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  • 1.
    Adén, Emma
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Barns delaktighet i högläsningen i förskolan: En intervjustudie avseende barns delaktighet i högläsningen genom ett förskollärarperspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att genom sex intervjuer med förskollärare från olika förskolor med olika förutsättningar, undersöka hur förskollärarna upplever att barnen får vara delaktiga och ha inflytande i högläsningen. Resultatet visar att de flesta förskollärare använder sig av liknande metoder för att ge barnen delaktighet och inflytande i högläsningen. Dessa metoder kan vara att låta barnen vara med och välja böcker, att samtala med barnen kring den lästa boken samt att utgå från barnens intressen när man väljer böcker till avdelningen. Resultatet visade även att det finns hinder för barnens delaktighet i läsvilan. Dessa hinder kan vara att en del barn tappar koncentrationen på boken om läsningen blir avbruten för frågor eller andra kommentarer. Ett annat hinder kan även vara den tidsbrist som vissa förskollärare känner finns för den spontana högläsningen. Genom denna studie framkom hur förskollärarna upplever att de arbetar med delaktighet och inflytande i högläsningen samt att de upplever att barnen själva gör sig delaktiga i högläsningen genom att till exempel ställa frågor angående boken under läsningen.

     

  • 2.
    Ahrreman, Jonna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Näsberg, Johanna
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Inflytande och delaktighet i förskolan: en studie om yngre barns möjligheter och rättigheter2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate young children’s possibility to participation and influence in preschool settings. The specific questions were:  If and how do preschool teachers work with young children's influence and participation? In what way is the preschool teachers approach closely related to young children's opportunity to influence and participate? The results show that preschool teachers do work with young children’s influence and participation by keeping them involved in the preschool settings and considering their interest when planning the activities. The teachers also interpret the children’s ability to express their wishes and needs through nonvocal communication such as gestures and body language. The teacher's approach was shown as closely connected to the children opportunity to influence and participate in consideration to how close the teacher was to the child’s perspective and how they viewed the child. In summary this study concludes that the children’s ability to exert influence and participation will increase by endeavouring to come close to the child’s perspective and balancing the routines of the preschool settings as well as taking the child’s individuality into consideration.

  • 3.
    Akander, Jan
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Energy system.
    Morberg, Åsa
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Sustainability of world heritage: who inherits the ownership of decorated farmhouses of Hälsingland?2017In: A Good Life for All: Essays on sustainability celebrating 60 years of making life better / [ed] Fagerström, Arne and Cunningham, Gary M., Mjölby: Atremi AB , 2017, 1, 139-161 p.Chapter in book (Other academic)
    Abstract [en]

    This chapter discusses sustainability of Sweden’s most recent World Heritage (WH) site, the Decorated Farmhouses of Hälsingland. A general overview presents what WH is, why it is special and why it should be preserved for future generations. The views of WH farm owners on managing a WH site and how they feel about the task have been assessed. WH must be preserved for future generations and it is necessary for the farms to interact sustainably with their local communities. Most WH farms are privately owned and have been within the same family for centuries. Will this continue in the future or are there problems with succession?

  • 4.
    Ammert, Niklas
    et al.
    Faculty of Arts and Humanities, Linnaeus University, Sweden.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Löfstrom, Jan
    History and Social Studies Education, University of Helsinki, Finland.
    Sharp, Heather
    School of Education, University of Newcastle, Australia.
    Bridging historical consciousness and moral consciousness: promises and Challenges2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 1, 1-13 p.Article in journal (Refereed)
    Abstract [en]

    This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.

  • 5.
    Andersson, Camilla
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Lek och lärande som utvecklar: Samlärande i fritidsverksamheten2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna forskningsstudie är att utläsa om och i vilka sammanhang samlärande sker under fritidsverksamheten. Samt att söka svar på om miljö och inställningar hos de vuxna gynnar samlärandet eller om dessa är ovidkommande för samlärande mellan barn, och att finna ut vad som utmärker samlärande mellan barn. Samlärande står för lärande mellan människor, kulturer, miljöer och diskurser.

    Detta är en kvalitativ studie med teoretisk ansats. Fokus ligger på essensen hos fenomenet. Studien är baserad på litteratur inom området samt observationer ute på fältet, kvalitativa intervjuer med verksamma fritidspedagoger/lärare och enkätsvar från 108 fritidspedagoger/lärare runt om i Sverige.

    I studien kan det tydligt utläsas att samlärande förekommer under fritidsverksamheten. Barn lär av varandra genom att iaktta, imitera men även genom att lyssna, diskutera och ställa frågor. Det lärande som sker mellan barn påverkas av pedagogers inställning och agerande samt att en gynnsam miljö berikar barns lärande på flera plan. Samlärande sker i många situationer men i studien framkommer att det främst är under den fria leken som man kan utläsa att samlärande sker.

  • 6.
    Andersson, Christina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Strömberg, Maria
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Språkutveckling i förskolan: En studie om förskolans arbete för att stödja flerspråkiga barns språkutveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur förskollärare arbetar för att stödja flerspråkiga barns språkutveckling men också hur flerspråkiga barns modersmål synliggörs i förskolan. För att besvara syftet har intervjuer med förskollärare från tre förskolor i tre kommuner genomförts samt dokumentation av deras lärandemiljöer. Dessa förskolor valdes ut för att de alla har en hög andel barn med annat modersmål än svenska och att de profilerar sig som mångkulturella förskolor. Som tolkningsverktyg användes det sociokulturella perspektivet vilket utgår från att allt lärande är socialt och sker i samspel med andra människor.

