| 1. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Friluftsliv, health and quality of life : About friluftsliv as a method for health
- 2021
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Ingår i: Friluftsliv explored. - Linköping : Linköping University Electronic Press. - 9789179290658 - 9789179290665 ; , s. 203-216
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Friluftsliv explored doesn’t only include nature knowledge, techniques in the outdoors and outdoor pedagogics but also covers ecology, human ecology, geography, environmental and societal questions, history, health, biology, craft and lots of practical activities -both for urban and rural friluftsliv. In this translation to English of the revised fifth edition of the Swedish book there are many activities and the text is suitable for the modern day. Friluftsliv embraces the feeling around the campfire, paddling along winding rivers and walking towards the distant blue mountains. But, it is also to whittle a stick, to remember your waterproofs and to find your way home. Knowledge emerges when you combine imagination with facts and the glint in your eyes, using all our outdoor environments: forests, water, the coast, mountains and the nature close at hand. Emotion is to swim in crystal clear water far out in the archipelago and to see the clouds gliding across the sky. But also, to be able to present other sides of yourself, to be fascinated by your own body, the struggling ant and the sight of frost on trees. Quality of life is to experience friluftsliv – as it happens!
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| 2. |
- Öhman, Johan, 1961-, et al.
(författare)
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Outdoor recreation in exergames : a new step in the detachment from nature?
- 2016
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 16:4, s. 285-302
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Tidskriftsartikel (refereegranskat)abstract
- A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).
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| 3. |
- Öhman, Johan, 1961-, et al.
(författare)
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Participatory approach in practice : an analysis of student discussions about climate change
- 2013
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 19:3, s. 324-341
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Tidskriftsartikel (refereegranskat)abstract
- Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.
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| 4. |
- Öhman, Marie, 1958-, et al.
(författare)
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Harmoni eller konflikt? en fallstudie av meningsinnehållet i utbildning för hållbar utveckling
- 2012
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Ingår i: NorDiNa. - Oslo, Norway : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 8:1, s. 59-72
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Tidskriftsartikel (refereegranskat)abstract
- Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectivesthat have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concreteschool practice. The present study is a case study and investigates two classes of Swedish upper secondarystudents presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspiredfrom pragmatic discourse analysis is used. The findings show how the students in their language usageconstitute a harmony perspective on sustainable development. The results and implications forteaching and learning are finally discussed.
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| 5. |
- Öhman, Marie, 1958-, et al.
(författare)
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Power and governance in environmental and sustainability education practice
- 2019. - 1
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Ingår i: Sustainable development teaching. - Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability : Routledge. - 9780815357537 - 9781351124348 ; , s. 185-193
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.
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| 6. |
- Almqvist, Jonas, et al.
(författare)
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How Wii teach Physical Education and Health
- 2014
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Konferensbidrag (refereegranskat)abstract
- BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
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| 7. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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How Wii Teach Physical Education and Health
- 2016
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Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
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| 8. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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What do Wii teach in PE?
- 2012
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Ingår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All.
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Konferensbidrag (refereegranskat)abstract
- In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.ReferencesAlmqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: RoutledgeFoucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books.Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.
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| 9. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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I am sailing : towards a transactional analysis of 'body techniques'
- 2015
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Ingår i: Sport, Education and Society. - Abingdon, England : Routledge. - 1357-3322 .- 1470-1243. ; 20:6, s. 722-740
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Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James’ radical empiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’ concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.
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| 10. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Physical education teaching as a caring act : techniques of bodily touch and the paradox of caring
- 2018
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 23:6, s. 591-606
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we investigate “no touch policies” as a practical teacher concern that includes the body as a location, a source, and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests, and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary, and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; 1) Security touch, which is characterized by intentions to handle the fragile; 2) Denoting touch, which is characterized by intentions to handle learning content; 3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.
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| 11. |
- Blomberg, Karin, 1970-, et al.
(författare)
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Physical touch in nursing and nursing education – an integrative review
- 2020
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Physical touch is a basic need of all people, regardless of age or life situation. It can provide security, well-being and belonging. But negative perceived physical touch can generate emotions such as fear, vulnerability and perceived as violations. As a consequent of the #metoo movement in the fall of 2017, it’s a risk that physical contact and especially physical touch are avoided by professions where it’s central. For example, in the context of education, studies show that sports teachers in many countries have become more cautious and avoid having physical contact with students due not to being misinterpreted as negative touch (Fletcher, 2013; Öhman, 2016; Piper, Garratt & Taylor, 2013). In healthcare, caregivers who use physical touch in their work with disabled and elderly people have also become insecure and worried that they may be misunderstood (Bergstrand, 2018). A review shows that healthcare professionals see physical touch as part of the work but want to be the initiator of the contact, not that it should be initiated by the patients (Kelly et al. 2018).The use of physical touch in healthcare is also affected by the need to avoid contamination and widespread of infections agents, a question with extra relevance in the light of the Covid-19 pandemic.There is currently a lack of knowledge about how physical touch is experienced and used. As a first step is to increase the knowledge and understanding of how physical touch is experienced and used in healthcare by mapping studies explored physical touch both in daily care but also from the perspective of nursing students. With increased knowledge, a basis for developing interventions/teaching modules can be generated.
