| 1. |
- Berge, Anita, et al.
(author)
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Discourse of efficiency : conflicting values in educator’s talk about everyday practice in the cloakrum
- 2018
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In: Values education in early childhood settings. - Cham : Springer. - 9783319755588 - 9783319755595 - 9783030092641 ; , s. 297-311
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Book chapter (peer-reviewed)abstract
- This chapter examines conflicting values in a study on educators’ talk about everyday practices in preschool. The aim of the study is to identify how different values create meaning regarding efficiency in educators’ conversations about everyday practices with children in the cloakroom. The research questions are as follows: How does the discourse of efficiency emerge from educators’ conversations? What different values can be identified in the educators’ descriptions of everyday practices in the cloakroom? The theoretical and methodological frameworks are based on Fairclough’s critical discourse theory. The textual analysis revealed metaphors and identified implicit values in the educators’ utterances. The results highlight a network of various values in the educators’ talk, which are connected in complex ways. They represent different discourses struggling to occupy a hegemonic position in the educators’ utterances. This indicates an ongoing process of restructuring or change in the social relations in preschool and in the identities of the preschool educators.
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| 2. |
- Bjervås, Lise-Lotte, 1960-
(author)
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Bedömning av förskolebarn i en kunskapsekonomi
- 2015. - 1
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In: Utvärdering & pedagogisk bedömning i förskolan. - Stockholm : Liber. - 9789147111954 ; , s. 156-164
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Book chapter (other academic/artistic)
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| 3. |
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| 4. |
- Bjervås, Lise-Lotte, 1960-
(author)
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Fairness in a preschool context
- 2016
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In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
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Conference paper (peer-reviewed)abstract
- The aim is to add to the knowledge of how fairness as a value can be communicated between teachers and children in preschool. The questions are: What do the teachers' actions and words convey to the children about the meaning of the value fairness? How is fairness imagined in relation to the collective versus in relation to the individual? What seems to be fair or unfair from the children's point of view? This study is based on research on moral values in Norwegian and Swedish preschools conducted by Johansson (2002, 2007a, 2007b, 2009, 2011) and Emilson (2007, 2008, 2009). The theoretical framework is taken from Habermas. Data has been gathered at a preschool and consists of video observations of interactions between teachers and children, as well as of the teachers' own narratives. The study was conducted in accordance with the ethical guidelines of the Swedish Research Council. The participants are informed about the study in accordance with these guidelines. They have signed a voluntary agreement to participate. The parents have also approved the video-recording of their children. No child has been filmed if they showed that they don't want to participate. The result shows that the teachers' ideas and actions concerning fairness are not always perceived by children in accordance with the adults' intentions. In order to broaden their understanding of how the value fairness may be expressed in the pedagogical practice, teachers need to become aware of both their own view of fairness and the children's view of fairness.
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| 5. |
- Bjervås, Lise-Lotte, 1960-
(author)
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Individual and Collective Values in Preschool – a Field of Tension
- 2015
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In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015. ; , s. 72-72
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Conference paper (peer-reviewed)abstract
- How are teachers talking about collective and individual values in preschool? Which field of tension between individual and collective values emerge and how are these handled according to the teachers’ utterances? This study is based on research on moral values and democracy issues in preschool, which has been conducted by Johansson and Emilson (2009). Theories from Bakhtin and Fairclough have been applied, in order to understand how these teachers talk about individual and collective values in preschool. Group interviews with teachers in preschool have been conducted in order to produce empirical data. The method used to interpret the teachers’ discussions is discourse analysis. Each teacher has signed a written agreement to participate in the research project and the ethical principles of the Swedish Research Council have been considered. In a value pluralistic society communication of values in interpersonal encounters involve both challenges and dilemmas for teachers in preschool. In the work to support individual and collective values individual values tend to be emphasised according to the utterances. If discourses about value educational work in preschools is made visible it may mean that prevailing, sometimes unconscious, constructions of thought can be challenged in order to give teachers a deeper understanding, which may lead to change and development in the pedagogical practice.
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| 6. |
- Bjervås, Lise-Lotte, 1960-, et al.
(author)
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Pedagogical documentation and pedagogical choices
- 2017. - 1
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In: Pedagogical Documentation in Early Years Practice. - London : Sage Publications. - 9781473944619 ; , s. 27-39
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Book chapter (other academic/artistic)
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| 7. |
- Bjervås, Lise-Lotte, 1960-, et al.
(author)
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Pedagogisk dokumentation för lärande
- 2017. - 1
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In: Förskolan och barns utveckling. - : Gleerups Utbildning AB. - 9789140694638 ; , s. 227-244
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Book chapter (other academic/artistic)
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| 8. |
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| 9. |
- Bjervås, Lise-Lotte, 1960-
(author)
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Teaching about fairness in a preschool context
- 2018. - 1
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In: Values in early childhood education. - : Routledge. - 9781138230705 - 9781315316994 - 9781138230699 ; , s. 55-69
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Book chapter (other academic/artistic)
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