| 1. |
- Löfdahl, Annica, 1960-, et al.
(author)
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Preschool's new suit : Care in terms of learning and knowledge
- 2015
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In: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 35:3, s. 260-272
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Journal article (peer-reviewed)abstract
- This article focuses on aspects of the notion of care in relation to the work of quality documentation in the Swedish preschool. Questions deal with how teachers enact pedagogy in relation to the documentation work; how they handle the demands of visibility; and which aspects of the teacher profession are exposed and which are silenced. Data consist of observations from staff meetings at a preschool and interviews with preschool teachers and their managers while discussing the work of documenting quality in the preschool. Our analytical tools are based on theories of teacher professionalism, combined with education policy. Our results show that the preschool staff rarely talk about care and that difficulty in describing and documenting the meaning of care leads them to use various professional strategies whereby they escape the challenges and transform care into children's learning and knowledge.
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| 2. |
- Hjalmarsson, Maria, 1973-, et al.
(author)
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Det är inte jag som har tillsatt mig själv på posten : Motstånd och ironi i relationer mellan förstelärare och deras kollegor
- 2016
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In: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 12:1, s. 76-94
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Journal article (peer-reviewed)abstract
- 2013 infördes en ny reform om karriärvägar för lärare. Genom att tillsätta 17 000 lärare i en ny position, en formellt högre befattning – förstelärare - förväntas reformen förutom att bidra till skolutveckling och förbättrad måluppfyllelse även att höja läraryrkets status. Efter reformens två första år konstateras att förstelärarpositionen domineras av kvinnor. I artikeln belyses de villkor som kvinnor i lärarkarriärer mött och fortfarande möter, villkor som relateras till de positioner som förstelärarna upplever sig ha. Data från intervjuer och enkäter belyser hur första generationens förstelärare själva upplever att lärarkollegor ser på deras nya position och hur de själva hanterar dessa bemötanden. I analysen av data har vi inspirerats av ett teoretiskt ramverk av Wahl, Holgersson och Höök (1998) om hur ironi och motstånd används för att hantera skilda positioner bland kollegor. Resultaten visar framförallt hur förstelärare utsätts för ironiska kommentarer och gliringar från kollegor, men även hur förstelärare gör motstånd och hävdar sin position. Begreppet position används i artikeln i två betydelser. Å ena sidan refererar position till den formella befattningen som förstelärarna har fått genom förordnandet. Å andra sidan hänvisar positionsbegreppet till den symboliska plats som förstelärarna försätts och försätter sig själva i genom interaktion med andra i yrkesvardagens praktiker.
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| 3. |
- Larsson, Joakim, et al.
(author)
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Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse
- 2010
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In: Education Inquiry. - Umeå : Umeå School of Education, Umeå University, Sweden. - 2000-4508. ; 1:3, s. 177-195
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Journal article (peer-reviewed)abstract
- As Sweden drew nearer to the 2006 national election, two themes emerged in the educational debate: a concern for order and discipline in schools, and the ambition to raise educational levels of achievement. The objective of this article is to locate these two themes within a broader framework of understanding by: 1) discussing examples of how the reinforcement of disciplinary power in schools was introduced, justified and deployed by right-wing constellations during this time; and 2) to relate these policy changes to both a Foucauldian theory of power and to current discussions on performativity, assessment and governmentality. Considered as attempts to locate students, teachers and schools within networks of performativity, thereby strengthening the image of Sweden as a "performing knowledge nation", we argue that these policy changes have a much closer relationship with the art of "perception management" than with any genuine interest in education for human proficiency.
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| 4. |
- Löfdahl, Annica, 1960-
(author)
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Children's narratives in play
- 2002
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In: Early childhood Practice: The Journal for Multi-Professional Partnership. - 1467-4947.
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Journal article (peer-reviewed)
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| 5. |
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| 6. |
- Löfdahl, Annica, 1960-, et al.
(author)
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Institutional Narratives within the Performative Preschool in Sweden : 'if we write that we're no good, that's not good publicity!'
- 2009
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In: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 29:3, s. 261-270
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Journal article (peer-reviewed)abstract
- An increasingly important part of the work of preschool staff in Sweden today is to present their activities outwardly, including producing and presenting quality accounts of their activities and making them visible to a public audience. To grasp the local narratives, interviews were conducted with a few teachers and their school leader, aiming to describe how they reason about the work of formulating their activities in publicly accessible documents, and the consequences of this work. Theoretical concepts used for analysis and conclusions are performativity, which views performances as a means of control and change, and institutional narratives, as means to understand the effects of the local context on how activities and teaching are performed. Results show that the staff find and discuss detours in the presentation of their activities, where possible failings are made opaque. Paradoxically, such ‘detour actions’ will at the same time be disciplinary as the teachers adjust to the logic of performativity. Implications for policy and practice are discussed.
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| 7. |
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| 8. |
- Löfdahl, Annica, 1960-
(author)
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Lek om liv och död
- 2004
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In: Barn : nytt fra forskning om barn i Norge. - Trondheim : NAVF's Senter for Barneforskning. - 0800-1669. ; :3, s. 33-44
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Journal article (other academic/artistic)abstract
- När frågor om barns förståelse om liv, död och svårigheter aktualiseras är det också viktigt att förstå hur barn handskas med dessa i sina egna aktiviteter tillsammans med barn på förskolan. Vad är det egentligen barn förstår om hur och varför man dör och vad innebär det att vara död? Och hur kan vi vuxna bemöta deras förståelse
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| 9. |
- Löfdahl, Annica, 1960-, et al.
(author)
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Swedish teachers’ and school leaders’ rebellion groups on Facebook : Collective formations and administrators as gatekeepers
- 2022
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In: Education Inquiry. - : Routledge. - 2000-4508. ; , s. 1-15
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Journal article (peer-reviewed)abstract
- This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?
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| 10. |
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