oru.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1 - 13 av 13
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    A changed language of education with new actors and solutions: the authorization of promotion and prevention programmes in Swedish schools2014Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 46, nr 6, s. 778-797Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article demonstrates how changes in the language of Swedish education policy have opened up a new social perception of education, in which space has been created for new actors, models and solutions in terms of managing activities in schools. Specifically, it seeks to illustrate how various promotion and prevention programmes have been authorized and disseminated without critical inquiry or resistance in the education sector. To this end, we analyse how the specific, essentially contested concepts of health, value base and communication have been employed in authoritative national documents over the two last decades. For our analysis, we draw on speech act theory, with a focus on linguistic performativity, as we have been interested in analysing how concrete authoritative actors have ‘performed’ various arguments. The analysis helps us to understand how the linguistic force originating from authoritative agencies can be used by different actors as a way to legitimize their arguments and actions. The results demonstrate how different national authorities, as a consequence of their use of the three concepts analysed, have contributed to the establishment of promotion and prevention programmes in education.

  • 2.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Löfdahl Hultman, Annica
    Faculty of Art and Social Sciences, Karlstad University, Karlstad, Sweden.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Local enactment of the Swedish ‘advanced teacher reform’2019Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, nr 3, s. 326-341Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

  • 3.
    Biesta, Gert
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Building bridges or building people?: On the role of engineering in education2009Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 41, nr 1, s. 13-16Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    This is the second of four essays discussing John Dewey's short essay, 'Education as engineering'. Dewey's views are remarkably timely against the background of recent discussions about the role of evidence in educational practice and a call for research that tells us 'what works'. Dewey's view is nuanced and helps one to see what one should and should not expect from an engineering approach to education. However, Dewey pays little attention to the role of normative judgement in engineering and does not address the question of whether engineering in education might be fundamentally different from engineering in other domains. This paper provides some suggestions for how one may want to articulate this difference and argues that it is important to bear in mind that there are differences between the building of bridges and the 'building' of human beings.

  • 4.
    Carleheden, Mikael
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Towards democratic foundations: A Habermasian perspective on the politics of education2006Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Journal of Curriculum Studies , ISSN 1366-5839 online, Vol. 38, nr 5, s. 521-543Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A central aspect of education has always been the passing on of norms and values. This task is not fulfilled if pupils only learn the meaning of established norms and values. It is also about making pupils believe in them and to act according to them. Thus, teaching is also a kind of political socialization. The values taught change historically and this change is related to the political history of a society. Western societies currently are in the middle of a normative transformation. The question is which normative significance this general social transformation has for contemporary education. The answer is that schools should make a radicalized understanding of democratic citizenship its normative foundation. Jürgen Habermas’s theory of democracy is the general point of departure.

  • 5.
    Englund, Tomas
    Örebro universitet, Pedagogiska institutionen.
    Deliberative communication: a pragmatist proposal2006Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 38, nr 5, s. 503-520Artikel i tidskrift (Refereegranskat)
    Abstract [en]

     

    This paper seeks to make use of later works of Habermas in the field of education. The theme, developed out of the pragmatic tradition, is that of deliberative communication as a central form of activity in schools. This implies a displacement of traditional teaching and learning as the central form of activity to the creation of meaning through deliberative communication. Deliberative communication can be understood as an endeavour to ensure that each individual takes a stand by listening, deliberating, seeking arguments, and evaluating,while at the same time there is a collective effort to find values and norms on which everyone can agree.

     

  • 6.
    Englund, Tomas
    Örebro universitet, Pedagogiska institutionen.
    Jürgen Habermas and education2006Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 38, nr 5, s. 499-501Artikel i tidskrift (Refereegranskat)
  • 7.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    On moral education through deliberative communication2016Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, nr 1, s. 58-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    John Dewey’s masterpiece Democracy and Education, from 1916, is clearly far removed from the dominant tendencies of current education policy in the western world, with theiremphasis on the narrow accountability of the New Public Management. Nevertheless, his book still challenges those tendencies and sets forth criteria for citizenship and moral education for democracy as ‘a mode of associated living, of conjoint communicated experience’. According to Dewey, the measure of the worth of activities in schools is the extent to which they are animated by a social spirit, a spirit that can be actively present only when certain conditions are met. How can we understand and characterize these conditions in today’s schools, and to what extent are they desirable by different forces? I will move between these two questions using texts by Dewey and others on moral education, exploring communicative strategies that have inspired my own writing. In particular, I will present and discuss my own proposal of deliberative communication, and briefly relate it to the challenge from agonism, the ‘realities’ of educational policies and the status of moral and citizenship education in Sweden and the US today.

