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  • 1.
    A. Manneh, Ilana
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Supporting Learning and Teaching of Chemistry in the Undergraduate Classroom2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    There is agreement in research about the need to find better ways of teaching chemistry to enhance students’ understanding. This thesis aims to contribute to the understanding of how we better support teaching and learning of undergraduate chemistry to make it meaningful and intelligible for students from the outset. The thesis is concerned with examining the interactions between student, specific content and teacher in the undergraduate chemistry classroom; that is, the processes making up the three relations of the didactic triangle. The data consists of observations of students and tutors during problem-solving activities in an introductory chemistry course and interviews with graduate students.

    Systematic analyses of the different interactions between the student, the chemistry content, and the tutor are made using the analytical tool of practical epistemology analysis. The main findings of the thesis include detailed insights into how undergraduate chemistry students deal with newly encountered content together with didactic models and concrete suggestions for improved teaching and for supporting continuity and progression in the undergraduate chemistry classroom. Specifically, I show how students deal with the chemistry content through a complex interaction of knowledge, experiences, and purposes on different levels invoked by both students and tutors as they interact with each other. Whether these interactions have a positive or negative effect on students’ learning depends on the nature of knowledge, experiences and purposes that were invoked. Moreover, the tutor sometimes invoked other purposes than the ones related to the task at hand for connecting the activity to the subject matter in general. These purposes were not always made continuous with the activity which resulting in confusion among students. The results from these analyses were used for producing hypotheses and models that could support continuity and progression during the activity. The suggested models aim to make the content more manageable and meaningful to students, enabling connections to other experiences and purposes, and helping teachers and tutors to analyze and reflect on their teaching. Moreover, a purpose- and activity-based progression is suggested that gives attention to purposes in chemistry education other than providing explanations of chemical phenomena. The aim of this ‘progression in action’ is to engage students in activities were they can see the meaning of chemical concepts and ideas through their use to accomplish different chemical tasks. A general conclusion is that detailed knowledge about the processes of teaching and learning is important for providing adequate support to both undergraduate students and university teachers in the chemistry classroom.

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    Supporting Learning and Teaching of Chemistry in the Undergraduate Classroom
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  • 2.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    Progression in action for developing chemical knowledgeManuscript (preprint) (Other academic)
    Abstract [en]

    In this paper, we discuss the well-known teaching challenge of how to provide undergraduate students with basic chemistry knowledge without making them experience these basics as meaningless and unintelligible. First, we situate the challenge in a classic dilemma: should we teach the necessary basic facts before the chemical explanations or should the explanations be taught before or in parallel to these facts? Here we draw on examples from interviews with graduate students reflecting on their experiences regarding their studies at the undergraduate level. Second, we suggest a way out of the dilemma, through a shift in perspective from the typical progression of facts and explanations towards a purpose and activity-based progression. We conclude with a discussion of implications of such a shift for university chemistry education together with suggestions for future research.

  • 3.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    The role of anthropomorphisms in students’ reasoning about chemical structure and bonding2018In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 19, no 2, article id 4Article in journal (Refereed)
    Abstract [en]

    Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students’ understanding of science. In this study we examine the role of anthropomorphisms in supporting students’ understanding of chemistry. We analyze examples from undergraduate students’ discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students’ explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.

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  • 4.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 16, p. 2023-2043Article in journal (Refereed)
    Abstract [en]

    In this study, we explore the issues and challenges involved in supporting students’ learning to discern relevant and critical aspects of determining oxidation states of atoms in complex molecules. We present a detailed case of an interaction between three students and a tutor during a problem-solving class, using the analytical tool of practical epistemology analysis (PEA). The results show that the ability to make relevant distinctions between the different parts of a molecule for solving the problem, even with the guidance of the tutor, seemed to be challenging for students. These shifts were connected to both purposes that were specific for solving the problem at hand, and additional purposes for general learning of the subject matter, in this case how to assign oxidation states in molecules. The students sometimes could not follow the additional purposes introduced by the tutor, which made the related distinctions more confusing. Our results indicate that in order to provide adequate support and guidance for students the tutor needs to consider how to sequence, move between, and productively connect the different purposes introduced in a tutor-student interaction. One way of doing that is by first pursuing the purposes for solving the problem and then successively introduce additional, more general purposes for developing students’ learning of the subject matter studied. Further recommendations drawn from this study are discussed as well.

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  • 5.
    Aarts, Karolina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Andersson, Isabella
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Konstruktion av sjukdomsidentiteter: En diskursanalytisk studie om identitetskonstruktion på ett internetbaserat stödforum för utmattningssyndrom2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie har ett internetbaserat stödforum för utmattningssyndrom analyserats i syfte att bidra med ny kunskap om identitetsskapande i interaktion, mellan individer med egen erfarenhet av utmatningssyndrom. Studien har utgått från en diskurspsykologisk inramning och sökt svar på frågeställningarna; I) vilka föreställningar om sjukdomsidentiteter förhandlas fram på ett internetbaserat stödforum för utmattningssyndrom? och II) hur konstrueras normalitet inom ramen för de sjukdomsidentiteter som produceras? Analys av medlemskategoriseringar har använts som huvudsakligt analytiskt verktyg vilket syftat till att synliggöra vilka kategorier som gjorts relevanta av forumdeltagarna. Analysen visar fem identitetspositioner vilka uttryckts som att vara: sjuk, utmattad, kunnig, inte ensam och snart bättre. På forumet görs försäkringskassan till en utanför- grupp vilket stärker gemenskapen av sjukdom bland forumdeltagarna. Denna gemenskap legitimerar att dela med sig av egna erfarenheter av utmattningssyndrom och att positionera sig som kunniga gentemot vårdapparaten. Samtidigt synliggör analysen hur forumdeltagarna konstruerar samsyn kring normalitet i utmattningen och vad som anses som normal sjukskrivningsperiod med anledning av utmattningssyndrom. I sin tur möjliggörs också identitetspositionen av att vara på bättringsvägen.

