| 1. |
- Wibaeus, Ylva, 1955-
(författare)
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Att undervisa om det ofattbara : En ämnesdidaktisk studie om kunskapsområdet Förintelsen i skolans historieundervisning
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose is to study the meaning that teachers give the Holocaust as a field of knowledge; the subsequent nature of their teaching; and how it is understood by the students. In connection to this, the purpose is also to discuss the potential of developing a historical consciousness among the students as well as the possibility of bringing insights into the importance of fundamental democratic values. The intentions described by the teachers when teaching the Holocaust as a field of knowledge vary relatively much. Five main themes are found that show these variations. These are: “Never again!”; “Not only the Holocaust!”;“Think critically!”; “Understand the psychology of man!” and “Realize the value of democracy!” Common to the first two themes is the teachers' intention to inform students about crimes against humanity during the Nazi rule and/or under communist regimes. These teachers are mainly using tools that illustrate the horrific aspects of the crimes, focusing on the victims and the perpetrators. The three following themes differ from the first two as they focus the teaching on the steps to Auschwitz, instead of on the Holocaust itself. The intention here is to create an understanding of factors that can contribute to an explanation of what made the Holocaust possible. The concept of a historical consciousness is not expressively used or explained in the teaching, although it is obvious that some of the teachers expect their students to think in the dimensions of the past, the present and the future, as well as understand the relation between these dimensions.
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| 2. |
- Gunnarsson, Gunnar J., 1950-
(författare)
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”I don’t believe the meaning of life is all that profound” : A study of Icelandic teenagers’ life interpretation and values
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- What do teenagers recount about themselves and their interpretation of life and values, and what characterises individual teenagers’ perceptions and statements? What is the relation between teenagers’ life interpretation and values and social circumstances? What challenges to school religious education do the teenagers’ perceptions and statements represent? These questions are central to the study Icelandic Teenagers’ Life Interpretation and Values.The purpose of the study was to investigate some central elements in teenagers’ life interpretation so as to discuss the results in terms of social circumstances in Iceland and of school religious education. The background is that Icelandic society, having been relatively homogeneous, has changed during the past few years with increased plurality.The material the study was based on consists of interviews with Icelandic teenagers. In four articles included in the thesis different parts of the material collected are interpreted using a hermeneutic approach. The main result showed that the teenagers were in a field of tension between homogeneity and plurality on the one hand and security and insecurity on the other. The main trends in the material indicate a common reference framework at the same time as plurality emerges in the teenager’s verbal expressions; and while most spoke of their happiness and security, there was also awareness of the risk and threat that can transform the situation.The material exhibited greater variation within each school than between schools. This suggests the effect of plurality on the younger generation in Iceland. Given this variation among individuals it is urgent to find an approach to religious education that takes greater account of the different pupils’ backgrounds, personal experience and existential questions.
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| 3. |
- Holmberg, Annelie, 1968-
(författare)
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Hantverksskicklighet och kreativitet : Kontinuitet och förändring i en lokal textillärarutbildning 1955-2001
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim in this study is to investigate how the textile subjects in the education of teachers in textiles in Uppsala changed during the period 1955-2001. What has the introduction into the academic, scientific tradition meant for the textile education? The aim is to describe what developments occurred as a result of this influence on the subject area, by analyzing the causes and factors inherent in this process. The period under consideration has been divided into four parts: 1955–1961, 1961–1977, 1977–1988 and 1988–2001.The research uses three different sources: documents, interviews and artefacts. The documents include both national and local aspects. To increase the understanding of the work and education 9 interviews have been made with current teacher educators. The artefacts show the transformation of the educators’ intentions and aims, which are expressed in the documents examined, into a physical entity by the students.In the investigation of what changes the concept of practical knowledge will be used. Practical knowledge is considered to form the core of textile education. Practical knowledge is assumed to consist of action, professional knowledge and reflection.Government directives have influenced textile education. Economical and structural assumptions have shaped how the courses have been run and what elements have been included in these. In the change that gradually occurred during the investigated time, the inherent pride in the subject area and the traditions linked to the courses seems to have slowly diminished. The redefinition of textile education as part of the university minimized the value of the education’s core based in action and domestic history. The continued production of artefacts within the course, suggests that despite the use of scientific and research terminology, the manual skills and action were seen as an essential part of the education.
