1 - 22 of 22
rss atomLink to result list
Permanent link
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
  • Nordenstam, Anna
    et al.
    Luleå tekniska universitet; Göteborgs universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lättläst - en demokratifråga2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 3, p. 35-52Article in journal (Refereed)
    Abstract [en]

    Easy reading novelsfor young people have increased rapidly during the last years. Authors,publishers, librarians and teachers regard the novels a tool for teaching,and the books are advocated to offer children and teenagers that areconsidered demotivated and poor readers suitable texts. The democraticargument is vital for the text type is, i.e. that everyone has the right tohave access to literary texts. From a critical literacy perspective, the aimof this article is to highlight and discuss aspects of democracy in Swedishclassrooms. The empirical material consists of 18 interviews with authorsand publishers and text analysis of 17 novels with material for students andteachers. The article shows that authors and publishers use the democraticargument heavily when advocating for the text type. The novels show agender stereotype pattern and the instructions encourage an efferent reading. The article argues that it is important to have a critical perspective ifusing the easy readers in the classroom.

  • Lindblom, Anne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Rebalancing power relationships in research using visual mapping: examples from a project within an Indigenist research paradigm2019In: PRACTICE Contemporary Issues In Practitioner Education, ISSN 2578-3858, p. 1-9Article in journal (Refereed)
    Abstract [en]

    Engaging in respectful relationships is an essential aspect of all research and educational practices. Colonial residue, and the maltreatment and misinterpretation of Indigenous peoples by researchers, puts a great responsibility on the researcher to strive for balance in power relationships within Indigenous contexts. Even more so, in research and education involving Indigenous children diagnosed with autism spectrum disorder (ASD). This may be easier said than done. In a PhD project on the meaning of music for First Nations children diagnosed with ASD in British Columbia, Canada, visual mapping was used to rebalance the power relationships between myself as a researcher and the research partners as a step toward decolonization. The visual maps were used to summarize conversation transcripts that could be used to validate my interpretations and disseminate the research results, create a mutual focal point for negotiating consent and participation and show progress over time. Visual methods, such as visual mapping, are beneficial to individuals with autism, and can also be useful when rebalancing power relations with other research partners, such as parents. In conclusion, visual mapping can be a useful tool for rebalancing power relationships in research and educational practices.

  • Stabel Jørgensen, Camilla
    et al.
    NTNU Trondheim.
    Madsen, Roar
    NTNU Trondheim.
    Editorial Nordidactica 2019:12019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. i-iiiArticle in journal (Other academic)
  • Petteri, Muukkonen
    helsingfors universitet.
    Recension av Elmeroth: Etnisk maktordning i skola och samhälle2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 156-157Article, book review (Other academic)
  • Mårdh, Andreas
    Örebro University.
    Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 132-155Article in journal (Refereed)
    Abstract [en]

    This study explores the political and ideological workings of history classroom practices enacted in the context of Swedish upper secondary education. Using the post-structuralist logics of critical explanation framework (Glynos & Howarth, 2007), the paper reports on a series of video-recorded observations and outlines the discursive logics found to constitute the studied practices. At the heart of the analysis are the socially shared assumptions, political relationships of us-and-them, and ideological narratives that alternately furnish the history classroom practices with stability and contingency. The results encompass three case-specific logics: (I) a social logic demonstrating that the stability of the studied classroom practices rests on shared assumptions about historical idealism and partial progress, (II) a political logic indicating that the classroom practices are unsettled when students establish temporal equivalence between past and present us-and-them relationships, and (III) a fantasmatic logic showing that teachers and students become ideologically invested in said practices through narratives emphasizing the need to prevent the repetition of past injustices.

  • Nersäter, Anders
    Jönköping University.
    Students’ Understanding of Historical Sources – A Composite Ability2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 105-131Article in journal (Refereed)
    Abstract [en]

    This paper investigates what students need to learn, to be able to interpret and evaluate sources, in relation to specific subject matter addressing Imperialism and Decolonization. The History-didactical framework used stems from the Historical Thinking tradition and the method applied is a textual analysis informed by theoretical assumptions originating from Variation theory. Data is derived from assignments generated in two Learning Studies undertaken in a Swedish upper secondary school. Specific aspects were identified as critical for our students’ ability to handle the sources in a composite manner. On a more general level results indicate that the application of source-criticism only in the form of source-critical criteria is not the ideal choice, since their design not necessarily seem to encourage students to interpret and evaluate sources from a composite standpoint. A proposal given is that the development of students’ ability to handle historical sources might benefit if Swedish history instruction adopted elements associated with the second order concept of evidence and allowed such practices to complement usage of  source-critical criteria.

  • Public defence: 2019-05-03 13:00 Nyquistsalen, 9C 203
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Flytande inflytande: Affektiva relationer mellan barn och miljön i förskolan2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this doctoral thesis is to develop more understandings concerning children’s influence in preschool. By adopting an immanent approach the study centers on young children’s affective relations with the milieu in preschool.

    The empirical material was produced through approximately 30 hours of observations by video camera and field notes in a preschool department with children aged one to three years. Focus of the observations has been to follow the children in their everyday lives in preschool.

    The result shows three forms of influence characterized by four qualities. One quality is that influence is understood as collective. This means that the children’s relations always involves other actors, both human and non-human which produces an understanding of influence as fluent in the relations between different actors. Children’s relations also emerge through active affects with a creative quality to produce difference and alternatives. This produces an understanding of a child-influence. The result shows how the active intensity in child-influence also sometimes involves the pedagogues. Other affects that has emerged between the children and the milieu in preschool are the passive ones. These affects decreases the intensity and are characterized by acting as usual and according to routines. The pedagogues’ responses to the children’s relations are characterized by both a standardized response that points to a territorialization of earlier routines and the recognizable, and an affective attunement which emerge as a quality where the pedagogues’ tune in to the children’s affective relations. The affective attunement becomes a possibility for a togetherness-influence.

    The study concludes that instead of arranging certain situations where children verbally can express their opinions and take part in decision-making the influence of young children can be based on their bodily and affective relations with the milieu in preschool.

  • Johansson, Patrik
    Stockholm University.
    Historical enquiry with archaeological artefacts in primary school2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 78-104Article in journal (Refereed)
    Abstract [en]

    The article contributes with knowledge of primary school pupils’ learning of historical enquiry with an intercultural perspective on the Viking age and investigates what it means for pupils to learn to interpret archaeological artefacts. Research was conducted as a Learning study with 10 and 11-year-old pupils and lessons were performed as historical enquiry with archaeological artefacts. Three questions are posed: (1) how were the pupils’ historical consciousness activated by the archaeological artefacts, (2) how did the pupils experience the task of interpreting archaeological artefacts with an intercultural perspective, and (3) what are critical aspects for this learning? Three variation patterns that activated pupils’ historical consciousness are identified, including (a) material, (b) cultural and (c) normative contrasts. Four perception categories for historical interpretation of archaeological artefacts and three critical aspects are also identified. It is suggested that it is critical for the pupils to discern (i) historicity, (ii) historical representativeness and (iii) intercultural interaction in relation to artefacts and historical narratives. The study suggests that teachers could start from archaeological artefacts to activate pupils’ historical consciousness, rather than from textbook narratives and that pupils’ perceptions should be seen as a resource in enabling historical learning. Also, historical enquiry appears to be a reasonable approach to teaching intercultural perspectives on a historical content. These findings can be valuable for history educators and researchers who engage in teaching historical enquiry with an intercultural perspective from material culture.

