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  • 1.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Bemötanden av främlingsfientlighet i gymnasieskolan2013In: ARKIV. Tidskrift för samhällsanalys, ISSN 2000-6225, E-ISSN 2000-6217, no 2, p. 139-165Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln analyserar Emma Arneback lagar, styrdokument och likabehandlingsplaner för gymnasieskolan för att undersöka hur uppdraget att bemöta främlingsfientlighet i skolan har förändrats under de senaste 20 åren. Hon undersöker vilka konsekvenser olika bemötanden kan medföra för a) yttrandefrihetens gränser i skolan och b) vem eller vad som ses som främlingsfientlig eller främlingsfientligt. Resultatet visar att uppdraget har gått från att vara ett decentraliserat etiskt ansvar (1994–2006) till att bli ett centraliserat juridiskt ansvar (2006–). Förskjutningen påverkar yttrandefrihetens gränser i skolan och för med sig olika uttolkningar av i vilken mån det är möjligt att tala om det som är svårt och kan såra i skolans värld. Arnebacks analys av likabehandlingsplanerna visar även på att skolorna i hög grad fokuserar på att bemöta främlingsfientliga individer, medan frågan om att motverka de strukturer som skapar förutsättningar för individer att verka förtryckande lämnas därhän.

  • 2.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    How to Respond to Expressions of Racism in Education?: On tensions in Philosophy of Education2013Conference paper (Refereed)
    Abstract [en]

    In this paper I elaborate on five philosophical perspectives on how teachers can respond to expressions of racism in education. By comparing them I wish to highlight the philosophical discussion on school as a moral and political space. In this research process, two tensions emerged: the first between different perspectives on moral/ethic, and the second between different perspectives on the effect of speech acts. Following John Dewey, I finally argue that these tensions could remind us that we need to reflect on our (choice of) action over and over again.

  • 3.
    Arneback, Emma
    Örebro University, Department of Education.
    In the grey zone of free speech: a study of local policy documents against xenophobia in school2008Conference paper (Other academic)
    Abstract [en]

    The problem of living together gives school a communicative and democratic task – to live democracy. In the Swedish national curriculum (Lpo/Lpf 94) democracy is a central concept, that regulates the values the school should promote, but it also supports the idea of free speech for pupils. The occurrence of xenophobic expressions in schools presents to the democratic task a specific challenge: How can schools respond to xenophobic expressions in relation to free speech and the right not to be violated in school?

    This paper focuses on three local policy-documents that regulate how staff in school should respond to xenophobic expressions. The theoretical approaches are based on the tension between free speech and human inviolability, and philosophy of communication by Jürgen Habermas and Moira von Wright. My purpose related reading focuses on three questions: 1) How do the documents define the content in xenophobia, 2) what or/and who is the xenophobic and the xenon (the foreigner) in the documents, and 3) in which way do the documents prescribe how to respond to xenophobic expressions? Finally, I discuss what possible consequences different way of thinking can have for how to look upon teachers’ assignment and limitations in the grey zone of free speech.

  • 4.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Med kränkningen som måttstock: om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation is to map and analyse planned responses to expressions of racism in upper secondary schools. Three questions are in focus: (1) What courses of action, in response to expressions of racism, are advocated in philosophical texts and equal treatment plans for upper secondary schools? (2) What consequences have these courses of action for the formation of the mission of schools, the responsibility of teachers, and the limits of free speech? (3) What kinds of expressions of racism are these courses of action intended to be a response to? The study takes its point of departure in two theoretical traditions: Pierre-André Taguieff’s categorisations of racism are used to define the problem in the dissertation, while John Dewey’s moral philosophy provides the methodological base.

    From an analysis of equal treatment plans four temporal phases are identified. In the first phase, preventive measures, the purpose is to prevent students from developing racism. In phase two, limitations in schools, the dominant course of action is to prohibit violations in schools. The third phase, corrective measures, is concerned with how to handle situations that are contrary to the limitations in schools. The final phase, limitations on schools, relates to when schools are required to transfer responsibility for action to the social services, work environment or police authorities.

    The results indicate that the national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. Finally, the analysis indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.