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| 4. |
- Irisdotter Aldenmyr, Sara
(författare)
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Mellan tradition, demokrati och marknad : - en analys av lärares identitetskonstruktion, i samtal kring etiska frågor i läraryrket
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on the construction of teacher identity in the field of tension between teacher tradition, democratization and a free economic market. The main purpose is to analyze what aspects of teacher identity are constructed as teachers talk about ethical questions in their practice. The theoretical framework is inspired by the critical discourse analysis of mainly Norman Fairclough. This theoretical perspective makes it possible to interpret what influences teachers’ construction of professional identity, as they talk about their practice from an ethical perspective. These influences are understood as different discourses.A total of eighteen conversations in three different groups of teachers have been studied. Three main themes were dominating the conversations; talk about the student, talk about the teacher’s fostering tasks, and talk about integrity, limits and private spheres. In the conversations, different approaches and discursive patterns can be identified. The teachers’ discursive practice includes a traditionally dominating, conventional discourse, which can lead to the reproducing of hierarchical power relations in school and in society. The discursive practice also includes elements from a marketisized discourse, in which values of efficiency and goal reaching are central. This discourse also tends to reproduce asymmetrical power relations.A third influence is identified as a dialogical, communicative discourse, which emphasizes equality, dialog, openness to other perspectives and plurality. The aspects of teacher identity that are constructed within a dialogical, communicative teachers’ discourse, can be seen as the result of a promising ambition among the teachers to develop their school practice in a democratic, pluralistic direction. This ambition can however be further developed, explicit, and theoretically well-founded by a discourse ethical approach. The work of mainly Seyla Benhabib is proposed and argued in this thesis, as a fruitful theoretical platform for ethically legitimate fostering and teaching.
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| 5. |
- Karlsson, Ingrid, 1954-
(författare)
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Könsgestaltningar i skolan : Om könsrelaterat gränsupprätthållande, gränsuppluckrande och gränsöverskridande
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis concerns issues related to gender and schooling, focus is located in different conditions and experiences girls and boys as· gendered human beings meet there. Points of departure are partly ideas and issues from post-structural feminist research that, both boys and girls would benefit from a break down or at least loosening of the dualism between man and woman and what is concerned male - female. Partly the variety of children's gender formations is focused in order to nuance the picture of boys being like that and girls being like that in a stereotype way.The aim is to understand possibilities for children to form their gender in different ways regarding:constructing and maintaining of gender-related boundaries - border-workloosening of gender-related boundariescrossing of gender-related boundaries and what that might mean to children in schoolThe strategy used for the empirical part was a field-study with interviews from teachers and children as well as observations and field-notes. Theoretical points of departure are poststructural theories of gender and schooling and standpoint theory.The findings show that children in school are in a context where they get different contradictory messages and signals concerning gender. The children's formation of gender varies a lot from one situation to another. Different organisation of the work in school gives different gender formations. This means that it is worthwhile to regard gender as a pedagogical question.
