| 1. |
- Arneback, Emma, 1974-
(författare)
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Bemötanden av främlingsfientlighet i gymnasieskolan
- 2013
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Ingår i: ARKIV. Tidskrift för samhällsanalys. - Lund : Arkiv förlag & tidskrift. - 2000-6225 .- 2000-6217. ; :2, s. 139-165
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Tidskriftsartikel (refereegranskat)abstract
- I den här artikeln analyserar Emma Arneback lagar, styrdokument och likabehandlingsplaner för gymnasieskolan för att undersöka hur uppdraget att bemöta främlingsfientlighet i skolan har förändrats under de senaste 20 åren. Hon undersöker vilka konsekvenser olika bemötanden kan medföra för a) yttrandefrihetens gränser i skolan och b) vem eller vad som ses som främlingsfientlig eller främlingsfientligt. Resultatet visar att uppdraget har gått från att vara ett decentraliserat etiskt ansvar (1994–2006) till att bli ett centraliserat juridiskt ansvar (2006–). Förskjutningen påverkar yttrandefrihetens gränser i skolan och för med sig olika uttolkningar av i vilken mån det är möjligt att tala om det som är svårt och kan såra i skolans värld. Arnebacks analys av likabehandlingsplanerna visar även på att skolorna i hög grad fokuserar på att bemöta främlingsfientliga individer, medan frågan om att motverka de strukturer som skapar förutsättningar för individer att verka förtryckande lämnas därhän.
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| 2. |
- Arneback, Emma, 1974-, et al.
(författare)
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Formation as Communication? : an outline of analyzing student teachers’ development as writers
- 2013
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Konferensbidrag (refereegranskat)abstract
- At core will be the responsive interaction with teachers and peer students and what role different forms of responses play; university teachers’ formative feedback and peer assessment play, and how they influence the development of teacher students’ writing and their sense of what matters in writing. By using two different learning and writing environments in teacher education, preschool teacher education and teacher education, we distinguish between different forms of ideals, demands and feedbacks on their writings as they are articulated and practiced in different disciplines. Thereby we analyze ‘academic literacies” and discuss what kind of ‘formation scripts’ that seems to emerge in the interactions in different social practices within teacher education.
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| 3. |
- Arneback, Emma, 1974-
(författare)
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How to Respond to Expressions of Racism in Education? : On tensions in Philosophy of Education
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper I elaborate on five philosophical perspectives on how teachers can respond to expressions of racism in education. By comparing them I wish to highlight the philosophical discussion on school as a moral and political space. In this research process, two tensions emerged: the first between different perspectives on moral/ethic, and the second between different perspectives on the effect of speech acts. Following John Dewey, I finally argue that these tensions could remind us that we need to reflect on our (choice of) action over and over again.
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| 4. |
- Arneback, Emma
(författare)
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Med kränkningen som måttstock : om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to map and analyse planned responses to expressions of racism in upper secondary schools. Three questions are in focus: (1) What courses of action, in response to expressions of racism, are advocated in philosophical texts and equal treatment plans for upper secondary schools? (2) What consequences have these courses of action for the formation of the mission of schools, the responsibility of teachers, and the limits of free speech? (3) What kinds of expressions of racism are these courses of action intended to be a response to? The study takes its point of departure in two theoretical traditions: Pierre-André Taguieff’s categorisations of racism are used to define the problem in the dissertation, while John Dewey’s moral philosophy provides the methodological base. From an analysis of equal treatment plans four temporal phases are identified. In the first phase, preventive measures, the purpose is to prevent students from developing racism. In phase two, limitations in schools, the dominant course of action is to prohibit violations in schools. The third phase, corrective measures, is concerned with how to handle situations that are contrary to the limitations in schools. The final phase, limitations on schools, relates to when schools are required to transfer responsibility for action to the social services, work environment or police authorities. The results indicate that the national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. Finally, the analysis indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.
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| 5. |
- Arneback, Emma, 1974-
(författare)
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Moral imagination in education : a Deweyan proposal for teachers responding to hate speech
- 2014
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Ingår i: Journal of Moral Education. - : Taylor & Francis. - 0305-7240 .- 1465-3877. ; 43:3, s. 269-281
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Tidskriftsartikel (refereegranskat)abstract
- This article is about moments when teachers experience hate speech in education and need to act. Based on John Dewey’s work on moral philosophy and examples from teaching practice, I would like to contribute to the discussion about moral education by emphasizing the following: 1) the importance of experience, 2) the problem with prescribed morals, and 3) the need for moral imagination in education. My Deweyan proposal for teachers responding to hate speech in education is to use moral imagination in education and take contextual elements into consideration when deciding how to act. Doing this would facilitate work related to doing morals and help to prevent prescribing morals as something that has already been done and that teachers (and students) have to adjust to in schools without being part of the process.
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| 6. |
- Arneback, Emma, 1974-
(författare)
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With 'violations' as a yardstick : policy making against expressions of racism in Swedish education
- 2012
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on policy making against expressions if racism in Swedish education. Pierre-André Taguieff’s categorisations of racism as exclusionary and exploitative are used to define the problem, while John Dewey’s moral philosophy provides the methodological base. By analysing local policy document from upper secondary schools in Sweden, different courses of action are visualized and how they form schools as a moral and political space. The results indicate that the Swedish national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. It also indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.
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| 7. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Den paketerade valfriheten : om framtidsvägen för den svenska gymnasieskolan
- 2010
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Ingår i: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 30:2, s. 116-129
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Tidskriftsartikel (refereegranskat)abstract
- The main purpose of this article is to focus what meanings the concept of quality is given in the political development of Swedish upper-secondary school. By using Quentin Skinner’s speech-act theory comparisons are made between the meanings formulated in the early 1990s and the now current investigation Framtidsvägen (SOU 2008:27). The result shows consequences for the goal- and result oriented steering system as well as changes in the perspectives of citizenship education and ideolology.
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| 8. |
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| 9. |
- Englund, Tomas, 1946-, et al.
(författare)
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Writing in and out of control
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this study we follow seven students in their writing in preschool teacher education during two and a half years: From their second semester in higher education, to a finished essay in the end of their sixth semester. The study is conducted at a Swedish University with the aim to capture the formative impact of writing over time, with a specific focus on how writing in teacher education influences students' understanding and view on their future profession as preschool teachers. Three research questions are in focus in this paper: a) how student teachers look at the function of writing during their education, b) how the student teachers develop as writers over time, c) how their future identity as teachers is visualized and gicven character in their writing.Theoretically we take our point of departure in academic literacy, in the sense that we understand academic writing as a social and cultural practice in higher education (cf. Ivanic 1998, Lea & Street 1998, Lillis 2001; Blåsjö 2004; Macken-Horaik et al 2006). In contrast to research that consider academic writing as a pre-defined set of rules that student teachers need to adapt to, an academic literacies approach focuses on writing as a social practice where students take part in and develop different literacies, implying its formative impact.
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