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  • 1.
    Ander, Birgitta
    et al.
    Jönköping University.
    Abrahamsson, Agneta
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Samhällsvetenskap. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Bergnehr, Disa
    Jönköping University.
    'It is ok to be drunk, but not too drunk': party socialising, drinking ideals, and learning trajectories in Swedish adolescent discourse on alcohol use2017Inngår i: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 20, nr 7, 841-854 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores adolescent reasoning behind the use of alcohol at different types of parties, often house parties, and about the strategies to achieve maturity and prevent losing control. The data consist of semi-structured interviews with 23 adolescents aged 16-18 years (16 males and seven females). The interview transcripts were analysed using an inductive, thematic approach. All informants had personal experience with drinking at parties in different social settings. Our results suggest that the process of learning how to drink, often through failure in terms of being intoxicated, is important for adolescents' who strive to control their alcohol intake resulted in a good time and a break from everyday life. Furthermore, the results indicate that different social settings and party types engender different drinking patterns. Maturity and controlled conduct come across as desired ideals that provide a person with symbolic capital and thus, social status.

  • 2.
    Dahlstedt, Magnus
    et al.
    Linköping University.
    Lozic, Vanja
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Managing urban unrest: problematising juvenile delinquency in multi-ethnic Sweden2017Inngår i: Critical and radical social work An international journal, ISSN 2049-8608, E-ISSN 2049-8675, Vol. 5, nr 2, 207-222 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus of this article is representations of unrest among youth in Swedish multi-ethnic areas. Using interviews with informants from the social services, police, schools and voluntary organisations involved in work on the social inclusion of youth in one multi-ethnic area in Sweden, we analyse discourses of the causes of urban unrest and the means to solve these. With an analytical framework on governing as problematising activities as the point of departure, the analysis indicates a strong focus on the suburb and migrant parents among the informants as a problem and as in need of normalisation to Swedish core values. Such conceptualisations of problems and solutions are quite symptomatic of ongoing changes of welfare policy, where the main responsibility for the welfare of citizens is put on the individuals themselves, rather than on the collective and the state.

  • 3.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Lozic, Vanja
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Problematizing parents: representations of multi-ethnic areas, youth and urban unrest2017Inngår i: Reimagineering the nation: essays on twenty-first-century Sweden / [ed] Aleksandra Ålund, Carl-Ulrik Schierup, Anders Neergaard, Frankfurt am Main: Peter Lang Publishing Group, 2017, 209-233 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The causes of and solutions to juvenile delinquency and social unrest amongthe youth in so-called Swedish multi-ethnic urban areas are frequently represented inpublic-institutional discourse as related to migrant parents. These are, the authors argue,consequently exposed to policies for ‘activation’, ‘responsibilisation’ and ‘normalisation’.

  • 4.
    Eklöf, Anders
    et al.
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Kullenberg, Tina
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    ”Det är bra att hon liksom har suttit och liksom verkligen kollat oss”: Gymnasieelevers tal om självständigt arbete2017Konferansepaper (Annet vitenskapelig)
  • 5.
    Eklöf, Anders
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Kullenberg, Tina
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    ”Det är bra att hon liksom har suttit och liksom verkligen kollat oss”: gymnasieelevers tal om självständigt arbete2017Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I en pågående studie om gymnasieskolans kurs "gymnasiearbete" undersöks hur 20 svenska gymnasieelever resonerar kring sin undervisning och sitt självständiga arbete mot bakgrund av de förändringar som blev en följd av Lgy11. Vårt syfte är att utforska vilka värden, normer och premisser som ligger till grund för deras föreställningar om kursen. Detta gör vi genom att iscensätta och analysera fokusgruppssamtal samt klassrumsobservationer. Under denna presentation belyses forskningsprojektet såväl empiriskt som teoretiskt. Ett av våra huvudresultat visar att eleverna ser sig beroende av sin lärare i hög grad. De tillskriver henne en strukturerande roll, bland annat med avseende på tidsramarna i arbetsprocessen. Detta är intressant att diskutera och problematisera i relation till såväl deras ambitionsnivå som beskrivna arbetsinsats. Vidare pekar resultatet på att elevernas uppfattning om hur arbetet bedöms blir avgörande för synen på det egna lärandet.

