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  • 301.
    Gunnarsson, Camilla
    Södertörn University College, Lärarutbildningen.
    Multimediaprogrammet Kid Pix som självgående arbetsredskap: aktionsforskning om lärandeformer och resultat vid datorn2006Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Jag har en utifrån mitt intresseområde informationsteknik, gjort en studie av barn när de arbetar i och använder multimediaprogrammet Kid Pix i årskurs 1.

    Syftet med denna undersökning är att skapa kunskap om hur elever i 7-8 års ålder använder ett enkelt multimediaprogram. Jag har med detta också förhoppningar att konsekvenserna blir förbättrad undervisning, rätt programval och ökad motivation hos eleverna när det gäller datoranvändandet.

    Några av mina största frågeställningar har varit att se hur kan barn i 7-8 års ålder arbeta självgående efter en given arbetsgång när det gäller det enkla multimediaprogrammet Kid Pix? Fungerar det att göra självinstruerande uppgiftskort som eleverna får läsa och följa? Hur fungerar arbetet vid datorn? Hur är elevernas samarbetsförmåga? Är det någon skillnad på pojkar och flickors sätt att lösa uppgifterna? Till sist frågar jag mig också hur föräldrarna till eleverna har upplevt att eleverna motiverats kring arbetet med Kid Pix?

    Jag har gjort en kvalitativ studie av eleverna i klassrumsmiljön. Jag är en del av undersökningen och därmed blir min forskning en aktionsforskning som belyser elevernas handlande och upplevelse i olika situationer. Jag har observerat eleverna med hjälp av videokamera, frågat elever och föräldrar med hjälp av en enkät och under processen gjort muntliga utvärderingar och fört händelsedagbok.

    Resultatet av arbetet har varit mycket utvecklande då alla elever på ett kreativt och undersökande sätt har tillägnat sig programmet. Min roll som pedagog har blivit vägledande inte instruerande. Föräldrareaktionen har enbart varit positiv och stödjande. De självinstruerande korten har varit ett bra hjälpmedel för eleverna att tillägna sig programmet och bli självgående. Samarbetet har fungerat bra och det har varit utvecklande för eleverna i sin lärprocess. Flickorna har varit mycket noggranna och pojkarna har varit mer nyfikna.

    Jag kommer att rekommendera andra pedagoger att låta elever genom pedagogiskt riktiga instruktioner själva få utforska datorns möjligheter i skolarbetet. Då kan de själva få ägna sig åt andra elever som behöver stöd och hjälp. Tidsfaktorn var stressande för mig som pedagog då jag inte från början såg elevernas stora framsteg och deras skicklighet. Samarbetet har utvecklats mellan eleverna och i detta avseende har jag sett blyga tysta barn kliva fram. Flickorna var mycket kreativa och noggranna med att följa instruktionerna. Pojkarnas iver och nyfikenhet tog ibland överhand både på gott och ont.

    Slutsatsen efter mycket hårt arbete från mig och eleverna är att självinstruerande kort är ett bra verktyg för att utveckla elevernas datakunskap och vana. Val av ett multiemediaprogram, som är en typ av skalprogram som frambringar kreativitet, fantasi och engagemang, har för mig blivit självklart. Jag vill att andra pedagoger tar lärdom och väljer ett skalprogram för att utveckla andra elevers intresse för informationsteknik.