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| 12. |
- Caldeborg, Annica, 1973-
(författare)
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Intergenerational touch in PE : a student perspective
- 2018
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the research field of intergenerational touch in Physical Education (PE). Previous research in the field have mainly been conducted from a teacher’s perspective and has shown that teachers of PE have become more cautious about using physical contact in recent years. The reasons for this more cautious attitude concerning physical contact is above all, the risk f being falsely suspected of sexual harassment. Previous research has, in a general way, also shown that physical contact in PE is a gendered issue with heteronormative points of departure The overall aim of this thesis is to investigate intergenerational touch in PE from a student perspective. More specifically the aims are to investigate physical contact between teachers and students in PE from a student perspective (paper I), and to investigate which discursive resources students draw on to conceptualize physical contact between teacher and student in PE in relation to heteronormativity (paper II). Six focus group interviews using photo elicitation have been conducted with students at an upper secondary school in Sweden. In paper I it is the concept of the didactic contract that is the theoretical starting point. The results show that, generally, the students support physical contact as a pedagogical tool if the physical contact has a good purpose according to the students. An implicit didactic contract is formed when student and teacher agree on when, how or why physical contact is used as a pedagogical tool. In paper II, the theoretical inspiration comes from Foucault and his work with discourses. The results show that the students’ talk is colored by the heteronormative discourse in society. This is especially expressed when young female students talk about male PE teachers. Heteronormativity is taken for granted and is not really challenged. Students generally support physical contact as a pedagogical tool in PE, however it is a very complex issue and puts high demands on PE teachers’ professionalism.
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| 13. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Intergenerational touch in PE : a question of heterosexual norms
- 2017
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Konferensbidrag (refereegranskat)abstract
- Introduction: The overall interest in this paper is experiences of intergenerational touch in the school subject physical education (PE). The study focuses on students’ experiences of physical contact in PE practice. The study’s motive is based on previous research, which reveals that PE teachers have become more anxious and cautious in their approaches to students in terms of touching. Many teachers avoid physical touch or other behaviour with students that could be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). As yet, very little is known about students’ experiences of physical contact in PE practice, making research in this area imperative.Method: The study draws on interview data collected from 6 focus group interviews with 18 students and takes its starting point in a discourse-analytical tradition using a Foucauldian framework (Foucault, 1978/1991).Results: The results show that the students experience physical contact from a heterosexual norm. One aspect of this is the students’ view on male and female PE teachers. In this perspective male teachers are more often suspected of sexual harassment than female. Additionally, the student’s express sympathy for male teachers because of that. Another aspect of this is the students’ view on students. They express that female students are more vulnerable and at risk of being subjected to abuse than male students.Conclusions: In the prevailing moral discourse, physical contact is often seen in sexual terms. Educational environments that have become sexualized in this way hamper teachers’ pedagogical work and are not conducive to students’ learning, development or growth. When physical touch is sexualized, teachers risk being accused of molestation, at the same time students may also become fearful of being molested. In the students’ experiences of intergenerational touch a heterosexual perspective prevails, which puts pressure on foremost male PE teachers and female students.ReferencesFletcher, S. (2013). Touching practive and physical education: deconstruction of a contemporary mpral panic. Sport, Education and Society, 5, ss. 694-709. doi:10.1080/13573322.2013.774272Foucault, M. (1978/1991). Governmentality. i G. Burchell, C. Gordon, & P. Miller (Red.), Governmentality, The Foucault effect. Studies in Governmentality (ss. 87-104). Chicago: The University of Chicago Press.Piper, H., Garratt, D., & Taylor, B. (2013). Child abuse, child protection and defensive 'touch' in PE teaching and sports coaching. Sport, Education and Society, 5, ss. 583-598. doi:10.1080/13573322.2012.735653Öhman, M. (2016). Losing touch - Teachers' self-regulation in physical education. European Physical Education Review, ss. 1-14. doi:10.1177/1356336X15622159
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| 14. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Intergenerational touch in PE : a question of heterosexual norms and their consequences
- 2018
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Konferensbidrag (refereegranskat)abstract
- Introduction: The overall interest in this paper is student perspectives of intergenerational touch in physical education (PE), more specifically (1) if and how the students talk about physical contact in relation to heteronormativity in PE, and (2) the consequences of the students talk, for teachers, students and subject content. The study’s motive is based on previous research, revealing that PE teachers have become more anxious and cautious in their approaches to students in terms of touching. Many teachers avoid physical contact with students since it can be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). In addition, previous research has shown that people are, in general, heavily invested in heterosexually inflected gendered identities, in society as a whole (Butler, 1990; Cockburn & Clarke, 2002; Paechter, 2017). As yet, very little is known about students’ perspective on intergenerational touch in PE in relation to heteronormativity, making research in this area important. Method: The study draws on interview data collected from 6 focus group interviews with 18 students and takes its starting point in a discourse-analytical tradition using a Foucauldian framework (Foucault, 1978/1991). Further on, a didactical framework, specifically the didactic triangle (Gundem, 2011), is used to discuss the consequences of the students’ talk.Results: The results show that the students for the most part support physical contact as a pedagogical tool. However, their talk is often heteronormative, which is shown in three themes. Firstly, the students agree that there is a growing tension between male teachers and female students, when girls go from being children to becoming women. Secondly, the students express the need to be wary of men, in general, and thirdly, foremost female students feel sympathy for male teachers, for their exposed situation of being potentially suspected of improper behavior. The consequences of the students’ talk is mainly that male teachers and female students are under more pressure than others in terms of physical contact in PE.Conclusions: In the prevailing moral discourse, physical contact is often seen in (hetero) sexual terms. Educational environments that have become sexualized in this way hamper teachers’ pedagogical work and are not conducive to students’ learning or development. When physical touch is sexualized, teachers risk being accused of molestation, at the same time students may also become fearful of being molested. A heterosexual perspective prevails in the students’ talk of intergenerational touch, putting pressure on foremost male PE teachers and female students.ReferencesButler, J. (1990). Gender Trouble. Feminism and the Subversion of Identity. RoutledgeCockburn, C. & Clarke, G. (2002). “Everybody’s looking at you!”: Girls negotiating the “Femininity deficit” they incur in physical education. Women’s Studies International Forum, 25:6, 651-665.Fletcher, S. (2013). Touching practice and physical education: deconstruction of a contemporary moral panic. Sport Education and Society, 18:5, 694-709.Foucault, M. (1978/1991). Governmentality. In G. Burchell, C. Gordon. & P. Miller (Eds.), Governmentality, The Foucault effect. Studies in Governmentality (pp. 87-104). Chicago: The University of Chicago Press.Gundem, B.B. (2011). Europeisk didaktikk, tenkning og viten. Oslo: UniversitetsforlageÖhman, M. (2016). Losing touch – Teachers’ self-regulation in physical education. European Physical Education Review, 1-14Paechter, C. (2017). Young children, gender and the heterosexual matrix. Discourse: Studies in the Cultural Politics of Education, 38:2, 277-291.Piper, H. Garrat, D. & Taylor, B. (2013) Child abuse, child protection and defensive ’touch’ in PE teaching and sports coaching. Sport, Education and Society, 5, 583-598.