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  • 6.
    Abdallah, Laila
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology.
    ICT-Based Learning in Knowledge Intense Micro-Sized Enterprises2003In: 2nd International Conference on Multimedia and Information and Communication Technologies in Education 2003: Advances in Technology-Based Education: Toward a Knowledge-Based Society, Proceedings of the 2nd International Conference on Multimedia and Information & Communication Technologies in Education / [ed] J. A. Mesa González, Antonio Méndez Vilas (eds.), 2003Conference paper (Other academic)
  • 7.
    Abdallah, Laila
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology.
    Process eller Resultat?: Trender inom utvärdering av svensk högskoleutbildning under1990-talet2002Report (Other academic)
  • 8. Abdelhai, Rehab
    et al.
    Yassin, Sahar
    Ahmad, Mohamad F.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt2012In: BMC Medical Education, E-ISSN 1472-6920, Vol. 12, p. 11-Article in journal (Refereed)
    Abstract [en]

    Background: The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim: Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods: This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results: Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions: An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

  • 9.
    Abduljebar, Semiha
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Matematik i förskolan: En studie om yngre barns matematik utifrån ett sociokulturellt perspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 10.
    Abdulla, Tavga
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Nyanlända elevers svårigheter i algebra: En studie om nyanlända elevers uppfattningar om undervisning i algebra samt textuppgifter inom algebra i introduktionsprogram2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilka matematiska och språkliga svårigheter nyanlända gymnasieelever har när de arbetar med algebra, både deras uppfattningar om undervisning i algebra och hur de löser textuppgifter inom algebra. Samtliga elever i studien är nyanlända och går ett introduktionsprogram och de har ett annat modersmål än svenska.

    Flera studier visar på att elever som har ett annat modersmålspråk än svenska har svårare att klara matematik i skolan och därmed presterar sämre i matematikundervisningen än andra elever som har svenska som modersmål (Malmer, 2002). I denna studie undersöks vad detta beror på och hur undervisningen kan anpassas för att bättre gynna den berörda elevgruppen.

    För att besvara frågeställningarna gjordes elevintervjuer med åtta elever samt ett test i algebra med eleverna som deltog i intervjuerna. Resultaten i denna studie visar på att eleverna hade språkliga svårigheter som påverkade deras problemlösningsförmåga i algebra. En orsak till detta är språkliga svårigheter och detta kan delvis bero på bristfälliga svenskkunskaper som leder till svårigheter att förstå textuppgifter och svårigheter att uttrycka sig när man kommunicerar inom matematik.

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  • 11. Abdullah, Ailin
    et al.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    State Neutrality and Islamic Education in Sweden2018In: European Perspectives on Islamic education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 312-334Chapter in book (Refereed)
    Abstract [en]

    Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

  • 12.
    Abdullah Nazar, Mina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindkvist, Isabelle
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Anpassad verksamhet för barn i förskolan: En enkätundersökning om hur olika förskolor i Stockholm anpassar sin verksamhet för att möjliggöra en lekmiljö för barn med särskilda behov2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår undersökning var att undersöka hur olika förskolor i Stockholm anpassar sin verksamhet för att skapa en lekmiljö som möjliggör inkludering av barn med funktionsnedsättningar. Den datainsamlingsmetoden vi har använt var en enkätmetod som skickades ut till flera förskolor runt om Stockholms län för att ta reda på hur olika förskolor i Stockholm arbetar med anpassningen för att möjliggöra en inkluderande lekmiljö för barn i behov av särskilt stöd. För att analysera den insamlade datan från vårt enkätformulär har vi använt oss av både kvalitativa och kvantitativa analysmetoder. Vidare användes även specialpedagogiska perspektiv för att se hur olika förskolor arbetar. Resultaten av studien visade att förskollärarna arbetade aktivt för inkludering genom att skapa en plats där alla barn kände sig inkluderade. Det gjordes genom att erbjuda aktiviteter och miljöer som kunde anpassas efter barnens olika behov. Det framkom att det var utmanande att hitta ett standardiserat arbetssätt för inkludering för samtliga barn och att det inte fanns något färdigt recept att följa. Istället betonades vikten av att anpassa verksamheten och aktiviteterna utifrån barnens individuella behov och önskemål. Slutsatsen visar att specialpedagoger spelar en viktig roll i verksamheten genom att ge olika stöd till pedagogerna för att främja barnens utveckling och lärande. Tyvärr har inte alla förskolor tillgång till specialpedagoger och en liten andel har inte tillgång till något stöd alls för att arbeta med barn som är i behov av särskilt stöd, oftast handlar det om brist på ekonomi.