  • 302.
    Gunnarsson Payne, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    "Det flytande kaféet": Mobila seminarier, besvärlig kunskap och metakognition2015In: Seminariet i högre utbildning: Erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, 1, p. 67-81Chapter in book (Other academic)
  • 303.
    Gustafsson, David
    et al.
    Södertörn University College, Lärarutbildningen.
    Tähtionen, Kimmo
    Södertörn University College, Lärarutbildningen.
    Ingen är utanför alla är inne: en studie om hur skolungdomar i ett segregerat område kan uppleva villkoren för sin utveckling av en självbild.2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This study aims to describe the conditions, of which some youths who live in a segregated area in Sweden, see as important for their development of an identity. The study have been conducted in a manner where we put the youths own words in focus. The youths are in charge of deciding what they regard as important for their own development of their own identity. In this study we assume certain contexts, of which we base the study. These contexts include the society, the urban districts, the school, the family, and the language. A central concept in this study’s technical framework is symbolic interaction, and ethnology. The data in this study comes from group discussions with students in a school in an urban district which has been, and is segregated. Theoretical concepts and the youths own concepts serve as tools in this study. The participants in this study describe them self as not being a part of the Swedish society. They are different. Even though almost everyone of the participants in this study are born in Sweden, none of them feel that they are Swedish. Their sense of feeling secure is connected to the urban district of which they live in, school, and family. The youths describes the possibility of social networking as an important part of being secure. They describe the Swedish society as being hostile towards them as a group. They experience that the Swedes defends Sweden against them. They feel that their language is different from the regular Swedish. The participants see both a positive and a negative side of their language. They feel that the Swedes does not accept their Swedish. At the same time they feel proud of their language. They mention it as being alive. Even though they experience the difficulties in the Swedish society, they feel hopeful about their future. They see themselves in a positive way. They have an positive view of their identity.

  • 304.
    Gustafsson, Elisabeth
    Södertörn University College, Lärarutbildningen.
    Hur tar man emot sent anlända ungdomar i gymnasieåldern?: - en studie i en gymnasieskola i Stockholms förorter2005Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 305.
    Gustafsson, Karin
    Södertörn University College, Lärarutbildningen.
    Skilda världar - trygghet för alla?: Ett vuxenperspektiv på särskoleelevers möjligheter till integrering i skola och samhälle2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 306.
    Gustafsson, Tina
    Södertörn University College, Lärarutbildningen.
    "Det är väldigt svårt att utgå från något annat än elevens förmågor...": individualisering som den framstår utifrån fyra olika klassrum2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The school is responsible to make sure that each students´ individual needs are met as well as that the lessons are suitable for all students´ ability. As this is the case it is very interesting to evaluate how this is done in reality. The purpose with the study has been to shed light upon what different methods teachers in various schools use in order to individualize their teach­ings. Are their obvious differences in the way teachers work with individualization and how does this affect the students? The teachers in the different schools provided me with informa­tion on how they work in order to teach, stimulate and motivate well achievers as well as stu­dents who find school more difficult. I also asked if, and to what degree they apply different learning techniques as well as if, and how often they consider various learning styles.

    The phenomenological study is qualitative. Methods used are interviews with the different teachers as well as observations in all four classrooms. The classes were each observed for a full day and after time spent in the classroom teachers involved that particular day was inter­viewed.

    The results showed that the teachers work in many different ways in order to individualize their teaching. It was also clear that there were differences on the classrooms physical shape as well as material and books. There were also differences in class sizes and the amount of teachers in the classrooms – which surely affected the situations. A conclusion of the study is that two main methods of individualization were noted. One method used by one group of teachers was to let all students work on the same problems but to their own ability. The other group of teachers used and offered, to a larger extent, different and various materials to their students in order to meet the child at its level of scholastic development and ability.

  • 307.
    Gustavsson, Daniel
    et al.
    Södertörn University College, Lärarutbildningen.
    Remmer, Loredana
    Södertörn University College, Lärarutbildningen.
    Bemötande av flickor och pojkar i skolan: Betydelse av genus i interaktionen mellan lärare och elever2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Gender is a universal factor that is unavoidable in classroom interaction between pupils and teachers. The principle aim of this essay is to illustrate whether, during the interaction between pupil and teachers still occurs behavior that expresses a gender order. We also want to establish if the ones who attract attention from the teachers is the individual, or if teachers still on a subconscious or conscious level, think of the pupils gender and ascribes him or her some characteristics or qualities. Especially we want to bring out the pupils thoughts and sights of there is a difference on how teachers treat boys and girls. Another purpose we wanted to achieve was to illustrate how teachers work with the concept of equivalence between the sexes, according to Lpo94.

