SwePub - sökning: L773:2004 5190

Numrering	Referens	Omslagsbild	Hitta
1.	Adelmann, Kent (författare) Lyssnandets århundrade? Att lyssna på den talande boken 2011 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 43-64 Tidskriftsartikel (refereegranskat)abstract The purpose of this study is to contribute to the knowledge about the importance of listening in modern sound technology and the importance of tradition in reception analysis of literary conversations. The object of inquiry is The poetics of the talking book, a dissertation about how different groups of listeners understand the reception of audio books in literary conversations. The problem explored is: What is the significance of listening in this dissertation? This text analysis has two points of departure. The first point of departure concerns the language used in the dissertation. Results from the study show that the language used is mainly influenced by literary reception and reader response theory, and is therefore misleading to the reader when it comes to listening reception of the talking book. The second point of departure concerns the analytical conceptions used in the dissertation. Results from the study show that the conceptions used comes solely from literary reception and reader response theory, which means that the authors twelve references from listening reception and listening theory are never used in the analysis. The conclusion is that the dissertation seems to be a contradictory representation of a modern expression of audio books, listening research and sound technology and, at the same time, a traditional expression of the western tradition, dominating discourse and literature reception.
2.	Asp-Onsjö, Lisa (författare) Dokumentation, styrning och kontroll i den svenska skolan 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 39-56 Tidskriftsartikel (refereegranskat)abstract Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.
3.	Avery, Helen (författare) Lärares språkbruk i tvåspråkiga klassrum 2011 Ingår i: Educare - Vetenskapliga Skrifter. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 145-175 Tidskriftsartikel (refereegranskat)abstract The article presents results of a study made in the context of introducing bilingual instruction in Swedish and Arabic. Classroom interaction was videotaped in grades one to four at two urban schools. Based on the video material, an inventory was made of how Arabic was used by the bilingual teachers, and how it related to the corresponding Swedish content. Simplified language use, code-switching and relations between use of Arabic and Swedish were analysed with respect to potential impact on learning affordances. Results indicate that, despite the introduction of bilingual instruction, Swedish still appeared as the dominant school language. Subject matter was frequently introduced in Swedish and then translated into Arabic. Considering that the schoolchildren were bilingual, many of the translations became repetitive rather than explanatory. Arabic syntax in teacher presentations was simplified. Frequent code-switching within utterances further contributed to simplifying both syntax and content. In other instances, however, open questions and relating written forms to their own expressions developed the pupils’ skills in Arabic. Involving the pupils’ personal experience increased engagement and motivation.
4.	Axelsson, Thom (författare) Att konstruera begåvning - debatten om IQ 2012 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :1, s. 7-28 Tidskriftsartikel (refereegranskat)abstract Throughout the 20th century, the nature of intelligence has been a hot topic and an intensely debated issue. It is the measuring and testing of intelligence, in particular, that has aroused the strongest reactions from defenders and protesters alike. The discussion on intelligence tests have frequently revolved around questions such as whether these tests will lead to an increased social mobility and liberation or, on the contrary, to exclusion and discrimination of certain groups. The focus of the present article, however, is not the consequences of intelligence testing but rather the debate concerning the testing within the research community. This debate is approached from three different perspectives: a historical perspective, a psychological perspective, and a perspective allowed for by discourse analysis. Having done this, I discuss one other tentative way of dealing with intelligence testing that does not necessarily have to involve narratives of liberation or of oppression. This is done with the help of Michel Foucault’s concept ‘governmentality’.
5.	Bevemyr, Mats, 1964- (författare) Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn 2014 Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; :2, s. 63-87 Tidskriftsartikel (refereegranskat)abstract In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts.
6.	Dahl, Jonas, 1970-, et al. (författare) The citizen in light of the curriculum 2013 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 27-43 Tidskriftsartikel (refereegranskat)abstract In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.
