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  • 1. Andersson, C.
    et al.
    Gustafson, K.
    Lindblad, S.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    From Childhood to Adolescence in the Context of Schooling1998Conference paper (Refereed)
  • 2.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ellie is the coolest': class, masculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school2013In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 11, no 1, p. 59-73Article in journal (Refereed)
    Abstract [en]

    This article aims to show how boys in a vehicle engineering programme at an upper secondary school in Sweden use their reading and literature discussion in their identity construction and how the classroom is converted into a place where the boys create the social space that they are a part of. This article is written in the intersections between different disciplines, research fields, and theoretical and methodological perspectives, and it is argued that this approach makes it possible to exceed each respective limitation and present a more nuanced and far-reaching discussion about how children use literature discussions in the construction of identity and place.

  • 3.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "En del är ju helt koko". En samlare berättar2017Conference paper (Other academic)
  • 4.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "One song away from being home": om boksamlande, läsning och Johnny Cash. Sidospår, eller…?2016Conference paper (Other academic)
    Abstract [sv]

    I den här texten studeras erfarenheter av läsning och texter i relation till boksamlande. Niklas, en ung man i 25-års åldern, och hans pappa, intervjuas på plats bland alla böcker och föremål som de samlat, såväl hemma hos Niklas pappa som hemma hos Niklas. Utgångspunkten för texten är en livsberättelseansats som sätter den berättande människan i centrum.

    Böckerna framstår i våra samtal som först och främst artefakter med estetiska, ekonomiska och gemenskapsskapande värden. De ska sorteras och kategoriseras efter bl.a. genre för att sedan sättas upp snyggt och prydligt i bokhyllor. Detta kroppsliga hanterande av böcker är något som också sker socialt och tillsammans med andra och kan ses som handlingar genom vilka den specifika sociala och kulturella kontext i vilken de lever och verkar i bevaras och reproduceras.

  • 5.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    På jakt efter en läsarhistoria2014Conference paper (Other (popular science, discussion, etc.))
  • 6.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    På jakt efter en läsarhistoria2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, p. 38-57Article in journal (Other academic)
    Abstract [sv]

    Abstract

    Intresset i den här artikeln riktas mot Niklas[1] - en ung, manlig grävmaskinist, boendes i en landsbygdsort i mellersta Sverige – och hans läsarhistoria. Utifrån en livsberättelseansats har Niklas berättelse och reflektioner över sina erfarenheter av läsning studerats. Utgångspunkten är ett förhållningssätt genom vilket vi lyfter fram Niklas läsarhistoria utifrån hans eget perspektiv och där vi försöker förstå hur de specifika lokala och kulturella kontexter mot vilka Niklas läsarhistoria samspelar och samverkar är verksamma.

     

  • 7.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    The Book and the Text: Expanding the definition of a male reader2015Conference paper (Refereed)
    Abstract [en]

    The Book And The Text - Expanding The Definition Of A Male Reader

    Boys’ relation to reading has been debated for a long time. Numerous international studies bear witness to an existing gender gap in children’s reading; boys read worse and to a smaller extent than before, and they read less than girls and lag behind in literacy skills (Clark & Burke, 2012; Gambell & Hunter, 2000). If one considers the situation from a class perspective the situation of boys with working-class background is described as particularly problematic, since extensive research indicates that there exists a particularly poor reading proficiency among socio-economically disadvantaged boys. In many of the studies there are also often expressed a concern for these boys’ future, since without the ability to read well, they are risking to lose access to higher education and future careers.

    Despite the extensive research that exists on boys’ relationship to reading, we have currently still rather limited knowledge about the role and importance reading has in the lives of young men and what experiences they carry out from the reading they have been taught as students in school.

    In our presentation, and, from a longitudinal perspective with the aim of focusing our attention on one of the many working-class boys who has walked through the school system as a student, our intention is to be conducive to new knowledge in the field, and also to modulate the negative image of young working-class boys’ future opportunities that is conveyed.

