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1.
  • Dahlstedt, Magnus, et al. (författare)
  • Problematizing parents : representations of multi-ethnic areas, youth and urban unrest
  • 2017
  • Ingår i: Reimagineering the nation. - Frankfurt am Main : Peter Lang Publishing Group. - 9783631715185 - 9783631715208 - 3631715188 ; , s. 209-233, s. 209-233
  • Bokkapitel (övrigt vetenskapligt)abstract
    • The causes of and solutions to juvenile delinquency and social unrest amongthe youth in so-called Swedish multi-ethnic urban areas are frequently represented inpublic-institutional discourse as related to migrant parents. These are, the authors argue,consequently exposed to policies for ‘activation’, ‘responsibilisation’ and ‘normalisation’.
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2.
  • Elfström Pettersson, Katarina, 1959- (författare)
  • Production and Products of Preschool Documentation : Entanglements of children, things, and templates
  • 2017
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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3.
  • Bredlöv, Eleonor (författare)
  • Shaping the female student : an analysis of Swedish beauty school recruitment texts
  • 2016
  • Ingår i: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X. ; 38:2, s. 243-258
  • Tidskriftsartikel (refereegranskat)abstract
    • This study focuses on the recruitment of adults to the beauty industry in Sweden. It is concerned with a move in (beauty) education away from state and towards private provision in a wider context where education is becoming more heavily marketised. Drawing on a poststructural approach inspired by the work of Foucault and feminist theory, the shaping of student subjectivity in recruitment material for private beauty schools is analysed. A poststructural approach provides analytical tools that make visible the process of how power shapes subjectivities, and the use of feminist theory gives special focus to the gendered aspects of this process. The study includes a textual analysis of website homepages of beauty schools, beauty schools’ Facebook pages and web pages that provide compiled information on educational programs and courses connected to the beauty industry. The analysis shows how consumption is constituted and feminised through specific marketing strategies and thereby becomes both a starting point and a resource for the shaping of student subjectivity. Thus, a particular form of gendered entrepreneurial self is shaped in this femininised educational context, and this study therefore highlights the importance of vocational research that takes into account the shaping of student subjectivity.
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4.
  • Lozic, Vanja, 1976-, et al. (författare)
  • Färgblind rasism : problemföräldrar, utanförskapsområden och fostran till svenskhet
  • 2017
  • Ingår i: Ras och vithet. - Lund : Studentlitteratur AB. - 9789144117980 ; , s. 215-236, s. 215-236
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Den här boken ger en introduktion till dagens forskning om ras och vithet i ett svenskt sammanhang. I tolv kapitel undersöker forskare från olika ämnesområden och med olika metodologiska ingångar hur de båda begreppen ras och vithet hänger samman med Sverige, svenskar och svenskhet.Boken är indelad i två avsnitt. Kapitlen i den första delen undersöker i första hand historiska fenomen och frågeställningar. I del två analyserar författarna debatter och förhållanden som rör dagens svenska vithet och samtida svenska rasrelationer.Forskningsfältet svenska kritiska ras- och vithetsstudier är fortfarande relativt nytt. Den här antologin visar att fältet växer och att det i dag pågår forskning om ras och vithet inom flera olika kultur- och samhällsvetenskapliga discipliner.Boken är avsedd för studenter på universitet och högskolor.
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5.
  • Lozic, Vanja, 1976- (författare)
  • Inclusion through exclusion : teachers' perspectives on teaching students with autism
  • 2014
  • Ingår i: Cypriot Journal of Educational Sciences. - : Birlesik Dunya Yenilik Arastirma ve yayincilik Merkezi. - 1305-9076 .- 1305-905X. ; 9:1, s. 3-13
  • Tidskriftsartikel (refereegranskat)abstract
    • Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.
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6.
  • Svensson, Teresia, 1975-, et al. (författare)
  • Miljövetenskaplig undervisning i högre utbildning
  • 2016
  • Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
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7.
  • Martín-Bylund, Anna (författare)
  • Towards a minor bilingualism : Exploring variations of language and literacy in early childhood education
  • 2017
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The aim of this compilation thesis is to explore variations in bilingualism with the help of everyday specific situations at a Spanish-Swedish early childhood institution in Sweden, and by means of a ‘material-semiotic theorizing’. This means that material and semiotic elements are treated equally and entwined. Through studying a bilingual preschool practice, theory and politics as three interwoven practices, the thesis produces knowledge on language and literacy as socially and materially divergent, transformative occurrences. The research process is a commitment with Deleuzio-Guattarian philosophy, theory and politics, and is defined as a becoming in and of the three practices (education, theory, politics). Ethical and methodological undertakings are described as results of the interaction of these practices. Processes of data production include a yearlong fieldwork with all year groups (1-5) at a bilingual preschool in Sweden with a Spanish-Swedish language policy. The materials of data (approx. 59 hours of video-recordings and additional field-notes of everyday activities) are extended and developed upon in interaction with theoretical concepts and political concerns in terms of an analytical process that ‘puts theory to work’. The results are phrased as three temporal suggestions: 1) Bilingualism is a plural, collectively produced, both transitory and specific phenomenon 2) Bilingualism emerges with different, simultaneous dimensions of language and literacy (language as both code and material intensities) 3) Bilingualism is shared and public but also private and inconclusive. The thesis also shows the interconnectedness and continuity between different constructions of bilingualism (i.e. separate – flexible, public - private) as well as the productivity of the unknown and of what is labelled as (il)literate expertise. The impact that these suggestions may have in working with bilingualism in early childhood education is discussed. At the same time the discussion inspires to thinking towards a minor bilingualism also in more general terms.