7.	Foisack, Elsa, et al. (författare) Matematikprestationer och elever med dövhet eller hörselnedsättning 2013 Ingår i: Educare. - : Lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 68-92 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract The mathematics performance of Swedish deaf and hard‐of‐hearing students was compared to that of hearing students to relate the situation in Sweden to recent international research results. Quantitative analysis of performance on the national subject test in mathematics and questionnaire on demographic variables for the deaf and hard‐of ‐hearing students were used. Analyses showed significant differences overall between deaf and hard‐ofhearing students and their hearing counterparts, but more importantly, gave insight into specific areas in which deaf and hard‐of‐hearing students may succeed or falter. In the study no significant differences in mathematics performance appeared between the deaf and hard‐of‐hearing students if sign language or spoken language was used as the language of instruction. No significant differences appeared depending on investigated background variables between the two groups, students mainly taught in sign language (class for the deaf) and students mainly taught in spoken language (class for the hard‐of‐ hearing). Demographic variables investigated were students’ gender, hearing status, additional functional disability, born is Sweden or not as well as parents’ hearing status, level of education, born is Sweden or not. The study serves as a basis for further investigations to develop deaf and hard‐of‐hearing students’ performance in mathematics.
8.	Hermansson, Carina, 1965-, et al. (författare) Rethinking 'Method' in Early Childhood Writing Education 2014 Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; 2, s. 121-145 Tidskriftsartikel (refereegranskat)abstract This article describes how the process of writing a fictional narrative, “My Story”, transforms and emerges over a period of five days in a Swedish early childhood classroom. Our purpose is to explore and describe how this method-driven writing project emerge in relation to material and discursive conditions, and to provide an empirically based understanding of the forces, flows and processes at work. This entails understanding processes of writing as an effect of complex relationships between the individual (the teacher and the student), the learning outcome, the affect, the talk, the motion, the body and the material. The results show how the writing project on some occasions come to a stop, sometimes take new directions or activate unforeseen affects and open for new becomings. The article also discusses how methods on the one hand has an explicit and formalized side, possible to articulate and predict. But on the other hand, is embedded in and driven by affects that changes both the method, the text production and the writing-learning subject. The article ends with a discussion of implications and possibilities understanding teaching methods of writing as dynamic processes that continually open for a variety of assemblages, flows and forces.
9.	Hillbur, Per (författare) Good to Be Different? : On Cosmopolitanism, Pluralism and 'the Good Child' in Swedish Educational Policy 2013 Ingår i: Educare. - : Malmö universitet, Fakulteten för lärande och samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 9-26 Tidskriftsartikel (refereegranskat)abstract Being a part of a larger project on subject positions of the child in policy documents and teaching materials, this article focuses on the role of undecidables in the fabrication of the so-called good child in the Swedish curriculum for the compulsory school. Within a framework of governmentality, the curriculum represents technologies of government, providing an undecidable terrain open for interpretation and decisions by subjects. Through the lens of education for sustainable development, I have selected five school subjects of particular interest for analysis: biology, civics, geography, home and consumer studies, and physical education and health. By focusing on the undecidable olika, meaning ‘different’, in the five syllabi, a pattern of features designating the good child emerges: (1) science-based categorization, (2) the lifelong learner, (3) the informed consumer, and (4) celebration of diversity. These four features represent a political rationale characterised by a contradictory amalgamation of cosmopolitanism and value pluralism. In combination with an increased emphasis on measurement and assessment in Swedish education, this reinforces abjection processes in school, separating ‘the good child’ and ’the child left behind’.
10.	Johansson, Thomas (författare) Etnografi som teori, metod och livsstil 2010 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 7-29 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.
11.	Kolfjord, Ingela (författare) En skolas implementering av kamratmedling 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 77-97 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.
12.	Källström, Lisa, 1970- (författare) Vad kan vi lära oss av berättelser? : De fiktivas funktion i svenska som främmande språk 2011 Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 139-161 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.
13.	Lalander, Philip, et al. (författare) Social mobilization or street crimes : Two strategies among young urban outcasts in contemporary Sweden 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 99-121 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.
14.	Larsson, Hans, 1951-, et al. (författare) Att utmana eller återskapa traditionen : sex skolors arbete med elever i relationssvårigheter 2012 Ingår i: Educare. - Malmö : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 29-51 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.
15.	Lembrér, Dorota, et al. (författare) Socialisation tensions in the Swedish preschool curriculum : the case of mathematics 2014 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; 2014:2, s. 82-98 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.
16.	Lindbäck, Jonas, et al. (författare) Från förorten till innerstaden och tillbaka igen - gymnasieskolan, valfriheten och den segregerade staden 2012 Ingår i: Educare. - : Lärande och Samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-78 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.