    Resultatet av arbetet påvisade en stor variation av material och metoder med syfte att bidra till ett främjande av språkutvecklingen hos flerspråkiga barn. Det visade också att förskollärares intresse och engagemang är den mest betydande faktorn när det gäller arbetet med att främja språkutvecklingen hos barn med annat modersmål än svenska. I studien kunde även vissa skillnader urskiljas mellan de olika kommunerna gällande de förutsättningar förskollärarna har i detta arbete.

  • 7.
    Ask, Jonas
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Malmqvist, Hans
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Synen på Män i förskolan: En genusstudie2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie var att forska kring hur synen är på männen i förskolan, ett ämne som fortfarande kan kännas spänt och olustigt att prata om då folk både vill få in fler män i förskolan men samtidigt är rädda för att något otäckt, exempelvis pedofili ska drabba barnen. Tidigare forskningar i ämnet har gjorts kring manlighet och kvinnlighet medan denna studie fokuserar mer på själva mannen som person. Det råder stor brist på material i ämnet från föräldrarnas perspektiv och därför kommer vår forskning att fokuseras mest kring detta. Genom enkäter och intervjuer har vi samlat in materialet och analyserat dem med genusperspektiv för att lättare se skillnader och likheter till tidigare forskning. Resultatet pekar på att trots ett jämställdhetstänk, där kvinnor och män har lika mycket att bidra med, lever vissa könsstereotypiska mönster och roller vidare i vår vardag.

  • 8.
    Backeby, Elina
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Thor, Lisa
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Aktiva pojkar och passiva flickor - genusnormer i berättelser: En textanalys av tre läseböcker ur ett genusperspektiv2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Skolan har ett viktigt uppdrag att motverka traditionella könsmönster och främja jämställdhet. Syftet med denna studie är att undersöka hur tre av skolans läseböcker från tre olika decennier framställer kvinnor och flickor samt män och pojkar. De tre utvalda läseböckerna är Pojken och Tigern: en Sverige-saga (1986), Djurspanarna B (2001) och Nyckeln till skatten 3B (2013). Vi har även granskat om läseböckerna svarar mot de aktuella läroplanernas krav för demokrati och jämställdhet. För att kunna analysera empirin utgick vi från Hirdmans genusteori som handlar om isärhållning av könen och hierarkin där mannen framställs som normen. Studien genomfördes med en kvalitativ textanalys med kvantitativa inslag.

     

    Resultatet visar att endast en av de tre utvalda läseböckerna svarar mot den nutida läroplanens krav att motverka traditionella könsmönster. De andra två läseböckerna främjar snarare än motverkar traditionella könsmönster då män, pojkar, kvinnor och flickor tillskrivs egenskaper och handlingar som traditionellt förväntas utifrån deras könstillhörighet. 

  • 9.
    Bengtsson, Daniel
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Fröjd Nornholm, Johanna
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Vilka behov har barn med adhd?: En websurvey med 66 föräldrars uppfattningar om deras barns behov i hemmet, skolan och fritidshemmet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out parents' perception of the needs of their children related to the diagnosis of adhd and how they, the school and the leisure center meet the needs. Through a websurvey where 66 participants participated, we have raised questions about their perceptions linked to the purpose. The result shows that parents of adhd children perceive that their children's needs are directly linked to their impaired ability to control their executive functions. Parents meet the needs by lowering their expectations and keeping routines. Support from the environment is also an important factor in meeting the needs of children. Regarding the school and the leisure center's satisfying children's needs, the views differ from the respondents. Some believe that the school and the leisure center adjust the activities based on the needs of the children, but others say that the staff lack knowledge in their treatment, which leads to the perception that the school and the leisure center do nothing at all. Our conclusion is that knowledge about the diagnosis adhd is a must to be able to work as a teacher and leisure teacher today, because at least one person in each class has adhd.

  • 10.
    Biamba, Cresantus
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Inclusion and Classroom Practices in a Swedish school : A case study of a school in Stockholm2016In: Journal of Education and Practice, ISSN 2222-1735, E-ISSN 2222-288X, Vol. 7, no 3, 119-124 p.Article in journal (Refereed)
    Abstract [en]

    The inclusion of young children with special needs with their typically developing peers has been the subject of discussion for more than three decades. There are several compelling reasons to create high-quality inclusive programs for young children with special needs in schools. Most countries supports inclusion and research has shown teachers’ ability and success in modifying activities and contexts in such a way that they facilitate the development of young children with special needs. The purpose of this paper is to discuss findings of a small scale study looking at the links between inclusion and classroom practices vis-a-vis the elementary school system in Sweden. The study indicates that local administrators and the school play a pivotal role in making inclusion work. In addition to complying with government requirements, schools and administrators and teachers in early childhood environments set the tone and philosophy of a program. The paper has attempted to look at some questions about effective inclusive education, it is important to gain insight into how inclusive education works.

  • 11.
    Biamba, Cresantus
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Towards Reaching Education Millennium Development and EFA Goals in Cameroon and Nigeria2014Conference paper (Other academic)
    Abstract [en]

    At the World Education Forum (Dakar, 2000) the international community reaffirmed its vision of Education for All (EFA) through the Dakar Framework for Action which set six major EFA goals: (i) early childhood care and education, (ii) free and compulsory primary education for all, (iii) appropriate learning and life skills for young people and adults (iv) adult literacy (v) gender parity and equality and (vi) quality of education. Four quantifiable goals were set for 2015: increasing adult literacy by 50%, ensuring universal primary education, gender parity and equality, and quality of education, measured by the survival rate to grade 5.

