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Haglund, L. (2019). The Need for Care: A Study of Teachers’ Conceptionsof Care and Pupils’ Needs in a Swedish School-AgeEducare Setting. International Journal for Research on Extended Education, 7(2), 191-206
Åpne denne publikasjonen i ny fane eller vindu >>The Need for Care: A Study of Teachers’ Conceptionsof Care and Pupils’ Needs in a Swedish School-AgeEducare Setting
2019 (svensk)Inngår i: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, nr 2, s. 191-206Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper presents the findings of a study investigating School-Age Educare (SAE) teachers’ conceptions of care and care practices and how these conceptions of care and actual practices relate to pupils’ needs. The study is based on observations and interviews with two experienced SAE teachers and one young teacher in a Swedish SAE centre, working with pupils between 9–11 years old. The study was undertaken between March 2018 and April 2019, and provides insight into different forms of care and caring practices. The study also shows that pupils nowadays, according to the teachers, have needs that were previously met by their families. The teachers’ conceptions of the importance of a well-functioning group and pupils’ needs to be able to share their feelings, dreams and worries and to value each other’s differences were also salient findings of the study.

sted, utgiver, år, opplag, sider
Verlag Barbara Budrich, 2019
Emneord
School-Age Educare, conceptions of care, caring practises, pupils’ needs, care ethics
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-43147 (URN)10.3224/ijree.v7i2.07 (DOI)
Tilgjengelig fra: 2021-01-13 Laget: 2021-01-13 Sist oppdatert: 2021-12-17bibliografisk kontrollert
Benyamine, I. & Haglund, L. (2017). Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan (1ed.). In: Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg (Ed.), Estetiska uttryck och barns rättigheter i utbildning: (pp. 113-131). Malmö: Gleerups Utbildning AB
Åpne denne publikasjonen i ny fane eller vindu >>Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan
2017 (svensk)Inngår i: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg, Malmö: Gleerups Utbildning AB, 2017, 1, s. 113-131Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Malmö: Gleerups Utbildning AB, 2017 Opplag: 1
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-34631 (URN)978-91-40-69529-1 (ISBN)
Tilgjengelig fra: 2018-02-17 Laget: 2018-02-17 Sist oppdatert: 2018-02-19bibliografisk kontrollert
Haglund, L. (2017). Towards epistemic and interpretative holism: A critique of methodological approches in research on learning. (Doctoral dissertation). Stockholm: Stockholm University
Åpne denne publikasjonen i ny fane eller vindu >>Towards epistemic and interpretative holism: A critique of methodological approches in research on learning
2017 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Abstract

The central concern of this thesis is to discuss interpretations of learning in educational research. A point of departure is taken in core epistemological and ontological assumptions informing three major approaches to learning: behaviourism, cognitive constructivism and socioculturalism. It is argued that all three perspectives provide important insights into research on learning, but each alone runs the risk of reducing learning and interpretations of learning to single aspects. Specific attention is therefore given to Intentional Analysis, as it has been developed to account for sociocultural aspects that influence learning and individual cognition. It is argued that interpretations of learning processes face challenges, different kinds of holism, underdetermination and the complexity of intentionality, that need to be accounted for in order to make valid interpretations. Interpretation is therefore also discussed in light of philosopher Donald Davidson’s theories of knowledge and interpretation. It is suggested that his theories may provide aspects of an ontological and epistemological stance that can form the basis for interpretations of learning in educational research. A first brief sketch, referred to as ‘epistemic holism’, is thus drawn. The thesis also exemplifies how such a stance can inform empirical research. It provides a first formulation of research strategies – a so-called ‘interpretative holism’. The thesis discusses what such a stance may imply with regard to the nature and location of knowledge and the status of the learning situation. Ascribing meaning to observed behaviour, as it is described in this thesis, implies that an action is always an action under a specific description. Different descriptions may not be contradictory, but if we do not know the learner’s language use, we cannot know whether there is a difference in language or in beliefs. It is argued that the principle of charity and reference to saliency, that is, what appears as the figure for the learner, may help us decide. However, saliency does not only appear as a phenomenon in relation to physical objects and events, but also in the symbolic world, thus requires that the analysis extend beyond the mere transcription of an interview or the description of an observation. Hence, a conclusion to be drawn from this thesis is that the very question of what counts as data in the interpretation of complex learning processes is up for discussion.

sted, utgiver, år, opplag, sider
Stockholm: Stockholm University, 2017. s. 94
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 1
Emneord
interpretation of learning, Intentional Analysis, conceptual change, epistemic holism, interpretative holism, principle of charity, salient features
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-33921 (URN)978-91-7649-755-5 (ISBN)978-91-7649-754-8 (ISBN)
Disputas
2017-05-29, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, Stockholm, 10:00 (svensk)
Opponent
Veileder
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2017-12-18 Laget: 2017-12-17 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Benyamine, I., Haglund, L. & Persson, A. J. (2014). Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan (1ed.). Mörklinta: Gidlunds förlag
Åpne denne publikasjonen i ny fane eller vindu >>Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan
2014 (svensk)Bok (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Mörklinta: Gidlunds förlag, 2014. s. 86 Opplag: 1
Emneord
Filosofiska samtal, värdegrund, undersökande gemenskap, reflektivt eqviliberium
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-21779 (URN)978-91-7844-899-9 (ISBN)
Tilgjengelig fra: 2014-01-31 Laget: 2014-01-31 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Haglund, L., Persson, A. J. & Benyamine, I. (2014). Värdegrund och filosofiska samtal (1ed.). In: Benyamine, I. Haglund, L. & Persson, A,J (Ed.), Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan (pp. 15-25). Möklinta: Gidlunds förlag
Åpne denne publikasjonen i ny fane eller vindu >>Värdegrund och filosofiska samtal
2014 (svensk)Inngår i: Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan / [ed] Benyamine, I. Haglund, L. & Persson, A,J, Möklinta: Gidlunds förlag, 2014, 1, s. 15-25Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Möklinta: Gidlunds förlag, 2014 Opplag: 1
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-21777 (URN)978-91-7844-899-9 (ISBN)
Tilgjengelig fra: 2014-01-31 Laget: 2014-01-31 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Gardelli, V., Persson, A., Haglund, L. & Backman, Y. (2011). Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation. In: Marina Santi, Stefano Oliverio (Ed.), Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference.. Paper presented at ICPIC International conference, 14, 02-07-09 → 04-07-09 (pp. 13 s.). Padova: Liguori
Åpne denne publikasjonen i ny fane eller vindu >>Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation
2011 (engelsk)Inngår i: Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference. / [ed] Marina Santi, Stefano Oliverio, Padova: Liguori , 2011, s. 13 s.-Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.

