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- Andersson, Lars Gustaf, et al.
(author)
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Pedagogikens mysterier
- 1997
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In: Italienska förbindelser. - 918839610X
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Book chapter (pop. science, debate, etc.)abstract
- Survey over the theme of pedagogy in the works of Pier Paolo Pasolini, Andrea Zanzotto and Alberto Moravia
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3. |
- Einarsson, Jan, et al.
(author)
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Inledning
- 2003
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In: Första nationella konferensen i svenska med didaktisk inriktning : Växjö 8 - 9 januari 2003. - 9197472204
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Conference paper (other academic/artistic)
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5. |
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Första nationella konferensen i svenska med didaktisk inriktning : Växjö 8 - 9 januari 2003
- 2003
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Editorial proceedings (peer-reviewed)abstract
- Nationella forskarskolan i svenska med didaktisk inriktning gav sin första kurs under höstterminen 2002: Introduktion till den vetenskapliga ämnesdidaktiken. De 14 doktorander som medverkar i den här volymen var kursdeltagare, Jan Einarsson och Gun Malmgren var kursledare. Kursen avslutades med en konferens, Första nationella konferensen i svenska med didaktisk inriktning, Växjö den 8 - 9 januari 2003. I den här volymen finns tryckta versioner av de föredrag som doktoranderna höll där. Tillsammans ger dessa en bild av vårt forskningsområdes inriktning i början av 2000-talet.
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6. |
- Lundström, Stefan
(author)
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Textens väg : om förutsättningar för texturval i gymnasieskolans svenskundervisning
- 2007
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Doctoral thesis (other academic/artistic)abstract
- This thesis looks at conditions for selections of fictional texts in the Swedish subject in the upper secondary school. Three different empirical materials have contributed to the understanding of what conditions there are for the texts to enter the classroom. The first material consists of national policy documents from 1970 to 2005. Here there is a tendency that the student goes from being an object for knowledge to becoming a subject that creates his/her own knowledge. With this development the contents and the given aims with the subject become more abstract, which leads to the framework of the curriculum becoming wider and more difficult to interpret. Simultaneously the focus is moved from mediation of given knowledge, to the development of an identity for the individual.The second material consists of debate and method articles from Svenskläraren, a magazine for members, published by an organisation of Swedish teachers. The study comprise articles from the same period of time as the national curricula. In the articles there are three tendencies reflecting the changes in the discourse of the Swedish subject. The first tendency shows how the overall ideological debate on the subject disappears during this period. The second tendency shows how discussions about the conceptions of the subject is replaced by more and more concrete examples of methods. The third tendency depicts that the concrete text selections have moved from being partly predetermined during the seventies to become debated during the eighties, to finally during the nineties end up in a situation where some texts has a sufficient cultural capital not to need justifications, whereas others need it.The third material consists of interviews with, and observations of, four active teachers, in order to find what conditions there are for text selections in their rhetoric and practice. The results show a clear impression of informal institutional factors and of the school culture. However, this seems to decrease with experience. There are big differences in how the teachers speak about text selections and text use and what the result becomes in practice. Here professionalism in form of knowledge in subject didactics could have a vast impact.
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7. |
- Magnusson, Kerstin, et al.
(author)
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Att göra sin röst hörd : tematisk undervisning i grundskolans mellanår
- 2013
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Book (other academic/artistic)abstract
- I skolans demokratiuppdrag ingår att varje elev ska få mod och vilja att uttrycka åsikter och göra sin röst hörd. En sådan identitets- och kunskapsutveckling sker förstås bäst i funktionella sammanhang och i kommunikation med andra. I den här boken får vi följa ett lärarlag på mellanstadiet i arbetet med att skapa en undervisning som består av sammanhängande kunskapskontexter där språk och innehåll går hand i hand. Den primära utgångspunkten för det pedagogiska arbetet är att eleverna genom språket och de texter som på olika sätt förmedlas ska förstå innehållet i den undervisning de möter.Författarna beskriver hur en integrerad och tematiskt orienterad undervisning i svenska kan bedrivas i samverkan med bild, musik, engelska och orienteringsämnen. De förklarar hur olika strategier kan hjälpa eleverna att röra sig mot en djupare förståelse och ger förslag på såväl teman och skönlitterära texter som praktisk-pedagogiska metoder. De två medverkande forskarna pekar på hur medvetna undervisningsstrategier och genomtänkta textval ger skjuts åt elevernas språk- och läsutveckling men också utvecklar deras sociala, personliga, kritiska och kognitiva förmågor.Att göra sin röst hörd är i första hand avsedd för blivande och verksamma lärare på grundskolans mellanstadium. Boken kan även läsas för att få råd om hur mindre och enklare forskningsprojekt, av modellen läraren-som-forskare, kan organiseras och genomföras.
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8. |
- Magnusson, Kerstin, et al.
(author)
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Att göra sin röst hörd : tematisk undervisning i grundskolans mellanår
- 2013
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Book (other academic/artistic)abstract
- I skolans demokratiuppdrag ingår att varje elev ska få mod och vilja att uttrycka åsikter och göra sin röst hörd. En sådan identitets- och kunskapsutveckling sker förstås bäst i funktionella sammanhang och i kommunikation med andra. I den här boken får vi följa ett lärarlag på mellanstadiet i arbetet med att skapa en undervisning som består av sammanhängande kunskapskontexter där språk och innehåll går hand i hand. Den primära utgångspunkten för det pedagogiska arbetet är att eleverna genom språket och de texter som på olika sätt förmedlas ska förstå innehållet i den undervisning de möter. Författarna beskriver hur en integrerad och tematiskt orienterad undervisning i svenska kan bedrivas i samverkan med bild, musik, engelska och orienteringsämnen. De förklarar hur olika strategier kan hjälpa eleverna att röra sig mot en djupare förståelse och ger förslag på såväl teman och skönlitterära texter som praktisk-pedagogiska metoder. De två medverkande forskarna pekar på hur medvetna undervisningsstrategier och genomtänkta textval ger skjuts åt elevernas språk- och läsutveckling men också utvecklar deras sociala, personliga, kritiska och kognitiva förmågor. Att göra sin röst hörd är i första hand avsedd för blivande och verksamma lärare på grundskolans mellanstadium. Boken kan även läsas för att få råd om hur mindre och enklare forskningsprojekt, av modellen läraren-som-forskare, kan organiseras och genomföras.
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9. |
- Magnusson, Kerstin, et al.
(author)
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På liv och död. Ett temaarbete i grundskolans mellanår.
- 2010
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Reports (other academic/artistic)abstract
- En fjärdeklass i Sydsverige jobbade våren 2009 med temat På liv och död. Denna rapport beskriver, diskuterar och analyserar detta arbete. Några forskare från Lärarutbildningen på Malmö högskola och Lunds universitet försöker tillsammans med klassläraren få svar på följande frågor; Vilka hinder är förknippade med ämnesintegrerad tematisk undervisning? Vilken är skönlitteraturens roll i tematisk undervisning? Vad finns det för problem och möjligheter med att organisera arbetet på det sätt läraren och hennes kollegor gör? Vilken är lärarlagets funktion och betydelse? Utöver detta problematiseras också s.k. aktionsforskning på gott och ont. Forskarna frågar sig även vad de själva lärt sig och hur studien kan användas på lärarutbildning och som kompetensutveckling bland yrkesverksamma lärare?
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10. |
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11. |
- Malmgren, Gun
(author)
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Svenskämnet som demokrati- och värdegrundsämne
- 2003
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In: Utbildning & Demokrati: Tidskrift för didaktik och utbildningspolitik. - 1102-6472. ; 12:2, s. 63-76
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Journal article (other academic/artistic)abstract
- The aim of this article is to illustrate the central position of Swedish as a schoolsubject with reference to questions of democracy, participation, and commonvalues. I argue that an expanded concept of language and text, which also comprises the aesthetic subjects, can change and broaden the subject of Swe-dish. In a historic perspective there has been a struggle between different ways of understanding and interpreting the aims of Swedish. Swedish was usually connected to Bildung, but an increasing number of teachers think that Bild-ung is only a rhetorical conception without realisation in practice. Today the old monoculture of the school and the traditional literary canon are compe-ting on a “school market” where difference and multitude are promoted aspositively charged concepts. I try the idea that if Swedish was opened to ananalysis of different kinds of cultural expressions it might contribute to a reflection that goes beyond the isolated school subject. This might lead to Swedish regaining its position as the central subject of Bildung in school, but with new emphasis on issues of democracy and common values.
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14. |
- Schmidl, Helen, 1975-
(author)
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Från vildmark till grön ängel : Receptionsanalyser av läsning i åttonde klass
- 2008
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Doctoral thesis (other academic/artistic)abstract
- The subject of this dissertation is Swedish upper secondary pupils’ reception of novels read as part of their literature instruction. The main purpose is to study and compare the reading of female pupils with that of male pupils and to analyze to what extent attention is paid to their private reading experiences in the literary teaching. What strategies do the students use to interpret and discuss fiction? And what is the relationship between their private reading habits and the way fiction is studied at school? Consequently, the subject field of this qualitative study concerns not only teenagers’ private reading habits, but also gender related issues, school adjusted reading routines and didactic matters.Reading at school differs in many ways from the pupils’ private reading habits, but there are also differences regarding the students’ attitudes towards reading as such. There proved to be certain diversities between the reading habits of boys and girls. The boys read in general less than the girls, and many boys were interested in reading adventurous and exciting stories. The girls were more into reading realistic novels, and to them it was important that they could identify with the characters. Many pupils responded personally to their reading. Instead of reflecting on the meaning of a text and comparing it to other texts or phenomena of the surrounding world, their reception confined itself to categories like “boring” or “exciting”. Merely a few students included a more profound literary analysis in their responses.An important aim of literature instruction must be to broaden the pupils’ literary repertoires and to make them improve their reading skills. This study shows that to achieve these improvements the students must feel involved, which means that literature instruction must be adapted to the literary cultures of both boys and girls.
