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Sökning: WFRF:(Manderstedt Lena 1966 ) > (2020-2024)

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1.
  • Anderström, Helena, et al. (författare)
  • Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
  • 2020
  • Ingår i: Utbildning & Lärande. - : Högskolan i dalarna. - 2001-4554. ; 14:1, s. 45-64
  • Tidskriftsartikel (refereegranskat)abstract
    • Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
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2.
  • Asklund, Helen, 1975-, et al. (författare)
  • Hästflickan i rörelse : Generationsberättelser om hästboksläsning
  • 2023
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Hästflickan i rörelse: Generationsberättelser om hästboksläsningI vår forskning om hästböcker har vi kommit att intressera oss också för hästboksläsarna. I syfte att få kunskap om varför människor läser hästböcker har vi intervjuat cirka 60 unga och vuxna. Ett delresultat utifrån intervjuer med flickor 9-12 och i vissa fall deras (ibland hästintresserade) föräldrar presenteras. Där framkommer att flickorna i många fall är bokslukare, om än tämligen genretrogna. Ett tydligt samband mellan identiteten som hästtjej och läsare framträder, då läsningen ofta har spin-off-effekter på lekmönster. Orsakerna bakom hästboksläsningen handlar om identifikation i termer av ett flickskap som i stallkulturen står utanför normen och som präglas av mod och beslutsamhet, men där även spänning och kunskapsinhämtning nämns. Hästbokens status har höjts i både skolan och på bibliotek, där den tidigare har haft dåligt rykte, något som kan ses som att större uppmärksamhet ägnas åt något som intresserar många flickor.  
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3.
  • Asklund, Helen, 1975-, et al. (författare)
  • Intersectional Perspectives on Horse Stories : Pia Hagmar’s Series on Millan
  • 2021
  • Ingår i: Book of Abstracts: Equine Cultures in Transition Conference. ; , s. 3-3
  • Konferensbidrag (refereegranskat)abstract
    • This paper focuses on horse stories as depictions of identity formation withinequestrian cultures. The material used is Pia Hagmar’s three books on Millan,published 2012-2014. In these stories, the construction of girlhood interconnectswith the becoming of a person used to handle the large and potentially dangerousanimal, which is the horse. In Susanna Hedenborg´s study of the horse story genre(2013), she shows the image of a non-traditional girl, used to hard and dirty work,but also a classical fearful and shy girl outside of the interaction with horses. InHelen Asklund’s study, the investigation uncovers a construction of girlhood incontrast with antagonistic characters (Asklund 2013). This paper uses anintersectional perspective to explore how the main characters in Pia Hagmar’sseries about Millan and their identities are shaped by their interaction with bothhorses and fellow humans of both sexes within equine cultures, a milieu whichallows re-negotiations of what being a girl implies. Adults are positively portrayedas caring providers of knowledge about horses or as facilitators of the ridinginterest through financial support, or negatively as dysfunctional persons unable toact as adults. Boys of similar age and with an interest in horses are portrayed asgood friends, sometimes more, but the girls are, first and foremost, interested inhorses. Between girl characters, there are often conflicts and jealousy. The studyaims at mapping out the formation of identity by highlighting power asymmetriessuch as gender, age, species, class and sexuality. 
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4.
  • Asklund, Helen, 1975-, et al. (författare)
  • ”När vi rider tillsammans känns hon mer som en kompis än som en mamma” : Modersvariationer i tre hästboksserier av Pia Hagmar
  • 2024
  • Ingår i: Barnboken. - : The Swedish Institute for Children's Books. - 0347-772X .- 2000-4389. ; 47, s. 1-19
  • Tidskriftsartikel (refereegranskat)abstract
    • This article analyzes how the horse story setting problematizes the conception of the good mother and normative mothering, by elucidating how the gazes of the young main characters on their mothers function in relation to the notion of the good mother, how this influences the mothering and how the mothering characters challenge this notion. Mothering is seen here as caring practices, which can be performed by people other than mothers. The analysis of three horse story series by Pia Hagmar, the books on Klara (1999–2008), the books on Millan (2012–2014) and the books on Juli (2019–2021), shows that the series depict motherhood and mothering at the intersection between the conception of the good mother and the good horse person. The common denominator is nurturing traits that make personal needs take the back seat – for the traditional good mother to the benefit ofher children, for the good horse person to the benefit of the horse. Hagmar normalizes the presence of several mothering characters in addition to their mothers around the horse girls. Furthermore, these characters, who function as mothering variations, contribute to the creation of a solid caring environment, reducing the demands on mothers who try to be everything to their children. Although the daughters’ views of their mothers are sometimes critical, Hagmar allows the mothers to be imperfect, partly incompetent, or simply women with their own agency, interests and needs outside of motherhood. In addition, a mother-daughter relationship built on a common interest in horses allows for a friendship with a common focus – the horse.