17.	Lindgren, Monica, 1958, et al. (författare) Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen 2013 Ingår i: EDUCARE VETENSKAPLIGA SKRIFTER. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. ; 2013:1:1, s. 7-40 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.
18.	Lundblad, Thomas, et al. (författare) Dialogic manifestation of an augmented reality simulation 2013 Ingår i: EDUCARE. - Malmö : Fakulteten för lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; 2, s. 45-63 Tidskriftsartikel (refereegranskat)abstract In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles.The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer.The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.
19.	Löf, Camilla (författare) Didactics for life? 2014 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 147-172 Tidskriftsartikel (refereegranskat)abstract Drawing upon ethnographic fieldwork, this article explores how the national value system is organized in a Swedish compulsory school. With a starting point in ethnographic data, combined with video recordings in a 5th form class in a compulsory school in Malmö. Combining critical discourse analysis (Fairclough, 2010) with childhood sociology (Lee, 2001; James & Prout, 1997) I analyze local interpretations of the value system, when organized within the non-mandatory school subject Life Competence Education (Löf, 2011). A common feature in this subject is the ambition to establish a feeling of companionship and to strengthen togetherness among children through the teaching of this subject. In the task of strengthening togetherness within groups of children, the establishment of common values becomes central. In order to see how the teacher socializes children into discourses of companionship, I specifically emphasize which values are established in the drama exercises: Which is the view on children, teaching and learning permeating the work? What childhood is constituted through teaching? The results point out that the values and norms that are constructed in the local school practices, claimed to be part of the value system, are based on teacher’s own interpretations of what children need.
20.	Markström, Ann-Marie, 1956- (författare) "Soft governance" i förskolans utvecklingssamtal. 2011 Ingår i: Educare. - Malmö : Malmö högskola Fakulteten foer Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 57-75 Tidskriftsartikel (refereegranskat)abstract According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent. Keywords: assessment, parent-teacher conference, preschool, soft governance
21.	Månsson, Annika, et al. (författare) Democracy in research circles to enable new perspectives on early childhood education and didactics 2014 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; 10:2, s. 39-61 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to examine aspects of democracy derived from partici-pation in so-called research circles, and to discuss participatory and democratic ideas arising in those circles as they relate to perspectives on early childhood education. This paper draws its argument mainly from material recorded from two research circles — one on Gender and the other on New subject didactic challenges in preschool. The analysis was based on the separate data from the two research circles and on a comparison between them. It is a theoretically governed approach based on Klafki’s critical constructive didactics and Biesta’s critical discussion on education and democracy in relation to the rise of neolib-eralism. Larsson’s three aspects of democracy in relation to study circles have been used: equal participation, horizontal relations and knowledge that inform standpoints. The diversity between the circles resulted in variations concerning form and content that could be discussed as related to democracy aspects.
22.	Nielsen, Cecilia, 1944- (författare) Kroppen läser och skriver? : Läsningens och skrivandets kroppslighet i ljuset av Merleau-Pontys kroppsfilosofi 2011 Ingår i: Educare. 2011:1. - Malmö : Lärarutbildningen, Malmö högskola. - 9789171041258 ; , s. 65-90:1, s. 65-90 Bokkapitel (refereegranskat)abstract Reading and writing have been investigated from different perspectives. Depending on the perspective adopted, some aspects of the phenomena have become visible, while others have been ignored. One of these seldom highlighted aspects is the lived body, learning to read and write. In this article, I explore the phenomenological aspects of reading and writing. What do we see when we consider our embodied existence? Merleau-Ponty believes that man is an indivisible whole; the mind can neither be understood without the body, nor the body without the mind. What then are the consequences for our understanding of reading and writing when, in addition to aspects of skill, metacognition and learning in practice, account is also taken of the fact that we are lived bodies, situated in time and space? The findings from my doctorial thesis (Nielsen, 2005) serve to illustrate the discussion. Narratives from people with reading and writing difficulties show that the encounters with sign, words and text are a bodily encounter, as well as a mental one, facilitated by means of perception and motor activity. They also show that own time and personal space are important aspects of learning to read and write.
