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  • 1.
    Ståhle, Ylva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Waermö, MimmiStockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.Lindberg, VivecaStockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att utveckla forskningsbaserad undervisning: analyser, utmaningar och exempel2020Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.

    Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.

  • 2.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    becoming things, becoming-world: On Cosmopolitanism, Reification and Education2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    What if education were not about becoming something, making something of yourself, becoming some thing? What if we were to consider education as becoming-world? These questions are posed against the background of the current populist nationalist backlash against the consequences of globalization, along with growing anti-intellectualism and anti-democratic sentiment. How can education contribute locally and globally to fostering and safeguarding the very possibility of democratic practices against the neoliberal consecration of reified social relations? Becoming Things, Becoming-world contributes to contemporary discussions in philosophy of education by developing a vision of a critical educational cosmopolitanism founded upon a renewed critique of reification.

    While cosmopolitan education has often been articulated in terms of an ethical and political response to globalization, this thesis proposes a different outlook. I argue that the idea of cosmopolitan education predates the onset of what we now term globalization, and that it provides a meaningful conception of education beyond the present socio-political condition. Moreover, I propose to rethink cosmopolitan education as a critique of reification, i.e. a critique of social relations taking on the character of mere things. The critique of reification helps to foreground aspects that have previously been neglected and marginalized in educational cosmopolitanism, such as its economic-material dimensions. At the same time, a critical cosmopolitan perspective is needed for a timely de-centering of critical social theory.

    Re-assessing the Cynic tradition and drawing on critical theorists such as Gerard Delanty and Axel Honneth as well as on New Wittgensteinian philosophers as Alice Crary, I advance a post-universalist understanding of cosmopolitanism. This is based on dynamic social relations and a broad understanding of rationality which includes imaginary aspects as well as the education of our sensitivities. Cosmopolitanism is understood as a lived practice which critically challenges reified social and cultural relations, including the strictures of particular socio-economic structures. The notion of reification is distinguished from other forms of alienation, objectification and instrumentalization and is deployed to characterize lasting distortions of our relations to each other, to the world and to ourselves. Against any idealizing take on communicative practice, I show that language, knowledge, and education do not necessarily counter-act reifying tendencies. Indeed, they themselves can become sources for enhancing processes of reification.

    A fresh look at the critique of reification allows us adequately to describe and understand the interrelation between contemporary capitalism, the forms of subjectivity it produces and the possibilities of democratic education and education towards democracy. Such an understanding is needed in face of the apparent impossibility of imagining a society, and envisioning an education, beyond the conditions formulated by contemporary neoliberal policies. Education as becoming-world maintains a hopeful outlook on the possibilities of our globalizing and pluralizing social reality as well as a keen focus on the tensions and challenges that this poses for contemporary educational endeavors on individual as well as structural levels.

  • 3.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Cultural Amnesia or Continuity? Expressions of Han in K-pop2020Ingår i: East Asian Journal of Popular Culture, ISSN 2051-7084, Vol. 6, nr 1Artikel i tidskrift (Refereegranskat)
  • 4.
    Ståhle, Ylva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Svärdemo Åberg, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Calissendorff, Maria
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gymnasiearbetet - och dess utmaningar för handledande lärare2020Ingår i: Att utveckla forskningsbaserad undervisning: analyser, utmaningar och exempel / [ed] Ylva Ståhle, Mimmi Waermö, Viveca Lindberg, Stockholm: Natur och kultur, 2020, s. 289-308Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Thorp, Robert
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Uppsala University, Sweden; The University of Newcastle, Australia.
    Persson, Anders
    On historical thinking and the history educational challenge2020Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.

  • 6.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    What makes Estonia and Singapore so good?2020Ingår i: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Considering high performance in PISA, a case study of Estonia and Singapore is required. Estonia's economy is not up to par with Singapore. On the other hand, Estonia is more democratic than Singapore. The national IQ levels are higher in Singapore (102) than in Estonia (99.4) but may explain a large portion of the attainment level in both countries. Singapore does also have more highly educated and better paid teachers, as well as a highly skilled foreign workforce. Annual educational quantity is very similar. Therefore, the high scores in Estonia relative to the OECD average and many wealthier western nations remain as somewhat of a minor mystery.

  • 7.
    McGrath, Cormac
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Liljedahl, Matilda
    Palmgren, Per J.
    You say it, we say it, but how do we use it? Communities of practice: A critical analysis2020Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Objectives: As educational theories are increasingly used in medical education research there are concerns over how these theories are used, how well they are presented and what the authors intend. Communities of practice (CoP) is one example of an often-used theory and conceptual framework. This paper presents a critical analysis of how CoP theory is used in medical education research.

    Methods: A critical literature analysis was undertaken of articles published between 1998 and 2018 in eight internationally recognised medical education journals. From a total of 541 articles, 80 articles met the inclusion criteria and were analysed and mapped according to various patterns of use.

    Results: We discerned five categories of use, two misleading and cosmetic, off target and cosmeticising, and three functional, framing, lensing and transferring. A considerable number of articles either misrepresented the point of communities of practice or used it in a cosmetic fashion. The remainder used the theory to frame an ongoing study in relation to other work, as a lens through which to design the study and collect or analyse data, or as a way of discussing or demonstrating the transferability of the findings.

