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- Carlsson, Reidun, 1948-
(författare)
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Gamla mönster i nya former? Tre studier om specialpedagogik i teori och praktik
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the research presented here is to examine challenges in the special needs support tradition and the consequences of these challenges with the aim of increasing knowledge regarding the opportunities and constraints that are created as partof the support. In addition, the overarching study aims to highlight issues of democracyand inclusion in the social practices that are focused here and in what manner theseemerge and are framed. These aims are examined through three separate studies.The first study theoretically examines the central concepts of democracy and inclusionin school policy. The central query here relates to what possible consequences differentmodels of democracy imply vis-à-vis inclusive processes and what possibilities exist forchallenging traditions in special need education? Tradition has often been recognized asan important factor for compensating individuals in a reactive and segregating way.The second study takes an ethnographic point of departure and focuses five languagepre-schools that are instituted with the primary aim of teaching Swedish to children fromhomes where Swedish is not spoken. The institutional intention is to prepare these pupilsfor inclusion in future school arenas. One query here relates to what types ofconsequences such a proactively conceptualized activity gives rise to?A case-study that focuses the analysis of a course to prepare teachers for writingremedial plans constitutes the third research foci. The course is offered by a national stateauthority, the older Institute of Special Education (Specialpedagogiska institutet). Theactivity of working on remedial plans is a challenge for the special educational traditionand its individualization of school related problems. A central issue here relates to whatconsequence such a challenge gives rise to when it is formulated by a school-authority?The results of the studies presented in this thesis indicate that traditions resist changeeven though there is an ambition to challenge these. Old patterns of providing support ininstitutional arenas are difficult to reshape. In both empirical studies individual deficits isa common understanding of school-problems. The results of the empirical studies are alsodiscussed in relation to the conceptual analysis presented in the first article.
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| 2. |
- Palla, Linda, 1974-
(författare)
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Med blicken på barnet : om olikheter inom förskolan som diskursiv praktik
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.
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| 3. |
- Palla, Linda
(författare)
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Med blicken på barnet : Om olikheter inom förskolan som diskursiv praktik
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.
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| 4. |
- Tvingstedt, Anna-Lena
(författare)
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Avslutande reflexioner
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 267-276
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Tvingstedt, Anna-Lena
(författare)
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”Barnen talar två språk och har två kulturer” : Föräldraperspektiv på tvåspråkig undervisning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 81-117
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Tidskriftsartikel (refereegranskat)abstract
- Cooperation between school and home is one of the cornerstones in school policies in Sweden, as well as internationally. During the last decades, questions of parental influence and the freedom to choose schools have come to the fore. The importance of well-functioning cooperation between school and home, aiming to support school performance and improve the pupils’ results, is another issue which has been stressed in policy, as well as in research. When implementing a major change, such as developing bilingual education, it is important to have the support and cooperation of the parents. In this paper the views of parents of pupils who received bilingual education in Arabic and Swedish are presented. Data was collected in questionnaires. In addition to information concerning the educational and linguistic background of the family, the parents gave their views on bilingual education in general, and on the bilingual education their children received, in particular. The parents appreciated the bilingual education and emphasized the importance of both mother tongue and Swedish for their children. They regarded bilingualism as an asset and wanted their children to become bilingual and bicultural.
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| 6. |
- Tvingstedt, Anna-Lena
(författare)
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Inledning
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 7-18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Tvingstedt, Anna-Lena, et al.
(författare)
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Läs- och kunskapsutveckling hos elever som fått tvåspråkig undervisning på svenska och arabiska
- 2011
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Ingår i: Educare. - : Malmö högskola, Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :3, s. 227-266
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Tidskriftsartikel (refereegranskat)abstract
- The article explores reading and knowledge development in pupils receiving bilingual instruction in Swedish and Arabic during their first five school years. Attempts are also made to compare their reading level in Arabic and Swedish. Reading development has been documented by assessment materials generally used in schools, complemented with reading-tests in both languages. In addition the pupils’ results on the mandatory national tests assessing goal attainment in primary school years 3 and 5 are presented and compared to the results of Arabic speaking and other multilingual pupils at the same schools, who did not receive bilingual instruction. Findings show that the pupils from the bilingual classes mostly performed at the same level as pupils educated in Swedish only. They were slightly but seldom significantly behind in reading Swedish but many were proficient in reading Arabic as well. Certain differences in performance are discussed but the material does not permit to draw conclusions concerning the consequences of bilingual education. Other factors and circumstances affecting school performance need to be considered.
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| 8. |
- Tvingstedt, Anna-Lena
(författare)
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Parental views on bilingual education in Arabic and Swedish
- 2010
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Ingår i: Abstracts, Active Citizenship. ; , s. 187-187
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aim: Language minority pupils represent an increasing part of the school population in Swedish schools, and the hitherto domineering monolingual norm is challenged by a bi- or multilingual reality. In urban schools 75%-100% of the pupils may have another first language than Swedish and today Arabic is one of the largest minority languages. Minority language pupils are faced with the challenge to develop a second language and simultaneously have to use this language as a vehicle for knowledge acquisition. In order for schools to meet this changing reality and to adapt to the needs of multilingual pupils, several schools are offering an increasing part of the education in the pupils’ first language. Different models of bilingual teaching are being developed based on what is considered possible and feasible within the prerequisites, conditions and resources of each school. In a longitudinal research project, the implementation of different organizational models of bilingual education in Swedish and Arabic in three urban school contexts has been followed. Consequences of developing bilingual education for the schools, the staff and for classroom teaching, as well as consequences for the pupils’ knowledge acquisition and language development in both languages, is being considered in an interdisciplinary study within an educational and societal context. Theoretical framework: The project is framed by Bronfenbrenner’s bio-ecological systems theory complemented primarily by theories of language development and second language acquisition and learning in school settings, but also by theories of school change and development. Information is collected on a societal, organizational, classroom and individual level. In this paper the parents’ views on bilingual education in general and on the bilingual teaching their children are being subjected to in particular is focused. Parents’ attitudes and activities are of fundamental importance not only for the language development of the children but also for their school achievements. A well functioning cooperation between home and school is also considered crucial for school success. In order for a bilingual approach to be successful the school needs the approval and support of the parents. Methodology/research design: Results from a questionnaire study directed to the parents of the children in the project are presented. The questionnaires were translated to the parents’ first language and were answered by a vast majority of the parents addressed. Expected conclusions/findings: The data presented encompasses information about the parents’ background, language use, views on school, on bilingual education and on the bilingual teaching model used in their children’s school and some differences between different groups of parents are discussed br> Relevance for Nordic Educational research: The political discussion of the school situation of minority language pupils in urban schools in Sweden is generally dominated by a deficiency discourse often underpinning the lack of resources and engagement among the parent group. When the parents are given the opportunity to express their opinions even through questionnaires only, a different picture emerges that may contribute to a more nuanced view.
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