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MUEP › University Publications › Educare ›Educare 2007 nr 2

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Educare 2007 nr 2

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Educare 2007 nr 2

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”Jag tar varken kristendom eller islam på allvar, jag går efter vad j...
Westerberg, Boel Journal article in Educare;2 : Lärarutbildningen, Malmö Högskola (2007)	peer-reviewed scientific ARTICLE

English abstract:

This article is based on a Research-project called Upper Secondary-pupils´ Creation of Meaning in the Multicultural Classroom. In this project I and my fellow researcher followed a class during their three years in Upper Secondary School, observing them in lessons and performing interviews with them twice a term. In this article, my main interlocutor/informant, who goes by the name Argita in the text, is a girl of Albanian background, but who has had almost all her education in Swedish schools. I focus on three problems, or questions: how and when are existential questions discussed in the classroom and which role do they play in the teachers’ choice of subjects? Second, I am interested in the multicultural classroom, or the culturally heterogeneous classroom, as I prefer to call it. What does it denote and add up to? I suggest that “multicultural” implies much more than just immigrants and Swedes meeting in class. It is also about boys and girls, pupils with different economic and cultural background and pupils representing different youth-cultures. Finally, I discuss what is meant by the terms “offering meaning” and “creating meaning” in school. Does all teaching offer meaning to pupils? I do not think so. Rather, I think that pupils, such as Argita, have a capacity to create meaning, in their schoolwork and in their lives, regardless of what school has to offer.

Jag tar varken.pdf (556.5Kb)

Profession, forskning och praktik: 30 rektorers syn på specialpedagog...
Berglund, Lars; Malmgren, Lise-Lotte; Riddersporre, Bim; Sandén, Ingrid Journal article in Educare;2 : Lärarutbildningen, Malmö Högskola (2007)	peer-reviewed scientific ARTICLE

English abstract:

This article is a synthesis of four investigations made by students at the special educational program at Malmö University. It describes how headmasters experience the professional role of the special needs pedagogue in schools. Research questions concerning the relationship between higher education and school practice are elucidated in the article. The responses are analyzed and problematized with the help of von Wright’s Action theory as well as of Dahllöf’s frame factor theory. In the interviews headmasters describe the special educational activities and the special pedagogue profession as multifaceted and complex. This is a situation which impedes good functioning and effective use of competence resources. Moreover, headmasters are frequently caught between the visions of policy instruments and school practice, not least concerning situational acting, and the question of short or long term planning and acting.

Profession, forskning och praktik.pdf (344.7Kb)

Traditionsbärare och fostrare – samtal om lärande med två amerikanska...
Söderman, Johan; Ericsson, Claes; Folkestad, Göran Journal article in Educare;2 : Lärarutbildningen, Malmö Högskola (2007)	peer-reviewed scientific ARTICLE

English abstract:

Research about non-institutional musical environments, like hiphop, is important when education and learning are being discussed. The literature on aesthetic informal learning is limited. We need to know more about how learning is organised in autonomous and musical contexts. In this article two female rappers from New York City are in focus. The rapper Jean Grae is a Grammy nominated rapper who is well-known around the world. Toni Blackman is a hiphop ambassador, appointed by the U.S. Department of State. Her different social and educational projects on hiphop have been given a lot of attention in the press. The purpose of this article is to study what kinds of learning aspects appear in the rappers’ talk about their work in interviews, group conversations, magazines and selfproduced texts. The results show how the rappers stand out like fosterers, popular adult educators, jazz musicians, tradition-bearers, specialists and artists. Linguistic reformulations are used to analyze the complexity of the rappers' activities. Finally, the article discusses how school can be a fosterer and a tradition-bearer and at the same time positive and open to new forms of popular culture.

Traditionsbarare och fostrare.pdf (594.3Kb)

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