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| 15. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Intergenerational touch in physical education in relation to heteronormativity : Female students’ perspectives
- 2020
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 26:2, s. 392-409
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Tidskriftsartikel (refereegranskat)abstract
- Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.
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| 16. |
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| 17. |
- Caldeborg, Annica, 1973-
(författare)
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Physical contact in physical education : New perspectives and future directions
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the research field of intergenerational touch in educational settings. Specifically, it is mainly the student perspective of physical contact between teachers and students in physical education (PE) that is of interest. In addition, a scoping review has also been conducted. The results are presented in four studies and offer different perspectives of physical contact in PE: students’ perspectives, students perspectives related to heteronormativity, immigrant students’ perspectives and a research field perspective. Two of the four studies that make up the thesis are analysed through the lens of the didactic contract, although a discourse analytical framework has also been used.The empirical data in Studies I-III consists of interviews with upper secondary school students, where photo elicitation has been used as a technique. The results suggest that students expect and appreciate physical contact in PE, as long as the purpose and intent of the physical contact is clear to the students. It is, however, evident that female students’ talk about physical contact can be related to heteronormativity. It is also shown that immigrant students take several negotiation aspects into consideration when determining whether or not physical contact is perceived as legitimate.The results of Study IV, the scoping review, indicate that research related to physical contact in educational settings centres around fears and anxieties among practitioners as a result of child safety and no touch guidelines. This has also had an effect on practitioners’ professional identity. In addition, the results centre around the functions and needs of physical contact as well as gender and cultural differences.The thesis contributes to the research field and to the teaching of PE by providing a student perspective on the issue of physical contact in PE, by its didactical reasoning and by discussing alternatives to the one-size-fitsall guidelines for appropriate and inappropriate touch.
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| 18. |
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| 19. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Physical contact in physical education, sports coaching and the preschool : a scoping review
- 2023
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:3, s. 326-340
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Forskningsöversikt (refereegranskat)abstract
- Physical contact between adults and children in educational setting has been a well debated subject in research over the past 20 years. Although physical contact is often regarded as an important pedagogical tool, it has given rise to an increased awareness amongst sports coaches, physical education and preschool teachers about the possible negative consequences of its use in these settings. The aim of this article is to map the current literature on physical contact inphysical education, sports coaching and the preschool and identify research gaps by means of a scoping review, i.e. after 20 years ofresearch in the field of intergenerational touch what can be said to be known in the field and what possible gaps are there in the research? The research questions are: (i) Which journals, countries, settings, theories and methods are represented in the research field? (ii) Which central themes and knowledge gaps can be identified? The results show that the research field has expanded significantly in the last 20 years, both in terms of the number of published articles, the number of countries represented in the research and the number of journals in which articles on the topic have been published. The central themes identified in the articles included in the review cover the following topics: fears related to physical contact, resistance, cultural differences, the functions and needs of physical contact and the professional identity of sports coaches, physical education and preschool teachers. It is concluded that studies that could lead the research field forward would ideally focus on intersectionality, or how practitioners’ fears of physical contact impact their pedagogical work with students.
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| 20. |
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| 21. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Touching the didactic contract : a student perspective on intergenerational touch in PE
- 2019
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Ingår i: Sport, Education and Society. - Oxon, UK : Routledge. - 1357-3322 .- 1470-1243. ; 24:3, s. 256-268
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Tidskriftsartikel (refereegranskat)abstract
- A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behaviour that could be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.
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| 22. |
- Forest, Emmanuelle, et al.
(författare)
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Teaching traditions in physical education in France, Switzerland and Sweden : A special focus on official curricula for gymnastics and fitness training
- 2018
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 17:1, s. 71-90
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the kind of learning pupils are expected to acquire. The paper focuses more specifically on two subjects, gymnastics and fitness training, because these physical activities are liable to highlight the similarities and differences across contexts in terms of didactic transposition. A content analysis of current curriculum materials of the three countries was conducted taking the following dimensions into account: (a) the general structure of the curriculum texts; (b) the general recommendations; and (c) the learning outcomes expected from the pupils in terms of knowledge and values, with examples of contents in gymnastics and fitness training. The results show the entanglement of various PETTs in each country: PETT as Sport-Techniques primarily shapes French and Swiss-Genevan curricula, PETT as Health Education is more present in Sweden and, to a lesser extent, in Switzerland, while PETT as Physical Culture Education tends to be more visible in France.
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| 23. |
- Gibbs, Beatrice, et al.
(författare)
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TV-spel som läromedel i idrott och hälsa?