    Our essay is built on our studies around what teachers think on how they treat the pupils, on the basis of gender perspective. The study has also a more objective view that builds on observations. The parts of the essay that explores earlier studies and different developments, deal with the issues that affect our society and the schools purpose as a rear.

    Our results have point out to more conscious pedagogical methods that teachers have come to use in order to turn the traditional gender stereotype around. But we cannot fully ignore the gender issue because we are all part of it and we will always carry it with us as part of our culture.

  • 308.
    Gustavsson, Martin
    et al.
    Stockholms centrum för forskning om offentlig sektor, Handelshögskolan Stockholm.
    Andersson, Barbro
    Konstvetenskapliga institutionen, Stockholms universitet.
    Börjesson, Mikael
    Uppsala universitet, Institutionen för utbildning, kultur och medier.
    Edling, Marta
    Uppsala universitet, Historiska institutionen.
    Lidegran, Ida
    Uppsala universitet, Institutionen för utbildning, kultur och medier.
    Melldahl, Andreas
    Uppsala universitet, Institutionen för utbildning, kultur och medier.
    Konsten att lyckas som konstnär: socialt ursprung, kön, utbildning och karriär, 1938-20082010In: Resultatdialog 2010: aktuell forskning om utbildning och lärande, Stockholm: Vetenskapsrådet , 2010, p. 74-79Chapter in book (Other academic)
  • 309.
    Guyard, Carina
    Södertörn University, School of Culture and Communication, Media and Communication Studies. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Didaktikens anpassning till en förändrad verklighet2010In: Tradition och praxis i högre utbildning: tolv ämnesdidaktiska studier / [ed] Anders Burman, Ana Graviz, Johan Rönnby, Huddinge: Södertörns högskola , 2010, p. 63-80Chapter in book (Other academic)
  • 310.
    Gysell, Jessica
    Södertörn University College, Lärarutbildningen.
    Känslor syns inte utanpå men känns inuti: Barns behov av vuxna i sin krisbearbetning2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Each school is obligated to maintain an emergency plan in case of events and situations that could lead to a state of crisis with one or among several individuals at school. There are no directives from the department of work environment or the department of education on how an emergency plan should look like or what topics to be covered. This gives each school the freedom of choice to form the emergency plan in their own manner. I have gathered emergency plans from five elementary schools ranging from preschool to fifth grade and upon critical analysis, great differences was noticed but also some similarities which I will describe in my results. Focus was put into three recurring themes noticed:

    • Death of a pupil
    • Follow up of pupil´s feeling depressed as a result of occurred death
    • Emergency plan topics covered by one individual school only

    There is a discussion around how the emergency plans are formed and around the three themes which then are connected with psychological research around children’s emotions when a state of crisis occur and their ability to handle and process a state of crisis.

    I also seek indications that children feeling depressed as a result of parents separating are considered in the emergency plan. As no indications where found that this was covered in the emergency plans there is a discussion around children’s specific reactions to a separation within the end discussion. There is also a discussion if children can take part in the creation of the emergency plans at their school on the basis of the children’s convention, third article which points out that the children’s best must be of the highest interest and the twelfth article which points out that the children´s opinion must be considered in situations where they are affected.

  • 311.
    Haddad, Christine
    Södertörn University College, Lärarutbildningen.
    En annorlunda undervisningsform i religionsämnet: En studie om Abrahams Barns undervisningsmetod2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This article is about Abrahams Children foundation and its teaching method called IE- method. It’s about how a teacher can use the IE- method in the religion lesson. There were some questions in this article that had to be answered and the questions are:

    - How is the form of the religion classes when a teacher uses the IE- method?

    - What happens in the class when you study the interaction and the communication?

    - Does the student’s participation increase when they work with the IE- method?

    - What are the advantage and the disadvantage with the IE- method?

    - Can the teacher use the IE- method in other classes?

    To get to the “correct” answer I used many methods like, observation in the class, qualitative interview with the teacher (Lisa Andersson) and with four students (Kim, Erik, Amanda, Patrik) and I also used questionnaire. I studied some books that are about the IE- method. I studied even some articles about the IE- method. I took help from Hjalmar Sundén’s part theori.

    The lessons begin with a teacher who is reading one story and then the children have to decide with character they want to write about and when they have wrote a text in an I- form they have to present their texts to everybody in the class.

    The study showed that the children is having very fun with the IE- method and they like to study with this method because when they write their texts there is no right or wrong. That is because they are writing about their feelings and thoughts and no one can say that they have wrong thoughts. The teacher and the children feel that the have grown because when they are writing their texts and then have to argue about their opinion they write better texts.

    Because the children have to argue about their opinion the interaction and the communication in the class is better. They all want to be heard from the other student’s and they all listen to each other. And because they are writing about their feelings everybody in the class participates.

    The advantage with the IE- method is that it includes everybody and by that I mean that IE- method includes the biggest religions and most of the children have those religions and they are interested to find out more. The disadvantage with the IE- method is that it’s a complement to other theoretic methods and a teacher can not use the IE- method only. The other disadvantage is that sometimes the teacher forgets to talk about the differences between these religions because she is too cut up with the similarities.

    A teacher can use the IE- method in other lessons like for example she can use it in a English lesson. She can correct the grammar in the texts and the language in the texts and when the children are arguing about their opinions.

  • 312.
    Hafsteinsdóttir, Elín
    Södertörn University College, Lärarutbildningen.
    Så in i Norden jämlikt: En diskursanalys av jämlikhet i nordiska styrdokument för grundskolor2005Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Studien är en diskursanalys av jämlikhet i nordiska styrdokument för grundskolor. Den teoretiska utgångspunkten utgörs av Ernesto Laclaus och Chantal Mouffes diskursteori, kompletterad av Judith Butler teori kring könsdikotomin. Genom en kvalitativ textanalys urskiljs diskursiva processer av norm- och gruppbildning i styrdokumenten. Fram träder en bild där jämlikhet som begrepp och värde skiljer sig mellan de nordiska länderna men också stora likheter. Kön är en överordnad jämlikhetsfråga samtidigt som det råder en tydlig hierarki mellan de grupper som särskiljs från majoritetsgruppen utifrån föreställningar om språk och kultur. Jämlikhetsdiskursernas antagonismer visar på centrala frågor om valfrihet i relation till jämlikhet och individen i relation till gemenskapen.

  • 313.
    Hagelin, Ida
    Södertörn University College, Lärarutbildningen.
    Tankar och erfarenheter kring barn i behov av särskilt stöd: Tre röster ur skolans värld2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to illustrate what divides and unites three educationalists approach on “children in need of special support” within the first years of school. Three educationalists with significant positions within the school system have been chosen for interviews. On basis of the results of the interviews three themes has been selected and divided into the conceptions; “children in need of special support”, “resource” and “a school for everyone”. The approach has then been compared with a selection of documents with guidelines, the curriculum and the Swedish law regarding school. Further on the aim with the essay also is to get an insight in the educational program to prepare and try to understand what is demanded of an educationalist.

