| 1. |
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| 2. |
- Arneback, Emma, 1974-, et al.
(författare)
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Locations of racism in education : a speech act analysis of a policy chain
- 2016
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Ingår i: JEP. - : Routledge. - 2158-9232. ; 31:6, s. 773-788
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Tidskriftsartikel (refereegranskat)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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| 3. |
- Brantefors, Lotta, et al.
(författare)
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Teaching and learning children's human rights : A research synthesis
- 2016
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Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper is a research synthesis examining how issues relating to the teaching and learning of children's human rights have been approached in educational research. Drawing theoretically on the European Didaktik tradition, the purpose of the paper is to map and synthesise the educational interest in children's rights research. The paper identifies the motives, content and processes of education for human rights suggested in research. The chosen publications are analysed in three steps, based on three didactic questions: what, how and why. Six educational categories in the teaching and learning of children's human rights are identified: involvement, agency, awareness, citizenship, respect for rights and social change. In each category, the motives, educational content and processes are clarified. A conclusion is that even though the motives for rights education vary, the content and processes in the education are about human relations and interaction.
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| 4. |
- Brantefors, Lotta, 1952-, et al.
(författare)
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Teaching and learning processes in education for children’s human rights : a research synthesis
- 2016
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Ingår i: Cogent Education. - 2331-186X. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper is a research synthesis of earlier studies. Drawing theoretically on the northern European Didaktik tradition, the paper examines how issues relating to the teaching and learning of children’s human rights have been approached in educational research. The purpose of the paper is to map and synthesise the educational interest in children’s rights research with a view to identifying the motives, content and processes of education for human rights suggested in research. The chosen publications are analysed in three steps, based on three didactic questions: what, how and why. Six educational categories in the teaching and learning of children’s human rights are identified: involvement, agency, awareness, citizenship, respect for rights and social change. In each category, the motives, educational content and processes are clarified. A conclusion is that even though the motives for rights education vary, the content and processes in the education seem to rotate around human relations and interaction.
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| 5. |
- Casey, Ashley, et al.
(författare)
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Models-Based Practices : Problematizing the M and the P in MBP
- 2018
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Konferensbidrag (refereegranskat)abstract
- Background/purpose: While some argue that Models-Based Practice (MBP) has a number of laudable and desirable ambitions and outcomes (Kirk, 2013), others contend that those advocating for MBP must be mindful of wider debates in the field about the overall purpose of physical education and Sport Pedagogy (PESP) (Dillon et al. 2016). The purpose of this presentation is to begin to articulate the types of questions PESP might consider now and in the future as regards the M and P in MBP.The main points: The overarching intention of MBP is the achievement of specific, relevant, and challenging learning objectives that apportion more time for learners to be engaged with learning, and which ultimately strives toward par- ticular outcomes relative to each model. Interestingly, however, the preferred perspective researchers have pursued in MBP-related research is that of the teacher and to a lesser degree the coach (Casey, 2014). Whilst there are those who have focused on the learner (Hastie,1998), the aim of this presentation is to present a num- ber of questions about MBP; questions about the what, how, why, who, when and where of teaching, learning and context.Addressing the themes: We address the sub-themes by considering the ways in which our understanding of MPB might be better fo- cused to pedagogically engage learners in transformative learning and teaching. Further, by asking questions of practice we are better able explore innovative perspectives on PESP.Conclusions/implications: This paper concludes by problematizing the M and the P in MBP and the notion that practice, when related to models, become singular. We argue, given the diversity that exists in schools, states and countries as well as the diversity between young people, that the idea of a practice should be expanded into practices and, in doing so, acknowledge the multifarious ways in which learning might become manifest.
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| 6. |
- Fredriksson, Maria, 1979-
(författare)
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Med blicken på möten : Martin Bubers pedagogiska idé i dialog med förskolans praktik
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to develop knowledge and empirical understanding relating to encounters between preschool children and their teachers. Supported by Martin Buber’s philosophy of dialogue and research, it describes the interpersonal encounters between preschool children and their teachers as being the most significant aspect of educational practice as well as foundational for learning. This doctoral thesis comprises two studies, both of which are video-documented observational studies conducted at a preschool that had 53 children and ten teachers.The first study, which is a summarised rewrite of a published licentiate thesis, examines dialogue as being a form of qualitative encounter between teacher and child. The focus of interest is the effect on a dialogue when more children join one already in progress. Results demonstrate that the dialogue can be interrupted; interrupted and then resumed with a new participant; interrupted and then resumed without a new participant; or simply continued without a new participant. It is the action on the part of the teacher in these situations that seems to have the greatest effect.The second study focuses on the preconditions of educational encounters. Of interest here are the following questions: what aspects of a teacher’s actions can be understood as forming the preconditions of educational encounters?; what aspects of teaching are significant when it comes to opportunities for educational encounters?; and how can relationship- and knowledge-building dimensions of educational encounters be considered intertwined?Results demonstrate that teachers’ actions that serve to create the preconditions of educational encounters are often everyday and spontaneous, where attentiveness, tolerance, affirmation and extending are significant. These actions often occur simultaneously and are affected by the actions of the children. Together, the results provide opportunity to put words to and highlight how small everyday actions on the part of the teacher can be considered fundamental for educational encounters that simultaneously build relationships and knowledge.
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| 7. |
- I'Anson, John, et al.
