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Arneback, Emma
Publikasjoner (10 av 39) Visa alla publikasjoner
Bergh, A., Arneback, E. & Tryggvason, Á. (2020). On teachers professional ambivalence´when colleagues express racism. In: : . Paper presented at AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020.
Åpne denne publikasjonen i ny fane eller vindu >>On teachers professional ambivalence´when colleagues express racism
2020 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper sheds light on how teachers act and reflect on their actions in response to expressions of racism among colleagues. The empirical data consists of qualitative interviews with 27 high school teachers in Sweden, but, in order to dig deeper into the experiences of teachers, this paper focuses on three teachers (Tove, Fatima and Hannah). The result points at a professional ambivalence on how to act, since there is no common ground among teachers for how to act when colleagues express racism. To act against racism comes at high costs and very much depends on each teacher’s previous experiences of life and work. Consequently, each teacher is provided a unique space and resource base for reflection and action.

Emneord
professionalism, teacher, anti-racist action, colleagues, Sweden
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-78476 (URN)
Konferanse
AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2019-12-06 Laget: 2019-12-06 Sist oppdatert: 2019-12-06
Bergh, A. & Arneback, E. (2019). Juridification of Swedish education – changing conditions for teachers’ professional work. In: Johannes Lunneblad (Ed.), Policing Schools: School Violence and the Juridification of Youth (pp. 53-70). London: Springer
Åpne denne publikasjonen i ny fane eller vindu >>Juridification of Swedish education – changing conditions for teachers’ professional work
2019 (engelsk)Inngår i: Policing Schools: School Violence and the Juridification of Youth / [ed] Johannes Lunneblad, London: Springer , 2019, s. 53-70Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

In this chapter, we take interest in a specific part of the extensive changes that have been made in the governance of Swedish education during the last two decades: the increase of legal regulations. This increase is a sign of what in earlier research is called juridification, which may lead to a variety of tensions that we currently know too little about. More specifically, the aim of this chapter is to study how juridification of education conditions teachers’ work on the knowledge and values expressed in national policy documents. The empirical material consists of Swedish national education policy texts produced from the early 1990s and onwards. Methodologically, we make use of two theoretical concepts that position teachers’ assignments and possible actions in different ways: management of placement and management of expectation. The results demonstrate that the increase of a juridical language clearly condition teachers’ professional work. In the worst case, the legal concepts may result in more instrumental relationships where teachers focus on their role as assessors and monitors. At the same time, it depends on how the legal concepts are interpreted and enacted by school staff. Here, there is a need of further studies on how different emphasises and combinations of a juridical vocabulary and a pedagogical vocabulary condition the relationships that are formed in local school practices.

sted, utgiver, år, opplag, sider
London: Springer, 2019
Serie
Young people and learning processes in school and everyday life, ISSN 2522-5650 ; 2
Emneord
juridification, education, knowledge, value, teacher, professional work
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-78483 (URN)10.1007/978-3-030-18605-0_4 (DOI)978-3-030-18604-3 (ISBN)978-3-030-18605-0 (ISBN)
Tilgjengelig fra: 2019-12-06 Laget: 2019-12-06 Sist oppdatert: 2019-12-06bibliografisk kontrollert
Bergh, A. & Arneback, E. (2019). The Juridification of Teachers’ Professional Work on Knowledge and Values in School. In: Nera 2019: Education in a Globalized World: Abstract Book. Paper presented at NERA (Nordic Education Research Association), Uppsala, Sweden, 6-8 March, 2019 (pp. 821-822).
Åpne denne publikasjonen i ny fane eller vindu >>The Juridification of Teachers’ Professional Work on Knowledge and Values in School
2019 (engelsk)Inngår i: Nera 2019: Education in a Globalized World: Abstract Book, 2019, s. 821-822Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.

Emneord
Juridification, teachers professionalism, knowledge, values, school
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-74763 (URN)
Konferanse
NERA (Nordic Education Research Association), Uppsala, Sweden, 6-8 March, 2019
Tilgjengelig fra: 2019-06-20 Laget: 2019-06-20 Sist oppdatert: 2019-06-25bibliografisk kontrollert
Bergh, A., Arneback, E. & Tryggvason, Á. (2018). Do Teachers have a Responsibility to act when Colleagues Express Racism?. In: : . Paper presented at AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018.
Åpne denne publikasjonen i ny fane eller vindu >>Do Teachers have a Responsibility to act when Colleagues Express Racism?
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-66253 (URN)
Konferanse
AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018
Tilgjengelig fra: 2018-03-29 Laget: 2018-03-29 Sist oppdatert: 2018-04-04bibliografisk kontrollert
Bergh, A., Rosén, M. & Arneback, E. (2018). Enactment of Juridification in Education: a Theoretical Exploration. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Åpne denne publikasjonen i ny fane eller vindu >>Enactment of Juridification in Education: a Theoretical Exploration
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-66251 (URN)
Konferanse
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Merknad

