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- Sjöqvist, Anna
(author)
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Slöjdundervisning i grundsärskolan : En didaktisk studie om förutsättningar för Bildning
- 2022
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Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis is to increase knowledge about sloyd education in compulsory school for students with intellectual disability (CSID). The thesis is based in critical-constructive didactic theory and takes an interest in how sloyd education can create conditions for students to acquire Bildung, in terms of self-determination, co-determination and solidarity. Teaching and learning are understood as complex processes of social interaction involving the teacher, the student and the content at stake. Classrooms and schools are seen as subsystems of the society, thus, conditions for Bildung are manifested on several levels.Two part-studies produced the empirical material. A web survey asked questions about how arts education in CSID is valued and organised and was answered by 124 principals. A multiple case study examined the didactic relation, that is the teaching-studying-learning process. Teachers’ and students’ joint actions were analysed, as well as four aspects of content knowledge: practical, theoretical, social and aesthetic. A total of 4 sloyd teachers, 19 students and 12 paraprofessionals participated. In all, 43 sloyd lessons were video-recorded and 28 interviews with elements of stimulated recall were conducted.The results highlight factors at two levels related to students’ acquisition of Bildung. At school level, sloyd differs from music and visual art regarding teaching facilities and teachers’ competence. Conditions also vary depending on students’ age, the extent of students’ disability and principals’ school responsibility. At classroom level, five pedagogical situations exemplify how different didactic relations emerge through the joint actions of teachers and students. The conditions for Bildung vary depending on the content knowledge and the teachers’ and students’ moves in the joint actions, in the sense of who chooses and takes responsibility for developing the content and whether or not there is room for changes of the content over time.
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| 2. |
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I väntan på inkludering : Vänbok till Kerstin Göransson
- 2023
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Editorial collection (other academic/artistic)abstract
- Den här boken är tillägnad Kerstin Göransson, professor i specialpedagogik, som under 2023 avrundar sitt yrkesliv och sin tjänst vid Karlstads universitet, efter en lång och framgångsrik karriär i akademin. Kerstin har inte bara väntat på, utan genom sin forskning aktivt strävat mot en ökad inkludering av alla elever i skolan. Vi är många som har Kerstin att tacka för inspiration, vägledning och stöd i det arbetet. Vänner och kolleger från Karlstads universitet och flera andra lärosäten har bidragit med texter till boken där de både presenterar sin egen forskning och ger sina personliga glimtar om samarbete och vänskap under åren.
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| 3. |
- Nilsson, Emma, 1982-
(author)
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Sociala konstruktioner i förskolans planeringssamtal : I en landsgränsnära förskola
- 2016
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Licentiate thesis (other academic/artistic)abstract
- The overall aim of this study is to describe the preschool setting that is constructed in the preschool teacher’s planning conversations with a special focus on the border context in which this particular preschool is located. In what ways are the geographic location noticeable and what conceptions are established in their conversations? The study has a social constructivist approach and is informed by borderland theory which means that the focus is on the context and the participants in this context. The staff's experience is, however, seen as historically and culturally influenced by the context. With the support of borderland theory the study explores how the preschool´s borderland location has relevance to the social construction in the preschool studied.This research project is an observation study of a two- sectionpreschool in Sweden close to the Norwegian border which started in the spring of 2013. The preschool teachers were observed in staff meetings, all together and in smaller groups. The target group consists of educators and other staff. The Swedish ethical guidelines for research on children have been observed in all respects.The result shows how the staff of the researched preschool construct themselves as a unified us as opposed to them, not in terms of national borders, but in relation to their joint decisions on what they share and have in common and on who do not – the others.Keywords:Preschool, kindergarten, preschool teachers, border/national border, staff meetings/planning conversations, curricula and constructions/social construction
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| 4. |
- Olsson, Åsa, 1962-
(author)
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Barns levda medborgarskap : en studie av barns vardagskunskaper om olycksrisker och säkerhet
- 2013
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Doctoral thesis (other academic/artistic)abstract
- Child safety is a well investigated field of research, as is the field of children’s citizenship. This study explores the intersection between these two areas. The aim of the study is to explore children’s lived citizenship from their everyday knowledge about injury risks and safety. The idea of "lived citizenship" refers to how children understand and negotiate rights and responsibilities, and to how they actually practice their citizenship in their daily lives. In the study, a concept of citizenship is used, defining it as composed of the following dimensions: rights, responsibilities, participation, identity, membership, equal status, respect, and recognition.In the study children in grades 2, 5 and 8 participated in focus group interviews. The results of the study suggest that, although the children had good awareness of risk and safety, they regarded risk as something largely positive, connecting it with opportunities for challenges and exciting adventures. School rules and also traffic rules were frequently called into question by the children, even though they were very well aware of the potential physical or legal consequences. The rules at the children’s sports clubs, in contrast, were not challenged.Talk of injury risks and safety may be understood as individual and collective identity work. When children told stories about injuries and accidents, they were also telling stories about themselves, who they were, and where they belonged. Being adventurous and daring gave status in the groups for both girls and boys. Drawing on the results an “action zone,” as an analytical concept is suggested. The action zone is about the physical and symbolic dynamic space where children can move and act independently. Some features of the action zone are proposed in terms of boundaries, boundary guards, (rules, norms and authorities), negotiation, boundary crossing, identity, self-management and situated agency. I argue that the concept puts focus on children’s lived citizenship as a whole and that the physical aspect of citizenship is emphasized.
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