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  • 1.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Challenging understandings in pluralistic societies: language and culture loose in school sites and losing sight of democratic agendas in education?2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 3, p. 11-36Article in journal (Other academic)
  • 2.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Diskursiva och teknologiska resurser på visuella tvåspråkiga pedagogiska arenor2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 55-83Article in journal (Refereed)
    Abstract [en]

    This article attempts to make visible everyday activities and underlines the importance of ethnographic studies of communication in order to allow for expanded understandings of diversity and bilingualism in the context of ”one school for all”. The article is based on studies conducted in visual educational arenas (i e settings for Deaf students that can be understood as ”segregating integrated”). Technological tools are used as resources and a natural part of activities in these arenas. In addition different linguistic systems are used in complex patterned ways. Here different codes and systems are chained  together in two ways: local chaining and event chaining. Demystifying interaction between human beings and between human beings and cultural artefacts and tools in institutional settings enables an understanding of bilingualism in terms of complex discursive-technological practices . This is contrasted against a common reductionistic conceptualisation of bilingualism that is problematic.

  • 3.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Forskning om mångfald och utbildningsinstitutioner som arenor för mångfald: demokratiska aspekter2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, p. 115-149Article in journal (Other academic)
  • 4. Carlsson, Reidun
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Demokrati och inkludering - en begreppsdiskussion2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, p. 77-95Article in journal (Refereed)
    Abstract [en]

    Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscribes to a general idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rule-governed, representative, participatory and deliberative. Relations between notions of inclusion and democracy are – tentatively – discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.

  • 5.
    Kroksmark, Tomas
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Konsten att utvärdera en process: Som man själv är en del av1996In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 5, no 2, p. 109-126Article in journal (Refereed)
  • 6.
    Kroksmark, Tomas
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Pedagogiken, didaktiken och lärarutbildningen1998In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 2, p. 29-40Article in journal (Refereed)
  • 7.
    Lundström, Stefan
    et al.
    Luleå tekniska universitet.
    Manderstedt, Lena
    Luleå tekniska universitet.
    Palo, Annbritt
    Luleå tekniska universitet.
    Den mätbara litteraturläsaren: En tendens i Lgr11 och en konsekvens för svensklärarutbildningen2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, p. 7-26Article in journal (Refereed)
    Abstract [sv]

    The measurable fiction reader. A tendency in Lgr11 and a consequence for teacher education. Based on the new syllabus for Swedish in the primary school, this article discusses measurable knowledge and scientific foundations in relation to reading and teaching literature. In addition, some possible consequences for teacher education regarding the school subject of Swedish following these changes are discussed. The results show that the explicit scientific base of the school subject Swedish, that is Comparative Literature and the Swedish Language, is insufficient as a foundation for the subject. Furthermore, Swedish as a school subject has been distanced from the established scientific basis of Comparative Literature. Our analysis also shows that the explicitly expressed intention of clarity behind the syllabus results in lists of content that are characterised by measurability, while the democratic values promoted in the curriculum are not even mentioned in the educational purpose of the subject. Finally, the article problematizes the scientific foundations of the teacher programme in Swedish.

  • 8.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Gör politiken skillnad? Exemplet "elever i behov av särskilt stöd"2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1, p. 109-123Article in journal (Refereed)
    Abstract [en]

    Does politics make a difference? Special needs education as an example. An empirical investigation concerning the relationship between political control of Swedish municipalities and their work with children “in need of special support” is reported. 262 of 290 municipalities answered a questionnaire regarding their work with children with special needs, covering issues such as resources, the identification of such children, organizational models, influence, prevention, cooperation and evaluation. The empirical analysis focuses on questions of an ideological nature concerning, for example, inclusive education. The relationships between type of political control, i.e. left vs. right, and the answers to such questions are very weak. This outcome is interpreted as an expression of professional dominance within the frame of an educational system managed by objectives. Whether this is desirable or not is discussed from the viewpoint of different democratic perspectives.

  • 9.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Tema: Specialpedagogik och demokrati2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, p. 5-12Article in journal (Other (popular science, discussion, etc.))
  • 10.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 9-32Article in journal (Refereed)
    Abstract [en]

    In this article we critically examine and problematizethe concept of teaching in contemporary Swedish preschoolprovision, and sketch a holistic preschool didactics aimed at addressingkey problems that emerge from the implementation of the concept ofteaching in preschool. We briefly survey how teaching is conceptualizedand managed from different theoretical perspectives and institutionaldiscourses. Drawing on cultural historical activity theory and situatedlearning approaches, we argue for the formation of a preschool didacticsbased on a socio-cultural understanding of play in combination with aReggio Emilia-inspired understanding of exploratory and project-basedwork methods.

  • 11.
    Nordén, Birgitta
    et al.
    Malmö högskola.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Knowledge capabilities for sustainable development in global classrooms – local challenges2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 35-58Article in journal (Refereed)
    Abstract [en]

    The Young Masters Programme provides young people around the world with a net–based global–local learning environment for sustainable develop-ment. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as “knowledge capabilities”, and how they relate to the implementation process of initiating global learning for sustainable development (GLSD). A phenomenographic approach and semi–structured interviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants’ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived as necessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding

  • 12.
    Norman, Ann-Charlott
    et al.
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Fritzén, Lena
    Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    'Money talks': En kritisk diskursanalys av samtal om förbättringar i hälso- och sjukvård2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 103-124Article in journal (Refereed)
    Abstract [en]

    Based on learning as taken for granted in health care quality improvement, the aim was to identify discursive patterns in practice, and to discuss how these patterns create conditions for learning. Observations of quality improvement conversations were made at a clinic and analyzed through critical discourse analysis. Four different discursive patterns were found; a market pattern, a care-for-all pattern, a medical pattern and a value pattern. The order of discourse shows that the market pattern dominates the others while money is linked to quality control. The findings also showed a balance between discourse patterns when economical incentives were absent. In other words, the professionals can handle all complex, and sometimes contradicting, quality aspects when they don’t compete about money. We discuss that market principles impact on learning in terms of displacement effects which discourages long-term sustainable improvements.

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