  • 314.
    Haglund, Liza
    Stockholms universitet.
    Making meaning of historical evidence: The variety of salient features in a shared activityManuscript (preprint) (Other academic)
  • 315.
    Haglund, Liza
    Stockholms universitet.
    Towards epistemic and interpretative holism: A critique of methodological approches in research on learning2017Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 316. Haglund, Liza
    et al.
    Persson, Anders J.
    Rättigheter och att samtala med barn om deras rättigheter2005In: Barns rätt till kultur / [ed] Anne Banér, Stockholm: Centrum för barnkulturforskning, Stockholms universitetng , 2005, p. 30-44Chapter in book (Other academic)
  • 317. Haglund, Liza
    et al.
    Persson, Anders J.
    Bernholm, Maria
    Öppet sinne, stor respekt: handledning : att föra filosofiska samtal med barn om Barnkonventionens grunder2004 (ed. 1. uppl.)Book (Other academic)
  • 318.
    Halef, Birsen
    et al.
    Södertörn University, School of Culture and Education.
    Charo, Izla
    Södertörn University, School of Culture and Education.
    Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3: En undersökning i två skolor med olika organisation av sva-undervisning2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research has shown that the Swedish results of education have fallen continuously since 2000. It has been shown that there are differences in performance between native students and immigrant students. National Centre for “Swedish as a second language” indicates that Swedish schools fail to give all students an equal and high quality education. Then Swedish as a second language education can be organized in two different ways a wonder arise if it can depend on how teachers´ conditions in teaching reveals in these. This study aims to lighten primary school teachers' views on the opportunities and difficulties in second language teaching, which can be organized in two different ways, "separate" and "within the framework of the class". The research questions of the study are, 1) What requirements do teachers perceive that the curriculum for “Swedish as a second language” requires? What opportunities and difficulties can be seen here? 2) What trade-offs are made in the planning of teaching and how are these applied in the teaching of “Swedish as a second language”? What opportunities and difficulties can be seen here? 3) What conditions for scaffolding and interaction do teachers create in teaching "Swedish as a second language? What opportunities and difficulties can be seen here?

    By using Shulmans theory PCK (Pedagogical Content Knowledge) it manages to visualize teacher language didactic choices within the subject “Swedish as a second language”. Through a qualitative study based on interviews and observations, the result shows that both teachers reason about a range of language didactic choices, opportunities and solutions, but these could not always be transformed and seen in practice. During the observations, it became clear that the “Swedish as a second language” teaching structural conditions both enabling and impeding teachers to conduct effective teaching. In this case, separate teaching came to be ineffective because they did not have a language development perspectives in school, thereby the subject was stigmatized.

     

  • 319.
    Halldén, Ola
    et al.
    Stockholms universitet, Pedagogiska institutionen.
    Petersson, Gunilla
    Stockholms universitet, Pedagogiska institutionen.
    Scheja, Max
    Stockholms universitet, Pedagogiska institutionen.
    Ehrlén, Karin
    Stockholms universitet, Pedagogiska institutionen.
    Haglund, Liza
    Stockholms universitet, Pedagogiska institutionen.
    Österlind, Karolina
    Stockholms universitet, Pedagogiska institutionen.
    Stenlund, Agneta
    Situating the question of conceptual change2002In: Reconsidering conceptual change: Issues in theory and practice / [ed] Margarita Limơn, Lucia Mason, Dordrecht: Kluwer , 2002, p. 137-148Chapter in book (Refereed)
    Abstract [en]

    The contemporary debate regarding the question of conceptual change relates to the learning paradox in Plato’s dialogue Menon, where Menon asks how it is possible to engage in a search for knowledge of something entirely new. How is it possible to change from a commonsense view of a phenomenon into a scientific one that also sometimes goes quite contrary to the commonsense view? Sociocultural analysis dispatch the question by talking of situated cognition and by that ignoring individual cognitions. Constructivist approaches describes cognitive development as an evolution from simple naïve models of a phenomenon to more complex and powerful models, often by implying that the simple models are abandoned in favour of the new ones. Here, another model for conceptual development and conceptual change will be advanced. It is proposed that conceptual development and conceptual change is constituted by a process of a continuous assimilation of new information into an all-embracing model and, simultaneously, a differentiation within this compounded model resulting eventually in different new models. This description that stick to the Piagetian way of describing cognitive development, will be illustrated by means of empirical data from a study of children’s conceptions of the shape of the earth.

  • 320.
    Halmin, Agnes
    Södertörn University College, Lärarutbildningen.
    Att vara flerspråkig: ett fenomenologiskt perspektiv2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The following essay describes a study made in Sweden in the autumn of 2010 at Södertörn University. The main purpose with this study is to find out and describe how people´s own understanding of being multilingual has influenced them. The objective behind this is to create a wider understanding for the phenomena. Therefore, the phenomenological perspective is used to describe the subjective reflection of a phenomena, in this case multilingualism. A qualitative method is being used for data gathering, implying conversational interviews with six multilingual people born in the 1970s and 1980s.