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| 6. |
- Rönnström, Niclas, 1964-
(författare)
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Kommunikativ naturalism : Om den pedagogiska kommunikationens villkor
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Linguistic communication forms an important part of pedagogical theory and practice. Communication pervades practically all kinds of pedagogic activities, but highly problematic assumptions are commonly made about it. This thesis aims to investigate what a theoretically sustainable and pedagogically fruitful understanding of the conditions of linguistic communication can involve.Its theoretical starting points are principally taken from philosophical theories of linguistic communication, but also from sociological, linguistic and psychological theories. It is primarily Donald Davidson’s philosophy of language and Jürgen Habermas’s sociological theory of speech acts about communicative action that provide the framework for this investigation, discussion and critical examination of assumptions about linguistic communication.This thesis results in a concept of communicative naturalism that provides a framework for understanding the conditions, characteristics, constitutive roles and functions of linguistic communication in schools and society. This kind of understanding, however, differs considerably from a number of common ideas and traditional theories about communication. Assumptions about a common language, coding processes and determinate meanings, or that language represents something in the world, have traditionally played major roles when explaining communication. This thesis provides reasons for believing that communication can rather be understood in terms of indeterminate interpretation processes in which speakers use their own but not private holistically constituted language that does not represent anything at all.Communicative naturalism throws light on the meaning, action and validity dimensions of linguistic communication; and the thesis describes the conditions for communicative understanding and validity, communicative competence, interpretation processes and how linguistic communi¬cation works, the constitutive roles and social functions of communication, what communication as a multidimensional action involves and how three different kinds of knowledge play a key role in all pedagogical communication.The thesis also discusses how a communicative naturalistic understanding compares with current research on pedagogical communication in Sweden and some implications it may have for pedagogical research. It adds to our knowledge of the general terms, conditions and characteristics of pedagogical communication.
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| 7. |
- Brockstedt, Håkan, 1927-
(författare)
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Slagsta skola och seminarium och dess föregångare : skolan för sinnesslöa barn i Stockholm : ideologi och praktik i undervisningen av barn med utvecklingsstörning 1870-1950
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a pedagogical-historical thesis. The sources were some guides for teacher training, curricula and pictures. The latter show learning settings and materials for sensory training which were considered important in developing the children's senses, since it was supposed that sensory dysfunction constituted the retardation.In Sweden, the education of mentally retarded children started in the 1860s.Initially philanthropic, soon the county councils took interest in the work. By the end of the century, institutions had grown up in most of the counties, but the philanthropic institutions continued their work for a long time.As far as education went, a school run by The Society for the Care of Mentally Retarded Children in Stockholm became the most important. This school, the first one in Sweden, was founded in 1870. In 1879 a teacher training college was connected to it. Teaching methods were developed and through teachers trained at the college the methods were spread out of the country. Parallel to, or even somewhat earlier than these schools, institutions for other groups of handicapped children, deaf-mute and blind, were founded. The education of "abnormal" people was used as a common concept for these schools.An important point concerning the School for Mentally Retarded was the board's efforts to find the best leaders and the best teachers, the most important being the headmistress Thorborg Rappe and the female psychiatrist Alfhild Tamm. In contrast to the common practice in other European countries of engaging male physicians and priests as principals for the institutions, in Sweden it became a task for pedagogically trained women. In 1911 the school in Stockholm was replaced by a new institution in the countryside about 20 kilometres south of Stockholm. That institution adopted the name Slagsta skola och seminarium (The Slagsta School and Teacher-training College).The education of the mentally retarded took inspiration from schools on the continent, especially the French ones. There, the two physicians Itard and Séguin, had developed programmes for the training of the motor and sensory functions. At this time it was supposed that retardation was due to disturbances in the sensory organs.A second characteristic of the Slagsta method was all-encompassing education. This meant that studies over a period of time were concentrated on a special subject. There was no talk of a curriculum as in general education. While studying the subject the pupils used their abilities in reading, writing, counting, modelling, etc.The Slagsta skola och seminarium was run by the Society until 1950. From 1951 the school belonged to Stockholm County. The teacher training activities continued for some years, but in 1959 were replaced by a new organisation for the training of teachers in special education.