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  • 13.
    Abdulle, Asha
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Mårsén, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Läs- och skrivsvårigheter och psykisk ohälsa: En intervjustudie hur klasslärare resonerar kring elevers psykiska ohälsa och läs- och skrivsvårigheter2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studies syfte är att undersöka hur lärare upplever elevers läs- och skrivsvårigheter, psykiska ohälsa samt hur dessa två faktorer kan påverka varandra. Den ska även beskriva skolans elevhälsoarbete samt lärarnas upplevelser av det stöd de får från elevhälsans olika professioner. Det är en kvalitativ studie med en induktiv ansats och datainsamlingen har skett genom intervjuer med tio lärare på fyra olika skolor och analysen har genomförts med en fenomenografisk ansats. Det innebär att materialet har sammanställts och analyserats genom att uttalanden sammanfördes i olika teman för att förklara informanternas upplevelse av fenomenet. Dessa teman har sedan tolkats för att få fram ett budskap som beskriver deras upplevelse. Resultatet visar att lärare upplever att det finns ett samband mellan läs- och skrivsvårigheter och psykisk ohälsa. Vidare framkommer att lärarna upplever att de inte får det stöd som de förväntar sig från elevhälsan. De upplever brister i samarbetet med elevhälsan då de inte får närvara vid skolans elevhälsomöten. Vidare kan i studien utläsas att lärarna upplever att de genom sin erfarenhet kan identifiera elever med läs- och skrivsvårigheter tidigt i deras skolgång och att screeningar som visar elevers svårigheter sällan kommer som en överraskning utan snarare är en bekräftelse på vad de själva redan upptäckt. Däremot upplever de att det kan ta för lång tid med insatser för dessa elever samt att resursbrist kan bidra till att de inte får den hjälp de borde ha och att detta leder till försämrad psykisk hälsa för dessa elever.

     

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  • 14.
    Abdurahmanova, Narmin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Parents’ School Choice at the Primary Education Level in Azerbaijan: A Comparative Study Between Azerbaijani-Speaking and Russian-Speaking Parents2023Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    School Choice has been introduced into several national education programs during the past three decades in Azerbaijan. Parents are invited to select from various schools to locate the one that “suits them the best”. However, there is a need to understand the factors that go into parents' decision-making when choosing primary schools for their children, especially in various native languages and educational fields. The purpose of the study is to explore Azerbaijani-speaking and Russian-speaking parents’ school choices at the primary education level in Azerbaijani and Russian sectors. Furthermore, the study investigates the factors influencing parents’ selections when selecting a primary school for their children, such as socioeconomic status, educational values, and cultural preferences. The study also aims to compare the school choice patterns of Azerbaijani-speaking and Russian-speaking parents, particularly emphasizing how their varied native languages may influence their decision-making processes. Additionally, this study presents a framework of the national policies regarding parental school choice in Azerbaijan. The study's theoretical frameworks were framed by Human Capital Approach (HCA), Human Rights Based Approach (HRBA) and Capability Approach (CA). By utilizing these frameworks, parents can better understand the various factors that impact their decisions when choosing a school for their children and how these decisions can ultimately affect their children’s educational achievements. The HCA believes education is a valuable investment in human capital, and parents choose schools based on their perception of the returns on this investment. On the other hand, the HRBA sees education as a fundamental human right, and parents’ selection of schools should be based on fairness and non-discrimination principles. The CA emphasizes the importance of education in enhancing individual capabilities and freedoms. This research used qualitative research methodology will contribute to select the right school for children at the primary education level in Azerbaijan. The comparative perspective was based on the Azerbaijani-speaking and Russian-speaking parents. The semi-structured interviews with 12 participants were conducted to gather data, focusing on the factors influencing their decision-making processes and thematic analysis was applied to the data analysis. The author encountered codes and themes in the interview data through qualitative research methods and thematic analysis. This approach provided detailed insights into the complex and diverse nature of parents’ school choice decisions. Overall, the research on parents in Azerbaijan found that they, irrespective of their native language, possess a keen interest in and knowledge of factors that impact their decision in selecting primary schools for their children. This highlights the significance of considering aspects such as language options, school location, and reputation while devising policies to offer quality education to all children. Further exploration is necessary to comprehend the decision-making approach of parents and develop effective tactics to support them in making informed and appropriate school selections. Finally, the implications to the policy and practices for school choice are discussed.

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  • 15.
    Abel Green, Rebecka
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Avancerade appars samhandling med yngre barn i en förskolepraktik: En kvalitativ studie om ett- och tvååringars möte med appar utifrån posthumanistiska teorier2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien utgår ifrån posthumanistiska teorier som ser på mänsklig och icke-mänsklig materia som agentiska aktörer. Studien undersöker vad som uppstår emellan yngre barn och appar i förskolan. Utifrån utvalda videosekvenser där ett- och tvååriga barn samhandlar med avancerade appar i en förskolepraktik analyseras sekvenserna utifrån posthumanistiska begrepp och ANT-analys. Resultatet belyser mycket täta, intensiva och komplexa möten där varje intra-aktion förändrar och transformerar de innefattande aktörerna i nätverk. Fokus ligger på kommunikativa relationer av transdisciplinära tillblivelseprocesser av barns och avancerade appars möten.