    While some tangible progress has been made since 2000 towards the EFA goals, many countries still lag behind. In particular, the majority of the countries which were furthest away from UPE in 2000 have made insufficient progress towards achieving free and compulsory primary education by 2015. The most significant limitations are the lack of sufficient space, resources and teachers to address the learning needs of the most disadvantaged children. National capacity to collect and process data and information for informed policymaking and implementation to hire sufficient numbers of qualified teachers is often weak. As the demand for quality teachers increases, disparities in teacher qualifications only worsens; schools and areas with better working conditions and higher salaries bid away the better qualified teachers from already difficult-to-staff schools.

    The international agenda also tends to overlook the national or local contexts; traditional, indigenous and cultural views of an education of quality, as well as of the role and status of the educator or teacher. This can lead to conceptual and empirical flaws in international research made in a non-participatory manner.

    The purpose of this paper is to review and analyze existing policies and practices that have been undertaken by the governments of Cameroon and Nigeria to address the teacher gap in basic education, indicating their commitment to the goals of Education for All.

  • 12.
    Biamba, Cresantus N.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Education for Sustainable Development in higher education : A study examining the challenges and opportunities for a teacher training programme2014Conference paper (Other academic)
    Abstract [en]

    Many years have passed since sustainable development (ESD) became world famous in the Brundtland Commission publication, “Our Common Future”; however, still many universities are unaware of it or confuse it with environmental sustainability. The ESD concept contrasts with existing teaching methods, mainly focused into resource depletion. This paper explores the perceptions of teachers and students towards including Education for Sustainable Development (ESD) into the teacher training programme in the Faculty of Education at the University of Buea, Cameroon. The main purpose of the paper  is to identify current ESD related teaching and learning in a teacher training programme and the opportunities for, and barriers to, further extensions of ESD. The results indicate that there is general support for the inclusion of ESD in the curriculum, but there is considerable uncertainty expressed by lecturers and students concerning how this can best be done. There is a general concern that additional embedding into the teacher training programme might lead to reductions in the amount of core subject matter being taught. The programme and ESD agendas are to an extent seen by lecturers and students as conflicting. ESD is viewed mainly in terms of curriculum content as opposed to the pedagogy employed.

  • 13.
    Björklund, Elisabeth
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Narrativer som skapare av identitet och mening2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, 189-214 p.Chapter in book (Other academic)
  • 14.
    Björklund, Elisabeth
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Gustafsson, Christina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Barns lärare - villkor och perspektiv på professionsutveckling2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, 234-248 p.Chapter in book (Other academic)
  • 15.
    Björklund, Elisabeth
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Gustafsson, ChristinaUniversity of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Praktiknära forskning: Barn, lärare och lärande2016Collection (editor) (Other academic)
  • 16.
    Björklund, Erika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Review of educational research within the territory of health in Swedish Ph.D.-theses during 2005-20142016Conference paper (Refereed)
  • 17.
    Björklund, Erika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Gustavsson, Maria
    Linköpings University, Linköping, Sweden.
    Review of educational research within the territory of health in Swedish Ph.D.-theses during 2005-20142016Conference paper (Refereed)
    Abstract [en]

    According to Kickbusch (2007), lately health has grown in societal significance to such a degree that we can talk about a shift to a “health society”. From a pedagogical perspective, this shift can be understood as a shift in mentality (Ödman, 1995), meaning a shift in how we think about and understand society and ourselves. In this “health society”, and perhaps with increased impact since the introduction of the notion of health promotion in the 1980s (Nutbeam 2008), health has become both a commodity and a trade (fitness market, health foods, alternative therapies, health tourism, cosmetic surgery, etc, see Kickbusch 2007). With its increased reach, and considering the importance of education to health work, one question is how health figures in education research. Therefore, the aim of this paper is to explore this, with Swedish Ph.D. theses as an example. It asks: What aspects of health and health society are educational researchers in Sweden interested in? How is health perceived and framed in the perspective of educational research? What questions are being asked? And hence, how can educational research within the territory of health support health workers/practitioners in their work? The empirical material is based on Swedish doctoral theses in education published during the years of 2005-2014 (n = 666). Through two selection stages, guided by a broad conceptualization of health, 74 theses were identified as health related and selected for analysis to determine how health figures in the theses with regard to the research questions. The preliminary results show that few theses in education directly relate to health. The most common areas studied are the school subject of physical health and education, student health, health care, and sports. Quite a few studies are concerned with issues of professionalization and many want to understand learning processes related to various illnesses or chronic conditions that people live with, while few studies have research questions that relate to practices of (salutogenic) health promotion or the profession of health promotion. In conclusion, health figures in educational research primarily in terms of various health related arenas as objects of study, and to a more limited extent as an object of knowledge.

  • 18.
    Björklund, Erika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Jan, Wright
    University of Wollongong, Wollongong, New South Wales, Australien.
    Gender and evolutionary theory in workplace health promotion2017In: Health Education Journal, ISSN 0017-8969, E-ISSN 1748-8176Article in journal (Refereed)
  • 19.
    Björklund, Erika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Wright, Jan
    University of Wollongong, Wollongong, Australia.
    Disciplined by pleasure: Pleasure as a mode of governing in health promotion2016Conference paper (Refereed)
    Abstract [en]

    Research on the notion of pleasure in health promotion (HP) is rare but increasing. It has to some extent been explored for instance in relation to drugs and alcohol (Hold and Treloar 2008, Peele and Grant 1999) and to sexual health (Race 2008), and to a more limited extent in relation to physical activity and dietary habits (Björklund 2008, Vogel and Mol 2014). Coveney and Bunton (2003) provide a more philosophical discussion about what pleasure in HP might entail. Greco (2009) and Race (2008) propose that a focus on pleasure in HP and a problematization of the absence of pleasure in health policy discourse would offer a well-needed shift in interpretations of HP that would contribute to the development of alternative approaches (see also Björklund 2008, Coveney and Bunton 2003, Fullagar 2002, Phoenix and Orr 2014, Segar and Richardson 2014).