    Conclusions: We conclude that almost half of the reviewed articles did not offer a functional and rigorous definition of what is meant by CoP; instead, they used it in a potentially misleading or cosmetic manner. This study therefore calls on editors, reviewers and authors alike to increase clarity and quality in the application of CoP theory in medical education.

  • 8. Aksland, Charlotte
    et al.
    Rundgren, Shu-Nu Chang
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment2019Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper.

  • 9.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 5, s. 615-632Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.

  • 10.
    Boman, Björn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Achievement in the South Korean Music Industry2019Ingår i: International Journal of Music Business Research, E-ISSN 2227-5789, Vol. 8, nr 2Artikel i tidskrift (Refereegranskat)
  • 11.
    Landahl, Joakim
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aesthetic modernisation and international comparisons: learning about drawing instruction at the Paris Exposition Universelle of 19002019Ingår i: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 48, nr 1, s. 41-59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world's fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions meant on a national level. [GRAPHICS] .

  • 12.
    Bengtsson, Anki
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Mickwitz, Larissa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att bli "svensk lärare": En undersökning av Snabbspåret för nyanlända lärare och förskollärare2019Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Bakgrunden till denna studie är ett regeringsbeslut att införa en rad Snabbspår för nyanlända med yrkeserfarenhet inom vissa bristyrken. I studien undersöks den professionaliseringsprocess som en grupp nyanlända lärare går igenom under tiden i Snabbspåret för nyanlända lärare och förskollärare. Studien omfattar fokusgruppintervjuer med deltagare i Stockholm under våren 2017, lärare som undervisar i Snabbspåret och handledare på den arbetsplatsförlagda praktiken. Dessutom gjordes en enkätundersökning med deltagarna samt observationer av den arbetsplatsförlagda praktiken och av undervisningen i Snabbspåret. Studien visar att gruppen nyanlända lärare fick kunskap om den svenska skolan på flera plan. Men framför allt tycks Snabbspåret ha erbjudit dem ett första steg i processen att återgå till läraryrket i ett nytt land. Samtidigt framgår det att de nyanlända lärarna står inför flera utmaningar när de söker etablera sig som lärare i Sverige. Dessa utmaningar går dels att relatera till formella institutionella villkor, som att erhålla en lärarlegitimation och krav på kunskaper i svenska, dels till informella villkor som baseras på normer och värderingar om lärare och vad som anses utgöra lärarprofessionalism i Sverige. I studien framkommer att den process de nyanlända lärarna genomgår i mycket handlar om ett samspel mellan de reglerande strukturer de möter under tiden i Snabbspåret och deras eget förhållningssätt och agerande i detta möte.

  • 13.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att förändra organisatoriska förutsättningar: Erfarenheter av att införa funktionellt delat ledarskap i skola och förskola2019Ingår i: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 25Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Uppdraget som rektor respektive förskolechef är omfattande och inte sällan hälsomässigt belastande. Arbetet är både komplext och komplicerat. En möjlighet som kan ge chefer i samhällsviktiga verksamheter en hållbar arbetssituation är att uppdraget axlas av flera i någon form av delat ledarskap. Denna artikel handlar om ledningserfarenheter i en kommun som vid vissa av sina skolor och förskolor inför så kallat funktionellt delat ledarskap. Artikeln belyser och begripliggör frågor som ledningen brottades med i genomförandet av förändringen. Förändringen syftade till att skapa hållbara förutsättningar för rektorer och förskolechefer att koncentrera sig på att utöva pedagogiskt ledarskap.

  • 14.
    Eliasson, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att undervisa för utveckling av yrkeskunnande i vård och omsorg2019Ingår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, nr 1, s. 66-88Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching for development of vocational knowledge in health care

    The aim of this study was to examine didactic principles in health care teachers' description of their teaching practices, and how these principles were intertwined with vocational knowledge. In addition, characteristics of a health-care didactical approach were explored. Theoretical framework was based on Vygotsky’s sociocultural perspective and Lave and Wenger’s situated learning. 17 health-care teachers, working with adolescents or adults, were interviewed. The findings showed that vocational knowledge and didactic principles were often intimately intertwined. Didactic principles were dialogicity, work-links, variation, relational environment and language development. The healthcare didactical approach highlighted the development of students, both as health-care givers and as persons, through interactions with teachers and peers, and the teachers acted as boundary-crossing role models. The health-care didactical approach also involved the students’ language development. Issues that need to be reflected on are if the emphasis on feminine-coded vocational knowledge is too strong in relation to the programme objectives, and if reading and writing as teaching forms are too marginalised.

  • 15.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Aversive education: Emersonian variations on 'Bildung'2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 488-497Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper discusses Ralph Waldo Emerson's thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson's variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an 'aversive education' as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.

  • 16.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Begrepp och tidigare forskning2019Ingår i: Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar / [ed] Lena Wilhelmson, Marianne Döös, Lund: Studentlitteratur AB, 2019, s. 15-43Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Vad är delat ledarskap? Hur kan det förstås? Vad säger tidigare forskning? Tre frågor som detta kapitel ger svar på. Kapitlets huvudsakliga uppgift är att redogöra för tidigare forskning om delat ledarskap mellan chefer, och för de begrepp om delat ledarskap, som används i boken. Därutöver introduceras kort de allmänna och verksamhetsspecifika organisationsbegrepp som återkommer i boken, frågan om förändringsarbete i organisationer samt den lärteoretiska förståelse som vår egen forskning om delat ledarskap mellan chefer tagit utgångspunkt i.