    At the center of our presentation is Niklas - a young male excavator, who lives in a rural village in the central parts of Sweden, and our purpose is to present a picture of his reader history, i.e. the journey he has made in his life as a reader of various kinds of texts. Niklas’s reader history is part of a larger research project where we are using a combination of different methodological and theoretical perspectives in the study of young men’s reader histories.

    Through a life story approach (Mishler, 1999; Goodson & Sikes 2001), we will in our presentation let Niklas’s story form the basis of our understanding of the phenomena he chooses to talk about, which among other things means that we will use a broader concept of text in our analysis of Niklas’s reader history.

    The narrative reflections (Freeman, 2010) that are expressed in Niklas’s narrative of his journey through life as a reader, and the different reader identities that emerge through his own narrative, forms to us his reader history. This reader history has obviously not occurred in a vacuum, but it has been shaped by, and has shaped, the social and cultural environments in which it took place, which is why we also have the intention of highlighting the specific contexts against which Niklas’s reader history interact. Given that social categories, such as gender, class and place are important for students’ school careers, we believe that it is important to study how these categories interact and cooperate in Niklas’s story about his experience of reading. Here, Massey’s work (2005) on place as a social construction, and her emphasis on the mutual relationship between place and identity, Connell’s work (2005) on the construction of masculinity, and the class perspective developed by Bourdieu (1984) are important points of departure in our analysis.

    Method

    We will tell Niklas’s story by using an approach through which the narrator is at the center of attraction. Thusly, our study has a longitudinal research design (Goodson & Sikes, 2001). The longitudinal design can help us get sight of how Niklas’s relationship to and experience of reading has been shaped, changed and evolved over time. This approach means that it is Niklas’s story that will be brought into focus. At the same time, this personal story shall be put into perspective by relating it to the specific social, cultural and historical circumstances in which what is told takes place (Goodson & Sikes, 2001; Mishler, 1999) why even such empirical data in the form of, for example, documents, theories, texts and physical locations and buildings will be used in our analysis. The reader history to which our interest is directed during our presentation is based on two life story interviews (see Goodson & Sikes, 2001) conducted with Niklas, today a 25-year-old young man, in the summer of 2013. The interviews took place in Niklas’s home and lasted for a total of three hours. Niklas’s story is based on empirical data gathered from a previous research project about a group of vehicle engineering boys’ encounter with the teaching of Swedish at an upper secondary school in a rural place in central Sweden, a project in which Niklas attended as a vehicle engineering student (Asplund & Pérez Prieto, 2013). These extensive empirical data, which consist of videotaped lessons, interviews, surveys and documentation of the boys’ self-produced written texts related to their Swedish classes, among other things, combined with life story interviews, allow us to deepen and modulate our analysis and presentation of Niklas’s reader history.

    Expected Outcomes

    In the reader history that emerges through Niklas’s narrative, there are more ways to interact with books and texts than the more conventional ways. For instance, Niklas tells us how he helped his father to collect, sort out and sell old books, which to Niklas becomes a way to interact with books, and the interaction that Niklas is talking about has its meaning and significance in the specific context in which it takes place. This concrete and embodied interaction is also significant of Niklas’s relation to reading and books, and it is therefore also an important part of his reader history. Thus, the approach used in our study makes it possible to identify and highlight other, less common ways to interact with books, which also allows a more complex and nuanced story about a young man’s relation to reading.

    References

    Asplund, S-B.and Pérez Prieto, H. (2013). ‘Ellie is the coolest’: Class, masculinity and place in vehicle engineering students’ talk about literature in a Swedish rural town school. Children’s Geographies Issue 1, 2013. Bourdieu, P. (1984). Distinction.A Social Critique of the Judgment of Taste.Cambridge, MA: Harvard University Press. Clark, C. with Burke, D. (2012). Boys’ Reading Commission.A review of existing research to underpin the Commission.London: NationalLiteracy Trust. Connell, R. W. (2005). Masculinities. 2nd ed. Berkeley: University of California Press. (Original workpublished 1995). Freeman, M. (2010). Hindsight.The Promise and Peril of Looking Backward. New York: Oxford University Press. Gambell, T., & Hunter, D. (2000).Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Goodson, I. & Sikes, P. (2001). Life History Research in Educational Settings.Learning from lives. Buckingham: Open University Press. Massey, D. (2005). For Space. London: Sage. Gambell, T., & Hunter, D. (2000). Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies, 32, 689–719. Mishler, E. G. (1999). Storylines: Craftartists’ narratives of identity. Cambridge,Mass.; London: Harvard University Press.

