| 1. |
- Groglopo, Adrián, 1967, et al.
(författare)
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Rasismen kläs på nytt i en gammal toleransdräkt
- 2015
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Ingår i: Feministiskt Perspektiv. - 2002-1542.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Andra inlägget i debatten om rasismforskningens villkor är skrivet av Adrián Groglopo och Lena Sawyer, som ställer sig kritiska till regeringens och Göteborgs universitets ideologiska utgångspunkter. I synnerhet kritiserar de föreställningen om tolerans. De vill gärna se mer maktkritiska perspektiv.
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| 2. |
- Ahlberg, Kerstin, et al.
(författare)
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Visualisera globala mål i serier : Social och ekologisk hållbarhet i bildämnet
- 2024
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Ingår i: Bild och visuell kultur Undersökande bildundervisning i grundskola och fritidshem. - Lund : Studentlitteratur. - 9789144182889 ; , s. 135-158
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel presenteras ett temaarbete där elever i årskurs fyra skapade serier utifrån de globala målen för hållbar utveckling. Eleverna arbetade under fyra veckor med att skapa sina serier. I kapitlet beskrivs serieskapande som multimodal uttrycksform och temaarbetets upplägg i olika lektioner. Vi gör också en närläsning av två av serierna med kopplingar till serielitteracitet.
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| 3. |
- Andersson, Joakim, 1966
(författare)
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Kommunikation i slöjdundervisningen
- 2022
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Ingår i: Skolporten, slöjdkonferens.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
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| 4. |
- Andersson, Joakim, 1966
(författare)
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Sammansättningstekniker i en skolkontext
- 2023
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Ingår i: Sjællandsstævnet- Dansk slöjdförening.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Workshop i sammansättningstekniker- Vad går det att skapa med ett ny tänk och hur kan det användas i undervisningen
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| 5. |
- Barow, Thomas, 1969, et al.
(författare)
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Elevassistenter i särskolan: mellan elever och speciallärare : Student assistants in special school: between student and special teacher
- 2021
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Ingår i: Forskning pågår.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den presenterade studien tar upp elevassistenters roll och uppgift i särskolan. Det empiriska materialet består av en enkätstudie med 60 elevassistenter och halvstrukturerade intervjuer mer fyra speciallärare och fem elevassistenter. Resultaten diskuteras baserande på ”street-level bureaucracy”-ansatsen och fokuserar på elevassisternas intermediära roll mellan speciallärare och elev i grundsärskolan. Elevassistenterna upplever avsaknad av stöd i sin professionella utveckling. Baserande på bristande resurser och omfattande uppgifter har de begränsade möjligheter i att kooperera med specialläraren gällande undervisningens planering, genomförande och evaluering. Komplexiteten att inneha både en undervisande och en omsorgsorienterad roll i klassrum diskuteras, särskilt med hänsyn till elevers välmående och relationer till andra elever.
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| 6. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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| 7. |
- Doyle, Andrew, 1992-
(författare)
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Consolidating concepts of technology education : From rhetoric towards a potential reality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. As the intermediary between rhetoric and reality, the technology teachers and ways of understanding their enacted practices are the focus of this work. The thesis is based on four research articles which adopt theoretical and empirical approaches to investigating the technology teacher as mediator of enacted practice. In Article I, technology education in the Irish national context is investigated through technology teachers’ reflections on enacted practice. In response to a variety of situational- and systemic- factors which impede classroom practice being identified, Article II and III theorise approaches to investigating enacted practice in technology. In acknowledging the epistemological basis of technology as depicted in the extant literature, a reconceptualisation of how to utilise pedagogical content knowledge research in explaining enacted practice is put forward. Article IV returns to the technology teacher in a transnational context, whereby teachers from the Republic of Ireland, Sweden and New Zealand are interviewed in constructing a grounded theory of teachers’ purposes for teaching technology. The contributions of the research are twofold. Firstly, following the identification of evidence to support the existence of rhetoric-reality tensions in technology education, an ecologically situated framework of enacted practice is put forward. The framework acknowledges how subject matter is treated in technology education in striving for more comprehensive ways of investigating enacted practice. Secondly, in taking a preliminary step toward understanding enacted practices, a grounded theory of teachers’ purposes for teaching technology is put forward. This grounded theory offers a unified model for articulating the purposes of teaching technology that prevail in classroom realities today.
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| 8. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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