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5.
  • Asklund, Helen, et al. (författare)
  • ”När vi rider tillsammans känns hon mer som en kompis än som en mamma”: Modersvariationer i tre hästbokserier av Pia Hagmar : [”When We Ride Together, She’s More like a Friend than a Mum”: Mothering Variations in Three Horse Story Series by Pia Hagmar]
  • 2024
  • Ingår i: Barnboken. - : Swedish Institute for Children's Books. - 0347-772X .- 2000-4389. ; 47
  • Tidskriftsartikel (refereegranskat)abstract
    • This article analyzes how the horse story setting problematizes the conception of the good mother and normative mothering, by elucidating how the gazes of the young main characters on their mothers function in relation to the notion of the good mother, how this influences the mothering and how the mothering characters challenge this notion. Mothering is seen here as caring practices, which can be performed by people other than mothers. The analysis of three horse story series by Pia Hagmar, the books on Klara (1999–2008), the books on Millan (2012–2014) and the books on Juli (2019–2021), shows that the series depict motherhood and mothering at the intersection between the conception of the good mother and the good horse person. The common denominator is nurturing traits that make personal needs take the back seat – for the traditional good mother to the benefit of her children, for the good horse person to the benefit of the horse. Hagmar normalizes the presence of several mothering characters in addition to their mothers around the horse girls. Furthermore, these characters, who function as mothering variations, contribute to the creation of a solid caring environment, reducing the demands on mothers who try to be everything to their children. Although the daughters’ views of their mothers are sometimes critical, Hagmar allows the mothers to be imperfect, partly incompetent, or simply women with their own agency,interests and needs outside of motherhood. In addition, a mother-daughter relationship built on a common interest in horses allows for a friendship with a common focus – the horse.
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6.
  • Bjuhr, Åsa, 1973-, et al. (författare)
  • Polarisation and marginalisation – discourses on Sami as L1 mother tongue instruction in syllabus, and media debate
  • 2024
  • Ingår i: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 35:1, s. 62-77
  • Tidskriftsartikel (refereegranskat)abstract
    • In Sweden, curricula and syllabi for education are politically determined after public consultations. Thus, these educational documents are discursive trade-offs reflecting research, traditions in the educational system, and political ideologies. This study maps the discourses in the syllabus for Sami as L1 mother tongue for preschool class – Year 9, and mother tongue instruction in media debate 2016–2022. It problematises the educational implications of the language ideologies and tensions in the material. While Sami is accorded the status as mother tongue, it does not have the same status as Swedish or even Modern languages. Mother tongue instruction is promoted as the foundation for learning other languages, and multilingualism as an asset for Sweden as a country, and for the individual. The quality of mother tongue instruction is criticised by Sami and other minorities, as well as by those perceiving mother tongue instruction as a threat to assimilation.
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9.
  • Bäcklund, Johan, et al. (författare)
  • We are mentoring more often: experiences of being a mentor in a training school project
  • 2024
  • Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 15:2, s. 203-226
  • Tidskriftsartikel (refereegranskat)abstract
    • In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors’ experiences of mentorship in the setting of a training school. Through focus group interviews and semi-structured interviews, foregone by a survey aiming at identifying general views of mentoring, helping to create interview guides, data has been collected for 11 months. Through an interpretative phenomenological analysis, the results show two key themes emerging from mentoring in a training school where the first is strengthening the role as a mentor through three distinct experiences: collegiate learning, structure, and competence development. The second theme, challenging in the role as a mentor, involves four distincttdslevelions of experiences: assessment, planning (linked to the mentoring situation), workload and diversity. The conclusions show that the general experience is positive, but that there are some factors concerning stress and workload; a reworked structure that need to be put into consideration.
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10.
  • Dahlbäck, Ann-Charlotte, et al. (författare)
  • Läsundervisning i skolåren F-3: lärare och forskare reflekterar över ett forsknings- och utvecklingsprojekt
  • 2022
  • Ingår i: Forskning & utveckling i förskola och skola (Fufos). - Piteå : Utbildningsförvaltningen Piteå kommun. - 2004-3635. ; :1, s. 5-23
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Med målsättningen att utveckla läsfärdighet och läslust hos de yngsta eleverna genomfördes i två skolor ett sex veckor långt forsknings- och utvecklingsprojekt i F–3. I projektet kombinerades systematiskt litteraturarbete med läsaktiviteter i hemmen. I denna artikel fokuseras de reflektioner som projektets lärare förmedlade i sina logg- och mötesanteckningar. Syftet var att ta del av lärarnas uppfattning om elevers läsfärdighet och läslust relativt ett språkutvecklande arbetssätt samt vilka brister respektive förtjänster de noterat avseende projektet. Resultatet, som sedan speglas mot praktikarkitektur i en metareflektion om samverkan och kunskapsutveckling, visar att lärarna uppfattar att läsfärdighet och läslust utvecklades genom läsundervisningen i skolan med fokus på lässtrategier och boksamtal, samt genom hemläsning. Klyftan mellan lässvaga och lässtarka elever föreföll dock öka när hemmen engagerades, varför skolans kompensatoriska uppdrag aktualiserades. Praktikarkitekturen bidrar till att se hur de olika praktikerna samspelar i ett samverkansprojekt med flera aktörer och bidrar till inblandades kunskapsutveckling. De kollegiala samtalen samt diskussioner om forskning lyftes fram som betydelsefulla inslag i utvecklingsarbetet
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11.
  • Dahlbäck, Ann-Charlotte, et al. (författare)
  • Utmaningar när hemmet involveras i läsningen
  • 2021
  • Ingår i: Svenskläraren. - : Svensklärarföreningen. - 0346-2412. ; :1/2, s. 26-28
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Läsprojekt ihop med vårdnadshavare kan ge guldstunder, men i värsta fall även öka kunskapsklyftorna. Här berättar lärare, från två F-3 skolor i Piteå, om sina erfarenheter efter att ha genomfört ett läsprojekt med forskares hjälp.
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12.
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13.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Consensus and discrepancies on quality: Mentor and student teacher statements on work placement mentoring
  • 2022
  • Ingår i: Teaching and Teacher Education. - : Elsevier. - 0742-051X .- 1879-2480. ; 116
  • Tidskriftsartikel (refereegranskat)abstract
    • Although work placement mentoring has been examined extensively in research, there are no studies drawing on critical discourse analysis combined with discourse theory, aiming to examine the discursive construction of quality aspects. Seven mentor pairs in Swedish teacher training schools were interviewed individually during student work placement. Focus group interviews were conducted with eleven student teachers. The results reveal a consensus on a general level. The significant discrepancies are intertwined to different subject positions among student teachers and mentors, thus linked to different role expectations. A likely explanation can be found in the differences between professional and academic knowledge traditions.
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14.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Environmental awareness through a culturally responsible lens: Swedish picturebooks depicting Sápmi
  • 2023
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • According to Thor and Karlsudd (2020), “[e]nvironmental awareness can be defined as people reflecting on their surroundings and on the role they play” (n. pag.). In the public climate debate, children and young people have not always had a voice. However, in children’s literature, the environment and environmentalism have been themes for many years (e.g., Wagner-Lawlor, 1996; Widhe, 2019). In Swedish children’s literature, quite often, these stories are set in Sápmi and have Arctic characters, as in Inga Borg’s Plupp series (Kokkola, 2016; Widhe, 2019; Graeske, 2020). By analyzing four Swedish picture books – Inga Borg’s Plupp och renarna [Plupp and the reindeer] (1955), Erica Stridsman’s Fjällkompisar: Sagan om Kläppi [Mountain friends: The story of Kläppi] (2018), Elin Marakatt’s Lilli, farfar och norrskenet [Lilli, grandfather and the northern lights], and Sophia Rehnfjell’s Gájuoh muv!: gïjrra Almien jah Enoken luvnnie / Rädda mig: vår hos Almmie och Enok [Save me: spring at Almmie and Enok’s] (2022) – we endeavor to pinpoint how these picture books approach the subject of environmental awareness, with a bearing on the intended readership and the educational potential. The starting point for the analysis is Arctic pedagogy, which pays attention to ways of learning. The learning processes identified by Laiti and Frangou (2019) as central to Arctic pedagogy are predominantly the social skills of imitation, shared attention, and empathy. The analyzed picture books, with their potential for developing these social skills, may be discussed as a culturally responsible lens through which environmental awareness can be promoted.
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15.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Forskningscirkeln som blev viral – en betraktelse över ringar-på-vattnet-effekter till följd av samverkan mellan skolpersonal i år F–3 och forskare
  • 2022
  • Ingår i: Forskning och utveckling i förskola och skola (Fufos). - Piteå : Utbildningsförvaltningen i Piteå kommun. - 2004-3635. ; 1:1, s. 24-41
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Artikelns syfte är att analysera den symmetriska och komplementära ansatsen i ett samverkansprojekt som omfattar tre praktikgemenskaper: inom en forskningscirkel, inom ett aktionsforskningsprojekt och inom en grupp kunskapsspridningsgemenskaper, samt belysa samverkans ringar-på-vattnet-effekter. Vidare diskuteras hur samverkansprojektet skapat (mer)värde för universitetet/lärarutbildningen och skolan. Lärare på två F–3-skolor genomförde en forskningscirkel under ledning av två forskare och iscensatte därefter, med samma forskare,ett läsprojekt – ett aktionsforskningsprojekt – med kollegiet, eleverna och elevernas vårdnadshavare. Teoretiskt förankras studien i Wengers idéer om praktikgemenskaper för ettgemensamt lärande (2012), vilket förutsätter en symmetrisk och komplementär ansats. Processerna i de olika praktikgemenskaperna och genererade data har analyserats genom summerande innehållsanalys (Hsieh & Shannon, 2005). Samverkan har lett till kortare väg mellan skolan och akademin, nya kontaktnät, fördjupad och uppdaterad kunskap om skolverksamheten, insikter om vad lärarutbildningen kan lära av lärarprofessionerna, nyforskning om ett relativt obeforskat område, potentiellt förbättrade möjligheter till lärarutbyte samt verktyg för att utveckla undervisningens kvalitet, bland annat genom att fördjupa och systematisera kunskap om skola på vetenskaplig grund.
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16.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • ”… förut kunde jag inte läsa så himla bra”: ett litteraturdidaktiskt projekt med vårdnads- havare och elever i skolår F–3
  • 2022
  • Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 10:1, s. 7-30
  • Tidskriftsartikel (refereegranskat)abstract
    • Denna studie presenterar och analyserar ett läsprojekt i F–3-klasser vid två skolor i en mindre kommun. Litteraturläsning i skolan kombinerades med lässtrategiundervisning och boksamtal som övades i hemmen. Bokurvalet omfattade en bilderboksserie i pixiboksformat för förskoleklassens elever och mer omfattande böcker i skolår 1–3. Eleverna förväntades läsa med eller för vårdnadshavare eller annan närstående, samtala om det lästa och träna de båda läsförståelsestrategierna förutspå respektive sammanfatta. Läsprojektet pågick under sex veckor, och data samlades in genom veckovisa enkäter till vårdnadshavare och, efter avslutat projekt, fokusgruppsintervjuer med elever. Såväl elever som vårdnadshavare upplevde att mängden av textläsning bidrog till att utveckla elevernas läsfärdighet, och bokurvalets och boksamtalets betydelse kommenterades överlag positivt av deltagarna. Läsprojektet belyste och problematiserade skolans kompensatoriska uppdrag för elever som inte har ett väl utvecklat lässtöd hemifrån.
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17.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Hästboken : En älskad men bortglömd genre
  • 2021
  • Ingår i: Svenskläraren. - Göteborg : Svensklärarföreningen. - 0346-2412. ; :3, s. 24-25
  • Tidskriftsartikel (populärvet., debatt m.m.)