  • 8.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Young working-class men do not read: or do they?: Challenging the dominant discourse of reading2018In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 30, no 8, p. 1048-1064Article in journal (Refereed)
    Abstract [en]

    In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of workingclass background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of workingclass masculinity and working-class men’s relationship to reading and texts.

  • 9. Berginge, S.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    På väg mot en homogeniserad förskola? - förskolors presentationer på Internet2008In: Karlstads universitet Pedagogiska Tidskrift (KAPET)Article in journal (Other academic)
  • 10. Berginge, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The performative pre-school - presentations on the web2008Conference paper (Refereed)
  • 11. Calander, F.
    et al.
    Heikkilä, M.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Together. - on Swedish child care as a meeting place in Swedish society2001Conference paper (Refereed)
  • 12. Calander, F.
    et al.
    Karlsson, Marie
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Tillsammans? - om svensk barnomsorg som en samhällelig mötesplats2001Conference paper (Refereed)
  • 13. Calander, F.
    et al.
    Lindblad, S.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    New Kids on the Block? Notes from a longitudinal research project on "the intergrative turn" in pre-school and school in Sweden2000Conference paper (Refereed)
  • 14. Gustafson, K.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Från barn till ungdom. Skola som kontexter - barn som aktörer1998Conference paper (Other (popular science, discussion, etc.))
  • 15. Gustafson, K.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om barns kontexter i skolan2000Report (Other academic)
  • 16. Hellsten, J-O.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Gymnasieskola för alla - andra. En studie om marginalisering och utslagning i gymnasieskolan1998Report (Refereed)
  • 17. Heyman, Ingrid
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Berättelser om yrken: En antologi från ett seminarium: Utbildning - profession - praktik2000Report (Other academic)
  • 18. Heyman, Ingrid
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om berättelser som redskap i pedagogisk forskning1998Report (Refereed)
  • 19.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Morality in Parents' Stories of Preschool Choice: Narrating Identity Positions of Good Parenting2013In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 34, no 2, p. 208-224Article in journal (Refereed)
    Abstract [en]

    This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.

  • 20.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    Negotiating good parenting: Moral concerns in parents' stories of preschool choice2010Conference paper (Refereed)
  • 21.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Promoting professional freedom: Public preschools dealing with the market2009In: Educação, Soeciedade & Culturas, ISSN 0872-7643, no 29, p. 73-87Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.

  • 22.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    'The key to success is really communication': Public preschools dealing with the market2009Conference paper (Refereed)
  • 23.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Melander, H.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rindstedt, C.
    Sahlström, F.
    The making of students: A multi-perspective analysis of Swedish children's transfer from pre-school to school2004Conference paper (Refereed)
  • 24.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Melander, H.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Förskoleklassen - ett tionde skolår?2006Book (Refereed)
  • 25.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Professional Identities in Retired Teacher Educators' Life Stories: The Global and Local Contexts of Life Story Interviews2012In: Explorations in Narrative Research / [ed] I.F. Goodson, D. Stephens, & A Loveless, Rotterdam: Sense Publishers, 2012, p. 141-152Chapter in book (Other academic)
  • 26.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, HéctorKarlstad University, Faculty of Arts and Education, Department of Education.
    Livsberättelser: mening och identitet i tid och rum2012Collection (editor) (Other academic)
    Abstract [sv]

    Denna antologi samlar texter som skrivits av deltagare i Livsberättelseseminariet vid Karlstad universitet. Texterna aktualiserar på olika sätt frågan om relationer mellan livsberättelser och identiteter. Vad de olika bidragen har gemensamt är att de på olika sätt berör frågor om hur människors erfarenheter och identiteter tillskrivs mening genom berättelser samtidigt som nya erfarenheter och identiteter skapas genom själva berättandet. Det är mellan ett perspektiv på berättelser som reflekterande återberättande av erfarenheter och som performativt skapande av mening och identiteter som denna antologi placerar sig.