23.	Norlund, Anita (författare) ”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt verktyg för analys av klassrumsdebatter 2013 Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 35-62 Tidskriftsartikel (refereegranskat)abstract Debates, as the discursive curriculum activities they are, are occasionally arranged in classrooms. Here, the aim is to offer a tool for analyses of such activities. By adopting a sociological-didactical perspective, this article takes Basil Bernstein’s conceptual pair vertical and horizontal discourse as its starting point. The ‘vertical discourse’ is roughly speaking school-oriented whereas the ‘horizontal discourse’ is more often played out in informal contexts. These two central concepts will be specified in particular relation to the classroom debate as curricular content. Two contrasting authentic classroom debates were intentionally selected in order to try out the ana-lytical tool. Both the debates deal with the same topic, i. e. death penalty. The debates, however, also differ from each other; they are put into prac-tice in remarkably different ways and in different contexts, although they are both collected from, in a sociological perspective, supposedly less ad-vantaged areas. I argue that the tool offered is a needed and fruitful way of capturing what happens in classroom debates.
24.	Olsson Jers, Cecilia (författare) Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig framställning 2011 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 115-136 Tidskriftsartikel (refereegranskat)abstract Ethos is the part of a person’s identity he or she needs to be able to speak andwrite with credibility in different communicative situations. Ethos emergesthrough language, body, thought and action. In each context, we establish ourethos, at the same time as ethos paradoxically is a consequence of context.Ethos is closely related to the language and the expressions we use, and canuse, in various types of communication situations. The adolescents in this articlereport that they experience an imbalance between the teaching of writingand oral communication, although the rhetorical process is the same for writtenand oral compositions. However, the longitudinal analysis of the teachingprocess shows that the imbalance students experience is explained by the factthat the rhetorical process (intellectio, inventio, dispositio, elocutio, memoriaand actio / pronuntiatio) is treated differently in written and oral composition.Students are offered few opportunities to work on their preparations oralpresentation since the emphasis is rather on the practical performance - actio /pronuntiatio. This gives students more opportunities to establish ethos in frontof each other than to build ethos together with others.
25.	Palo, Annbritt, et al. (författare) Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska 2011 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2011:1, s. 91-113 Tidskriftsartikel (refereegranskat)
26.	Palo, Annbritt, et al. (författare) Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska 2011 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 91-113 Tidskriftsartikel (refereegranskat)abstract The Swedish school is facing a number of structural and didactic changes. New syllabi have been adopted for the compulsory and the upper secondary school, as well as a new grading system. The aim of this article is threefold. Firstly, we aim to present previous research concerning the teaching of language and writing. Secondly, we aim to analyse the new syllabi in Swedish. Finally, we aim to problematize and discuss these syllabi in the light of previous research. The new syllabi show a progression in the teaching of language and writing, where the indicated text production among the youngest pupils is related to the everyday domain, and the indicated text production for older pupils gradually change into the specialized and the critical/reflexive domains. The article discusses the slight asymmetry between the general objectives for Swedish as a school subject, the central content as it is presented in the syllabi and the assessment criteria in the syllabi for the upper secondary school.
27.	Persson, Magnus (författare) Blåst? Från kulturindustriell manipulation till entreprenöriellt lärande 2014 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :1, s. 32-55 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to highlight and critically discuss three theoretical fields which have paid close attention to the relationship between culture, the market economy and learning: the critical theory of Adorno and Horkheimer, cultural studies, and theories of entrepreneurship education. In all these fields there are strong notions about how people actually use culture and, sometimes, also an interest in its implications for learning. I will pay special attention to whether the theories construct the consumer of culture by way of dichotomies and value hierarchies, in order to make a plea for a more nuanced and anti-dualistic approach to the question of the uses of culture and its potentials for learning.
28.	Persson, Magnus (författare) Den friska boken och den sjuka läsaren : Om litteratur som medicin 2011 Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :1, s. 11-42 Tidskriftsartikel (refereegranskat)abstract Central agents of the institution of literature (critics, authors, scholars) find it increasingly hard to explain why reading literature is important. This leaves the field open for other interests to legitimize what was once a core value in education and the wider public sphere. One example of this is the increased interest in the potential health effects of producing and consuming culture, including the reading and writing of literature. This article targets the phenomenon of bibliotherapy, i.e. a field and practice concerned with how literature can function as a kind of medicine, thus making the reader healthier, more harmonious etc. Three examples are scrutinized: a popular introduction to bibliotherapy from the early 60s, an anthology from 2004 with a wide range of contributors, from researchers to psychiatrists, and, finally, a “therapeutic diary” from 2010 by the famous Swedish pop singer Caroline af Ugglas and the poet and psychoanalyst Ulf Karl Olov Nilsson. What conceptions of literature and reading can be discerned in these texts? Which values and ideologies lie beneath the renewed interest in literature as a kind of medicine?
29.	Rosvall, Per-Åke, 1970- (författare) Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare? 2014 Ingår i: Educare. - Malmö : Malmö högskola. - 1653-1868 .- 2004-5190. - 9789171044938 ; :1, s. 56-76 Tidskriftsartikel (refereegranskat)abstract There have been many attempts to reform the Swedish education system inorder to reduce the size of the gaps between different upper secondaryschool programmes. These have included changes in teachers’ responsibilitiesand teacher education. Within an individual school, teachers of Swedish lan-‐guage, English and mathematics may teach students of both vocational andfurther study preparation programmes. However, an analysis of new teach-‐ers’ experiences and the organization of teacher teams at one school, ApelSchool, suggests that despite these reforms, some traditional preferenceshave persisted. Notably, teachers of the subjects listed above had clear hier-‐archical preferences regarding the school’s various teacher teams. Very fewteachers were keen to join teams that were involved with a vocational pro-‐gramme. This arguably put both newer teachers and vocational programmestudents into particularly vulnerable situations because the new teacherswere assigned to the less-‐preferred vocational programme teams but notprovided with adequate support from more experienced teachers. Vocationalstudents were more likely to have their teachers replaced as their old teach-‐ers advanced within the hierarchy. It is concluded that head teachers need todistribute new and experienced teachers in teacher teams more evenly eventhough experienced teachers express resistance.
30.	Ryan, Patrick J. (författare) Discursive Tensions on the Landscape of Modern Childhood 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 11-38 Tidskriftsartikel (refereegranskat)abstract This text was delivered as a plenary lecture at the conference Barndom och ungdom i förändring (Childhood and Youth in Transition: Discipline and unrest in the modern welfare state) on October 29, 2010 at Malmo University, Sweden. It offers a diagram for visualizing modern childhood as a product of the discursive tensions between four dominant figures: the conditioned child, the authentic child, the developing child, and the political child. The lecture focuses on the creative dynamics between conditioning and authenticity as they appeared in the 17th through the 19th-centuries in Anglo-American discourse. It argues that a search for the conditions of authenticity through childhood became manifest in the disciplinary practices of institutions for children’s education and care. The resulting generative tensions were important for constructing the landscape of modern childhood as a whole. Finally, it suggests that the tensions between romantic authenticity and rational conditioning continue to provide a significant discursive framework for contemporary child rights talk.
31.	Salameh, Eva-Kristina (författare) Grammatisk och fonologisk utveckling på svenska och arabiska vid tvåspråkig undervisning 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 177-203 Tidskriftsartikel (refereegranskat)abstract Swedish-Arabic pupils, who received instruction in both languages, were assessed longitudinally in Swedish and Arabic during the three first years of primary school. Altogether 189 assessments of the pupils’ grammatical development and 80 assessments regarding phonological development were carried out. The assessment instruments used were tandem tests generating comparable results in both languages. Tests based on a second language theory, Processability Theory, were used for grammatical assessment. For phonological assessment tests regarding phonological awareness and repetition of non-words were employed. All pupils developed grammatically as anticipated in both languages, although the grammatical development in their second language Swedish was somewhat slower for some pupils than predicted by Processability Theory. The results underscore the importance of a sufficient exposure to both languages. Phonological awareness was well developed in both languages, which was also expected since access to two or more phonological systems enhances the development of metalinguistic abilities.
32.	Salameh, Eva-Kristina (författare) Lexikal utveckling på svenska och arabiska vid tvåspråkig undervisning 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 205-225 Tidskriftsartikel (refereegranskat)abstract Swedish-Arabic pupils in the fourth grade of primary school 4 (n=16), who had received instruction in Swedish and Arabic, were assessed regarding lexical skills in both languages. For a comparison results were used from Swedish-Arabic pupils in a control group (n=33) from the same ethnically diverse area, but who had only received instruction in Swedish. Lexical size was measured with a comprehension test in Swedish and Arabic, while lexical organization was investigated with an association test in both languages. A majority of hierarchically based responses were considered to reflect a more hierarchical lexical organisation. A significantly higher proportion of pupils who received bilingual instruction displayed a hierarchical lexical organization in both languages, compared to the control group. A more hierarchically based lexical organisation did not correlate with lexical size, which is in accordance with earlier research. The results underscore the importance of providing bilingual children with instruction in both languages in order to enhance lexical development in both languages, and the need to identify factors contributing to academic achievements for bilingual children.