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  • 16.
    Abel Green, Rebecka
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Avancerade appars samhandling med yngre barn i en förskolepraktik: En kvalitativ studie om ett- och tvååringars möte med appar utifrån posthumanistiska teorier2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien utgår ifrån posthumanistiska teorier som ser på mänsklig och icke-mänsklig materia som agentiska aktörer. Studien undersöker vad som uppstår emellan yngre barn och appar i förskolan. Utifrån utvalda videosekvenser där ett- och tvååriga barn samhandlar med avancerade appar i en förskolepraktik analyseras sekvenserna utifrån posthumanistiska begrepp och ANT-analys. Resultatet belyser mycket täta, intensiva och komplexa möten där varje intra-aktion förändrar och transformerar de innefattande aktörerna i nätverk. Fokus ligger på kommunikativa relationer av transdisciplinära tillblivelseprocesser av barns och avancerade appars möten.

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    Avancerade appars samhandling med yngre barn i en förskolepraktik
  • 17. Abelin, Åsa
    et al.
    Zetterholm, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Spanish accented Swedish – when the neighbor becomes a fir-tree2019In: Comunicación Social: Lingüística, Medios Masivos, Arte, Etnología, Folclor y otras ciencias afines - Vol. II / [ed] María Rosa Álvarez Silva, Alex Muñoz Alvarado, Leonel Ruiz Miyares, Santiago de Cuba: Ediciones Centro de Lingüística Aplicada , 2019Conference paper (Refereed)
  • 18.
    Abenius, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Fogelberg, Marie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Samspelet mellan fonologi, minne och inlärning hos unga vuxna och vuxna med språkstörning: En systematisk litteraturstudie2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 19.
    Ablhad, Reem
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ny teknik i förskolan: En netnografisk studie kring iPad-projekt i tio kommuner i Sverige2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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  • 20.
    Abou-Gabal, Safaa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Systematiska undersökningar på gott och ont: Om lärandemål och utmaningar med systematiska undersökningar i NO på mellanstadiet samt hur de hanteras2022Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Genomförandet av systematiska undersökningar är ett kunskapskrav och utgör en central del av kursinnehållet i de naturvetenskapliga ämnena, flertalet lärare väljer dock bort arbete med systematisk undersökning. Det finns mycket tidigare forskning kring systematiska undersökningar i hög-och lågstadiet, dock är mellanstadiet dessvärre inte lika utforskat. Syftet med studien är således att undersöka vilka lärandemål och utmaningar NO-lärare i åk 4-6 har vid arbete med systematiska undersökningar samt hur de hanterar dem. Studien baseras på en enkätstudie där datan bearbetades via jämförelse för att finna liknelser, skillnader och samband mellan svaren. Genom att dela in svaren utefter tema undersöks huruvida informantsvaren tyder på att utmaningarna i mellanstadiet i någon grad samstämmer med dem som framkommer i tidigare forskning för andra årskurser. Resultatdelen visade på att lärare har liknande lärandemål vid arbete med systematiska undersökningar men att deras formulering kan vara olika. Vidare visade resultaten på att NO-lärare upplever begränsningar och svårigheter vid val av och arbete med systematiska undersökningar. NO-lärare i mellanstadiet utsätts för utmaningar som liknar dem som framkommit i tidigare forskning, bland annat är de mest framkommande utmaningarna dem av tids-, ekonomi-, resurs- och materialbrist. Studien tillförser således läsaren med kunskap kring vilka lärandemål lärare har vid genomförande av systematiska undersökningar, vilka utmaningar som kan stötas på samt olika förslag på hur utmaningarna kan hanteras. Det finns ett fortsatt behov av mer forskning kring årskurserna 4-6, speciellt av den form där lärar- och elevperspektiv lyfts.

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    Abou-Gabal.Safaa
  • 21.
    Abou-Gabal, Safaa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Alabdali, Zenah
    Systematiska undersökningar i naturvetenskapliga ämnen: Vilka är syftena med att låta elever arbeta med systematiska undersökningar och vilka utmaningar kan lärare ställas inför vid undervisningen?2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna litteraturstudie ämnar behandla syftet med att undervisa systematisk undersökning i årskurserna 4–6 i de naturvetenskapliga ämnena samt att lyfta potentiella utmaningar som läraren kan ställas inför vid undervisningen. Systematisk undersökning är en positiv arbetsmetod som leder till att eleverna utvecklar sin förståelse för naturvetenskap samt ökar elevernas intresse och motivation för ämnet. I läroplanen framkommer det tydligt att en av de förmågorna eleverna ska utveckla är att genomföra systematiska undersökningar. Däremot undviker många NO-lärare att arbeta med systematiska undersökningar fastän det är ett krav i läroplanen på grund av brist på kunskap om användandet av laborationer. Därför var det intressant att undersöka potentiella syften och utmaningar som läraren stöter på vid undervisningen av systematiska undersökningar för att underlätta deras arbete. Metodens urval av artiklar har skett målstyrt, artiklarna har även bearbetats och analyserats utifrån den tematiska analysen. I resultatdelen framkom de viktiga syftena som ligger bakom arbetet med systematiska undersökningar såsom; att utveckla elevernas begrepp och fenomen. Vidare framkom det även några utmaningar som läraren ska vara medveten om när hen undervisar i systematiska undersökningar såsom; att få tiden att räcka till.  Studien hjälper läsarna att få en helhetsbild och förståelse för viktiga syften och utmaningar som framkommer vid undervisningen av systematiska undersökningar, för att öka intresse och motivation att undervisa mer i ämnet.