  • 5.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Moral imagination in education: a Deweyan proposal for teachers responding to hate speech2014In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 43, no 3, p. 269-281Article in journal (Refereed)
    Abstract [en]

    This article is about moments when teachers experience hate speech in education and need to act. Based on John Dewey’s work on moral philosophy and examples from teaching practice, I would like to contribute to the discussion about moral education by emphasizing the following: 1) the importance of experience, 2) the problem with prescribed morals, and 3) the need for moral imagination in education. My Deweyan proposal for teachers responding to hate speech in education is to use moral imagination in education and take contextual elements into consideration when deciding how to act. Doing this would facilitate work related to doing morals and help to prevent prescribing morals as something that has already been done and that teachers (and students) have to adjust to in schools without being part of the process.

  • 6.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    With 'violations' as a yardstick: policy making against expressions of racism in Swedish education2012Conference paper (Refereed)
    Abstract [en]

    This paper focuses on policy making against expressions if racism in Swedish education. Pierre-André Taguieff’s categorisations of racism as exclusionary and exploitative are used to define the problem, while John Dewey’s moral philosophy provides the methodological base. By analysing local policy document from upper secondary schools in Sweden, different courses of action are visualized and how they form schools as a moral and political space. The results indicate that the Swedish national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. It also indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.

  • 7.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Redaktionellt U&D 25:1. Tema: Juridifieringen av skolan2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 1, p. 3-9Article in journal (Refereed)
  • 8.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Tryggvason, Ásgeir
    Örebro University, School of Humanities, Education and Social Sciences.
    Help, my colleague expresses racism!: On professional ambivalence and moral responsibility2017Conference paper (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.

  • 9.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Diskurserna - talet om studenters skrivande i lärarutbildningen2017In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 211-226Chapter in book (Other academic)
  • 10.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Dyrdal Solbrekke, Tone
    Oslo University, Oslo, Norway.
    Formation as Communication?: an outline of analyzing student teachers’ development as writers2013Conference paper (Refereed)
    Abstract [en]

    At core will be the responsive interaction with teachers and peer students and what role different forms of responses play; university teachers’ formative feedback and peer assessment play, and how they influence the development of teacher students’ writing and their sense of what matters in writing. By using two different learning and writing environments in teacher education, preschool teacher education and teacher education, we distinguish between different forms of ideals, demands and feedbacks on their writings as they are articulated and practiced in different disciplines. Thereby we analyze ‘academic literacies” and discuss what kind of ‘formation scripts’ that seems to emerge in the interactions in different social practices within teacher education.

     

  • 11.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Oslo University, Department of Education, Oslo, Norway.
    Achieving a professional identity through writing2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 284-298Article in journal (Refereed)
    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.

  • 12.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Oslo University, Department of Education, Oslo, Norway.
    Achieving a professional identity through writing2017Conference paper (Refereed)
  • 13.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Institutet för pedagogik, Oslo universitet, Oslo, Norway.
    Att skriva sig till professionell identitet - tre förskollärarstudenter2017In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 55-79Chapter in book (Other academic)
  • 14.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    On student teachers' experiences of writing in teacher education2017Conference paper (Refereed)
  • 15.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Student teachers’ experiences of academic writing in teacher education - on moving between different diciplines2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 268-283Article in journal (Refereed)
    Abstract [en]

    This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.

  • 16.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Writing in and out of control: A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education2016In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 3, p. 211-228Article in journal (Refereed)
    Abstract [en]

    This article presents a longitudinal study of three students’ experiences with learning to write academic texts in preschool teacher education.  Through in-depth interviews and drawing on an academic literacy approach combined with a “before, within and after education” perspective, their different struggles with learning academic writing are identified. A significant finding is that students experience different ways of being in and out of control. Another finding is that the institutionalized framing represents a control from above that helps two but not the third. The result indicates preschool teacher educators should pay close attention to the variation in students’ resources in writing.

  • 17.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jämte, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Att motverka rasism i förskolan och skolan2017 (ed. 1)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.

  • 18.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jämte, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Bredda förståelsen av rasism och antirasism i skolan2017In: Skola och samhälle, E-ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    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.

