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Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 151.
    Zacarias, Orlando P.
    et al.
    Eduardo Mondlane University, Mozambique.
    Wamala, Caroline VictoriaKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för HumanIT (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Proceedings of the 5th International Conference on M4D Mobile Communication Technology for Development: M4D 2016, General Tracks2016Konferanseproceedings (Fagfellevurdert)
  • 152.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Att bli forskare på vinst och förlust2004Inngår i: Ljusgården. Meddelanden från Etnologiska institutionen Göteborgs universitet, ISSN 1103-386X, Vol. 19Artikkel i tidsskrift (Fagfellevurdert)
  • 153.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Att synliggöra olikheter - en strategi med blinda fläckar2008Inngår i: Uppdrag mångfald. Lärarutbildning i omvandling / [ed] Marie Carlson & Annika Rabo, Umeå: Boréa , 2008Kapittel i bok, del av antologi (Fagfellevurdert)
  • 154.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Change and diversity in Swedish teacher education - a discourse analytical approach to students views on becoming a teacher2004Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 155.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Lärardrömmar: Om makt, mångfald och konstruktioner av lärarsubjekt2008Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    Swedish teacher education was reformed at a national level in 2001. This thesis takes as its point of departure one of the many sites where new teachers are educated in Sweden, the Teacher Training Programme at Göteborg University. The purpose of the thesis is to analyse how norms for new teachers are sustained within teacher training, and what teacher subjectivities emerge from them. The main theoretical influences are poststructuralist discourse theory and postcolonialism. Important concepts used in the thesis are power, normalisation, and decentered subjects. A discourse analytical approach is used to analyse the ethnographic material, interviews, policy and regulation documents, and media material forming the empirical base of the study. Field work was conducted for three semesters in the Teacher Training Programme between the years 2002-2005. The courses attended were all part of the common field of education (AUO), a novelty of the reformed education where student teachers aiming for different age groups, take courses together. Individual and group interviews were made with eleven student teachers. Some shorter interviews with teacher educators and organisers of courses were also conducted. Four different regulating norms about new teachers are interrogated in the thesis. These are norms about: the personal teacher, the flexible and independent teacher, the teacher as an individual, and finally the norm about the diverse teacher.

    The interrogation of these norms show that there exists a constant power struggle within the Teacher Training Programme. The norms are not hegemonic, but they nevertheless set a standard through which teacher subjectivities emerge. The main argument in the thesis is that the norms are formulated through a discourse of use-value, which demands of new teachers that they are personal, flexible, independent and diverse in a manner that coincides with the logic of use-value. As a consequence, important questions of power were rarely addressed, remaining norms of swedishness, heterosexuality, and middle-class values unchallenged. This meant that a privileged subject position was construed, suited for those new teachers who pass as Swedish, heterosexual and middle-class.

  • 156.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Making the diverse teacher - on difference as norm in Swedish teacher education2006Konferansepaper (Fagfellevurdert)
  • 157.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Om nyttiga sallader i högskolefältets mångfaldstal2002Inngår i: Ljusgården. Meddelanden från Etnologiska institutionen Göteborgs universitet, ISSN 1103-386X, Vol. 19Artikkel i tidsskrift (Fagfellevurdert)
  • 158.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Rec. av Eddy Nehls: Vägval. Lastbilsförare i fjärrtrafik - perspektiv på yrkeskultur och genus2004Inngår i: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, nr 1-2, s. 154-157Artikkel, omtale (Annet vitenskapelig)
  • 159.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Stenstodens metamorfos - om att bli en föränderlig lärare i en föränderlig utbildning i en föränderlig tid, eller inte2006Konferansepaper (Fagfellevurdert)
  • 160.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet.
    The preschool teacher – a threat?: On touch and gender in teacher-student interaction in preschools.2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Proposal Information

    In this paper we discuss the physical interaction between teachers and students in Early Childhood Education from a sociological perspective.

