| 1. |
- Shahvi, Shervin, 1987, et al.
(författare)
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Hydraulic and hydrological simulations of the sewer system in the Majorna area, Gothenburg
- 2012
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Ingår i: WIT Transactions on the Built Environment. - 1743-3509 .- 1746-4498. ; 122, s. 73-83
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Konferensbidrag (refereegranskat)abstract
- As long as cities and urban life have been developed during the centuries, the conveying of wastewater and sewage have been important issues for municipalities and other authorities. The goal of municipalities is to convey, treat and reuse the wastewater in a way that does not harm public health and the environment. In the year 2010, Gothenburg Water utility decided to study and improve the sewer network system of the Majorna region, with a total area of 130 hectares, located in Gothenburg city. Hydraulic and hydrological properties of the sewer system were measured, modelled and simulated. Most of the input data needed for simulation was provided by the Gothenburg Water utility databases and a GIS-based map of Gothenburg sewer systems. The site measurements were taken between October and December 2010 and at two manholes where the measuring devices have been installed. The calibration of the model has shown that although there is a good correlation between the model results and the measured values at one of the measuring nodes at the area, there is a difference in the other one; the reason for which should be studied and investigated in another study. Finally, the tests and comparisons between the sewer system in this area and the standard values have shown that pipe leakages are the most problematic matter of the system and solving this problem will improve the system considerably.
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| 2. |
- Irisdotter Aldenmyr, Sara, et al.
(författare)
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Worries and possibilities in active citizenship : Three Swedish educational contexts
- 2012
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Ingår i: Education, Citizenship and Social Justice. - : Sage Publications. - 1746-1979 .- 1746-1987. ; 7:3, s. 255-270
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Tidskriftsartikel (refereegranskat)abstract
- This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept.
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| 3. |
- Korp, Helena, 1967-
(författare)
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What counts as being smart around here? the performance of smartness and masculinity in vocational upper secondary education
- 2011
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Ingår i: Education, Citizenship and Social Justice. - : SAGE Publications. - 1746-1979 .- 1746-1987. ; 6:1, s. 21-37
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on an ethnographic study of the transport program, a vocational education with strong masculine tradition, in a Swedish upper secondary school. It looks at the ways that notions of intelligence and smartness are culturally produced and used in the daily practises of students and teachers. In the article, I discuss how such notions inform, but also limit, students' learning and their constructions of identity in school, with possible consequences for their futures, and for the reproduction of social and gender-based inequalities in the wider society. My aim is to challenge taken-for-granted assumptions about cognitive ability and school results, and to point to the capacity of the concept of smartness as such to contribute to producing unequal outcomes in a school system, which allegedly offers all students, regardless of social background and gender, equal chances to succeed. © The Author(s) 2011.
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| 4. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Democracy lessons in market-oriented schools : The case of Swedish upper secondary education
- 2013
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Ingår i: Education, Citizenship and Social Justice. - London : SAGE Open. - 1746-1979 .- 1746-1987. ; 8:2, s. 201-213
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Tidskriftsartikel (refereegranskat)abstract
- Based on recent ethnographic research, this article explores young people’s opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that ‘voting with the feet’ emerges as an important way of exerting student influence. At the same time, young people’s voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less ‘rewarding’ aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school.
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| 5. |
- Parding, Karolina
(författare)
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The need for learning arenas : non-indigenous teachers working in indigenous school contexts
- 2013
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Ingår i: Education, Citizenship and Social Justice. - : SAGE Publications. - 1746-1979 .- 1746-1987. ; 8:3, s. 242-253
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Tidskriftsartikel (refereegranskat)abstract
- Work contexts shape conditions for work. Teachers working in Indigenous school contexts face conditions different from teachers working in mainstream schools. Challenging working conditions for these teachers result in high teacher turnover, making it even more difficult for already disadvantaged students to progress. From a social justice perspective, this disruption in learning requires looking at the working conditions for teachers in Indigenous school contexts. Using interviews, this article examines how non-Indigenous teachers working in Indigenous school contexts in Australia experience their working conditions. The interviews reveal ‘learning gaps’ that seem to be associated with their lack of opportunities to develop context-specific professional knowledge.
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| 6. |
- Sundström, Mikael, et al.
(författare)
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Citizenship education and diversity in liberal societies : Theory and policy in a comparative perspective
- 2013
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Ingår i: Education, Citizenship and Social Justice. - : Sage Publications. - 1746-1979 .- 1746-1987. ; 8:2, s. 103-117
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Tidskriftsartikel (refereegranskat)abstract
- Citizenship education is a popular and contested phenomenon in liberal democratic societies. It is difficult to imagine a school system that does not contribute to the preservation and improvement of society through education of democratic, responsible and tolerant citizens. On the contrary, the execution of such education is full of caveats, controversy and resistance. This special issue examines the inherent tensions of citizenship education in a variety of national contexts (France, England, Sweden and Quebec) and from several theoretical and empirical perspectives. In this introductory article, we present an overview of the debates on citizenship education in academia and the media and propose a conceptual framework for the categorisation and comparison of the diversity of practices that relate to citizenship education. This model is then used to guide a brief presentation of the remaining articles in the special issue.
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| 7. |
- Coté, Isabelle, et al.
(författare)
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"The state of the debate": A media analysis of the debates on liberalization and citixenship education in France, Sweden, and England
- 2013
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Ingår i: Education, Citizenship and Social Justice. - 1746-1987. ; 8:2, s. 215-228
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decades, many liberal democracies have experienced a tension between the education system’s expressed requirement to foster citizenship norms and the liberal (sub-) ideal of norm neutrality. This dilemma has been accentuated by, on the one hand, increased ethnical and cultural diversity, and, on the other hand, liberalization of society in general and the schooling system in particular. This article provides a “state of the debate” of this tension in France, Sweden and England, through a media analysis of the period 2001-2010. Citizenship education was most prominent in the Swedish debate. The Swedish and English positions were most alike, arguing for “objective civics” and promoting freedom of choice in the school system. In contrast, the French debate argued for a common, integrative state-managed school system that provides equal opportunities to all socio-economic groups while inculcating loyalty to the State.
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