  • 17.
    Thunborg, Camilla
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden2019Ingår i: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 59, nr 1, s. 36-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

  • 18.
    R. Trostek, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Between the modelling and the engineering of learning: preservice teachers’ performance in course essays2019Ingår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to explore Swedish preservice teachers’ performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students’ written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in ‘alternative performance’. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course’s theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students’ essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students’ critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education.

  • 19.
    Tyson, Ruhi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildning och praktisk klokhet: i skola och undervisning2019Bok (Övrigt vetenskapligt)
  • 20. Johansson, Viktor
    et al.
    Schumann, Claudia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 474-477Artikel i tidskrift (Övrigt vetenskapligt)
  • 21.
    Ruhi, Tyson
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bildung, Ästhetik und Handwerk am Beispiel Buchbinden2019Konferensbidrag (Övrigt vetenskapligt)
  • 22.
    Ringarp, Johanna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Berg, Anne
    Borgerlig feminism eller klassolidaritet? Tolfternas bildningssamkväm vid förra sekelskiftet2019Ingår i: Folkbildning & forskning: årsbok 2019 / [ed] Kenneth Abrahamsson, Lisbeth Eriksson, Mats Myrstener, Lena Svensson, Tore Persson, Stockholm: Förening för folkbildningsforskning , 2019, s. 17-26Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23. Hörberg, Anna
    et al.
    Lindström, Veronica
    Scheja, Max
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Conte, Helen
    Kalen, Susanne
    Challenging encounters as experienced by registered nurses new to the emergency medical service: explored by using the theory of communities of practice2019Ingår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 24, nr 2, s. 233-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals' learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice. The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action. The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN's professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.

  • 24.
    McGrath, Cormac
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Roxå, Torgny
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Change in a culture of collegiality and consensus-seeking: a double-edged sword2019Ingår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 38, nr 5, s. 1001-1014Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders' practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.

  • 25.
    Kempe, Anna-Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Grönlund, Åke
    Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning2019Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 2909-2941Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital “book in a box”; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.

  • 26. Elmberger, Agnes
    et al.
    Björck, Erik
    Liljedahl, Matilda
    Nieminen, Juha
    Bolander Laksov, Klara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Karolinska Institutet, Sweden.
    Contradictions in clinical teachers' engagement in educational development: an activity theory analysis2019Ingår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 24, nr 1, s. 125-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many medical universities offer educational development activities to support clinical teachers in their teaching role. Research has focused on the scope and effectiveness of such activities and on why individual teachers attend. However, systemic perspectives that go beyond a focus on individual participants are scarce in the existing literature. Employing activity theory, we explored how clinical teachers' engagement in educational development was affected by the systems they act within. Three focus groups were held with clinical teachers from different professions. A thematic analysis was used to map the contradictions between the systems that the participants were part of and the manifestations of these contradictions in the system of education. In our model, clinical teachers were part of three activity systems directed by the objects of patient care, research and education respectively. Contradictions arose between these systems as their objects were not aligned. This manifested through the enacted values of the academic hospital, difficulties establishing educational discussions in the clinical workplace, the transient nature of educational employments, and impediments to developing a teacher identity. These findings offer insights into the complexities of engaging in educational development as clinical teachers' priorities interact with the practices and values of the academic hospital, suggesting that attention needs to shift from individual teachers to developing the systems in which they work.

  • 27.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Delat ledarskap - en relevant ledningsform2019Ingår i: Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar / [ed] Lena Wilhelmson, Marianne Döös, Lund: Studentlitteratur AB, 2019, s. 197-216Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    När kunskap om kollektiva ledningsformer sprider sig i samhället får hela samhällssystemet tillgång till en större repertoar av tankar om sätt att organisera ledning av verksamheter i stort. Det historiskt betingade förgivettagandet att ansvar endast kan bäras av en singulär chef ifrågasätts genom kunskap om att ansvar kan axlas av flera. Den arketypiska myten att en stark patriark och hjälte är den självklara ledaren kan bli ifrågasatt i ljuset av kunskap om delat ledarskap.

    En övergripande slutsats av bokens empiriska kapitel är att de chefer, som på olika sätt och i olika former valt att dela sitt ledarskap, beskriver gynnsamma följder av detta för dem själva och för verksamheten de leder. I sammanfattning kan man säga att de skapar arbetsvillkor för sig själva som är avlastande, som att inte vara ensam om att fatta svåra beslut och att beslut blir genomtänkta och hållbara därför att de är diskuterade med en likvärdig kollega.

  • 28.
    Wilhelmson, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Döös, MarianneStockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar2019Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    Delat ledarskap avser ett förtätat samarbete mellan chefer som tar gemensamt ansvar för en organisatorisk helhet. Fenomenet finns i alla branscher i arbetslivet, så också bland rektorer i förskola och skola. Kunskap om delat ledarskap är det däremot ont om i samhället, det är en så kallad omogen företeelse.