    Physical interaction between teachers and students is an integral component of teachers’ work in preschools, and numerous psychological and neuro-psychological studies have shown that touch benefits children’s well-being (see e.g. Montagu 1986; Field 2003). Research has however also shown that while most teachers are confident that touch is beneficial for children, fewer of them actually use touch in their professional work. According to the teachers this is in part due to fears of being accused of ‘inappropriate’ touching (Owen and Gillentine 2011; cf. Stamatis 2011).

    Jones (2001) and King (2004) have shown that male preschool teachers are more likely than female teachers to be suspected of inappropriate touching of children (cf. Berill & Martino 2002; Foster & Newman 2005; Sargent 2005; Gilbert & Williams 2008). But this phenomenon also affects women (Andrzejewski & Davis 2007; Åberg & Hedlin 2012a).

    In an on-going project we are investigating how norms for gender are established, maintained and challenged through physical interaction between teachers and students in preschools. In this paper we will report preliminary results from the project.

    The study is inspired by Piper and Stronach’s (2007) concept ‘relational touch’. This concept does not presuppose the meaning of touch in teacher-student interactions. Rather, it opens for a dynamic analysis which search for social, cultural, organizational and material factors impacting on how touch is used and interpreted by teachers in relation to the pedagogical practice. The concept of ‘relational touch’ is in alignment with how we use the concept of gender in the study. The concept of gender deals with how verbal, bodily and material aspects of social relations create a dynamic pattern in gender relations, what Connell has called a gender order (cf. Connell 2009). Thus, we understand touch and gender as norms which are created by and create social, cultural and material practices (Butler 2004).

    Many European and Western societies have seen an expansion of the means to protect children. This has put focus on teachers’ subjectivities. A safe environment for the child demands a ‘safe’ teacher (cf. Johnson 2001; Jones 2004; McWilliam & Jones 2005). Although it has been claimed that the Scandinavian countries has escaped the negative discourse of the ‘safe teacher’ (cf. Cameron 2001) we have indications that this discourse is impacting also on the supposedly gender equal Utopia of Scandinavia. For example, some preschools have regulated physical interaction by prohibiting children’s nudity, and new legislation has been enacted to prevent sexual offenders to work with children (Åberg & Hedlin 2012). To understand touch in preschools it is important to grasp the globalization of this discourse, and in the paper we will relate the developments in Sweden and Scandinavia to the broader European context. We will explore the impact of external and internal governance, i.e. how media reports and changes in educational policies are connected to teachers’ means of reflexivity and self-governance in relation to touch (cf. Alison 2004).

    Methodology or Methods/ Research Instruments or Sources Used

    The reserch questions which we investigate in on ongoing project are the following: A) How has physical interaction between teachers and students been discussed in Swedish newspapers and preschool teachers’ professional journals in the last 30 years? B) How have the local policies of Swedish day care centers and preschools in relation to physical interaction between teachers and students changed over time? C) How do Swedish male and female preschool teachers with varying amounts of work experience reflect on touch as part of their work?We answer questions A) and B) through discourse analysis (Howarth 2000) of some 30 years of publications of nationally distributed newspapers and preschool teachers’ professional journals. For question C) we conduct reflexive interviews (Thomsson 2002) with female and male preschool teachers with varying amounts of work experience.

    Conclusions, Expected Outcomes or Findings

    Most of the data for this study will be gathered during the spring of 2013. Therefore we cannot yet say that much about the results of the study. However, results from a previous interview study (Åberg & Hedlin 2012; Hedlin & Åberg 2013) with student teachers currently training to be teachers have relevance for this paper. In that study we discovered three different discursively constructed subject positions which students enacted in relation to the risks of ‘inappropriate touching’. The first was a self-disciplining position which men and women entered who felt anxieties that e.g. parents could use ‘inappropriate touch’ as a rhetorical power tool against teachers they didn’t approve of. A second position was individualistic, where students – both men and women – refused to acknowledge that the teacher’s gender had an impact on teachers’ and students’ physical interaction. The third position was a body-reflexive masculine position, entered by male students who had experienced that they had been limited or refused to perform certain ‘sensitive’ work tasks, due to their male bodies (Åberg & Hedlin 2012). In the present paper, we will further develop this analysis.

