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Arneback, Emma
Publications (10 of 35) Show all publications
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.
Open this publication in new window or tab >>Do Teachers have a Responsibility to act when Colleagues Express Racism?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66253 (URN)
Conference
AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
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.
Open this publication in new window or tab >>Enactment of Juridification in Education: a Theoretical Exploration
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66251 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Note

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

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. Education Inquiry, 8(4), 284-298
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 284-298Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
preschool teacher education, professional identity, academic writing, longitudinal study
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-63526 (URN)10.1080/20004508.2017.1380489 (DOI)
Projects
Kampen om texten (VR)
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2017-12-22Bibliographically approved
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
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Universitetsforlaget, 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-64497 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Note

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

Available from: 2018-01-24 Created: 2018-01-24 Last updated: 2018-03-12Bibliographically approved
Arneback, E. & Jämte, J. (2017). Att motverka rasism i förskolan och skolan (1ed.). Stockholm: Natur och kultur
Open this publication in new window or tab >>Att motverka rasism i förskolan och skolan
2017 (Swedish)Book (Other academic)
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.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2017. p. 255 Edition: 1
Keywords
Rasism, Antirasism, Diskriminering, Utbildning, Skola, Förskola
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-59429 (URN)978-91-27-81989-4 (ISBN)
Available from: 2017-08-30 Created: 2017-08-30 Last updated: 2018-03-02Bibliographically approved
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
Open this publication in new window or tab >>Att skriva sig till professionell identitet - tre förskollärarstudenter
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 55-79Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61915 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten (VR)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2017-12-22Bibliographically approved
Arneback, E. & Jämte, J. (2017). Bredda förståelsen av rasism och antirasism i skolan. Skola och samhälle
Open this publication in new window or tab >>Bredda förståelsen av rasism och antirasism i skolan
2017 (Swedish)In: Skola och samhälle, E-ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Rasism kopplas ofta ihop med individers ideologiska uttalanden. Men ofta tar den sig snarare uttryck i strukturer och i allmänna föreställningar om den Andre. Skola och förskola har ett tydligt uppdrag att motverka rasism, men ibland är den svår att upptäcka. Emma Arneback och Jan Jämte skriver att personal i skola och förskola behöver kunna identifiera olika former av rasism och utveckla olika former för antirasistiska arbetssätt.

Place, publisher, year, edition, pages
Malmö: Föreningen skola och samhälle, 2017
Keywords
Rasism, Antirasism, Skola
National Category
Pedagogy
Research subject
Education; Sociology
Identifiers
urn:nbn:se:oru:diva-65654 (URN)
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2018-03-12Bibliographically approved
Arneback, E. & Englund, T. (2017). Diskurserna - talet om studenters skrivande i lärarutbildningen (1ed.). In: Per-Olof Erixon & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 211-226). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Diskurserna - talet om studenters skrivande i lärarutbildningen
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 211-226Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61916 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten (VR)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2017-12-22Bibliographically approved
Bergh, A., Rosén, M. & Arneback, E. (2017). Exploring a theoretical framework for understanding juridification in education. In: : . Paper presented at Nordisk läroplansteoretisk konferens, Göteborg, Sweden, November 15-16, 2017.
Open this publication in new window or tab >>Exploring a theoretical framework for understanding juridification in education
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64990 (URN)
Conference
Nordisk läroplansteoretisk konferens, Göteborg, Sweden, November 15-16, 2017
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-02-13Bibliographically approved
Arneback, E., Bergh, A. & Tryggvason, Á. (2017). Help, my colleague expresses racism!: On professional ambivalence and moral responsibility. In: : . Paper presented at EtihCo Conference: What may be learnt in ethics? Present and future conceptions of ethical competence, Gothenburg, Sweden, December 11-13, 2017.
Open this publication in new window or tab >>Help, my colleague expresses racism!: On professional ambivalence and moral responsibility
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This contribution is based on an ongoing study on teachers' anti-racist actions. The project is based on John Dewey's moral philosophy with an interest in teachers' experiences of racism and anti-racism in education. In the 25 teacher interviews conducted so far, teachers express that they have a moral responsibility to counteract racism among the pupils. But what should they do when a colleague expresses racism?

Our study shows that this is a common experience among the informants, visible in colleagues’ racist jokes, speech and actions. In situation like this, there seems to be an uncertainty about their moral responsibility leading to professional ambivalence. On the one hand, the teachers feel that they are obligated to the values in the curriculum, on the other hand, they are uncertain about whether the moral responsibility could be applied in relation to colleagues.

The interviewed teachers act in relate to this ambivalence in different ways. Some describe their moral responsibility as general and choose to counteract all kinds of racism in school, even among colleagues. Other states that this is beyond their moral responsibility as a teacher, and choose not to act or to inform the principal. The choice not to act has in previous research also been explained in terms of loyalty between colleagues. The uncertainty that occurs among the informants shows how the boundaries of moral responsibility becomes erased when moving from classroom to staff room.

National Category
Learning
Identifiers
urn:nbn:se:oru:diva-64099 (URN)
Conference
EtihCo Conference: What may be learnt in ethics? Present and future conceptions of ethical competence, Gothenburg, Sweden, December 11-13, 2017
Available from: 2018-01-12 Created: 2018-01-12 Last updated: 2018-01-16Bibliographically approved
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