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Liljestrand, J. (2019). Community Consultation. In: Ipgrave, Julia (Ed.), Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions. Springer
Open this publication in new window or tab >>Community Consultation
2019 (English)In: Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions / [ed] Ipgrave, Julia, Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29310 (URN)
Note

Forthcoming

Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2019). Dialogue Discussion Group. In: Ipgrave, Julia (Ed.), Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions. Springer
Open this publication in new window or tab >>Dialogue Discussion Group
2019 (English)In: Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions / [ed] Ipgrave, Julia, Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29309 (URN)
Note

Forthcoming

Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2019). Fryshuset Centre, Stockholm. In: Ipgrave, Julia (Ed.), Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions. Springer
Open this publication in new window or tab >>Fryshuset Centre, Stockholm
2019 (English)In: Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions / [ed] Ipgrave, Julia, Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29307 (URN)
Note

Forthcoming

Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J., Carlsson, D. & Thalén, P. (2019). Images of Christianity in teaching materials for the Swedish compulsory school. In: : . Paper presented at Nordic Conference of Religious Education, 11-14 June 2019, Trondheim, Norway.
Open this publication in new window or tab >>Images of Christianity in teaching materials for the Swedish compulsory school
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objective to teach Christianity is stated in the Swedish national syllabus for RE since the very beginning of compulsory school. Actually, the syllabus from a decade ago states teaching both about, and in, the Lutheran catechesis – a mission that was successively replaced by biblical studies and later developed into the subject “Religionskunskap”. The latter in which Christianity was only one of several (foremost world-)religions and prominent views of life. However, the mission to pay a certain weight to Christianity has survived although in a new and (post)secular context. The privilege of Christianity is today typically motivated by its cultural position rather than from a religious or moral rationale. 

In the Swedish context, in which Religionskunskap is a mandatory school subject, students are engaged in teaching and learning Christianity back and forth during their compulsory period of school. Widening the context from the school system, there has been debates regarding the status of Christianity in the Swedish RE syllabus. A common argument in defence of the privileged position of Christianity is the importance of a “Christian common heritage”. One way to address how students are engaged with Christianity on the arena of compulsory education is to investigate teaching materials currently used in school. The purpose of our paper is to investigate the depiction of Christianity in current and widely used Swedish teaching materials. Using discourse analysis, prominent and dominating discourses will be revealed. The results from the analysis will be used to reflect on and discuss the position of Christianity in Swedish schools within a cultural-historical context in Sweden and Europe.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29200 (URN)
Conference
Nordic Conference of Religious Education, 11-14 June 2019, Trondheim, Norway
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2019). Maintaining and Transforming Bridging Capital in a Swedish Interreligious Youth Project. In: Ipgrave, Julia (Ed.), Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions. Springer
Open this publication in new window or tab >>Maintaining and Transforming Bridging Capital in a Swedish Interreligious Youth Project
2019 (English)In: Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions / [ed] Ipgrave, Julia, Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29305 (URN)
Note

Forthcoming

Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2019). Spatial Dimension: Concluding Chapter Imagined Meaning, Embodied Meaning, Contested Meaning. In: Ipgrave, Julia (Ed.), Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions. Springer
Open this publication in new window or tab >>Spatial Dimension: Concluding Chapter Imagined Meaning, Embodied Meaning, Contested Meaning
2019 (English)In: Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions / [ed] Ipgrave, Julia, Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29308 (URN)
Note

Forthcoming

Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2019). The Church Area of Fisksätra, Stockholm. In: Ipgrave, Julia (Ed.), Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions. Springer
Open this publication in new window or tab >>The Church Area of Fisksätra, Stockholm
2019 (English)In: Interreligious Engagement in Urban Spaces: Social, material and ideological dimensions / [ed] Ipgrave, Julia, Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29306 (URN)
Note

