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Träfflista för sökning "WFRF:(Beach Dennis Professor) srt2:(2005-2009)"

Sökning: WFRF:(Beach Dennis Professor) > (2005-2009)

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1.
  • Pedersen, Helena, 1968- (författare)
  • The School and the Animal Other : An Ethnography of Human-Animal Relations in Education
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • How human-animal relations are expressed and negotiated has significance for the situation of animals in society and offers insights that contribute to our understanding of how we organize relations between humans as well. This critical ethnographic investigation is positioned at the intersection of education research and the interdisciplinary area of human-animal studies. It uses participant observation, interviews with students and teachers and critical discourse analyses of texts and other artefacts used in the schools investigated to contribute cross-curricular perspectives on how human-animal relations are configured in the daily activities of both vocational (animal caretaker) and university preparatory programs. Building on central ideas from the Frankfurt School, the study proposes a platform for a critical theory of human-animal relations in formal education that embraces species-inclusive versions of critical pedagogy as well as gender and postcolonial analyses. In this vein, the study explores how social processes and practices in and outside the classroom enable certain human as well as animal subject positions while disabling others. A primary question is how a species-discourse intersects with categories formed around conceptions of gender, race/ethnicity, and class. A variety of ascribed animal representations and positions embedded in these processes are identified.The study argues that human-animal relations are characterized by indeterminacy and contradiction. While the school may educate to achieve improved conditions for animals inhuman society, it is at the same time involved in a process of social and cultural reproduction that normalizes the accessibility of animal bodies for human purposes. At the heart of this reproduction process lies boundary work around the animal as “other”. Such conceptualizations at times conflict with the views of animals that students bring with them to school and they therefore receive guidance about the “appropriate” position of animals in society; guidance that at the same time allows students to keep intact a sense of self as caring and moral actors toward animals. The school has a repertoire of concrete strategies for achieving this, and the effects of these strategies are identified as key components in a hidden curriculum of human-animal relations. The analyses show that these effects constitute a shared frame of reference of commonsense knowledge about animals in which contradictions embedded in human-animal relations can be comfortably accommodated. In addition, analytical tools borrowed from postcolonial theory are proposed that contribute to understanding the operations of hegemonic discourses of human-animal relations in the classroom as well as the effects generated by resistance to these discourses.
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2.
  • Brante, Göran, 1951- (författare)
  • Lärare av idag : om konstitutioneringen av identitet och roll
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession. One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions. Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role are discussed. On the one hand the systemic analysis moves from a biological point of view, via a cultural, a psychological and a societal point of view, to explain and comprehend how groups can develop asymmetrical relationships. On the other hand, curriculum changes, as well as changes in the school system over the last twenty years and the synchronous nature of teacher work, are used in discussing the complex and intensive character of teaching. Abduction makes it possible to explain the complex and intensive character of the teaching profession, as well as the asymmetric relationship between teachers and pupils, using these mechanisms. It is also proposed that interplay exists between these two aspects. A third result is the proposal that many of these problems may be explained by the extensive reforms that have burdened teachers and schools since the end of the last century. In conclusion, changes in teachers’ attitudes towards innovation, their approach to knowledge, the relationship with the pupils, and the teachers’ mission, are suggested as possible means of modifying the situation.
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3.
  • Siljehag, Eva, 1954- (författare)
  • Igenkännande och motkraft : Förskole- och fritidspedagogikens betydelse för specialpedagogiken - En deltagarorienterad studie
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of this study was to describe, explain and understand the importance of preschool and leisure pedagogy for special education. Knowledge was therefore generated concerning teacher’s reflection on three themes: 1) the view of knowledge, people and society, 2) special education as organisation, activity and content, 3) a gender perspective and its implication for their realisation of a professional practice. An analytical aim was to understand the content of the teachers’ reflection process in a critical social perspective. The group included 14 persons. The empirical material consists of eleven analysed group meetings, two sets of interviews with the participants, educational policy documents, archive material and two background interviews. The study is based on a participatory research approach and on democratic knowledge processes guided by critical social theory. The participants formulate the importance of sensory experiences, multiple forms of knowledge and on all people’s equal value. The qualification structure of the group includes overview as well as direct work with an interior and exterior organisation. The participants associate questions from the field with revealed opportunities and obstacles, relations, processes and contexts. The analysis shows that solely acceptance of the different child is not enough. Recognition precedes the appreciation of the unique and absolute Subject. The analysis by the group reveals a reproduction of subordination. The qualification structure of salaried employee and service production demands critical consciousness to avoid exploitation and control in a capitalist and market-oriented society. The double subordination of the group in the school world contains the power of recognising this partly as an opportunity for a counter power based on the justified participation on equal terms, partly as a counter power to the current tendency to split pedagogical and collective work on value issues.
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