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| 8. |
- Gustavsson, Hans-Olof, 1952-
(författare)
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"Utan bok är det ingen riktig undervisning" : En studie av skolkulturella referensramar i sfi
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Experiences of teachers in SFI, Swedish for (adult) Immigrants, indicate that during their schooling earlier in life, SFI students have developed skills, abilities, values, ideas and expectations about teaching and learning that differ somewhat from the prevailing communicative oriented theory of second language teaching which is emphasized in SFI. In the thesis these aspects are referred to as different school cultural frames of reference.The aim of the thesis is to generate knowledge about SFI-students’ school cultural frames of reference of relevance for SFI teaching. The considerable number of immigrants from Iraqi Kurdistan during the 1990s has led to an empirical focus related to this geographical area.From a critical perspective, in some respects a research interest of this kind can be seen as contributing to a division between ‘us’ and ‘them’, in a wider sense a part of exclusion and a maintenance of the segregated Swedish society. In a special section is given an account of this research ethic question, together with arguments from intercultural pedagogy that support a focus on school cultural frames of reference.The theoretical platform for the thesis is sociocultural theory. The concepts of social representations, pedagogical code, classification, framing, power distance, diaspora and distinctions of knowledge also are used.The thesis is based on two data materials. The first consists of data from interviews and talks with students and teachers in SFI, all from Iraqi Kurdistan. The second consists of data gathered through observations, classroom observations, interviews and talks during two visits in the KDP-administrated region of Iraqi Kurdistan, each visit being for a period of about one month. This data material also includes text materials, mainly textbooks in EFL for grade five and six, and course books about EFL teaching used in teacher education.The thesis illuminates several aspects that provide an understanding as to why SFI students from Iraqi Kurdistan can have certain abilities, values, ideas and expectations about teaching, learning materials, learning, teacher and student roles that differ from the communicative oriented second language teaching emphasized in SFI. However, results from the study also underline the importance of a ‘weak’ use of this understanding in a SFI teaching context.
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| 9. |
- Ljung, Berit, 1954-
(författare)
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Museipedagogik och erfarande
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is intended to contribute to development of communicative frames of reference for museum education. Inspired by the philosopher John Dewey it seeks for new perspectives of the research problem – museum education and experience. The understanding of museum education is based on research literature about museum education, two empirical studies and theoretical interpretations. Some of the conclusions points towards museum education being an interdisciplinary knowledge area in progress that is insufficiently scientifically investigated. Experience is here understood as transaction between people and context – processes of trying and undergoing and can include or correspond to education, “Bildung” and learning. Museum educators describe museum education in many various ways in my questionnaire. The material ground, surroundings and their own actions are three of the dimensions. Their intentions or purposes are the fourth and with Dewey we can name this dimension “consequences of museum education”. The fifth dimension consists of metaphors about the educators own role in the museum, like “the bridge”. Furthermore, my study about young peoples´ experiences in relation to an exhibition highlights the visitor perspective. For them the exhibition created many important questions and thoughts and they were much affected by the pictures in the exhibit. They appreciated being active together, to have joint engagement and to take standpoints in the workshops. To some degree they reached a conjoint communicated experience. Communication is at the core of museum education. From theoretical readings, research literature and empirical results the context of museum education get three crucial and overlapping meanings. One is the meaning or aspect as environment – a prerequisite for the visitors’ transactions and experiences. The second is context as circumstances – the situation. A third aspect of context, that will be more and more important in a globalized world, can be named continuity or connectedness. All three meanings have something to do with space, place and time and can also be discovered in Dewey’s extensive text production.
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| 10. |
- Niklasson, Laila
(författare)
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Medborgaren som pedagogiskt projekt
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogic practice often involves preparing the student for different roles in society as well as personal development. The aim of the thesis is to investigate how the concept citizen is understood by single individuals and is shaped in pedagogic practice. Its theoretical starting points are taken from sociological theories about society and from theories about education. It is primarily Jürgen Habermas’ theories about society and communication that provide the framework for this investigation and discussion. Even the criticism which Habermas has received is presented and discussed. Society is presented as divided in a private and a public sphere where the individual fulfils the role as a citizen by acting in the public sphere. Four empirical studies are carried out; interviews with single individuals, observations at a folk high school, observations in study associations and analysis of reports from European projects where folk high schools and study associations participated. The public sphere that is most apparent is an every day, local public sphere where single individuals and participants in folk high school and study associations discuss common matters. In the discussion there are few references to public political discussions on national or international level. Assuming that citizen is defined broader than as a relation between the individual and the state, the study presents and discusses a variety of ways to act as a citizen within and outside pedagogic practice, and also the obstacles. The thesis provides arguments for a discussion about the concept citizen and citizen action within pedagogic practice. There are also arguments for independent citizen actions outside the pedagogic context. Thereby the citizen action can be brought back to the pedagogic discussion for reflection.
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