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- Andersson, Fia, 1950-
(author)
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Att utmana erfarenheter : Kunskapsutveckling i en forskningscirkel
- 2007
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Doctoral thesis (other academic/artistic)abstract
- This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher.The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed.The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class.A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.
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| 3. |
- Frithiof, Elisabet, 1949-
(author)
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Mening, makt och utbildning : Delaktighetens villkor för personer med utvecklingsstörning
- 2007
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Doctoral thesis (other academic/artistic)abstract
- This doctoral thesis discusses issues concerning participation for children and young people, educated in special schools for pupils with learning disability, LD. The overall purpose of this doctoral thesis is to elucidate the preconditions of participation for persons with LD, in past and present times. A further purpose is to look into how ideas belonging to persons with LD relate to the social categorisation of LD, especially in the sphere of education. How has this category been established up to our time? Nowadays, which ontological and epistemological conceptualisation and which stance on society do persons with LD express in a first-person perspective? What can persons with LD expect of other persons, knowledge and society?Two young people with LD, called Elin and Blomman, told their life-stories with focus on those years they spent in special school. To this effect, thirteen tape-recorded interviews were conducted, constituting the empirical data. A Foucaultian model was applied in the analysis of their life-stories, which were then interpreted in a hermeneutic way of understanding. The first-person perspective of what it means to live with LD appears to be complicated and full of contradictions. Time spent in school included, after all, meaningful education in terms of challenges, traditional knowledge of subject matter, socialising and moments of happiness. However, Blomman also demands existential knowledge. He wants to arrive at an understanding of his difficult life."Good-enough-for-disabled-persons”-thinking by others is obvious. The results also demonstrate that participation in social networks gives support and serves as a sounding board. Elin and Blomman relate with a blend of both closeness and distance to others in special school, which is attended by both ”the disabled” and ”those who sit in a wheelchair”. Blomman agrees with the fact, that ”fully grown-ups” decide upon certain things. He has not yet taken upon himself the role of being grown up. Yet, he has a good grasp of his own shortcomings. Elin looks upon herself as a competent and successful relationship-builder. Persons with LD try to understand what it means to be disabled. They seek to understand themselves and they themselves in social relations to others, exactly as everybody else. According to Blomman, there is nothing wrong with his personality. By uttering these words he offers teachers and providers of education and many others, an exciting train of thought.
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| 5. |
- Holmstrand, Lars & Härnsten, Gunilla
(author)
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Forskningscirklar och kvalitativa ansatser
- 1999
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In: Kvalitativa metoder i arbetslivsforskningen. - : Rådet för arbetslivsforskning, Stockholm. ; , s. 276-292
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Book chapter (other academic/artistic)
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| 7. |
- Holmstrand, Lars, et al.
(author)
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The research circle approach : a democratic form for collaborative research in organizations
- 2008
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In: Handbook of collaborative management research. - Los Angeles, Calif. : Sage Publications. - 9781412926249 - 9781412976671 ; , s. 183-201
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Book chapter (peer-reviewed)abstract
- The research circle approach (RCA) is an example of collaborative research based on two explicit values: the belief in the power of knowledge and the need for democracy in the workplace. The RCA builds on a tradition of vocational education and has its roots in the modernization of Sweden. Four examples of quite different change efforts are used to present how research circle work is conducted and the kind of practical as well as scientific knowledge that is developed from working with this approach.
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| 10. |
- Härnsten, Gunilla, et al.
(author)
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Is the school unfair to boys?
- 2006
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In: NERA's 34th Congress, Örebro 9-11 March, 2006. - : Nordic educational research association, NERA. ; , s. 46-
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Conference paper (other academic/artistic)abstract
- Recently loud voices have proclaimed that boys nowadays fail in the (Swedish) school. The reasons are often sought in traditional and limited explanations. One kind of explanation is that boys are not allowed to do what they can do in schools and that the teachers are suffocating the boys with their feminine values. Another is that of the "failing schools". The pedagogy in schools is wrong and should be more about structures and control. This is closely related to the concept of school effectiveness. The third explanation focuses the biologically based view that "boys will be boys", and that they will anyhow win in the end. (Epstein et al, 1998). In international educational research focused on gender, deeper and more contextual studies are called for. A study conducted in a rural area in Sweden provides a background to illuminate in a broader perspective the complexity of this issue (Härnsten et al 2005). In this paper the focus is on exploring and discussing how the historically and culturally based male hierarchical order is made visible and challenged.
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