    Denna bok synliggör delat ledarskap i förskola och skola utifrån aktuell empirisk forskning och teori. Fokus ligger både på förutsättningar för och svårigheter kopplade till sådant ledarskap. Exempel på frågor som tas upp är: vilka krav som ställs på relationen mellan chefer som delar en ledningsfunktion; hur ledarpar rekryteras; juridiska begränsningar i förskola och skola för ett gemensamt organisatoriskt ansvar; samt olika former av delat ledarskap och hur de visat sig fungera i praktiken.

    Boken riktar sig till rektorer, huvudmän och andra intresserade av förskolors och skolors ledning, och är användbar i ledarskapsutbildning. Den pekar på möjligheterna i kollektiva former av ledarskap, men skriver inte fram delat ledarskap som en universallösning på alla problem. Istället ses delat ledarskap som en möjlig väg fram till en mer hållbar arbetssituation för rektorer vars uppdrag ofta är omfattande, komplicerade och krävande.

  • 29.
    Ringarp, Johanna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lennerhed, Lena
    Den farliga epileptikern: äktenskapshinder och yrkeshinder i det svenska 1900-talet2019Ingår i: Medicinska moraler och skandaler: vetenskapens (etiska) gränser / [ed] Motzi Eklöf, Stockholm: Carlsson Bokförlag, 2019, s. 138-159Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 30.
    Insulander, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Design för lärande Historia: Medeltiden som exempel2019Bok (Övrigt vetenskapligt)
  • 31.
    Carlhed Ydhag, Carina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Det medicinska fältet2019Ingår i: Det professionella landskapets framväxt / [ed] Thomas Brante, Kerstin Svensson & Lennart G Svensson, Lund: Studentlitteratur AB, 2019, s. 331-398Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Kapitlet handlar om det medicinska fältets professionalisering i Sverige med fokus på tre av dess yrken nämligen läkarna, sjuksköterskorna och de biomedicinska analytikerna (tidigare laboratorieassistenter). Tillblivelsen av det medicinska professionella fältet och etableringen av den klassiska läkarprofessionen beskrivs utifrån fyra faser. Den första fasen (1600-1850) skildrar den pre-professionella eran där kompetensfältet medicin etablerades. Den andra fasen (1860-1920) framställer hur läkarprofessionen genom två kvalitativa eller kognitiva take off utvecklade en robust kunskapskärna, ett heartland. Den tredje fasen (1930-1960) redogör för hur läkarprofessionens gyllene era stabiliserades.  Professionaliseringsprocesserna har analyserats i relation till det framväxande och differentierande hälso- och sjukvårdsystemet samt till en framväxande statsadministration och välfärdsstat. Analysen visar betydelsen av organisatoriska traditioner som väglett politiska investeringar och utbyggnad av hälso- och sjukvården. En tidig och snabb organisatorisk utbyggnad som följde akutvårdslogiken har varit en konsoliderande faktor för den professionella medicinen dvs. det vi idag kallar för det biomedicinska paradigmet. De organisatoriska förutsättningarna och det nya paradigmet skapade en lyckad kombination av sociala och kognitiva faktorer vilket underlättade vägen till legal och kulturell jurisdiktion. Avslutningsvis konkluderas kapitlet om det medicinska kompetensfältets framväxt, uppsving och glansdagar.

  • 32.
    Kreitz-Sandberg, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lesch, Vincent B.
    Die Entwicklung der sozialwissenschaftlichen Diskussion über Schulabsentismus in Japan: Neue Trends oder ein altes Phänomen?2019Ingår i: Japan 2019: Politik, Wirtschaft und Gesellschaft / [ed] David Chiavacci, Iris Wieczorek, München: IUDICIUM Verlag GmbH, 2019, Vol. 42, s. 262-298Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The Development of Social Science Discussions on School Absenteeism in Japan: New Trends or an Old Problem?

    The aim of this paper is to summarize the development of the social science discourse on school absenteeism (futôkô) in Japan and to analyze it in the context of the debate on social inequality in society (kakusa shakai). This systematic literature review will answer the question how the issue of school absenteeism in Japan has developed since the postwar period up to the present. School absenteeism has been a subject of much discussion in Japan since the 1960s, and this paper discusses whether recent research on school absenteeism is merely examining this phenomenon from old perspectives or identifying new trends that are also interesting from an international perspective. As a background we clarify central Japanese terms in research on absenteeism in Japan since the post-war period and describe how school refusal has been considered a school and youth problems since the 1980s. The article builds on a methodology that is often referred to as "desk research" and which has undergone a renaissance under the concept of systematic literature studies, where search strategies and the presentation of the results are formalized in order to ensuring the transparency and reliability of the information (Eriksson Barajas, Forsberg & Wengstöm (2013: 24, 83). We focus our research on Japanese and international publications of the last decade. The evaluation of a total of 22 selected articles (including journal articles and book chapters) revealed important topics, such as new potential risk groups and solution strategies. The articles we found show absenteeism and high school drop-out are more frequent for disadvantaged groups in connection to poverty, migration, sexual identity and psychosocial factors. Interestingly, in the literature, connections between futôkô and social withdrawal (hikikomori) have been described as an overlapping but still different phenomena. Another trend that has been highlighted in the literature is the role of various new actors in and around the school system. Although school absenteeism may, in one way, appear as an old problem in Japanese research, the role of new players in the education system and the diversification of the Japanese school landscape, are becoming more apparent in response to persisted high numbers of cases of absenteeism.

    Publikationen är tillgänglig i fulltext från 2020-11-30 05:48
  • 33.
    Öljarstrand, Anneli
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Dirty workers emotional work: A pilot study about Swedish funeral directors2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Purpose – The purpose of the study is to investigate emotionally challenging situations in Swedish funeral directors’ daily work with death and their emotional work in these situations. Design/methodology/approach – This qualitative pilot study is based on seven in-depth interviews with funeral directors from three funeral office in Sweden. The data was analyzed using the method meningskategorisering (Kvale 1997) e.g. data was coded in several steps that ended up in some empirical themes. Theoretical focus – The study has a symbolic interactionist perspective which means; emotions are accepted as something physiological and valued as a form of cognition, but also understood as an effect of social and cultural forces, shaped by the social world, and located and contextualised within social practice. The analyse is guided by theory about spontaneous and genuine emotional labour, e.g. workers’ natural and spontaneous emotions, complying with social expectations and organizational display rules. Major conclusions – The results show that Swedish funeral directors face several emotionally stressful situations in daily work. The most emotionally challenged situations are taking care of dead children or parents of children and young people. To deal with the genuine feelings of sadness and powerlessness, they use different tools: Frontstage they try to manage their thoughts and pay attention to practical tasks and backstage they talk about difficult experiences with their mates and use humour and laughter as an important emotional vent.

  • 34.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Economic students’ beliefs of scientific knowledge and norms for action regarding climate change2019Ingår i: NOFA7 Abstracts, Stockholm University, 2019, s. 98-98Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study focuses on epistemic beliefs in relation to actions to mitigate climate change, and we investigate students’ beliefs and their support for societal actions and personal norms that direct individuals’ pro-environmental behaviour. Students’ conceptions of science - epistemic beliefs - concerns the way they regard scientific knowledge as fixed and certain, or evolving and uncertain. The study used a pen and pencil measurement distributed to the same students at two occasions, the first year’s (T1) measurement included 212 students in business and economics education, aged 17, and this was repeated a year later, in their final year. Changes are analysed through paired sample t-test, and partial correlation analyses were used to explore relations. Results show a weak and positive relation between the belief in certainty of knowledge and a norm of supporting taxes for solving climate change. At T2, a weak and negative relation was shown between recognising ‘science as having one clear-cut answer’ and ascribing solutions to climate change to both business and government. The results could suggest that a view of science as certain can influence the willingness to pay and contribute to solutions, and not ascribing government a responsibility. This however seems contradictory, as government are the initiators of policies such as CO2 taxes. Further research is needed to explain how epistemic beliefs can impact on norms for actions.

  • 35.
    Döös, Marianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    En social innovation tar plats – huvudmannen inför en ny ledningsform2019Ingår i: Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar / [ed] Lena Wilhelmson, Marianne Döös, Lund: Studentlitteratur AB, 2019, s. 135-157Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    I linje med skollagens intentioner ville utbildningsledningen i en kommun få fram ett bättre, mer utvecklat pedagogiskt ledarskap som förändrar barns och elevers lärande och resultat. Det leder till att en social innovation – funktionellt delat ledarskap – föds och tar plats i kommunens förskolor och skolor. Det här kapitlet rör sig på huvudmannanivå och handlar om ledningens erfarenheter av att införa en nydanande ledningsform.

  • 36. Ornellas, Adriana
    et al.
    Falkner, Kajsa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Edman Stålbrandt, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Enhancing graduates’ employability skills through authentic learning approaches2019Ingår i: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 9, nr 1, s. 107-120Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose

    The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills.

    Design/methodology/approach

    Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework.

    Findings

    The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills.

    Research limitations/implications

    The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications.

    Practical implications

    The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world.

    Originality/value

    The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

  • 37.
    Lymer, Gustav
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Blomberg, Olle
    Experimental Philosophy, Ethnomethodology, and Intentional Action: A Textual Analysis of the Knobe Effect2019Ingår i: Human Studies, ISSN 0163-8548, E-ISSN 1572-851X, Vol. 42, nr 4, s. 673-694Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In “Intentional action and side-effects in ordinary language” (2003), Joshua Knobe reported an asymmetry in test subjects’ responses to a question about intentionality: subjects are more likely to judge that a side effect of an agent’s intended action is intentional if they think the side effect is morally bad than if they think it is morally good. This result has been taken to suggest that the concept of intentionality is an inherently moral concept. In this paper, we draw attention to the fact that Knobe’s original interpretation of the results is based on an abstract rendering of the central scenario (the Chairman scenario) that is significantly different from the vignettes presented to the survey participants. In particular, the experimental vignettes involve temporal and social dimensions; they portray sequences of social actions involving an agent and an interlocutor, rather than a lone agent making a momentary decision in light of certain attitudes. Through textual analyses of a set of vignettes used to study the Knobe effect, drawing on ethnomethodology, conversation analysis, and discursive psychology, we show that there are many differences between the experimental conditions besides the moral valence of the side effect. In light of our textual analyses, we discuss vignette methodology in experimental philosophy and suggest an alternative interpretation of Knobe’s original experimental results. We also argue that experimental philosophy could benefit from considering research on naturally occurring social interaction as an alternative source of empirical findings for discussions of folk-psychological concepts.

  • 38.
    Fuster, Carles
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Neuser, Hannah
    Stockholms universitet, Humanistiska fakulteten, Engelska institutionen.
    Exploring intentionality in lexical transfer2019Ingår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Traditionally, transfer is described as interference and consequently as an unintentional mechanism. More recently, however, the perception of control in transfer has changed and it is now commonly accepted that transfer can occur both automatically and strategically. Studies have previously employed think-aloud protocols during writing tasks to establish the degree of intentionality in transfer. However, this method does not let us distinguish between instances of transfer that are truly unintentional and instances that were simply not commented on due to the constraints imposed by the think-aloud protocol. The present study, therefore, conducted a stimulated recall interview in direct succession of the think-aloud protocol in order to categorise also those instances of transfer that were not commented on initially. With data from highly multilingual adult learners of Catalan, the study examines the proportion of unintentional and intentional transfer in relation to (1) different types of transfer, (2) different source languages of transfer and (3) different word classes in transfer. The data indicates that some of these aspects of transfer tend to occur unintentionally, whereas others are more prone to be used intentionally. The theoretical implications of the results, as well as their limitations, are discussed.

  • 39.
    Karin, Gunnarsson
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Exploring social justice education in the direction of the affective, critical and careful2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper explores affective-material dimensions of working with norms and equality in social justice education within the geopolitical location of Swedish education. By taking the point of departure within the tension of safe and discomfort space, the aim of this paper is to trace the multiple, in the same time specific and diversified tensions (eg. Braidotti, 2018), in which affectivity works in the teaching of norms and equality. This means not trying to resolve the many tensions surrounding these issues but elaborating the question of how to unfold them with a new materialist approach. For this elaboration, I turn to affect theory and new materialist theory in order to explore educational arrangements in the direction of the affective, critical and careful. Together with scholars within these theoretical stances, I propose a performative ontology that includes the vital doings of materialities, discourses and affectivity. By exploring these hybrid aspects with a collaborative methodological approach offers the possibility to engage in social justice teaching, to feel its forces, difficulties and joy. Moreover, it entails to get involved in the middle, within the everyday doings and be part of its tensions. Then, the analysis addresses three intertwined tensions. Firstly, the tension about involving with hot stuff and in the same time aiming at creating a safe space, secondly how the classroom atmosphere was mutually molded by silence and engagement, and thirdly how the teaching both produced repetition and change. This suggests that the provocations afforded by the new materialist approach can offer vitality to social justice education. Or, what Braidotti asks for, an affirmative ethics that can afford to put “the motion back into e-motion and the active back into activism, introducing movements, process and becoming” (2010b, p. 50).

  • 40.
    Gunnarsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Exploring social justice eduction in the direction of the affective, critical and careful2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper explores affective-material dimensions of working with norms and equality in social justice education within the geopolitical location of Swedish education. By taking the point of departure within the tension of safe and discomfort space, the aim of this paper is to trace the multiple, in the same time specific and diversified tensions (eg. Braidotti, 2018), in which affectivity works in the teaching of norms and equality. This means not trying to resolve the many tensions surrounding these issues but elaborating the question of how to unfold them with a new materialist approach. For this elaboration, I turn to affect theory and new materialist theory in order to explore educational arrangements in the direction of the affective, critical and careful. Together with scholars within these theoretical stances, I propose a performative ontology that includes the vital doings of materialities, discourses and affectivity. By exploring these hybrid aspects with a collaborative methodological approach offers the possibility to engage in social justice teaching, to feel its forces, difficulties and joy. Moreover, it entails to get involved in the middle, within the everyday doings and be part of its tensions. Then, the analysis addresses three intertwined tensions. Firstly, the tension about involving with hot stuff and in the same time aiming at creating a safe space, secondly how the classroom atmosphere was mutually molded by silence and engagement, and thirdly how the teaching both produced repetition and change. This suggests that the provocations afforded by the new materialist approach can offer vitality to social justice education. Or, what Braidotti asks for, an affirmative ethics that can afford to put “the motion back into e-motion and the active back into activism, introducing movements, process and becoming” (2010b, p. 50).

  • 41.
    Wilhelmson, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Former av delat ledarskap i skolan - skolledares erfarenheter2019Ingår i: Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar / [ed] Lena Wilhelmson, Marianne Döös, Lund: Studentlitteratur AB, 2019, s. 105-120Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Det förekommer att rektorer själva tar initiativ till att dela sitt ledarskap med varandra. Samarbeten uppstår lokalt i alla skolformer och anpassas då naturligt till de rådande organisatoriska förutsättningarna. Rektorer finner styrka och glädje i fungerande täta samarbeten med andra på samma organisatoriska nivå, uppgiften att leda skolor blir mer möjlig och mindre slitsam. De organiserar på så sätt arbetsvillkor för sig själva, som de menar gynnar verksamheten. Det ligger i sakens natur att dessa chefssamarbeten tar sig olika former. I detta kapitel undersöks sådana former ur rektorers eget perspektiv.

    Delat ledarskap i skolor kan organiseras på olika sätt. Både i Sverige och i andra länder har möjligheten att organisera skolledningsfunktionen som gemensam beskrivits som en lösning på rektorers många gånger svåra och mångfasetterade uppdrag.

  • 42.
    Lindberg, Viveca
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ståhle, Ylva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Waermö, Mimmi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Forskningsbaserad undervisning - en inramning2019Ingår i: Att utveckla forskningsbaserad undervisning: analyser, utmaningar och exempel / [ed] Ylva Ståhle, Mimmi Waermö, Viveca Lindberg, Stockholm: Natur och kultur, 2019, s. 16-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Sedan 2011 ska undervisningen i skolan enligt skollagen vila på vetenskaplig grund och beprövad erfarenhet. Under lång tid handlade lärarnas uppdrag om att undervisa ett givet, det vill säga i läroplanen, utpekat stoff. För dagens lärare gäller att de både ”måste veta mer om kunskapande praktiker såväl som om ämnesspecifika förmågor och olika ämnesspecifika sätt att kunna” (Carlgren, 2015, s. 31). Ett sådant arbete ställer nya krav på lärarna, men även på övriga involverade.

    Diskussionen om praktiknära forskningsbaserad utveckling av undervisningen adresseras ofta i relation till specifika ansatser, exempelvis aktionsforskning, design- eller utvecklingsforskning, lesson respektive learning studies. Även om en ofta använd gemensam benämning för ansatserna är praxisnära forskning finns det ändå skillnader. Främst handlar de om vems frågor som adresseras och vem som ansvarar för designen, genomförandet, analysen och rapportering av studierna, det vill säga om arbetsfördelningen mellan forskare och lärare i relation till projektets olika delar. Mångfalden av svar visar att den klassrumsverksamhet – undervisning – som lärarna ska hantera är komplex, men också att det finns olika alternativ. 

    Kapitlet inleds med förutsättningar på olika nivåer för praxisnära forskning och ställningstaganden som styr olika modeller för denna typ av forskning och avslutas med en introduktion till bokens övriga kapitel.

  • 43. Madestam, Jenny
    et al.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Föreställningar och praktik i lagstiftningsprocessen - i ett styrningsperspektiv2019Ingår i: Delat ledarskap i förskola och skola: Om täta samarbeten som kräver och ger förutsättningar / [ed] Lena Wilhelmson, Marianne Döös, Lund: Studentlitteratur AB, 2019, s. 87-103Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Bakgrunden till skollagens hinder mot utövande av samledarskap mellan rektorer behöver förstås. Vilket var syftet med den nya skrivningen i skollagen? Vilka motiv lutar sig lagstiftaren mot och hur kan detta förstås utifrån ett styrningsperspektiv? I detta kapitel analyseras förändringen i skollagen utifrån antagandet att statens ambition är att styra skolan utan att detaljreglera densamma. Hindret mot samledarskap vilar på traditionella föreställningar om ledarskap och infördes utan djupare reflektion.

    Förbudet mot samledarskap kan betraktas som en oavsiktlig konsekvens av statens vilja att kringgå kommunerna. När staten ville styra blev det, utan djupare reflektion, liktydigt med en (1) rektor. Lagen ligger således helt i linje med samhällets traditionella normer för ledarskap, och detta utan någon egentlig värdering av nyttan med ett gemensamt ledarskap.

  • 44.
    Kreitz-Sandberg, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gender inclusion 2.0: Working with norm-critical perspectives for adult educators2019Ingår i: Gender – Diversity – Intersectionality: (New) Perspectives in Adult Education / [ed] Martina Endepohls-Ulpe, Joanna Ostrouch-Kamińska, Waxmann Verlag, 2019, s. 175-190Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to discuss possibilities for working systematically with gender inclusion in adult education. The paper describes programme development in a Swedish folk-high-school teacher-education programme. The paper investigates how gender inclusion can be part of adult education and especially teacher training for educators in this field. As an example, the paper investigates a folk-highschoolteacher-education programme at a Swedish university where norm-critical perspectives are being introduced into university teaching. This is a relevant field for the European Society for Research on the Education of Adults (ESREA) and, specifically, the Network on Gender and Adult Learning as it touches on gender in adult educationand on how we can train adult educators in higher education with regards to gender and diversity.

  • 45.
    Hellsten, Meeri
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Global Responsibility and the Reform of International Higher Education: comparability of a Nordic kind?2019Ingår i: Abstract book: 2019-03-06, 2019, s. 308-309Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    World society has recently embarked on a fifteen-year global agenda towards improving our future. Agenda 2030 which was launched by the UN in 2015 refers to the 17 Sustainable Development Goals (SDG), of which the fourth involves good quality education. While high quality of education is a cultivation of our future, the advent of globalization has impacted on it in unprecedented ways.

    In higher education, globalization has increasingly driven the sector based on market ideology using ‘high quality’ as synonymous with ‘internationalization’. This in turn has been exploited to justify the escalating status competition between universities striving to internationalise in a globalized knowledge economy. 

    This warrants an examination of the extent to which current national reform work on IHE resonates with reasoning on sustainable futures. Central to the theme is a case study comparing how two Nordic countries, Sweden and Finland, respond to globalization through institutional change. Both countries are currently undergoing higher education reforms of the ways in which universities engage in international education. The choice of the two neighbouring countries is motivated by their top place on global sustainability scales. The data consists of two national policy documents on IHE (OKM 2017:11; SOU 2018:3). Comparative analyses across dimensions of sustainability appearing in text articulations of SDG4 will be conducted using a discourse analytic text analyses. 

