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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
Öppna denna publikation i ny flik eller fönster >>The Need for Care: A Study of Teachers’ Conceptionsof Care and Pupils’ Needs in a Swedish School-AgeEducare Setting
2019 (Svenska)Ingår i: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 7, nr 2, s. 191-206Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Verlag Barbara Budrich, 2019
Nyckelord
School-Age Educare, conceptions of care, caring practises, pupils’ needs, care ethics
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:sh:diva-43147 (URN)10.3224/ijree.v7i2.07 (DOI)
Tillgänglig från: 2021-01-13 Skapad: 2021-01-13 Senast uppdaterad: 2021-12-17Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan
2017 (Svenska)Ingår 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. 113-131Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Malmö: Gleerups Utbildning AB, 2017 Upplaga: 1
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:sh:diva-34631 (URN)978-91-40-69529-1 (ISBN)
Tillgänglig från: 2018-02-17 Skapad: 2018-02-17 Senast uppdaterad: 2018-02-19Bibliografiskt granskad
Haglund, L. (2017). Towards epistemic and interpretative holism: A critique of methodological approches in research on learning. (Doctoral dissertation). Stockholm: Stockholm University
Öppna denna publikation i ny flik eller fönster >>Towards epistemic and interpretative holism: A critique of methodological approches in research on learning
2017 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Stockholm: Stockholm University, 2017. s. 94
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 1
Nyckelord
interpretation of learning, Intentional Analysis, conceptual change, epistemic holism, interpretative holism, principle of charity, salient features
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:sh:diva-33921 (URN)978-91-7649-755-5 (ISBN)978-91-7649-754-8 (ISBN)
Disputation
2017-05-29, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, Stockholm, 10:00 (Svenska)
Opponent
Handledare
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2017-12-18 Skapad: 2017-12-17 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
Benyamine, I., Haglund, L. & Persson, A. J. (2014). Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan (1ed.). Mörklinta: Gidlunds förlag
Öppna denna publikation i ny flik eller fönster >>Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan
2014 (Svenska)Bok (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Mörklinta: Gidlunds förlag, 2014. s. 86 Upplaga: 1
Nyckelord
Filosofiska samtal, värdegrund, undersökande gemenskap, reflektivt eqviliberium
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:sh:diva-21779 (URN)978-91-7844-899-9 (ISBN)
Tillgänglig från: 2014-01-31 Skapad: 2014-01-31 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Värdegrund och filosofiska samtal
2014 (Svenska)Ingår 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. 15-25Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Möklinta: Gidlunds förlag, 2014 Upplaga: 1
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:sh:diva-21777 (URN)978-91-7844-899-9 (ISBN)
Tillgänglig från: 2014-01-31 Skapad: 2014-01-31 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation
2011 (Engelska)Ingår 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.-Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Padova: Liguori, 2011
Nyckelord
Filosofi, Lärande, Etik, Kommunikation, Värdering, Utbildning, Skolan
Nationell ämneskategori
Pedagogik Filosofi
Identifikatorer
urn:nbn:se:sh:diva-12633 (URN)
Konferens
ICPIC International conference, 14, 02-07-09 → 04-07-09
Tillgänglig från: 2011-10-27 Skapad: 2011-10-27 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Philosophy with children: moral argumentation and the role of pictures
2011 (Engelska)Ingår 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.-Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Padova: Liguori, 2011
Nyckelord
Pedagogik, barn, bilder
Nationell ämneskategori
Pedagogik Filosofi
Identifikatorer
urn:nbn:se:sh:diva-12639 (URN)
Konferens
ICPIC International conference, 14, 02-07-09 → 04-07-09
Tillgänglig från: 2011-10-27 Skapad: 2011-10-27 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
Larsson, Å., Haglund, L. & Halldén, O. (2010). Cognitive conflict: Actions taken in the process of conceptual change. Stockholm: Stockholm University
Öppna denna publikation i ny flik eller fönster >>Cognitive conflict: Actions taken in the process of conceptual change
2010 (Engelska)Rapport (Refereegranskat)
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.

Ort, förlag, år, upplaga, sidor
Stockholm: Stockholm University, 2010. s. 25
Serie
NERW Nordic Educational Research Working paper series ; 28/10/2010
Nationell ämneskategori
Pedagogik Psykologi
Identifikatorer
urn:nbn:se:sh:diva-12629 (URN)
Tillgänglig från: 2011-10-27 Skapad: 2011-10-27 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
Haglund, L. & Persson, A. J. (2009). Självklart! Inte?: en filosofibok. Stockholm: Rabén & Sjögren
Öppna denna publikation i ny flik eller fönster >>Självklart! Inte?: en filosofibok
2009 (Svenska)Bok (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Rabén & Sjögren, 2009. s. 116
Nyckelord
Filosofi -- barn- och ungdomslitteratur
Nationell ämneskategori
Utbildningsvetenskap Filosofi
Identifikatorer
urn:nbn:se:sh:diva-12530 (URN)978-91-29-67179-7 (ISBN)
Tillgänglig från: 2011-10-25 Skapad: 2011-10-25 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>The contextuality of knowledge: an intentional approach to meaning making and conceptual change
2008 (Engelska)Ingår i: International handbook of research on conceptual change / [ed] Stella Vosniadou, New York: Routledge, 2008, s. 509-532Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
New York: Routledge, 2008
Nyckelord
Begreppsbildning, Inlärning
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:sh:diva-12539 (URN)978-0-8058-6044-3 (ISBN)
Tillgänglig från: 2011-10-25 Skapad: 2011-10-25 Senast uppdaterad: 2017-12-18Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8772-0195

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