sted, utgiver, år, opplag, sider
Padova: Liguori, 2011
Emneord
Filosofi, Lärande, Etik, Kommunikation, Värdering, Utbildning, Skolan
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-12633 (URN)
Konferanse
ICPIC International conference, 14, 02-07-09 → 04-07-09
Tilgjengelig fra: 2011-10-27 Laget: 2011-10-27 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Backman, Y., Haglund, L., Gardelli, V. & Persson, A. (2011). Philosophy with children: moral argumentation and the role of pictures. In: Marina Santi, Stefano Oliverio (Ed.), Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference.. Paper presented at ICPIC International conference, 14, 02-07-09 → 04-07-09 (pp. 12 s.). Padova: Liguori
Åpne denne publikasjonen i ny fane eller vindu >>Philosophy with children: moral argumentation and the role of pictures
2011 (engelsk)Inngår i: Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference. / [ed] Marina Santi, Stefano Oliverio, Padova: Liguori , 2011, s. 12 s.-Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

The aim of this paper is to outline the disposition and results of a short-time pilot study (Backman, 2009) of pupils’ ability to express ethical arguments and of the role of pictures in ethical argumentation. There were 18 pupils, in the ages 7-8 years, that participated in the study, which was carried out in a school in the northern part of Sweden. In this paper, we begin by giving a short description of some relevant statements in the Swedish national curriculum and put this in relation to some previous research on philosophical inquiry with children. Then we continue by describing some of the project’s influences from philosophical practice and theoretical groundwork. After this, some methodological concerns and ethical considerations are referred. Finally, some results of the study are described and shortly discussed.

sted, utgiver, år, opplag, sider
Padova: Liguori, 2011
Emneord
Pedagogik, barn, bilder
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-12639 (URN)
Konferanse
ICPIC International conference, 14, 02-07-09 → 04-07-09
Tilgjengelig fra: 2011-10-27 Laget: 2011-10-27 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Larsson, Å., Haglund, L. & Halldén, O. (2010). Cognitive conflict: Actions taken in the process of conceptual change. Stockholm: Stockholm University
Åpne denne publikasjonen i ny fane eller vindu >>Cognitive conflict: Actions taken in the process of conceptual change
2010 (engelsk)Rapport (Fagfellevurdert)
Abstract [en]

Conceptual change is described as a multifaceted process involving restructuring and reorganization of already embraced beliefs. Twenty-nine preschool children were interviewed about their conceptions of the earth every year from the year they were four to the year they were six years of age. For the children the incentive for changing ideas about the earth was their processing of incoherencies.  The children processed a lot of conflicting information. However, there does not appear to be any major conflict that causes the process of conceptual change to occur. This process is affected by incoherencies revealed in a relation between three entities, that is, two or more different facts or conceptions that conflict when related to one specific context. Conceptual change involves a simultaneous processing of information and complex conceptions, on the one hand, and revisions and changes at a model level on the other.

sted, utgiver, år, opplag, sider
Stockholm: Stockholm University, 2010. s. 25
Serie
NERW Nordic Educational Research Working paper series ; 28/10/2010
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-12629 (URN)
Tilgjengelig fra: 2011-10-27 Laget: 2011-10-27 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Haglund, L. & Persson, A. J. (2009). Självklart! Inte?: en filosofibok. Stockholm: Rabén & Sjögren
Åpne denne publikasjonen i ny fane eller vindu >>Självklart! Inte?: en filosofibok
2009 (svensk)Bok (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Rabén & Sjögren, 2009. s. 116
Emneord
Filosofi -- barn- och ungdomslitteratur
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-12530 (URN)978-91-29-67179-7 (ISBN)
Tilgjengelig fra: 2011-10-25 Laget: 2011-10-25 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Halldén, O., Scheja, M. & Haglund, L. (2008). The contextuality of knowledge: an intentional approach to meaning making and conceptual change. In: Stella Vosniadou (Ed.), International handbook of research on conceptual change: (pp. 509-532). New York: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>The contextuality of knowledge: an intentional approach to meaning making and conceptual change
2008 (engelsk)Inngår i: International handbook of research on conceptual change / [ed] Stella Vosniadou, New York: Routledge, 2008, s. 509-532Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
New York: Routledge, 2008
Emneord
Begreppsbildning, Inlärning
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-12539 (URN)978-0-8058-6044-3 (ISBN)
Tilgjengelig fra: 2011-10-25 Laget: 2011-10-25 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8772-0195