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19.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Like Other Kids, Yet Different: Sámi Children in Swedish Children’s Film
  • 2024
  • Ingår i: Swedish Children’s Cinema. - : Palgrave Macmillan. ; , s. 67-83
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • There are five national minorities in Sweden of which the indigenous Sámi is one. Historically, the Sámi peoples have been oppressed by the Swedish authorities. In this chapter, the representations of Sámi children in five children’s films are examined through close reading. The films span a period of almost 60 years: Sampo Lappelill (‘Sampo the Little Lapp Boy’ 1949), Bortom dag och natt (‘Beyond Day and Night’ 1988), Misa mi (‘Misa Mine’ 2003), Siv Sleeps Astray (2016), and Cloudboy (2017). Three themes emerge, namely nature and the nature child, animals and children in close connection, and growth through traditional knowledge and/or magic. The animals project the protagonists’ relationship with their mothers or trigger the protagonists to explore their fantasy or heritage. Puppies, bear cubs, and wolf cubs represent childhood, while growth includes being old enough to go to school, to learn from the older generations, to stand up for what is right and for oneself, or to find one’s own voice. The representations of Sámi children range from representations through the Swedish gaze, tinged with Romantic ideas, or ethnic prejudice, to contemporary, rather vague representations. The growing Sámi film industry provides opportunities for the Sámi to tell their own stories.
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20.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
  • 2023
  • Ingår i: Mentoring & Tutoring. - : Taylor & Francis Group. - 1361-1267 .- 1469-9745. ; 31:4, s. 512-531
  • Tidskriftsartikel (refereegranskat)abstract
    • This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
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21.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Rethinking Cultural Appropriation in YA Literature Through Sámi and Arctic Pedagogies
  • 2021
  • Ingår i: Children's Literature in Education. - : Springer. - 0045-6713 .- 1573-1693. ; 52:1, s. 88-105
  • Tidskriftsartikel (refereegranskat)abstract
    • This article highlights cultural appropriation in the literary representation of the Sámi (the indigenous people of the European Arctic) in two Swedish YA series: the Soppero quartet by the Sámi author Ann-Helén Laestadius, and the Idijärvi trilogy by Charlotte Cederlund, a non-Sámi writer. Despite their different origins, the series are more similar than different in their portrayal of most aspects of Sámi-Swedish relations. The discussion of cultural appropriations in the production and marketing of the series is contextualized within broader concerns, especially in relation to Sámi and Arctic pedagogies. We begin by noting that both protagonists are initially marginalized in both the Swedish and the Sámi contexts, but their ways of gaining agency are markedly different. Connecting these points to the authors’ ethnic affiliation does not produce useful knowledge or knowledge that can be shared, two hallmarks of Sámi and Arctic pedagogies. We argue that Sámi and Arctic pedagogies provide more relevant tools for discussing cultural appropriation in relation to literature from the region than the currently dominant models derived from Anglophone contexts. Through our pedagogically inspired analyses of voice and agency in the two series, we endeavour to create a Nordic ethics of appropriation.
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22.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Riders as Readers. A Pilot Study on the Horse Story Genre and its Readers
  • 2021
  • Ingår i: Book of Abstracts. - : Sveriges Lantbruksuniversitet. ; , s. 23-23
  • Konferensbidrag (refereegranskat)abstract
    • This paper presents the results of a pilot study including a questionnaire and semi-structured interviews with riders about their reading of horse stories. The data has been collected at an equestrian center in Sweden. The informants are active at the riding center and thus of various ages, although approximately 75 percent are 20 years old or more. They have been asked questions on their reading habits when it comes to horse stories, at present or at earlier stages in their lives. Interviews are ongoing but results are expected to come in the next couple of months. The purpose of the interviews is foremost to enter more deeply into the informants’ reading of horse stories.Tentative results show that 80 percent of the informants read horse stories in the age between 8 to 12 years. 75 percent of the adults report that they used to read horse stories either every day or between one and three times per week in that particular age. 60 percent state that horse stories were important for them since they got the opportunity to dream away, identify themselves with the characters and relate to their own experiences from the equestrian settings, to learn new things about horses and riding and, finally, as a reaction to the fact that they could not spend as much time in the stable as they would have preferred. In addition, a majority of the informants suggest that horse stories could be used at equestrian centers, for both educational and relaxational reasons.
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24.
  • Manderstedt, Lena, 1966- (författare)
  • The Secret of Equus: Interspecies Communication in Three Horse Stories
  • 2023
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    •  One of the characteristics of the horse story is the attention paid to interspecies communication, when humans and horses enter into dialogue with one another. Relying on non-verbal communication strategies, the horse depends on an attentive human in order to get his/her message across. Depending on the view of horses, the interspecies communication relies heavily on the willingness of the human to learn how to “listen” to these signals (Donovan 2017; Haraway, 2008) in order to interrelate (Haraway, 2003). The body of the horse becomes its means of communication when it uses body parts, sounds, or breath to communicate expressions of will (Roberts, 2017). The human, on the other hand, can choose between dominant traditional ways of communicating with and mastering the horse, or adapt more empathetic approaches, where the horse’s language, by Roberts called Equus, is analyzed and adapted. Drawing on these communication strategies and posthuman perspectives that question the borders between humans and non-humans (Jaques, 2015), the aim of this paper is to explore interspecies communication in three horse stories over time: Sewell’s Black Beauty (1877, translated into Swedish 1891), and two Swedish books, Rudolfsson’s Maria och Blå Prinsen (1973), to Hagmar’s Drömmen (2014). By studying the characteristics of communication between horse owners and horses in these stories, the paper discusses whether, and how, the three titles follow the line of horsemanship development from a military discourse to a more ethical and academic approach, as suggested by Bornemark and Ekström von Essen (2010).
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25.
  • Manderstedt, Lena, 1966-, et al. (författare)
  • Win-win through triadic supervision and collaboration : Structures for L1 degree projects
  • 2022
  • Konferensbidrag (refereegranskat)abstract
    • According to the Higher Education Act (SFS 1992:1434), the education, as well as the degree project, must be based on scientific foundation and proven experience. In order to achieve that balance, sustainable models of collaboration between universities and schools must be developed (ULF-avtal, n.d.).In 2021, a pilot project encompassing four student teachers’ degree projects was carried out within a practice-based theoretical framework (Rönnerman, 2018; Rönnerman & Olin, 2021). Each student teacher in the pilot project was supervised in a triad, with a university lecturer and a L1 schoolteacher.The aim of this study is to present the pilot project, and one example of the degree projects, and discuss how the L1 subjects in schools and teacher education are impacted. The research questions are:(a) How are the L1 school subjects and the teacher education impacted by the triadic supervision and collaboration?(b) Which are the benefits of triadic supervision?The gathered material consists of two interviews, and two logbook posts per participant, and one observation of the supervised sessions of each triad (Bruneel & Vanassche, 2021; Viklund et al., 2022). The data was analysed thematically (Cresswell, 2014).The result shows the benefits of the pilot project on different levels. Firstly, from a school-perspective where the student teacher works closely with teachers at a school. This provides a relevant subject for the degree project and helps other L1 teachers to develop their teaching (Nilsson, 2021). Secondly, the pilot project contributes with an organizational-perspective (Thorsten, 2021), where the results are presented to stakeholders. Thirdly, the university and the L1 teachers gain theoretical, practical and useful knowledge through the degree projects’ L1 perspective. The collaboration regarding co-supervision of degree projects will become a permanent part of the teacher education at the university in question, encompassing other collaborating partners, and student teachers.
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26.
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27.
  • Palo, Annbritt, et al. (författare)
  • Challenging Representations of Sámi Characters in Fiction for Young Readers
  • 2023
  • Ingår i: Barnboken. - : Svenska barnboksinstitutet. - 0347-772X .- 2000-4389. ; 46
  • Tidskriftsartikel (refereegranskat)abstract
    • This study focuses on challenging representations of Sámi characters and cultures in Swedish literary works for young readers: “Bamse möter Stallo” (Bamsy Meets Stállu, 2021), a cartoon intended for pre-literate and young readers, Lilli, Lávre och Saivofolket (Lilli, Lávre and the Sáivu People, 2021), a picturebook, and När vi var samer (When We Were Sámi, 2021), a graphic novel accessible for teenagers. The aim is to map how the Sámi characters and cultures are presented and represented, and by and for whom, using critical race theory. The research questions are: 1) How do verbal and visual elements in the analysed works contribute to the representations of the Sámi characters and cultures? 2) How might the critical race theory framework be relevant in the Swedish-Sámi context? The findings show how authors and illustrators use symmetrical, enhancing, complementary, or counterpointing interplay to pinpoint preconceived notions of Sáminess, inform the readers about historical and contemporary racism, challenge underlying perceptions that privilege Swedishness, and to tell stories and counter stories about Sápmi, the Sámi peoples, and Sámi cultures.