    The results show that the people interviewed mostly use their mother tongue in conversations with their parents and relatives today. Their multilingualism has not been particularly acknowledged in school, where Swedish has been the language of instruction. Some of the interviewees expressed a feeling of not knowing any of their languages perfectly.

    The results also show that the interviewees have a positive attitude towards their multilingualism on the whole and see several advantages with it. The results do nevertheless not show any pattern of differences between the people born in the seventies and the ones born in the eighties.

  • 321.
    Halén, Helen
    et al.
    Södertörn University, Teacher Education.
    Rundlöf, Linnea
    Södertörn University, Teacher Education.
    ”Ingenting man egentligen borde läsa till barnen på förskolan direkt!”: En diskursanalytisk studie av barnböcker utifrån det normkritiska- och genuspedagogiska perspektivet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to study three different children books using two preschool perspectives; the norm-critical perspective and the gender pedagogical perspective. The research questions focus on how the characters in the books can be described from the two respective perspectives. 

    The theoretical standpoints in this study are theories about gender and its associated conceptions and by a power and colours perspective. The method approach for this study is discourse analysis with a text and picture analysis based model as method. 

    This study’s result shows that the norm-critical and gender pedagogical perspective view the literary characters from different viewpoints. In the norm-critical perspective, the characters are generally not blamed for how they are. Instead the perspective aims to question the negative perceptions that can be associated to gender. The gender pedagogical perspective on the other hand, values and appreciates characters that are seen to break norms. The perspective also contains a desire of change the characters that do not break the norms. The result of the study also shows that there are discourses about expectations on girls and boys based on norms for gender, power and colour in the children’s books. Specifically, the analysis shows discourses in how girls are expected to be. As a conclusion it shows that one could look at the children’s books from different viewpoints with help from the two perspectives.

  • 322.
    Hamidian, Zara
    Södertörn University College, Lärarutbildningen.
    Skolkultur eller andra möjliga faktorer?: En kvalitativ studie om tjejers föreställningar om femininitet2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to find out whether young women´s conceptions on femininity are based on school culture or other possible factors. The theory chosen for this study is the sociological perspective. A theory where sociologists such as Emile Drukheim, Talcott Parsons and Pierre Bourdieu are all prominent. The discussion links to Habitus and their theories on social, cultural and collective groups. A qualitative method has been used. Ten young women have bee interviewed and their answers have been compared and analyzed for results. The women has been divided into two segments. One consisting of the ethnically Swedish young women and one out of non-ethnically Swedish young women. In conclusion, the ethnically Swedish group of young women are all involved in building up the norm at the particular school examined. Furthermore, the non-ethnically Swedish young women are followers of this norm. Conceptions on the current heterosexual norm that exists within the school culture are built based upon the different social groups.

     

  • 323.
    Hamilton, Alva
    Södertörn University College, Lärarutbildningen.
    Frivillig närvaro - hur reagerar eleverna?2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 324.
    Hanna, Kinora
    Södertörn University College, Lärarutbildningen.
    Elevers syn på klimatfrågan: Klimatundervsiningen i skolan2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out in which way the education about climate in school is taught and how the students experience the world situation today. There are various theories about the greenhouse effect and its origin and these theories should be addressed to ensure that students get a broader understanding of how climate change occurs. This includes the natural phenomena and also the human impact on climate change. Students in school are a source of concern that only human are the cause of global warming, and know little or almost nothing about the natural phenomena of global warming.  I will mention what has emphasized in the national steering documents in the case of environmental education at school.

    I have used a qualitative method, where interviews and document analysis were used as techniques. The interviews took place with five students in ninth grade and with three science teachers in the same school.

  • 325.
    Hansen, Ida
    Södertörn University College, Lärarutbildningen.
    Det vi vet när vi glömt allt vi lärt oss: den politiska debatten om utbildning för nyanlända elever på 1970-talet och 2000-talet2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the present paper is to examine the political debate on the education of newly arrived immigrant pupils at secondary school age. The following issues are under scrutiny:

    • What are the goals, expressed by politicians during the examined periods, for the education of newly arrived pupils?
    • What ideas about education and what educational ideals can be observed in the political debate on the education of newly arrived pupils?
    • Has there been any change, during the examined period, in the policy debate on the education of newly arrived pupils?