    References

    Andrzejewski, Carey E. & Davis, Heather A. (2007). Human contact in the classroom.Exploring how teachers talk about and negotiate touching students. Teaching and TeacherEducation. No. 24, pp. 779-794.Berill, Deborah, P., & Martino, Wayne (2002). ”Pedophiles and Deviats”: Exploring Issues ofSexuality, Masculinity and Normalization in the Lives of Male Teacher Candidates. In RitaM. Kissen (Ed.) Getting ready for Benjamin: Preparing teachers for sexual diversity in theclassroom. Lanham: Rowman & Littlefield.Butler, Judith (2004). Undoing gender. New York: Routledge. Foster, Tor & Newman, Elizabeth (2005). Just a knock back? Identity bruising on the route tobecoming a male primary school teacher. Teachers and Teaching: theory and practice.Vol. 11, no. 4. pp 341-358.Johnson, Richard (2001). Rethinking risk and the child body in the era of ‘no touch’. In.Alison Jones (ed.) Touchy subject. Teachers touching children. Dunedin: University ofOntago Press.Jones, Alison (2004). Social anxiety, sex, surveillance, and the ‘safe’ teacher. British Journalof Sociology of Education, Vol. 25, no. 1, pp. 53-66.King, James. R. (2004). The (im)possibility of gay teachers for young children. Theory IntoPractice, Vol. 43, no. 2, pp. 122-127.McWilliam, Erica & Jones, Alison (2005). An unprotected species? On teachers as riskysubjects. British Educational Research Journal, Vol. 31, no. 1, pp. 109-120.Owen, Pamela M. & Gillentine, Jonathan (2011) Please touch the children. Appropriate touch in the primary classroom. Early Child Development and Care. Vol. 181, no. 6, pp. 857-868. Piper, Heather & Stronach, Ian (2007) Don’t touch! The educational story of a panic. London: Routledge. Åberg, Magnus & Hedlin, Maria (2012a). Förskolläraren – ett hot? (The preschool teacher – a threat?). Norsk pedagogisk tidskrift. Vol. 96, no. 6, pp 441-452.

  • 161.
    Åberg, Magnus
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Hedlin, Maria
    Linnaeus University.
    Johansson, Caroline
    Linnaeus University.
    Preschool anxieties: Constructions of risk and gender in preschool teachers’ talk on physical interaction with children2018Inngår i: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 17, nr 2, s. 104-115Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous research shows that inexperienced preschool teachers experience anxiety in physical interaction with children. Against this backdrop, this article investigates how student-teachers and newly graduated preschool teachers talk about the risk of being accused of inappropriately touching children. This article is based on interviews with 20 women and men who recently started working in preschools, or who are soon to graduate as preschool teachers. Building on the notion of relational touch, the article shows that concerns over touch involve much more than the physical act itself. Relations among teachers, parents, children, management and policies are actualised in the informants’ narratives, narratives that are also tied to notions of gender and gender equality. The article shows that anxiety over touch is not gender-specific. The concept of relational touch is suggested as a tool to gain a nuanced understanding of the worries that especially newly educated preschool teachers can experience in relation to touch.

  • 162.
    Åberg, Magnus
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Wolf cries: On Power, Emotions and Critical Literacy in First-Language Teaching in Sweden2017Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 30, nr 7, s. 882-898Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Adopting a critical literacy perspective in teaching is about howexperiences, social contexts, languages, learning and powerrelations interact in language development. In this article, weexplore how students’ critical literacies are enhanced and hinderedby emotional power relations in the classroom. We investigatewhat happens when emotionally charged texts – here texts aboutwolves in Sweden – are used in lower secondary schools. Drawingon two examples we illustrate different ways of enhancingstudents’ critical approach to the argumentative text type. Thearticle highlights the affective aspects of teaching, and thusthe unforeseeable aspects of classroom interaction. Emotionally,the wolf issue became very different objects for the personsoccupying the classrooms. It invoked, e.g. homosocial relations,racist accounts and nationalistic outbursts. The article stresses thesignificance of teacher intervention but argues that to facilitatecritical literacy in emotionally charged classrooms, the circulationof emotions, including teachers’ emotions must be brought to light.

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