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28.
  • Palo, Annbritt, et al. (författare)
  • Counter storytelling: Fluid (?) diversity in Sami novels for young readers
  • 2022
  • Konferensbidrag (refereegranskat)abstract
    • Literature has great potential to provide readers with insights into intersectional diversity. Alternatively, literature may reproduce stereotypes, or be patronising. Therefore, reading pivotal to promote counter storytelling for recognition and knowledge.The aim of this study is to investigate how themes of diversity have been brought to the fore by Sami writers in two works of fiction for young readers, and how these novels potentially highlight and call into question societal norms on diversity. The books are Köttjuven – I lávvo på Djurgården (2008) by Lotta Willborg Stoor and Ville Söderbaum and Himlabrand (2021) by Moa Backe Åstot. The main characters in both novels are young Sami, and in both novels LGBTIQ+ themes are central. Theories on intersectionality and identity (cf. Crenshaw, 1991; Hill Collins, 1998; Lykke, 2003, 2005: Åhrén, 2008) provides an analytical framework for categories like ethnicity (Sami – non-Sami), sexuality (heteronormativity – LGBTIQ+), gender (binary or non-binary), location (Sápmi – capital), and age (acceptance – need to fit in).Preliminary results show that the novels for young readers call into question the binary opposition in norms restricting diversity by pushing for a flexibility. By allowing for a discussion on sexuality, gender, location, age, where diversity can be seen as fluid, the novels can problematise the not so fluid category of ethnicity, and in the fictional world, normalise destabilisation of categories, and the shift in the perception of Saminess.
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29.
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30.
  • Palo, Annbritt, et al. (författare)
  • Forced Removal of National Minority Children in the Swedish and Finnish Arctic through Schooling
  • 2020
  • Ingår i: International Research in Children's Literature (IRCL). - Edinburgh : Edinburgh University Press. - 1755-6198 .- 1755-6201. ; 13:2, s. 289-305
  • Tidskriftsartikel (refereegranskat)abstract
    • Whilst the colonial practices of child removal outside of Europe are (in-)famous, similar practices within Europe have received less critical attention. This paper examines novels and short stories set in Sweden, Finland, and the border area known as the Torne Valley. It analyses the literary portrayal of the forced removals of children, almost exclusively from the Sámi- and the Finnish/Meänkieli-speaking minorities, into workhouses or boarding schools in the Arctic regions of Sweden and Finland in the twentieth century. These stories are set against the historical background; our focus is on modalities of the trauma experienced. The discussion reveals recurring themes regarding the direct and indirect violence experienced by children, and highlights the inadequacies in the theorisation of coloniser-colonised situations developed in other contexts for describing European Arctic literature.
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31.
  • Palo, Annbritt, et al. (författare)
  • Voicing a Northern Minority Culture on a Global and Digital Arena : Sami Music Videos on YouTube
  • 2022
  • Ingår i: Shaping the North Through Multimodal and Intermedial Interaction. - Cham : Springer Publishing Company. - 9783030991043 - 9783030991036 ; , s. 123-145
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • In order to show how Sami music videos voice a Northern minority culture on the global and digital arena of YouTube, this article brings together and interconnects the promotion of the Sami people in and through Sami YouTube music videos from Finland, Norway, and Sweden. The videos were selected from a corpus created through a netnographic search and were analyzed using Elleström’s model for communication. The findings related to the comments connected to the videos show both primary and secondary chains of communication, sometimes intersecting, and addressing both in- and out-groups through multimodal means. Finally, the analysis of the presemiotic and semiotic resources of the videos brings to the fore the stories told: of the forgotten history, the exploitation of the land and the resistance thereof, the place of symbolical myths in contemporary society, and the need to hold onto dreams and love.
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32.