    Drawing on Foucault’s (1991) power analysis, in which power is perceived as relational and productive, and Foucault’s (1988, 1990, 2003) and Rose’s (1999, see also Rabinow and Rose 2006) ideas about bio-power and governmentality, we will be interrogating pleasure as a technology for shaping, managing and disciplining both bodies and minds, through the acquisition of specific dispositions, tastes and abilities related to health and health practices. The purpose is to analyze the production, regulation and representation of bodies and subjects through both the presence and absence of pleasure in HP practice in four Swedish workplace interventions.

    The paper draws on empirical material (field notes from observations and conversations, transcripts from interviews and documents such as course books) gathered for an ethnographic study that examined how discourses of health were contextualized in educational practice, including the interactions between lecturers and participants in the four interventions. The data were read in the context of our theoretically informed questions about the pleasure discourse and what subjectivities it constituted. Our questions were concerned with what values and modes of life, what subjectivities are promoted through the notions of wellness and pleasure in health promotion? That is, what is the subjectivity proper to a notion of a healthy citizen, as produced through a discourse of pleasure?

    The analysis shows that the ideal subject produced by the notion of pleasure was a self-responsible and self-governing individual who was able and willing to recognize the boundary between “good”, meaning disciplined, pleasures and “bad” pleasures, as well as able to manage to stay on the “right” side of this boundary.

  • 20.
    Borgqvist, Anna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Lövgren, Emma
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Fysisk aktivitet på fritidshemmet: En studie om 51 verksamma lärares syn angående fysisk aktivitet på fritidshemmet samt deras samarbete med lokala idrottsföreningar.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie handlar om hur fritidshemmet arbetar för att främja barns fysiska aktivitet. Syftet var att ta reda på hur fritidshemmet arbetar i sitt dagliga arbete för att främja fysisk aktivitet samt vad fritidspedagoger har för tankar angående ett samarbete med föreningslivet. För att få svar på undersökningens frågeställningar användes en semistrukturerad enkät som besvarades av verksamma fritidspedagoger. Resultatet visar att fritidshemmen använder utelek för att uppnå daglig fysisk aktivitet. I studien framgår det också att de flesta respondenterna menar att idrottshallen kommer till användning för att ge barnen möjlighet till att röra på sig. Resultatet visar även att fritidspedagoger tror att ett samarbete mellan fritidshem och föreningslivet kan leda till att barnen får ett mer hälsosamt liv. En viktig aspekt för att ett samarbete ska kunna ske mellan parterna är att de båda har en enad syn angående syftet till samarbetet. 

  • 21.
    Bourbour, Maryam
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Lärares användning av interaktiv skrivtavla i matematikundervisning2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, 97-122 p.Chapter in book (Other academic)
  • 22.
    Bourbour, Maryam
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Masoumi, Davoud
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Practise what you preach: the Interactive Whiteboard in preschool mathematics education2016In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 187, no 11, 1819-1832 p.Article in journal (Refereed)
    Abstract [en]

    The Interactive Whiteboard (IWB) is now a common technological artefact in Swedish preschools and schools. This study examines preschool teachers’ thinking behind the embedding of IWB in the early years’ mathematics classroom and how preschool teachers structure their mathematical activities when using IWB. Two complementary empirical studies, that is, interviews and video observations, were conducted with four preschool teachers. The findings demonstrate that (just) having a positive attitude to technological artefacts like IWB is less likely to enrich the learning environment and lead to pedagogical change. This suggests that teachers’ IWB use is mostly informed by their pedagogical knowledge.

    The full text will be freely available from 2017-12-22 08:00
  • 23.
    Bäckman, Kerstin
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Hammarberg, Annie
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Eriksson, Anna
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Barns lärare och deras professionskunskaper - exemplet matematik2016In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, 27-44 p.Chapter in book (Other academic)
  • 24.
    Carlson, Åsa
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    The Standard Account of Intentional Action Challenged by Emotion2017In: Humaniora idag / [ed] Peder Thalén och Ulrika Sernander, 2017Chapter in book (Refereed)
    Abstract [en]

    An early critic of the so-called standard account of intentional action, the view that all intentional actions are done for a reason, was Rosalind Hursthouse. In a paper from 1991, she claims that some intentional actions – arational actions – are better explained by emotion than by a reason. A man rolling around in his dead wife’s clothes does so out of grief rather than in order to obtain anything. This paper examines Michel Smith’s, and Alfred Mele’s defence of the standard account. Smith’s attribution of a further reason constituted by a desire and a means-end belief to the agent does not provide any satisfying explanation, but prompts more questions. Mele’s attribution of an intrinsic desire to the agent, does not rationalize the action. An intrinsic desire cannot be the conclusion of practical deliberation. In fact, Donald Davidson’s original account fares better than their “improved” versions in respect to arational actions. 

  • 25.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Att vilja andra väl är inte alltid smärtfritt: Att motverka kränkningar och diskriminering i förskola och skola2012Book (Other academic)
  • 26.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Embodieddimensions of racism – as a means of understanding racism in teacher education.2017Conference paper (Refereed)
  • 27.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Ethics of dissensus: Oneapproach to handle plurality in education2017Conference paper (Refereed)
    Abstract [en]

    In the light of current tendencies where the fear of foreigners is increasing in seemingly stably democratic societies and educational debates tend to emphasize large scale investigations to solve various educational issues the relationship between plurality and ethics becomes important to revive. The purpose of this contribution is to theoretically explore and empirically exemplify how an ethic that take into consideration research about oppression (social) and an awareness about peoples intrical differrence (individual) might contribute to education. Through the concept of ethics of dissensus she brings a fresh dimension into the discussion about ethics in education by providing an understanding that strives not to overlook the complicated presence of difference between the past-present-future, between two subjects and between the inner and the outer life.  Accordingly, Ziarek’s reasoning suggests the need to leave the simplified playing field of ’either-or’ and engage in the communicative negotiation that constitutes the fragile middle-ground between two extreme poles in history education.  

