{"title":"Psykiatri og professionssamarbejde – betydningen for differentiering i skolesystemet i Danmark i 1930-1950","authors":"Bjørn Hamre","doi":"10.24834/EDUCARE.2019.1.3","DOIUrl":"https://doi.org/10.24834/EDUCARE.2019.1.3","url":null,"abstract":"The focus in this article is an analysis of the development of psychiatric practices in relation to the school system in Denmark in the period 1930-1950. The differentiation of schoolchildren in this period took place not only due to new and advanced testing practices but also due to the emerging collaborations between different professions, such as educationalists, psychologists and psychiatrists. The article examines these types of differentiation through an investigation of the forms of psychiatric institutionalizations related to the school system in 1930s and onward. These processes of differentiation developed because of a societal need to sort schoolchildren, thereby relating the shaping of new disciplines and professions within education, psychology and psychiatry. In line with Michel Foucault, the emerging collaboration is examined as an expression of biopower managing the life of the population and defining standards of normality and deviancy. The sources applied in the articles include a selection of documents from the key agents of the period.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130180940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sofia Grunditz, Anne-Li Lindgren, Sofia Frankenberg
{"title":"Vardagligt samspel och mobila sängar i barnstorlek – en visuell historisk analys av vilan i förskolan","authors":"Sofia Grunditz, Anne-Li Lindgren, Sofia Frankenberg","doi":"10.24834/EDUCARE.2019.1.6","DOIUrl":"https://doi.org/10.24834/EDUCARE.2019.1.6","url":null,"abstract":"In previous historical studies on preschools, the main sources are texts; photos are used merely as illustrations. Inspired by the idea to use visual materials to study the look of the past by scrutinising historical photos and films of naptime in preschool, this article will shed light on preschool as an institution and on the materiality of naptime practices. The data comprise of historical photographs and films from the period 1900–1970 (in total 14 films and approximately 200 photographs that, in one way or the other, depict naptime: adult and child interaction, the beds' constructions, the material organization of rooms and naptime routines). By using visual analyses, visualizations and the notion of path dependence, the article shows how the everyday practice of napping was carried out in the historical preschool in relation to questions of continuity and change. The results suggest that the design of beds, as child-sized and easy to move and store, can be understood as defining the institution as a preschool with play and educational practices as its main purpose. At the same time, however, the beds themselves indicate that care, as sleep or napping, was an essential practice in historic preschools.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126110296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Läroplansimplementering och korstryck i fritidshemmets arbete","authors":"Lena Boström, G. Berg","doi":"10.24834/EDUCARE.2018.2.6","DOIUrl":"https://doi.org/10.24834/EDUCARE.2018.2.6","url":null,"abstract":"In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an analytical concept, curriculum implementation and cross pressures are used. The result shows that the values and tasks that the leisure-time-teachers emphasize in relation to the steering documents are social skills, professional ambivalence and the status of leisure-time-centers. Strategies personnel use is high leadership structure, reactive confirmation of steering documents and traditional leisure-time activities. Restrictions in the professional practice are the low status of activities in leisure-time-centers compared with traditional school activities, lack of time for implementation, \"schooling\" and unclearness in the steering documents' descriptions. This means that several stressful cross pressure are experienced in different ways at work, which complicates the realization of the curriculum's intentions. \u0000 \u0000I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133217648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Varför ska jag inte berätta?","authors":"Jonas Asklund","doi":"10.24834/educare.2018.2.5","DOIUrl":"https://doi.org/10.24834/educare.2018.2.5","url":null,"abstract":"Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges. \u0000 \u0000Keywords: book talks, class room instruction strategies, interpersonal space, third space","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121739085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lärares lek och barns arbete","authors":"Kerstin Botö, Annika Lantz-Andersson, Cecilia Wallerstedt","doi":"10.24834/educare.2018.2.4","DOIUrl":"https://doi.org/10.24834/educare.2018.2.4","url":null,"abstract":"The study emanates from the practice at the inter-section between subject-oriented activities and play in a preschool class. The focus on children’s early literacy development is grounded in two views: the bottom-up or phonics perspective (reading and writing primarily as a skill) and the top-down or whole language perspective (communicative function and meaning of written language). The aim is to explore how literacy activities are performed in a preschool class, specifically, how teachers and children interact in a literary activity where an educational TV-program is used as a teaching tool. Theoretically, the study is underpinned by a socio-cultural perspective on learning, and the data is comprised of video recordings of the classroom activities. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities, but becomes transformed into an interaction pattern akin to schooling, in which the phonicstradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the TV-program, while the children’s work develops into accomplishing a task. \u0000 \u0000Keywords: preschool class, early literacy development, educational television program, teacher-child interaction, play","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123958217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Att undervisa i fritidshem","authors":"Karin Lager","doi":"10.24834/educare.2018.2.3","DOIUrl":"https://doi.org/10.24834/educare.2018.2.3","url":null,"abstract":"The aim of this article is to explore teaching in a leisure-time centre based on teaching as an entity of care, learning and development. Reforms that characterized Swedish educational systems since the 1980s have in many ways changed the leisure-time centre; and, in The Education Act and the national curriculum, a shift from care to education can be noticed. A revised task for the leisure-time center lifts concepts such as teaching and achievement in line with the primary school's task. The article focuses on a policy process where a specific activity is planned, implemented, documented, evaluated and followed up by teachers in the leisure-time center. The enactment of teaching is analyzed through policy enactment theory, and data is generated by ethnographical method in a case study in a leisure-time centre. The result shows an entity of care, learning and development when teaching focuses on play and development of social and relational abilities, in line with the leisure-time center's task.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122910514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Specialpedagogisk verksamhet i svenska fristående glesbygdsskolor","authors":"Gerd Pettersson","doi":"10.24834/EDUCARE.2018.2.2","DOIUrl":"https://doi.org/10.24834/EDUCARE.2018.2.2","url":null,"abstract":"The article is focused on special needs education in schools owned by independent school authorities in sparsely populated areas. The ten schools investigated are situated in seven municipalities in the four northernmost counties in Sweden. The aim is to investigate the solutions for the special needs education in these schools. The empirical data is constituted by a) the schools background gathered through a web inquiry, and b) the answers generated through a series of open questions that the same informants answered via e-mail. One informant per school has been selected for the study. The focus on special needs education is grounded in a relational view that is visualised when the informants, on one hand, described the pupils’ different needs and, on the other, on the importance of the entire learning environment for the pupil’s learning and development. The informants report the use of various pedagogical teaching methods, the flexible organisation of teaching, and the use of different tools for the purpose of reaching all pupils and supporting them in reaching set learning goals. Moreover, the headmasters in nine out of ten schools are both headmasters and active teachers themselves, which is seen as a sign for the quality of education in these schools.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"11 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126170355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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