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Saar, Tomas
Publications (10 of 37) Show all publications
Hermansson, C. & Saar, T. (2017). Nomadic writing in early childhood education. Journal of Early Childhood Literacy, 17(3), 426-443
Open this publication in new window or tab >>Nomadic writing in early childhood education
2017 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 17, no 3, p. 426-443Article in journal (Refereed) Published
Abstract [en]

This article explores how the processes of writing and writers emerge and transform in two examples of Swedish early childhood educational writing practices. Students' writing is a multifaceted activity involving a myriad of interconnected elements; however, to make sense of what is going on, more knowledge is needed about the connectivity, the movement and the unpredictability inherent in these activities. Taking a posthuman and nomadic perspective, the article studies how text and writer are co-constituted through the interrelations between human elements and non-human elements. The article concludes that conceptualizing writing as nomadic provides a way to view young children's educational writing as sites of experimentation, thus guiding the pedagogical attention to the productive potential of the writing situation.

Place, publisher, year, edition, pages
Sage Publications, 2017
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65951 (URN)10.1177/1468798417712341 (DOI)000418301100009 ()
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-06-29Bibliographically approved
Saar, T. & Nordberg, M. (2016). Att göras till "riktig" pojke: Maskulinitetsskapanden i skolans praktik. Kapet (elektronisk), 12(2), 5-20
Open this publication in new window or tab >>Att göras till "riktig" pojke: Maskulinitetsskapanden i skolans praktik
2016 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 2, p. 5-20Article in journal (Other academic) Published
Abstract [sv]

I utbildningsdebatten och i genusforskning framställs ofta pojkar som ointresserade av skolarbete, underpresterande och hur vissa pojkar stör ordningen och tar tid från lärarens undervisning och andra elevers lärande. Syftet med artikeln är att presentera alternativa berättelser och att nyansera den stereotypa bilden av skolpojken som ointresserad av skolan och fångad i en maskulin kultur dominerad av styrka, tävling, rangordnande och motstånd. Det empiriska underlaget utgörs av material från ett längre etnografiskt projekt där ett antal förskoleavdelningar och klasser i grundskolans tidigare år deltog. Utifrån kritisk diskursteori och queerteori analyseras och diskuteras hur maskulinitet och könspositioner produceras i relation till undervisningens organisation och olika lektionspraktiker. Artikeln avslutar med att konstatera att det finns en mängd sätt för pojkar att vara i skolan som inte ansluter till den stereotypa bilden av skolpojken, eller som självklart kopplats till eller artikulerats som maskulinitet. Dessa sätt och individer riskerar dock att osynliggöras och inte igenkännas och förkroppsligas som "riktig" manlighet. 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2016
Keywords
genus, maskulinitetsskapande, etnografi, förskola och tidiga skolår
National Category
Pedagogical Work Social Anthropology
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-47660 (URN)
Available from: 2017-01-18 Created: 2017-01-18 Last updated: 2018-06-26Bibliographically approved
Saar, T. & Nordberg, M. (2014). Barn, estetik och konstnärliga metoder. In: Löfdahl, Annica, Franzén, Karin & Hjalmarsson, Maria (Ed.), Förskollärarens metod och vetenskapsteori: (pp. 69-80). Liber
Open this publication in new window or tab >>Barn, estetik och konstnärliga metoder
2014 (Swedish)In: Förskollärarens metod och vetenskapsteori / [ed] Löfdahl, Annica, Franzén, Karin & Hjalmarsson, Maria, Liber , 2014, p. 69-80Chapter in book (Other academic)
Place, publisher, year, edition, pages
Liber, 2014
National Category
Social Sciences
Identifiers
urn:nbn:se:kau:diva-30297 (URN)9789147106585 (ISBN)
Available from: 2013-11-27 Created: 2013-11-27 Last updated: 2014-07-02Bibliographically approved
Saar, T. & Löfdahl, A. (2014). Om perspektiv på barn, barndom, förskola. In: Löfdahl, Annica, Franzén, Karin & Hjalmarsson, Maria (Ed.), Förskollärarens metod och vetenskapsteori: (pp. 22-31). Liber
Open this publication in new window or tab >>Om perspektiv på barn, barndom, förskola
2014 (Swedish)In: Förskollärarens metod och vetenskapsteori / [ed] Löfdahl, Annica, Franzén, Karin & Hjalmarsson, Maria, Liber , 2014, p. 22-31Chapter in book (Other academic)
Place, publisher, year, edition, pages
Liber, 2014
National Category
Social Sciences Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-30296 (URN)9789147106585 (ISBN)
Available from: 2013-11-27 Created: 2013-11-27 Last updated: 2014-12-09Bibliographically approved
Hermansson, C., Saar, T. & Olin-Scheller, C. (2014). Rethinking 'Method' in Early Childhood Writing Education. Educare : vetenskapliga skrifter, 2, 121-146
Open this publication in new window or tab >>Rethinking 'Method' in Early Childhood Writing Education
2014 (English)In: Educare : vetenskapliga skrifter, ISSN 1653-1868, Vol. 2, p. 121-146Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Malmö: Malmö högskola, 2014
National Category
Humanities
Identifiers
urn:nbn:se:kau:diva-32165 (URN)
Available from: 2014-05-26 Created: 2014-05-26 Last updated: 2015-08-10Bibliographically approved
Saar, T. (2014). Towards a new pedagogy for the after school setting. European Early Childhood Education Research Journal, 22(2), 254-270
Open this publication in new window or tab >>Towards a new pedagogy for the after school setting
2014 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, Vol. 22, no 2, p. 254-270Article in journal (Refereed) Published
Abstract [en]

The voluntary after-school setting is a significant part of the educational system in Sweden and includes about 80 % of the children from 6 to 9 years old. The national curriculum stipulates that the setting should not carry on teaching, but provide a stimulating and safe environment and offer activities that support the development of values, communicative and social skills. The aim of this article is to challenge this polar understanding of knowledge and discuss after-school pedagogy from a ‘nomadic’ and democratic perspective, based on observations of how children receive, handle and develop activities in the after-school setting. The results present an alternative understanding of learning and knowledge and show that children’s activities unfold and open for new ways to assemble and handle a situation, although not articulated and understood as learning by the pedagogues. The staff’s supervising and fostering activities can interrupt the children’s flow and becomings, but in some cases also be supportive. This implicates a pedagogy in the after-school setting that builds on children’s play, intensity and the joy of exploring the possibilities of a situation. 

Keywords
After-school setting, Pedagogy, Deleuze, Becoming, Learning
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-34645 (URN)10.1080/1350293X.2014.883722 (DOI)000334334300008 ()
Available from: 2014-11-26 Created: 2014-11-26 Last updated: 2014-12-09Bibliographically approved
Saar, T. (2013). Articulating the Immanent: children unfolding numbers.. Global Studies of Childhood, 3(3), 310-317
Open this publication in new window or tab >>Articulating the Immanent: children unfolding numbers.
2013 (English)In: Global Studies of Childhood, ISSN 2043-6106, E-ISSN 2043-6106, Vol. 3, no 3, p. 310-317Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to discuss how pedagogical practices, methods and materials produce processes and assemblages that regulate the positions and kinds of meaning that are allowed to emerge in the classroom. The empirical material used in this article consists of ethnographic field-study  observations and interviews at a Swedish primary school. An episode in a maths lesson is described and analysed using concepts and metaphors developed by Deleuze and Guattari. The observations show how the students at one point during the lesson turn from counting and repeating the factual number of cats in a picture to discussing the existence of potential cats. Two pedagogical trajectories are identified and analysed. One relates to the task of determining and conceptualising predefined numbers, and the other consists of flows and forces that explore, embody and unfold ways of relating to numbers that challenge the dominance of cognitive rationality and linear processes of school mathematics. The article ends with a discussion of pedagogy for the primary school that combines the real and the immanent. This approach opens for a mutual articulation of what is and what can be, but also for students' influence on educational practice.

Place, publisher, year, edition, pages
Oxford, UK: Symposium Journals, 2013
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-30294 (URN)10.2304/gsch.2013.3.3.310 (DOI)
Available from: 2013-11-27 Created: 2013-11-27 Last updated: 2017-12-06Bibliographically approved
Saar, T., Löfdahl, A. & Hjalmarsson, M. (2012). Kunskapsmöjligheter i svenska fritidshem.. Nordisk Barnehageforskning, 5(3), 1-13
Open this publication in new window or tab >>Kunskapsmöjligheter i svenska fritidshem.
2012 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 3, p. 1-13Article in journal (Refereed) Published
Abstract [en]

Knowledge possibilities in the Swedish afterschool settings 

This article discusses how the Swedish afterschool settings can be understood as a pedagogic practice. Interviews and field observations with teachers and children were analyzed from a discursive and network perspective. The teachers articulated a discourse about a professional competence to control the organization of the activities in relation to ideals and practical conditions. In practice, however, the children negotiated, challenged and developed the activities in ways that went beyond what was planned and possible to articulate, evaluate and control. The article proposes a pedagogy for the afterschool setting that is built on teachers and children’s joint descriptions of the knowledge possibilities that are ongoing produced in the activities.

 

 

Place, publisher, year, edition, pages
Oslo: , 2012
Keywords
afterschool-settings; pedagogy; discourse analysis, knowledge possibilities
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-12147 (URN)
Projects
Vardagspraktiker i fritidshem
Available from: 2012-03-12 Created: 2012-03-12 Last updated: 2017-12-07Bibliographically approved
Saar, T. (2012). Skolans akustiska territorier. In: Barn, Barndomar, Rättigheter och utbildningar: Vänbok till Solveig Hägglund (pp. 181-191). Karlstad University studies
Open this publication in new window or tab >>Skolans akustiska territorier
2012 (Swedish)In: Barn, Barndomar, Rättigheter och utbildningar: Vänbok till Solveig Hägglund, Karlstad University studies , 2012, p. 181-191Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Karlstad University studies, 2012
Series
Karlstad University Studies, ISSN 1403-8099 ; 2012:13
National Category
Social Sciences Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-30298 (URN)
Available from: 2013-11-28 Created: 2013-11-27 Last updated: 2014-01-03Bibliographically approved
Hjalmarsson, M. & Saar, T. (2012). "Vad är det här?". Tidningen Fritidspedagogen Lärarförbundet
Open this publication in new window or tab >>"Vad är det här?"
2012 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Tidningen Fritidspedagogen Lärarförbundet, 2012
Series
Tidningen Fritidspedagogen Lärarförbundet
National Category
Pedagogical Work
Identifiers
urn:nbn:se:kau:diva-30263 (URN)
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2014-12-09Bibliographically approved
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