  • 28.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Historical and moral consciousness in the light of Ewa Ziarek’s ethics of disensus: one approach to handle plurality in education2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 1, 36-51 p.Article in journal (Refereed)
    Abstract [en]

    In the light of current tendencies where the fear of foreigners is increasing in seemingly stably democratic societies. This paper aims to revive the presence of the body as a central condition and experience for human interaction. The body as an inevitable source for conscious/unconscious responses to others helps to understand how various forms of violence such as xenophobia and hate crimes come into expression. The purpose of this contribution is to theoretically explore and empirically exemplify the relationship between historical consciousness and moral consciousness as an educational concern by turning to the writings of Ewa Ziarek and her notion of ethics of dissensus. Through the concept of ethics of dissensus she brings a fresh dimension into the discussion of how the relationship between historical and moral consciousness can be understood. She does this by providing concepts and understandings of how (history) education can be approached without overlooking the complicated presence of difference between the past-presentfuture, between two subjects and between the inner and the outer life. Accordingly, Ziarek’s reasoning suggests the need to leave the simplified playing field of ’either-or’ and engage in the communicative negotiation that constitutes the fragile middle-ground between two extreme poles in history education.

  • 29.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Understanding the declining health of teacher educators through the grid of Dewey’s ‘educational environment': Reviving an old concept to grapple with current phenomenon at teacher education institutions 2016Conference paper (Refereed)
  • 30.
    Edling, Silvia
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Francia, Guadalupe
    Luzón, Antonio
    University of Granada.
    Parker-Jenkins, Marie
    University of Limmerick.
    ¿Existe una política educativa de apoyo a los derechos de los menores refugiados? Reflexiones desde Suecia, República de Irlanda y España2016Conference paper (Refereed)
  • 31.
    Edling, Silvia
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Frelin, Anneli
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Promoting Social Justice in Swedish Teacher Education2015In: International Teacher Education: Promising Pedagogies (Part B) / [ed] Lily Orland-Barak, Cheryl J. Craig, Bingley: Emerald Group Publishing Limited, 2015, 305-328 p.Chapter in book (Refereed)
    Abstract [en]

    In this chapter, the issue of social justice in teacher education (TE) is addressed from a Swedish perspective. The chapter begins by briefly describing the Swedish educational context in schools and TE, with a specific emphasis on the task of educators and teacher educators to promote social justice and as a consequence to this counteract various forms of social violence: such as violation, including bullying, harassment and discrimination. The second section introduces evidence on fruitful strategies for counteracting social violence in school, based on a national research study that takes into account international research. Following this, we exemplify how these findings are interlaced the pedagogies of TE in Sweden. The chapter ends with thoughts on such pedagogies in an international context, and a brief conclusion.

  • 32.
    Edling, Silvia
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Jenkins-Parker, Marie
    University of Limerick, Limerick, Ireland.
    Francia, Guadalupe
    Uppsala University, Uppsala, Sweden.
    Education of the Other: education policies targeted to Muslim refugees children in UK and Sweden2016Conference paper (Refereed)
  • 33.
    Edman, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Relationen mellan religion och vetenskap i läromedel för det nya religionskunskapsämnet: En kvalitativ innehållsanalys2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats görs en kvalitativ innehållsanalys av ett urval av läromedel i religionskunskap 1 (ämnesplan 11). Analysen avser att fokusera på presentationen av relationen mellan religion och vetenskap, där analysen tar hjälp av fyra olika interaktionsmodeller inspirerade av Ian G. Barbour. Dessa interaktionsmodeller blir centrala i att försöka kategorisera olika mönster och avvikelser i läromedlen när de tar upp förhållandet mellan religion och vetenskap.

         Det som kunnat konstateras är att de läromedel som blivit analyserade för denna uppsats har till större delar liknande mönster. Dessa mönster beskriver för det mesta en pågående konflikt mellan religion och vetenskap men det finns en antydan till att denna beskrivning saknar en djupare inblick i de faktorer som lett till sagd konflikt. Förutom att läromedlens till största del fokus för lärornas relation är konfliktartad så får religionsbegreppet i princip bara representeras av kristna traditioner, något som kan upplevas som simplifierande i en bredare kontext.

         För att avsnitt i läromedel med fokus på momentet religion och vetenskap inte skall riskera att bara visa en förenklad bild av den komplexa relation som religion och vetenskap har så rekommenderas en applicering av historisk kontext, oavsett om läromedlen måste ändras eller om ansvarig lärare väljer att komplettera undervisningen med det.

  • 34.
    Ekström, Josefine
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Hansson, Lina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Den kommunikativa aspekten av förskolans dagliga rutiner: En komparativ studie om barns kommunikation och socialisation under måltiden, samlingen och den fria leken2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte har varit att undersöka hur de yngsta barnen på förskolan kommunicerar och socialiserar med varandra och pedagogerna. Genom videoobservationer har vi studerat barnens kommunikation under de vardagliga rutinerna måltiden, samlingen och den fria leken. Resultatet visar att dessa situationer är ypperliga tillfällen att utmana och utveckla barnens kommunikativa och sociala förmågor. Måltiden och samlingen erbjuder olika möjligheter till samtal där pedagogerna avgör vilka strategier som bör tillämpas för att upprätthålla kommunikationen. Den fria leken präglas av barnens intresse för stunden, därmed avgör barnen vilken typ av kommunikationsform de väljer att tillämpa. I de olika observationerna kunde vi urskilja kommunikation i form av kroppsspråk, gester, tal och tecken som stöd. 