- 2012
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Ingår i: Idrott & hälsa : organ för Svenska idrottslärarföreningen. - : Svenska idrottslärarföreningen. - 1653-1124. ; 2:8, s. 11-14
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I projektet TV-spel som hälsofostran, som presenterades i nr 6 i Idrott och hälsa 2011, undersöks det lärande avseende kropp, fysisk aktivitet och hälsa som sker i ungdomars spelande av TV-spel som innefattar rörelse, så kallade exergames (Quennerstedt, Almqvist, Meckbach, & Öhman, 2011). I artikeln lyfte vi bland annat fram hur exergames i allt större utsträckning återfinns i flera länder (till exempel England, Kanada, Australien och USA) som intressanta redskap att använda i skolan, bland annat för att i utbildning stimulera barns och ungdomars vilja att vara fysiskt aktiva samt för att tackla överviktsfrågor. I samband med artikeln bifogades även en enkät i tidskriften som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen såsom idrottslärarstudenter och lärare i idrott och hälsa samt även de som tar del av tidningen vid samtliga grund- och gymnasieskolor i Sverige. Vi vill här samtidigt tacka alla lärare som tog sig tid att besvara enkäten.I denna artikel kommer vi som en uppföljning av våra analyser av enkätstudien att beskriva svenska lärares användning av TV-spel i idrott och hälsa samt de hinder och motiv som kan finnas med att använda spelen i undervisningen.Quennerstedt, M., Almqvist, J., Meckbach, J., & Öhman, M. (2011). Tv-spel som hälsofostran: om exergaming och ungdomars lärande om kropp, fysisk aktivitet och hälsa. Idrott och hälsa, 138 (6), pp. 34-35.Statistiska centralbyrån. (2012-10-27). Statistiska centralbyrån. From Register över pedagogisk personal: http://www.scb.se/Pages/Product____8480.aspx
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| 24. |
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| 25. |
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| 26. |
- Larsson, Håkan, et al.
(författare)
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Heterotopias in physical education : towards a queer pedagogy?
- 2014
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Ingår i: Gender and Education. - Abingdon : Routledge. - 0954-0253 .- 1360-0516. ; 26:2, s. 135-150
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Tidskriftsartikel (refereegranskat)abstract
- This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.
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| 27. |
- Larsson, Håkan, et al.
(författare)
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Idrott och hälsa : ett ämne för lärande?
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 120-128
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Bokkapitel (populärvet., debatt m.m.)abstract
- Skolämnet idrott och hälsa kallas sedan 1994 allt oftare för ett ”kunskapsämne”. Eleverna ska bland annat utveckla allsidiga rörelseförmågor och lära sig plane- ra, genomföra och värdera rörelseaktiviteter ur olika hälsoperspektiv. Samtidigt har kritik mot undervisningens utformning rests i utvärderingar, inspektioner och forskning. Kritiken gäller bland annat en stark betoning på ”att pröva på” olika fysiska aktiviteter och att undervisningen inte ger eleverna möjligheter att ut- veckla kunskaper i någon djupare mening. Samtidigt framhåller lärare omstän- digheter som försvårar sådan kunskapsutveckling. I den här artikeln redovisas resultat från forskningsprojektet ”Idrott och hälsa – ett ämne för lärande?”, vars syfte var att undersöka undervisnings- och lärprocesser i ämnet.ReferenserAnnerstedt, C. & Redelius, K. (2014) Exploring the relationship between rhetoric and reality with regards to assessment in PE. Presentation vid AIESEP-konferensen i Auckland, Nya Zeeland, 2014-02-11.Barker, D., Annerstedt, C. & Quennerstedt, M. (kommande) Learning through group work in Physical Education: A symbolic interactionistic ap- proach. Manuskript avsett för publicering i tidskriften Sport, Education and Society.Barker, D., Quennerstedt, M. & Annerstedt, C. (2013) Inter-student in- teractions and student learning in health and physical education: a post-Vygotskian analysis, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2013.868875Bernstein, B. (1977) Class codes and control, towards a theory of educational transmissions. London: Routledge and Keegan Paul.Karlefors, I. & Larsson, H. (kommande) Teaching Methods in Physical Edu- cation. Manuskript avsett för publicering i vetenskaplig tidskrift.Kirk, D. (1996). The sociocultural foundations of human movement. Melbourne: Macmillan Education.Larsson, H. & Karlefors, I. (kommande) Movement Cultures in Physical Education. Manuskript avsett för publicering i tidskriften Sport, Educa- tion and Society.Larsson, H., Quennerstedt, M. & Öhman, M. (2014) Heterotopias in Physical Education: Towards a Queer Pedagogy? Gender and Education, 26(2), 135- 150.Quennerstedt, M., Annerstedt, C., Barker, D., Karlefors, I., Larsson, H., Re- delius, K. & Öhman, M. (2014) What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review, 20(2), 282-302.Redelius, K., Quennerstedt, M. & Öhman, M. (kommande) Communicating aims and learning outcomes – part of the teaching practice in physical education? Manuskript avsett för publicering i tidskriften Sport, Educa- tion and Society.Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press.
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| 28. |
- Larsson, Håkan, 1967-, et al.
