| 1. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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Performativity as pretence : A study of testing practices in a compulsory school in Sweden
- 2012
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 7:3, s. 297-309
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Tidskriftsartikel (refereegranskat)abstract
- Our aim in this paper is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of pedagogic device provides a framework for understanding hos high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal apporach to governance, stnadardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individueal level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individualäs responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.
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| 2. |
- Augustsson, Dennis
(författare)
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Collaborative Media in Educational Settings : Teaching as a Design Profession
- 2018
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Ingår i: The International Journal of Design Education. - : Common Ground Publishing. - 2325-128X .- 2325-1298. ; 13:2, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.
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| 3. |
- Lundberg, Osa, 1967-, et al.
(författare)
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‘Can you teach me a little Urdu?’ : Educators navigating linguistic diversity in pedagogic practice in Swedish preschools
- 2023
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Ingår i: Global Studies of Childhood. - : Sage Publications. - 2043-6106. ; :3, s. 245-260
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Tidskriftsartikel (refereegranskat)abstract
- According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators’ dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein’s competence model with weak classification and framing accommodates translanguaging, giving room for the children’s own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children.
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| 4. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(författare)
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Lessons Learned from Teaching Nursing Students about Equality, Equity, Human Rights, and Forced Migration through Roleplay in an Inclusive Classroom
- 2020
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 12:17
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Tidskriftsartikel (refereegranskat)abstract
- Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings.
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| 5. |
- Samuelsson, Marcus, 1967-, et al.
(författare)
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Beyond Individual Matters : Sloyd Teachers posts in a Facebook group
- 2019
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Ingår i: Techneserien. - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slöjd. - 1238-951X. ; 29:2, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- The reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an “attack” on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an “ordinary” month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers’ own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills “toolbox” beyond individual matters
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| 6. |
- Widhe, Olle, 1971, et al.
(författare)
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Högläsning som estetisk praktik. Att läsa tillsammans med äldre elever
- 2020
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Ingår i: Bildning, utbildning, fortbildning. Trettonde nationella konferensen i svenska med didaktisk inriktning ; Linköping 22-23 november 2018 / redaktörer: Maritha Johansson, Bengt-Göran Martinsson, Suzanne Parmenius Swärd.. - Linköping : SMDI - Nationella nätverket för svenska med didaktisk inriktning. - 1651-9132. - 9789179298449
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Bokkapitel (refereegranskat)abstract
- Artikeln syftar till att undersöka situationer då lärare ägnar sig åt högläsning tillsammans med äldre elever. Materialet utgörs av ett fokusgruppssamtal med tre erfarna svensklärare i Västra Götaland, en från högstadiet och två från gymnasiet. Genom lärarnas samtal får vi kunskap om vad högläsning tillsammans med äldre elever kan innebära och vilken plats den kan tilldelas i undervisningen. Vårt resultat pekar mot att högläsning inte enbart hör hemma i undervisningen av yngre elever, ovana läsare, nyanlända elever eller elever med särskilda behov. Tvärt om visar det sig att lärarna ser många generella fördelar med högläsning och att den även tycks uppskattas av eleverna själva. Parallellt med detta visar undersökningen att högläsning inte bör reduceras till enbart en metod för att uppnå andra lärandemål. Med utgångspunkt i analysen av lärarnas samtal genereras här tre begrepp, högläsningskonvention, estetiskt delande och auditiv föreställning, vilka understryker att högläsning tillsammans med äldre elever kan tillskrivas en estetisk dimension med ett eget värde.
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| 7. |
- Schüler, Martin, et al.
(författare)
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Speed vs thought
- 2021
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Ingår i: 26th ICCRTS International Command and Control Research and Technology Symposium. - Washington. ; , s. 1-8
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to discuss the conception of speed in command and control (C2) systems’ impact on human thought and to introduce the notion of “Combat Integrated Learning” (CIL). In a context of increased complexity, unpredictability and ambiguity, adaptation not only concerns agility in terms of speed, but through resilience, self- healing and – in lack of calculable consequence ethics – an Aristotelian notion of virtue as a stable equilibrium of the soul as a basis for choice of action “knowingly and for its own sake”. As humans we have many cognitive functions which impact how we perceive information i.e., sensemaking and situation awareness. But the essence of thinking is a philosophical issue where philosophers like Arendt previously explained the emergence of banal evil as ordinary men having lost their ability to think. C2 systems that make us reactive to a piece of information, inciting speed to act, minimize human reflection and learning. Developing time effective C2 systems could in fact lead to the creation of military stupidity. Authority, organizational and administrative procedures may lead to normalization of risk, morally questionable attitudes and actions, routinized humiliation and behavior that ultimately break down sensemaking and the sense of “self” in degraded environments. C2 systems and their uses may hamper intelligent action through the loss of an active agency of the individual, thus impede understanding and management of the battlespace, especially in the light of deception and disinformation, and unclear causal relations of events in constrained environments. This paper points at potential good practices in the face of ambiguity.
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| 8. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Spänning och äventyr som läromedel
- 2011
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Ingår i: Kritisk läsning av pedagogiska texter. - Lund : Studentlitteratur. - 9789144057057 ; , s. 49-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Andersson Hval, Ulrika, 1974-, et al.
(författare)
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Klimatkrisen i klassrummet : Reflektioner kring användning av litteratur i undervisning om hållbar utveckling
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; :2, s. 27-44
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Tidskriftsartikel (refereegranskat)abstract
- This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics.
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| 10. |
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