  • 6.
    Eklöf, Anders
    et al.
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Kullenberg, Tina
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    "It is great she is really checking she wants us to pass": facilitating student project work2017Inngår i: Education in the crossroads of economy and politics: role of research in the advancement of public good: book of abstracts, Tampere: University of Tampere , 2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    All students in Swedish upper secondary school have to do one mandatory project work course aimed at developing general skills such as independence, initiative, creativity and imagination. The students have to pass the course to receive their upper secondary diploma. Our study aims to investigate how students talk about the task of doing ‘independent’ project works in the diploma course.

    Three focus group conversations of totaling twelve students are filmed and analyzed through topic analysis, an analytical approach based on dialogism as theoretical framework. The empirical material is analyzed from a perspective of how the design of the project course and the assessment regime influences the students work. Findings indicate that the students rely heavily on help and instruction from the teacher. They perceive of this help as a crucial asset in passing the diploma course. They state that the kind of help they receive are strongly focused towards the dividing line between pass and fail. Help is hardwired towards the scientific form and the content of their essays are treated as almost uninteresting. Support for independence therefore seems to be significantly restricted in practice. The teacher is in fact working as a facilitator guiding students towards dependence. This is accomplished through framing doing project work as doing template science.

  • 7.
    Eklöf, Anders
    et al.
    Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Kullenberg, Tina
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    It is great she is really checking she wants us to pass: facilitating student project work2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    All students in Swedish upper secondary school have to do one mandatory project work course aimed at developing general skills such as independence, initiative, creativity and imagination. The students have to pass the course to receive their upper secondary diploma. Our study aims to investigate how students talk about the task of doing ‘independent’ project works in the diploma course.

    Three focus group conversations of totaling twelve students are filmed and analyzed through topic analysis, an analytical approach based on dialogism as theoretical framework. The empirical material is analyzed from a perspective of how the design of the project course and the assessment regime influences the students work. Findings indicate that the students rely heavily on help and instruction from the teacher. They perceive of this help as a crucial asset in passing the diploma course. They state that the kind of help they receive are strongly focused towards the dividing line between pass and fail. Help is hardwired towards the scientific form and the content of their essays are treated as almost uninteresting. Support for independence therefore seems to be significantly restricted in practice. The teacher is in fact working as a facilitator guiding students towards dependence. This is accomplished through framing doing project work as doing template science.

  • 8.
    Kullenberg, Tina
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Om röstlösa röster i musikpedagogisk instrumentalism: en problematisering med utgångspunkt i Bakhtins filosofi2017Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Detta paper är av dialogfilosofiskt slag. Med intentionen att endast föra en filosofisk musikpedagogisk diskussion redovisas därför inte det empiriska underlaget från det artikelprojekt som ligger till grund för bidraget (Kullenberg & Pramling, in press). Med avstamp i ett urval av den musikpedagogiska forskning som gjorts kring problematiken med den instrumentella utbildningsdiskursen, argumenterar jag i liknande anda. Mer precist förs resonemanget med stöd i internationell musikpedagogisk forskning som bygger på Mikhail Bakhtins anti-instrumentella förståelse av såväl mellanmänsklig kommunikation som estetiska uttryckssätt.

  • 9.
    Kullenberg, Tina
    et al.
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Eklöf, Anders
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Independenceor interdependence?: dialogue-theoretical problems of "independent" learning2017Inngår i: Education in the crossroads of economy and politics: role of research in the advancement of public good: book of abstracts, Tampere: University of Tampere , 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper is a theoretical paper that highlights some implications of a dialogic ontology in educational research. However, for the sake of clarity we will very succinctly setting off to describe the background which is our empirical point of departure. The aim of our current empirical study is to explore how 12 adult students in a Swedish secondary school interpret the school task of doing ‘independent’ project works, addressing the questions of how students talk and reason about their own processes and values of the activity-specific task. In brief, the method is focus group conversations (three participant groups) and the result reveals the fact that the participants appreciated their common teacher, who was considered as a very successful guide. The teacher systematically provided orders, instruction, feedback and, most importantly, planning and staging in a stepwise fashion. In doing so she paradoxically also indirectly fostered her students to be even less independent, that is, more easily adapted to the institutional requirements without bothering too much about how to manage the tasks themselves. Project work is commonly described as a self-regulated form of the task; a common mode of student work in Swedish schools (Eklöf, Nilsson & Ottosson, 2014). As Bergqvist & Säljö (2004) highlight, it could further be conceived of as a disciplining, student-centered practice that is widely used to produce self-organizing learners. Although the students are supposed to work independently, they are considerably dependent on the instructional, organizational and evaluative work of the teachers (Åberg, 2015).