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  • 22.
    Abraha, Feben
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    ”If it's important to you, you will find a way. If not you will find an excuse.”: - en kritisk fokusgruppsstudie om det meritokratiska talet om ansträngning utifrån icke-vita elevers föreställningar om agens, framgång och framtid2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Studiens övergripande syfte ligger i att problematisera meritokratins grundläggande idéer om ansträngning och ’vilja att lyckas’ som nyckeln till framgång (Carlbaum, 2012). Föreställningar som härrör ifrån nyliberala idéer om ’individens ansvar’ riskerar att förbise strukturella problem och ojämlika maktförhållanden som håller individen ansvarig för sitt eget ’misslyckande’ (ibid.). Elever som hålls ansvariga för sina egna misslyckanden tenderar att kategoriseras som ”omotiverade” eller ”skoltrötta” där deras vilja att lyckas ifrågasätts snarare än deras grundförutsättningar(ibid.). Mot denna bakgrund vill uppsatsen därför ge utrymme för barn att komma till tals i frågor som direkt berör dem och som skildrar barns perspektiv i komplexa samhällsfrågor och maktförhållanden (UNICEF Sverige, 2009).

    Studien utgår ifrån ett normkritiskt förhållningssätt som vill synliggöra postkoloniala perspektiv på orsakssamband mellan möjlighetsstrukturer och samhällsnormer som problematiserar ’individers vilja att lyckas’.

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  • 23.
    Abrahamsson, Carina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organisation av undervisning för nyanlända elever: Ett exempel från två skolor med inkluderande arbetssätt2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A current subject in Sweden today is how to organize education for newly arrived children in school. The number of newly arrived children continues to increase and this will ask for new demands on the school regarding reception and organization of learning for these students. This also demands the school to improve the knowledge about these children. The aim of this study is to describe the principals’, teachers’ and students’ experience of an inclusive organization of learning for newly arrived students. Two different schools in an area frequented of immigrants in one of the largest cities in Sweden have been selected. Both schools are working with inclusion around the newly arrived students. To obtain a pre-understanding of how the school works, lesson observations have been carried out in the schools. Thereafter interviews with principals, teachers and students have been carried out. The principals at both schools believe that the work with newly arrived students should be carried out in an inclusive organization. Depending on how long the school has had this way of working, but also depending on the teachers’ backgrounds, they are thinking differently about if it is favourable for the students to be included. At the Betaschool which is a school that has worked longer than the Alfaschool in an inclusive way, the teachers see more advantages with this way of working. The students at both schools are more positive than the teachers. The cultural capital that the students already have when they arrive to the school is important for the way of adjusting to the new school. There is also a difference in which position the student take on depending on the capital they bring with them. Several components are important for the school choosing to work inclusively with newly arrived students. Some of these are study counsellors, language development approach, relations and a shared view on how to educate newly arrived children at the school.

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  • 24.
    Abrahamsson, Julia
    Stockholm University, The Stockholm Institute of Education.
    Inkludering på vitryska: Fältstudier i Vitryssland gällande inkludering av2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe and examine the characteristics of inclusion of children with disabilities in the kinder garden and primary school in Belarus. The data in this study were collected through interviews with special teachers and staff at the Developing and Rehabilitation center. The interviews were supported by child-observations and a literature study. Staying in boarding schools prevents handicap students from integrating with the society as well as getting social experience. Integrated education demands the combination of two regularities: education of children with normal development and special education of children with psycho-physiological problems. Many research works consider the interconnection between socio-cultural development of the society and the values in upbringing which are prioritized in the society. Socialisation is possible when the child is involved in the processes of the daily life as well as interacting with adults and friends. It is easier for a child to adapt to a social behaviour when he realises what happens around him, understanding the subjective processes which happen inside other people and when the child can use his knowledge and experience on practice. Therefore, socialization is both a process and a result of realisation and active implementation of a social experience by a child. Integration is a systematic stage in the development of special education caused by change in the attitude of the society and state towards individuals with disabilities, admitting their rights for the equal opportunities in different spheres of life including education. Successful implementation of integrative education depends a lot on the level of material, organisational, educational as well as methodological in educational institutions. Moreover, this process depends on socio-psychological factors and moral atmosphere in the society. Practical solution of the problems in integration attracts not only teaching staff in specific institutions, children with different development and their parents but also children and their parents, teachers in normal secondary schools.