Forthcoming

Available from: 2019-02-18 Created: 2019-02-18 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2018). Child- and subject orientation in Swedish preschool teachers’ practical reasoning. In: : . Paper presented at ECER, "Inclusion and Exclusion, Resources for Educational Research?", 3 - 7 Sept 2018, Bolzano, Italy.
Open this publication in new window or tab >>Child- and subject orientation in Swedish preschool teachers’ practical reasoning
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Policy for the Swedish preschool has successively adapted its goals in order to prepare for the school system. Åsén & Roth (2012) finds support for a change in Swedish preschool policy and practice towards the culture of school. Support for this change is also found in studies about Swedish preschool teachers increasingly highlighting learning as a basic activity in their work (e.g. Alatalo et al 2016; Alvestad & Berge 2009; Westman & Bergmark 2013; Löfdahl & Perez 2009). Such transformations of early childhood education is not unique for Sweden; tensions between child centered- and subject focused goals, has for a long time been a characteristic in early childhood curricula in Europe. This contribution intends to shed light on this curricular relationship through scrutinizing the professional talk of preschool teachers.

Since 2011 “Teaching” has been established as a new mission in the preschool and since 2010 subjects like math, science and Swedish language has been added to the national syllabus. By adding these goals, Swedish preschool now shares some general goals with the preschool class – the latter in which most of six year old children participate – and the comprehensive school. However, the Swedish preschool still has to conduct the tradition of being child- and play centered, according to its national syllabus; thus being kept within boundaries as more or less distinct from the school system. Simultaneously, the current approaching to the school system has become more accentuated ever since the national syllabus was introduced 1998 (Folke Fichtelius 2008). Swedish preschool teachers attempts to include children’s interests while paying attention to the national goals is studied by Thörner (2016) focusing (mainly) on recorded everyday situations. An important issue is how these policy changes are approached by the professionals by highlighting on their professional reasoning, regarding the purpose of the preschool in their everyday work.

In this paper, professional reasoning is approached from the perspective of teachers as social actors in everyday life, shaped by but also re-shaping, the policy context(s) of the preschool. An important dimension of the curriculum is constituted by teachers as curriculum makers (cf. Cuban 1992), in that every curriculum is dependent on how teachers interpret policy in relation to their everyday work. The purpose of this paper is to investigate preschool teachers’ professional talk focusing on the relationship between child- and subject orientation. Discourse analysis will be used an analytic tool focusing on how everyday discourse people borrows from cultural repertoires stemming from a culture’s common-sense way of talking (Potter & Wetherell 1987). The reasoning of the preschool teachers will further analyzed in relation to the policy context foremost formulated on state- and municipal level during the conversation with the preschool teachers. 

Method

In order to address complexities of professional reasoning, qualitative interviews performed in the environment of the preschools was done (Potter & Wetherell 1987). 10 preschool teachers participated addressing their specific socio-geographic environment (approximately 50 minutes each). The volume of this sample has been judged as sufficient for the analytic purpose of discerning patterns of complex dilemmatic reasoning across both within individual interviews, and through comparison (of dilemmatic reasoning) between the teacher interviews.  In order to approach teachers’ everyday reasoning the interviews were designed as semi-structured conversations between the preschool teachers and me as a teacher educator, explicitly asking for access with the professional field. An interview guide was sent beforehand and read by all (except for one) preschool teachers before the interview was performed. The preschool teachers were informed about the project including their rights regarding participation, anonymization and proper storing of the data. Data was collected in a variety of social-cultural environments such as middle class areas with high amount cultural and economic capital (n=4/10); multi-ethnical areas with low(er) amount cultural and economic capital (n=5/10) and one mixed area regarding amount cultural and economic capital (n=1/10). 7 preschools was visited, whereof 3 preschools including 1 teacher responsible for educational development and 1 teacher without such a responsibility. However, no typical features characterized the preschool teachers with responsibility for educational development. The interviews were all transcribed verbatim. The interview guide addressed the preschool as preparing for school vs representing a tradition within its own right; experiences of the children vs focus on subject goals; how the preschool teacher was working with the school-like goals and how goals were documented; the latter addressing teacher everyday work (Sheridan et al 2011).  The interview transcript was read systematically, paying notice to relations regarding child, subject- and teacher orientations, i.e. themes where the teachers were focusing on basic values for preschool education. In the preliminary analysis of each interview, dilemmas on the (i) global level, i.e. through the whole transcript, and on (ii) local level within utterance and/or interaction sequence level, was focused.  In line with Potter & Wetherell (1987), discernment of characteristic linguistic repertoires recognizable from established pedagogical traditions has also been highlighted. Examples of linking the two dimensions were also noted.