(författare)
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Normkritisk undervisning i idrott och hälsa? : Ett queert fall
- 2012
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Ingår i: SVEBIs forskningskonferens, Perspektiv på idrottens prestationssystem. ; , s. 1-10
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Konferensbidrag (refereegranskat)abstract
- Introduktion: Studier pekar på att stabila könsmönster dominerar undervisningen i idrott och hälsa (se t ex Brown, 2005; Paechter, 2003). Under det senaste decenniet har vidare ett antal studier om heteronormativitet i ämnet presenterats (Clarke, 2006; Hunter, 2004; Larsson, m fl, 2011a). Larsson, m fl (2011b) hävdar att heteronormer bidrar till att reproducera könsmönstren, inte minst genom att låsa fast elevers kroppar och handlingar vid förment heterosexuella identiteter. Detta fastlåsande hänger delvis samman med idrottslärares benägenhet att vilja ”anpassa” undervisningen efter kön (Larsson, m fl 2010). Sådan ”anpassning” sker alltid i förhållande till ett försanthållande (norm) och bidrar på så vis till reproduktionen av könsmönstren. Med utgångspunkt hos den amerikanske pedagogen Kevin Kumashiro (2004) föreslår Larsson, m fl (2011b) att lärare i idrott och hälsa, istället för att ”anpassa” undervisningen efter kön, ska undervisa paradoxalt (teaching paradoxically) för att utmana könsmönstren. Hittills har det emellertid varit svårt att i litteraturen identifiera vad denna paradoxala undervisning skulle kunna bestå i. Inom ramen för projektet ”Idrott och hälsa – ett ämne för lärande?” utspelades emellertid en lektionssekvens som kan betraktas som en så kallad heterotopi, en plats i rummet där dominerande normer utmanas.Syfte & teoretisk ram: Syftet med presentationen är att visa en analys av denna heterotopi, detta tillfälle i undervisningen där heteronormer utmanas, avseende dess möjlighetsvillkor. I förlängningen är ambitionen att, utifrån analysen, diskutera normkritisk undervisning i idrott och hälsa i termer av hur kan man undervisa paradoxalt i idrott och hälsa?Den teoretiska referensramen formas i mötet mellan normkritisk pedagogik (att undervisa paradoxalt) och sociokulturell lärandeteori (se t ex Säljö, 2000). Analytiskt riktas fokus mot heterotopins möjlighetsvillkor, framför allt avseende det sociala sammanhang vari den uppstår (inklusive den aktivitet som står på schemat) samt de normkritiska resurser som lärare och elever ger uttryck för.Metod: Empirin består av videofilmer av lektioner samt intervjuer med lärare och elever där delar av intervjun kretsar kring filmsnuttar av ”didaktiska ögonblick” (Quennerstedt, m fl, pågående; se även Rønholt, 2002). I presentationen används videofilmer av två lektioner som innehåller undervisning i dans (schottis), där samtal mellan elever och mellan elever och lärare hörs. I intervjuerna med läraren och tre elever som deltog på lektionen ägnas särskild uppmärksamhet åt en situation i samband med dansen, där en elev ifrågasätter tvåkönad dans med hänvisning till sexuell läggning: ”Jag kanske är lesbisk”. När läraren blir uppmärksam på sitt försanthållande att man ”ska” dansa schottis i tvåkönade par, utbrister han: ”Det är min heteronormativitet som spökar.”Resultat: Av den preliminära analysen framgår att danslektionen erbjuder tillfällen av tydlig heteronormativitet (dans pojke-flicka) som eleverna kan utmana. För att utmana normerna använder sig flickan i exemplet av en argumentationsteknik som ingått i undervisningen i ett annat av skolans ämnen (SO) samt uppmaningar från lärare på utvecklingssamtal att hon ska ”ta för sig mer” i diskussioner i skolan. Läraren förstår situationen utifrån ett begrepp – heteronormativitet – som han tillsammans med klassen har fördjupat sig i under lektioner i ytterligare ett annat ämne (NO).Diskussion: Vi menar att fallet pekar ut en väg som kan utvecklas mot en normkritisk pedagogik i idrott och hälsa. Se till att skapa situationer där heteronormerna är så tydliga att de blir lättillgängliga för eleverna, utrusta eleverna med redskap för att utmana normerna, utrusta lärarna med redskap för att skapa potentiellt queera situationer samt för att förvalta elevernas utmaningar av heteronormativiteten. Detta kan vara att undervisa paradoxalt.
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| 29. |
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| 30. |
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| 31. |
- Ling Lundström, Maria, et al.
(författare)
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Fecal Biomarkers of Neutrophil and Eosinophil Origin Reflect the Response to Biological Therapy and Corticosteroids in Patients With Inflammatory Bowel Disease
- 2023
-
Ingår i: Clinical and Translational Gastroenterology. - : Nature Publishing Group. - 2155-384X. ; 14:8
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction: Fecal calprotectin (FC) is anoninvasive tool for examining response to biologics in inflammatory boweldisease (IBD), but its performance in relation to other novel fecal markers of various cellular origins is unknown.Methods: We performed a prospective multicenter cohort study and included patients with active IBD who provided a fecal sample at initiation of biological therapy. Levels of FC, myeloperoxidase (MPO), human neutrophil lipocalin (HNL), and eosinophil-derived neurotoxin (EDN) were analyzed and related to clinical remission status at 3 months. Changes in levels of markers at 3 months were calculated, and the impact of concomitant use of corticosteroids at baseline was estimated.Results: In patients achieving clinical remission (n = 27), a decrease in levels of FC (P = 0.005), MPO (P < 0.001), HNL (P < 0.001), and EDN (P < 0.001) was observed, whereas no significant decrease was seen in patients not achieving remission (n = 39). There was a significant difference in the change in the level of MPO (P = 0.01) and HNL (P = 0.02) between patients achieving clinical remission and those who did not, but changes in FC and EDN could not differentiate between these groups. Patients with concomitant systemic corticosteroids at inclusion had lower levels of HNL (P = 0.01) and EDN (P < 0.001) at baseline, compared with patients without corticosteroids.Discussion: Fecal MPO, HNL, and EDN are all promising biomarkers for assessing the treatment outcome of biologics in patients with IBD. Fecal levels of EDN and HNL are significantly affected by corticosteroids indicating a greater sensitivity to the effects of corticosteroids compared with levels of FC and MPO.
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| 32. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Students’ Aesthetic Experiences of Playing Exergames: A Practical Epistemology Analysis of Learning
- 2015
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Ingår i: International Journal of Games Based Learning. - USA : IGI Global. - 2155-6849 .- 2155-6857. ; 5:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore Swedish junior high school students meaning-making of participating in exergaming in school based on their aesthetic judgments during game play. A transactional approach, drawing on the work of John Dewey, was used in the study and the data consisted of video- and audio recordings of ongoing video gaming. A practical epistemology analysis (PEA) was used in order to explore the students’ meaning-making in depth. When analyzing the data, the importance of performing well in relation to the challenges the game offers; developing techniques suitable for the game; and interacting socially with one’s peers emerged as main themes in the students’ meaning-making and learning. It was clear that the students’ taste for gaming played a crucial role in how they proceeded in the activity and that meaningful gaming included an intrinsic combination of pleasure and displeasure.
