| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
-
Engaging with Educational Space : Visualizing Spaces of Teaching and Learning
- 2014
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book weaves together two central dimensions of contemporary educational research, namely the attention to school spaces and the use of visual sources. Its sixteen brief case studies deal with both contemporary and historical settings, topics including teachers’ perception of educational change, their working places and daily tasks, the interlacing of social, spatial and knowledge differentiation in schools, discrepancies between students’ and teachers’ ways of visualizing school life, commercial representations of the school environment and the spatial fluidity between indoor and outdoor. The ongoing technology shift and its impact on schooling is an undercurrent running through the entire volume.The authors – the majority of whom are practicing teachers – are Ulrika Boström, Maria Deldén, Carl Emanuelsson, Catharina Hultkrantz, Aleksandra Indzic Dujso, Cecilia Johansson, Kristina Ledman, Synne Myreböe, Lena Almqvist Nielsen, Peter Norlander, Annie Olsson, Karin Sandberg, Lina Spjut, Robert Thorp, Åsa Wendin and Andreas Westerberg. The book is edited and introduced by Catherine Burke, Ian Grosvenor and Björn Norlin.Engaging with Educational Space is suitable to both academic courses focusing on methodological issues associated with the study of school spaces and to the use of visual sources in educational research, and for the in-service training of teachers and other individuals involved in education.
|
|
| 6. |
- Larsson, Anna, 1967-, et al.
(författare)
-
Den svenska skolgårdens historia
- 2012
-
Ingår i: Vägval i skolans historia. - Uppsala : Föreningen för svensk undervisningshistoria. - 1652-0610. ; 12:2-3, s. 16-20
-
Tidskriftsartikel (populärvet., debatt m.m.)
|
|
| 7. |
|
|
| 8. |
- Larsson, Anna, et al.
(författare)
-
The History of the Swedish Schoolyard : The Outdoor School Environment as a Pedagogical and Social Space, 1611–2011
- 2014
-
Konferensbidrag (refereegranskat)abstract
- Activities on the schoolyard, whether they take place during free recess or as a part of a more structured pedagogical practice, are highly important both to pupils’ social experiences of schooling and to their concrete learning processes. This has been made evident through several studies during the last decades (e.g. Blatchford & Sharp 1994; Pellegrini & Blatchford 2003) and it is today an increasingly common starting point for researchers engaged in the study of contemporary schooling. In educational history however, the picture is somewhat different. Even though the schoolyard seems to have a past almost as long as organised schooling itself, very little analytical attention has been provided this space (and the outdoor school environment as such), especially in the form of long-term historical studies.The main purpose of our study is to contribute to the understanding of the outdoor school environment as a pedagogical and social space by analyzing the history of the schoolyard in a Swedish educational context from the formation of the “modern” state governed school system in the early 17th century up until the very present.The theoretical point of departure is Henri Lefebvre’s (1991) theory of the production of social space. This implies that space should not be seen as a passive physical manifestation or merely a context for material activities but also a producer of subjectivities, mental conditions and social relations. Lefebvre’s three spatial dimensions are highlighted in our analysis, namely a) representations of space (conceived space); b) spatial practice (perceived space) and c) representational spaces (lived space). The first dimension corresponds to the imagined, planned, conceived space (often the professionalized public space), the second to the material, physically perceived space, and the third to the existential, lived space, which includes actions, experiences and feelings. Although analytically distinctive and useable, we understand these three dimensions as mutually intertwined in practice. Thus, intended schoolyard activities and material conditions merge with actions, social relations and mental structures. Based on Lefebvre, the schoolyard is seen as a physical place, which by nationally and locally formulated formal and informal representations becomes loaded with collective symbolic ambitions and expectations. On an everyday basis, pupils and teachers continuously participate in the forming of the schoolyard and negotiate its meanings and significances. In the ambition to examine and analyze the production of the schoolyard as a social space the following analytical dimensions and research questions will be guiding our study:A) Representations of space (conceived space): How has the conception of the schoolyard been formed and transformed in educational planning on a national and a local level? What central ideas about the ideal uses and features of the schoolyard have marked formal and informal regulation at different points of time, and how has this varied as regards to different parts of the educational system? What influences from dominating discourses (i.e. premises concerning childhood, play, pedagogy, knowledge, and so on) has effected these formal representations?B) Spatial practice (perceived space): How has the schoolyard been formed physically and materially?C) Representational space (lived space): What kinds of social activities have been conducted on the schoolyard, and what cultural and symbolic values have been attached to this space by pupils, school staff and others?Method: The most important sources for our study are formal instructions on national as well as local level, such as school curriculum texts, state regulations, construction plans and blueprints. This will make up the spine of the study. In addition to this, photographs and drawings are also being examined, as well as teacher, pupil and architect magazines. For the more recent parts of the investigated period interviews have been carried out with pupils, teachers and others engaged in schoolyard issues. The sorting and the analysis of the data are based on the three spatial dimensions described above, and has been carried out in a hermeneutic tradition. There are of course several methodological problems that need to be handled in a study like this. First of all, a challenging problem is caused by the long time-span of the study and the different nature of sources