Change search
Refine search result
1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    A Pedagogy of Cultural Awareness: A Phenomenological Approach to Knowledge and Learning2019In: Transkulturelle Perspektiven in der Bildung: Transcultural Perspectives in Education / [ed] Gerd-Bodo von Carlsburg, Kiel: Peter Lang Publishing Group, 2019, p. 127-135Chapter in book (Refereed)
    Abstract [en]

    The need to grasp constant personal change forms the core of pedagogy. During adolescence personality is in continuous development: the significance of life situations and environments constantly changes; experiences and background knowledge are featured in new discontinuous ways; and personal abilities, subjective motivations and learning goals alter noticeably. Personality development is shaped by the interaction with cultural difference. Cultural awareness not merely concerns relating and comparing abstract contents of one´s own cultural environment to other such environments, but foremost to understand oneself in foreign terms. Subjective and specific factors play a central role in this developmental process. The very task of pedagogy is to accompany, to grasp, and to bring about personal changes. How can pedagogical progress in terms of a personality development be understood as knowledge-based? This contribution argues against the positivistic view of knowledge and knowledge acquisition that currently predominates. Moreover, it argues that subjective and particular factors in pedagogy can be best understood as tacit knowledge. From this backdrop, it reframes some of pedagogy´s conceptual references. In the interest of intellectual rigor, this reframing is achieved utilizing the body-phenomenological perspective on learning.

  • 2.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bildungsziele und die Lehrer*innenbildung in Schweden2018Conference paper (Other academic)
    Abstract [de]

    Mein Beitrag behandelt die Lehrer*innenbildung und die Pädagogik als wissenschaftliche Disziplin in Schweden. Im Besonderen widmet er sich der Frage, wie die allgemeinen Bildungsziele in den schwedischen Bildungsdebatten verhandelt werden.

  • 3.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bildungsziele und die Lehrer*innenbildung in Schweden2019Conference paper (Other academic)
    Abstract [de]

    Während in der deutschen Bildungsforschung und -politik seit der Jahrtausendwende ein Paradigmenwechsel vom allgemeinen Bildungsziel der Wissensaneignung zu dem des Kompetenzerwerbs vollzogen wurde, wird das Bildungsziel der Kompetenzentwicklung in Schweden in das breite Spektrum der Wissensformen und -formate eingeordnet. In der dem derzeit geltenden Curriculum zugrundegelegten Wissensordnung werden (lebens-)praktische Wissensformen akzentuiert. Synonyme zu förtrogenhet (englisch: familiarity) sind: eine sich einstellende Bekanntheit oder Kenntnis, nahe Bekanntschaft, Vertrautheit, Gewohnheit, Einblick oder Einsicht; es handelt sich dabei um schweigendes Wissen (vgl. Carlgren 2012). Ferner wird an schwedischen Universitäten die Ausbildung von Reflexivität in Bezug auf wissenschaftliche Paradigmen als ein zentrales Qualifikationsziel für Wissenschaftler(innen), etwa im Zusammenhang der Postgraduiertenprogramme auch im Bereich der Fachdidaktik, angesehen. (vgl. högskoleverket 2003, S.21 und Sveriges universitetslärarförbund 2005, S.6ff.) Diese und andere Unterschiede werden in meinem Beitrag auseinandergelegt und auch auf die Kunstpädagogik bezogen.

  • 4.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bildungsziele und Lehrer*innenbildung in Schweden2019In: Transkulturelle Perspektiven in der Bildung: Transcultural Perspectives in Education / [ed] Gerd-Bodo von Carlsburg, Kiel: Peter Lang Publishing Group, 2019, p. 265-277Chapter in book (Refereed)
    Abstract [en]

    In this article, traditional cultural values are discussed in order to explain educational goals and aspects of practical teacher education in Sweden. In a critical examination of the concept of heterogeneity also a suggestion is made as to how the structural and functional logic of institutionalized and organized learning can be analyzed. The investigation refers to an International and Intercultural Comparative Educational Science approach and applies the perspective of Pedagogical Anthropology (Anderson-Levitt 2012).

  • 5.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gender, the Postmodern Paradigm Shift, and Pedagogical Anthropology2019In: Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries / [ed] Carol A. Taylor, Chantal Amade-Escot, Andrea Abbas, Abingdon, Oxon: Routledge, 2019, p. 54-67Chapter in book (Refereed)
    Abstract [en]

    Schools are supposed to impart social values to the younger generation. Thus, it is important that any evaluation of an educational agenda should include sounding out its explicit and implicit ethical underpinnings. This agenda is addressed in this article as an integral part of pedagogical professionality; and gender is one aspect of this fathoming because the current levels of gender inequality are an ethical issue. This chapter discusses the differences it makes to improving gender inequality, if researchers and educators consider gender and pedagogy through the lens of the body-phenomenological approach, which is launched within ‘material feminism’, coined by Stacy Alaimo & Susan Hekman (2008, 3). The educational perspective adopted is that of Pedagogical Anthropology, which has distanced itself from any claim to universality. It refers back to the Enlightenment through an epistemological and social discussion in which it establishes the concept of pedagogical knowledge. This contesting the dominant values that have become contemporaneously associated with researching and evaluating pedagogy in education, instead it focuses knowledge as contextualized and dependent on perspectives and methods; and as a process through which one’s own understandings get related to those of others (Wulf 2003, 143f.).

  • 6.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Linnaeus University Sweden.
    Tacit Dimensions of Pedagogy – Corporeality and Bildung2018In: New Direction of Physical Education and Health: From Theory to Implementation with Turkish and Global Perspective: Proceedings / [ed] Fatma Salci Uzunöz, Sirri Cem Dinc, Burak Günez, 2018, p. 19-19Conference paper (Other academic)
    Abstract [en]

    Actual pedagogy refers to the kind of theoretical and empirical research which reduces pedagogical theory and practice to certain norms and to definite interventions in well-defined pedagogical situations. Accordingly, the main aim of school is to impart available knowledge and well-defined abilities directly oriented at certain objectives. In this regard, pedagogy and pedagogically intended knowledge and abilities are interpreted as psychometric competences that can be easily measured. By focusing mainly the tacit side of education practices, we follow up a paradigm shift in pedagogy, the "tacit turn". The fundamental consideration is then, that, beside explicit, declarative forms of knowledge, tacit forms of knowledge play a central role for our learning successes and well-being. Harry Collins (2012) distinguishes relational tacit knowledge, somatic tacit knowledge and collective tacit knowledge. Considering somatic tacit knowledge, school appears as broad spectrum of bodily expression, attention processes, and knowing that goes far beyond a pure discipline and instrumentalizing of human bodies. Klaus Mollenhauer refers education as such (Bildung) to our corporeality. My presentation gives an overview over the topic of corporeality at school as tacit dimension of teaching and learning. I will use the example of playing an acoustic instrument as a highly embodied and material relationship between the body and the instrument, where years of experience concerning e.g. intonation and rhythm are based on and constitute a tacit knowing of what is right. By focusing the teacher-student relationship, (1) knowledge shows as practice, (2) corporeality unfolds ingenuity, (3) learning can be approached by mirroring, and (4) matching with a situation at hand turns out as most striking quality criterion for knowledgeable practices.

  • 7.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Transcultural Learning: Emphasizing and De-emphasizing Difference as a Pedagogical Task2019In: Transkulturelle Perspektiven in der Bildung: Transcultural Perspectives in Education / [ed] Gerd-Bodo von Carlsburg, Kiel: Peter Lang Publishing Group, 2019, p. 137-145Chapter in book (Refereed)
    Abstract [en]

    In general, cultural integration and assimilation are demands made of migrants, to be achieved unconditionally with varying levels of social support. This is, in principle, a high educational aim. At times, some migrants are approvingly recognized for their (educational) achievement. More often than not, it is denied them. The concept of transculturalism goes beyond such social expectations, pointing out educational potential that is highly relevant for personality development and societies in transition. In this article we develop, or demarcate, a transcultural notion of education based on a scenario of exile.

  • 8.
    Kraus, Anja
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Transcultural Perspective on Esthetic Education2019In: NOFA7 Abstracts, 2019, p. 121-121Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to contribute to the elaboration of the transcultural perspective on arts education. My aim is to derive an agenda of transcultural education (aims) by the reflection on artworks, departing from `othering´ as pedagogical concept. In the recent decades, the digital revolution, the flow of capital, combined with waves of migration and with the establishment of powerful transnational communities - such as multinational companies, huge providers of social media, transfer business, etc. - has led to the rise of multiple and hybrid governance, practices and identities (cp. Kontopodis et al. 2017). Hereby, traditional structures of community and local government, for example law, neighborhoods, tax, housing, etc., erode; so for example, entire residential districts are empty as being bought up as yield object by foreign firms, neither subject to national law, nor contributing to neighborhood and taxes. These processes of society of erosion hardly discusses in governmental terms. When it comes to globalization, the focus of public media moreover lies foremost on everyday social interaction, for example in the area of pedagogy. There, the modes of communicating norms and values, the experience of familiarity and unfamiliarity, and social belonging and exclusion are grasped as being undergoing steady change. Culture thus does not anymore only refer to static structures, but it becomes increasingly fractured and contested, leading to diverse forms of heterogeneity and `othering´ (Spivak 1983; Eisenstadt 2000; Waldenfels 2011).

    The term `othering´ has been introduced by Gayatri Spivak in 1985 for signifying the processes by which an imperial discourse produces its subject others. In my paper, I´ll apply this term moreover to the practices of the subordinated.

  • 9.
    Kraus, Anja
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Friesen, Nrom
    Learning-as-Experience: A Phenomenological Account of Educative Erlebnis2019Conference paper (Other academic)
    Abstract [en]

    The event of learning is the Achilles heel of the “discourses” or “language[s] of learning” dominant in education today (Meyer-Drawe 2008; Biesta 2012). We have almost no empirical access to or control over this event. It can’t be caused or guaranteed, and its occurrence is visible (if at all) only post facto, e.g. as learning results. For phenomenology, however, learning-as-experience forms a key moment in lived experience (Erlebnis). It appears as something that occurs and can be fostered through the variation of experience known in phenomenology as the epoché or reduction. In describing learning-as-experience, this paper sheds new light on contemporary discourses of learning—from the intricacies of the learning sciences to the effortful learning advocated by the growth mindset. 

1 - 9 of 9
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf