liu.seSearch for publications in DiVA
Change search
Refine search result
1 - 38 of 38
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • 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.
    Albinsson, Anders
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”De va svinhögt typ 250 kilo”: Förskolebarns mätande av längd, volym och tid i legoleken2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time.

    The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study are grounded in childhood sociology and the sociocultural perspective. The study assumes the childhood sociology perspective by viewing the children as competent and active in creating meaning as well as controlling and influencing their own and others’ social environment. The sociocultural perspective gives prominence to development and learning, and its related tools and concepts are used to analyses the results of the study. That is, the Lego play is studied in a social context from the child’s perspective, and the sociocultural perspective describes and analyses the child’s use of mathematics and the acquisition of knowledge in the Lego play in a sociocultural context.

    The results show that children measuring length/height and quantity explored a store of measurement tools in order to make comparisons, and adapted these to the context in question. These were own body, other body, artefacts, numbers and counting. The measurements were used individually and with others, and the solving of the own or shared problems constituted a large share of the time spent constructing models during Lego play. By contrast, the time concept was used mainly as a tool when the children played with their finished Lego models. Thus, a time perspective was added to the child’s finished model, which inspired thoughts and reflections about time used in the Lego play. The children used the time concepts of the present, the past and the future, and also considered the concept of velocity in the context of the timescale. The children’s communication had a large impact on the Lego play, and they expressed their ideas verbally, physically and through action. The children’s use of mathematics was prominent and meaningful during the Lego play.

  • 2.
    Ayton, Katarina
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    An Ordinary School Child: Agency and Authority in Children’s Schooling2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this doctoral thesis is to explore the position, and the restrictions and possibilities for action available to children in a Swedish mainstream school class. With focus on everyday activities the questions generated were: whether being a member of a specific school class has significance; how the children position themselves in negotiations of time and space; in what manner the children can claim, and be granted, command over their school day activities; and what happens when the adults’ right to control becomes visible.

    The main data are fieldnotes generated through participant observation where the researcher was positioned as a student participating in the children’s activities. Two theoretical discussions underpin this study, the concept of generation which is used to explore the relationship between children and adults in school at a general level, and positioning theory which is used to understand the multiplicity and fluidity of this relationship on the individual and specific level.

    It was found that the children’s positioning in relation to the adults in school occurs within two relationships, generational and institutional, and that the two merge and reinforce one another. While the institutional relationship orders the staff–student positioning in school activities the participants are producing and reproducing the generational categories of children and adults, linking this to a generational order.

    It is further shown that in relation to this the children may be positioned both as vulnerable and incomplete children and as professional pupils. The positioning as professional pupil indicates that although the children are positioned as subordinate within both relationships, this subordination does not exclude children agency. In the study class the teacher encourages agency and the children are found to be active in their positioning, in their participation and in their schooling.

  • 3.
    Bengtsson, Jenny
    Linköping University, Department of Social and Welfare Studies. Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Educational Sciences.
    Jag sa att jag älskade han men jag har redan sagt förlåt för det: Ålder, genus och sexualitet i skolans tidigare år2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation examines how normality is performed and challenged in everyday practices in the early years of compulsory school, focusing primarily on norms of age, gender and sexuality. The empirical material is created through participant observation and interviews with pupils and teachers in two classes in two schools (school year 2 and 3). The study uses poststructuralist theories to highlight how power works in the everyday and the familiar, both in making comprehensibility and meaningfulness but also in defining deviations and normalize exclusion and subordination. The analysis shows how pupils and teachers perform and question different expectations of how to be and act as children, adults, pupils, teachers, girl, boy, etcetera. It appears that this 'doing' of norms is linked to the creation of different belongings, formal and informal settings, differences between class periods and breaks, classrooms and locker rooms or seriousness and laughter. The study shows that these changes create space for negotiations and challenges in what can be understood as uncertain or border areas. By taking note of how norms interacts the study further shows that challenges and questioning of norms around gender and sexuality are at risk of being trivialized by the pupils' position as children. This means that even if norms appears as boundaries of the possible and desirable, one cannot equate the challenges and the crossing of boundaries and transformation of norms. The study thus argues that pedagogical work that problematize how norms are repeated and challenged in school must consider ambiguities and the uncertain as part of creating hierarchical orders.

  • 4.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Present absences: Exploring the posthumanist entanglements of school absenteeism2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?

    Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.

    List of papers
    1. Seeing red?: The agency of computer software in the production and management of students’ school absences
    Open this publication in new window or tab >>Seeing red?: The agency of computer software in the production and management of students’ school absences
    2013 (English)In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 26, no 9, p. 1117-1131Article in journal (Refereed) Published
    Abstract [en]

    An increasing number of Swedish municipalities use digital software to manage the registration of students’ school absences. The software is regarded as a problem-solving tool to make registration more efficient, but its effects on the educational setting have been largely neglected. Focusing on an event with two students from a class of 11-year-olds, the aim of the paper is to explore schools’ common uses of computer software for registering absence in order to understand how materialities – like the software – are entangled with the production of school absence. In the paper, the Deleuzio–Guattarian concept of the assemblage is put to work within a feminist relational materialist framework. This enables an understanding of the complexity of school absence, where materialities of the educational setting are theorized as entangled with social and gendered discursive components.

    Place, publisher, year, edition, pages
    Routledge, 2013
    Keywords
    school absence; computer software; feminist relational materialism; assemblage; gender; Deleuze and Guattari
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-98042 (URN)10.1080/09518398.2013.816887 (DOI)2-s2.0-84884317887 (Scopus ID)
    Available from: 2013-09-26 Created: 2013-09-26 Last updated: 2017-12-06Bibliographically approved
    2. The presence of school absenteeism: Exploring methodologies for researching the material-discursive practice of school absence registration
    Open this publication in new window or tab >>The presence of school absenteeism: Exploring methodologies for researching the material-discursive practice of school absence registration
    2015 (English)In: Cultural Studies - Critical Methodologies, ISSN 1532-7086, E-ISSN 1552-356X, Vol. 15, no 3, p. 192-202Article in journal (Refereed) Published
    Abstract [en]

    In the vast majority of Swedish schools, computer software is used for the registration of the absences and presences of students. How can the material-discursive engagements and practices of registration be researched? The article elaborates, from an agential realist account, on “doing research” in relation to the phenomenon of school absence. Through experimenting with intraviewing, the expressions and actions of materialities are acknowledged and the subject-centrism of conventional humanist qualitative interviewing is questioned. The posthumanist theories engaged with open up a rethinking of the production of data within qualitative research, and a discussion of the inseparability of data, analysis, thinking, and writing. The knowledge created on registration as an embodied, material, affective, and intraactive practice produces school absence as a reality where the computer software is always already a part of the phenomenon and thus needs to be an agential part of researching registration.

    Place, publisher, year, edition, pages
    Sage Publications, 2015
    Keywords
    new methods and methodologies, interviewing, agential realism, posthumanism, Karen Barad, computer software, school absence
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-112158 (URN)10.1177/1532708614557325 (DOI)
    Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2017-12-05
    3. Dexter time: The space, time, and matterings of school absence registration
    Open this publication in new window or tab >>Dexter time: The space, time, and matterings of school absence registration
    2016 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 2, p. 245-255Article in journal (Refereed) Published
    Abstract [en]

    Working with a posthumanist approach, this article explores how the computer software Dexter, used for the registration of students’ absences and presences, is part of the production of different practices of time, place, space, and matter in Swedish schools. The empirical material engaged with comes from two schools, and the students involved are in grades 7–9. The article creates knowledge on how the digital registration of students’ presences, absences, or late arrivals is dependent upon material-discursive practices. The “bodily presences” of students are continually destabilized in relation to Dexter, showing that school absences and presences are (re)shaped depending on relations of spacetimematter.

    Place, publisher, year, edition, pages
    Routledge, 2016
    Keywords
    school absence; spacetimematter; computer software; posthumanism; empirical engagements
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-118296 (URN)10.1080/01596306.2015.1010073 (DOI)000371016600007 ()
    Available from: 2015-05-26 Created: 2015-05-26 Last updated: 2017-12-04
    4. Going with the affective flows of digital school absence text messages
    Open this publication in new window or tab >>Going with the affective flows of digital school absence text messages
    2017 (English)In: Learning, Media and Technology, ISSN 1743-9884, Vol. 42, no 4, p. 406-419Article in journal (Refereed) Published
    Abstract [en]

    Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2017
    Keywords
    Digital text messages, school absenteeism, affect, affective flows, assemblages
    National Category
    Pedagogy Pedagogical Work Cultural Studies
    Identifiers
    urn:nbn:se:liu:diva-132603 (URN)10.1080/17439884.2017.1247859 (DOI)000415927500004 ()
    Available from: 2016-11-16 Created: 2016-11-16 Last updated: 2017-12-12Bibliographically approved
  • 5.
    Bolander, Eva
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Risk och bejakande: Sexualitet och genus i sexualupplysning och sexualundervisning i TV2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Denna studie undersöker hur sexualupplysning och sexualundervisning i TV producerar, reproducerar och utmanar föreställningar om sexualitet och genus. Det empiriska materialet består av tre programserier från Utbildningsradion samt två säsonger av Fråga Olle i Kanal 5. Programmen producerades och sändes mellan 1998 och 2004. De teoretiska utgångspunkterna utgörs av genus- och queerteori, där genus och sexualitet betraktas som producerade genom diskurs. Analysen visar hur programmen använder sig av två olika men sammanlänkade perspektiv. Det första är ett bejakande perspektiv där sexualitet presenteras på ett positivt sätt. Det andra är ett riskperspektiv, där faror och negativa aspekter av sexualiteten framhålls. Analysen visar vidare hur programmen bidrar till en rangordning av olika sexuella identiteter och praktiker, där somliga framstår som vanliga, naturliga och önskvärda, samtidigt som andra görs till annorlunda, onaturliga eller äckliga. Heterosexualitet och det heterosexuella vaginala samlaget innehar en normerande position genom att de är ständiga föremål för diskussion, men utan att namnges. Istället är det annorlunda eller oönskade sexuella identiteter och praktiker som benämns explicit, t. ex. problematiseras penetrerande analsex. Till skillnad från heterosexualitet namnges homosexualitet och görs till föremål för specifika program och programpunkter.

  • 6.
    Boo, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares arbete med individanpassning: Strategier och dilemman i klassrummet2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    A major challenge for teachers in crowded classrooms is to adapt the teaching to different pupil’s needs and abilities. Previous research shows that learning for pupils in the Swedish primary school has somewhat become an individual project. An increase in the individual work has been at the expense of whole class teaching. This has had a negative impact on pupils' academic performance. However, previous research also indicates that individual adaptation may affect results positively when the teacher is active, has knowledge of pupil’s needs and abilities and also a willingness to meet them.

