstin, 1949-
(författare)
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"Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. The study is based on a hermeneutic and a socio cultural perspective and a combination of activity theory and object relation theory. The methodology draws on activity theory and Yrjö Engeström’s (1987) development work research and specifically a more elaborated version of learning activity termed Educational Process Reflection, which is a model for professional development created in the previous EPR-studies presented in Bygdeson-Larsson (2005a; b; 2006). It builds on practitioners´ observations of peer play interactions and practitioners retold experiences of interaction with the children. The model consists of an oscillation between EPR-sessions and pre-school practice. The results of the study are presented in a narrative way and show how changes in pre-school grow out of collaborative reflection combined with new theoretical perspectives. The practitioners´ competence or professionalism concerning the interactive dimension was improved and individual children at risk got new and better conditions for being included in positive peer play and interaction experiences. The pre-school turned out to become a resilient environment for children in peer play and interactive difficulties. The main results illuminate and give an understanding of how practitioners´ ways of working with children in peer play problems or special needs turned out to become more resilient and how children got better possibilities to be included in positive ways. It also enhances the understanding of how the processes in peer play situations changed for the better for other children and how the whole climate in the pre-school also seemed to change and become more inclusive. Overall the results of this study bring about an enhanced understanding of the complexity of the pre-school seen as an activity system and the need for new tools concerning interactive processes. This study implicates that pre-school practitioners own investigation and reflection of interactive processes in pre-school is essential, and may well be used before applying a categorising or diagnostic approach concerning children in special needs. This study has implications for professional development, researcher-practitioner co-operation and consultative activities concerning pre-schools and children. The present study implies that all these activities have an advantage of taking the dynamics of the pre-school as an activity system into account before focusing on practitioners or children as individuals.
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| 13. |
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| 14. |
- Dunkels, Elza, 1960-
(författare)
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Bridging the distance : children’s strategies on the internet
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with the following questions: What do children find negative on the Internet? What counter strategies do they use? How have they developed these strategies? The method used is one-to-one online interviews and the analyses are qualitative in nature. The sample is children in grade 6 of the Swedish compulsory school, aged between 11 and 13. 104 children, 52 girls and 52 boys, from different parts of Sweden were interviewed.The media debate seems to display consensus regarding what threats the Internet poses to young people. The conclusion of this thesis is, however, that children’s views of the Internet in many ways differ from the media related adult view. The children of this study do not express a great deal of anxiety about the negative sides of the Internet. They are aware of, and can describe many downsides but these are not present in their everyday use of the Internet. Digging deeper it turns out that many children have in fact well-developed counter strategies. However, these strategies are not conscious in the sense that the children discuss them. Instead, they seem integrated in their online environment. The counter strategies have been developed by the children alone or together with peers. In some, but remarkably few, cases adults have been giving tips or teaching the children strategies. Nevertheless, the study does not paint a picture of naïve children, unable to see actual threats, but of responsible young citizens who are aware of the threats that exist in their online setting – sometimes from personal experience – and have developed methods to avoid such threats.
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| 15. |
- Dunkels, Elza, 1960-, et al.
(författare)
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The invisible girl : Ceci n'est pas une fille
- 2010
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Konferensbidrag (refereegranskat)abstract
- This presentation describes The Invisible Girl, a Swedish multi-disciplinary research project in which power relations, gender, online youth culture and learning are the primary objects of study. Many studies on young girls' and boys' internet use have been conducted during the last fifteen years of rapidly developing mass use of the internet. However, the vast bulk of this research has had a top-down, adult perspective, with very little or no intention at all to give voice to the young informants themselves. There have also been tendencies to over-emphasize the generation gap and exoticisize young people's actions. Taking a closer look at this body of research, we find the presence of discomforting gender blindness. This is evident in, for instance, the use of boys' knowledge as a norm in the sense that girls should develop the same interests and competences as boys (ITU, 2008). Furthermore, in the gender blind school, girls' digital competence has been invisible and girls' knowledge is often hidden by their own terminology (Enochsson, 2005). Simmons (2004) also claims that we do not have words to describe girls' aggressions and that the lack of words leads to difficulties in discussing the question. As researchers we are concerned about the unequal nature of this research field. When trying to find out what these inequalities consist of we have identified an important blind spot, both from a societal and a research point of view, which has led us to call our project The Invisible Girl. The name is inspired by Ralph Ellison's novel Invisible Man (1952). Just like Ellison portrays black Americans as being invisible, it is possible to view girls as invisible on the internet in the sense that their actions cannot be described with the existing male oriented terminology.
