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  • 1.
    Börjesson, Mattias
    Örebro University, School of Humanities, Education and Social Sciences.
    Från likvärdighet till marknad: En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969-19992016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    For most of the 20th century the dominant aim of Swedish educational policy was an integrated public school system under national state control. During the post-war era (1945–1989) this policy led to Sweden having one of the most centralized and integrated school systems in the world. In the 1980s and 1990s, however, there was a profound change in Swedish education policy towards decentralization, deregulation and marketization of the school system. The aim of this thesis is to provide a deeper understanding of the nature and causes of this shift in education policy. The thesis draws from a theoretical framework consisting of Critical Realism, curriculum theory and Neo-Marxism. From a Neo- Marxist perspective the configuration of state education policy is understood as a dominant education ideology. The empirical material consists of state policy documents which are understood as an expression of the dominant education ideology in society.

    The results indicate a shift in the dominant education ideology in Sweden between 1969 and – 1999: from an emphasis on state governance and goals of equivalence, equality and participation in the school system during the 1970s, towards increasing skepticism regarding state regulation and an emphasis on decentralization and aims to increase parental and pupil influence in the school system during the 1980s, to a dominance of private influence via school choice and competition in the school system during the 1990s. From a theoretical perspective consisting of Critical Realism and curriculum theory, this shift in education policy and restructuring of the school system is understood in relation to economic crises, a rightward shift in politics and the dominance of neoliberal ideas in Sweden during the 1980s and 1990s.

  • 2.
    Jenvén, Hélène
    Örebro University, School of Humanities, Education and Social Sciences.
    Utsatta elevers maktlöshet: en studie om elevers sociala samvaro som förbättringsarbete i åk 8-92017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to examine how everyday social interactions and relations in a school class in years 8-9 are experienced by pupils and teachers and how they can be understood and improved. The research design is an action research approach and is carried out as a case study involving four teachers and 24 pupils. Four issues are formulated and the teachers and the researcher together suggest how certain problems might be solved, which in turn directs the action process over the period of three school terms. Analytical concepts are used to map and understand pupils’ everyday social relations in terms of peer groups, positions and norms. Eriksson’s (2001) sociological theory on bullying is used to analyze and explain the complexity of a case of bullying.

    Defined dominating norms that appear to guide the pupils’ social interactions are: (1) You should make room for yourself, be visible and heard, (2) you should have many friends and (3) you should look down on those who study. The everyday social relations are affected by the pupils’ positioning and by the groupings that are formed in the class. Crystalized groups that emerge in the study are: (1) those who make a lot of noise and take up a lot of room, (2) those who study, (3) pupils who are frequently absent, (4) those who feel uncomfortable and (5) those who are outside (a marginalized group). In addition to these findings, three dominating norms among the teachers emerge. These norms guide and affect how the teachers act and think when victimized pupils and their situations are discussed. Teachers’ dominating norms seem to prevail in situations where some pupils are victimized by other pupils in the class. This in turn could contribute to various kinds of moral disengagement on the part of the teachers when dealing with victimizing acts among pupils. From the perspective of the victimized pupils, such a way of acting could be understood as teachers, in their role as “security guarantors”, are unable to prevent the powerlessness of victimized pupils.

  • 3.
    Nordmark, Marie
    Örebro University, School of Humanities, Education and Social Sciences.
    Digitalt skrivande i gymnasieskolans svenskundervisning: en ämnesdidaktisk studie av skrivprocessen2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to investigate the writing process in the teaching of the subject of Swedish at upper secondary school. This study analyses the relations between the pupils’ writing and the school environment in which the writing takes place and how the pupils position themselves and others in relation to their use of digital artefacts and norms in the classroom. The empirical material has been created in three classes at two different schools. The data consists of participant observations of 42 lessons, all of which were video recorded using two cameras, and audio recorded semi-structured interviews with 24 pupils and 3 teachers. Theoretically, the study is based on sociocultural perspectives on literacy and learning and a multimodal social semiotic understanding of meaning-making based on an interest in the use of resources that constitute meaning in the social environment. From an ecological perspective, writing is examined as discourses in which the participants and the environment interact. Analytic concepts are used by inspiration from Kress et al (2005) and Smidt (2002). The figure “Writing roles in fields of tension” has been constructed to illustrate the students’ writing roles and positioning's in the empirical material. The results show that the shift from paper and pen to computer and screen means more than a shift change in the use of artefacts. The teaching of digital writing has a point of departure as a project in communication. In multimodal environments, pupils are often left without access to a teacher due to the layout of the room. This leads to positioning in roles, such as help seeker and helper. The classrooms are characterised by the constant presence of social media and its demands on students’ attention. Earlier generations of writing processes emphasised the importance of prewriting, drafting and revision in stages. In the digital writing process these stages are lacking. In this context, the digital writing process can be understood as a “fourth generation process” consisting of writing, saving and sending. The fourth generation of writing process stresses on the writing at a micro- rather than macro level. The word processing functions of spelling and grammar offer clickable solutions to problems, but cannot be considered as tools for learning. In the digital classroom pupils are vulnerable, left to their own resources and have difficulties in handling complex assignments.

  • 4.
    Redman, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Svensson, Therese
    Örebro University, School of Humanities, Education and Social Sciences.
    Högläsning i förskoleklass: En studie om fem pedagogers arbete med högläsning2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Rosén, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Svenska för invandrarskap?: Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.

    Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

    List of papers
    1. Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with ‘Swedish for immigrants’
    Open this publication in new window or tab >>Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with ‘Swedish for immigrants’
    2013 (English)In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 26, no 1, p. 68-88Article in journal (Refereed) Published
    Abstract [en]

    The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme ‘Swedish for immigrants’ over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels – pertaining to language and identity – emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2013
    Keywords
    language education, categorisations, immigration, identity positions, Sweden
    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-29010 (URN)10.1080/07908318.2013.765889 (DOI)000315691600005 ()2-s2.0-84874467695 (Scopus ID)
    Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2018-05-17Bibliographically approved
    2. 'Prata svenska vi är i Sverige' [Talk Swedish, we are in Sweden!]: A study of practiced language policy in adult language learning
    Open this publication in new window or tab >>'Prata svenska vi är i Sverige' [Talk Swedish, we are in Sweden!]: A study of practiced language policy in adult language learning
    2012 (English)Manuscript (preprint) (Other academic)
    National Category
    Social Sciences Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-25359 (URN)
    Projects
    CIC, Communication, Identity and Categorization
    Available from: 2012-08-27 Created: 2012-08-27 Last updated: 2017-10-18Bibliographically approved
    3. Welcome to the most equal country in the world!
    Open this publication in new window or tab >>Welcome to the most equal country in the world!
    (English)Manuscript (preprint) (Other academic)
    National Category
    Gender Studies
    Research subject
    Gender Studies
    Identifiers
    urn:nbn:se:oru:diva-29011 (URN)
    Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2017-10-17Bibliographically approved
    4. Becoming an immigrant in a language learningclassroom: Intersections of gender and national identity
    Open this publication in new window or tab >>Becoming an immigrant in a language learningclassroom: Intersections of gender and national identity
    (English)Manuscript (preprint) (Other academic)
    National Category
    Gender Studies
    Research subject
    Gender Studies
    Identifiers
    urn:nbn:se:oru:diva-29012 (URN)
    Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2017-10-17Bibliographically approved
  • 6.
    Tryggvason, Ásgeir
    Örebro University, School of Humanities, Education and Social Sciences.
    Om det politiska i samhällskunskap: Agonism, populism och didaktik2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Democratic education can be seen as being constituted by a political dimension in two senses. In one sense, democratic education is political because it has a politically formulated goal to educate citizens. In another sense, the practice of democratic education is in itself political, in that it constitutes a space in which students encounter different visions of and opinions about what society should be like. In the intersection of these two meanings of “the political” we find the teacher. How can teachers navigate and approach “the political” in their classrooms? Which conceptions of conflicts, emotions and identities are useful when approaching the political as an educational problem?

    This thesis formulates an agonistic perspective on the political in social science education. In four articles, the thesis explores agonism and populism in relation to social science education. In focus are questions about the role that emotions, conflicts and identities should play in democratic education. Three of the four articles are theoretical investigations into the problems and potentialities of agonism and populism. The fourth article is empirically based on interviews with social science teachers and classroom observations. By synthesizing the results from these four articles, an agonistic perspective on the political in social science education is formulated. The agonistic perspective consists of four concepts: political emotions, hegemony, political presence and simplification. With these concepts, the agonistic perspective provides a theoretically informed starting point for teachers to reflect on and approach “the political” in social science education.

    List of papers
    1. Democratic Education and Agonism: Exploring the Critique from Deliberative Theory
    Open this publication in new window or tab >>Democratic Education and Agonism: Exploring the Critique from Deliberative Theory
    2018 (English)In: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 26, no 1, p. 1-9, article id 1Article in journal (Refereed) Published
    Abstract [en]

    Due to the current political challenges facing democratic societies, including an apparent presence of populist rhetoric, the question of how political discussions should take place in democratic education is as urgent as ever. In the last two decades, one of the most prominent approaches to this question has been the use of deliberative theory. However, the deliberative approach has been criticized from an agonistic perspective for neglecting the role of emotions in political discussions. Deliberative theorists have in turn responded to this critique and argued that the agonistic approach tends to put too much emphasis on students’ emotions and identities in political discussions. Recently, as a contribution to this debate, the idea of assimilating agonism with deliberation has been suggested as a way of overcoming the differences between agonism and deliberative theory.

    The purpose of this paper is to contribute to the educational debate between agonism and deliberative theory by exploring the deliberative critique from the vantage point of agonism. I claim that the deliberative critique of agonism is unfounded and based on a misreading of Mouffe’s agonistic theory. Furthermore, I argue that the attempt to assimilate agonism with deliberation is not compatible with Mouffe’s agonistic theory

    Place, publisher, year, edition, pages
    Portland, Oregon, USA: Lewis & Clark College, Graduate School of Education and Counseling, 2018
    Keywords
    Education, agonism, deliberative theory, political emotions, democracy
    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-67106 (URN)
    Available from: 2018-05-28 Created: 2018-05-28 Last updated: 2018-11-21Bibliographically approved
    2. The Political as Presence: On Agonism in Citizenship Education
    Open this publication in new window or tab >>The Political as Presence: On Agonism in Citizenship Education
    2017 (English)In: Philosophical Inquiry in Education, ISSN 1916-0348, Vol. 24, no 3, p. 252-265Article in journal (Refereed) Published
    Abstract [en]

    In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe’s agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for a vibrant democratic citizenship education. The aim of this paper is to critically explore and further develop the concepts of political emotions and political disputes as central components of an agonistic approach. In order to do this, I return to Mouffe’s point of departure in the concept of the political. By drawing on Michael Marder’s (2010) notion of enmity, I suggest how “the presence of the other” can be seen as a vital aspect of the political in citizenship education. By not abandoning the concept of enmity, and with the notion of presence in the foreground, I argue that Ruitenberg’s definition of political emotions needs to be formulated in a way that includes emotions revolving around one’s own existence as a political being. Moreover, I argue that in order to further develop the agonistic approach, the emphasis on the verbalization of opinions in political disputes needs to be relaxed, as it limits the political dimension in education and excludes crucial political practices, such as exodus. 

    Place, publisher, year, edition, pages
    Concordia University Department of Education, Concordia University, Montreal QC, Canada, 2017
    Keywords
    Agonism, The political, Emotions, Citizenship Education
    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-58063 (URN)000419272500005 ()
    Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2018-11-21Bibliographically approved
    3. Democratic Education in the Mode of Populism
    Open this publication in new window or tab >>Democratic Education in the Mode of Populism
    2017 (English)In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, no 6, p. 601-613Article in journal (Refereed) Published
    Abstract [en]

    This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

    Place, publisher, year, edition, pages
    Springer, 2017
    Keywords
    Populism, Democratic education, The public, Demands, Affect, Antagonism
    National Category
    Pedagogy Philosophy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-54881 (URN)10.1007/s11217-017-9564-5 (DOI)000412461800001 ()2-s2.0-85009848651 (Scopus ID)
    Note

    Funding Agency:

    LUN (The Board of Teacher Education) at Örebro University

    Available from: 2017-01-20 Created: 2017-01-20 Last updated: 2019-09-18Bibliographically approved
    4. Den politiska dimensionen i samhällskunskap
    Open this publication in new window or tab >>Den politiska dimensionen i samhällskunskap
    (English)Manuscript (preprint) (Other academic)
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:oru:diva-70260 (URN)
    Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2018-11-21Bibliographically approved
1 - 6 of 6
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