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MUEP › University Publications › Educare ›Educare 2009 nr 2-3

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Educare 2009 nr 2-3

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Educare 2009 nr 2-3

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Slutkommentar: Mångkontextuella och gränsöverskridande läroprocesser ...
Trondman, Mats Journal article in Educare;2-3 : Lärarutbildningen, Malmö högskola (2009)	ARTICLE

Educare_2009_2_3_Trondman.pdf (479.6Kb)

”No parent left behind”: Föräldradeltagande för inkludering och effek...
Tallberg Broman, Ingegerd Journal article in Educare;2-3 : Lärarutbildningen, Malmö högskola (2009)	peer-reviewed scientific ARTICLE

English abstract:

Parents’ - as well as children’s - participation is highly stressed in every policy document concerning pre-school and school, on local, national and international level. In this article parents’ participation in pre-school and school is regarded as an element of tension between policy and professional practice. Based on empirical data from three different studies, teachers’ professional attitudes and their conceptions of parental participation in school are presented. Contradictions between policy ambitions and professional practices are discussed in an historical perspective, and related to earlier emphasised equality in relation to the school. Changes are shown, especially in the policy discourse about parents’ participation: from the earlier objective of enhanced democracy, which was seen as an important, basic value, to the present goal of enhanced democracy and inclusion as a strategy for better learning outcomes and school efficiency.

Educare_2009_2_3_TallbergBroman_I.pdf (186.6Kb)

Barndomsbilder i förändring i grundskolans läseböcker
Eilard, Angerd Journal article in Educare;2-3 : Lärarutbildningen, Malmö högskola (2009)	peer-reviewed scientific ARTICLE

English abstract:

The article explores how norms and ideals linked to generation, gender and ethnicity are expressed in school readers used in Swedish schools since 1962, the year of the first national curriculum of the compulsory school. More than 60 readers have been examined. The adopted perspective combines a genealogical and a critical multimodal discourse analytical approach with an intersectional perspective. This means that the readers’ texts and illustrations are viewed as a whole and as social constructions in the historical context of their periods. Accordingly, the way changes in the late modern society, regarding childhood and family, are depicted in the readers are made visible, as well as the inclusion and exclusion of certain social subjects. Although the contemporary readers appear to advocate diversity and equal opportunities the analysis shows that a colonial white Western, as well as a heteronormative, discourse remains comparatively unchanged throughout the period. The most noticeable finding is the reversed generation hierarchies that characterize the late books. A striking point here is that the old nuclear family has been replaced by an ideal of young heterosexual twosomeness.

Educare_2009_2_3_Eilard.pdf (2.224Mb)

Verbal mobbning och normerande praktiker i flickors relationsprat
Evaldsson, Ann-Carita Journal article in Educare;2-3 : Lärarutbildningen, Malmö högskola (2009)	peer-reviewed scientific ARTICLE

English abstract:

In this study data are drawn from ethnographic research combined with audio-recordings of everyday peer interactions in a multiethnic elementary school in Sweden. The analysis is based on longitudinal work among five preadolescent girls with low income and mixed ethnicities. Special attention is given to the social process (conflict talk, accounts, insults, threats, forms of membership categorization-work) of social exclusion in a girl group. The analysis combines ethnography with examination of talk-in-interaction (CA) and ethnomethodological concerns for membership categorizations (MCA). As will be demonstrated the targeted girl was affiliated with multiple negative categorizations such as “bad friend”, “bad girl”, ”friendless”, “insane” and “bullied”, and eventually socially excluded from the girl-group. In constructing such categorizations the girls’ engaged in relational talk in which they deployed diverse forms of judgmental work (complaints, accusations, justifications, insults, recycling, accounts, negative person descriptions). As a result, the girls arranged social relations of power, indexed social identities, policed gender-deviant behaviours and justified social exclusion. Overall the analysis provides a critical perspective on peer victimization that accounts for the complexities, dynamics and contradictions inherent in girl-bullying and feminine morality.

Educare_2009_2_3_Evaldsson.pdf (262.0Kb)

Livskunskap – en gränsöverskridande praktik i skolan
Löf, Camilla Journal article in Educare;2-3 (2009)	peer-reviewed scientific ARTICLE

English abstract:

Life Competence Education (Sw. livskunskap) is a new school subject that has developed in Swedish schools over the last decade. Life Competence Education is non-mandatory and lack national guidelines, due to which there are no unanimous definitions. Consequently, Life Competence Education can be just about anything: Some schools apply cognitive programs to train pupils’ social and emotional competences, whilst others use this new subject as a way of contextualizing sex and relationship education (a. a.). Despute the divergent interpretations of what Life Competence Education should consist of there are some common features in local curricula, such as prevention (and solving) of bullying and segregation, gender equity, relationships, ethics and values. These themes harmonize well with the concerns of childhood studies, where the marginalization of childhood is highlighted. Life Competence Education can be seen as an example of schools’ attempts to integrate children and childhood into society.

Educare_2009_2_3_Lof.pdf (159.2Kb)

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