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| 33. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Young people’s aesthetic experience of playing Wii
- 2014
-
Konferensbidrag (refereegranskat)abstract
- Recently, scholars in physical education have begun to explore how young people experience exergames. The research is often undertaken in the light of increasing public health problem among young people. The purpose of this study was to investigate students’ experiences when playing the exergame Wii in an educational context. Questions that have guided the analysis were: (1) Which meanings do the students make when playing Wii exergames? (2) How are aesthetic experiences in terms of likes and dislikes used in this meaning-making process?Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with focus on aesthetic judgments was used as approach in order to investigate situated learning.The empirical data consists of video recordings of two groups of 15 year olds (3 boys and 3 girls) playing different exergames once a week for ten weeks.When analyzing the data three themes emerged as essential to students’ meaning-making. The major theme was to interact socially with their peers, and the two minor themes were to participate in a struggle and to develop technical skills suitable for the game. By analyzing the aesthetic judgments used by the students during gaming it was clear that participating could not be reduced as just being “fun”, instead the students showed feelings ranging from enjoyment, engagement, isolation to frustration. Conclusions: To understand the healthy aspects of exergaming we must broaden the definition of health, not to only interpret health in terms of physiological benefit, but as psychological and sociological benefit as well. It is also clear that the understanding of “fun” must be problematized. It is not appropriated to only understand young people’s gaming in terms of enjoyment, but as a complex social interaction were young people form their identity in relation to the social situation as well as the game.
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| 34. |
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| 35. |
- Packalén, Sture, 1947-, et al.
(författare)
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LITTERATUR OCH SPRÅK : Rethinking Knowledge. Modelling the World as Unfolding through Info-Computation; Musikens roll i Günter Grass prosa; Bölls, Giordanos und Hamiltons irische Tagebücher; Remembrance of the Holocaust; 1800-talets självbiografi bortom Rousseau och Goethe; Jack London’s White Fang as Ethological and Evolutionistic Bildungsroman; Sense of Nature and Ecopedagogical Design in Swedish Children’s literature
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande nummer av Litteratur och språk har både till innehåll och utformning ett brett internationellt anslag med bidrag som är skrivna på svenska, engelska och tyska.Gordana Dodig-Crnkovic inleder med en artikel som anlägger ett nytt, evolutionärt perspektiv på kunskap. Författaren konstaterar att kunskap alltsedan Platon och Aristoteles har studerats inom epistemologin, en gren av filosofin som sysslar med propositionell kunskap, dvs. kunskap som kan uttryckas enligt formeln "A vet att p" där A är en person och p är en proposition (ett påstående). Det centrala här är sanningshalten i påståenden. Dodig-Crnkovic tar dock i sin artikel ”Rethinking Knowledge. Modelling the World as Unfolding through Info-Computation for an Embodied Situated Cognitive Agent” ett annorlunda grepp. Hon behandlar kunskap som ett biologiskt fenomen, såsom informationsstrukturer skapade av en organism som omvandlar information till nödvändig kunskap för överlevnad. Även de enklaste levande varelser använder information som de ordnar i olika komplexa kunskapsstrukturer. Därför kan kunskap studeras ur ett evolutionärt perspektiv som en process där informationsstrukturer i levande organismer blir alltmer komplexa som en följd av växelverkan med omgivningen, en växelverkan som även innefattar kommunikation med andra organismer.I det andra bidraget ”Trummor och kontrapunkt. Musikens roll i Günter Grass prosa” låter Beate Schirrmacher oss se att Günter Grass inte endast är författare och bildkonstnär, utan att även musiken spelar en central roll i hans författarskap. Schirrmacher framhåller att det finns många intermediala referenser till musik i Grass romaner. Ändå har t ex trummandets roll i Die Blechtrommel (1959) och referensen till den musikaliska kräftgången i novelltiteln Im Krebsgang (2002) länge förbisetts. Med hjälp av intermediala teorier följer artikeln upp musikens betydelse i Grass prosa. Författaren använder sig av ett transmedialt perspektiv som fokuserar på gemensamheterna mellan text och musik. Repetitivitet, simultanitet och performativitet förknippas mer med musik än med litteratur, men de är också återkommande kännetecken i Grass berättarteknik. I textexempel från Die Blechtrommel, Im Krebsgang und Ein weites Feld (1995) analyserar Schirrmacher verkens transmediala gemensamhet med musik. Hon lyfter fram hur repetitiva, simultana och performativa mönster blir avgörande för tolkningen, vilket i sin tur kastar nytt ljus över Grass prosa och lyfter fram aspekter som tidigare förbisetts eller till och med kritiserats.Thorsten Päplow tar i ”Poetologische Konzeptionen des Platzes in drei ‚Irischen Tagebüchern‘: Heinrich Bölls Irisches Tagebuch, Ralph Giordanos Mein Irisches Tagebuch und Hugo Hamiltons Die redselige Insel. Irisches Tagebuch” upp platsens betydelse som poetologisk faktor i tre resetexter, nämligen i de ”irländska dagböcker” som författats av Heinrich Böll, Ralph Giordano och Hugo Hamilton. Eftersom det hittills knappast funnits några undersökningar kring vilken bärighet betydelsen av orter och platser har i reselitteraturen, presenterar artikelförfattaren inledningsvis olika orts- och platskoncept. De analyser som sedan följer syftar till att åskådliggöra vilken roll orter, platser eller landskap kan ha som betydelsepotential i respektive författares ”irländska dagbok”.I ”German Literature and Remembrance of the Holocaust” pekar Sture Packalén med utgångspunkt från den tyskspråkiga litteraturen efter 1945 på vilken central roll just litteraturen spelat under hela efterkrigstiden för att bevara minnet av Förintelsen, men också minnet av de tyska lidandena. Packalén visar att de tyska författarna i denna minnesprocess tagit på sig rollen som ett ”nationens samvete”. Samtidigt lyfter han fram hur det i de litterära texterna synliggörs att nationalsocialismen och Förintelsen varit och fortfarande är svårhanterliga ämnen i Tyskland. I artikeln framhålls vidare att dialogen kring det förflutna, det man minns av nazisttiden och de olika roller Förintelsen spelat och fortfarande spelar i dagens tyska samhälle är beroende av på vilket sätt och av vem allt detta blir ihågkommet. Det går därför inte att tala om en enhetlig ”tysk” minneskultur vare sig före eller efter 1989. Däremot kan man i litteraturen urskilja olika minnesgemenskaper som var för sig fokuserar förföljelsen av judarna, Förintelsen, kriget och det nazistiska förflutna på ett karakteristiskt sätt.Ingemar Haag konstaterar i ”De två vägarna – 1800-talets självbiografi bortom Jean-Jacques Rousseau och Johann Wolfgang von Goethe: några nedslag hos George Sand, Alfred de Musset och Thomas De Quincey”, att borgerlighetens ökade samhälleliga inflytande under 17- och 1800-talen också krävde krävde ett konstnärligt uttryck. Haag tar vidare upp att det finns en viss samstämmighet inom forskningen om att just romanen blev borgerlighetens genre per se. Han menar att man också skulle kunna lägga till självbiografin som ett led i detta legitimeringsprojekt. 