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Educare 2011 nr 2

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Educare 2011 nr 2

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Vem är egentligen expert? Hiphop som utbildningspolitik och progressi...
Söderman, Johan Journal article in Educare;2 : Lärande och samhälle, Malmö högskola (2011)	peer-reviewed scientific ARTICLE

English abstract:

Who is the expert? Hip-hop as university politics and progressive education. Since hip-hop started over 35 years ago in New York, it has been associated with social activism and education. Accordingly, it is not surprising that academic institutions in universities and K-12 schools are interested in hip-hop with regards to the history of this street culture. This article's aim is to highlight this “hip-hop academization” and analyze the academization processes. The research questions are: How is hip-hop legitimized in official webpage texts? Who is the expert and what is at stake? What symbolic fights are going on between pioneers of the culture and academics? How do hip-hop scholars talk about the academization? The theoretical framework stems from sociologist Pierre Bourdieu, including his work within cultural fields and capital forms. The empirical data, which has been collected with an ethnographical approach, are webpage texts, observations, recordings from academic events concerned with hip-hop and individual interviews with hip-hop scholars in New York City during 2010. The results show how hip-hop at the university is an attractive label and a door-opener for the scholars, but at the same time how hip-hop is regarded as low-culture within the university. Finally, the data shows how the pioneers of hip hop construct the scholars as outsiders in order to maintain themselves as foremost experts of the culture.

Soderman_Vem_Educare_11.2.pdf (311.8Kb)

Social mobilization or street crimes: Two strategies among young urba...
Lalander, Philip; Sernhede, Ove Journal article in Educare;2 : Lärande och samhälle, Malmö högskola (2011)	peer-reviewed scientific ARTICLE

English abstract:

This article deals with processes of marginalization and patterns of segregation in contemporary Sweden, which have transformed the former welfare state towards increased segregation and inequality between different social groups. Two ethnographic studies on young men living in stigmatized metropolitan areas are used in discussion and analysis. During the 1990s we could see the birth and growth of new forms of poverty in multi-ethnic suburbs of the metropolitan districts of Sweden. During the last two decades, youth subcultures oriented towards Reggae and Hip hop have grown and attracted many young people in these metropolitan areas. This article focuses on how two youth collectives in two metropolitan areas developed different strategies to cope with discrimination, second class citizenship and territorial stigmatization. In both these collectives it is possible so see how informal learning processes, embedded in cultural praxis of the youth groups and empowered by a connection to African-American music cultures, enable these groups and individuals to express themselves. The youth collective in one suburbs articulates a social and political criticism that could be compared to the cultural aspirations of the labour movement in the early part of the last century. The youth from the other neighbourhood have a strong fascination with criminal out-law culture and do not articulate themselves in the same way as members of the other group. Still their cultural expressions must be understood as ways to deal with their positions as marginalized, immigrant youth.

Lalander_Social_Educare_11.2.pdf (242.6Kb)

En skolas implementering av kamratmedling
Kolfjord, Ingela : Lärande och samhälle, Malmö högskola (2011)	peer-reviewed scientific ARTICLE

English abstract:

This article is based on a two-year ethnographic field study at a school in Malmö, Sweden. The study focused on peer mediation, examining several methods and angles of approach. Peer mediation means that pupils manage their conflicts, based on theories of restorative justice, which means that the mediation is intended to restore a “damaged” relationship. Peer mediation has no elements of punishment. Since my findings showed, among other things, that peer mediation reduced the climate of conflict in the school, prevented bullying, and strengthened the pupils’ competence and agency, I have chosen in this text to elucidate the school’s implementation of peer mediation. The theory of restorative justice has six important principles that should be satisfied when peer mediation is introduced in a school: the level of conflict in the school should be analysed before mediation is introduced; the school principal should support the introduction and organization of peer mediation; school staff should be encouraged to participate in the mediation; there should always be a holistic view so that the mediation programme harmonizes with the school’s ideology, pedagogy and organization; the work should be subject to long-term planning if it is to be sustainable; and the people involved should be aware that an implementation process takes time. These principles and the dilemmas connected with peer mediation and these are highlighted in the article.

Kolfjord_Skolas_Educare_11.2.pdf (251.1Kb)

“Soft governance” i förskolans utvecklingssamtal
Markström, Ann-Marie Journal article in Educare;2 : Lärande och samhälle, Malmö högskola (2011)	peer-reviewed scientific ARTICLE

English abstract:

According to the Curriculum for the Swedish Preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in Swedish preschools. Using transcripts of audiotaped episodes from parentteacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk, but also to a large extent informality. Additionally, the analyses show that the parent-teacher conferences are characterised by “soft governance” both in terms of content (what) and form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, elements of humour and laughter, and seemingly neutral questions. The article also discuss how “soft governance” is used in the construction and the assessment of a desirable preschool child and parent.

Markstrom_Soft_Educare _11.2.pdf (259.6Kb)

Dokumentation, styrning och kontroll i den svenska skolan
Asp-Onsjö, Lisa Journal article in Educare;2 : Lärande och samhälle, Malmö högskola (2011)	peer-reviewed scientific ARTICLE

English abstract:

Documentation is a wide spread activity in all parts of society. During the last two decades the demand for teachers to write different documents has increased and concerns all students, not only those in need of special support. Documentation is never neutral; it is a way of creating reality or, a part of what Foucault calls the “production of truth”. Society is drawn in to what can be described as documentality. The aim of this article is to contribute to the understanding of the role of documentation practices in contemporary Swedish schools and the repercussions on the learning processes and the understanding of the nature of knowledge.

Onsjo_Dokumentation_Educare_11.2.pdf (264.3Kb)

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