     

  • 27.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, F.
    Att dra gränser - en studie av kommuntjänstemäns, skolledares och förskolepersonals arbete inför förskolebarns flytt från förskola till skola2003In: Pérez Prieto, Sahlström & Melander (red) 2003: Från förskola till skola - berättelser från ett forskningsprojekt. Pedagogisk Forskning i Uppsala 149, 2003Chapter in book (Other academic)
  • 28.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Sahlström, Fritjof
    Institute of Behavioural Sciences, Helsinki University.
    Calander, Finn
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Heikkilä, Mia
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Together? On Childcare as a Meeting Place in a Swedish City2002In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 47, no 1, p. 43-62Article in journal (Refereed)
    Abstract [en]

    The sweeping changes in Swedish society in the 1990s, with extensive decentralisation, privatisation and cutbacks in the public sector, implied quite new conditions for the realisation of the aim of pre-school and school as a meeting place for children from different backgrounds. This article discusses some of these changes and their implications, through a study of parent's choice of pre-school care facility in the city of Uppsala. The main data source is a survey study among 1584 mothers of children born in 1995. The results show that parents' use of the right to choose pre-school facility is economically, socially and culturally segregated; the patterns of choice are construed in relation to residential areas but are not a simple effect of housing segregation. The choice of pre-school facility in Uppsala is thus a practice that creates specific conditions--socially and culturally homogenous private pre-school facilities--that make it virtually impossible for them to achieve the goal of being meeting places.

  • 29.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Calling to Order: PISA and TIMSS as Stepping-stones towards Disciplinary Action2008Conference paper (Refereed)
  • 30.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, no 3, p. 177-195Article in journal (Refereed)
    Abstract [en]

    As Sweden drew nearer to the 2006 national election, two themes emerged in the educational debate: a concern for order and discipline in schools, and the ambition to raise educational levels of achievement. The objective of this article is to locate these two themes within a broader framework of understanding by: 1) discussing examples of how the reinforcement of disciplinary power in schools was introduced, justified and deployed by right-wing constellations during this time; and 2) to relate these policy changes to both a Foucauldian theory of power and to current discussions on performativity, assessment and governmentality. Considered as attempts to locate students, teachers and schools within networks of performativity, thereby strengthening the image of Sweden as a "performing knowledge nation", we argue that these policy changes have a much closer relationship with the art of "perception management" than with any genuine interest in education for human proficiency.