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  • 25.
    Abrahamsson, Kenneth
    Stockholm University.
    The need for a dialogue: on the counseling needs of presumptive adult learners in higher education1976Doctoral thesis, monograph (Other academic)
  • 26.
    Acar, Patricja
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lundberg, Jonas
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Om barn i skolan med ADHD: Pedagogers erfarenheter av att arbeta med barn med ADHD2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att se vad olika sorters pedagoger inom skolan skulle kunna berätta och beskriva om vad de har för erfarenhet och om arbetet med elever med diagnosen ADHD, vilka utmaningar som möts och vilka arbetssätt som kan användas. Kvalitativa intervjuer var den metod som användes, och intervjuerna spelades in med mobiltelefon för att inte missa vad pedagogerna från de fyra olika skolorna som intervjuades berättade och beskrev. Som teoretiskt perspektiv valdes behaviorismen som användes som analysverktyg för analysen. Resultatet visar att det inte bara finns ett arbetssätt pedagogerna använder utan av flera olika metoder. Den visar även deras erfarenheter och utmaningar av- och i skolan. Pedagogerna menade också att det finns många utmaningar i mötet med barn med ADHD, då ett barn som har ADHD sällan bara har en renodlad ADHD utan även någon tilläggsdiagnos eller språkstörning. Det man kan säga är att det krävs mer kunskap om ADHD för att vidare hitta lämpliga arbetssätt, att använda sig av rätt verktyg för att vidare kunna nå ut till alla elever och inte enbart de så kallade "normal klassade" barnen.

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  • 27.
    Aceto, Giulia
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Att använda eller icke använda förstaspråket, det är frågan: En kvalitativ studie om användningen av engelska respektive svenska för att främja engelskinlärning i årskurs 4–62019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I takt med globaliseringen har engelskans betydande roll och globala utbredning medfört en utmaning för elever att utveckla sina engelskkunskaper. Tidigare forskning visar att målspråksanvändning (L2) för att maximera L2-exponering är att föredra, men andraspråksforskare anser även att förstaspråket spelar en viktig kognitiv roll vid språkinlärning. Syftet med denna studie är att öka förståelsen för hur målspråk respektive förstaspråk används i engelskundervisning i årskurs 4–6, samt hur lärare upplever att de arbetar med båda språken för att främja engelskinlärningen. Studien utgår från Stephen Krashens monitormodell samt tvåspråkighet, och bygger dessutom på en intervju med en lärare. Resultatet visar att läraren ser målspråksanvändning som språkutvecklande men upplever att exklusiv användning kan vara svårt i de yngre åldrarna. För att stödja elevernas behov för individuella instruktioner växlar läraren mellan engelska och svenska så att engelskan byggs upp successivt och förståelsen ökar på sikt. 

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  • 28. Acher, Andrés
    et al.
    Krabbe Sillasen, Martin
    Febri, Maria I. M.
    Lyngved Staberg, Ragnhild
    Karlström, Matti
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    McDonald, Scott
    Teaching Practices in Preservice Science Teacher Education2018In: Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran, Peter Childs, Dublin, Ireland: Dublin City University , 2018, p. 1903-1914Conference paper (Refereed)
    Abstract [en]

    Recent efforts to design and study Pre-service Science Teacher Education have focused on engaging future teachers in teaching practices. This focus on practices comes with an explicit intention to blend aspects of knowledge and doing that has been historically separate in other efforts to teach novice learners practical aspects of their profession. This intention brings particular challenges to EU preservice teacher preparation programs that need to reconsider how to incorporate aspects of practices into their science education courses. These challenges not only emerge from the novelty and interrelated nature of these practices, but also from lack of clear ways of articulating what these practices are and look like across international teacher educational contexts. This paper brings together four EU studies and an international discussant that explore possibilities to embrace and respond to these challenges and being a cross-contextual conversation about science teacher education. 

  • 29.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A Narratable Self as Addressed by Human Rights2017In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, no 3, p. 252-261Article in journal (Refereed)
    Abstract [en]

    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

  • 30.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Claiming and Reaffirming Universality of Human Rights: Comparing the Role of UNESCO in Relation to the UN 1948 and 19932009Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The thesis explores the role of United Nations Educational, Scientific and Cultural Organization (UNESCO) in the drafting and formulation of the universal human rights in 1948 as well as its contribution at the Vienna Conference, when the universality of the human rights was reaffirmed after the Cold War. Using concept analysis on the reports published by UNESCO for the drafting of the Universal Declaration on Human Rights and the Vienna Declaration deepens the understanding of the influence of the organization within the United Nations (UN) system at these points in time. By applying an intersectional approach to the concept of “cultural dialogue”, the theoretical tool of “intersectional dialogue” is created in order to analyze and understand the process that occurred in the UN Commission when delegates from all over the world met to draft and discuss the universality of human rights. The conceptual framework of “universality” by Langlois is used in analyzing the parallel process of UNESCO in order to understand the universality of the human rights through local interpretations and particular values. The thesis held by Langlois, that the universality of human rights enables a global platform for oppressed and marginalized people to share their local stories based on particular values within a human rights discourse, is contested in the analysis.

  • 31.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

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  • 32.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    In a Man's words - the politics of female representation in the public2017In: Studier i Pædagogisk Filosofi, E-ISSN 2244-9140, Vol. 6, no 1, p. 55-68Article in journal (Refereed)
    Abstract [en]

    What one decides fi t for appearance through writing and speech bears a political signifi cance that risk being distorted through both language, reception in the public, and through calls for gendered representations. How can work of female philosophers be interpreted as a concern for the world from that of having to respond to a male-dominated discourse through which speech becomes trapped into what one might represent as ‘other’? In this paper, I explore the public reception of two female thinkers who question, in diff erent ways, the domi-nant notion of the author or philosopher as a male subject; what kind of limitations does the relative notion of ‘female’ pose political action, and how can privilege constitute a hindrance to feminist solidarity?

