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- Arneback, Emma, 1974-, et al.
(author)
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Achieving a professional identity through writing
- 2017
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In: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 284-298
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Journal article (peer-reviewed)abstract
- In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.
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| 3. |
- Arneback, Emma, 1974-, et al.
(author)
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Att motverka rasism i förskolan och skolan
- 2017. - 1
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Book (other academic/artistic)abstract
- Förskolan och skolan har ett tydligt uppdrag att motverka rasism. Samtidigt visar studier att rasism tar sig en rad olika uttryck, på olika nivåer och får allvarliga konsekvenser för de barn och elever som utsätts. Rasistiska föreställningar, handlingar och strukturer gör att vissa löper högre risk än andra att utsättas för kränkningar och diskriminering. Därmed motverkar rasism barns och elevers likvärdiga möjligheter att lära och utvecklas.Behoven av insatser för att motverka rasism är stora. I denna bok beskrivs förskolans och skolans uppdrag att motverka rasism. Här behandlas olika sätt att förstå och analysera rasism och hur rasism kan komma till uttryck i pedagogisk verksamhet. Boken redogör också för en bred palett av arbetssätt som kan användas för att motverka olika former av rasism i förskola och skola – från normkritik, interkulturell och frigörande pedagogik till kunskapsutvecklande, demokratiska och relationella arbetssätt.
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| 4. |
- Arneback, Emma, 1974-, et al.
(author)
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Att motverka rasism - onlinekurs
- 2019
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Other publication (film/video) (pop. science, debate, etc.)abstract
- Förskolan och skolan har ett tydligt demokratiskt uppdrag, vilket framgår av såväl allmän lagstiftning som styrdokument. Inga barn och ungdomar ska utsättas för rasistiska föreställningar, handlingar och strukturer. Därför är det viktigt att förskolor och skolor får stöd och kunskaper om hur de på ett systematiskt och konkret sätt kan tänka och arbeta om och när det sker.Den här onlinekursen ger kunskaper, kartläggningsverktyg och metoder att använda i det dagliga arbetet för en likvärdig pedagogisk verksamhet. Utöver en teoretisk inramning innehåller kursen filmade föreläsningar, fallstudier och diskussionsuppgifter, övningar och didaktiska förslag att använda individuellt eller kollegialt.Onlinekursen vänder sig till blivande och verksamma lärare, förskollärare och rektorer i förskola, grundskola, gymnasieskola, och vuxenutbildning, men är också relevant för huvudmän.
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- Arneback, Emma, 1974-, et al.
(author)
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Bredda förståelsen av rasism och antirasism i skolan
- 2017
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In: Skola och samhälle. - Malmö : Föreningen skola och samhälle. - 2001-6727.
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Journal article (pop. science, debate, etc.)abstract
- Rasism kopplas ofta ihop med individers ideologiska uttalanden. Men ofta tar den sig snarare uttryck i strukturer och i allmänna föreställningar om den Andre. Skola och förskola har ett tydligt uppdrag att motverka rasism, men ibland är den svår att upptäcka. Emma Arneback och Jan Jämte skriver att personal i skola och förskola behöver kunna identifiera olika former av rasism och utveckla olika former för antirasistiska arbetssätt.
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| 8. |
- Arneback, Emma, 1974-, et al.
(author)
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Doing interdisciplinarity in teacher education : Resources for learning through writing in two educational programmes
- 2017
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In: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 8:4, s. 299-317
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Journal article (peer-reviewed)abstract
- With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a “block approach” that allows students to work independently, while the other is shaped as a “bridging approach” with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as “independent” or “collaborative” students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it.
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| 9. |
- Arneback, Emma, 1974-, et al.
(author)
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Help, my colleague expresses racism! : On professional ambivalence and moral responsibility
- 2017
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Conference paper (peer-reviewed)abstract
- This contribution is based on an ongoing study on teachers' anti-racist actions. The project is based on John Dewey's moral philosophy with an interest in teachers' experiences of racism and anti-racism in education. In the 25 teacher interviews conducted so far, teachers express that they have a moral responsibility to counteract racism among the pupils. But what should they do when a colleague expresses racism?Our study shows that this is a common experience among the informants, visible in colleagues’ racist jokes, speech and actions. In situation like this, there seems to be an uncertainty about their moral responsibility leading to professional ambivalence. On the one hand, the teachers feel that they are obligated to the values in the curriculum, on the other hand, they are uncertain about whether the moral responsibility could be applied in relation to colleagues.The interviewed teachers act in relate to this ambivalence in different ways. Some describe their moral responsibility as general and choose to counteract all kinds of racism in school, even among colleagues. Other states that this is beyond their moral responsibility as a teacher, and choose not to act or to inform the principal. The choice not to act has in previous research also been explained in terms of loyalty between colleagues. The uncertainty that occurs among the informants shows how the boundaries of moral responsibility becomes erased when moving from classroom to staff room.
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| 10. |
- Arneback, Emma, 1974-, et al.
(author)
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Locations of racism in education : a speech act analysis of a policy chain
- 2016
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In: JEP. - : Routledge. - 2158-9232. ; 31:6, s. 773-788
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Journal article (peer-reviewed)abstract
- This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which anti-racist actions are proposed. The article thereby clarifies who or what is, at different policy levels, perceived to be the location of racism. A first finding concerns terminology: throughout the policy chain the problem of racism is discussed in terms of ‘discrimination’. At European, national and local level, discrimination is mostly associated with ‘ethnicity’, thereby removing from policy a possibly stronger language for combating racism. A second finding is that the location of racism in education moves gradually through the chain from an institutional to an individual location of racism, with an increasing focus on the significance of the student rather than the importance of societal structures. The importance of circumstances for policy formation is a third main finding in the article.
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