  • 31. Lindblad, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilden av skolan från lärarnas perspektiv2001In: Skolverket: Attityder till skolan 2000. Skolverkets rapport 197Article in journal (Other academic)
  • 32. Lindblad, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilder av eleverna i den nationella utvärderingen av skolan1995In: Praxis 1995:1Article in journal (Other (popular science, discussion, etc.))
  • 33. Lindblad, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Careers and Perspectives on Schooling in the Welfare State: A Longitudinal Study on Students' Origin, Destiny, and Experiences of Schooling1990Conference paper (Refereed)
  • 34. Lindblad, Sverker
    et al.
    Hansson, Anneli
    Mardones, Sandra
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Skola utan lärare: Vad innebär lärarnas strejk för eleverna?1991In: Nordisk Pedagogik, Vol. 1991:2Article in journal (Refereed)
  • 35. Lindblad, Sverker
    et al.
    Hansson, Anneli
    Mardones, Sandra
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vad gjorde eleverna när lärarna strejkade?1990In: LOCUS, Vol. 1990:2-3Article in journal (Other (popular science, discussion, etc.))
  • 36. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilden av skolan från lärarnas perspektiv2004In: Attityder till skolan 2000. Skolverkets rapport 197, Vol. 197Article in journal (Other academic)
  • 37. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bilder av eleverna i den nationella utvärderingen av skolan1995In: Praxis, Vol. 1995:1Article in journal (Other academic)
  • 38. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Conceptions of Teachers from their Students' Point of View: Experiences from Swedish Lower and Upper Secondary Schools1998In: EERA bulletin, Vol. vol 1 nr 2Article in journal (Refereed)
  • 39. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Elevers, föräldrars och lärares bilder av inflytande i skolan1998In: Vem tror på skolan. Attityder till skolan 1997. Skolverkets rapport 144, Vol. 144Article in journal (Other academic)
  • 40. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lärarsocialisation och skolkarriärer: En explorativ, longitudinell studie kring skolkarriärer och lärarsocialisation1990In: Forskning om utbildning 1990:3, Vol. 1990:3Article in journal (Other academic)
  • 41. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    On Youth, Life Projects and Experiences of Schooling1995In: Studies on Youth and Schooling in Sweden / [ed] Britta Jonsson, 1995Chapter in book (Other academic)
  • 42. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    School Experiences and Teacher Socialization: A Longitudinal Study of Pupils Who Grew Up to Be Teachers1992In: Teaching & Teacher Education, Vol. vol 8 nr 5/6Article in journal (Refereed)
  • 43. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utbildning - karriär, prestation och återblick: En longitudinell undersökning av ursprung, differentiering och perspektiv på skolan i efterhand1989In: Nordisk Pedagogik, Vol. 1989:2Article in journal (Refereed)
  • 44. Lindblad, Sverker
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Utbildning: Kultur - interaktion - karriär: Sidor av en forskningsgrupp1997Report (Refereed)
  • 45.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolans dokument2014In: Förskollärarens metod och vetenskapsteori / [ed] Löfdahl, A., Hjalmarsson, M., Franzén, K., Stockholm: Liber, 2014, 1, p. 166-173Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Institutional Narratives within the Performative Preschool in Sweden: 'if we write that we're no good, that's not good publicity!'2009In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 29, no 3, p. 261-270Article in journal (Refereed)
    Abstract [en]

    An increasingly important part of the work of preschool staff in Sweden today is to present their activities outwardly, including producing and presenting quality accounts of their activities and making them visible to a public audience. To grasp the local narratives, interviews were conducted with a few teachers and their school leader, aiming to describe how they reason about the work of formulating their activities in publicly accessible documents, and the consequences of this work. Theoretical concepts used for analysis and conclusions are performativity, which views performances as a means of control and change, and institutional narratives, as means to understand the effects of the local context on how activities and teaching are performed. Results show that the staff find and discuss detours in the presentation of their activities, where possible failings are made opaque. Paradoxically, such ‘detour actions’ will at the same time be disciplinary as the teachers adjust to the logic of performativity. Implications for policy and practice are discussed.

  • 47.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, HéctorKarlstad University, Faculty of Arts and Education, Department of Education.
    Barn, barndomar, rättigheter och utbildningar: Vänbok till Solveig Hägglund2012Collection (editor) (Other academic)
    Abstract [en]

    Bidragen i den här vänboken handlar alla om de teman som ständigt varit aktuella i Solveigs Hägglunds vetenskapliga gärning. Det vill säga, texterna handlar om barn och barndomar, om barns rättigheter och om de villkor som är förenade med utbildning för barn. Bidragen belyser den forskning som våren 2012 är aktuell vid avdelningen för utbildningsvetenskap vid Karlstads universitet författade av före detta doktorander och av kollegor till Solveig.

    Denna vänbok tillägnas vår kollega Solveig Hägglund, professor emerita i pedagogik vid Karlstads universitet.

  • 48.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Narratives about "the best practice" in pre-school2007Conference paper (Refereed)
  • 49.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pedagogical work in pre-school - content and positions of the teachers' activities2006Conference paper (Refereed)
  • 50.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teachers' narratives within the performative pre-school: "We don't sell us, because no one will buy us"2008Conference paper (Refereed)
123 1 - 50 of 113
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