Presenterades på symposiet Juridification of Education – Challenges for School Professionals in the Enactment of Curriculum and Policy

Tilgjengelig fra: 2018-03-29 Laget: 2018-03-29 Sist oppdatert: 2018-04-04bibliografisk kontrollert
Arneback, E. & Englund, T. (2018). On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism. In: : . Paper presented at American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018.
Åpne denne publikasjonen i ny fane eller vindu >>On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism
2018 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This contribution is about situations in classrooms when students express racism, leaving teachers feeling uncertain about how to act. The study is mainly a theoretical contribution inspired by John Dewey’s (1908/1978, 1916/1985, 1922/1983) work on, if, and how deliberation can be used in such situations. It also uses recently carried out interviews with teachers on how to respond to racism in education, to illustrate situations related to the theoretical argumentation in the text. In this presentation “expressions of racism” refers to interpersonal racism where racism is expressed between people, based on race-biological and/or cultural divisions. The aspects highlighted are: 1) the student’s (expected) potential for growth, 2) the class composition and classroom climate, 3) the teacher's own knowledge and experiences.

HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-71446 (URN)
Konferanse
American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2019-01-13 Laget: 2019-01-13 Sist oppdatert: 2019-05-22bibliografisk kontrollert
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. Education Inquiry, 8(4), 284-298
Åpne denne publikasjonen i ny fane eller vindu >>Achieving a professional identity through writing
2017 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, nr 4, s. 284-298Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2017
Emneord
preschool teacher education, professional identity, academic writing, longitudinal study
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-63526 (URN)10.1080/20004508.2017.1380489 (DOI)
Prosjekter
Kampen om texten (VR)
Tilgjengelig fra: 2017-12-21 Laget: 2017-12-21 Sist oppdatert: 2017-12-22bibliografisk kontrollert
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017. Universitetsforlaget
Åpne denne publikasjonen i ny fane eller vindu >>Achieving a professional identity through writing
2017 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Universitetsforlaget, 2017
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-64497 (URN)
Konferanse
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Merknad

UPublishing of papers are planned for 2018-04 in Nordic Studies in Education, Vol 38

Tilgjengelig fra: 2018-01-24 Laget: 2018-01-24 Sist oppdatert: 2018-03-12bibliografisk kontrollert
Arneback, E. & Jämte, J. (2017). Att motverka rasism i förskolan och skolan (1ed.). Stockholm: Natur och kultur
Åpne denne publikasjonen i ny fane eller vindu >>Att motverka rasism i förskolan och skolan
2017 (svensk)Bok (Annet vitenskapelig)
Abstract [sv]

Förskolan och skolan har ett tydligt uppdrag att motverka rasism. Samtidigt visar studier att rasism tar sig en rad olika uttryck, på olika nivåer och får allvarliga konsekvenser för de barn och elever som utsätts. Rasistiska föreställningar, handlingar och strukturer gör att vissa löper högre risk än andra att utsättas för kränkningar och diskriminering. Därmed motverkar rasism barns och elevers likvärdiga möjligheter att lära och utvecklas.

Behoven av insatser för att motverka rasism är stora. I denna bok beskrivs förskolans och skolans uppdrag att motverka rasism. Här behandlas olika sätt att förstå och analysera rasism och hur rasism kan komma till uttryck i pedagogisk verksamhet. Boken redogör också för en bred palett av arbetssätt som kan användas för att motverka olika former av rasism i förskola och skola – från normkritik, interkulturell och frigörande pedagogik till kunskapsutvecklande, demokratiska och relationella arbetssätt.

sted, utgiver, år, opplag, sider
Stockholm: Natur och kultur, 2017. s. 255 Opplag: 1
Emneord
Rasism, Antirasism, Diskriminering, Utbildning, Skola, Förskola
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-59429 (URN)978-91-27-81989-4 (ISBN)
Tilgjengelig fra: 2017-08-30 Laget: 2017-08-30 Sist oppdatert: 2018-03-02bibliografisk kontrollert
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Att skriva sig till professionell identitet - tre förskollärarstudenter (1ed.). In: Per-Olof Erixson & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 55-79). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Att skriva sig till professionell identitet - tre förskollärarstudenter
2017 (svensk)Inngår i: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, s. 55-79Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2017 Opplag: 1
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-61915 (URN)978-91-44-11930-4 (ISBN)
Prosjekter
Kampen om texten (VR)
Tilgjengelig fra: 2017-10-23 Laget: 2017-10-23 Sist oppdatert: 2017-12-22bibliografisk kontrollert
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