  • Sandberg, Karin
    Mälardalens högskola.
    Manligt och kvinnligt i skolämnet historia. Vad har det för konsekvenser för elevernas historiekultur?2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 56-77Article in journal (Refereed)
    Abstract [sv]

    Utifrån intervjuer med elever i årskurs fem skildras i denna artikel elevernas historiekultur. Texten har två infallsvinklar, den första är elevernas uppfattning om manliga respektive kvinnliga aspekter av det förflutna. Den visade att eleverna främst ser manliga aktörer och manliga aktiviteter som riktig historia. Den andra infallsvinkeln är skillnader mellan pojkar och flickors inställningar till skolämnet historia och till historien som fenomen samt elevernas historiekultur. Den genomgången visade att flickor uppvisar ett större intresse än pojkarna för historia, både som skolämne och för att ta del av historia på fritiden. I artikeln påvisas att elevernas historiekultur förefaller vara inriktad på vad de beskriver som de stora händelserna i det förflutna. Pojkarna visar inget intresse för andra delar av det förflutna medan flickor också visar intresse för den vardagliga historien. Flickor framför att de behöver läsa historia för att få bra betyg medan både pojkar och flickor vill läsa historia för att bli allmänbildade och bli en del av samhället. Slutligen förs en diskussion av dessa aspekters relevans för skolämnet historia och dess under­visning.

  • Haas, Claus
    Danmarks Institut for Pædagogik og Uddannelse, Aarhus Universitet.
    Lægpersoners historiebrug i hverdagslivets populær- og historiekultur. En historiedidaktisk udfordring2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 36-55Article in journal (Refereed)
    Abstract [en]

    History teachers – and researchers of history didactics – confront a still more pressing challenge: How are they supposed to cope with the fact that for the most important part, laypeople’s uses of history, and production of historical consciousness, are to be found outside school and other disciplinary uses of history? While the latter often struggle for attention and relevance among our students, uses of history within the popular and history culture of everyday life thrive more than ever -  in TV-series, films, reenactments, family genealogy, and so forth. Should history teachers, and researchers of history didactics to a predominantly degree ignore this fact? Should it be regarded it as an appendix to more traditional disciplinary uses of history, and official national narratives? Alternatively, could or should it rather be considered as constituting the pivotal point for future history teaching in schools, and research of history didactics? In order to discuss these and related questions, I believe we still require more empirically embedded examples, which highlight what seems to incite the uses of history among laypeople? What characterizes laypeople’s uses of history within the popular culture of everyday life? Consecutively, which criteria of relevance are at stake? In this article, I look for answers as laypeople use and interpret so-called n-words, like ‘neger’ and ‘nigger’ within Danish popular culture of the 2000s. Here we gain some insight into the personal and intimate uses of history among laypeople, embedded in emotional and contested issues concerning racism in African-Danes’ life stories on Facebook, postcolonial therapy of a ‘brown’ Danish satirist, and the longing for a ‘neger’ identity in Danish hip-hop. 

  • Børhaug, Kjetil
    University of Bergen.
    Watching, assessing, participating.: Globalising political education in Norwegian upper secondary education2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 17-35Article in journal (Refereed)
    Abstract [en]

    Transnational governance is expanding rapidly. From a political education perspective, an important question is to what extent and how these are included in the political universe that adolescents are being prepared for at school. Of particular interest is social science, which is part of social studies in primary and lower secondary school, before it develops into a variety of social science courses in upper secondary school. Including the transnational level in political education may mean critical thinking about current transnational issues as well as understanding how to participate politically with a transnational aim. Are these elements included in Norwegian political education in social science at school? And if so, is such participation related to notions of influence, power and conflicting interests? Or are notions of participation based on classical idealism? The research method is an analysis of selected social science textbooks in Norwegian upper secondary education. Textbooks are not assumed to determine teaching, but they are assumed to frame the field within which teachers develop their practice. The analysis shows that in the textbooks political education is expanded to a transnational level, where both political judgement of issues as well as participation are elaborated upon.

  • Lödén, Hans
    Karlstads universitet.
    Vetenskaplig litteratur om internationell migration – en introduktion och diskussion2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    : International migration is one of the defining issues of our time. In this introduction to scientific texts on migration it is argued that teaching on migration in teacher training and in secondary and upper secondary school would benefit from the conscious use of the concept of powerful knowledge when texts are selected. Thus, about 30 peer-reviewed texts in English, Swedish and Norwegian on international migration are referred to and discussed from the point of view of powerful knowledge. Five concepts or perspectives are suggested as important and useful. These are push-pull as explanation to migration; levels of analysis; network; the role of women in migration and the role of religion in migration. Further, the tension between the positions of an alleged ‘methodological nationalism’ and the national characteristics of migration are discussed. Among the suggested concepts ‘levels of analysis’ and ‘network’ are proposed as especially important in order to develop powerful knowledge. Both concepts are highly useful in order to give teachers and students some structure and order in the studied issue while the concepts also can be re-contextualized to and used within other issue areas.        

  • Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kvalitetsutveckling av digitala trepartssamtal i svensk yrkeslärarutbildning2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 3, p. 160-174Article in journal (Other academic)
    Abstract [en]

    This article describes the developmental work of feedback for students during their practicum periods at the vocational teacher education programme at Karlstad University. The vocational teacher education programme is based on distance studies which implies that the students can be spread all over the country. Although the students participate in some campus meetings, the university teachers are not able to visit students during their practicum periods of the programme. A digital conference tool, Adobe Connect, is therefore used for communication with the students and their supervisors in practicum. This article describes the developmental work of using the digital conference tool, which includes a filmed sequence of the student’s teaching. The filmed sequences are later shared and discussed in a group of fellow students and a teacher. The article also describes how a model inspired by the research-based Plato manual of discussing these teaching sequences is taking form. The intention of using this model is to proceed towards a joint research-based approach among the colleagues, and in this way improve the feedback to students regarding teaching strategies and instruction.

  • Braunerhielm, Lotta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Våga ta steget mot interaktiva platsförankrade upplevelser.: Utveckling och innovation i den värmländska besöksnäringen2018Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Genom att koppla på digitala tjänster kan besöksmål ge besökarna en starkare upplevelse – men vägen dit kan vara snårig. Nu har ett forskningsprojekt på Karlstads universitet i samarbete med en rad aktörer tagit fram digitala prototyper för två värmländska besöksmål.

    I maj 2018 avslutades ett av Karlstads universitets forsknings- och utvecklingsprojekt om digitalisering inom besöksnäringen. Under det senaste 1,5 året har Lotta Braunerhielm, Laila Gibson och Linda Ryan Bengtsson från forskningsmiljön Geomedia, arbetat med projekt kring interaktiva platsförankrade upplevelser. Två besöksmål - Vildmark i Värmland och Långbans Gruvby har varit först ut att fungera som testbäddar.

    ”Kombinationen av våra olika perspektiv och metoder har varit jättebra och inneburit att vi varit tvungna att gå in varandras världar och skapat en annan förståelse”, säger Lotta Braunerhielm. ”Efter en lång process där lärande, nya perspektiv och att skapa nya insikter längs vägen varit i fokus, har vi landat i flera konkreta resultat.”

    Flera olika aktörer har deltagit i utvecklings- och innovationsprocessen: offentliga aktörer, entreprenörer, forskare, IT-företag, lokalbefolkning, besökare och säsongs-anställda. Resultatet: Långbans Gruvby och Vildmark i Värmland har fått varsin prototyp i form av en konceptskiss för hur digitalisering kan förhöja upplevelsen av besöket.

    ”Vi har vävt in det vi är så bra på i Värmland, historieberättandet, med kunskap om platser, både i nutid och dåtid, tillsammans med vår kultur och vårt naturlandskap”, fortsätter Laila Gibson. ”Vi är bra på besöksnäring i Värmland, på historieberättande och på digital utveckling. Nu har vi slagit ihop det här och dragit igång en ny innovativ utveckling i Värmland. Det här är historieberättande men på ett nytt sätt.”

  • Pettersson, Annika
    et al.
    Kristinehamns kommun.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Studying concept elements as away to trace students’ conceptual understanding2019In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 1, p. 5-26Article in journal (Refereed)
    Abstract [en]

    The understanding of mathematical concepts has been described in terms of conceptdefinition and concept image. We suggest an elaboration of these constructs, theconcept element, to find a way to theoretically describe students’ understanding.The concept element construct was tested in a setting with students working withlinear functions at the secondary school level. Our empirical findings reveal tracesof students’ concept elements regarding linear functions. Some concept elementsappeared early in the process while others appeared after a cognitive conflict (e.g.evoked by the task construction and setting). The detailed grid on which concept elementsare defined was a useful tool, yielding new insights into students’ knowledgeand understanding.

