| 1. |
- Finnveden, Göran, et al.
(author)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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In: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Journal article (peer-reviewed)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 2. |
- Weldemariam, Kassahun, 1981, et al.
(author)
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Care and Social Sustainability in Early Childhood Education : Transnational Perspectives
- 2022
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In: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
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Journal article (peer-reviewed)abstract
- This article explores how the notion of care is conceptualised and described in early childhood education policies across countries in the majority (Ethiopia, Kenya and Zambia) and minority (New Zealand and Sweden) world. A central focus is the relationship and balance between care and education. The authors examined whether there are trends and tendencies to strengthen or weaken the care/education component at the expense of the other. Grounded in local and national knowledge, the authors employed a cross-national collaborative inquiry approach and interrogated the notion of care while extrapolating its implications for the endeavour to design socially sustainable early childhood education. The results revealed that care has remained ingrained within policies in the minority world, while there is a tendency to view it as separate from education in the majority world. Although quantitative goals for early childhood education and care still dominate the majority world, the importance of care and sustainable development are present in all policy documents across the five nations. The authors concluded that strengthening these promising policy endeavours paves the way towards effective educare approaches, which lay the foundation for social sustainability in early childhood education.
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| 3. |
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| 4. |
- Becevic, Zulmir, et al.
(author)
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Barns perspektiv på jämställdhet i skola - en kunskapsöversikt
- 2010
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Reports (other academic/artistic)abstract
- Denna rapport är en kunskapsöver sikt över forskningen om barns perspektiv på jämställdhet i skolan . Kunskapsöversikten har tagits fram av fil dr. Kjerstin Andersson, fil. dr. Ann Nehlin, doktorand Mehek Muftee och doktorand Zulm ir Becevic, samtliga verksamma vid Tema barn, Linköpings universitet. Forskning med barns perspektiv handlar om att låta barnen själva komma till tals, även om barnens utsagor givetvis måste tolkas av den vuxne forskaren. Det är viktigt att inte glömma bort barns röster och åsikter. Författarna påminner oss om att barn enligt FN:s barnkonvention och svensk lag har rätt att göra sin röst hörd i alla frågor som berör dem. Denna rapport ingår i en serie av forskarrapporter från DEJA. Syftet med DEJA:s forskarrapport er är att bidra med ny kunskap samt sammanställa och sprida kunskap och därigenom stimulera diskussionen om jämställdhet och genus i skolan. Författarna står själva för innehållet i rapporterna. Ytterligare information om vår delegation finns på webbplatsen www.jamstalldhetiskolan.se.
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| 5. |
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De estetiska ämnenas didaktik : Utmaningar, processer och protester
- 2018
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Editorial collection (peer-reviewed)abstract
- Denna antologi De estetiska ämnenas didaktik. Utmaningar, processere och protester vänder sig till alla som är intresserade av estetiska ämnen, skapande och lärande. Den riktar sig särskilt till verksamma lärare, blivande lärare och lärarutbildare i estetiska ämnen samt till forskare och forskarstuderande inom det estetiska fältet. Boken presenterar olika kritiska och nya granskande perspektiv på estetiska och konstnärliga lärprocesser genom texter om barn, elever, lärare och studenter i varierande skapande verksamheter och verkstäder. Texterna berör alltifrån förskola, grundskolans yngre och senare åldrar, gymnasiet och kulturskolan till universitetsutbildning och internationella jämförelser. I antologin diskuterar forskare, universitetslärare och erfarna pedagoger forskningsfrågor kring estetiska uttryck och ämnen, lärprocesser och reflektioner ur ett praktiknära perspektiv.Författarna är alla knutna till eller verksamma inom de estetiska ämnena vid institutionen för de Humanistiska och Samhällsvetenskapliga ämnenas didaktik (HSD) på Stockholms universitet. Boken speglar universitetslärares olika forskningspraktiker, såsom forskning av professorer och lektorer, post-dok forskare och doktorander samt adjunkters FoU projekt. Antologin presenterar deras vetenskapliga studier och forskningsresultat av undervisning inom de estetiska ämnenas teori och praktik, undersökningar baserade på teoretisk och empirisk forskning som intervjuer, enkäter, observationer. Samtliga artiklar har genomgått en oberoende vetenskaplig granskningsprocess.
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| 6. |
- Olander, Clas, et al.
(author)
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Representations as mediation between purposes as junior secondary science students learn about the human body
- 2018
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In: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 40:2, s. 204-226
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Journal article (peer-reviewed)abstract
- © 2017 Informa UK Limited, trading as Taylor & Francis Group The aim of this article is to investigate students’ meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N = 26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system.
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| 7. |
- Rottenberg, Débora, 1965-, et al.
(author)
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El contexto neoliberal en el alcance de la equidad propuesta por las políticas europeas de proficiencia lingüística : el caso del español en el sistema educativo sueco
- 2016
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In: PROFESORADO. - Granada (España). - 1138-414X .- 1989-6395. ; 20:02, s. 366-380
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Journal article (peer-reviewed)abstract
- El propósito de este artículo es analizar y discutir las posibilidades de una implementación equitativa de las políticas europeas de proficiencia lingüística en contextos de políticas educativas de corte neoliberal.Se parte de las recomendaciones de la UE en materia de políticas de proficiencia lingüística para analizar, tomando como eje las diferentes formas de libertad de elección, los principales documentos que rigen la política educativa sueca así como la praxis concreta de los diferentesactores involucrados en la enseñanza y el aprendizaje de español como lengua extranjera.Se concluye que el sistema educativo neoliberal vigente en Suecia no favorece el alcance de las recomendaciones de equidad propuestas por la UE. Esto se explica por el aumento de la libertad de elección por parte de diversos actores, lo que ha creado un estado de inestabilidad y desigualdad en las condiciones de implementación de las políticas europeas de multilingüismo.
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| 8. |
- Blennow, Katarina, et al.
(author)
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Students’ narrative action in social science teaching in Swedish upper secondary school : Limitations and openings
- 2023
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In: Acta Didactica Norden. - Oslo. - 2535-8219. ; 17:2, s. 1-24
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Journal article (peer-reviewed)abstract
- In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.
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| 9. |
- 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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| 10. |
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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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