    The findings contribute towards comparative methodology applied within and across dimensions of a Nordic example of societal change which is highly relevant for educational research in the region.

  • 46.
    Fridolfsson, Anna-Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Stockholms stad, Sverige.
    Clarke Bolin, Åsa
    Jonsson, Anders
    Reimark, Josefin
    Gymnasieelevers användning av normkritik och naturvetenskap för att granska frågor om sexualitet och kön2019Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, nr 3, s. 28-47Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I den här artikeln presenteras resultat av en analys av texter skrivna av gymnasieelever där normkritik och naturvetenskap använts för att granska frågor eller påståenden som berör kön och sexualitet. Studiens syfte var att bidra med kunskap för att utveckla undervisning som verkar för jämställdhet, inkludering och handlingskompetens. I sju klasser, i kurserna Biologi 2 eller Naturkunskap 1b, genomfördes undervisning som innefattade diskussioner om heteronormativitet. Eleverna fick själva välja en fråga eller ett påstående att granska och skriva en text om. Texter (54 st.) med tre olika typer av innehåll, valdes ut för tematisk analys: 1. ”Skillnad i lust mellan könen”, 2. ”Sexuella läggningar” och 3. ”Kön och könsidentitet”. Tre huvudteman identifierades (a) Normer begränsar och skapar konsekvenser, (b) Naturvetenskapen ger inte alltid enkla svar och (c) Naturvetenskap kan utmana normer och myter. Utifrån resultaten diskuteras ingångar för utveckling av undervisning.

  • 47.
    Larsson, Eric
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Innerstadsgymnasierna: En studie av tre elitpräglade gymnasieskolor i Stockholm och deras positionering på utbildningsmarknaden2019Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    During the early 1990s Sweden underwent extensive educational reforms. Vouchers, freedom of choice, establishment of so-called “free-schools” together with far-reaching decentralization took the place of a highly centralized educational system, with few private schools and a very low degree of differentiation. A stated intention of these reforms was that freedom of choice as well as a greater number of educational options would level the playing field. It was believed that existing regulations hampered socially disadvantaged students and, by extension, opportunities for social and geographical mobility. Educational marketization has advanced and intensified since the 1990s, particularly in metropolitan areas and medium-sized cities. This is evident both in the increasing number of schools and in students commuting to inner city schools, and additionally in the continuous development of marketing strategies. Consequently, marketization has become an institutionalized part of Swedish education, and students and schools must equally adjust to the prevailing competitive conditions. Much of the research in the field has focused on the effects and extension of marketization and how free-schools and school choice affect socially vulnerable areas. However, instead of focusing on schools in socially vulnerable areas, I am interested in the schools at the top of the hierarchy and the elite segment of upper secondary schools in Stockholm. More precisely, the focus of this dissertation has been on how three sought-after and prestigious upper secondary schools position themselves in the educational market, but also how they are affected by and adjust to it. A further aim has been to analyse students’ educational strategies and the socialization processes that arise in their encounter with the schools as institutions. 

    This thesis has been guided by a theoretically inspired ethnography. The ethnographical data were primarily collected during a single academic year and within three separate elite upper secondary schools. The data set consists of observations in classrooms and other school-related spaces (meeting rooms, corridors etc.), interviews and data from official statistics. It also contains a wide array of documents, web sites, school magazines, anniversary books and photographs.  

    Using a Bourdieusian perspective, the analysis shows how both schools and students deploy strategies to cope with and adapt to the hierarchies and struggles of the contemporary educational market. The schools rely on accumulated institutionalized assets such as history, alumni, transfers to prestigious universities and their geographical locations. At the same time, they also need to provide an up-to-date educational setting to stay ahead, and moreover, to be able to collaborate and compete with the other elite schools. The analysis also illustrates why students choose these socially and academically selective schools and how they adjust to the school environment. It is illuminated that these schools are more than formal educational settings, they are places where students negotiate, debate, explore and develop soft skills. Nevertheless, they are also competitive school environments and while some students thrive, others struggle. This becomes apparent when they encounter and act in relation to the different social, symbolic and academic boundaries that exist in each school.

  • 48.
    Roth, Klas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others-Challenges for education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 13, s. 1308-1316Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Kant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves suggests that we struggle with our innate propensity to wilfully deviate from doing our duty. And we do this when we struggle against the depravation of our heart, namely our propensity to reverse the ethical order as regards the incentives of a free power of choice', namely, our propensity to wilfully comply with the principle of self-love and override the moral law. It seems, however, that education does not enable those concerned to fulfil their duties. It seems, instead, that education basically makes them efficacious with regard to desired ends and with the devised means. It seems, too, that education does not necessarily make it possible for those concerned with duty to perfect themselves morally and help others to do the same, which in turn suggests that those concerned are not being enabled to make themselves as conscientious as possible in [their] moral self-examination'. I argue that education ought to enable those concerned to cultivate their moral strength to do so and enable others to do the same.

  • 49.
    Ringarp, Johanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kata Dahlström2019Ingår i: Historielärarnas förenings årsskrift, ISSN 0439-2434, s. 211-212Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 50.
    Benyamine, Isak
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Konstnärliga undervisningspraktiker: Genealogier, diskurser och makt2019Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]