Expected Outcomes

Regarding the purpose of the preschool, when the “child” and comparisons with school was topicalized, the preschool teacher´s draws on child-centered repertoires. Boundaries of child- respective subject centeredness are manifested when comparing preschool with school.  However, when school-like ”goals” in the syllabus is focused, teacher-centered repertoires were instead prominent, in which boundaries distinguishing preschool from school was dissolved. These opposing themes (cf. Wetherell et al. 2001) are mostly located in different contexts (within the individual interview) appearing as two different and parallel logics, rather than as one coherent logic. Thus, to address relations between preschool and school implied boundary talk, while addressing subject knowledge in the syllabus – sometimes related to future participation in school – did not. Dilemmatic tensions are also manifested locally i.e. within many sequences and utterances. Talk addressing the general purposes of preschool could be interpreted as local answers to top-down state policy due to its proper affirmations of different directives in the policy texts (cf. Biesta et al 2017).  However, connections between children’s experiences and school-like subjects were also formulated in the language of everyday work, such as listening for children’s initiatives and developing themes, more or less corresponding to content knowledge in the syllabus with interests within the group of children. This professional talk is expressed in temporal modes, like “first… and then” and focused on both children and the goals in the syllabus. Thus, the child- and subject foci do not appear only as separated but also as co-present and related to teacher judgement (Author 2014) when everyday professional work is addressed; i.e. themes of content knowledge and being continually sensitive to interests of the children. Such professional reasoning could be interpreted as creative ways of handling tensions implicitly present in the national syllabus, regarding the general purpose(s) of the preschool.

References

Alatalo, T, Meier, J & Frank, E (2016) Transition between preschool and preschool class: A question about interweaving care and Knowledge. Early Childhood Educational Journal, 44: 155.

Alvestad, M & Berge, A (2009) Svenske førskolelærere om læring i planlegging og praksis relatert til den nasjonale læreplanen. [Swedish preschool teachers on planning and praxis in relation to the national syllabus]. Nordisk barnehageforskning [Nordic early childhood education research] (2), 57–68.

Author (2014) ---------------

Biesta, G, Priestley, M & Robinson, S (2017) Talking about education: exploring the significance of teacher´s talk for teacher agency. Journal of Curriculum Studies. 49:1, 38-54.

Cuban, L (1992) Curriculum stability and change. In Jackson, Philip (ed.) Handbook of Research on Curriculum. American Educational Research Association, 216-247.

Folke-Fichtelius, M (2008). Förskolans formande: statlig reglering 1944-2008. [The shaping of preschool. State regulation 1944-2008] Diss. Uppsala: Uppsala universitet.

Löfdahl, A & Pérez, H (2009) Between control and resistance: planning and evaluation texts in the Swedish preschool. Journal of Education Policy, 24, 4, 393-408.

Potter, J & Wetherell, M (1987) Discourse and social psychology: Beyond attitudes and behaviour. London: Sage.

Sheridan, S, Williams, P Sandberg, A & Vourinen (2011) Preschool teaching in Sweden – a profession in change. Educational Research, 53: 4, 415-437.

Thörner, A (2016) ”Vi kan inte bara utgå från barnens intresse”. Pedagogers guidning av barns intresse i förhållande till förskolans målstyrning. [”We cannot only base it on the children's interest” - Educators guidance of children's interest in relation to goals and guidelines.] Högskolan i Borås.

Westman, S & Bergmark, U (2014) A stengthened teaching mission in preschool: teachers´experiences, beliefs and strategies. International journal of early years education. Vol. 22, No. 1, 73-88. 

Wetherell, M,Taylor, S & Yates,S (2001) Discourse as Data: A Guide for Analysis. London, UK: Sage.

Åsén, Gunnar & Vallberg Roth, Ann-Christine (2012) Utvärdering i förskolan: en forskningsöversikt. [Evaluation in preschool: reveiw of research ] Stockholm: Vetenskapsrådet.

Keywords
Preschool teachers; professional everyday talk; child- and subject centeredness; dilemmas
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-26410 (URN)
Conference
ECER, "Inclusion and Exclusion, Resources for Educational Research?", 3 - 7 Sept 2018, Bolzano, Italy
Available from: 2018-04-08 Created: 2018-04-08 Last updated: 2019-03-02Bibliographically approved
Elm, A. & Liljestrand, J. (2018). Documentation between local professionalism and accountability – a case from the Swedish preschool. In: : . Paper presented at ATEE Annual Conference 2018: A future for all – teaching for a sustainable society, 20th–22nd August 2018, University of Gävle, Gävle, Sweden.
Open this publication in new window or tab >>Documentation between local professionalism and accountability – a case from the Swedish preschool
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Documentation of pedagogical practise has become a vibrant issue through its relationship with educational policy- and government in many national contexts. Documentation is also regularly used as a tool for local, collegial development, not necessarily driven by the external demands for accounting educational outcomes. Against this background, the practise of documentation could be related to different modes of teacher professionalism; outside-in-professionalism, characterized by teachers as responding to external and standardized demands, and inside-out-professionalism characterized by teachers  as responding to complexity and change, through qualified judgment.   

Although documentation is regularly employed as a tool for local, collegial development, the responsibility for documentation commissioned by educational authorities remains an assignment, coming with consequences for how to relate this self-initiated local documentation to the demands of the educational authorities. The purpose of this presentation is to investigate the tension, between documentation based in inside-out-professionalism and outside-in-professionalism, by means of a case study from the Swedish preschool.  Our research questions reads: how do external demands of documentation impact on the collegial conditions of documenting practise? How do professional conditions of documenting impact on the external demands of documentation?

Our analytical point of departure proceeds from the assumption that documentation is shaped from certain positions, interests and perspectives (Vallberg Roth 2012), including the crossing between different interests and logics within educational institutions.  A qualitative case study of one preschool setting in which a long term documentation has been performed, using CoRe (pedagogical content representation) has been adapted as an approach for teaching science, in a practice based research collaboration project, will be related to intentions from the municipality. The gathering of data includes participant observations in preschool and interviews with participating preschool teachers, at municipal briefings, interviews with responsible parties representing the local preschool as educational agency, and by collection of documents. 

The expected outcomes of our study indicate that preschool teachers are acting between norms of designing documentation from their professional and local interests and that of adapting to the interests of the educational agencies. The first norm is based in their collegial self-defined needs (in collaboration with the researchers) for teaching science in preschool, mainly by teaching science and technology themes, paying attention to preschool children’s responses to science and technology content.  The second norm is characterised by accounting for national goals in the national syllabus, in ways corresponding with the national school system.  The preschool teachers respond to this latter assignment through (professional) deliberations, aiming to deliver material from their everyday work to the agency, while simultaneously keeping the integrity of their own work as separated from the assignment of the agency. These local deliberations and decisions will further be analysed in terms of the dynamic between the two modes of professionalism mentioned above, in light of the local policy context.      

Our project shed light on conditions shared with several European countries regarding possibilities for sustainable teacher development within broader contexts of demands for accountability impacting on teachers professional work.   

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-26645 (URN)
Conference
ATEE Annual Conference 2018: A future for all – teaching for a sustainable society, 20th–22nd August 2018, University of Gävle, Gävle, Sweden
Available from: 2018-05-29 Created: 2018-05-29 Last updated: 2019-03-02Bibliographically approved
Liljestrand, J. (2018). Educating for critical, sustainable learning in early years – policy expectations and practical deliberations among Swedish preschool teachers. In: : . Paper presented at ATEE Annual Conference 2018: A future for all – teaching for a sustainable society, 20th–22nd August 2018, University of Gävle, Gävle, Sweden.
Open this publication in new window or tab >>Educating for critical, sustainable learning in early years – policy expectations and practical deliberations among Swedish preschool teachers
2018 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-26631 (URN)
Conference
ATEE Annual Conference 2018: A future for all – teaching for a sustainable society, 20th–22nd August 2018, University of Gävle, Gävle, Sweden
Available from: 2018-05-26 Created: 2018-05-26 Last updated: 2019-03-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4439-6169

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