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| 16. |
- Dunkels, Elza, 1960-, et al.
(författare)
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Young people and contemporary digital arenas : Identity, learning and abusive practices
- 2008
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Fakultetsnämnden för lärarutbildning. - 1104-523X. ; :3-4, s. 35-50
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to outline an emerging research area, evolving around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent. The research area is also somewhat elusive and its outline is changing very quickly over time. In previous works the authors have focused on different parts of this area, and in this article bring ideas together to form a joint research base. The first theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society? The second theme is learning; have contemporary media influenced the processes and outcomes of learning and if so, how can the educational system benefit from and exploit this? The third theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet, among and towards young people? The issues problematized in this article are to be seen as a probing for and a framing of a research base for further development. The overall aim of the proposed area of study is to identify, analyze and problematise contemporary digital channels of communication and learning in particular, expressions of abusive behavior, and their influence on digital culture and digital native identity construction, with a specific emphasis on issues related to age, class, gender and ethnicity.
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| 17. |
- Dunkels, Elza, 1960-, et al.
(författare)
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Young people and online risk
- 2011
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Ingår i: Youth culture and net culture. - Hershey, Pennsylvania (USA) : IGI Global. - 9781609602093
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The authors suspect that the young perspective has been left out when online risk and safety are discussedin contemporary research. The aim of this chapter is to give a critical approach to this matter and questionfear as a driving force for protecting young people online. Interviews with children about their views ofinternet use (Dunkels, 2007) and a study of safe use guides from European countries conducted in 2008(Lüders et al, 2009) form the empirical base. The discussion in the chapter is underpinned by ideas ofchildhood as a social construction, emerging ideas of power relations pertaining to age and theories oftechnology reception. The authors also introduce a metaphor, the layer cake, to better understand howthe same action can be viewed from different vantage points.
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| 18. |
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| 19. |
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| 20. |
- Flygare, Erik, et al.
(författare)
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Utvärdering av metoder mot mobbning
- 2011
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna utvärdering ger besked om insatser och arbetssätt som effektivt förebygger och åtgärdar mobbning. Utvärderingen är unik genom att den omfattar stora mängder data, både kvalitativa och kvantitativa från 39 skolor, att enskilda individers utsatthet följs upp vid tre tillfällen och att den omfattar flera program samtidigt.Resultaten visar bland annat att olika insatser har olika effekt för pojkar och flickor samt olika effekt beroende på om mobbningen är social eller fysisk. Den visar också att ingen enskild insats har dramatiskt positiva effekter. För att en skola ska lyckas förebygga och åtgärda mobbning krävs ett systematiskt arbete och en kombination av insatser. Åtta namngivna program som används mot mobbning har ingått i utvärderingen: Farstametoden, Friends, Lions Quest, Olweusprogrammet, SET - Social och emotionell träning, Skolkomet, Skolmedling samt Stegvis. I utvärderingens fristående metodfördjupning Utvärdering av metoder mot mobbning. Metodappendix och bilagor till rapport 353, (endast publicerad som pdf ) redovisar forskarna utförligt utvärderingens design och redogör för tillvägagångssättet vid datainsamling och analys.
