| 1. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 2. |
- Harling, Martin, 1972-
(författare)
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Välja vara : En studie om gymnasieval, mässor och kampen om framtiden
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen kartlägger och analyserar i fyra empiriska artiklar hur elevsubjekt konstrueras i skolans vardag och vilken roll marknadens principer spelar i dessa konstruktioner. I synnerhet fokuseras vilka logiker som konstituerar gymnasievalets praktiker, samt hur dessa legitimeras, tolkas och utmanas. Resultatet visar att gymnasievalets praktiker delar upp både nuet och framtiden för eleverna, som valet mellan en uttalad utopi eller en underförstådd dystopi, där eleverna i hög grad själva görs ansvariga för att lyckas eller misslyckas med att förverkliga den utopi som iscensätts i valets praktiker. Denna uppdelning framstår för aktörerna till stor del som naturlig och apolitisk, vilket i sin tur legitimerar dess effekter i termer av exkludering, ojämlikhet och segregering, ofta på basis av social klass. Den marknadsstyrda skolans diskurser konstruerar och delar också upp eleverna som om de vore varor med olika värde. Begreppet fantasmatiska logiker kan förklara hur elever greppas av marknadsliknande diskurser, samt hur de hanterar motsägelsefulla villkor. Exempelvis hur gymnasievalet för eleverna både innebär att förändras och bli vad man vill, samtidigt som man formas att bli mer av den man redan är, genom att välja att vara den man är. Elevernas problematisering och destabilisering av dominerande marknadslogiker i skolan förekommer i alla undersökta sammanhang, och beskrivs i avhandlingen som både genomskådanden och ifrågasättanden av hur skola och utbildning kopplas samman med marknadens logiker. Genom att genomskåda gymnasievalets förmenta neutralitet synliggör eleverna hur marknadsstyrningen av utbildning i allmänhet och iscensättningen av mässorna i synnerhet tycks ligga i skolornas, snarare än elevernas intresse.
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| 3. |
- Stenliden, Linnéa, 1964-
(författare)
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Visual Storytelling Interacting in School : Learning Conditions in the Social Science Classroom
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.
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| 4. |
- Bengtsson, Jenny
(författare)
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Jag sa att jag älskade han men jag har redan sagt förlåt för det : Ålder, genus och sexualitet i skolans tidigare år
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna studie undersöks hur föreställningar kring normalitet kommer till uttryck och förhandlas i de vardagliga praktikerna i skolans tidigare år. I särskilt fokus är normer kring ålder, genus och sexualitet. Det empiriska materialet är skapat genom deltagande observation och intervjuer med elever och lärare i två klasser i två skolor (årskurs 2 och 3). I studien används poststrukturalistiska teorier för att belysa hur makt verkar i det vardagliga, både i att göra begriplighet och meningsfullhet men också att definiera avvikelser och normalisera utanförskap och underordning. Analysen visar hur elever och lärare iscensätter och ifrågasätter olika förväntningar på hur man ska vara och agera som barn, vuxna, elever, lärare, flicka, pojke, etcetera. Detta "görande" av normer kopplas i studien till skapandet av olika tillhörigheter, formella och informella miljöer, skillnader mellan lektioner och raster, klassrum och omklädningsrum eller mellan allvar och skratt. Studien visar att sådana växlingar ger utrymme för förhandlingar och utmaningar i vad som kan betraktas som osäkra ormråden eller gränsland. Genom att rikta fokus mot hur normer samverkar visar studien vidare att utmaningar och ifrågasättanden av normer kring genus och sexualitet riskerar att trivialiseras i relation till elevernas position som barn. Detta innebär att även om normerna verkar som gränser för det möjliga och önskvärda, kan man inte likställa utmaningar och överskridande av gränser med omvandling av normer. Studien hävdar således att pedagogiskt arbete som syftar till att problematisera hur normer upprepas och utmanas i skolan måste överväga tvetydigheter och osäkra som en del av att skapa hierarkiska ordningar.
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| 5. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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| 6. |
- Bolander, Eva, 1978-
(författare)
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Risk och bejakande : Sexualitet och genus i sexualupplysning och sexualundervisning i TV
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna studie undersöker hur sexualupplysning och sexualundervisning i TV producerar, reproducerar och utmanar föreställningar om sexualitet och genus. Det empiriska materialet består av tre programserier från Utbildningsradion samt två säsonger av Fråga Olle i Kanal 5. Programmen producerades och sändes mellan 1998 och 2004. De teoretiska utgångspunkterna utgörs av genus- och queerteori, där genus och sexualitet betraktas som producerade genom diskurs. Analysen visar hur programmen använder sig av två olika men sammanlänkade perspektiv. Det första är ett bejakande perspektiv där sexualitet presenteras på ett positivt sätt. Det andra är ett riskperspektiv, där faror och negativa aspekter av sexualiteten framhålls. Analysen visar vidare hur programmen bidrar till en rangordning av olika sexuella identiteter och praktiker, där somliga framstår som vanliga, naturliga och önskvärda, samtidigt som andra görs till annorlunda, onaturliga eller äckliga. Heterosexualitet och det heterosexuella vaginala samlaget innehar en normerande position genom att de är ständiga föremål för diskussion, men utan att namnges. Istället är det annorlunda eller oönskade sexuella identiteter och praktiker som benämns explicit, t. ex. problematiseras penetrerande analsex. Till skillnad från heterosexualitet namnges homosexualitet och görs till föremål för specifika program och programpunkter.
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| 7. |
- Elfström Pettersson, Katarina
(författare)
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Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.
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| 8. |
- Fredricson, Annelie Maria, 1953-
(författare)
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Barnträdgårdens didaktik : Kontinuitet och förändring i talet om material och arbetssätt i tidskriften Barnträdgården 1918-1945
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis, which touches on the fields of preschool didactics and history of education, deals with a specific period of the kindergarten movement’s history. With the foundation of the Swedish Fröbel Association’s journal Barnträdgården (Kindergarten), knowledge and ideas about the kindergarten movement and its activities could be disseminated to kindergarten teachers in Sweden and throughout the Nordic region. The thesis studies the journal from its first year of publication in 1918 until 1945, in order to analyse its content regarding how materials and working methods used in kindergartens should be designed and used. The theoretical point of departure for the thesis is a narrative inquiry approach. Using thematic close readings, content analyses have been performed to demonstrate how the journal balanced the variation, contradictions and complexity of the movement’s development during that period. By analysing how the content of Barnträdgården advanced the discourse on materials and working methods, the thesis thereby contributes to the knowledge from previous studies of preschool didactics and its development. The thesis also reveals that during this period the journal published the work of some 60 writers, a number significantly greater than the handful of pioneers normally credited as making an important contribution. Analysis of the journal demonstrates that Fröbel gifts – i.e., activity materials intended for use by the children – and the form of activities played a considerably larger role in the movement’s work than has been revealed or highlighted in previous studies. International research has shown that the use of Fröbel gifts was called into question as new knowledge was acquired about children’s development: firstly, because they afforded the children too little freedom if kindergarten teachers deemed that the materials should be used in a single prescribed way; and secondly, because they were used in a perfunctory manner. Groupings with various agendas emerged in Fröbelism in both the United States and Britain – either seeking to renew or preserve Fröbel’s methods – something that was reflected in a Nordic context, even if it did take longer to emerge than in the Anglo-Saxon world. Similarly, the thesis demonstrates that Fröbel’s gifts and activities, as well as the design of the kindergarten environment, were critically reviewed in the journal. In the early 1930s, the critical view of Fröbel’s pedagogy and philosophy that emerged in the journal would be renegotiated by Austrian pedagogue Elsa Köhler, who introduced child-development theories and scientific thinking into the training of kindergarten teachers. Since launching Barnträdgården in 1918, the Swedish Fröbel Association had been emphasising the need to professionalise future kindergarten teachers. This is examined in depth in the journal, with elements of other professions working in related fields, something that among other things resulted in the journal offering continuing professional development in child psychology during the first half of the 1940s. The thesis highlights the fact that, as a subject, preschool didactics rests on the kindergarten’s two centuries of activities and content, through several aspects of continuity and change, then and now. In the thesis, I emphasise the fact that discourse on the design and use of materials has been crucial to the ability of children to freely express themselves and that the issue of this freedom is inextricably linked to the degree of access children had to the materials in day-to-day activities. Materials and working methods were related to how the environment should be designed and the thesis demonstrates that these issues were regularly discussed in the journal. The design of the environment through newly acquired knowledge of children and kindergarten teachers’ new outlooks on their own role became part of the profession’s development, something that has continued to play an essential part in the evolution of the preschool teaching profession ever since. Through my analysis, new interpretations of the present can be formulated – an interest that from the beginning led me to the research questions addressed in this thesis.
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| 9. |
- Fredriksson, Kristina
(författare)
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Drama som pedagogisk möjlighet : En intervjustudie med lärare i grundskolan
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers.The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all.The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved.The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool.
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| 10. |
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