  • 33.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Intersectional Dialogue - A Cosmopolitical Dialogue of Ethics2013In: Cosmopolitan Civil Societies: An Interdisciplinary Journal, E-ISSN 1837-5391, Vol. 5, no 2, p. 45-62Article in journal (Refereed)
    Abstract [en]

    The article is based on a critical cosmopolitan outlook on dialogue as not aimed at reaching consensus, but rather keeping dialogue of difference open, with the ability to reach common understanding of human rights on conflicting grounds. Intersectional dialogue is used as a concept that opens up possibilities to study, in a pragmatic sense, the ‘cosmopolitan space’ in which different axles of power met in the historical drafting of human rights. By enacting analysis of United Nations (UN) documents from 1948 on the process of drafting the Universal Declaration on Human Rights (UDHR) the conceptualization of intersectional dialogue is put to work. The utopian foundation for deliberative democracy as dialogue in the absence of power and interest does not acknowledge the reality in which the human rights were negotiated and debated. The paper questions the dominant narrative of a western philosophical ground for the universality of human rights.

  • 34.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Morality without Rights? The Empty Space in Cosmopolitan Education2019In: Knowledge Cultures, ISSN 2327-5731, E-ISSN 2375-6527, Vol. 7, no 3, p. 75-86Article in journal (Refereed)
    Abstract [en]

    By problematizing how morality is discussed in cosmopolitan education without addressing the rightlessness of non-citizens I draw on thoughts by Martha Nussbaum and Marianna Papastephanou on how human rights and agency can be reclaimed through a critical cosmopolitanism. Educational philosophy on cosmopolitan education presupposes the juridical right to education. Due to this presupposition, the subject who is excluded by legal limitations of rights is not necessarily addressed by morally conceptualizations of cosmopolitanism and education. This paper seeks to investigate this gap by asking what significance cosmopolitanism and philosophy have for the rightlessness, drawing on the problematization by Hannah Arendt on the limitations of the human rights project. The concept of phronesis is invoked in order to stress the importance for cosmopolitan educationalists to theorize the non-citizen and to address those who are excluded from the legal right to education.

  • 35.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice2017In: Philosophy as interplay and dialogue: viewing landscapes within philosophy / [ed] Torill Strand, Richard Smith, Anne Pirrie, Zelia Gregoriou, Mariana Papastephanou, Zürich: LIT Verlag, 2017Chapter in book (Other academic)
  • 36.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights2012In: Cosmopolitan Civil Societies: An Interdisciplinary Journal, E-ISSN 1837-5391, Vol. 4, no 2, p. 22-37Article in journal (Refereed)
    Abstract [en]

    Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

  • 37.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Re-Thinking Relations in Human Rights Learning: The Politics of Narratives2014In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, no 2, p. 293-307Article in journal (Refereed)
    Abstract [en]

    Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

  • 38.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Revisiting the past: human rights education and epistemic justice2021In: Human Rights Education Review, ISSN 2535-5406, Vol. 4, no 3, p. 5-23Article in journal (Refereed)
    Abstract [en]

    Epistemic injustice in human rights education (HRE) can be found in a colonial historical trajectory of human rights that rests on accounts of western agency only. Such narratives overshadow the legacy of Indian and Pakistani freedom fighters and Latin American feminists who negotiated human rights against colonial, patriarchal and racist discourses after the Second World War. Without their contribution a United Nations (UN) rights concept risked being limited to a western trajectory of the ‘Rights of Man’ that represents a monistic universalism. The paper revisits the history of the United Nations, unearthing historical counternarratives of what a pluralistic universalism of human rights means by adding knowledge about postcolonial feminist subjects who spoke of a positive conception that could reduce injustice. 

  • 39.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The praxis of ethics and justice in human rights learning: examining the limits of progressive education2017In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 2, no 1, p. 37-47Article in journal (Refereed)
    Abstract [en]

    School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.

  • 40.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights2014In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, no 1, p. 29-38Article in journal (Refereed)
    Abstract [en]

    There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.

  • 41.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Enabling multilingualism or disabling multilinguals? Interrogating linguistic discrimination in Swedish preschool policy2024In: Human Rights Education Review, E-ISSN 2535-5406, Vol. 7, no 1, p. 5-25Article in journal (Refereed)
    Abstract [en]

    In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi’s ‘What’s the problem represented to be?’ (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a ‘children’s (special) needs’ discourse to a ‘children’s (language) rights’ discourse through a social justice education framework.   We draw upon Elisabeth Young-Bruehl’s understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are constituent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.

  • 42.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Way to Democracy Through Education and Learning in Sweden2007In: Journal für Politische Bildung, ISSN 2191-8244Article in journal (Other academic)
  • 43.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dineen, Katy
    Discourses of Childism: How COVID-19 Has Unveiled Prejudice, Discrimination and Social Injustice against Children in the Everyday2021In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 29, no 2, p. 353-370Article in journal (Refereed)
    Abstract [en]

    Do children suffer from discriminatory structures in society and how can issues of social injustice against children be conceptualised and studied? The conceptual frame of childism is examined through everyday expressions in the aftermath of policies affecting children in Sweden, the UK and Ireland to develop knowledge of age-based and intersectional discrimination against children. While experiences in Sweden seem to indicate that young children rarely suffer severe symptoms from covid-19, or constitute a driving force in spreading the virus, policy decisions in the UK and Ireland to close down schools have had detrimental effects on children in terms of child hunger and violence against children. Policy decisions that have prioritised adults at the cost of children have unveiled a structural injustice against children, which is mirrored by individual examples of everyday societal prejudice.