33.	Sandell, Anna (författare) "Vi förstår, du behöver inte översätta" : Elevperspektiv på tvåspråkig undervisning i den svenska skolan 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 119-144 Tidskriftsartikel (refereegranskat)abstract The overall aim of this article is to contribute with a pupils’ perspective on bilingual education, as well as their views on the mother tongue teachers who taught them. 1 Swedish schools are exploring bilingual education because pupils with migration background do not perform as well as pupils with non-migration background. Beside the reason of employing mother tongue teachers for language support, earlier research suggests three dominating motives for employing teachers with migration backgrounds: supporting school success, creating role models, and bridging the gap between families and school. The empirical study consists of interviews with nine pupils in a class of 19, contextualized by a few weeks spent in their class. Results suggest that from the pupils’ perspective the mother tongue teacher does not add anything besides the language support. However, pupils are clear about these teachers’ importance for language development, and thereby their own school development. Furthermore they feel that knowledge development only takes place when classes are held in Swedish. It thus appears that schools have failed to convey that the mother tongue is just as important for the pupils as Swedish. A key conclusion is that schools need to enhance the status of different languages within the school context.
34.	Sernhede, Ove, et al. (författare) Förord 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 7-10 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Artikeln utgör ett förord till ett antal artiklar baserade på presen tationer på konferensen Välfärdstat i omvandling: reglerad barndom - oregerlig ungdom?
35.	Söderman, Johan (författare) Vem är egentligen expert? Hiphop som utbildningspolitik och progressiv pedagogik i USA 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 123-150 Tidskriftsartikel (refereegranskat)abstract Who is the expert? Hip-hop as university politics and progressive education. Since hip-hop started over 35 years ago in New York, it has been associated with social activism and education. Accordingly, it is not surprising that academic institutions in universities and K-12 schools are interested in hip-hop with regards to the history of this street culture. This article's aim is to highlight this “hip-hop academization” and analyze the academization processes. The research questions are: How is hip-hop legitimized in official webpage texts? Who is the expert and what is at stake? What symbolic fights are going on between pioneers of the culture and academics? How do hip-hop scholars talk about the academization? The theoretical framework stems from sociologist Pierre Bourdieu, including his work within cultural fields and capital forms. The empirical data, which has been collected with an ethnographical approach, are webpage texts, observations, recordings from academic events concerned with hip-hop and individual interviews with hip-hop scholars in New York City during 2010. The results show how hip-hop at the university is an attractive label and a door-opener for the scholars, but at the same time how hip-hop is regarded as low-culture within the university. Finally, the data shows how the pioneers of hip hop construct the scholars as outsiders in order to maintain themselves as foremost experts of the culture.
36.	Tengberg, Michael, 1978- (författare) Konstruktion och bedömning av förmågan att läsa (och förstå) skönlitterär text. : Två nedslag i det nationella provets läsförståelsedel, åk 9. 2014 Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :1, s. 79-97 Tidskriftsartikel (refereegranskat)abstract This article discusses the validity of reading comprehension measurements in the 9th grade national assessments of Swedish. It argues for the necessity of establishing suitable construct definitions of reading comprehension before any valid inferences are to be made from students’ test results. Theory of assessment and theory of literary response are drawn upon in order to analyze, on item level, the way in which good reading comprehension is repre-‐sented in the test. The results demonstrate two different types of shortcomings related first of all to inadequate construct definitions. The first problem is the narrow perspective from which acceptable interpretations in student’s literary responses are defined. The second problem is the priority given to quantitative over qualitative facets when assessing students’ constructed responses.
