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- Andersson, Ingrid, et al.
(author)
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Aesthetic representations among Himba people in Namibia
- 2009
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In: International Art in Early Childhood Research Journal. - University of New England, Armidale, Australia. - 1837-0020. ; 1:1, s. 1-14
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Journal article (peer-reviewed)abstract
- The research in the present study focuses on preliterate people’s ways of modelling and drawing. Our aim is to understand how the participants solve the problem of making three-dimensional sculptures and two-dimensional drawings of themselves or animals in their surroundings. Also, we compare the meanings of the participants’ first-ever drawings, based on one of two ways of starting the activity. The first group was asked to draw a human figure or an animal without first creating a sculpture. The second group was asked to create sculptures before drawing the same motives. We found that both children and adults drew tadpoles. However, single view representations were more common in the group who had only made drawings, while in the sculpture/drawing-group half of the drawings showed more than one view in their representations of human figures. There were examples of culture-specific features with significant recognizable social meanings in both sculptures and drawings. The findings are discussed in terms of socio-cultural theories on the development of imagination and creative combinations in settings where new tools and tasks are at hand
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- Andersson, Ingrid, et al.
(author)
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Conditions for Boundary Crossing : Social Practices of Newly Qualified Swedish Teachers
- 2008
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In: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 52:6, s. 643-660
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Journal article (peer-reviewed)abstract
- The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.
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- Andersson, Ingrid, et al.
(author)
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Mikropolitiska perspektiv på nyutbildade lärares lärande
- 2004
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In: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 9:3, s. 161-188
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Journal article (peer-reviewed)abstract
- Det övergripande syftet med denna studie är att synliggöra mikropolitiska aspekter som speglas i samtal mellan nyutbildade lärare. Arton delta-gare har givits utrymme att individuellt och i grupper reflektera över erfarenheter under sin första termin som nyutbildade. De forskningsfrågor som växte fram under arbetets gång rör: vems intressen blir synliga, vilka mikropolitiska aspekter framträ-der och hur hanterar dessa lärare mikropolitiska dilemman? Resultaten visar att en del av komplexiteten i de nyutbildade lärarnas arbete består av att deras intressen bryts mot andra aktörers intressen, vilket kan leda till en känsla av utsatthet. Majoriteten av deltagarna hanterar utsattheten genom att arbeta relationsorienterat. Detta väcker frågor rörande betydelsen av nyutbildade lärares medvetenhet om mikropolitiska perspektiv. En sådan medvetenhet kan utvecklas med syfte att tydliggöra den dolda styrning som nyutbildade lärare möter i vardagsarbetet och leda till potentiella handlingsstrategier.
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- Andersson, Ingrid, et al.
(author)
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Uttrycksformer i skapande verksamhet hos himbafolket i Namibia
- 2009. - 1
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In: Den väsentliga vardagen. - Stockholm : Carlsson. - 9789173312295 ; , s. 185-207
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Book chapter (other academic/artistic)abstract
- Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.
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- Andersson,, Sven B., et al.
(author)
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Authentic learnig in a socio-cultural framework
- 2005
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In: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 49:4, s. 419--436
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Journal article (peer-reviewed)abstract
- This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non-formal setting where the group members shaped forms of learning themselves. The findings show that many features of non-formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.
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