  • 35.
    Elde Møldstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Prøitz, Tine S.
    University of Southeast Norway, Norway.
    The Making of Educational Policies: PISA and the Fabrication of Facts on Teaching and Teachers2017In: Education policies and the restructuring of the educational profession: Global and comparative perspectives / [ed] Carvalho, L. M., Min, L., Normand, R. & Andrade Oliver, D., Springer Publishing Company, 2017Chapter in book (Refereed)
  • 36.
    Elde Mølstad, Christina
    et al.
    Faculty of Education and Natural Sciences, Høgskolen i Hedmark, Norway.
    Lindblad, Sverker
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Comparative reasoning: curriculum making in the 'grey zone'2017Conference paper (Refereed)
    Abstract [en]

    Curriculum making concerns the possibility to decide and prescribe purposes, aims, and contents of schooling, but also how these purposes, aims and contents are legitimized. As such, we see curriculum making from the ‘wide’ interpretation of curriculum. We are in relation to curriculum making especially interested in investigating how some important international actors interact with educational purposes, aims, and contents on a world scale level affecting national level, as well as the very local of educational activities. Hence we are interested in investigating curriculum formulation based on comparative statistical reasoning. The actors we are most interested in are those that have been characterized as ‘grey zone’ actors (Lindblad, Pettersson & Popkewitz, 2015). The idea (and term) of the ‘grey zone’ emerged from a previous review of research and organizations using data from international largeVscale assessments (ILSA) (Lindblad et al., 2015) for comparing education systems. These ‘grey zone’ actors have only at best an indirect mandate in education systems, however they still make explicit statements on how to improve schooling and students’ performances; i.e. a form of curriculum making. It is the indirect mandate combined with relatively strong impact on the governing of education that place these actors in the ‘grey zone’.

    There are at least three important actors that stood out in terms of activities spread to a world scale level; the McKinsey, the OECD and the Pearson Company, which all have arisen as important nodes for knowledge on what education is perceived as and maybe more importantly, should be. Their position within education is further reinforced by the comparative and data driven aspects of the contemporary society (cf. Pettersson, Popkewitz & Lindblad, 2016). We examine, three,  what we call  ‘grey zone’ activities involved in curriculum formulation and how a specific reasoning (cf. Hacking, 1992) is used and evolves in these activities: i) the McKinsey producing international reports on educational improvements and developments. Within the terminology of McKinsey recommendations are produced for these purposes: ii) the OECD not only producing ILSA and recommendations, but also producing newsletters where the results of ILSA are mediated and communicated to policy, research and practice: iii) the Pearson Company not only the winner of the open tender to perform PISA 2018, but also the producer of a vast amount of websites for school development within the frameworks of The Learning Curve (TLC) and The Efficacy Framework as well as producing school textbooks. Hence we investigate how these activities frame education defining what content curriculum making should focus on and as such making prerequisites on what education is and should be perceived as.

    All three of these agencies can be discussed in terms of producing activities important for curriculum making in the ‘wider’ sense of the concept. By analyzing products by the agencies we are in a position to highlight them as important sites for curriculum making on an international level. In our study we especially highlight these products in terms of producing a specific reasoning about education, which creates narratives framing curriculum making on a national as well as on a local school level.

  • 37.
    Elde Mølstad, Christina
    et al.
    Inland Norway University, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Soft infusion: Constructing 'Teachers' in the PISA sphere2017Conference paper (Refereed)
  • 38.
    Elde Mølstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Who Governs the Numbers?: The Framing of Educational Knowledge by TIMSS-research2017In: Numbers, Education and the Making of Society: International Assessments and Its Expertise / [ed] Lindblad, S., Pettersson, D. & Popkewitz, T. S., Routledge, 2017Chapter in book (Refereed)
  • 39.
    Elde Mølstad, Christina
    et al.
    Inland Norway University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Forsberg, Eva
    Uppsala universitet, Sweden.
    A Game of Thrones: Organising and Legitimising Knowledge Through PISA-research2017In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041Article in journal (Refereed)
    Abstract [en]

    This study investigates knowledge structures and scientific communication using bibliometric methodsto explore scientific knowledge production and dissemination. The aim is to develop knowledgeabout this growing field by investigating studies using international large-scale assessment (ILSA) data,with a specific focus on those using Programme for International Student Assessment (PISA) data.As international organisations use ILSA to measure, assess and compare the success of nationaleducation systems, it is important to study this specific knowledge to understand how it is organisedand legitimised within research. The findings show an interchange of legitimisation, where majoractors from the USA and other English-speaking and westernised countries determine the academicdiscourse. Important epistemic cultures for PISA research are identified: the most important of whichare situated within psychology and education. These two research environments are epicentrescreated by patterns of the referrals to and referencing of articles framing the formulation of PISAknowledge. Finally, it is argued that this particular PISA research is self-referential and self-authorising,which raises questions about whether research accountability leads to ‘a game of thrones’, whererivalry going on within the scientific field concerning how and on what grounds ‘facts’ and ‘truths’ areconstructed, as a continuing process with no obvious winner.

