| 1. |
- Nordevall, Elisabeth
(författare)
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Gymnasielärarens uppdrag som mentor : En etnografisk studie av relationens betydelse för elevens lärande och delaktighet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Studien beskriver fyra gymnasielärares uppdrag som mentorer. Lärarnas uppdrag är inte knutet till ett specifikt skolämne utan avser en administrativ och stödjande funktion kring en avgränsad grupp elever eller en klass. Uppdraget som mentor har studerats utifrån det kommunikativa relationsinriktade perspektivet, som är influerat av det sociokulturella perspektivet. Syftet med studien är att kartlägga, beskriva och analysera lärarens uppdrag som mentor såväl när det gäller innehåll som funktion. Studien har bedrivits utifrån en etnografisk ansats med deltagande observationer. Inom ramen för den deltagande observationen har genomförts olika former av samtal och intervjuer. Urvalet av mentorer är ett medvetet urval. Det betyder att studien beskriver mentorer med tydligt engagemang i sitt uppdrag. Under ett läsår har fyra mentorer, deras klasser samt nio fallelever följts.Studien visar att i de fall då mentorskapet fungerar väl tycks mentorn få en unik position för överblick av sina ansvarselevers skolsituation. I två av de studerade klasserna är lärandesituationen inledningsvis problematisk både för enskilda elever och klassen som helhet och studien visar hur mentorn kan vända på situationen. Mentorns utvecklings- och mentorssamtal med sina ansvarselever tycks skapa dialogiska läranderum, som ger mentorn en helhetsbild av den enskilde elevens skolsituation. Överblicken ger mentorn möjligheter att bygga upp ett eget kunskapssystem kring eleven. Detta kunskapssystem tycks sedan ge mentorn underlag för att påverka skolans strukturer och öka elevens utrymme för lärande och delaktighet både på individ- och gruppnivå. Studien avtäcker dock flera kritiska aspekter för mentorns genomförande av sitt uppdrag. Mentorernas samarbete med övriga lärare och arbetslag kring elever i behov av särskilt stöd är inte utvecklat på skolnivå. Styrningen och utformningen av uppdraget är upp till den enskilde mentorn. Det råder brist på tid för uppdragets genomförande samt läraren har ingen utbildning för uppdraget. Sammantaget synliggörs på skolnivå en risk för brist på likvärdigt bemötande av alla elever.
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| 2. |
- Andersson, Fia, 1950-
(författare)
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Att utmana erfarenheter : Kunskapsutveckling i en forskningscirkel
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher.The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed.The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class.A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.
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| 3. |
- Jerlinder, Kajsa, 1976-
(författare)
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Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder : en utopi?
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute to the knowledgebase of inclusion and inclusive education and to outline possible consequences that may arise from an educational ideology of inclusion. The thesis describes a potential dilemma that is both theoretical and practical. The dilemma consists of, on the one hand, a need of identification and categorisation of specific groups in society in order to allocate and redistribute available resources, while, on the other hand, there is a need of social recognition of diversity in educational settings in order to achieve social justice and parity of participation. The inclusion of pupils with physical disabilities in the school subject of physical education (PE) is used as a particular example to illustrate a general dilemma. The specific aims were: i) to describe and apply a theoretical framework of ‘social status’ as a possible means of resolving the dilemma (study I); ii) to study PE teachers’ attitudes toward inclusive physical education (studies II and III); and iii) using a case study, to explore the experience of physical education through the eyes of a pupil with a physical impairment and his parents, classmates, PE teachers and personal assistant (study IV). Results show that Swedish PE teachers at primary school level are positive to inclusive PE for pupils with physical disabilities. Factors found to contribute to these positive attitudes were adequate training in inclusive education strategies, supportive school environments and personal resources. In a systematic review of international research PE teachers, in general, were found to have ambivalent attitudes to inclusive PE. This ambivalence was found over cultural borders among the 1200 respondents covered in the 15 articles reviewed and may indicate a latent awareness of the dilemma. Previous experience of having taught PE to pupils with physical disabilities, together with proper education in inclusion, mediated a more positive attitude. The case study of a 10-year-old boy with physical disabilities and significant others in his educational life proved to be a signal example of successful inclusion. Honneth’s three levels of social recognition were used in the analysis. Social recognition at individual, legal and value dimensions is a prerequisite for achieving social justice in inclusive PE settings. Finally, these findings, taken together, indicate a need to address social recognition and redistribution demands simultaneously in order to meet goals of equitable education for pupils with physical disabilities in inclusive PE teaching. Societal (external) and individual factors need to be combined when addressing the issue of social justice in inclusive education. A model of social status, developed by Fraser (2001; 2003), used in conjunction with the notion of plural identities is suggested as a possible resolution to the dilemma described in the thesis.
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| 4. |
- Molin, Martin
(författare)
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Att vara i särklass : om delaktighet och utanförskap i gymnasiesärskolan
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the Swedish debate concerning disability issues it has been shown, as in many other countries, that the concept ‘participation’ has been used in a very vague and obscure way. For example, at an ideological level the concept often refers to ‘accessibility’. Others claim that it should be understood as ‘social integration’ or ‘inclusion’. In the International Classification of Functioning, Disability and Health (WHO) participation means ‘involvement’ in a life situation. In the literature there are several ways to approach the concept of participation. Broadly, it is used to describe a characteristic within the individual or the result of an interplay. The general aim of this thesis is to illuminate different forms of participation within the municipal upper secondary special programme for pupils with intellectual disabilities (ID).The study contains two main parts. On the one hand a semantic analysis is made for the purpose of illuminating different conceptual forms of participation. On the other hand a field study is performed. This empirical study can be described as a hermeneutically influenced field study designed to interpret participative patterns in everyday school situations.Data have been collected during a period of one school year. Several methods have been used in order to capture different kinds of patterns in the pupils’ participation in a chosen upper secondary individual program for pupils with ID. These methods involve participant observation in everyday school situations (which was recorded in field notes), interviews with pupils, staff and administrators.Rather often it is implied that a higher extent of involvement leads to a higher (or better) form of participation. My study showed something else. Several examples demonstrated how groups of pupils within the special programme setting gave up their involvement in specific activities since they wanted to show their belonging to a different community outside the school. The analysis showed that involvement, as one form of participation, is highly related to other forms of participation (for example formal and informal belonging). In one sense these pupils had a conception of how to behave in order to be accepted outside the special programme setting. Therefore it is possible to talk about the pupils in terms of different worlds of belonging. For a specific group of pupils the formal belonging to the special programme was a threat towards their self-image, which seemed to derive from another alternative world — with other ideals than are usually associated with special programmes for pupils with ID.
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