  • Unis, Brian
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Sällström, Christina
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Behov av kunskap och handledning hos personal som arbetar med ensamkommande ungdomar i kunskapsområdet sex- och samlevnad samt utvärdering av en utbildningsinsats2014Report (Other academic)
  • Public defence: 2019-05-03 13:15 11D227, Erlandersalen, Karlstad
    Ese, Jo
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013).
    Defending the university?: Academics’ reactions to managerialism in Norwegian higher education2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis contributes to the knowledge on academic work in the 21st century, with a special emphasis on how members of faculty react to contemporary developments in the management of universities. The approach is qualitative and consists of 25 in-depth interviews with academics at two higher education institutions in Norway.

    The thesis is divided into two parts. In part one, the introduction of managerialism in higher education (HE) is analysed in light of the history and norms of academic work. Managerialism in HE is thus empirically described and theoretically analysed, and compared to a set of academic norms drawing on the Mertonian norms of CUDOS. In part two, the interview-based qualitative study of how academics react to managerialism is presented. Drawing on theoretical concepts like resistance, organizational misbehavior, gaming and functional stupidity, the author develops categories of academic reactions to managerialism.

    A central argument in the thesis states that academic resistance differs from traditional workplace resistance in the sense that it is not performed to restrict output. On the contrary, academic resistance is meant to protect academic work from what academics see as the corrosive effects of managerial systems. Through academic resistance, academics maintain control over the academic labour process and are able to define and uphold quality standards and levels of output. Another central argument states that when academics do not resist the demands of management, they might do so cynically, through gaming the managerial systems. When academics engage in gaming, they also abandon the academic norms. A third argument is that academics that attempt to adhere to the demands of management and at the same time uphold the academic norms, must engage in a form of mediation between the two. Acts of mediation are complicated and costly, as the academic norms and managerialism are divergent, and there is little support from the academic community.

  • Crivelli, E.
    et al.
    International Monetary Fund, Washington, DC, United States.
    Staal, Klaas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Karlstad Business School (from 2013). Institute for International Economic Policy, Bonn University, Bonn, Germany.
    Nationalizations, bailouts and efficiency2019In: Journal of Economic Policy Reform, ISSN 1748-7870, E-ISSN 1748-7889Article in journal (Refereed)
    Abstract [en]

    We develop a theoretical model in which there are public and private firms and a government. When firms become insolvent, the government can intervene with bailouts or nationalizations. The government only intervenes when the bankruptcy of a firm entails social costs. In this setting, we analyze how government interventions affect allocative and productive efficiency. Nationalizations of private firms after unprofitable investments lead to increased allocative efficiency despite private ownership. The effort level chosen by the managers and employees working for a firm is also affected by the possibility of government interventions, reducing the productive efficiency advantage of private firms.

  • Cheruiyot, David
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Baack, Stefan
    Mozilla Foundation.
    Ferrer Conill, Raul
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Data Journalism Beyond Legacy Media: The case of African and European Civic Technology Organizations2019In: Digital Journalism, ISSN 2167-0811, E-ISSN 2167-082X, p. 1-15Article in journal (Refereed)
    Abstract [en]

    Research has paid relatively little attention to two aspects that are increasingly important in understanding data journalism as a maturing field: (a) journalism today is increasingly provided by a diverse set of actors both inside and outside of legacy media organizations, and (b) data journalism has become a global phenomenon that cannot be fully grasped within national contexts only. Our article brings both of these aspects together and investigates the roles and practices of peripheral actors in European and African contexts. We engage with research on the role of non-profits and civic technologists in journalism to interrogate further the entanglements between civic technology organizations and data journalism. Following in-depth interviews with 29 practitioners of data-driven non-profits in Europe and Africa, we conclude that practices and roles of these non-profits in relation to journalism are similar, but transcultural and contextual influences shape how they complement or expand data journalism.

  • Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Grönvall, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie K.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den tibetanska argumentationstekniken – en alternativ retorik2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 1, p. 7-19Article in journal (Other academic)
    Abstract [sv]

    Tibetanska buddhistiska munkar har i tusentals år ägnat sig åt att fördjupa sitt vetande och sin visdom i sitt sökande att befria sig från oönskade tankar och handlingar. En aktivitet som de, i tät kontakt med indisk, hinduisk logik, har utvecklat under århundradena, är att, enligt ett visst mönster, föra filosofiska debatter med varandra. Denna debatt är också en del av undervisningen i skolor för tibetanska barn och unga och kan ses som ett sätt att bevara kulturella och språkliga traditioner. I vår artikel utvecklar vi aspekter av denna argumentationsteknik som har relevans för vår svenska utbildningskontext och kontrasterar den mot den antika retorik, som fått ny aktualitet i västerländsk skola och samhälle de senaste decennierna. Syftet med denna artikel är därför att belysa den tibetanska argumentationstekniken i relation till klassisk retorik och ett svenskt utbildningssammanhang. Vi diskuterar också i vilken mån den tibetanska argumentationstekniken kan inspirera i ett arbete för ökad respekt och ömsesidig förståelse – inte polarisering – i både klassrum och samhälle i dagens Sverige. Det empiriska materialet till artikeln består av observationer och intervjuer med studenter och lärare i Dharamsala, observationer i klassrum i Dharamsala, analys av läroplanen och fältanteckningar. Våra resultat pekar på att debatterna tycks engagera eleverna och en del debatter blir inte bara levande utan också känslomässigt engagerande. Resultaten visar också att debatternas avsikt är att skärpa tanken och kräver att man är kunnig, påläst på sitt ämne, och nyttjar källorna som argument.

  • Wong, Tony
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tid att passa, tid att anpassas: Om timplanens roll i likvärdighet och skolans åtgärder vid skolbyte2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 1, p. 35-54Article in journal (Other academic)
    Abstract [sv]

    Denna studies syfte är att undersöka begreppet likvärdighet genom att analysera hur elevernas bristande kunskapskontinuitet vid skolbyte upplevs och hanteras av rektorer och lärare, samt hur den nya stadieindelade timplanen tros påverka måluppfyllelse och likvärdighet. Studien baseras på en semikvantitativ webbenkätundersökning med 145 rektorer och lärare i grundskolor i hela landet.

    Mer än hälften av informanterna får ingen information om elevernas tidigare undervisningstid. Pedagogisk kartläggning är utbredd och påtagliga kunskapsluckor bekräftas av drygt en tredjedel informanter. Majoriteten menar att det finns möjlighet att ta igen undervisningen genom olika kompensatoriska åtgärder. Tidsstyrningen i skolan påverkas huvudsakligen av timplanen istället för lärarnas och elevernas önskemål.

    Med hjälp av ramfaktorteori och händelselogik visas att begreppet likvärdighet har två dimensioner. Likvärdighet mellan skolorna påverkas negativt av den befintliga timplanens brist på avstämningstillfällen. Likvärdighet mellan eleverna är det mål som informanterna enligt sin inre logik strävar efter genom pedagogisk kartläggning och kompensatoriska åtgärder. För att öka likvärdigheten måste timplanens implementering vara mer realistisk och stadieprecisering måste kompletteras med uppföljning i förhållande till måluppfyllelse.

  • Olsson, Helén
    Mittuniversitetet, Avdelningen för omvårdnad.
    Att minska risken för våld och att främja återhämtning i den rättspsykiatriska vården: Patienters och personalens erfarenheter av vägen mot återhämtning2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is written in a forensic nursing context. It reflects both the patients’ and the nursing staff´s experiences associated with turning points in reduced violence risk and recovery. The overall aim of the thesis was to examine factors related to the turning points associated with reduced risk for violence and factors which contribute to recovery, based on the salutogenic approach in forensic mental health nursing.