at hand at different time periods. The pre-modern sources more or less exclusively consists of formal, national and local decrees on schooling, whereas the sources from mid-19th century and onwards becomes successively richer, and therefore permits more in depth studies on several areas. This, in turn, creates problems as regards to finding a balance in the overall analysis, for example when it comes to studying spatial change. It also has an impact on where the main focus of our study is placed; namely on representations of space and on formal planning on different levels (as this is the dimension where we can achieve a comprehensive long-term study). This imposes an inevitable hierarchisation both between the three general analytical dimensions of the study but also within each category. Secondly, Lefebvre’s grand theory about the production of social space might work well as a joint analytical hub, but needs to be combined and added up with other (spatial and discursive) theories and approaches, and perhaps also with a more common framework for understanding the role of education in society. Finally, methodological difficulties also stems from the schoolyard being an atomized and multi-functional space (including for example a plot, plantations, botanical garden, a play area, a privy, a flagpole, secret places, etc.) and thus also multi-dynamic as regards to change. This creates challenges as to how sort out different patterns of change related to this space.Expected Outcomes: Although the study is far from completed some preliminary conclusions can be discussed against the background of the analytical dimensions presented above. As regards to the schoolyard as a conceived space, it has, to varying extent, been a place for play and sports, for rest and recreation, for teaching, fostering or for moral influence; it has been an instructive and model outdoor space for pupils or the surrounding community due to its aesthetics, as well as an object for economic, safety and health considerations. This has had effects on the physical schoolyard where both changes and continuities over the long investigated period can be seen. The lived schoolyard appears to be highly age differentiated and partly gender differentiated and strongly connected to activities and social relations. The lived schoolyard is both a safe and a dangerous place, and even if it is regulated, it offers possibilities to challenge the rules of the school. The lived schoolyard is also a children’s place - the presence of adults has been minimal except from the latest two or three decades. When intersecting the analyses of the three dimensions can we see that central ideas about the schoolyard, formed in relation to historical changes in school and society, have been materialized in the physical shaping of school sites. We can also see how central ideas have affected the lived schoolyard, but also the other way around. In the presentation the conclusions about the production of the schoolyard as a social space will be discussed in the light of illustrating empirical examples.
|
|
| 9. |
|
|
| 10. |
- Norlin, Björn, 1976-
(författare)
-
Bildning i skuggan av läroverket : Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-1914
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation investigates pupil fraternities in the Swedish state grammar school system from 1850 to 1914, in an effort to contribute to the understanding of peer group socialisation as part of the overall pedagogical process. Focus is trained on the practice of liberal education (Sw. bildning ) and the construction of collective identity. Modern pupil associations emerged in the mid-nineteenth century from the ruins of outdated educational traditions. Due to sharpened discipline, institutional changes and external societal pressure, previously existing corporative modes of organisation successively disappeared. To fill the void, pupils began founding fraternities, thereby introducing a new organisational form and a new set of activities based on an ideological foundation more in sync with the ideals of the emerging industrial society. Infused with the liberal, neo-Romantic ideals of the day, the introduction of fraternal life laid out new tools for selfadministered socialisation. After analysing the growth of pupil associations in the mid- nineteenth century, the thesis concentrates on fraternal practice at one particular institution, Umeå State Grammar School. This case study shows that fraternal activity revolved around creating lending libraries and reading circles, assemblies, school magazines and aesthetic pursuits including musicmaking, singing, acting and dancing. The thesis suggests that the fraternity had a structuring impact on the student body as a whole, serving to homogenise the school experience and provide a viable alternative to the allurements of town life. Subjects favoured by the fraternity included philosophy and ethics, literature and history and, to a lesser extent, current events. A slight shift in interest toward the natural sciences can be detected at the end of the period under investigation. Furthermore, it is revealed that peer socialisation encouraged identification with the school. It transmitted a set of values stressing idealism and anti-materialism, patriotism and regionalism, intellectualism (as opposed to athleticism), religious and/or secular piety, historism, cultural and political traditionalism, an acknowledgement of the powers – and limitations – of youth and an idealisation of friendship and camraderie. Insofar as social mores and relationships between the sexes was concerned, peer socialisation also provided pupils with practical instruction on proper conduct, and laid the foundation for an ambiguous understanding of the opposite sex. It promoted an ideal of masculinity closely associated with what may be characterised as the civil servant ideal. The thesis finally reveals that strong links were forged between fraternities on a regional, nationwide and Nordic level, bearing strong resemblance to contemporary social youth movements regarding attitudes toward society, culture and knowledge. Upper secondary school fraternities considered themselves guardians of the nation and its culture and became a conformist force in late nineteenth-century Sweden. On the other hand, pupils also constituted an active force in the modernisation of Swedish institutional practice, in the vitalisation of the state grammar schools, and as forerunners in the conceptualisation of a new cult of youth.
|
|