  • 8.
    Englund, Tomas
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Quennerstedt, Ann
    Örebro universitet, Pedagogiska institutionen.
    Linking curriculum theory and linguistics: the performative use of 'equivalence' as an educational policy concept2008Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 40, nr 6, s. 713-724Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The linguistic turn has helped to create new methods within social and educational theory. This study draws attention to the constitutive force of political language and the performative dynamics of one essentially contested concept - equivalence - in Swedish educational policy at both the national and the local level. It illustrates the way in which different interpretations of the concept of equivalence produce different truths, the performative concept thereby becoming a way of advocating particular understandings of the purposes of education.

  • 9. Linné, Agneta
    Morality, the child, or science?: a study of tradition and change in the education of elementary school teachers in Sweden1999Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 31, nr 4, s. 429-447Artikel i tidskrift (Refereegranskat)
  • 10.
    Linné, Agneta
    Örebro universitet, Pedagogiska institutionen.
    The lesson as a pedagogic text: a case study of lesson designs2001Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 33, nr 2, s. 129-156Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity.

  • 11.
    Sundström Sjödin, Elin
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Wahlström, Ninni
    Department of Education, Linnæus University, Växjö, Sweden.
    Enacted realities in teachers' experiences: bringing materialism into pragmatism2017Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, nr 1, s. 96-110Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we explore factors that constitute the social' for the teacher Susan, which at the same time highlights ethical aspects of the exercise of her profession. We meet her in a situation where she is setting grades, and our interest focuses on the relations that become of concern for her in her professional task to give the students their grades. In this exploration, we recognize the renewal of interest in realism and examine the possible links that can be drawn between transactional realism, as a pragmatic view, and the new materialism, here represented by actor-network theory. Building on a narrative from an interview with a named teacher in a daily newspaper, the empirical study focuses on actors constituting Susan's reality when grading. Our argument is that in order to understand the complex levels of aspects that influence teachers' actions, it is necessary to start from the local and from there trace the human and material factors that may affect teachers' room for action. Bringing material aspects into the consideration of Susan's situation helps us see that technology itself changes time and spaces and moves the action of grading into spaces outside her professional sphere.

  • 12.
    Wahlström, Ninni
    Örebro universitet, Pedagogiska institutionen.
    After decentralization: delimitations and possibilities within new fields2008Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 40, nr 6, s. 725-742Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The shift from a centralized to a desentralized school system can be seen as a solution to an uncertain problem. Through analysing the displacements in the concept of equivalence within Sweden's decentralized school system, this study illustrates how the meaning of the concept of equivalence shifts over time, from a more collective target achievement for the educational system as awhole to a more individually interpreted goal-fulfillment.

  • 13.
    Wahlström, Ninni
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Learning to communicate or communicating to learn?: A conceptual discussion on communnication, meaning, and knowledge2010Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 42, nr 4, s. 431-449Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As the conditions for students’ prospects of acquiring knowledge in school often are thought of as something that must be improved in the political rhetoric, it is also urgent, as Michael F. D. Young has argued, to ask what kind of knowledge should be the basis of the curriculum and to recognize the question of knowledge as central to the curricular debate. This article examines the grounds for a relational and communicative understanding of education. Drawing on John Dewey’s reconstruction of the concept of experience and Donald Davidson’s meaning theory in terms of three varieties of knowledge, the emphasis is on an intersubjective conceptualization of meaning and knowledge and its implications. Central themesin the analysis are communication as a condition for the acquisition of knowledge; a shared, but not identical, world as a point of reference; and an approach to specialized knowledge as judgement formation. As a conclusion it is argued that one condition for acquisition of knowledge, in terms of meaning, is to participate in and be influenced by conversations with a shared purpose, within and between different groups.

1 - 13 av 13
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf