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  • 1.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, no 3, p. 387-400Article in journal (Refereed)
    Abstract [en]

    In this paper, focus rests on the relatively new international phenomenon of therapeutic education. Taking in the fact that this phenomenon is part of the schools’ assigned task to see to the formation of young people, the aim of the paper is twofold: to highlight what rationales that emerge in the formation of young people’s emotions in school, and to discuss these rationales in terms of vital principles of public education for the common good in society. The results are based on an empirical case study of ten Swedish teachers involved in the so-called Life Competence Education, which serves as a contextualisation of this phenomenon. Two rationales of this formation stand out as key; the seriousness of the inward turn of the individual, and the crucial step of sharing one’s innermost. Although these rationales involve collective notions of the students’ emotional well-being, they are quite firmly anchored, we argue, in the single individuals’ well-being.

  • 2.
    Moberg, Emilie
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children, sub-headings and verbal discussions achieving evaluations: acknowledging the productiveness of ambivalenceIn: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed)
  • 3.
    Moberg, Emilie
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence2018In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 26, no 3, p. 363-379Article in journal (Refereed)
    Abstract [en]

    Drawing on the empirical case of an evaluation meeting in a Stockholm preschool as well as participant observations over a period of 10 months, this paper uses an Actor-Network Theory methodology to explores the actors and relations that emerge when an evaluations are made. The principle of general symmetry is used to create knowledge of the way evaluations are made from relations among teachers, children's games, toy guns, evaluation goals and sub-headings. The study specifically highlights the ability of verbal discussions to embrace ambivalence in relation to, for example, everyday children's games with toy guns in the preschool. The paper argues that ambivalence is productive and influential in the evaluation process, even though it is not included in final evaluation texts.

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  • apa
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  • modern-language-association-8th-edition
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  • Other style
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  • en-US
  • fi-FI
  • nn-NO
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