37.	Tvingstedt, Anna-Lena (författare) Avslutande reflexioner 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 267-276 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
38.	Tvingstedt, Anna-Lena (författare) ”Barnen talar två språk och har två kulturer” : Föräldraperspektiv på tvåspråkig undervisning 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 81-117 Tidskriftsartikel (refereegranskat)abstract Cooperation between school and home is one of the cornerstones in school policies in Sweden, as well as internationally. During the last decades, questions of parental influence and the freedom to choose schools have come to the fore. The importance of well-functioning cooperation between school and home, aiming to support school performance and improve the pupils’ results, is another issue which has been stressed in policy, as well as in research. When implementing a major change, such as developing bilingual education, it is important to have the support and cooperation of the parents. In this paper the views of parents of pupils who received bilingual education in Arabic and Swedish are presented. Data was collected in questionnaires. In addition to information concerning the educational and linguistic background of the family, the parents gave their views on bilingual education in general, and on the bilingual education their children received, in particular. The parents appreciated the bilingual education and emphasized the importance of both mother tongue and Swedish for their children. They regarded bilingualism as an asset and wanted their children to become bilingual and bicultural.
39.	Tvingstedt, Anna-Lena (författare) Inledning 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 7-18 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
40.	Tvingstedt, Anna-Lena, et al. (författare) Läs- och kunskapsutveckling hos elever som fått tvåspråkig undervisning på svenska och arabiska 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 227-266 Tidskriftsartikel (refereegranskat)abstract The article explores reading and knowledge development in pupils receiving bilingual instruction in Swedish and Arabic during their first five school years. Attempts are also made to compare their reading level in Arabic and Swedish. Reading development has been documented by assessment materials generally used in schools, complemented with reading-tests in both languages. In addition the pupils’ results on the mandatory national tests assessing goal attainment in primary school years 3 and 5 are presented and compared to the results of Arabic speaking and other multilingual pupils at the same schools, who did not receive bilingual instruction. Findings show that the pupils from the bilingual classes mostly performed at the same level as pupils educated in Swedish only. They were slightly but seldom significantly behind in reading Swedish but many were proficient in reading Arabic as well. Certain differences in performance are discussed but the material does not permit to draw conclusions concerning the consequences of bilingual education. Other factors and circumstances affecting school performance need to be considered.
41.	Wigerfelt, Berit, et al. (författare) Balansgång mellan två språk. Lärares berättelser om tvåspråkig undervisning på svenska och arabiska 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 53-79 Tidskriftsartikel (refereegranskat)abstract The article aims to examine how teachers involved in bilingual education in Swedish and Arabic perceived and handled this activity. In many ways, the educational situation in the bilingual classes was demanding. Initially, there were no written, clear goals or guidelines and the teachers had to find their own ways to manage the classroom. One complication was that the two teachers would be teaching the same subject matter to the class, and that they would be teaching alongside each other which required a high degree of joint planning. The Swedish teachers were also assigned new roles as teachers. Instead of being in the focus of teaching in class, they now had to stand back. They had to deal with the fact that they did not understand what the bilingual teachers told pupils in Arabic. According to the teachers, many of the pupils increased their self-confidence and self-esteem and it was positive to see that the pupils now had access to two languages which they could switch between. The article additionally highlights how various discourses on language influenced bilingual teaching in the district.
42.	Wigerfelt, Berit (författare) Undervisning på svenska och arabiska tar form i ett mångetniskt område 2011 Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 19-52 Tidskriftsartikel (refereegranskat)abstract This article aims to examine the development of bilingual education in Swedish and Arabic, in a multicultural neighbourhood in Malmo, as seen from the perspective of some of the school leaders who were involved in the process. What have the school leaders experienced as positive or problematic in the years of bilingual education? How were the various discourses on bilingual education expressed in school practice? In addition to interviews with responsible school leaders, the article analyses various policy documents and language syllabi that provide guidelines for school activities. Another aim is to examine different discourses on language expressed in a media debate about bilingual education in Swedish and Arabic that took place at the time of the project. This media debate had a noticeable impact on school practice. Even though the school leaders overall expressed positive attitudes towards bilingual education, they were influenced by other discourses as well. For example, they mainly justified bilingual education by the argument that it would improve the pupils’ command of Swedish and that they would hopefully achieve better marks and goal attainment. That the pupils would become bilingual was not put forward as a major aim. Initially, the school leaders were highly positive to the results of bilingual education, but slowly discovered that there were some obstacles. They were consequently obliged to gradually modify the bilingual model which was applied in their schools.

Skapa referenser, mejla, bekava och länka

Länka till träfflistan

Träfflista för sökning "L773:2004 5190 srt2:(2010-2014)"

Avgränsa träffmängd

År