  • 19.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jämte, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Rasism och antirasism i samhällskunskapsundervisningen2015Conference paper (Other academic)
  • 20.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jämte, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Rasism och antirasism i skolan2015In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst & Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, p. 43-60Chapter in book (Other academic)
  • 21.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jämte, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Wiklund, Matilda
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Tryggvason, Ásgeir
    Örebro University, School of Humanities, Education and Social Sciences.
    Session: Att motverka rasism inom utbildningsväsendet 2017Conference paper (Other academic)
    Abstract [sv]

    Sessionen fokuserar frågor som berör rasism och antirasism i skolan. Här presenteras fyra papers som fokuserar hur lärare agerar när de upplever olika former av rasism, både bland kollegor och elever som i skolans organisering. Sessionen presenterar preliminära resultat från det pågående forskningsprojektet "How to counteract racism in education" (Vetenskapsrådet), men tar också avstamp i boken "Att motverka rasism i förskolan och skolan" (Arneback & Jämte, 2017). Sessionen är öppen för alla som är intresserade av frågor som berör rasism och antirasism i skolan. Det kommer också lämnas utrymme för gemensamma samtal och frågor kring forskningsfältet i stort.

    Paper 1:

    Att motverka rasism i skolan (Arneback & Jämte)

    Presentationen fokuserar lärares antirasistiska handlingar och visar en palett av didaktiska arbetssätt lärare använder för att möta olika uttryck för rasism i skolan. Vidare fokuseras hur lärares egna erfarenheter av rasism påverkar deras agerande och förståelse av problemet.

    Paper 2:

    Mediediskurser om rasism och antirasism i skolan (Wiklund)

    Lärares antirasistiska arbete är beroende av hur de förstår begreppet rasism och mediers sätt att använda begreppet är viktiga källor för denna förståelse. Dessa antaganden ligger till grund för denna presentation av hur rasism definieras i medietexter om händelser där rasism aktualiseras i skolsammanhang.

    Paper 3:

    Om kommunikationens möjligheter och begräsningar i arbetet mot rasism (Arneback & Englund)

    Bidraget behandlar villkor för lärares agerande i bemötandet av elevers rasistiska uttalanden. Vår teoretiska referens är primärt John Deweys (1922) bok Human Nature and Conduct. Bidraget analyserar den deliberativa kommunikationens möjligheter och gränser i förhållande till elevers potential, klassrumsklimat samt lärares egna kunskaper och upplevda kapacitet.

    Paper 4:

    Har lärare ett ansvar att agera när kollegor ger uttryck för rasism? (Bergh & Tryggvason)

    Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.

  • 22.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nylund, Mattias
    Göteborgs universitet, Göteborg, Sweden.
    Which values emerge in apprantice education?2015Conference paper (Refereed)
    Abstract [en]

    A trend in recent times is that vocational training in Sweden is becoming more connected to the world of work, where work places have become an increasingly important place for education (Nylund 2013). Especially so in the recently established apprenticeship education where 50 per cent of the education is conducted at the workplace. This reorganization of vocational training has implications for school content since knowledge and learning on a general level are organized according to different principles in school and work places (cf. Boreham 2002). New principles for the assignment of teaching values in upper-secondary schools have also emerged in recent times. Before, school had the task to anchor certain values in their teaching, such as democracy and human rights. Since 2006, the task of teaching values has been complemented with a legal mandate to work against discrimination, harassment and offensive treatment in schools (Arneback 2012).

    In the intersection of these two trends, the following study aims to examine which values that emerge in apprenticeship training. In this pilot study interviews with teachers in two apprenticeship programs in Sweden are conducted to investigate: 1) How the teaching of values are expressed in the apprenticeship program, 2) Around what values there is consensus and conflict, within and between the two practices of apprenticeship education (school and workplace)? Our hypothesis is that the organization of apprenticeship education carries challenges in the realization of the assignment of teaching values that need to be further elucidated and problematized (cf. Lagström 2012).

  • 23.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nylund, Mattias
    Göteborgs universitet, Göteborg, Sweden.
    Yrkeslärare som värdebalanserare - värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, no 1, p. 82-101Article in journal (Refereed)
    Abstract [en]

    The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with voca-tional teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes stu-dents ́ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.

  • 24.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Locations of racism in education: a speech act analysis of a policy chain2016In: JEP: eJournal of Education Policy, ISSN 2158-9232, Vol. 31, no 6, p. 773-788Article in journal (Refereed)
    Abstract [en]

    This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which anti-racist actions are proposed. The article thereby clarifies who or what is, at different policy levels, perceived to be the location of racism. A first finding concerns terminology: throughout the policy chain the problem of racism is discussed in terms of ‘discrimination’. At European, national and local level, discrimination is mostly associated with ‘ethnicity’, thereby removing from policy a possibly stronger language for combating racism. A second finding is that the location of racism in education moves gradually through the chain from an institutional to an individual location of racism, with an increasing focus on the significance of the student rather than the importance of societal structures. The importance of circumstances for policy formation is a third main finding in the article.