(författare)
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The International Economy of Children's Rights : issues in translation
- 2017
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Ingår i: The International Journal of Children's Rights. - : Brill Academic Publishers. - 0927-5568 .- 1571-8182. ; 25:1, s. 50-67
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Tidskriftsartikel (refereegranskat)abstract
- The United Nations Convention on the Rights of the Child (uncrc) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc. On the basis of this diagnosis, we then raise a series of ethical considerations that might inform a more critical and open-ended approach.We characterise current approaches to mobilising the uncrc as an international economy of rights and we represent this diagrammatically. This economy, we contend, involves multiple translations of the uncrc text into a series of performative demands to which adults become accountable in situations of professional practice with children and young people.We then critically analyse this economy as presently instituted and point to a number of inherent limitations. We argue that a failure to address the issue of translation from legal text to relational practice has led to a technical resolution. The potential challenge of the uncrc as an authoritative text of critique is further weakened by the promotion of a consensus thinking that privileges agreement over the complexities associated with ethical thinking. In the light of this critique, the paper identifies new lines of questioning to inform debate concerning how a children's rights agenda might be refracted differently in future.
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| 8. |
- Quennerstedt, Ann, 1967-, et al.
(författare)
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Att undervisa om barns mänskliga rättigheter i förskolan och skolan : Utbildningens syften, innehåll och arbetsmetoder
- 2019
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Rapport (refereegranskat)abstract
- Med startpunkt i växthusmetaforen har projektet utforskat utbildning som en plats där barn och unga utvecklas som innehavare och utövare av mänskliga rättigheter. Utifrån en didaktisk forskningsansats har projektets centrala vetenskapliga intresse varit att undersöka syften, innehåll och arbetssätt i undervisning och lärande om barns mänskliga rättigheter, i förskolan och grundskolan. I föreliggande rapport behandlas och besvaras forskningsfrågorna:- Vilka syften vill man nå genom undervisning om barns mänskliga rättigheter? Vad är innehållet i undervisning om, i och genom mänskliga rättigheter och vilka arbetsmetoder används? För att besvara dessa frågor genomfördes klassrumsforskning i fyra åldersgrupper: förskolan och grundskolans tidiga, mellan- och sena år. Forskarna studerade undervisning om barns mänskliga rättigheter, och data skapades genom intervjuer med lärare och barn samt genom observationer av pågående undervisning. En didaktisk analys gjordes av materialet, med stöd av ett analysredskap som utvecklades ifrån de tre didaktiska frågorna varför, vad och hur. I rapporten ges först en bakgrund till förskolans och skolans uppdrag att utbilda barn och unga i och om mänskliga rättigheter. Utbildning för mänskliga rättigheter introduceras och placeras i svensk politik- och läroplanskontext. Tidigare utbildningsforskning om barns rättigheter och utbildning för mänskliga rättigheter beskrivs, och studiens teoretiska och metodologiska ramverk redovisas. Därefter presenteras resultaten från projektets fyra delstudier, var och en från en specifik åldersgrupp. I det sista kapitlet görs en sammanfattande analys och det samlade resultatet diskuteras.
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| 9. |
- Quennerstedt, Ann, 1967-
(författare)
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Att undervisa om, i och genom barns mänsk-liga rättigheter i skolans tidiga år
- 2019
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Ingår i: Att undervisa om barns mänskliga rättigheter i förskolan och skolan:Utbildningens syften, innehåll och arbetsmetoder. - Örebro : Örebro universitet. ; , s. 54-70
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Bokkapitel (refereegranskat)abstract
- Med startpunkt i växthusmetaforen har projektet utforskat utbildning som en plats där barn och unga utvecklas som innehavare och utövare av mänskliga rättigheter. Utifrån en didaktisk forskningsansats har projektets centrala vetenskapliga intresse varit att undersöka syften, innehåll och arbetssätt i undervisning och lärande om barns mänskliga rättigheter, i förskolan och grundskolan. I föreliggande rapport behandlas och besvaras forskningsfrågorna:- Vilka syften vill man nå genom undervisning om barns mänskliga rättigheter? Vad är innehållet i undervisning om, i och genom mänskliga rättigheter och vilka arbetsmetoder används?För att besvara dessa frågor genomfördes klassrumsforskning i fyra åldersgrupper: förskolan och grundskolans tidiga, mellan- och sena år. Forskarna studerade undervisning om barns mänskliga rättigheter, och data skapades genom intervjuer med lärare och barn samt genom observationer av pågående undervisning. En didaktisk analys gjordes av materialet, med stöd av ett analysredskap som utvecklades ifrån de tre didaktiska frågorna varför, vad och hur.I rapporten ges först en bakgrund till förskolans och skolans uppdrag att utbilda barn och unga i och om mänskliga rättigheter. Utbildning för mänskliga rättigheter introduceras och placeras i svensk politik- och läroplanskontext. Tidigare utbildningsforskning om barns rättigheter och utbildning för mänskliga rättigheter beskrivs, och studiens teoretiska och metodologiska ramverk redovisas. Därefter presenteras resultaten från projektets fyra delstudier, var och en från en specifik åldersgrupp. I det sista kapitlet görs en sammanfattande analys och det samlade resultatet diskuteras.
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| 10. |
- Quennerstedt, Ann, 1967-
(författare)
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Children's Human Rights at School - As Formulated by Children
- 2016
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Ingår i: The International Journal of Children's Rights. - : Brill Nijhoff. - 0927-5568 .- 1571-8182. ; 24:3, s. 657-677
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Tidskriftsartikel (refereegranskat)abstract
- This article explores 8- and 12-year old children’s own views on their rights in school. The aims of the paper are to expand the understanding of what human rights mean to children in the school setting, and to contribute to new ways of thinking about rights for children. Human rights theorising points to the temporary status of what we currently understand as human rights and the various ways in which human rights grow and change. However, children’s perspectives have rarely been used to question or develop human rights thinking. Responding to this, the article specifically seeks to represent children’s understanding of rights. Based on interviews with 32 children, a number of children’s claims for rights at school are identified and elaborated. Most rights the children claim fit into the established human rights framework, and some of the rights the children express go beyond this framework.
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