  • Persson, Ann-Sofie, 1969-, et al. (författare)
  • In the Company of Horses : Girlhood in Pia Hagmar’s Series about Klara
  • 2021
  • Ingår i: Book of Abstracts. ; , s. 26-26, s. 26-26
  • Konferensbidrag (refereegranskat)abstract
    • This paper deals with the literary representation of the relationship between humanand horse, in parallel to the main character’s construction of identity as a girl. Thematerial used will be Pia Hagmar’s series on Klara, which consists of eighteenbooks published between 1999 and 2008. Previous studies (Hedenborg 2013;Asklund 2013) have focused on the identity construction of the horse girl in relationto norms, hard work and her peers. This paper will take a slightly differentorientation, concentrating on the relationship Klara develops with different horsesalong the series, and their impact on her identity as a girl. The main theoreticalframework will be ecocriticism and its entanglements with posthumanism andanimal studies. From an ecocritical standpoint, the anthropocentric perspectivedominates human discourse about other beings, and within this logic, a way ofunderstanding the animal other is to impose anthropomorphism, assigning humantraits to it, explaining its behavior via words, feelings and explanatory modelsproper to humans. Within posthumanism and animal studies, there is a questioningof traditional dichotomies, such as nature-culture, suggesting the upheaval ofanthropocentrism and working towards a greater equality between human andnonhuman animals. Donna Haraway’s notions of companion species andsignificant otherness will be used to talk about the interspecies relationshipsdeveloped within the series. Identity formation in relation to another species is whatis at stake in this paper, where the aim is to show how Klara’s identity formationis interconnected with the horses that she encounters.
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33.
  • Strandberg, Agnes (författare)
  • En del i helheten : En studie av kontextualiserad grammatikundervisning i gymnasieskolan
  • 2023
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Det övergripande syftet med avhandlingen är att bidra med kunskap om grammatikunder­visning i svenskämnet genom en design där forskare och lärare tillsammans skapar, iscensätter och utvärderar kontextualiserad grammatikundervisning i gymnasie­skolans svenskundervis­ning, samt att belysa på vilka sätt en sådan undervisning kan användas och förstås. Shulmans (1986; 1987) teoretisering av lärares ämnesdidaktiska kunskapsbas (PCK), samt hans begreppsapparat om undervisning, används som teoretiskt ramverk i avhandlingens ramberättelse. Avhand­lingen består av fyra vetenskapliga artiklar där designstudien undersöks utifrån olika perspektiv. Det empiriska material som ligger till grund för avhandlingen är vetenskapliga artiklar publicerade i engelsk­språkiga tidskrifter, ljudinspelade fokusgruppsamtal med de sex deltagande lärarna, videoinspel­ningar av de deltagande elevernas metalingvistiska aktiviteter, observations­anteckningar av forskaren samt en elevenkät. Resultaten visar på vilka sätt kontext­ualiserad grammatik­undervisning med målet att utveckla elevers metaling­vistiska förståelse, lämpligen kan ta sig uttryck och användas genom följande samverkande designelement: induktiva arbets­sätt, diskussioner, visualiseringar och integrering. Vidare visar resultaten vilka strategier som elever använder sig av när de analys­erar syntaktiska egenskaper i ett skönlitterärt textutdrag, samt vilka pedagogiska möjligheter och utmaningar som applicerandet av dessa kan generera. I avhandlingen synliggörs också att använd­ningen av autentiska texter i grammatikunder­­visningen kan möjliggöra kopplingar mellan olika språkliga nivåer, så som grammatik och pragmatik. Mot bakgrund av den komplexitet som kännetecknar autentiska texter visar studien emellertid att de också kan försvåra representationen av ett grammatiskt fenomen och i förläng­ning­en representationen av språkets hierarkiska uppbyggnad. Med utgångs­punkt i avhand­lingens sammanförda resultat diskuteras vikten av och komplexiteten med grammatikundervis­ningens kontextualiser­ing och dess relation till det skolgrammatiska arvet från ett teoretiskt och praktiskt perspektiv. I ljuset av lärares ämnesdidaktiska kunskaper och praktikens villkor indikerar resultaten slutligen betydelsen av att rekapitulera vad gramma­tik­undervisning är och kan vara inom ramen för förstaspråksundervisningen i allmänhet och svenskundervis­ningen i synnerhet. 
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