     

    Drawing on a sociocultural perspective on learning, as we do, the notion of individualistic independency is well-known as a problematic stance (e.g., Wertsch, 1998). In the sociocultural version of dialogism social interdependence is a dialogic premise on both the epistemological and ontological level (Linell, 2009). Wegerif (2008) describes how the functional role of difference between learners’ voices is of significance to the Bakhtin-influenced take on multi-voiced dialogue (cf. Kullenberg & Pramling, 2016; Lefstein & Snell, 2014). In such a dialogic framing the teacher is not striving to overcome these differences between, for example, the student’s and the teacher’s opinions. Such recognition holds interpersonal difference seriously and moreover address a fairly uncommon approach to the educational notion of intersubjective agreements (Matusov, 1996, 2015; Wegerif, 2011).

     

    This dialogic approach stresses the issue of student agency and, thus, democratic values of teaching acts. When respecting and promoting students’ own voices a genuine interaction of consciousnesses is possible to create throughout the pedagogical dialogues (cf. Bakhtin, 2004; Matusov, 2015). Hence, what constitutes a genuine interaction is the other-orientation toward the difference of the other, recognizing the learning potentials of the gap between distinct consciousnesses. Philosophically speaking, it further suggests the conceptual need to stress alterity in other-orientation (cf. Linell, 2009).

     

    Recalling our examined students, they report a situated learning that is basically grounded in a “teacher-pleasing relationship” (Matusov, 2011). While working successfully they are heavily dependent on their teacher’s agency rather than developing their own. Indeed, as sociocultural scholars we might notice that there exists a considerably confined teacher agency as well; an agency which is clearly bound to pre-determined institutional goals. This contextual condition did not facilitate the student (and teacher) opportunity to learn and experience something radically unpredicted, for example, being dialogically surprised or challenged by the genuine other. The students in our study do not neither regard themselves as truly independent nor creatively personalized. Due to a Bakhtinian approach to education, independency is an illusion anyhow, but being personalized, rather than socialized, in and through education is a central dialogue theoretical issue (Lobok, 2014).

     

    In our fully elaborated paper we will dwell upon the dialogue philosophical issue on other-orientation and the role of alterity, briefly described above. In addition we intend to provide a more detailed sketch of our study and the implications for dialogic pedagogy, informed by Bakhtin and educational scholars within the field.

     

     

     

     

    References

     

    Åberg, M. (2015). Doing project work: the interactional organization of tasks, resources, and instructions. Diss. Göteborg: Göteborgs universitet.

    Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics in teaching Russian language in secondary school. Journal of Russian & East European Psychology, 42(6), 12-49.

    Bergqvist, K. & Säljö, R. (2004). Learning to plan: A study of reflexivity and discipline in modern pedagogy. In J.V.D. Linden & P. Renshaw (Eds.) Dialogic learning: Shifting perspectives to learning, instruction and teaching (pp. 109-124). Dordrecht: Kluwer Academic Publishers.

    Eklöf, A., Nilsson, L.-E., & Ottosson, T. (2014). Instructions, Independence and Uncertainty: student framing in self-regulated project work. European Educational Research Journal, 13(6), 646-660.

    Kullenberg, T & Pramling, N. (2016). Learning and knowing songs: a study of children as music teachers. Instructional Science, 44(1), 1-23.

    Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge.

    Linell, P. (2009). Rethinking language, mind, and world dialogically : interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Publ.

    Lobok, A. (2014). Education/obrazovanie as an experience of an encounter. Dialogic    Pedagogy: An International Online Journal, 2, S1-S5. DOI: 10.5195/dpj.2014.84.

    Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25-45.