    In the last few versions of the Swedish curriculum it is mentioned that teaching should be adjusted based on each pupil's abilities and needs. The purpose of this study is to investigate, describe and analyze how today's teachers in primary school (grades 1-6) handle individual adaptation in teaching, what strategies they use and what dilemmas that occurs. The study focuses on how work is carried out in practice. Qualitative interviews and participant observations are used in the data collection.

    This study has been conducted in two parts. The first part addresses five teachers and their classes in four different schools. In the second part the study has been extended with one of the above teachers whose classroom work was followed during a period of seven weeks. The results show that teachers are working hard to find methods that promote communication and interaction. They use different strategies to adapt teaching to each student. Individual work is still present but does not dominate the classroom work. Teachers individualize teaching by variation and interaction, by working together with tasks, with active relationship-oriented work and through continuous adjustments in the moment. The study also shows that teachers face several dilemmas when they individualize teaching in the classroom. One dilemma is among the ideal adaptation that teachers have a vision of, versus the time- and efficiencydriven adaptation that is possible to accomplish in the classroom. There is a tension between overall ideal images and teachers' practical everyday reality.

  • 7.
    Brüde Sundin, Josefin
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Arts and Sciences.
    En riktig rektor: Om ledarskap, genus och skolkulturer2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of the study is to show, from an ethnographic point of view, the what, why and how of events in the daily life of the principals studied. The ambition is to try to understand the meaning of being a principal and the complex situation in which they op-erate. Some questions raised are: What do the principals’ working days look like? What constitutes the foundations of school leadership? What characterizes the context (the cul-tures) in which they work? Has gender any significance for school leadership?

    Earlier knowledge about leadership is mainly based on studies of male leaders, and or-ganizations are often considered as gender neutral. These circumstances make it urgent to study leadership from a gender perspective. Using an explorative, ethnographic approach with participant observations and recorded interviews seven principals were studied. Most of the data was collected during one and a half years of fieldwork, where the work of one female principal was observed.

    The result shows that leadership is a complex phenomenon. Relationships are seen as an essential aspect, and most of the daily work is accomplished through meetings and conver-sations with other people. The study illuminates how “a real principal” is constructed through relationships between many different individuals and groups. In this variety of sub-cultures different values and norms of behaviour are found. Schools can thus be regarded as multicultural organizations. Daily the principal has to try to understand, be aware of, and handle this cultural diversity. Partly as a consequence of this, emotions are constantly pre-sent in principals’ daily work. Principals have to deal with their own feelings as well as those of others. Contours of a gender contract are outlined, where cultural understandings of women and men become evident, and which the principals have to relate to.

  • 8.
    Dalgren, Sara
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att göra pedagogisk praktik tillsammans: Socialt samspel i förskolans vardag2017Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    Denna studies övergripande syfte är att åskådliggöra hur social interaktion mellan förskolepedagoger och barn i vardagliga förskoleaktiviteter genomförs och därigenom också visa hur pedagogisk praktik åstadkoms i samspelet. Mer specifikt analyseras hur det går till och vad som händer när interaktionen organiseras genom multimodalt handlande och fråga-svar-sekvenser, och hur dessa interaktionella fenomen kan tjäna pedagogiska syften. Som teoretiska och analytiska utgångspunkter använder sig studien av etnometodologiskt perspektiv och konversationsanalys. Detta innebär att delar av det videofilmade materialet har transkriberats och analyserats i detalj.

    Resultatet presenteras i sex empiriska kapitel och visar konkret och detaljerat hur deltagarna ”gör” förskolepedagogisk praktik tillsammans. Studiens analyser belyser hur pedagoger och barn genomför interaktionella projekt, eftersträvar intersubjektivitet och etablerar organisatoriska principer för gemensamma aktiviteter. Analyserna visar också hur ett yngre förskolebarn kan delta aktivt i måltider utan tal, hur vardagliga aktiviteter transformeras till problemlösningsprojekt och hur lokala pedagogiska praktiker orienterade mot sociala (måltids)normer, språk, fysik och matematik kan genereras spontant i förskolans vardag. Avhandlingen lyfter slutligen begreppet inbäddad undervisning och försöker därigenom definiera och empiriskt konkretisera den typ av undervisning som bedrivs i förskolan.

  • 9.
    Dalgren, Sara
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Förskolans pedagogiska praktik som interaktion: Frågor och svar i vardagliga förskoleaktiviteter2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The overarching aim of the present study is to elucidate how preschool teachers and children in their interaction accomplish institutional everyday activities in preschool. What is analyzed, more specifically, is how the preschool teachers and children use certain interactional phenomena as resources when they organize their social interaction. The study is a video-based study and ethnomethodological and conversation analytic perspectives are taken as theoretical and analytical points of departure. This means that parts of the video recorded material has been transcribed in detail and micro analyzed.

    The results of the study are presented in two empirical chapters where it is shown, in detail, how preschool teachers and children in their interaction accomplish everyday activities in preschool. In particular, it is illuminated how the interactional phenomenon question-answer-sequences can function as an important interactional and educational resource for the participants, when they organize their interaction. Further, the detailed analyses show that since the interaction is being organized through question-answer-sequences, it becomes possible for the teacher to capture and direct the children’s attention towards different mathematical, physical and linguistic contents, in line with the intentions of the curriculum, as well as create a shared experience of these curricula contents in practice.

    Altogether, the analyses of the study thus show how the educational practice of preschool is being accomplished locally – by preschool teachers and children in interaction.

  • 10.
    Elfström Pettersson, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Playing a part in preschool documentation: A study of how participation is enacted in preschool documentation practices and how it is affected by material agents2013Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.

    List of papers
    1. Children's participation in preschool documentation practices
    Open this publication in new window or tab >>Children's participation in preschool documentation practices
    2015 (English)In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 22, no 2, p. 231-247Article in journal (Refereed) Published
    Abstract [en]

    The Swedish preschool curriculum not only prescribes documentation and quality assessment, it also requires children’s participation in the documentation process, although it offers no directions on how the documenting should be done, which can leave teachers unsure of how to do it. This study differs from research that presents pedagogical documentation as a way of enabling children’s participation in preschool in that it explores children’s participation in producing different forms of documentation in a Swedish preschool – and it finds that such participation is complex. The findings imply that, whether documentation is activity-integrated or retrospective, different forms of participation are possible.

    Place, publisher, year, edition, pages
    Sage Publications, 2015
    Keywords
    Childhood, children’s participation, children’s rights, pedagogical documentation, preschool practice
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-105830 (URN)10.1177/0907568213513480 (DOI)000353984500007 ()2-s2.0-84930347007 (Scopus ID)
    Funder
    Swedish Research Council, 729-2010-200
    Available from: 2014-04-09 Created: 2014-04-09 Last updated: 2017-12-05Bibliographically approved
    2. Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
    Open this publication in new window or tab >>Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
    2015 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 47, no 3, p. 443-460Article in journal (Other academic) Published
    Abstract [en]

    This article is based on a study of Swedish preschool documentation practices. The 2010 revised version of the Swedish preschool curriculum emphasizes documentation as an important practice. The Swedish preschool curriculum also emphasizes children’s participation in documentation and evaluation. The main reason for this can be found in the very first words of the curriculum: ‘Democracy forms the foundation of the preschool’ (Swedish National Agency of Education, 2011, p. 3). This is connected to children’s right to make their voices heard in all matters affecting them according to UNCRC. However, the curriculum does not give any guidelines on how to carry out this practice. A quality audit by the Swedish Schools Inspectorate in 2011 found that preschool teachers were uncertain about how to document (Skolinspektionen, 2011). This, and a lack of knowledge about documentation, sometimes impedes teachers’ documentation practices in the preschools (Palmer, 2012). With the term documentation practices I refer to all events connected to making and using documentations in the preschool; these include, for example, taking photographs, writing captions, printing documents, looking at and talking about photos, and discussing events depicted in photos or drawings. In documentation practices different kinds of artefacts or devices are present and used (e.g., cameras, computers, printers, pencils, and paper) or produced (e.g, printed photos, texts, and drawings). Through methods that are shaped by an agential realist construct, the main objective of this article is to explore how different kinds of material agents, such as computers, photos, teachers and children, can intra-act (Barad, 2007) in the production of children’s participation in preschool documentation practices. The reason for using the term intra-act rather than interact is that, in Barad’s terms, the world is not seen as consisting of separate entities, which the word interaction implies. Instead entities (which could be human or non-human) are temporarily separated or produced through intra-action; ‘relations do not follow relata, but the other way around’ (Barad, 2007, pp. 136-137). This means that entities are not themselves agential, but become agential through intra-action, and that there is no way of determining, in advance, that any of them are active agents. Agency is also not situated within entities, but is rather produced through intra-action, suggesting that also material objects can become active.

    What is documented in Swedish preschools can vary considerably, from activities and/or achievements of individual children to activities that encompass the whole preschool. Documentation can be done for different reasons, such as showing parents what their children have been doing,  assessing individual children or evaluating preschool quality as a whole, and it can also be used as a tool for developing the preschool practice (Vallberg-Roth, 2012). There are thus different aims, from documenting in order to be able to remember and evaluate or assess to documenting in order to make way for and develop new activities (Swedish National Agency of Education, 2011).

    Place, publisher, year, edition, pages
    Springer Netherlands, 2015
    Keywords
    Early childhood education, Children’s participation, Pedagogical documentation, Preschool practice, Childhood
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-112873 (URN)10.1007/s13158-015-0146-9 (DOI)
    Note

    On the day of the defence date the status of this article was Manuscript.

    Available from: 2014-12-18 Created: 2014-12-18 Last updated: 2017-12-05Bibliographically approved
  • 11.
    Elfström Pettersson, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Production and Products of Preschool Documentation: Entanglements of children, things, and templates2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.

    The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.

    List of papers
    1. Children's participation in preschool documentation practices
    Open this publication in new window or tab >>Children's participation in preschool documentation practices
    2015 (English)In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 22, no 2, p. 231-247Article in journal (Refereed) Published
    Abstract [en]

    The Swedish preschool curriculum not only prescribes documentation and quality assessment, it also requires children’s participation in the documentation process, although it offers no directions on how the documenting should be done, which can leave teachers unsure of how to do it. This study differs from research that presents pedagogical documentation as a way of enabling children’s participation in preschool in that it explores children’s participation in producing different forms of documentation in a Swedish preschool – and it finds that such participation is complex. The findings imply that, whether documentation is activity-integrated or retrospective, different forms of participation are possible.

    Place, publisher, year, edition, pages
    Sage Publications, 2015
    Keywords
    Childhood, children’s participation, children’s rights, pedagogical documentation, preschool practice
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-105830 (URN)10.1177/0907568213513480 (DOI)000353984500007 ()2-s2.0-84930347007 (Scopus ID)
    Funder
    Swedish Research Council, 729-2010-200
    Available from: 2014-04-09 Created: 2014-04-09 Last updated: 2017-12-05Bibliographically approved
    2. Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
    Open this publication in new window or tab >>Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
    2015 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 47, no 3, p. 443-460Article in journal (Other academic) Published
    Abstract [en]

    This article is based on a study of Swedish preschool documentation practices. The 2010 revised version of the Swedish preschool curriculum emphasizes documentation as an important practice. The Swedish preschool curriculum also emphasizes children’s participation in documentation and evaluation. The main reason for this can be found in the very first words of the curriculum: ‘Democracy forms the foundation of the preschool’ (Swedish National Agency of Education, 2011, p. 3). This is connected to children’s right to make their voices heard in all matters affecting them according to UNCRC. However, the curriculum does not give any guidelines on how to carry out this practice. A quality audit by the Swedish Schools Inspectorate in 2011 found that preschool teachers were uncertain about how to document (Skolinspektionen, 2011). This, and a lack of knowledge about documentation, sometimes impedes teachers’ documentation practices in the preschools (Palmer, 2012). With the term documentation practices I refer to all events connected to making and using documentations in the preschool; these include, for example, taking photographs, writing captions, printing documents, looking at and talking about photos, and discussing events depicted in photos or drawings. In documentation practices different kinds of artefacts or devices are present and used (e.g., cameras, computers, printers, pencils, and paper) or produced (e.g, printed photos, texts, and drawings). Through methods that are shaped by an agential realist construct, the main objective of this article is to explore how different kinds of material agents, such as computers, photos, teachers and children, can intra-act (Barad, 2007) in the production of children’s participation in preschool documentation practices. The reason for using the term intra-act rather than interact is that, in Barad’s terms, the world is not seen as consisting of separate entities, which the word interaction implies. Instead entities (which could be human or non-human) are temporarily separated or produced through intra-action; ‘relations do not follow relata, but the other way around’ (Barad, 2007, pp. 136-137). This means that entities are not themselves agential, but become agential through intra-action, and that there is no way of determining, in advance, that any of them are active agents. Agency is also not situated within entities, but is rather produced through intra-action, suggesting that also material objects can become active.

    What is documented in Swedish preschools can vary considerably, from activities and/or achievements of individual children to activities that encompass the whole preschool. Documentation can be done for different reasons, such as showing parents what their children have been doing,  assessing individual children or evaluating preschool quality as a whole, and it can also be used as a tool for developing the preschool practice (Vallberg-Roth, 2012). There are thus different aims, from documenting in order to be able to remember and evaluate or assess to documenting in order to make way for and develop new activities (Swedish National Agency of Education, 2011).

    Place, publisher, year, edition, pages
    Springer Netherlands, 2015
    Keywords
    Early childhood education, Children’s participation, Pedagogical documentation, Preschool practice, Childhood
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-112873 (URN)10.1007/s13158-015-0146-9 (DOI)
    Note

    On the day of the defence date the status of this article was Manuscript.

    Available from: 2014-12-18 Created: 2014-12-18 Last updated: 2017-12-05Bibliographically approved
    3. Teachers’ actions and children’s interests: Quality becomings in preschool documentation
    Open this publication in new window or tab >>Teachers’ actions and children’s interests: Quality becomings in preschool documentation
    2017 (English)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 14, no 2, p. 1-17Article in journal (Refereed) Published
    Abstract [en]

    High quality is considered to be important for children’s development and learning in early childhood education. Swedish preschool teachers are required to systematically develop their practice and support children’s learning, using documentation and taking children’s interests into account. From a posthumanist perspective, preschool documentation, models and templates could be seen as actively producing certain elements of quality.  Reading  documentation from eight Swedish preschool groups diffractively through different texts, such as the national curriculum, supportive texts and research, this article discusses how teachers’ actions and children’s interests are produced as important quality aspects in one of these groups.

    Place, publisher, year, edition, pages
    Høgskolen i Oslo og Akershus, 2017
    Keywords
    Documentation, Early childhood education, Posthumanism, Preschool quality
    National Category
    Pedagogical Work Pedagogy Didactics Learning Specific Languages
    Identifiers
    urn:nbn:se:liu:diva-136693 (URN)10.7577/nbf.1756 (DOI)
    Available from: 2017-04-21 Created: 2017-04-21 Last updated: 2018-01-13Bibliographically approved
  • 12.
    Fredriksson, Kristina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Drama som pedagogisk möjlighet: En intervjustudie med lärare i grundskolan2013Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers.

    The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all.

    The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved.

    The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool.

  • 13.
    Harling, Martin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Välja vara: En studie om gymnasieval, mässor och kampen om framtiden2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis explores and analyzes in four empirical articles how student subjects are constructed in everyday school life and what role market principles play in these constructions. In particular, it focuses on the logics that constitute upper secondary school choice practices, and how these are legitimized, interpreted and challenged. The results show that upper secondary school choice practices divide the present and the future of the students as the choice between an explicit utopia and an implied dystopia. Here, the students themselves are made responsible for their success or failure in realizing the utopia that is staged in school choice practices. This division generally appears to the actors as natural and apolitical, which in turn legitimizes its effects in terms of exclusion, inequality and segregation, often on the basis of social class. Furthermore, the market-driven school discourses construct and divide the students as if they were commodities of different value. The notion of fantasmatic logics can explain how students are gripped by market-driven discourses and how they handle contradictory conditions. For instance, it explains how, for students, school choice means they can transform and become who they want to be, while at the same time they can also become more of what they already are, by choosing to be who they are. Students, however, problematize and destabilize dominant market logics in the school in all examined contexts, which in the thesis is analyzed in terms of penetrations and destabilizations of how schools and education are linked to the market logics. By penetrating the presupposed neutrality of secondary school choice practice, the students expose how the market orientation of education in general and the staging of school fairs in particular appear to be in schools’, rather than students’, interest.

    List of papers
    1. Examining "The Police": On Inclusion and "Investmentality" in Swedish Schooling
    Open this publication in new window or tab >>Examining "The Police": On Inclusion and "Investmentality" in Swedish Schooling
    2013 (English)In: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 45, no 3, p. 51-66Article in journal (Refereed) Published
    Abstract [en]

    In modern education, inequalities are assumed to be reduced by a redistribution of knowledge between the affluent and able on one side, and the poor and unable on the other. This article investigates ways in which the distribution of futures becomes naturalized in everyday school practices where equality is perceived as a goal rather than a starting point. The investigation draws on notions of governmentality and partition of the sensible, to analyze ethnographic material. The findings are thematized as discourses of inclusion and as "investmentality"—attitudes assumed and explained to the subjects involved.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2013
    National Category
    Pedagogy International Migration and Ethnic Relations Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-136516 (URN)10.2753/EUE1056-4934450304 (DOI)
    Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2018-01-13Bibliographically approved
    2. Pedagogik och Postpolitik
    Open this publication in new window or tab >>Pedagogik och Postpolitik
    Show others...
    2015 (Swedish)In: Utbildning, makt och politik / [ed] Sverker Lindblad och Lisbeth Lundahl, Lund: Studentlitteratur, 2015, p. 195-217Chapter in book (Other academic)
    Abstract [sv]

    Med vår pointillistiska ansats i form av ett antal studier får vi fram en bild av ett postpolitiskt landskap som kännetecknas av två faktorer. Den första är ett nät av aktörer – lokalt, nationellt och internationellt, exempelvis regeringen, OECD, Skolverket, McKinsey, Sveriges Kommuner och Landsting samt skolor och massmedia – som bygger på varandra i ett flöde av information och bedömningar av skolan och vad som behöver göras. Den andra är hierarkisering och konkurrens. Vad som räknas är rangordningar av länder, kommuner och skolor, vilka beskrivs genom jämförelser och har till uppgift att förbättra sina positioner eller att åtminstone inte falla nedåt. Inledningsvis pekade vi på kunskapsmätningarnas betydelse för regeringens tal om hur den svenska skolan hävdar sig, nationellt och internationellt. Den internationella konkurrensen i ekonomiskt hänseende har blivit en drivfjäder för utbildningspolitik över huvud taget (jfr Lindblad & Popkewitz, 2001; Lauder m.fl., 2006) och internationella jämförelser i form av provresultat har blivit viktiga mått på hur framgångsrikt ett land är därvidlag. Därför blir övernationella organisationer som OECD, med dess apparat för kunskapsmätningar, en viktig aktör i svensk utbildningspolitik. Och därför blir företag som McKinsey betydelsefulla, dels därför att de använder sådana mått, dels därför att de knyter dem till hur politiker och skolledare – återigen i internationellt ljus – kan hantera utbildningssystem och skolor på ett framgångsrikt sätt. Motsvarande kan sägas på nationell nivå om företag som ”Gymnasium.se”, som producerar bilder av möjliga bildningsgångar och sökmotorer för att finna vägarna dit. Vad som sker i en postpolitisk logik är att viktiga bedömningar överlåts till sådana aktörer, som befinner sig utanför skolväsendet som organisation. Och politiken kommer då också att i stor utsträckning handla om vad dessa aktörer hävdar beträffande kunskapsläge och skolorganisering. På motsvarande sätt kunde vi se hur instrument som SIRIS och SALSA, vilka tillkom för administrativa analyser, blev till verktyg för rangordning mellan kommuner och skolor. Sådana rangordningar har haft en rejäl genomslagskraft i massmedia och har använts för olika organisationers egna intressen. Jämförelser och rankingar har en inbyggd dramatik som är lättförstådd, slående och säljande. De fungerar som ett till synes objektivt underlag för kunden att informera sig om kvaliteten på skolorna som ingår i en skolmarknad i ett avreglerat och privatiserat skolväsende. Detta underlag är emellertid problematiskt då det vilar på tunna beskrivningar av skola, utbildning och kunskap vars relevans för rationellt handlande kan ifrågasättas. Detta bidrar till att talet om utbildning förändras så att fokus hamnar på jämförelser och hierarkier av olika slag i form av resultat på skolprov, betyg och positioner på rankinglistor. Utbildningspolitiska ambitioner reduceras då till att klättra på listorna eller att bibehålla positionerna. Och, som vår genomgång av massmedias rapportering visar, riktar kritiken mot makthavare in sig på dåliga listplaceringar för en skola eller ett land. Med denna logik beskrivs utbildningens mål och värde i termer av jämförelse och konkurrens. Detta gäller för såväl samhällen och utbildningssystem som skolor och elever. Vår analys av en gymnasiemässa kan belysa innebörden av postpolitiska tendenser på olika sätt. På en sådan mässa sker en översättning av skolor och elever till en ekonomi, bestående av företag som ska sälja sin vara och kunder som ska köpa varan ”utbildning” utifrån sina preferenser. Vi kan då notera hur skolorna opererar med sina varumärken och med anrop till olika kategorier av elever, för att eleverna i sin tur ska inse vilken kategori de tillhör och hur de på bästa sätt ska investera i sig själva för sin framtid. Vi kan också notera hur denna investeringslogik tycks forma elever och skolor som subjekt, som till exempel när framgångsrika elever görs till säljare av skolans varumärke (jfr Harling, 2013). Sammanfattningsvis vill vi med denna ”pointillistiska” analys peka på den bild som framträder när delarna formar en helhet. Vi menar att det är en postpolitisk bild av utbildning som växer fram, där avgörande och djupt politiska frågor om utbildningens mål och mening reducerats till teknikaliteter och till en sortering av elever byggd på ekonomisk logik. Vad vi presenterat är några nedslag och fortfarande återstår många frågor om denna omvandling att besvara.