  • 40.
    Elde Mølstad, Christina
    et al.
    Inland University of Applied Sciences, Norway.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Forsberg, Eva
    Uppsala universitet.
    Framing of Curriculum Research: Experts or Algorithms?2017Conference paper (Refereed)
  • 41.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabet
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Stockholms universitet.
    Codification of present Swedish Curriculum Processes: Linking Educational Activities Over Time and Space2017Conference paper (Refereed)
  • 42.
    Forsberg, Eva
    et al.
    Uppsala universitet.
    Nihlfors, Elisabet
    Uppsala universitet.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Uppsala universitet.
    Codification of Present Swedish Curriculum Processes: Linking Educational Activities over Time and Space2017In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Michael Uljens and Rose M. Ylimaki, Cham: Springer Open , 2017, 363-393 p.Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to explore the relationship between curriculum and leadership research with examples of three recently completed mixed methods studies of assessment cultures and leadership as interlinked activities of governance and school management. We employ curriculum theoretical concepts like e.g. codes and arenas to illustrate their usefulness as a point of departure to further theorize a changing educational landscape. In our study, we illustrate how curriculum and leadership research are historically linked. We put forward some concepts to address the increased complexity of the governance system, and we stress the need to strengthen how different ways of forming the steering system interplay with key curriculum questions. Leadership researchers have, to a large extent, studied school development on a municipality- and organizational level asking questions on how to manage and guide school development. In contrast, curriculum researchers have studied school development from a reform- and governmental perspective more asking questions on how to steer educational development through law, curricula and evaluation. We suggest that these research traditions ought to be further united in order to develop both traditions in less normative, and more, critical ways, and to answer crucial educational questions in glocal times (Marginson and Rhoades. Conceptualising global relations at the glonacal levels. Paper presented at the annual international forum of the Conference of the Association for the Study of Higher Education, Richmond, VA, November 15–18, 2001). This chapter concludes with an argument for a new comparative curriculum code due to major shifts including curriculum practices, message systems, levels, arenas and number of curriculum-makers engaged.

  • 43.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Nihlfors, Elisabet
    Uppsala University, Uppsala, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Uppsala University, Uppsala, Sweden.
    Commodification of Present Swedish Processes: Linking Educational Experiences Over Time and Space2017Conference paper (Refereed)
  • 44.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala university, Uppsala, Sweden.
    Nihlfors, Elisabet
    Uppsala university, Uppsala, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skott, Pia
    Uppsala university, Uppsala, Sweden.
    Curriculum, Code and Context: the case of Sweden2017In: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education / [ed] Uljens, Michael & Ylimaki, Rose M., Springer, 2017Chapter in book (Refereed)
  • 45.
    Forsberg, Eva
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Nihlfors, Elisabet
    Department of Education, Uppsala University, Uppsala, Sweden.
    Pettersson, Daniel
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science. Department of Education, Uppsala University, Uppsala, Sweden.
    Skott, Pia
    Department of Education, Stockholm University, Stockholm, Sweden.
    Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden2017In: Leadership and Policy in Schools, ISSN 1570-0763, E-ISSN 1744-5043, Vol. 16, no 2, 357-382 p.Article in journal (Refereed)
    Abstract [en]

    This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.

  • 46.
    Francia, Guadalupe
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Children's rights and violence: A case analysis at a Swedish boarding school2017In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, no 1, 51-67 p.Article in journal (Refereed)
    Abstract [en]

    Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

  • 47.
    Francia, Guadalupe
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Parker-Jenkins, Marie
    University of Limmerick, Limmerick, Republic of Ireland.
    Edling, Silvia
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Developing education policy to support the rights of refugee Children to Education: Reflections from Sweden and the Republic of Ireland2016Conference paper (Refereed)
    Abstract [en]

    This paper draws on research designed to provide an understanding of the Convention of the Right of the Child and policy strategies targeted to assist newly arrived refugee children in Ireland and Sweden.  The study analyses the responses of these two  European welfare states and the use of political strategies to support new refugee children’s right to education at a time of increased social, ethnic and religious conflict in the world. .

    We utilise ‘Social Representations Theory’ as a useful theoretical starting point for understanding education policy processes targeting specific groups and communities. In line with Moscovici (2001), Chaib & Orfali (Eds.) (2000), Jodelet (2011, 2015), we argue that the analysis of social representations gives relevant knowledge about how groups and individuals construct, communicate and share different versions of the world. Social representations are values, norms and knowledge systems that enable individuals to orientate themselves in their social world (Moscovici, 1984, 2000, 2001). These rep­resentation systems function as common explanations of the real world constructed and shared by members of a social group and are communicated through words, media images, objects and behaviours. Social representations are socially shared practical knowledge that aims to inform  social behaviours and communications and help individuals everyday transactions in a complex social world (Jodelet, 1989, 2011;2015) and deal with contradictions in relation to policies targeted for vulnerable groups (Gilly 1989).

    Method

    Methodologically, key political documents regarding current national strategies implemented by Irish and Swedish national authorities were analysed. The documents were analysed by posing the following questions: • Which social representations of refugee children are present in the education policies/ suggested in these texts? • Which strategies to guaranteed refugee children’s ‘right to education’ are related to social representations? • What do the responses of Sweden and Ireland tell us about regarding the relationship between social representations and strategies? Further, in relation to these questions, the reading of the texts focused on a number of aspects, such as: Descriptions of newly arrived refugee children in the political texts; arguments to legitimise the introduction of strategies. The extent of education policy on education for refugee children is included in these arguments; the emphasis on ‘children’s rights’ and the underpinning of human rights law in the form of the European Convention on Human Rights to which both countries are a party; references to leading research on Children’s rights and on Newly arrived refugee children in these descriptions and arguments for strategies. The analysed documents are the following: • The European Convention on Human Rights, • The Convention of the Right of the Child • The European Union Charter of Fundamental Rights, • The European Social Charter and UN Human Rights Treaties • The Irish constitution (Ireland) • The Aliens Act 1935& The Aliens Order 1946 (Ireland) • The amended regulations implementing the EU Rights of Residence Directives (Ireland) • The Immigration Act 1999 (Ireland) • National Budget for Ireland and Sweden 2014-2016 • National School Acts and school regulation documents for Ireland and Sweden • Swedish School Inspectore report 2014:03 Education for newly arrived refugee pupils Quality Evaluation [Skolinspektionens rapport 2014:03 Utbildningen för nyanlända elever, Kvalitetsgranskning](Sweden) • The Swedish National Agency for Education documents target to newly arrived refugees pupils (Sweden)

