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- Sernhede, Ove, 1951, et al.
(author)
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Mellan resignation och framtidstro : livsvillkor och lärande hos förortens unga
- 2024
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Book (other academic/artistic)abstract
- Mellan resignation & framtidstro är en motberättelse mot den stereotypa bilden av ortens unga och mot de politiskt uppmålade visionerna om en mer jämlik stad genom omvandlingar av det urbana rummet och kortsiktiga insatser i skolor. Boken är ett kollektivt resultat av tre forskningsprojekt som alla kretsar kring begränsningar och möjligheter i unga människors livsvillkor och lärande i några av Göteborgs mest stigmatiserade stadsdelar.
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| 3. |
- Björkman, Lotta, 1978-, et al.
(author)
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Normkritiska perspektiv i pedagogisk verksamhet. Förskola, fritidshem och skolan tidigare år
- 2023
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Book (other academic/artistic)abstract
- De normer som förmedlas i förskola, fritidshem och skola har stor betydelse för barns uppväxtmiljö samt för deras identitets- och kunskapsutveckling. Utgångspunkten i denna bok är att de som arbetar i pedagogisk verksamhet behöver kunskap och färdigheter för att granska och förändra normer som på olika sätt begränsar och exkluderar. Ett normkritiskt perspektiv på och i pedagogiskt arbete kan bidra till en kontinuerlig reflektion som gör medvetenhet och förändring möjlig. Boken tar sig an teoretiska perspektiv på kön, klass, hudfärg, funktionsvariation och sexualitet, erbjuder reflektion kring profession och förhållningssätt samt fördjupar sig i didaktiska utmaningar och möjligheter. Kapitlen ger rikligt med exempel på normkritiskt pedagogiskt arbete och belyser bland annat estetisk verksamhet i skolan, demokratiarbete med skolbiblioteket, representation i förskolan, fritidshemmets didaktiska mellanrum, barns lek och kommunikation mellan kollegor. Boken vänder sig till blivande och verksamma förskollärare och lärare, skolledare och alla som har ett intresse för frågor som berör normer, makt och likvärdiga villkor i barns liv.
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- Lundmark, Sofia, PhD, et al.
(author)
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Didactical dilemmas with mobile phones in vocational educational classrooms
- 2021
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In: INTED2021 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409276660 ; , s. 8476-
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Conference paper (peer-reviewed)abstract
- This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.
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| 5. |
- Wärnsby, Anna, et al.
(author)
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Letter form the Editor
- 2018
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In: Educare. - Malmö University : Malmö universitet. - 1653-1868 .- 2004-5190. ; 209:6, s. 919-919
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Journal article (other academic/artistic)
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| 6. |
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Yrkesdidaktiska dilemman
- 2021
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Editorial collection (peer-reviewed)abstract
- Antologin Yrkesdidaktiska dilemman samlar aktuell forskning kring didaktiska utmaningar i yrkesutbildningar. Här identifieras och exemplifieras didaktiska dilemman som yrkeslärare stöter på och forskningen som presenteras utgår uteslutande från dagens klassrum sett ur ett lärarperspektiv. Författarna diskuterar strategier, lösningar och verktyg som går att omsätta i praktiken. De dilemman som presenteras speglar vitt skilda praktiker från yrkesutbildningar, men frågorna som uppstår finns inom all utbildning, som exempelvis: Hur ska lärare möta elever och studenter med särskilda behov? Hur ska den digitala revolutionen omfamnas? Hur kan lärare arbeta med svårigheter som rör bedömning och betygssättning? Yrkesdidaktiska dilemman uppmuntrar till kollegial reflektion och diskussion och rekommenderas till alla pedagoger och didaktiker.
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| 8. |
- Andersson, Ninnie, 1984, et al.
(author)
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Dance as democracy among people 65
- 2020
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In: Research in Dance Education. - : Taylor & Francis. - 1464-7893 .- 1470-1111. ; 21:3, s. 262-279
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Journal article (peer-reviewed)abstract
- This study sheds light on dance as democracy among people 65+. The article presents a study that is part of the project Age on Stage, in which elderly people were offered to express themselves through dance as an aesthetic form of expression. Hannah Arendt and Simone de Beauvoir are applied as philosophical lenses. Elderly people’s participation and involvement in dance activities are investigated and discussed. The specific aim is to describe and analyse contemporary dance as a form of democracy among people 65+. The following questions were formulated: What constitutes dance as communication within a group of elderly people? How do the participants internalise and use dance as an artistic form of expression in relation to the possibilities and limitations a workshop provides? A phenomenological analysis based on field notes and video recordings have generated the following themes: a functional body with impetus to move, to embody dance as a form of expression, to use Dance as a Form of Artistic Expression in Aesthetic Communication, and Reflections on life, body and dance. The results reveal existential and aesthetic dimensions of dance activities for elderly people that have not been emphasized to any greater extent in earlier studies.
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| 9. |
- Ferm Almqvist, Cecilia, Professor, 1966-, et al.
(author)
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Lived time in “relay-method”based arts education : Sharing the UN Convention on the Rights ofthe Child as an example
- 2022
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In: European Journal of Philosophy in Arts Education. - : University College of Music Education in Stockholm. - 2002-4665. ; 7:1, s. 97-132
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Journal article (peer-reviewed)abstract
- This article explores the concept of lived time as an aspect of aesthetic pedagogy based on a phenomenological way of thinking. Starting off from the philosophies of Bollnow and van Manen, where time is seen as an existential phenomena, intertwined with other existentials, we used experiences from an ongoing project as examples to make understanding of the phenomenon possible. Lived time concerns reconsidering and revision of thinking, a process that includes personal, relational and emotional qualities. The specific aim of the philosophical study is to describe the phenomenon of lived time in aesthetic pedagogy from a pedagogue perspective. We embrace a holistic view of relations between arts and education, where education in arts, education through arts, education as art, and art as education function as different perspectives of aesthetic pedagogical situations. To get acces to pedagogues’ lived experiences of time in aesthetic pedagogy, a group interview was conducted. Six pedagogues engaged in the Alla har rätt-project, with educational as well as artistic backgrounds, were interviewed together via the communication tool Zoom. Intentions, experiences, the changing situation, as well as visions about the future constituted themes for the group conversation. The philosophical analysis, where the experiences of the interviewees were used as examples, resulted in a description of the phenomenon of lived time in arts-based education constituted by four themes: Lived time in meaningful arts education, Lived time as diminishing or disappearing in aesthetic pedagogy, Lived time and artworks in aesthetic pedagogy, and Lived time as didactic frame in aesthetic pedagogy.
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