    Matusov, E. (2011). Authorial teaching and learning. In E. J. White & M. A. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 21–46). New York: Peter Lang.

    Matusov, E. (2015). Comprehension: A dialogic authorial approach. Culture & Psychology,   21(3), 392-416.

    Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361.

    Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6, 179-190

    Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.

     

     

  • 10.
    Lozic, Vanja
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Dahlstedt, Magnus
    Linköpings universitet.
    Färgblind rasism: problemföräldrar, utanförskapsområden och fostran till svenskhet2017Inngår i: Ras och vithet: Svenska rasrelationer i går och i dag / [ed] Tobias Hübinette, Lund: Studentlitteratur AB, 2017, 215-236 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Den här boken ger en introduktion till dagens forskning om ras och vithet i ett svenskt sammanhang. I tolv kapitel undersöker forskare från olika ämnesområden och med olika metodologiska ingångar hur de båda begreppen ras och vithet hänger samman med Sverige, svenskar och svenskhet.

    Boken är indelad i två avsnitt. Kapitlen i den första delen undersöker i första hand historiska fenomen och frågeställningar. I del två analyserar författarna debatter och förhållanden som rör dagens svenska vithet och samtida svenska rasrelationer.

    Forskningsfältet svenska kritiska ras- och vithetsstudier är fortfarande relativt nytt. Den här antologin visar att fältet växer och att det i dag pågår forskning om ras och vithet inom flera olika kultur- och samhällsvetenskapliga discipliner.

    Boken är avsedd för studenter på universitet och högskolor.

  • 11.
    Nilsson, Lars-Erik
    et al.
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Eklöf, Anders
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Kullenberg, Tina
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.
    Categorizing students, categorizing texts: will plagiarism detection leave blood on the tracks?2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Within research on examination cheating, a common assumption is that plagiarism in the context of examination is increasing epidemically. A uniform definition of plagiarism does not exist, but plagiarism is the category most frequently used when students at Swedish universities are notified and sanctioned for deception. Text Comparison is frequently presented as an effective technology for addressing plagiarism. Plagiarism Detection Services (PDS) are used for detecting text overlaps, particularly in higher education. While Higher Education Institutions in some countries appear to have uncritically accepted the use of text comparison technology, the reception in other countries have been ambivalent or even critical. The present project studies consequences of the use of text comparison through teachers meaning making regarding the pedagogical task to grade students and the moral task, to report students that try to deceive. We hypothesize that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparison technology, therefore, runs the danger of introducing consequential biases to the assessment of student performance. The material has been gathered in four focus group conversations. Focus has been introduced through the presentation of reports from a Plagiarism Detection System. A topical analysis has been performed on the transcribed conversations. From our results, we conclude that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparison, therefore, runs the danger of introducing a consequential bias to the assessment of student performance leaving students open to the accusation about deception.

     

  • 12.
    Nilsson, Lars-Erik
    et al.
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Eklöf, Anders
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Kullenberg, Tina
    Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
    Cathegorizing student, cathegorizing texts: will plagiarism detection leave blood on the tracks?2017Inngår i: Education in the crossroads of economy and politics: role of research in the advancement of public good : book of abstracts, Tampere: University of Tampere , 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Within research on examination cheating, a common assumption is that plagiarism in the context of examination is increasing epidemically. A uniform definition of plagiarism does not exist, but plagiarism is the category most frequently used when students at Swedish universities are notified and sanctioned for deception. Text Comparison is frequently presented as an effective technology for addressing plagiarism. Plagiarism Detection Services (PDS) are used for detecting text overlaps, particularly in higher education. While Higher Education Institutions in some countries appear to have uncritically accepted the use of text comparison technology, the reception in other countries have been ambivalent or even critical.

    The present project studies consequences of the use of text comparison through teachers meaning making regarding the pedagogical task to grade students and the moral task, to report students that try to deceive. We hypothesise that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparisont echnology, therefore, runs the danger of introducing consequential biases to the assessment of student performance. The material has been gathered in five focus group conversations. Focus has been introduced through the presentation of reports from a Plagiarism Detection System. A topical analysis has been performed on the transcribed conversations. From our results, we conclude that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparison, therefore, runs the danger of introducing a consequential bias to the assessment of student performance leaving students open to the accusation about deception.

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