    Expected Outcomes

    This on-going research study demonstrates how social representations of child refugees can be used by political actors in leading education policy processes as an interpretation system to manage immediate political needs and to reconcile with European treaty obligations. Finally, the paper shows how education research focused on Children Rights can be used in the development of leading education policies targeted to assist vulnerable groups in Europe at a time of significant of global conflicts.

    References

    Capps R., Newland K., Fratzke S., Groves S., Fix M., McHugh M., and Auclair G. (2015) The Integration Outcomes of U.S. Refugees: Successes and Challenges. . Brussels: Migration Policy Institute Europe http://www.migrationpolicy.org/research/integration-outcomes-us-refugees-successes-and-challenges. Chaib, M. & Orfali, B. (2000) (Eds). Social Representations and Communicative Processes. Jönköping:Jönköping University Press. Gilly, M. (1989). Les représentations sociales dans le champ éducatif. In D. Jodelet (ed). Les représentations sociales.(363-386). Paris: Presses Universitaires de France. Jodelet, D. (1989) Représentations sociales: un domaine en expansion. In D. Jodelet, D. (ed). Les représentations sociales.(31-60). Paris: Presses Universitaires de France. Jodelet, D. (2011) Aportes del enfoque de las representaciones sociales al campo de la educación [Contributions from the Social Representations Approach to the Field of Education] Espacios en Blanco - Serie indagaciones - Nº 21 - Junio 2011 (133-154)http://www.scielo.org.ar/pdf/eb/v21n1/v21n1a06.pdf Jodelet, D, (2015) Représentations sociales et mondes de vie. Textes édités par Nikos Kalampalikis. Collection Psycologie du Social. Paris, Éditions des Archives Contemporaines. Kumin J. (2015) Kumin J. (2015) Welcoming Engagement: How Private Sponsorship Can Strengthen Refugee Resettlement in the European Union. Brussels: Migration Policy Institute Europe. http://www.migrationpolicy.org/research/welcoming-engagement-how-private-sponsorship-can-strengthen-refugee-resettlement-european McHugh M. and Sugarman J. (2015) Transatlantic Symposium Report: Improving Instruction for Immigrant and Refugee Students in Secondary Schools Brussels: Migration Policy Institute Europe. http://www.migrationpolicy.org/research/transatlantic-symposium-report-improving-instruction-immigrant-and-refugee-students Moscovici, S. (1984). Social representations. Cambridge: Cambridge University Press Moscovici, S. (2000). Social representations. Explorations in Social Psychology. Oxford: Black¬well. Moscovici, S. (2001). Why a Theory of Social Representations. In K. Deaux & G.Philogène (eds.). Representations of the Social. 8-35. Oxford: Blackwell Publishers. Papademetriou D.G. (2015) Beyond Asylum: Rethinking Protection Policies to Meet Sharply Escalating Needs (Transatlantic Council Statement) Brussels: Migration Policy Institute Europe http://www.migrationpolicy.org/research/beyond-asylum-rethinking-protection-policies-meet-sharply-escalating-needs-transatlantic

  • 48.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    A Culture of Trust or an Ideology of Distrust?: Comparing Finnish and Swedish Educational Culture and the Impact on National Mentoring Approaches2015In: Uncovering the Cultural Dynamics in Mentoring Programs and Relationships: Enhancing Practice and Research / [ed] F. Kochan, A. Kent & A. Green, Charlotte, N. Carolina, USA: Information Age Publishing, 2015, 253-271 p.Chapter in book (Refereed)
  • 49.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Manoeuvring in a digital dilemmatic space: making sense of a digitised society2016In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 11, no 3, 185-201 p.Article in journal (Refereed)
    Abstract [en]

    Although an increasingly digitised society offers a variety of options, it also implies challenges, risks and dilemmas for citizens, organisations and corporations. The purpose of this article is to critically analyse digital society from the perspective of dilemmatic space. The theoretical frame offers new ways of making sense of the digital society, and may provide new perspectives on how to manoeuvre (or not) in it. By taking dilemmas as the starting point, aspects such as uncertainty, plurality, options, challenges and decision making are in focus, as are processes of power, negotiation, identity formation, positioning and manoeuvring.The theoretical framework is applied and exemplified in relation to three digitised society themes: (a) the blogosphere and social networking communities (SNC), (b) file sharing, network control and surveillance, and (c) education. These themes have been chosen in order to illustrate the different aspects of a digital society and to show how the theoretical framework operates when different aspects of these themes are placed in the foreground or background, i.e. emphasised or downplayed. This implies that the unknown and unexpected must be taken into account, and that this involves having to manoeuvre in new, changing and ever present dilemmatic spaces.

  • 50.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Skilda världar för nya lärare2016In: Svenskläraren, Vol. 2, no 20, 20-22 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    De första åren som lärare är viktiga för viljan att stanna kvar och utvecklas i yrket. Men eftesom arbetsvillkor och kollegial stöttning skiljer sig åt kraftigt mellan skolor ges nya lärare skilda förutsättningar.

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