| 11. |
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| 12. |
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| 13. |
- Johansson, Thomas
(författare)
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Etnografi som teori, metod och livsstil
- 2010
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 7-29
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Tidskriftsartikel (refereegranskat)abstract
- Ethnography is used and applied as a scientific method and methodology in various disciplines and scientific areas. This method has its roots in social anthropology, sociology and ethnology. Today there is an increasing and renewed interest in ethnography. In this article I try to combine a more general discussion on ethnography as a method and methodology, with a discussion on the use of this method within educational science and pedagogy. The main parts of the ethnographic studies conducted within Swedish and international educational research are located to a restricted institutional and organisational setting and place, namely the school. The main focus is thereby on children’s and young people’s movements, behaviour and interactions within this specific setting. However, there is a lack of studies of young people’s movements in space and time, and of the relation between academic training and leisure time activities. There is also a lack of studies on the relation between the school and the surrounding world. To find these kinds of empirical studies we have to move outside educational research and look into, for example, sociology and youth culture research. In this article the possibility of connecting and relating different types of ethnographic research and fields of research is explored and analysed. This discussion is also elaborated into a more general discussion on the use of theory in ethnographic research.
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| 14. |
- Kolfjord, Ingela
(författare)
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En skolas implementering av kamratmedling
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 77-97
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on a two-year ethnographic field study at a school in Malmö, Sweden. The study focused on peer mediation, examining several methods and angles of approach. Peer mediation means that pupils manage their conflicts, based on theories of restorative justice, which means that the mediation is intended to restore a “damaged” relationship. Peer mediation has no elements of punishment. Since my findings showed, among other things, that peer mediation reduced the climate of conflict in the school, prevented bullying, and strengthened the pupils’ competence and agency, I have chosen in this text to elucidate the school’s implementation of peer mediation. The theory of restorative justice has six important principles that should be satisfied when peer mediation is introduced in a school: the level of conflict in the school should be analysed before mediation is introduced; the school principal should support the introduction and organization of peer mediation; school staff should be encouraged to participate in the mediation; there should always be a holistic view so that the mediation programme harmonizes with the school’s ideology, pedagogy and organization; the work should be subject to long-term planning if it is to be sustainable; and the people involved should be aware that an implementation process takes time. These principles and the dilemmas connected with peer mediation and these are highlighted in the article.
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| 15. |
- Källström, Lisa, 1970-
(författare)
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Vad kan vi lära oss av berättelser? : De fiktivas funktion i svenska som främmande språk
- 2011
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 139-161
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Tidskriftsartikel (refereegranskat)abstract
- What can we learn from fiction? In this article, I discuss this question from an ethnographic point of view. With the two notions intertextuality and the foreign as a starting point, I show how an idyllic view of Sweden affects two students, Hanna and Åsa, studying Swedish as a foreign language as part of their studies in Scandinavistics. The two students are familiar with the German culture and well aware of the legends and the myths about Sweden which are distributed via German media. At the same time, they are shaping new images of Sweden in the didactic interaction with the teachers. The study indicates that the encounter with a foreign culture requires readiness to question even what seems to be self-evident. Hence, the study proposes an intertextual approach when using texts for studies in foreign languages. Only through a shift of perspectives are we able to see the world from a different angle.
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| 16. |
- Lalander, Philip, et al.
(författare)
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Social mobilization or street crimes : Two strategies among young urban outcasts in contemporary Sweden
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 99-121
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with processes of marginalization and patterns of segregation in contemporary Sweden, which have transformed the former welfare state towards increased segregation and inequality between different social groups. Two ethnographic studies on young men living in stigmatized metropolitan areas are used in discussion and analysis. During the 1990s we could see the birth and growth of new forms of poverty in multi-ethnic suburbs of the metropolitan districts of Sweden. During the last two decades, youth subcultures oriented towards Reggae and Hip hop have grown and attracted many young people in these metropolitan areas. This article focuses on how two youth collectives in two metropolitan areas developed different strategies to cope with discrimination, second class citizenship and territorial stigmatization. In both these collectives it is possible so see how informal learning processes, embedded in cultural praxis of the youth groups and empowered by a connection to African-American music cultures, enable these groups and individuals to express themselves. The youth collective in one suburbs articulates a social and political criticism that could be compared to the cultural aspirations of the labour movement in the early part of the last century. The youth from the other neighbourhood have a strong fascination with criminal out-law culture and do not articulate themselves in the same way as members of the other group. Still their cultural expressions must be understood as ways to deal with their positions as marginalized, immigrant youth.
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| 17. |
- Larsson, Hans, 1951-, et al.
(författare)
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Att utmana eller återskapa traditionen : sex skolors arbete med elever i relationssvårigheter
- 2012
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Ingår i: Educare. - Malmö : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 29-51
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Tidskriftsartikel (refereegranskat)abstract
- Being part of a decentralized system Swedish schools have a rather large possibility to shape their own activities. In the present article we analyze the activities of different schools, working with children who are considered to have problems relating to others. Four schools represent a traditional way to work with these children. In contrast, two additional schools present challenges towards this tradition. Specifically, the work of these two latter schools is focused. The analysis is built upon interviews with 3 persons in each school: the headmaster, one teacher and the special educational needs coordinator (the SENCO). The two groups of schools are compared with regard to a number of themes: organizational solutions, the importance of school leadership, the role of the “small group”, the role of the SENCOs, occupational development, preventive work, and relations. The two groups of schools differ with regard to all these themes. Finally we discuss the implications of the two different approaches.
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| 18. |
- Lembrér, Dorota, et al.
(författare)
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Socialisation tensions in the Swedish preschool curriculum : the case of mathematics
- 2014
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; 2014:2, s. 82-98
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, where almost all children attend preschool, preschools are significant sites of socialisation. Therefore, there is a need to investigate how this socialisation may be affected by implementation of a revised curriculum. The changes in preschool curriculum are an indication of how schoolification is influencing Early Years education. This is because preschool teachers and work teams use the curriculum to plan activities for children who will be socialised by participating in these activities. This article investigates the goals and guidelines in the revised preschool curriculum and considers how an increased emphasis in those related to mathematics may affect the kind of socialisation children could gain. The goals and guidelines support teachers’ pedagogical practices and hence are worth investigating. The concepts of being and becoming are used to consider how the goals and guidelines position children as having or needing to gain norms and values, skills and knowledge. Consequently, they are considered to need to acquire the skills to perform as members of their society or as knowledgeable participants when constructing their everyday lives in preschool. The goals and guidelines related to mathematics emphasise children’s becoming, and thus their incompleteness. This results in less opportunity for teachers to perceive children as having relevant experience and skills to contribute to activities and to produce creative cultural understanding. Consequently, the schoolification of the preschool curriculum through the increased emphasis in the goals and guidelines for school subjects is likely to affect the kinds of activities that preschool teachers plan and provide to children, and thus the kind of socialisation they receive in preschool.
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| 19. |
- Lindbäck, Jonas, et al.
(författare)
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Från förorten till innerstaden och tillbaka igen - gymnasieskolan, valfriheten och den segregerade staden
- 2012
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Ingår i: Educare. - : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-78
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Tidskriftsartikel (refereegranskat)abstract
- The freedom to choose which school you want to attend in the Swedish school system can be understood as an opportunity to overcome the urban segregation. Each year there are pupils from the suburb of Beryd in Gothenburg, who choose to leave their suburb to attend an upper secondary school in the inner city. But several of these pupils choose to return to the upper secondary school in Beryd. The aim of this article was to study why these pupils choose to leave Beryd, and why they return. Through interviews with ten pupils at Berydsgymnasiet we examined how the shift between the suburb and the inner city raised questions concerning identity, place and belonging. The study shows how the pupils encounter with the inner city schools is connected with a strong feeling of alienation and non-belonging, an experience that is highly related to the segregated and hierarchically structured urban space.
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| 20. |
- Lindgren, Monica, 1958, et al.
(författare)
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Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen
- 2013
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Ingår i: EDUCARE VETENSKAPLIGA SKRIFTER. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2013:1:1, s. 7-40
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual produc-tion exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally bal-anced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.
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