    Place, publisher, year, edition, pages
    Lund: Studentlitteratur, 2015
    Keywords
    Utbildningspolitik, styrning, klassifikation, skoldifferentiering, post-politik, läroplansteori
    National Category
    Pedagogy Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-136515 (URN)9789144076836 (ISBN)
    Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2018-01-13Bibliographically approved
  • 14.
    Hegender, Henrik
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Mellan akademi och profession: Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of the dissertation is to examine how teacher knowledge is formulated and assessed in the school-based education (SBE) in Swedish teacher education. The basis is that teachers’ vocational knowledge has been divided and described as theoretical and practical, i.e., expressed as teachers’ thinking versus their actions, or what teachers know in relation to what they can do. The recent policy document for Swedish teacher education reflects this division and stresses the importance of integrating practice and theory within both university-based education as well as SBE. Thus, the intention of the policy is directed towards a more research-based SBE at the same time the university-based education is proposed to take its starting point in experience-based knowledge.

    An epistemological analytical tool is used where teacher knowledge is understood as being propositional or procedural, and knowledge-for-practice (research-based) or knowledge-in-practice (experience-based). In Study I the learning objectives directed to SBE in seventeen Swedish teacher education programs are analyzed. In Study II and Study III student-teaching conferences in two different school-based courses at one (1) Swedish teacher education program are studied.

    The results from Study I show that the learning objectives can be understood as a mishmash of propositional and procedural teacher knowledge, though procedural knowledge dominates, and the learning objectives’ basis of knowledge can hardly be traced. In Study II and Study III the teacher educators’ school visits and the studentteaching conferences are arranged in different ways, and affect what and how student teachers’ knowledge is assessed. In Study II teacher educators visit the student teachers at their school placements without having done any lesson observations prior the student-teaching conferences. In Study III observations are done. The results from these two studies show that the student-teaching conferences are explicitly characterized by formative assessments where student teachers’ procedural knowledge and knowledge-in-practice is emphasized. An assessment of propositional knowledge and knowledge-for-practice can hardly be traced. In Study III the assessment of student teachers’ procedural knowledge-in-practice is also analyzed within a framework of models for assessment of vocational knowledge. The results show that a holistic model characterizes the assessment of student teachers’ procedural knowledge where teacher educators refer to several circumstances that affect student teachers’ vocational actions, according to their experience-based and tacit teacher knowledge, rather than the course’s formal learning objectives.

    A discussion is held about the absence of knowledge-for-practice in SBE, in relation to theories of vocational knowledge and vocational learning. Furthermore, the clear presence of knowledge-in-practice in SBE is discussed in accordance with theories of the tacit dimensions of vocational knowledge.

    List of papers
    1. Lärarutbildningars kunskapsmål för verksamhetsförlagd utbildning: ett mischmasch av teori och praktik
    Open this publication in new window or tab >>Lärarutbildningars kunskapsmål för verksamhetsförlagd utbildning: ett mischmasch av teori och praktik
    2007 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 12, no 3, p. 194-207Article in journal (Refereed) Published
    Abstract [sv]

    I den här studien granskas kunskapsmålen för den verksamhetsförlagda utbildningen (VFU) inom svensk lärarutbildning. I lärarutbildningens senaste styrdokument beskrivs lärares kunskap både som »praktisk» och »teoretisk» och man förordar en växelverkan mellan dessa båda kunskapsformer liksom mellan högskoleförlagd och verksamhetsförlagd utbildning. Forskning om lärarutbildning visar dock att integrering av lärares så kallade teoretiska och praktiska kunskap, och av högskoleförlagd och verksamhetsförlagd utbildning, är problematisk. Samtliga 26 lärarutbildningssäten i Sverige var målgrupp för studien varav 17 kom att delta. Dessa 17 svarar för 90% av landets utexaminerade lärare. Resultatet från undersökningen visar att kunskapsmålens antal, form och innehåll varierar. Vissa lärosäten har ett stort antal mål medan andra endast har ett fåtal. Vissa lärosäten har en dominans av påståendeanknutna kunskapsmål medan andra domineras av proceduranknutna mål, samtidigt som kunskapsmålen kan ses som mångtydiga och vaga. Utfallet av analysen sammanfattas i en figur vilken diskuteras som ett möjligt verktyg för analys och utformning av lärarstudenters lärande under den verksamhetsförlagda utbildningen.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-39449 (URN)48473 (Local ID)48473 (Archive number)48473 (OAI)
    Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13
    2. The Assessment of student teachers’ academic and professional knowledge in school-based teacher education
    Open this publication in new window or tab >>The Assessment of student teachers’ academic and professional knowledge in school-based teacher education
    2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 2, p. 151-171Article in journal (Refereed) Published
    Abstract [en]

    The aim of this study is to scrutinize the assessment of teacher knowledge in a school-based course at one Swedish pre-service teacher education (TE) programme. In a General Education school-based course teacher educators visit the student teachers at their school placements and meet them and their school mentors in student-teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organisation of the school visits and conferences. Secondly, the organisation of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge-in-practice perspective, almost exclusively in the area of relational, emotional and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge-for-practice perspective is hardly mentioned or assessed.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2010
    Keywords
    Academic and professional teacher knowledge; Assessment of student teachers; School-based teacher education
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-52446 (URN)10.1080/00313831003637931 (DOI)
    Available from: 2009-12-21 Created: 2009-12-21 Last updated: 2017-12-12Bibliographically approved
    3. Villkor och praxis: Bedömning av lärarstudenters yrkeskunskaper under verksamhetsförlagd lärarutbildning
    Open this publication in new window or tab >>Villkor och praxis: Bedömning av lärarstudenters yrkeskunskaper under verksamhetsförlagd lärarutbildning
    (Swedish)Manuscript (preprint) (Other academic)
    Abstract [en]

    I föreliggande studie granskas bedömningens villkor, innehåll och processer i verksamhetsförlagd utbildning (VFU) vid ett lärarprogram i Sverige. Syftet med studien motiveras utifrån två tidigare studiers resultat kring hur kunskapsmål/kriterier beskrivs (Author, 2007) och lärarstudenters yrkeskunskaper bedöms (Author, in press) i VFU, samt utifrån bristen på forskning om villkor för bedömning och bedömningsprocesser i VFU. Det empiriska underlaget består av stöddokument för bedömning, åtta bedömningssamtal mellan lärarutbildare, mentorer och lärarstudenter, samt intervjuer med lärarutbildarna i en VFU-kurs. De analysverktyg som används är dels ett kunskapsteoretiskt ramverk kring lärarkunskap, dels modeller för bedömning av yrkeskunskap. Resultaten bekräftar delvis en av de tidigare studiernas resultat; att bedömningen till stora delar uttrycks formativt, och att det uteslutande är lärarstudenters procedurkunskaper utifrån ett kunskap-i-praktiken-perspektiv som bedöms. Bedömningsprocesserna kännetecknas av en bedömningsmodell där formulerade kunskapsmål/kriterier inte utgör norm för bedömning av lärarstudenters yrkeskunskaper. Det betyder att lärarutbildarna och mentorerna inte enkelt kan checka av yrkeshandlingar mot formella mål/kriterier, utan behöver grunda sina bedömningar på sin egen kunskapsbas och sina erfarenheter som lärare. En diskussion förs om kunskapsmåls/kriteriers betydelse vid bedömning av lärarstudenters yrkeskunskaper i en skolverksamhetskontext.

    Keywords
    School-based teacher education; assessment; student teachers; theory and practice; learning objectives; tacit knowledge
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-52447 (URN)
    Available from: 2009-12-21 Created: 2009-12-21 Last updated: 2009-12-28Bibliographically approved
  • 15.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Elever på ett anpassat individuellt gymnasieprogram: skolvardag och vändpunkter2007Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    The purpose of the study is to describe and research students roate into the programme, and what it means to students to follow a special secondary school course. The students attended a small specail needs teaching group based on the neuropsychiatric diagnosis of Asperger´s syndrome, which had been made during their years at school. In this connetction, the study will also clarify and analyse the interface between the organisation of a secondary school and the special needs students, from the players´persepctive where the student´attendance at school forms the basis of their education.

    The students already had a negative image of themselves as pupils before starting their secondary scool education and the learning environment in which they participated in secondary school. Attandance becomes another turning point in the students´statements about their time at school. The experience of being at school has changed.

    From their perspective- "an inner perspective"- both the courses they had taking, and the school environment, is emphasised as something positive. The fact that affiliation to the programme is positive is an ongoing feature in students´statements. Identification with friends of similar age, who have comparable experinces, above all in relation to school, is emphasised by most students as something positive. Studnets´feeling of communityis based on the knowledge that the reason why they are on programme is because they have had different problems in relation to school. For students, the environment is a type of identity- creating forum, where students with the same problems can undertake their education. The diagnosis plays a central part in how students perceive themselves in relation to school and the obstacles they face.

  • 16.
    Hjort, Simon
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kritiskt tänkande i klassrummet: En studie av didaktiska val och manifesterat kritiskt tänkande i samhällskunskaps- och filosofiundervisning2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Developing students’ ability to think critically is an important goal of Swedish upper secondary school education. The aim of this thesis is to describe and analyse critical thinking at the classroom level from a didactic perspective. Using participant observation and interviews, two groups of students and their two course teachers are being studied during two months. The groups study philosophy and social studies respectively. The thesis explores in what way critical thinking is manifested in the classroom and how the teachers view critical thinking in relation to their teaching. Didactic decisions and challenges are identified and discussed.

    The findings show that critical thinking is manifested in the classroom dialogue. Focus, relevance and precision are distinctive qualities of critical discussions. The teachers use different strategies to scaffold critical thinking, such as developing what the students say, questioning assumptions and supporting with distinctions. Some of the challenges facing the teachers are finding ways of assisting students to be independent in their thinking, disputing what they say without being perceived as biased and creating the right atmosphere in the group allowing for critical thinking to take place. It’s concluded that critical thinking at the classroom level is a highly complex phenomenon that involves more than just thinking skills which is the dominant view among researchers in the field.

  • 17.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Motstånd och konformitet: Om manliga yrkeselevers liv och identitetsskapande i relation till kärnämnena2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study is based on a field study that was conducted in two classes in a vocational programme (the Construction Programme) at a Swedish upper secondary school. The main concern of the study is how the pupils, all of whom are boys who are indifferent to varying degrees to so-called theoretical studies, relate to the academic subjects (or core subjects) of their education. More precisely, the aim is to analyze their attitudes towards the core subjects as part of their identity work. In this respect, the school setting is viewed as a social arena in which much more than formal education is going on and has relevance for the pupils when they are in school. The theoretical framing of the study is based on an interactional perspective on identity, primarily influenced by Richard Jenkins. Additionally, a gender and class perspective as well as theories of resistance are used to understand the views and actions of the boys. Methodologically, the study draws on an ethnographic tradition. The data consist of observations, interviews and recorded conversations between the pupils. The analysis points out that the pupils use their future work as construction workers and their indifference to theoretical schoolwork as important starting points when they talk about their education, different subjects or their own actions in relation to their schoolwork. The analysis also stresses that the boys employ modes of both conformity and opposition in relation to the academic subjects. They adjust to the power the school has when it comes to assessing their schoolwork, but they also resist the classroom order their teacher is trying to achieve and the stress and strain of everyday life in the academic subjects. This forms a counter culture, the consequences of which imply identity work that to a large extent differs from the ideas that conditioned the implementation of the core subjects. In this respect the pupils are also resisting governmental steering of their lives as it is expressed in the educational system. However, since the boys have modes of both conformity and opposition in their attitudes towards academic subjects, their overall attitude towards this part of their education is interpreted as a form of reluctance rather than full-scale resistance.

  • 18.
    Johansson, Maritha
    Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Faculty of Arts and Sciences.
    Läsa, förstå, analysera: En komparativ studie om svenska och franska gymnasieelevers reception av en narrativ text2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to increase knowledge of how literary socialisation through education impacts students’ interaction with a narrative text and how this affects different aspects of literature reception, such as comprehension, interpretation and literary analysis. In this comparative study, Sweden and France are the contexts used as examples. The main empirical material consists of 223 comments on a short story, written by upper secondary school students in the two countries. The students’ texts have been analysed from different perspectives in relation to literary reception theories. The thesis also includes an analysis of education-related aspects that might have an impact on the way students respond to a literary text. The analyses show that when educated in a system inspired by structuralism and formalism, such as the French, the students’ interaction with the literary text is focused mainly on structures and techniques. A focus on stylistic aspects through close readings of the literary text is helpful when trying to understand the plot or the perspective. Another matter is that this system leads to students who stay within the frames that literary education raises. There is also an obvious risk of this leading to a technical reading where there is no room for emotions. When educated in a system as the Swedish, focusing on emotional and experience-based readings, students’ interaction with the literary text gives free rein to their imagination. However, the analyses show that, even though a personal, emotional reading is needed to give life to the story, it might be an obstacle to comprehension. A combination of reading for pleasure, understanding, and analysis seems to be the most efficient way of teaching literature.

  • 19.
    Johnsson Harrie, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Arts and Sciences.
    Staten och läromedlen: En studie av den svenska statliga förhandsgranskningen av läromedel 1938-19912009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the state's influence on Swedish textbooks. From 1938 to 1991 the Swedish state had an official approval scheme for examining books before they could be used as textbooks in Swedish schools. The aim of this thesis is to examine both the political discussion about, and the actual implementation of, the approval scheme in Sweden between 1938-1991. The political decision making and the implementation of the reforms took place in different contexts. With the help of curriculum theory, in combination with concepts of implementation from political science, these two different contexts and the relation between them are analyzed. The study shows that, in the 1930s, there was a political consensus to have an official approval scheme. In the 1990s the approval scheme was repealed without any political debate. When it comes to the implementation of the approval scheme the approval committee's guidelines and the examiners' statements about civic textbooks for upper secondary school are studied. It is found that the reviews often focused on finding factual faults. During the 1970s a focus on objectivity became common in the reviewers' statements. The national curriculum, a product of a political compromise often referred to by the politicians, was, however, less used in the implementation of the approval. The study shows that the implementation of the approval scheme was dependent on the actors understanding, willingness and ability to implement. But the study also shows that in certain cases the approval scheme could result in major changes in the textbooks.

  • 20.
    Karlsson, Yvonne
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Att inte vilja vara problem: social organisering och utvärdering av elever i en särskild undervisningsgrupp2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the present doctoral thesis is to give an ”inside” description of how schools organize activities for students who do not fit into regular public education. Further, I explore how students, pedagogues, parents and former teachers account for the students’ school problems in research interviews. Finally, I investigate teachers’ assessments of students’ school problems in a scheduled daily evaluation activity. Data are drawn from a one-year ethnographic study, combined with recordings of everyday activities and interviews with five students (7-12 years), parents, pedagogues and former teachers.

    The analysis demonstrates that the special teaching group is made invisible and marginalized on different levels, both centrally in the municipality and in the context of local school activities. Students consistently show low participation and agency in their everyday activities. Another finding shows that pedagogues are constantly assessing students’ school problems, making this a central everyday activity. In so doing, the pedagogues also upgrade the students’ school problems, drawing on various scientific discourses. This can be explained in light of the insecurity that exists regarding what the students’ problems actually are. On the other hand, the students position themselves as active agents and resist problem definitions. The students avoid the pedagogues’ definitions, downgrading ascribed problems and reformulating them. Further, the students take all chances to attribute problems to other students. In this way, they position themselves as able students, which can be interpreted as a way of maintaining self-respect.

    Overall, the present findings underscore the need for detailed analysis of children’s social competence and agency in their everyday life in special teaching groups. My analysis demonstrates that descriptions are not neutral, but instead social activities in which identities, norms, social orders, moral versions, relationships and even institutions are established and resisted.

  • 21.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Mellanklass kan man kalla det”: Om tid och meningsskapande vid övergången från förskoleklass till årskurs ett2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to explore one of the first transitions that Swedish school children encounter and how children get to know and make sense of the school system. The point of departure is to study what activities are undertaken to mark the transition from preschool class to first grade and the meaning-making processes in which children are involved. Ethnographic data from two Swedish school settings are used in the study. The material contains participant observations and field notes from different school settings, as well as ethnographic interviews with the children. The transition is analysed using theoretical perspectives on time together with concepts such as rites of passage and socialization. The analyses show that the preschool class and first grade are marked as different in several ways during the transition process. The analysis also show that time is important for the meaning ascribed to the transition. Different aspects of time (past, present and future) are used to do and make sense of the transition. Talk about the future and activities pointing at the future are used to understand transition, but transition also strengthens the focus on the future. The transition from preschool class to first grade can be understood as a phase of separation, a liminal phase and a period of incorporation. But the preschool class itself can also be understood as a liminal phase, a time in between preschool and school. It was found that transitions constitute a collective process through which children do transition together. At the same time, transitions can be understood as multiple, as children deviate from a normal transition. Such deviant experiences further add to how a “normal” transition is understood. In socialization processes, meanings are constructed in interactions between children, teachers and school. Children’s orientation to the temporal order of school and their participation in socializing activities contribute to the construction of children as students, but also to the construction of school and transition.

  • 22.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Förskolan som normaliseringspraktik: En etnografisk studie2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is an ethnographic exploration of institutions for small children, i.e. the pre-school institution.The overall aim of the study is to investigate what is characteristic for some Swedish preschoois,and how childhood is formulated and realized within those institutions. Of centralimportance are questions. which concern how pre-schools are constructed, negotiated andmaintained by the actors within the pre-school settings. Another aim is to explore contemporarymeanings of pre-school and pre-school children as they appear in interviews and everyday talk. Thedata were collected by participant observations for almost one year in two pre-schools. Data consistof audio- recordings of everyday life and parental talks, interviews with children, pre-schoolteachers and parents. Points of departure are ideas from interactionism and social constructionism.The analyses draw upon concepts from integrative theories; agency-structure, social practice, socialorder and normality in relation to the institution.

    The results show that pre-school is takcn for granted and is almost considercd as compulsory andpart of normal childhood. Pre-school is legitimated as an interest of and a question for society,families and parents, but also in the best interest of children here and now and for the future. Inaddition, pre-school is also understood as a social and a social pedagogical question for individualsand for society. Moreover, the study shows howeveryday life in pre-school is zoned andpedagogized in time and space. The institution is characterized by schedules, routines and predefinedrooms and artifacts, as weil as by planned activities and unplanned, occasional and situatedactivities, respectively. Children and adults have to deal with the social order of the institution, andthis study shows that the actors constantly break and negotiate the social order - they are doing preschool.The institutions and the interactions are characterized by complexitics and hybridities andthere are different activitics and discourses in action at the same time. This also concerns theintermediate domain between private and public and the relations between parents and pedagogues.None of them are in controi of children's everyday life, and they have to share information. viewsand sometimes also decisions. Parents have to contribute to the construction of a pre-school chiid,by delivering a child ready for prc-school, a chiId with certain competences. In everyday activitiesand in parental talks, the adults articulate and negotiate the picture of a "normal" pre-school chiId,i.c. demands related to a situated institutionaI normality . The study shows how children act indifferent ways in relation to social context and social order in different situations. They act as "normal pre-schoolchildren" but they also construct their own social order in relation to theinstitution, alone or together with other children and adults.

  • 23.
    Martín-Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Towards a minor bilingualism: Exploring variations of language and literacy in early childhood education2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this compilation thesis is to explore variations in bilingualism with the help of everyday specific situations at a Spanish-Swedish early childhood institution in Sweden, and by means of a ‘material-semiotic theorizing’. This means that material and semiotic elements are treated equally and entwined. Through studying a bilingual preschool practice, theory and politics as three interwoven practices, the thesis produces knowledge on language and literacy as socially and materially divergent, transformative occurrences. The research process is a commitment with Deleuzio-Guattarian philosophy, theory and politics, and is defined as a becoming in and of the three practices (education, theory, politics). Ethical and methodological undertakings are described as results of the interaction of these practices. Processes of data production include a yearlong fieldwork with all year groups (1-5) at a bilingual preschool in Sweden with a Spanish-Swedish language policy. The materials of data (approx. 59 hours of video-recordings and additional field-notes of everyday activities) are extended and developed upon in interaction with theoretical concepts and political concerns in terms of an analytical process that ‘puts theory to work’. The results are phrased as three temporal suggestions: 1) Bilingualism is a plural, collectively produced, both transitory and specific phenomenon 2) Bilingualism emerges with different, simultaneous dimensions of language and literacy (language as both code and material intensities) 3) Bilingualism is shared and public but also private and inconclusive. The thesis also shows the interconnectedness and continuity between different constructions of bilingualism (i.e. separate – flexible, public - private) as well as the productivity of the unknown and of what is labelled as (il)literate expertise. The impact that these suggestions may have in working with bilingualism in early childhood education is discussed. At the same time the discussion inspires to thinking towards a minor bilingualism also in more general terms.

    List of papers
    1. Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity
    Open this publication in new window or tab >>Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity
    2017 (English)In: Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, no 4, p. 23p. 477-499Article in journal (Refereed) Published
    Abstract [en]

    What are the material-semiotic relationships between a language policy and a table game activity in a bilingual preschool? Using Actor-Network Theory (ANT), the aim of this article is to explore this question, working with both human and nonhuman aspects of the activity, symmetrically, at the same level. The game playing activity takes place at a bilingual, Spanish-Swedish preschool in Sweden, which adopts a 50-50 approach in daily interaction. In interplay with video recordings, field notes and Actor-Network Theory, four different actor-network scenes of the activity are produced. Children, teacher, game pieces, die, cards, linguistic and other elements are described in the same language, as well as symmetrically drawn together in material-semiotic relations. The results indicate that the activity revolves mainly around two different, multilayered, and sometimes conflicting interests: to play the game and to speak the right language. The article describes the interrelatedness between these interests and how bilingualism emerges, transforms and becomes temporarily different in the relations of the actor-network. The approach opens up new avenues for understanding different constructions of bilingualism not in terms of a flexible-separate dichotomy but as entangled with one another in material-semiotic relations, which may illuminate creative potentials in the relations of policy and practice rather than implementation.

    Place, publisher, year, edition, pages
    Berlin: Mouton de Gruyter, 2017. p. 23
    Keywords
    language policy, bilingualism, flexible-separate, Actor-Network Theory (ANT), material-semiotic, human and nonhuman, early childhood education
    National Category
    Specific Languages
    Identifiers
    urn:nbn:se:liu:diva-139851 (URN)10.1515/multi-2016-0021 (DOI)000412873300006 ()2-s2.0-85026677165 (Scopus ID)
    Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2018-01-13Bibliographically approved
    2. Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education
    Open this publication in new window or tab >>Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education
    2015 (English)In: Early Years Second Language Education: International perspectives on theory and practice / [ed] Sandie Mourão and Mónica Lourenco, Abingdon och New York: Routledge, 2015, 1, p. 78-92Chapter in book (Other academic)
    Place, publisher, year, edition, pages
    Abingdon och New York: Routledge, 2015 Edition: 1
    Series
    Routledge research in early childhood education
    Keywords
    multilingualism, preschool, literacy, Multiple Literacies Theory
    National Category
    Sociology
    Identifiers
    urn:nbn:se:liu:diva-117976 (URN)978-0-415-70527-1 (ISBN)978-1-315-88994-8 (ISBN)
    Projects
    Språkpolicy i flerspråkiga förskolor och familjer: institutionella och vardagliga praktiker
    Funder
    Swedish Research Council, 721-2011-5842
    Available from: 2015-05-19 Created: 2015-05-19 Last updated: 2017-08-17
    3. The matter of silence in early childhood bilingual education
    Open this publication in new window or tab >>The matter of silence in early childhood bilingual education
    2017 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 1, p. 1-10Article in journal (Refereed) Published
    Abstract [en]

    The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish–Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronosand Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years.

    Place, publisher, year, edition, pages
    Abington: Routledge, 2017
    Keywords
    Silence and bilingualism, Deleuze, Chronos and Aion, different dimensions of language
    National Category
    General Language Studies and Linguistics Specific Languages Pedagogy Pedagogical Work Sociology (excluding Social Work, Social Psychology and Social Anthropology)
    Identifiers
    urn:nbn:se:liu:diva-139852 (URN)10.1080/00131857.2017.1361820 (DOI)000427698300004 ()2-s2.0-85026892648 (Scopus ID)
    Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2018-04-11Bibliographically approved
  • 24.
    Muhrman, Karolina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Inget klöver utan matematik: En studie av matematik i yrkesutbildning och yrkesliv2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to increase understanding of aspects that affect the relationship between vocational education students’ knowledge and knowledge needed in professional life. This is examining through different actors' perspectives on the professional needs of mathematics skills, mathematics teaching in vocational programs and the design of the national curriculum Gy11. The study is conducted in the upper secondary natural resources management program with focus on agricultural education and the agricultural profession. The empirical material consists of qualitative interviews with professional farmers, vocational teachers, mathematics teachers and students. The results of the empirical study have been analyzed in relation to the curriculum Gy11. Bernstein's curriculum theoretical perspective, and particularly the concepts educational codes and discourses, is used for the analysis, in some parts along with D'Ambrosio’s ethno mathematical perspective. The results show that good math skills are essential for the farming profession but in some cases there is a discursive gap between school mathematics teaching and the need for mathematical skills in professional life. Although the subject plan for mathematics is focusing on mathematics related to the profession students are trained for, the mathematics teaching is largely tied to a textbook with tasks unrelated to the students’ future profession. The organization of the teaching is controlled by a variety of frame factors that can concern time, group compositions and schedule, but also the teachers' view of knowledge. The national tests represent a significant frame factor which in many cases controls the teaching to a higher degree than what the content of the subject plan does. The weak connection to the students' professional orientation makes them unmotivated to learn mathematics because they have trouble seeing how they can use their knowledge in their future profession. Students also have difficulties in recontextualizing their mathematical skills from the school context in the professional life context, which among other things can reduce their employability.

  • 25.
    Norburg, Ulrika
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Fängelse, skola, uppfostringsanstalt eller skyddshem?: Åkerbrukskolonien Hall för pojkar år 1876-19402015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In 1876 the reformatory Hall was established outside of Södertälje by a philanthropic organization. The institution was one of the first in Sweden which accepted boys between ten and fifteen years of age who had been sentenced in a court of law to placement in a training school. Furthermore, Hall accepted boys who were considered to run the risk of becoming criminals. The reform schools were a 19th century European phenomenon, and during the mid-1800s reformatories had been started in several countries. Hall was a place for punishment, work and education as well as for isolation from society, and the stay there was supposed to prepare the boys/young men for a life outside the institution. The overall goal of the dissertation is to ascertain how Hall can be placed in the field of tension between the state and civil society and between correctional care and schooling. What was a reformatory, and how did its content and identity change? Several analyses have shown that the institution had clear associations with correctional care, both in regard to the terminology used, the methods applied and the punishments rendered. At the same time it was not altogether clear which clientele the institution should accept and what its assigned task was. There was also a lack of clarity concerning how the children and youths should be treated, and what the institution was expected to achieve with the in-mates. The reform of the prison system that was going on at the same time that Hall was established in all probability provided ideas for the organization and character of the institution, but at the same time the institution developed steadily in a more pedagogical direction, influenced by the contemporary world’s view of children and childhood. It was thus the connection with criminal justice that led to criticism of the institution. In conjunction with new  legislation in 1902 and 1924 Hall became one of several institutions for which the state established guidelines for educational institutions. The discussion about Hall should be seen against the background of the shifts in the discourse that were on-going during Hall’s existence. When Hall was established it was above all the juridical and moral/religious discourse which was most notable, but it was later replaced by a medical and pedagogical discourse. When the state appointed a commission to study shelters in 1935, the philanthropic founding association was criticized for not fulfilling its task. That led to the decision to shut down the institution and allow the buildings to be transferred to the state. But the operation was given a new direction: criminal justice.

  • 26.
    Olson, Maria
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Från nationsbyggare till global marknadsnomad: Om medborgarskap i svensk utbildningspolitik under 1990-talet2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this thesis attention is drawn to Swedish education policy and citizenship. In times of globalization, and with Swedish membership of the European Union, national policymaking concerning the commissioned role of citizen upbringing has come under increased pressure. In this study, light is shed on how this issue is given shape in Swedish education policy in the 1990s, a period marked by significant changes in the field of education in Sweden. The core question is, more precisely, what direction is being marked out for the Swedish schools´ commission, laid down by law, to foster democratic citizens during this period.

    By taking an interest in how objectives, visions and motives are formulated in education policy texts from the 1990s, understandings of citizenship are mapped that characterize Swedish education policy during this period. In addition, a more extensive analysis is carried out, by means of which historical goals of the schools’ fostering of citizens prior to those of the 1990s are presented. The aim of the study is critical. The understandings are reviewed in order to revise what they include and exclude, as well as what possible consequences they may have for different individuals and groups, and whether there are conceivable alternatives.

    It is emphasised that two historical changes take place during the 1990s concerning the subject of the content and meaning of citizenship in Swedish education policymaking. Firstly, during the first part of the 1990s, a historically established citizen role is changed and replaced by other, more market-oriented roles. During the latter part of the 1990s, when the market orientation is reinforced in neo liberal courses, a second change emerges, the historically accepted basic idea of inclusion – the nation – as the “we”-creating reference for civic spirit is shattered. It is replaced by another – globalization – with other qualities that include and exclude different individuals and groups. Finally, on the basis of these findings, some conditions for a possible alternative are sketched. This alternative is given shape with the ambition of, to a greater extent than is made visible in Swedish Education policy, reasoning about possibilities beyond presupposed dividing properties for a “we”.

    The power of language for political and societal change has an important role in this dissertation. Political clashes concerning achieving preferential access to talk and interpretation about upbringing objectives are examined by analyzing the texts’ talk about the schools’ commission to foster citizens. Light is shed on the outcomes of these clashes by examining three vital areas for citizen upbringing, found to be crucial in this context: a political one, a cultural one and an economical and working-life oriented one. These citizenship discourses are elucidated and understandings of citizenship in Swedish education policy are given form and alternatives are discussed.

  • 27.
    Robertson Hörberg, Cristina
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences.
    Lärares kunskapsutnyttjande i praktiken: Ett personligt och kontextuellt perspektiv på vardagskunskap och forskning1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Teachers' knowledge-utilisation is the main subject of this dissertation and attention is payed to connections between theory and practice. This focus also includes the environment in which the thinking and acting teacher has to interact. The intention is to understand under which circumstances the practitioner works and utilise theory-oriented or research based knowledge as well as more ordinary knowledge in school. The aim is to increase the understanding of how knowledge is received, generated or regenerated and locally utilised. It is principally an exploratory study.

    This study is based on 33 interviews with eleven active teachers in four primary schools and one secondary school during the school year 1993/94, in one local community in the south of Sweden and a survey (1994) based on questionnaires with 127 answering teachers from four of the five schools mentioned above three primary schools and one secondary school.

    The results show that there are three main areas in the system of utilisation, namely teachers' knowledge, teachers' practice and usable knowledge. Teachers' knowledge is personally constructed and often specifically directed towards the pupils or their relation to subjects or teaching. The context, i.e. teachers' practice often has an abundance of stimuli in combination with a high level of unpredictability. Usable knowledge is often concrete, recognizable and adjusted to teachers' practical work. In between these three main areas teachers carry on an active dialogue. This system of knowledge-utilisation characterizes the dynamics and the tensions between the components - they all contribute actively to the process of utilisation.

  • 28.
    Rostedt, Josefin
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Förskollärare planerar barns möten med matematik: Ett reflektivt skoldidaktiskt perspektiv2019Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Nyckelord: förskola, planering, didaktik, matematikundervisning  This Licentiate thesis focuses on planning in Swedish preschool. The aim is to describe and analyze pre-school teacher's authentic planning of children's meetings with mathematics. The theoretical framing of the study consists of the reflective school didactic theory emphasizing, regardless of school form, teachers' responsibility for teaching. With the reflective school didactic theory, the planning process is described as important for teaching. The planning process consists of three pedagogical activities: intention – action – reflection. This study focuses on the pedagogical work that takes place away from action, which makes intention and reflection to the central concept of the study.

    The empirical material of the study has been produced using participatory observation. Field work has been carried out in a preschool on part time for two semesters in the academic year 2012/13 in a regular and authentic planning conversation. The results show that the pre-school teachers do plan children's meetings with mathematics by taking their starting point in reflection on planned and documented pedagogical events. There is thus a link between intention and reflection. The result shows that the team has construct a planning model of their own. The planning is not based on explicit expressed goal formulations about what to learn. The reasoning of possible learning comes in as part of their conversations about activities. The result also shows that planning creates conditions for meetings with a multitude of mathematics. However, the results discussion shows that there is room to develop reasoning about the ways in which children can make transitions from everyday mathematical representations to more abstract. The result also shows that there is a need to develop a mathematics didactic language in preschool.

    Nyckelord: förskola, planering, didaktik, matematikundervisning  This Licentiate thesis focuses on planning in Swedish preschool. The aim is to describe and analyze pre-school teacher's authentic planning of children's meetings with mathematics. The theoretical framing of the study consists of the reflective school didactic theory emphasizing, regardless of school form, teachers' responsibility for teaching. With the reflective school didactic theory, the planning process is described as important for teaching. The planning process consists of three pedagogical activities: intention – action – reflection. This study focuses on the pedagogical work that takes place away from action, which makes intention and reflection to the central concept of the study.

    The empirical material of the study has been produced using participatory observation. Field work has been carried out in a preschool on part time for two semesters in the academic year 2012/13 in a regular and authentic planning conversation. The results show that the pre-school teachers do plan children's meetings with mathematics by taking their starting point in reflection on planned and documented pedagogical events. There is thus a link between intention and reflection. The result shows that the team has construct a planning model of their own. The planning is not based on explicit expressed goal formulations about what to learn. The reasoning of possible learning comes in as part of their conversations about activities. The result also shows that planning creates conditions for meetings with a multitude of mathematics. However, the results discussion shows that there is room to develop reasoning about the ways in which children can make transitions from everyday mathematical representations to more abstract. The result also shows that there is a need to develop a mathematics didactic language in preschool.

  • 29.
    Sandlund, Monica
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Lärare med utländsk bakgrund: Sju yrkeslivsberättelser om möten med nya skolsammanhang2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the dissertation is to contribute to an understanding of how immigrantteachers define and construct their identities in a new school context. The study isbased on a social constructional theory with the understanding that purpose iscreated through interaction with others. I see narratives as action and adominating form of expression for identity. In this thesis, seven immigrantteachers and their life stories about professional practices in the Swedishmulticultural education system are focused. The life story approach of studyingteachers´ practices has inspired analysis of the following issues: What kind ofprofessional identities do the teachers perform in their narratives about encountersand relationships in school? How do they position themselves in the stories andhow do others position them? How is legitimacy constructed in their stories?Conclusions from their professional life experiences are situated in Swedishschool contexts and are discussed together with theories and discourses aboutteaching as a profession, multicultural intentions, schools and social structures.The study shows diverse identity performances concerning legitimacy where theteachers perform different constructions, deconstructions, and reconstructions oftheir professional ethos. In the life stories, various positions of acceptance andresistance appear as answers to the demands of conformity.

  • 30.
    Severinsson, Susanne
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    Unga i normalitetens gränsland: Undervisning och behandling i särskilda undervisningsgrupper och hem för vård eller boende2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study examines how society handles children who for different reasons can’t manage, or be managed, in compulsory schools. Observations and interviews were made in three different settings: 1) a foster home with its own school, 2) a small school for troubled youth, and 3) a home for assessment and treatment, without its own school. Common for these arenas are that the children have been separated and set apart from regular school, and they take place on the boundary, or in the intersection between, teaching and treatment. The aims are to reveal how different discourses about troubled youth, education and treatment create possibilities and limitations in relation to the goal of the practices targets, their means, and the actors. The study is based on research into interaction, daily life, and processes of identity transformation. The data is collected by ethnographic methods in the form of participant observations, and the analysis is informed by discourse analysis. In these communicative practices, educators and social workers were active in an area of research that is intimately related to identity. Analysis of everyday situations in pedagogical and social practices provides valuable knowledge for understanding what is going on in this practices and what the implications are for the actors. Examinations of the studied children’s environments and activities reveal the different emphases of efforts addressing the children’s needs which are informed by (connected to) the use of different discourses. The use of informal settings, playfulness, humour, and body contact help maintain consensus and build relationships. The relationships provide a basis for exerting influence. To offer support is also a means by which the young people can be controlled. Two strategies care and control are found to be linked in what Foucault describes as an exercise of pastoral power. These relationships are also the basis for intersubjectivity, that is, shared knowledge of the situation, including self-knowledge of the actors involved. The emphasis on informal environments and flexibility in interpreting the situation allows negotiation about who the children are and what they are expected to become. The balance in child welfare activities between coercion and free choice can be described as a balancing act in which employees have great responsibility for the children. The study discusses how different discourses affect young people’s identity. Considering the various working methods based on different discourses together with the specific child welfare activities suggests that there are several different ways to define the problem situation affecting the children; the children are in this way exposed to a number of troubled identities. The results also indicate that the children can refuse to make these identities their own. The children are actors who become visible through their resistance to what threatens their motives and through what is at stake for them, that is, their normality. Interviews with children have identified possible alternative identities that depend on repertoires of identities, in which some constructions are seen as more normal than others. The children prefer seeing themselves with friends at school and as pupils in school.

  • 31.
    Sparrlöf, Göran
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Vi manliga lärare: Folkskolans lärare och lärarinnor i kamp om löner och arbetsområden 1920-19632007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Mellan 1920 och 1963 var den svenska folkskollärarkåren delad i ett manligt och ett kvinnligt folkskollärarförbund. Förhållandet mellan dessa var spänt och öppna konflikter förekom, men 1946 tystnade polemiken. I stället inledde förbunden ett samarbete, som slutligen resulterade i en sammanslagning. Avsikten med denna avhandling, som främst är skriven ur det manliga förbundets perspektiv, är att utreda varför lärarinnorna inledningsvis uppfattades som motståndare och varför de efter 1946 omtolkades till önskvärda samarbetspartners.

    Det använda källmaterialet utgörs i första hand av lärarförbundets tidningar samt av arkivmaterial från deras styrelser och kongresser. I dessa texter har tankar och föreställningar eftersökts, vilka kan ge förståelse för varför förbunden, och då främst det manliga,. Agerade så som de gjorde. Genom att anlägga ett konfliktperspektiv har det också varit möjligt att i den framförda polemiken och argumenteringen analysera fram olika framställningar om ”vi och dem”, det vill säga manliga och kvinnliga lärare. Centrala begrepp i framställningen är Pierre Bourdieus fält- och kapitelbegrepp samt genus och identitet. Vidare har de i sociologen Frank Parkin’s teori om social closure ingående begreppen stångning och inträngning kommit tillanvändning.

    Den viktigaste konfliktorsaken före 1946 var lönesystemet, som gav männen högre lön än kvinnorna. I försvaret av detta system utgick det manliga förbundet från föreställningen att männen i kraft av sitt kön representerade en överlägsen arbetskraft. Vidare ansåg sig de manliga lärarna behöva högre lön eftersom de var familjeförsörjare. Likalönen infördes emellertid och den var fullt genomförd 1942. Vidare argumenteras i avhandlingen för att den vid 1940-talets slut påbörjade enhetsskolreformen bidrog till att de manliga och kvinnliga folkskollärarförbunden började samarbeta med varandra. I den framväxande enhetsskolan, som i färdigt skicka kallades grundskolan, konkurrerade folkskollärarna med andra lärargrupper och arbetsområden och tjänsteunderlag. Det blev då viktigast att samarbeta än att hålla gamla motsättningar vid liv. Detta åtföljdes av en underförstådd genuskonstruktion i vilken den manliga och kvinnliga folkskollärarna hade samma kompetens. I slutkapitlet noteras att ojämlikheten mellan könen fanns kvar i den nya skolan, men att den hade tagit sig nya former.

  • 32.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.

    List of papers
    1. Visual Storytelling applied to educational world statistics
    Open this publication in new window or tab >>Visual Storytelling applied to educational world statistics
    2011 (English)In: EDULEARN11 Proceedings, IATED , 2011, p. 983-992Conference paper, Published paper (Other academic)
    Abstract [en]

    The paper focuses on the most ancient of social rituals: “storytelling” – exemplified through telling a geovisual analytics story about a country’s development over time and shape the measure of economic growth and well-being, applied in an educational setting to 1) customize a geovisual analytics application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. Our tool “World Statistics eXplorer” with a database link to the public World dataBank with more than 400 indicators for 1960-2009 will help to improve the students knowledge and understanding of a variety in national demographics, healthcare, environment and economic structures and their performances over a longer time period. Teachers might be able to, individually and together, develop a dynamic teaching material about the progress in the world through storytelling accessed on the Web. Students will be able to, with help of powerful geographical statistics, explore statistical relations on their own. A better understanding of how educators and their students can elicit deeper user understanding and participation by exploiting dynamic web-enabled statistics visualization is of importance. Together with the associated science of perception and learning in relation to the use of multidimensional spatio-temporal statistical data this will contribute to the research fields of geovisual analytics as well as educational science. 