  • 44.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, Marie
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education2015In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 49, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

  • 45.
    Adamow, Goscha
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förskolan i ett mångkulturellt samhälle: Pedagogers föreställningar kring mångkulturellt arbete på förskolan2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to describe, understand and analyze the thought behind the perception amongst pedagogues´ on multicultural work in preschools, based on an intercultural perspective. In this study, I questioned the pedagogues´ view on the work in preschools that prepares children for a life in a multicultural society and also the way they describe the cultural challenges.

    The study was accomplished and questions were answered by studying current literature and previous research in the field. I also interviewed four pedagogues from two different preschools located in separate areas.

    This study shows that many opinions that pedagogues expressed in the interviews can be traced back to an “us vs. them” perspective, in which your own culture, the Swedish one in this case, is the most critical and should receive the greatest attention in preschool. At the same time, the study shows that the more experience pedagogues had from multicultural preschools the greater acceptance they had for other cultures. These pedagogues also had an advanced in the development of intercultural competence.

     

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  • 46.
    Adams Lyngbäck, Elizabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    I Don't Feel Like Myself: Women's Accounts of Normality and Authenticity in the Field of Menstruation2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this master thesis is to contribute to a deeper understanding of women’s experiences in regard to menstrually related suffering. These particular experiences are examined in relation to notions of normality and authenticity. The study designed for this purpose is based on the life world of women in order to explore these ideas. The visceral signs originating from within the body are generally understood to be undetectable when working properly. Such is not the case for many women who menstruate. The cyclical change in physical and mental states associated with the menstrual cycle provide an opportunity to study how going in and out of different ways of being in the world influence human experience. Thematic interviews were conducted asking ten women living in Sweden to share their experiences of suffering related to the menstrual cycle. A phenomenological approach with focus on the body was used to study how changing ways of being in the world contribute to the construction of illness and health. Beginning with discussions about their experiences of suffering revealed that women thought in terms of when they felt like themselves and when they did not. Organization of time was interrelated with how women understood their experiences. Emphasizing recurring negative experiences lead to contemplation about causes of suffering and comparison of different states of being. The lack of ‘one’s selfness’ due to what is commonly referred to as PMS represents the dilemma these women describe. The need to have control over the outward representation of one’s self is discussed in light of different medical technologies like SSRI antidepressant use and hormonal therapies which revealed that women saw the origins of their suffering to be a product of society but tightly connected to their identity as women and were not willing to be without a menstrual cycle. Phenomenological ideas about embodiment were used to understand how suffering was seen both as a sign of health and as a part of the self.

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  • 47.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dis/ability literacy through parenting2017In: Abstract book: NNDR 14th Research Conference, Örebro University, May 3-5. 2017, 2017Conference paper (Refereed)
    Abstract [en]

    This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing.  Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.

  • 48.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Experiences, networks and uncertainty: parenting a child who uses a cochlear implant2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

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  • 49.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The role of uncertainty in the development of disability literacy: drawing on examples of processes of becoming in parenting a deaf child2018In: Lancaster Disability Studies Conference, Lancaster: Lancaster University , 2018, p. 22-22Conference paper (Refereed)
    Abstract [en]

    This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Parents continue arriving as they continue ‘reading their child’, continuous arrivals which imbue their interactions with groups like their child. The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. The presentation will include an example of an online program being developed to facilitate communication and understanding between hearing people and people who are deaf or hard of hearing in order to increase awareness, actions and commitment to goals of more inclusive and equal conditions.

  • 50.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Uncertainty and disability literacy: Drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development2019In: Book of Abstracts, 2019Conference paper (Refereed)
    Abstract [en]

    This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Connecting other adults’ becoming processes in teacher education programs to how parents continue arriving as they continue ‘reading their child’ is discussed in terms of embodied critical thinking about ableism and audism. The continuous arrivals which imbue adults’ interactions with oppressed groups is explored drawing on theories on transformation and community.

    The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. This concept of allyship offers pedagogical hope which bell hooks describes as an integral part of education (hooks, 2003). Allyship in disability contexts is an active, consistent and reflective practice of examining how one holds systemic power over people with disabilities. Pausing to use the idea of reflective practice as an entry to one’s critical thinking is what intended to develop the concept of ‘embodied critical thinking.’ The focus is aimed at how one’s own involvement, as a temporarily able-bodied person seeks to end oppression in solidarity with disabled groups and individuals. The concept of allyship falls under what can be deemed the privilege turn or privilege studies in disability where a disability literacy is a social literacy of consciousness and awareness of the conditions of the lives of disabled individuals and groups and how they are affected by interpersonal relationships (Adams Lyngbäck, 2016). Case examples of classroom activities and discussions centering on ableism will be employed to further develop understandings of allyship in education.

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