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  • 1.
    Larsson, Joakim
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    A piece of resistance: Exploring behaviour assessment and political subjectification in a Swedish upper secondary school2014Inngår i: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 27, nr 5, s. 626-640Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2007, students at a Swedish Upper Secondary School engaged in a series of protests and demonstrations against the implementation of a written assessment of student conduct. This article explores the motivations and manifestations of this resistance, mainly by analysing debate articles and web material from the student union that organized the protests, but also by drawing on news articles, policy documents and interview material in order to grasp how this resistance was received by advocates of the conduct assessment. Making use of Mouffe’s and Rancière’s theories on political dissent, as well as Foucauldian power perspectives, the article discusses the students’ resistance in relation to political subjectification, concluding that it serves as an important manifestation of individual as well as collective engagement in school democracy, and personal student integrity.

  • 2.
    Larsson, Joakim
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Den absoluta vetenskapens stekta sparvar. En provsmakning av svensk liberalkonservativ skolpolitik2007Inngår i: KAPET - Karlstads Universitets Pedagogiska TidsskriftArtikkel i tidsskrift (Annet vitenskapelig)
  • 3.
    Larsson, Joakim
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Disciplin och motstånd: Pedagogisk-filosofiska perspektiv på samtida svensk skoldisciplin2013Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    As Sweden approached its 2006 national election, issues on order and discipline in educational environments came to the forefront of educational interest, debate, and reform. This thesis aims at a critical discussion of the discourses in question, making use of educational, post-structural as well as political philosophy. In a series of articles, disciplinary policies are contextualized within current understandings of major trends in global educational politics; empirically investigated with a focus on resistance and political subjectivation; but also theoretically/ philosophically examined with the intention of bringing alternative conceptualizations of discipline to light.

    As a result, it is concluded that the political platform supporting contemporary school discipline is highly ambiguous, especially in terms of the different subjectification ideals that it embodies. In consequence, substantial possibilities for resistance, political influence and creative subjectification emerge in the breaks and ruptures between neoliberal and neoconservative territory. As for the disciplinary policies themselves, this thesis highlights the possibility that they amount to little more than a powerful simulation; a mode of perceptual management rather than a hands-on engagement with the real demands of contemporary education.

    An alternative route, the thesis suggests, would be to radically re-conceptualize the meaning and relevance of discipline – using, for instance, philosophers like Gilles Deleuze, Félix Guattari and Jacques Rancière – but also while taking notice of relevant discussions in the fields of complexity and chaos theory. Such a re-conceptualization would allow for an immanent form of discipline, one that affords a circular segmentation to emerge; contextualized and sensitized to the particular demands of each learning situation rather than pre-stratified, pre-territorialized according to the ideals of classical discipline.

    Fulltekst (pdf)
    fulltext
  • 4.
    Larsson, Joakim
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    False consciousness revisited: On Rousseau, Marx and the positive side of negative education2011Inngår i: KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, nr 1, s. 131-139Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    In some key aspects, Marxist approaches to ‘false consciousness’ share a common ground with Rousseau’s ideal of a ‘negative education’ – both want to rid man of illusions originating in reified abstractions and speculations. In the following article, this common ground serves as a platform for discussing ‘false consciousness’ as a viable concept for a 21st century ideology critique, arguing for the need to ground such critique in subjective, life world experience, while avoiding the outer regions of materialism as well as idealism.