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| 21. |
- Frånberg, Gun-Marie
(författare)
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Ambassadörer för kvinnors företagande : en teoribaserad utvärdering
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Ambassadörsprojektetsinriktning och utformning riskerar att konservera snarare än ändra bilden av kvinnors företagande.InledningSom ett led i regeringens satsning på att främja kvinnors företagande gavs Tillväxtverket 2007 i uppdrag att utse ambassadörer för kvinnors företagande i syfte att lyfta fram före-tagandet som ett möjligt karriärval hos unga genom att företagarna berättar om sitt före-tagande. Projektet skullebidra till att synliggöra kvinnors företagande och bredda bilden av företagare och företagande. Sex miljoner kronor avsattes särskilt för detta ändamålunder perioden 2011–2015. Cirka 800 kvinnor valdes ut som ambassadörer i första omgången. Arbetet utfördes utan ersättning till ambassadörerna. Ambassadörerna har gjort drygt 7000 besök och mött knappt 130 000 personer under perioden 2011–2014. Projektet har i stort uppfyllt målen om uppmärksamhet i media.ResultatCirka 14 procent av svenska kvinnor driver företag och cirka sju procent har företagandet som huvudsyssla. Andelen företagare som är kvinnor har legat konstant mellan 25 och 30 procent under de senaste50 åren. Kvinnors företagande är koncentrerat till arbetsintensiva tjänstebranscher, särskilt inom omsorgssektorn. Bilden av företagaren är starkt manligt kodad, i både policy och forskning. Kvinnors företagande beskrivs som fundamentalt annorlunda, drivet av annan rationalitet än mäns företag. Kvinnors företag sysselsätter färre och är mindre lönsamma än företag som drivs av män.SlutsatserUnder programperioden 2011–2014 skulle projektet särskilt uppmärksamma kvinnor som drev innovativa företag i tjänstesektorn. Med tanke på att kvinnor traditionellt driver före-tag inom tjänstesektorn är potentialen att ändra den traditionella bilden av kvinnors företagande liten. Ambassadörerna arbetade ideellt, vilket förstärker bilden av den tjänande kvinnan, som inte drivs av samma ekonomiska intressen som män. Att upprätta en speciell arena för att synliggöra kvinnors företagande förstärker även bilden av kvinnor som fundamentalt annorlunda företagare än män.Fortsatt lärandeAttityder till kvinnors företagande är ett löst definierat begrepp och sambandet mellan attityder i stort och praktiska livsval för individen är indirekt och långsiktigt. Valet av utbildningsinriktning är många gånger centralt för valet av företagande som form för yrkesarbete. Genom att studeraolika attityder till företagande i grupper med olika utbildningsbakgrund, kanske det är möjligt att förstå hur olika aspekter –inklusive attityder –påverkar valet att bli företagare. Denna förståelse kan sedan ligga till grund för mer precist formulerade insatser för att förändra attityder till kvinnors företagande.
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| 22. |
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| 23. |
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| 24. |
- Frånberg, Gun-Marie, 1949-
(författare)
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East of Arcadia : Three studies of rural women in northern Sweden and Wisconsin, USA
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation deals with three different studies of rural women in northern Sweden and Wisconsin, USA. All three of them aim at identify and elucidate pertinent aspects of women's lives in rural areas. In the first study, The Åsele study, women's work and free time activities are in the focus of investigation. The second, The Leading Light study, deals more explicitly with obstacles and problems that women meet with when trying to improve their living conditions and, finally, the Wisconsin study deals with the ways rural women organize their everyday lives. More specifically, while all three studies assume a gender and mode-of-living perspective, cultural issues, the relations between structure- agent and questions concerning the organization of everyday life receive separate treatment.Mostly qualitative methods are used in collecting data, including interviews and essays. Also questionnaires are used in order to gain a comprehensive picture of certain areas, such as activities and aspirations within the field of leisure. In the last study a reanalysis of an archived interview material, built on oral life histories, is used.The results give a complex and nuanced picture of women's lives in these areas. The farm women in the Wisconsin study have a heavy work load and contribute in different ways to the maintenance of the family. Their productive work is, however, made invisible in official statistics. The Åsele study gives a picture of a woman, who is not demanding anything special for herself, but is adapting to the traditional gender structures. Her life is organized around her home, her husband and her children. The young women intend to leave this area, which is one of the problems that the local politicians have to deal with. In the Leading light study, finally, it is above all the male representatives at the local governmental level that impede the women's ideas and ignore their propositions for change. Despite official signals of decentralisation of decision making, the bureaucratic structures seem to strengthen at the local level.Most of the women in this study praise life in the country side. The rural ideology also comprises a positive view of this mode of living. While the rural ideology is a entire male construction, the female conditions have to be problematized. This has been done in this thesis.
