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Enacting equity in education : towards a comparison of equitable practices in different European local contexts
- 2006
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Editorial collection (other academic/artistic)abstract
- This report is the outcome of a working network coordinated by Lázaro Moreno Herrera at Örebro University, Sweden, which included researchers from different European countries. Is also a result from a research project funded by The Swedish Research Council. “Enacting Equity in Europe: Towards a Comparison of Equitable Practices in Different Local Contexts” presents social aspects of the educational policies of the end of the 1990s and the early 2000s in different European countries. The traditional egalitarian ethos and structure of the elementary schooling is today challenged in different ways by the arising managerialism in educational institutions. Equality is regarded by the authors as a dimension of social justice which is worth to strive for as a basic condition for the democratic sustainability of the society. The report presents different approaches and practices in pursuit of equity in education. The cases are from Belgium, Britain Finland, France and Sweden.
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- Englund, Tomas, 1946-
(author)
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New trends in Swedish educational research
- 2006
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In: Scandinavian Journal of Educational Research. - Oxfordshire, UK : Routledge. - 0031-3831 .- 1470-1170. ; 50:4, s. 383-396
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Journal article (peer-reviewed)abstract
- What new tendencies can be made out in Swedish educational research in the last three decades? Briefly, the following developments are described: In the 1970s, a long-prevailing emphasis on quantitative research was challenged by a number of different qualitative methods. Traditional sociology of education, meanwhile, was challenged by the new sociology of education. During the1980s, the dominant trend was a ‘‘didacticisation’’ of educational research, and here two main strands can be discerned, based in phenomenography and curriculum theory. Didactics very soon made its presence felt in educational policy, and in a major evaluation of Swedish educational research the two largely didactics-based traditions of ‘‘teaching and learning’’ and ‘‘curriculum theory’’ were identified as internationally the most significant. In the 1990s, educational research took a ‘‘linguistic turn’’—involving a wide-ranging shift in emphasis towards language and communication—with the result that new perspectives emerged. In addition, the philosophy of education experienced a powerful renaissance, partly as a reflection of the new focus on language and communication, but also in other respects, leading to a reawakening of interest in both classical and modern philosophy (of education).
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- Engström, Arne, et al.
(author)
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Medelsta-matematik III : Eleverna räknar
- 2006
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Reports (other academic/artistic)abstract
- Föreliggande studie utgör del III av undersökningarna om Medelsta-matematik. Den första delen publicerades 1990 och omfattade undersökningsåren 1977 och 1986. En andra del omfattande åren 1977, 1986 samt 2002 publicerades 2003. I del III presenteras en fördjupad undersökning av de 15 procent lägst presterande eleverna i Medelsta. I rapporten betecknas dessa elever som elever med särskilda utbildningsbehov i matematik, SUM. I 2003 års studie redovisades att den genomsnittliga prestationen för den 15 procent lägst presterande vid slutet av årskurs 9, motsvarade en genomsnittselev i årskurs fyra. Dessa skillnader i elevernas färdigheter kan observeras tidigt. I årskurs 3 motsvarar SUM-elevernas genomsnittliga prestationer vad en normal elev i årskurs 1 presterar. Skillnaderna ökar under skolåren och när SUM-eleverna nått slutet av grundskolan är de för länge sedan utslagna från skolans matematikundervisning. I rapporten redovisas också en jämförelse mellan elever med relativt sett höga prestationer och SUM-elever samt en kvalitativ studie av SUM-elevernas matematikkunskaper. En genomgripande förändring synes nödvändig omfattande skolans styrdokument, existerande undervisningspraxis i riktning mot vardagskunskaper samt en satsning på utvecklingsarbete och forskning om undervisning av SUM-elever.
