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MUEP › University Publications › Educare ›Educare 2008 nr 3

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Educare 2008 nr 3

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Educare 2008 nr 3

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Human rights and education for citizenship, society and identity: Eur...
Ross, Alistair Journal article in Educare;3 : Lärarutbildningen, Malmö Högskola (2008)	peer-reviewed scientific ARTICLE

English abstract:

This paper discusses how Universities, who train and educate professionals who work with children and young people, might contribute to the development of a citizenry for the Europe of the future. The paper considers strategies to help young people understand Europe, identify themselves with Europe, and feel that they can help frame the future of Europe. The identity and image of Europe in the minds of young people and their teachers may be very varied. Developing a positive sense and identity with Europe raises issues, particularly around those of European identity, which is only one among many possible identities (regional, national, identities of relationships). Europe is not necessarily the most dominant, and it is unlikely to be so. For young people, the identity of youth more may be more compelling and cohesive. The paper argues that enactive learning of citizenship will naturally involve enactive aspects of citizenship. This will focus on the involvement of young people in establishing rights in their own schools and societies, and extending rights to the third generation. Teaching Citizenship is learning citizenship through active participation – and is something that is done in partnership, educational institutions with and alongside a wide range of social organisations.

Human rights and education.pdf (122.5Kb)

The right of all to inclusion in the learning process: Second languag...
Hartsmar, Nanny; Sandström, Maria Journal article in Educare;3 : Lärarutbildningen, Malmö Högskola (2008)	peer-reviewed scientific ARTICLE

English abstract:

With its background in research on the development of the second language and the language use of immigrant children as portrayed in political discourse, this article discusses the significance of the mother tongue in the access of newly-arrived pupils to teaching in school subjects while the development of their second language is in its earliest stages. The starting point for the project is a socio-cultural perspective of teaching and the development of knowledge, and that language is discourse. If one sees citizenship as an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard. Two preparatory classes in Malmö were invited to problem-solving work sessions in the technical workshop at the School of Education. The student teachers acted as supervisors and observers alternately, and documented the conversations that took place. Sequences of conversation were recorded for analysis. The study illuminates and problematises the content of the conversations during problem-solving, what initiatives to conversation are taken by pupils and students, what the possibilities of problem-solving using the mother tongue are, and what the pupils’ texts contain and if they are functional, in the sense that it is possible to understand what the pupil wants to mediate to the reader. Excerpts from the recordings show that both children and students use a variety of “strategies” in the conversations and this has a number of consequences for the processes of knowledge.

The right of all to inclusion.pdf (269.5Kb)

The construction of "the competent child" and early childhood care: V...
Månsson, Annika Journal article in Educare;3 : Lärarutbildningen, Malmö Högskola (2008)	peer-reviewed scientific ARTICLE

English abstract:

The phenomenon I focus on in this article is the construction of “the competent child”, which has developed from both psychology and later the sociology of childhood and has influenced the Swedish Childhood Education. One purpose of this paper is to investigate the pedagogical signs in this construction of “the competent child” and to contribute to the discussion of the influence of a new understanding of children in a nursery practice. In addition to the theoretical part of the article, I present analysed material from a limited case study. I have chosen a Reggio Emilia-inspired nursery, with its emphasis on democracy and view of children as competent and active, to shed light on the connections between this view and a values education. I also aim to problematise this paradigm of childhood. The methods used in the present study are field notes and video recordings. Material from my case study illustrates how values education is expressed in a child care practice.

The construction of the competent child.pdf (169.3Kb)

Childhood and politics
Qvortrup, Jens Journal article in Educare;3 : Lärarutbildningen, Malmö Högskola (2008)	peer-reviewed scientific ARTICLE

English abstract:

Our culture’s attitudes towards children are ambiguous – as found also in the relationship between children and politics. The protective mood that has befallen children over the last two centuries entails their separations from adults – and from the serious business of economics and politics. How do we deal with the dilemma, which as a consequence makes it difficult to have a discourse about children and politics? This article nevertheless makes some reflections over the theme and suggests that one can, as far as politics is concerned, in principle talk about (a) children as subjects, (b) children/childhood as a non-targeted object (i.e. in terms of structural forces’ impact), (c) children/childhood as targeted objects (political initiatives having children in mind), and finally as (d) instrumentalised objects. The thorny question raised in each case is to which extent children are beneficiaries or if that is the case primarily as a side effect of gains to adults/adult society. Would public investments in children have been made to the current extent, if expectations of a surplus return were not an option?

Childhood and politics.pdf (120.2Kb)

When the field of sport crosses the field of physical education
Peterson, Tomas Journal article in EDUCARE;2008 : Education, Malmö University (2008)	peer-reviewed scientific ARTICLE

English abstract:

The two main arenas of organised sport in Sweden are sport clubs, in the form of voluntary organisations, and the school subject Physical Education and Health. Thus sport is constructed within two different social fields, in Bourdieus sense. These are relatively autonomous fields, with their own ideals and consecration instances, their own values and positions fought for, and its own appropriate dispositions. The basic aim of school sport is to enable each individual take the responsibility for his or her body in a lifetime perspective, whereas club sport is based on competition and strives towards selection, ranking and elitism. In 2003, the Swedish government made a “hand-shake” (Handslaget) with the The Swedish Sports Confederation, offering one billion Swedish crowns over a period of four years to local sport clubs in order to create project that will engage more children in organised sport. On of the themes for creating projects is by way of sport clubs collaborating with schools, so that within the school day time pupils will be exposed to club sport – either through club instructors coming to the school or the pupils coming to the club facilities. But what happens when an activity constructed on one social field, and according to the specific conditions of that field, is simply lifted over to another social field? In this paper I discuss some consequences emanated from such a process. Keywords: Social Field, Sport, Physical Education, Handslaget/the Handshake.

When the field of sport.pdf (133.3Kb)

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