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| 25. |
- Frånberg, Gun-Marie, 1949-
(författare)
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Female strategies for surviving in the North
- 1996
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Ingår i: Proceedings of the First Femina Borealis Research Conference. - Oulu : University of Oulu. - 9514245067
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Frånberg, Gun-Marie
(författare)
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Flickor, pojkar och kränkningar
- 2013
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Ingår i: Kränkningar i skolan. - Stockholm : Fritzes. - 9789175590752 ; , s. 51-66
-
Bokkapitel (populärvet., debatt m.m.)abstract
- Insatser mot mobbning har olika effekt på mobbning av flickor och pojkar. En förklaring är att mobbning av flickor oftare är social och mobbning av pojkar oftare är fysisk. En annan är att samhällets normer om kvinnligt och manligt också finns i skolan, och kommer till uttryck till exempel i lärarnas förväntningar på eleverna. Elever utvecklar ofta sin identitet i förhållande till vad de uppfattar som ideal för sitt kön. En enskild individ kan inte förstås utifrån vilket kön den tillhör, men kunskaper om generella könsmönster kan bidra till en bredare förståelse för vad som utspelar sig i skolan.
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| 27. |
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| 28. |
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| 29. |
- Frånberg, Gun-Marie, 1949-, et al.
(författare)
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Introductory chapter
- 2012
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Ingår i: Invisible Girl. - Umeå : Umeå universitet. - 9789174594621 ; , s. 9-15
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Bokkapitel (refereegranskat)
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| 30. |
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| 31. |
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| 32. |
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| 33. |
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| 34. |
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| 35. |
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| 36. |
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| 37. |
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| 38. |
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| 39. |
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| 40. |
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| 41. |
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| 42. |
- Frånberg, Gun-Marie, et al.
(författare)
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Vad är mobbning?
- 2009
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Ingår i: På tal om mobbning - och det som görs. - Stockholm : Skolverket. ; , s. 17-40
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 43. |
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| 44. |
- Frånberg, Gun-Marie, 1949-, et al.
(författare)
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Youth and contemporary learning
- 2011
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Ingår i: Interactive media use and youth. - Hershey, Pennsylvania (USA) : IGI Global. - 9781609602062 - 1609602064
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the chapter is to problematize the concept of learning and common views on transformed conditions for learning; have contemporary digital media reformed the processes of learning and if so, how can the educational system benefit from and exploit this? The chapter highlights changes and reflects on contemporary and future aspects of learning. What is seen as meaningful learning? Is learning more demanding today or does the open and abundant access to information simplify it?
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| 45. |
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| 46. |
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| 47. |
- Granberg, Carina, 1966-
(författare)
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ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.
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| 48. |
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| 49. |
- Gyllencreutz, Lina, et al.
(författare)
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Injury risks during outdoor play among Swedish schoolchildren : teachers' perceptions and injury preventive practices
- 2020
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575. ; 48:1, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Approximately 36,000 Swedish children seek medical care annually because of injuries during school time. The purpose of this field study is to investigate risky outdoor play at the school yard and to describe teachers’ perceptions of risk and safety in relation to learning and development. The study includes observations of children (6–12 years old) during outdoor activities as part of the school’s activities and includes focus-group interviews with teachers and children. Children were seen climbing high in play facilities, speeding down slides, or competing with sticks in the woods. Different views of risk and safety among the participants influence outdoor play activities. Teachers’ knowledge of risk seems to be derived from common sense and personal experiences rather than from a professional perspective. A joint approach of educational and medicine disciplines is desirable when it comes to children’s health and development.
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| 50. |
- Hansson, Johan, 1974-
(författare)
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Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated.It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.
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