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8.
  • Independent in the heard: Inclusion and exclusion as social processes. Proceedings from the 9th GRASP conference, Linköping University, May 2014 : Independent in the heard: Inclusion and exclusion as social processes. The 9th GRASP conference, Linköping University, May 2014
  • 2014
  • Proceedings (redaktörskap) (refereegranskat)abstract
    • GRASP (Group and Social Psychology) is an interdisciplinary conference, which aims to provide a community around social psychological issues for researchers, practitioners, and graduate students from the Nordic countries within the fields of psychology, sociology, education, behavioural sciences and social work to share, exchange, learn, and develop preliminary results, new concepts, ideas, principles, and methodologies, as well as bridging the gaps between paradigms, encouraging interdisciplinary collaborations, and advancing our understanding of groups and social psychology.GRASP 2014 was the ninth Nordic conference was held in Linköping and hosted by the Department of Behavioural Sciences and Learning at Linköping University. The theme of the conference this year was on inclusion and exclusion as social processes. Twenty-two papers were accepted and presented at the conference. Keynote speech was given by Dr Siân Jones from Oxford Brookes University and Dr Ken Mavor from University of St Andrews. In line with the main theme of the conference, Siân Jones talked about “Bullying and belonging: Experimental data, real-world data, tears, and tantrums”. Ken Mavor talked about “Encapsulating the things that matter: Exploring identities for learning, social action and wellbeing”.The topics of the individual papers at GRASP 2014 were: (a) the role of categorization in personal change through participation in collective action, (b) students’ perspectives on bullying incidents, (c) mindfulness in values education in schools, (d) team-training and the executive team’s organizational influence, (e) using discursive psychology to show how students do ‘being collaborative’ in group work, (f) operational leadership and knowledge-transfer in high risk operations, (g) communication of risk in oil and gas megaprojects, (h) verbal expressions of “compassion” in an academic context, (i) a descriptive study of work groups in the Swedish and U.S. economy, (j) challenges and panaceas, as experienced by physicians, when introducing a patient centred and team based round, (k) leadership and communication in cross-cultural teams in a study of Korean/Scandinavian collaboration, (l) conscientiousness and agreeableness among prisoners, (m) ‘dark values’ – the dark triad hiding in Schwartz’ value orientation, (n) gender and legitimacy in student project groups, (o) between Skylla and Karybdis within academia – peer leadership or management, (p) illusion of invulnerability, need for cognition and resisting persuasion, (q) the significance of management climate on the quality of elderly care, (r) benevolence towards men and women, and traditional views of upbringing – a backlash to gender equality, (s) the role of equality in the decision making process in small groups, (t) bullying and defender behaviour amongst school children – the importance of moral emotions and moral disengagement, and (u) development of learning models through social experiments considering widening recruitment of university students.These proceedings bring you seven of the 22 papers from the conference.
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9.
  • Kreitz-Sandberg, Susanne (författare)
  • Gendersensitive Pädagogik in Schweden : Vorbereitung für Geschlechtergerechtigkeit bereits im Kindergarten?
  • 2010
  • Ingår i: Betrifft Mädchen. - Weinheim, Germany : Juventa. - 1438-5295. ; 23:1, s. 31-34
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • Schweden gilt gemeinsam mit anderen nordischen Nationen als ein Land, in dem die Gleichstellung der Geschlechter weit vorangeschritten ist. Nach Angaben der Vereinten Nationen belegte Schweden 2005 den vierten Platz hinsichtlich der erfolgreichen Umsetzung von Gender Mainstreaming. Schweden wird in Deutschland sowohl in Hinblick auf Gleichstellung als auch auf Bildungsideale gerne als positives Exempel präsentiert.Gleichstellung und gleiche Möglichkeiten für Mädchen und Jungen im Bildungsbereicht wurden bereits in den 60er Jahren auch in den Lehrplänen verankert. Der Lehrplan für den vorschulischen Bereich (Lpfö 98) hebt hervor, dass die Kinder ein Verständnis für Egalität aller Menschen unabhängig von sozialer Herkunft, Geschlecht, ethnischer Zugehörigkeit, Religion oder Glaubensgemeinschaft, sexueller Orientierung oder Behinderung entwickeln sollen.
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10.
  • Sandberg, Anette, et al. (författare)
  • An interview study of gender difference in preschool teachers' attitudes toward children's play
  • 2005
  • Ingår i: Early Childhood Education Journal. - 1082-3301 .- 1573-1707. ; 32:5, s. 297-305
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenographical research. The sample consisted of ten female and ten male preschool teachers'. The results show differences between female and male preschool teachers' play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.
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