1800-talet flödar över av självbiografier. Rousseau blev tidigt den stora förebilden. Hans introverta självanalys fick många efterföljare – men senare också många kritiker, som förhöll sig negativa till hans navelskåderi. Sand och de Musset var några av hans belackare. I sin essä diskuterar Ingemar Haag Sands, de Mussets och De Quinceys självbiografiska texter som ett svar på Rousseaus introspektiva förhållningssätt. De sympatiserar, enligt Haag, snarare med den hållning som Goethe förespråkar i Dichtung und Wahrheit, där jaget definieras utifrån interaktionen med historien och samhället.De två avslutande bidragen har båda en ekokritisk inriktning. Karin Molander Danielssons artikel ”White Fang as Ethological and Evolutionistic Bildungsroman” är en studie som tar särskilt fasta på hur Jack London i sin roman White Fang framställer huvudkaraktärens beteende och kognition. I artikeln görs även en jämförelse av hur hundar och vargar beskrivs i den etologiska litteraturen. Molander Danielsson visar fram hur huvudpersonens utveckling från vild varghybrid till domesticerad hund på många sätt motsvarar den evolutionära utveckling som hunden, canis familiaris, genomgått. Romanen kan därför enligt artikelförfattaren läsas både som en evolutionär och som en traditionell Bildungsroman.Den sista artikeln med titeln “Sense of Nature and Ecopedagogical Design in Swedish Children’s Literature from the 20th Century” består av fyra konferensbidrag skrivna av Magnus Jansson, Karin Molander Danielsson, Sture Packalén och Marie Öhman. De deltog i juni 2013 i den tionde internationella litteraturkonferensen ”Changing Nature: Migrations, Energies, Limits” i arrangemang av ASLE, The Association for the Study of Literature and the Environment vid University of Kansas, Lawrence. Med exempel från Elsa Beskow, Selma Lagerlöf, Inga Borg och Astrid Lindgren fokuserar artikelförfattarna i sina bidrag på hur ekopedagogiska drag och människans interaktion med naturen framträder i svenska barnbokstexter från tidigt till sent nittonhundratal.
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| 36. |
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Perspectives on Ecocriticism : Local Beginnings, Global Echoes
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This volume gathers together papers presented at the conference “Ecocriticism in the Nordic Countries; Yesterday, Today, Tomorrow” held in Västerås, Sweden, in 2017, organized by the research group Ecocritical Forum at Mälardalen University. The conference, which was an attempt to survey local ecocritical activities, transcended Nordic boundaries, engaging scholars from Europe and the United States. This expansion from the local to the global mirrors the subject of the conference: ecocriticism, a cross-disciplinary field of research in the intersection of environmental issues and cultural expressions.The chapters here engage with topical issues such as the Anthropocene, sustainability in education, and civilizational critique, as well as schools of thought such as materialism, dark ecology and animal studies. The contributions discuss several types of cultural expressions, including film and other visual media, university course design and Nordic, and English language novels and poetry. This volume will attract the interest of readers from a number of different backgrounds, both in the Nordic countries and internationally.
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| 37. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Keep your eye on the ball : investigating artifacts-in-use in physical education
- 2012
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Ingår i: Interchange. - Dordrecht, Netherlands : Springer Netherlands. - 0826-4805 .- 1573-1790. ; 42:3, s. 287-305
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to develop a method of approach that can be used to explore the meaning and use of artifacts in education by applying a sociocultural perspective to learning and artifacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate the approach in terms of how artifacts in different ways can play a part in meaning making processes in physical education. The illustration from the video recordings shows that a ball can be constituted as a “great toy” and that in the practice of physical education being physically active and an active participant in a certain game is regarded as reasonable. However, it also illustrates that the ball can be constituted as a “lethal projectile” and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of “artifacts-in-use” using visual methodologies are both important and valuable, challenging physical education teachers’ reflections about the role of artifacts in their teaching.
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| 38. |
- Quennerstedt, Mikael, et al.
(författare)
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Learning and active video gaming in school
- 2014
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Konferensbidrag (refereegranskat)abstract
- Video- and computer games are an important part of youth culture, criticised in terms of sedentary lifestyles as well as held forth as an important competence for the future in terms of IT-competence. A certain type of videogames, so called exergames, is now put forward as interesting tools in schools since they combine IT-technology and physical activity. In this symposium we will present results from a four-year study with the aim to investigate the learning regarding the body, physical activity and health that take place in young peoples playing of exergames. The project has first investigated if teachers use videogames in health- and physical education as well as explored the arguments for doing that. Secondly, the content offered in the games regarding the body, physical activity and health has been explored in game manuals and in the game-play content. Thirdly, and in focus for this symposium, the project has explored what young people learn playing videogames and how this learning occurs. The study has been carried out through video- and audio recordings of on-going video gaming both during physical education lessons in Sweden, and when small groups of youth have played the games once a week during ten weeks. The analysis have focused on spoken as well as embodied actions appearing in young peoples playing of different exergames. In the symposium results will be presented and discussed in relation to (i) How images of health and the human body is taught by using exergames in school, (ii) Young people’s aesthetic experiences of playing exergames, (iii) How exergames are used to teach dance in PE, and (iv) How Laban Movement Analysis can be used to understand the learning of movement qualities in game-play.