    The research material consists of reports and statements of the Education Committee, as well as a number of parliamentary protocols. Two five-year periods, 1971-1975 and 2006-2010, are studied and compared. All in all, the material consists of 23 documents issued during these periods. Drawing on theories about formation, power mechanisms and the political development in general, a so-called dimensional map is generated so as to prepare for an analysis of the ideas central to Swedish governmental policies of immigration and education. Toward the backdrop of this dimensional map, the paper presents a descriptive analysis of the key ideas in the policy debate. In previous research, there is no study of this kind.

    The types of schools available for newly arrived pupils during the two time periods lack the guidance of systematic plans or official curricula. The study shows that there is little policy debate about education of newly arrived pupils and that there is no developed concept of formation used in the debates. The political silence surrounding the education of newly arrived pupils may be interpreted as a way of excluding this issue from the agenda.

    Views upon the education of newly arrived pupils have gone through subtle changes between the two examined five year periods. In the 1970s, the school situation of newly arrived pupils was treated as a call for political and structural solutions. In the 2000s, however, the political solutions tend to be imposed upon the individuals. The main objective of the education of newly arrived pupils is to provide them with an opportunity to learn the Swedish language and hence to improve their chances at entering higher education or getting employed.

  • 326.
    Hansen Karaduman, Sarah
    Södertörn University, School of Culture and Communication.
    Upplopp i Stockholms västra förorter: En kvalitativ studie kring varför ungdomar startar upplopp2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 327.
    Hansen, Kjetil Falkenberg
    et al.
    KTH Royal Institute of Technology.
    Normark, Maria
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Tutored academic writing as motivation and a formative assessment for learning2015In: KTH Scholarship of Teaching and Learning 2015: Abstracts, Stockholm: KTH , 2015, p. C6-Conference paper (Refereed)
  • 328.
    Hansson, Jenny
    Södertörn University, Teacher Education.
    Ställ upp på led!: En vetenskaplig essä om individens subjektifieringsprocess i fritidshemmets gruppbaserade struktur2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This scientific essay is based on a self experienced situation from my work in after-school activities. Suddenly I find myself in a situation that is not thought through were the only goal is to transfer the students in the school area. I am asking them to stand in line to go to the lunch cafeteria. An obstacle occurs when the students fail or refuses to stand in line, which demands me to reflect over what just has happened. Through this I am stimulated to increase my understanding of the situation. The purpose of this essay is to investigate effects in the initially unreflected structure which is being used in afterschool activities. The standing in line is here used as a representation of that group-based structure. My three main focus areas for this research is learning, power and the tension between individuals and a group.

    To illustrate the effects in afterschool group-based structure I have chosen a hermeneutic writing. Foucault enriches my knowledge on the complexity of power perspectives that is being revealed in the situation. Through Asap Bartholdsson I am introduced to the concept of ”friendly power” (my translation). With the support of Gert Biestas ́s theories about ”qualification, socialization and subjectification”. I investigate the learning which is not immediately visible. Broadys view on the hidden curriculum shows me a new perspective on the structure and education in after-school activities as normative learning. By the analysis of the tension between individuals and the group I have made visible that the seeing made by the teacher has a big role to play. Also it has become clear that the students individuality and integrity sometimes has to take a step back in favour of the group and vice versa. But if this interaction is balanced it has an enriching effect on both perspectives. 

  • 329.
    Hargeström, Emelie
    et al.
    Södertörn University, Teacher Education.
    Chamoun, Lina Gabriella
    Södertörn University, Teacher Education.
    Vad är undervisning i förskolan?: En kvalitativ studie av hur begreppet undervisning tolkas och används i förskolans praktik2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The term teaching became a part of the Swedish curriculum in 2018. The term was supposed to contribute a new understanding for teaching in preschools. The curriculum says that teaching should cover both care, development and learning and that these should become a whole. Teaching in preschool is often a disputed term in the context of the specific settings of social constructions when it comes to teaching in preschools.