    Place, publisher, year, edition, pages
    IATED, 2011
    Keywords
    geovisual analytics education, web-based learning, statistics visualization, statistics database, world databank
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-92568 (URN)978-84-615-0441-1 (ISBN)
    Conference
    3rd International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July, 2011
    Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2015-02-02Bibliographically approved
    2. Educating official statistics using geovisual analytics storytelling methods
    Open this publication in new window or tab >>Educating official statistics using geovisual analytics storytelling methods
    2010 (English)In: INTED2010 Proceedings / [ed] L. Gómez Chova, D. Martí Belenguer, I. Candel Torres, IATED, Valencia, Spain: International Association of Technology, Education and Development (IATED) , 2010, p. 2736-2747Conference paper, Published paper (Refereed)
    Abstract [en]

    Official statistics are used as a more or less important background for decisions especially in public planning and policy making. However, in education, official statistics are much less recognized and used than they could be and among the informed public they are even less used. Web-enabled Geovisual Analytics is a technique that can help illustrating spatio-temporal statistical data which for the eye are hard to uncover or even are not possible to perceive or interpret. We introduce novel “storytelling” means for the educator to 1) select any spatio-temporal and multidimensional national or sub-national statistical data, 2) explore and discern trends and patterns, 3) then orchestrate and describe metadata, 4) collaborate with colleagues to confirm and 5) finally publish essential gained insight and knowledge embedded as dynamic visualization “Vislet” in blogs or wikis with associate metadata. The educator can guide the reader in the directions of both context and discovery while at the same time follow the analyst’s way of logical reasoning. This emerging technology could in many ways change the terms and structures for learning, especially for the young generation. A better understanding of how educators and students can exploit visualization and its associated science of perception and learning is the focus of this paper in relation to the use of official statistical data. The results show that the geovisual analytics can be effective for students and it is easy for them to understand and control the interactive tools. It is sufficient for supporting the apprehension of connections between different kinds of statistical data. The user satisfaction and learning possibilities are extensive.

    Place, publisher, year, edition, pages
    Valencia, Spain: International Association of Technology, Education and Development (IATED), 2010
    Keywords
    Distributed/network graphics, Interaction Techniques, Applications
    National Category
    Computer and Information Sciences Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-67465 (URN)978-84-613-5538-9 (ISBN)
    Conference
    INTEC 2010, International Technology, Education and Development Conference, 2010, March 8-10, Valencia, Spain
    Available from: 2011-04-14 Created: 2011-04-13 Last updated: 2018-01-12Bibliographically approved
    3. How Can We Study Learning with Geovisual Analytics Applied to Statistics?
    Open this publication in new window or tab >>How Can We Study Learning with Geovisual Analytics Applied to Statistics?
    2012 (English)In: Future Internet, ISSN 1999-5903, E-ISSN 1999-5903, Vol. 4, no 1, p. 22-41Article in journal (Refereed) Published
    Abstract [en]

    It is vital to understand what kind of processes for learning that Geovisual Analytics creates, as certain activities and conditions are produced when employing Geovisual Anlytic tools in education. To understand learning processes created by Geovisual Analytics, first requires an understanding of the interactions between the technology, the workplace where the learning takes place, and learners’ specific knowledge formation. When studying these types of interaction it demands a most critical consideration from theoretical perspectives on research design and methods. This paper first discusses common, and then a more uncommon, theoretical approach used within the fields of learning with multimedia environments and Geovisual Analytics, the socio-cultural theoretical perspective. The paper next advocates this constructivist theoretical and empirical perspective when studying learning with multiple representational Geovisual Analytic tools. To illustrate, an outline of a study made within this theoretical tradition is offered. The study is conducted in an educational setting where the Open Statistics eXplorer platform is used. Discussion of our study results shows that the socio-cultural perspective has much to offer in terms of what kind of understanding can be reached in conducting this kind of studies. Therefore, we argue that empirical research to analyze how specific communities use various Geovisual Analytics to evaluate information is best positioned in a socio-cultural theoretical perspective.(This article belongs to the Special Issue Geovisual Analytics)

    Keywords
    Geovisual Analytics; geovisualization; multiple representations; multimedia learning environment; learning studies; socio-cultural theoretical perspective; empirical methods
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-92567 (URN)10.3390/fi4010022 (DOI)
    Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2017-12-06Bibliographically approved
    4. Understanding education involving geovisual analytics
    Open this publication in new window or tab >>Understanding education involving geovisual analytics
    2013 (English)In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, p. 283-300Article in journal (Refereed) Published
    Abstract [en]

    Handling the vast amounts of data and information available in contemporary society is a chal-lenge. Geovisual Analytics provides technology designed to increase the effectiveness of infor-mation interpretation and analytical task solving. To date, little attention has been paid to the rolesuch tools can play in education and to the extent to which they can process actionable data for students. The aim of this paper is to examine students’ learning activities involving a GeovisualAnalytics tool in order to understand education in such settings. The paper builds on a study con-ducted in three public primary schools in grades 4 through 6. The implemented technology wasused in four different social science classes, each for a period of two to four weeks. Empiricaldata were collected via video observations and speak-aloud interviews conducted using softwarethat allows recordings by computer webcams and captures the actions on the computer screen.The interactions were analyzed, applying constructs and metaphors developed by Latour. Theresults indicate that, together, the data-rich setting and the students create intelligibility, whereknowledge emerges from heterogeneously constructed networks. These show that learning iscomplex in character, continuously ongoing in an intertwined, multimodal, multiple, and content-focused mode.

    Place, publisher, year, edition, pages
    Informing Science Institute, 2013
    Keywords
    Geovisual Analytics; data; visual storytelling; learning activities; multiple learning;education, educational practices
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-99443 (URN)
    Funder
    Swedish Research Council, No. 721-2007-3671Knut and Alice Wallenberg Foundation
    Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2017-12-06Bibliographically approved
    5. Learning Conditions in Education Supported by Geovisual analytics
    Open this publication in new window or tab >>Learning Conditions in Education Supported by Geovisual analytics
    2014 (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this paper is to understand emerging learning conditions, with a focus on complexity, in primary schools social science education, when a geovisual analytics’ visual storytelling methods are employed. To date, little attention has been paid to the role geovisual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for pupils in school. This study was conducted in three public primary schools, in four different social science classes, with pupils aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations. The learning conditions are distinguished by broad complexity emerging from the actors’ deeply intertwined relations in the activities. The paper argues that novel approaches to teaching and learning could benefit pupils’ knowledge building as they work with and analyse visualised data.

    Keywords
    Geovisual analytics; visual storytelling, data communication; task characteristics; data use; complexity; analytical reasoning
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-106884 (URN)
    Available from: 2014-05-23 Created: 2014-05-23 Last updated: 2015-02-02Bibliographically approved
  • 33.
    Stoewer, Kirsten
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    English Hemspråk: Language in Interaction in English Mother Tongue Instruction in Sweden2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis investigates teacher-student interaction in English mother tongue instruction (MTI), offered within mainstream education to English heritage language students in Sweden. In particular, it examines the type of language work that was in focus during the lessons and the ways teacher and students engaged in the language work in situ. The study is based on approximately thirty hours of video-recordings of three groups of students who attended the lessons with the same teacher, at two Swedish schools. The students in the groups ranged from age six to fifteen. Using an ethnomethodological conversation analytic framework, the thesis analyzes the situated ways that teacher and students co-constructed what aspects of language were topicalized and how this was accomplished.

    The empirical studies shed new light on the dynamic connections between pedagogy and the emergent practices through which MTI is achieved. From the analysis, vocabulary emerged as a prominent feature of the lessons, where the teaching of form, meaning and use of lexical items variously grew out of both planned and unplanned activities. Hence, the empirical studies explore different aspects of vocabulary work. The studies also discuss the role of the local availability of both English and Swedish in shaping the types of practices that took place at the MT lessons.

    List of papers
    1. What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
    Open this publication in new window or tab >>What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
    2018 (English)In: Conversation Analysis and Language Alternation: Capturing transitions in the classroom / [ed] Anna Filipi and Numa Markee, John Benjamins Publishing Company, 2018, p. 83-106Chapter in book (Refereed)
    Abstract [en]

    The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter.

    Place, publisher, year, edition, pages
    John Benjamins Publishing Company, 2018
    Series
    Pragmatics & Beyond New Series, ISSN 0922-842X ; 295
    Keywords
    Language alternation, mother tongue instruction, translation requests, English as a heritage language, conversation analysis, vocabulary teaching, transitions
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-152855 (URN)10.1075/pbns.295.05sto (DOI)9789027201409 (ISBN)9789027263575 (ISBN)
    Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2018-11-23Bibliographically approved
    2. Impromptu vocabulary work in English mother tongue instruction
    Open this publication in new window or tab >>Impromptu vocabulary work in English mother tongue instruction
    2019 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 2, p. 123-150Article in journal (Refereed) Published
    Abstract [en]

    This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted.

    This collection-based study uses conversation analysis to examine video recordings of fairly advanced heritage speakers of English from English mother tongue instruction classes in Sweden. The analyses reveal a variety of ways in which the teaching trajectories arise: the teacher’s substitution requests for a more appropriate word; a student’s naming and word-confirmation requests; the teacher’s or a student’s translation and meaning requests. A third of these requests were initiated by a student. The trajectories then developed collaboratively and were tailored to the local context to address issues of meaning, form and use. Establishing the meaning of a word frequently involved (and could combine) requesting/providing, e.g., definitions and translations. Form could be targeted by carefully enunciating topicalised lexis or writing it on the board, and vocabulary use was typically elaborated by contextualising words and sometimes by exploring collocations.

    Place, publisher, year, edition, pages
    Routledge, 2019
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-152856 (URN)10.1080/19463014.2018.1516152 (DOI)000472542600001 ()
    Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2019-08-07Bibliographically approved
  • 34.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Framing Education: Doing Comics Literacy in the Classroom2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.

    List of papers
    1. Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
    Open this publication in new window or tab >>Speak of the bubble - constructing comic book bubbles as literary devices in a primary school classroom
    2016 (English)In: Journal of Graphic Novels and Comics, ISSN 2150-4857, E-ISSN 2150-4865Article in journal (Refereed) Published
    Abstract [en]

    This article investigates teachers’ and pupils’ use of speech and thought bubbles in a classroom literacy project involving comics. Through studying video data on naturally occurring classroom interaction whereby participants in Grade 3 (ages 9–10) talk about bubbles, the aim of this article is to increase knowledge of how bubbles are constructed as devices of literacy. The analysis focuses on the action-oriented aspects of discursive psychology: emphasis, word repetition, uptake and the use of signs, symbols, and text in the comics. Results show how participants negotiate combinations of shapes, symbols and text to construct common knowledge concerning bubbles. Furthermore, teachers use pupils’ drawn bubbles, adding to them a variety of multimodal expressions, thereby illustrating how narrative focalization and character prosody are constructed in the reading of comics. The study of how bubbles are constructed contributes to a larger theme of studying classroom instruction using comics as resources for doing literacy.

    Keywords
    classroom interaction, comics, discursive psychology, literacy didactics, speech bubbles
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-133848 (URN)10.1080/21504857.2016.1270221 (DOI)
    Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2017-11-29Bibliographically approved
    2. Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
    Open this publication in new window or tab >>Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom
    2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 819-838Article in journal (Refereed) Published
    Abstract [en]

    This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.

    Place, publisher, year, edition, pages
    Routledge, 2019
    Keywords
    Classroom studies, Comic Books, Comics, Discursive Psychology, Education, Literacy, Multimodality, Narrative theory, Diskursiv psykologi, Klassrumsstudier, Litteracitet, Multimodalitet, Serietidningar
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-147607 (URN)10.1080/00313831.2018.1452290 (DOI)000479216200001 ()2-s2.0-85045421306 (Scopus ID)