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| 39. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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LEXIS : Learning and Exergames in School
- 2013
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Ingår i: SVEBIs Utbildnings och forskningskonferens, Stockholm 20 november 2013..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forskning framhåller ofta att ungdomar blir fysiskt inaktiva och överviktiga av att de spelar för mycket dator- och TV-spel. Samtidigt är datorer en viktig källa till kunskap, och IT-kompetens ses som en nödvändig kunskap i framtiden. Mitt i denna paradox introduceras ett nytt sorts datorspel där fysisk aktivitet utgör det centrala inslaget, och inte enbart stillasittande framför en skärm. Dessa spel, så kallade ’exergames’ är spel där kroppsrörelse ingår genom användandet av balansplattor, ’step-up bänkar’, motionscyklar, dansmattor eller att en fjärrkontrollen används som racket vid exempelvis tennisspelande.Exergames lyfts nu i allt större utsträckning fram i flera länder som ett potentiellt läromedel i skolan, bl a för att i utbildning stimulera barns och ungas vilja att vara fysiskt aktiva, samt för att tackla överviktsfrågor. Inte minst har de lyfts fram som intressant i framtidens skolämne idrott och hälsa.De problem som lyfts fram i debatten med användandet av exergames i skolan är främst av teknisk eller ekonomisk art, dvs att det är dyrt att köpa in eller att teknik lätt går sönder. På intet sätt syns en diskussion om vad införande av exergames i skolan innebär för elevers kunskaper och lärande, utan de framhålls istället som ett modernt sätt att motionera. Frågan om hur och till vad exergaming kan användas i undervisningen görs därmed främst till en fysiologisk fråga om energiförbrukning snarare än en fråga om utbildning, kunskaper och lärande.Projektet LEXIS – Learning and EXergames In School – består av flera delstudier som undersöker användandet av exergames som läromedel i skolan. I projektet riktas blicken mot vad ungdomarna lär sig när de spelar TV-spelen samt hur detta lärande sker. I projektet studerar vi därmed samspelet mellan ungdomars erfarenheter, de sociala relationerna mellan deltagarna samt mellan deltagarna och det innehåll som spelet erbjuder.Vid presentationen på konferensen kommer vi att presentera, diskutera och problematisera det lärande avseende kropp, rörelse, fysisk aktivitet och hälsa som sker i ungdomars spelande av exergames i olika undervisningssituationer. Vi kommer också presentera en processtudie från en skola där dansspel har använts som läromedel och där skapandet av danser i grupp samt användandet av olika rörelsekvaliteter i dans står i fokus.
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| 40. |
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| 41. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Sport pedagogy and questions about learning
- 2012
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Konferensbidrag (refereegranskat)abstract
- One important challenge ahead for sport pedagogy researchers is to consider afresh challenging questions about learning. Learning in the fields of sport, physical activity and physical education is a particularly complex business, since most existing theories of learning are defined cognitively. Learning in sport is, however (to a large extent) practical and embodied, and it is not just an individual affair but is closely linked to the wider cultural contexts of sport and related areas such as health. This paper will critically review notions of learning process, direction and content as key concerns for sport pedagogy researchers.
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| 42. |
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| 43. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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TV-spel som hälsofostran?
- 2015
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Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 183-194
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 44. |
- Quennerstedt, Mikael, et al.
(författare)
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What did they learn in school today? : A method for exploring aspects of learning in physical education.
- 2014
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Ingår i: European Physical Education Review. - London : Sage Publications. - 1356-336X .- 1741-2749. ; 20:2, s. 282-302
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies. The paper describes a way of collecting and analysing the retrieved data and discusses and illustrates the results of a study using this combination of explicit learning theory and robust methodological steps.
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| 45. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Why do Wii teach physical education in school?
- 2013
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Ingår i: Swedish Journal of Sport Research. - : Swedish Association for behacioural and social research in sport. - 2001-6018 .- 2001-9475. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Videogames including bodily movement have recently been promoted as tools to be used in school to encourage young people to be more physically active.The purpose of this systematic review has been to explore the arguments for and against using exergames in school settings and thus facilitate new insights into this field. Most of the arguments for and/or against these of exergames can be organised in relation to health and sport. In relation to health, the dominant theme is about fitness and obesity. In relation to sport, the two main themes were skill acquisition, and exergames as an alternative to traditional PE. Theidea why Wii teach PE in schools is that children are becoming more obese, which in turn threatens the health of the population. Schools seem to be an appropriate arena for this intervention, and by using exergames as an energy consuming and enjoyable physical activity a behaviour modification and the establishment of good healthy habits is argued to be achieved
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| 46. |
- Redelius, Karin, et al.
(författare)
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Communicating aims and learning goals in phyical education : part of a subject for learning?
- 2015
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 20:5, s. 641-655
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Tidskriftsartikel (refereegranskat)abstract
- Based on a socio-cultural perspective on learning, the aim of this article is to examine how aims and learning goals are communicated in physical education (PE) practice. A special focus is on scrutinising how teaching practices are framed in terms of whether and how the aims and learning goals are made explicit or not to students. The aim is also to relate these kinds of communications to different movement cultures. The result shows that many of the students taking part in the study do not understand what they are supposed to learn in PE. However, if the goals are well articulated by teachers, the students are more likely to both understand and be aware of the learning outcomes and what to learn in PE. The opposite is also true. If the goals and objectives are not clarified, students find it difficult to state the learning objectives and know what they are supposed to learn.
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| 47. |
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| 48. |
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| 49. |
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| 50. |
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