  • 25.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Universitetet i Oslo, Oslo, Norway.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Writing in and out of control: a semi-longitudinal study of three students writing experience in preschool teacher education2015Conference paper (Refereed)
    Abstract [en]

    In this semi-longitudinal study we follow three student teachers (Sara,Eva and Helen) in preschool teacher education (PTE) during two years. They can be described as non-traditional students with working class background (cf Bertilsson 2014), but at the same time representing groups of students with different attitudes to academic writing. A core research interest is to capture the students’ individual struggles with academic writing. The data stems from the students’ written self-presentation, focus group and individual interviews, text samples and observations of group workand examination seminars. The paper is part of the ongoing project “The struggle for the text” financed by the Swedish research Council. Three research questions are in focus: a) how student teachers’ experiences from the past influence their approaches to writing in higher education, b) how the student teachers struggle with different academic discourses over time, c) how they relate to their future identity as preschool teachers in their writing. By combining a before, within and after perspective we relate their struggle with the text in higher education to the question of present and future processes of life (Ivanic 1998, 2004, Lillis 2001). The result shows that students experience different kinds of struggles in academic writing, depending on earlier and current experiences within and outside of PTE. We can also see how the same norms and rules of academic writing are supportive to some of the students, but obstacles for others. In a time when recruitment to teacher training has changed in Sweden, there is a risk that the talk about student teachers becomes the talk of the unprepared student who needs clarity. Based on the study's outcome there is a need to problematize such notions.

  • 26.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Den paketerade valfriheten: om framtidsvägen för den svenska gymnasieskolan2010In: Nordic Studies in Education, ISSN 1891-5914, Vol. 30, no 2, p. 116-129Article in journal (Refereed)
    Abstract [en]

    The main purpose of this article is to focus what meanings the concept of quality is given in the political development of Swedish upper-secondary school. By using Quentin Skinner’s speech-act theory comparisons are made between the meanings formulated in the early 1990s and the now current investigation Framtidsvägen (SOU 2008:27). The result shows consequences for the goal- and result oriented steering system as well as changes in the perspectives of citizenship education and ideolology.

  • 27.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education, Uppsala University, Uppsala, Sweden.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    How to become a moral person: An analysis of three promotion and prevention programmes in Swedish education2015In: ECER 2015, 2015Conference paper (Refereed)
  • 28.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden?2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 1, p. 11-31Article in journal (Refereed)
    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.

  • 29.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Tryggvason, Ásgeir
    Örebro University, School of Humanities, Education and Social Sciences.
    Do Teachers have a Responsibility to act when Colleagues Express Racism?2018Conference paper (Refereed)
  • 30.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Enactment of Juridification in Education: a Theoretical Exploration2018Conference paper (Refereed)
  • 31.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Exploring a theoretical framework for understanding juridification in education2017Conference paper (Refereed)
  • 32.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Department of Education, Oslo University, Oslo, Norway.
    Conquering a professional identity through writing2016Conference paper (Other academic)
  • 33.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    Universitetet i Oslo, Oslo, Norway.
    What role might writing within and after preschool teacher education have for the professional practice?2015Conference paper (Refereed)
  • 34.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Writing in and out of control2014Conference paper (Other academic)
    Abstract [en]

    In this study we follow seven students in their writing in preschool teacher education during two and a half years: From their second semester in higher education, to a finished essay in the end of their sixth semester. The study is conducted at a Swedish University with the aim to capture the formative impact of writing over time, with a specific focus on how writing in teacher education influences students' understanding and view on their future profession as preschool teachers. Three research questions are in focus in this paper:  a) how student teachers look at the function of writing during their education, b) how the student teachers develop as writers over time, c) how their future identity as teachers is visualized and gicven character in their writing.

    Theoretically we take our point of departure in academic literacy, in the sense that we understand academic writing as a social and cultural practice in higher education (cf. Ivanic 1998, Lea & Street 1998, Lillis 2001; Blåsjö 2004; Macken-Horaik et al 2006). In contrast to research that consider academic writing as a pre-defined set of rules that student teachers need to adapt to, an academic literacies approach focuses on writing as a social practice where students take part in and develop different literacies, implying its formative impact.

  • 35.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Solbrekke, Tone Dyrdal
    University of Oslo, Oslo, Norway.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    What will student teachersbecome as writers?2014Conference paper (Other academic)
1 - 35 of 35
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