    Fulltekst (pdf)
    fulltext
  • 5.
    Larsson, Joakim
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Individualisering eller individuation? Om identitet och bildning i en flytande modernitet2006Inngår i: KAPET - Karlstads Universitets Pedagogiska TidsskriftArtikkel i tidsskrift (Annet vitenskapelig)
  • 6.
    Larsson, Joakim
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Mellan Deleuze och Rancière: Om mikroperception, differens och lärandets immanenta disciplin.2013Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Contemporary research shows that the methods and mechanisms of classical discipline still offer their services as regulators and indicators of educational progress. But is our conceptualization of discipline really adequate enough for handling the educational problems of today? This article makes urgent the need for a reconceptualization, using the immanence philosophy of Deleuze and Guattari together with the educational philosophy of Jacques Rancière. As a result, the article advances the concept of discipline as a circular segmentarity in contrast to the more linear power grid that we normally attribute to Foucauldian traditions. Strictly territorialized, but open-ended in terms of stratification, this segmentarity enables us to experience molecular levels of difference in life as well as in learning, while at the same time offering a hands-on experience of the equality of intelligence.

    Fulltekst (pdf)
    fulltext
  • 7.
    Larsson, Joakim
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Now, we act. On Disciplinary Action and Counter-Action in a Swedish Upper Secondary School2008Konferansepaper (Fagfellevurdert)
  • 8.
    Larsson, Joakim
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Shades of Discipline: On Power, Resistance, and the Faustian Response in Education2013Inngår i: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 9, nr 1, s. 88-98Artikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    Shades of Discipline
  • 9.
    Larsson, Joakim
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Shades of Discipline. Regarding Power, Resistance, and the Delicate art of Destratification2011Konferansepaper (Fagfellevurdert)
  • 10.
    Larsson, Joakim
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Traditions in Transition. Reflections on Teacher Authority in Late Modernity2012Inngår i: KAPET Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 8, nr 1, s. 91-99Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    In the last decade of educational policy reform,Sweden has taken firm steps towards strengthening teacher’s authority – forinstance by implementing new tools for maintaining school discipline, and byinitiating a whole new system of teacher certification. But what kind ofauthority are we thus strengthening? Sociologist Max Weber showed us thatauthority has many facets, and that it is a concept always in need of furtherdifferentiation. Making the issue even more complex, modern sociologists likeZygmunt Bauman and Manuel Castells tell us that the very foundations ofauthority are trembling in the tremors of postmodern thought and technology.The purpose of this article is to make use of sociologists like Weber, Baumanand Castells in order to shed light on Sweden’s recent attempts atstrengthening teacher authority. As a result, the article finds that thepolicies in question rely heavily on formal/legal authority, arguing for thefuture need to address other facets as well, if the demands of late modernsociety are to be met.

    Fulltekst (pdf)
    Traditions in Transition. Reflections on Teacher Authority in Late Modernity
  • 11.
    Larsson, Joakim
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Dahlin, Bo
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education2012Inngår i: Complicity : An International Journal of Complexity and Education, E-ISSN 1710-5668, Vol. 9, nr 2, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It would be futile, John Dewey argued in 1902, to think that we have to choose between child-centered, progressive education and traditional, subject-matter-oriented approaches. Calling for adaptivity, he stressed that we need the act of balancing the one with the other. The tendency in current educational policy to lean in favor of traditional, disciplinary modes of control appears to lose sight of this need. The aim of this paper is to reconnect to the task of maintaining a balance between educational freedom and structure, using a variety of theoretical resources such as complexity science, and the philosophies of Deleuze and Guattari, Schiller, and Nietzsche. Based on these resources, the authors also discuss Steiner Waldorf education as an example of how educational practice may approach, and integrate the significance of chaos in the form of a “virtual pedagogy”.

  • 12.
    Larsson, Joakim
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Dahlin, Bo
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Far from Equilibrium. Wholeness, Boldness, and the Quest for Complexity in Education2010Konferansepaper (Fagfellevurdert)
  • 13.
    Larsson, Joakim
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Löfdahl, Annica
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Pérez Prieto, Héctor
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Calling to Order: PISA and TIMSS as Stepping-stones towards Disciplinary Action2008Konferansepaper (Fagfellevurdert)
  • 14.
    Larsson, Joakim
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Löfdahl, Annica
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Pérez Prieto, Héctor
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse2010Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 1, nr 3, s. 177-195Artikkel i tidsskrift (Fagfellevurdert)
    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.

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