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- Moreno Herrera, Lázaro
(author)
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“Likvardighet” from Swedish to European discourse : different educational histories and a common social concern
- 2006
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Conference paper (peer-reviewed)abstract
- This paper is a result of the research work carried out within the project What about equivalence? The concept of equivalence and its different interpretations in different contexts, at different educational policy levels and in different school practices. A project financed by the Swedish Research Council during the period 2003-05. The paper departs from the perspective presented in earlier studies by Tomas Englund where the concept “likvardiget” (equivalence) is assumed to result from a “performative displacement” associated to a shift in educational politics in the last half century of Swedish educational history. The paper seek, to draw attention to, and to some extent ‘review’, different discourses on equity at European level and the various challenges involved in the effort to analyze equity in education beyond national boundaries. In its main concluding highlights the paper suggests common concerns in the discourse on equity in Sweden and in other European educational contexts.
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- Neander, Kerstin, et al.
(author)
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Important meetings with important persons : narratives from families facing adversity and their key figures
- 2006
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In: Qualitative Social Work. - : SAGE Publications. - 1473-3250 .- 1741-3117. ; 5:3, s. 295-311
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Journal article (peer-reviewed)abstract
- In this study families that have struggled with their relationships to their children have identified people who have had a positive influence on the child or the family. By enabling meetings between the parents and these key figures the participants were given an opportunity to together recall their contact. The aim of the study was to examine the understanding they constructed of these beneficial processes. Interpretation according to Max van Manen’s hermeneuticp-phenomenological method led to the crystallization of a number of central themes. These themes together constitute the following whole: these are narratives about ‘emerging mutual trust’, which ‘overcomes obstacles’. The key figures or ‘important persons’ have a ‘clear orientation’ in their occupation and they work in ‘the essential everyday world’ to find and establish ‘contexts that nourish development’ in children and parents. The outcome of this is the creation of ‘new narratives’ that replace the old ones.
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- Tornberg, Ulrika
(author)
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Mångkulturella aspekter på språkundervisningens kommunikativa praktiker : En konferensrapport
- 2006
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Reports (other academic/artistic)abstract
- Multicultural Aspects of Communication in Foreign Language Teaching and Learning Practices. Report from a Conference. This report presents the paper-session contributions to an international conference on foreign language pedagogy held in October 2004, titled “The Multicultural Foreign Language Classroom: An Arena for Democratic Experiences”. The conference, organized by the Department of Education, Örebro University, and the Swedish journal Utbildning & demokrati (Education & Democracy), was first documented in a special English edition (2004/3) of the journal, presenting the lectures given by the international keynote speakers. By contrast, this second conference report, published within the Swedish Research Council project “Education as Deliberative Communication” (“Utbildning som deliberativ kommunikation”) offers an overview of contemporary research in the field of foreign language pedagogy and didactics in Sweden, including, among other things, ethnographically inspired research into communicative and cultural aspects of classroom conversation about literature, as well as investigations into the attitudes and beliefs of a large number of European language teachers concerning the content of the teaching of “intercultural competence”. The report also presents a section where the involvement of multicultural learners is explored from different perspectives, such as everyday language teaching and learning practices in various educational contexts as well as different aspects of test design and construction, as exemplified by the Swedish National Test of English and the Swedish Scholastic Assessment Test (SweSAT). Despite the variety of the contributions offered, the multicultural foreign language classroom as an arena for democratic experiences provides the common denominator also in this second report.
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- Wahlström, Ninni
(author)
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Likvärdighet : ett begrepp med skilda demokratiska dimensioner
- 2006
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In: Om demokratins villkor. - Örebro : Örebro universitet. - 9176684636 ; , s. 59-75
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Book chapter (other academic/artistic)abstract
- I kapitlet undersöks hur olika uttydningar av innebörder i begreppet likvärdighet samtidigt kan öppna för olika betoningar av hur kunskap uppfattas. Inom utbildningspolitiken har en likvärdig skola diskuterats i termer av enhetlighet, lika möjligheter och måluppfyllelse. Denna förskjutning i konceptionen av likvärdighet leder på samma gång till ett skifte i betoning från utbildning som gemensam referensram till utbildning som en mera individuell angelägenhet. Analysen utgår från John Deweys diskussion om två olika ansatser för utbildning: en betoning av kunskaper som fristående objekt respektive en betoning av utbildning som social handling.
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