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16. |
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Skeptiska betraktelser
- 1999
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Editorial collection (pop. science, debate, etc.)abstract
- Under rubriken Skeptiska betraktelser har uppsatser om skilda ämnen inom litteraturvetenskap samlats. Kontexters betydelser vid litteraturanalyser diskuteras, litteraturhistoriens berättande genomlyses, texter och bohemer och sjörövare får samsas med lyrikanalyser. Kvantitativa undersökningar uppvisas samtidigt som mediekulturens förhållande till den litterära kulturen undersöks. Dessa olika Skeptiska betraktelser är samtidigt en hyllning till Jan Thavenius, som alltid har varit en drivande kraft i förändringsarbetet inom ämnet litteraturvetenskap i Lund.
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18. |
- Strandberg, Tommy, 1950-
(author)
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Varde ljud! : Om skapande i skolans musikundervisning efter 1945
- 2007
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Doctoral thesis (other academic/artistic)abstract
- The study deals with creative music making in the compulsory comprehensive school’s music instruction. This is an educational effort and is carried out within the framework for the research area Educational work. The objective is, in investigations, steering documents, and teaching material, from 1945 and onwards, as well as through observations of classroom practice today, to describe the discourse about creative music making in music in the Swedish compulsory comprehensive school, and discuss its importance for the field of music and music instruction. The problem area encompasses questions about how generation of knowledge and practice is regulated in the instruction. The empirical material in form of transcriptions from interviews with teachers and students, as well as field notes and recordings from classroom observations together with general texts compose the inter-textual chains that form the discourse about creative music making. The study has a historical beginning inspired by Michel Foucaults’ discourse concept. The regulating and normalizing procedures are used as analytical tools that create the discourse. The study puts in focus the recommended practices in the cited texts. The qualitative differences and similarities, continuities and discontinuities are sought, as well as the definitions and categorizing that is done in the texts. Information which is repeated in several sources, and deviates or breaks with frequently occurring content in the texts is noted. “Creative music making” has been categorized in relation to the individual, socially and in musical contexts. Analysis has been carried out as change over time related to the subject of music and from creative music making’s suggested goals and functions. Access to current school practice has been made through observations and interviews with teachers and students during lessons that contain creative music making activities as well as analyses of these in relation to the texts. In the analysis work, keywords are sought that provide a foundation for categorizing the material. With the establishment of the discourse a descriptive analysis about the remarks that have been registered is made. The classroom studies were carried out at 4 different schools where the four teachers who have been followed were interviewed. Shorter interviews were made with some of their colleagues and with those students, whose work has been followed. The result shows that the power which is exercised in the discourse affects both planning and organization of music instruction, like choice of content and work forms. In the discourse the categories freedom as recreation, creating music making as a we can and you can, the classroom as a musical practice room for the individual and social cultivation, contemporary culture orienting and to play is to create are constructed. The discourse about creating in music instruction functions as a tool for the changes in school that prepares the compulsory comprehensive school’s actualization. The reform and learning by doing ideas together with ideas about aesthetics and social cultivation of the individual towards democracy, and an active participation in society and cultural life is a part of the discourse. Today, this makes up the structural elements in the description of creative music making. The musical style and genre appears to be important as musical frames in the creative music making activities but also for the working methods and contents. In the discussion, the discourse on creative music making is linked to the larger space that ensemble music making has received in music instruction. Creative music making’s culture-oriented functions are linked to music as important phenomenon for the individual and society. Keywords: creative music making, discourse, music instruction, educational work, school, history of education, creativity, aesthetics, popular music, youth
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19. |
- Tinglev, Inger, 1946-
(author)
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Inkludering i svårigheter : Tre timplanebefriade skolors svenskundervisning
- 2005
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Doctoral thesis (other academic/artistic)abstract
- The aim of this study was to describe and analyse the work of three schools, all exempted from the national timetable, to see how they worked to help pupils in difficulty reach the goals in Swedish. The method used can be described as a qualitative case study inspired by ethnografic field work. The results are based on data which included 52 individual interviews, 5 group interviews, 54 classroom observations, and field notes. A total of six different classrooms were observed. This study schows that a categorical perspective of special education dominates the documented view of education for all pupils. Pupils' difficulties are seen as individual, but two schools register a plan and desire to achieve inclusive education. Participation in the projet of working without a national timetable would indicate such ambitions exist in all three schools. In practise these ideas provide more organisationally differentiated oppportunities for pupils in difficulty. Timetables in all six classes have a strong classification and a framing of time. This obstructs pupils' participation and dialogues. While the teaching of Swedish in the six classes was described in three different ways in the outlines, the observations and pupils' statements indicate that skills and teacher-planned activities dominated all six classes. A more detailed look at the reading and writing processes gave rise to a dominant "Literacy", which in turn meant that support was given outside the regular classroom instruction in two of the schools. This is supported by special teachers' non-engagement in the project. The conclusions are that a categorical perspective perspective, a strong classification of subject and time, teacher planned activities and skills, and a monophonic reading and writing process influence each other in marginalizing pupils whose "literacies" differ from the dominating scholl "Literacy".
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