    The aim of this study is to analyze how eight preschool teachers approaches and reflects to the term teaching in eight different preschools and whether different pedagogies might affect their outlooks. We wanted to see how the term teaching can give children the opportunity to learn and develop new things. We wanted to see what differences and similarities we could find between the different preschools and the preschool teacher’s approach. Further we will examine what might separate them from each other when it comes to Reggio Emilia and Montessori pedagogy.

    The following questions are the starting point for the study:

    - In what way do the interviewed preschool teachers feel that the concept of teaching should be used in practice to stimulate children's development and learning?

    - How do the preschool teachers relate to the concept of teaching based on the different pedagogical focus at the respective preschool?

    The method we have chosen is a qualitative research method with sound recording. We have chosen to interview eight different preschool teachers that works in the same county which is Stockholm county. The theoretical framework considers development pedagogic, Vygotsky’s socio-cultural theory and Malaguzzis theory about environment and the hundred languages of children. We have chosen these three theories to answer the aim and the questions of the study and we will return to those in the study’s results and discussion part for analysis.

    Our results are expressed in three different narratives which are:

    1. Goal-oriented learning processes
    2. Preschool teachers approach to the concept of teaching based on Vygotsky´s socio-cultural theory and on the revised curriculum
    3. Care versus learning.

    Our results point out difficulties that we could find in our study. Preschool teachers had a hard time understanding the term teaching even if the term teaching barely is a new term in the curriculum. The majority expressed that they thought it was too wide and that you could interruptive the term in a lot of different ways. In our results, we came to the point that depending on what social constructions the teachers have in mind, they will have a different outlook and approach on the term teaching. Many of the teachers said that they see teaching like a goal-oriented learning process while other teacher said that learning is spontaneous learning situations.

  • 330.
    Harris, Carolina
    Södertörn University College, Lärarutbildningen.
    Hur tänker elever?: Elevintervjuer som metod för att kartlägga elevers tankar kring matematikundervisning2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    During my time as a student of education I have learnt that it is my responsibility, as a teacher, to adjust the ways in which I teach to the needs, abilities, experiences, and thoughts of each individual child. What I have not yet gained much knowledge on is how to go about finding the children’s thoughts.

    In this thesis I investigate the interview as a method of finding out how sixth graders think about their mathematics education. Four children were interviewed. In addition to these inter-views, as a means of giving a broader perspective to and a greater understanding of the chil-dren’s answers, one math lesson was filmed and the math teacher was interview on two sepa-rate occasions.

    What I found was that a number of factors seemed to influence the children’s thoughts and answers, and that their answers were most likely not always a mirror of their thoughts. From this follows that we, as teachers, must be careful and not assume that we know about a child’s thoughts when, in fact, what we know is what the child chooses to communicate about his or her thoughts. I also found that the children seemed unaccustomed to speaking about mathe-matics in the way that I wanted them to. One reason for this seemed to be the way in which their teacher organized the lessons.

  • 331.
    Haseeb, Nawal
    Södertörn University, Teacher Education.
    Ett fritidshems mottagande av flyktingbarn2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the last years many new refugees have arrived in Sweden, many of these are children. In media there has been many debates on how this would affect the schools in general. In this thesis I have chosen to examine how the schools recreation centres adopt their operations to cope with the newly arrived pupils with a starting point in the official curriculum. The study is based on interviews at two school recreation centres in Stockholm who have received newly arrived pupils who do not speak Swedish. The result shows that the recreational centres have not really used any specific model to plan their operations. One model that could be used by the recreational centres and their work with newly arrived pupils is the so-called STOP-model.

  • 332.
    Hassani, Arash
    et al.
    Södertörn University College, Lärarutbildningen.
    Sennevall, Jimmy
    Södertörn University College, Lärarutbildningen.
    Kunskap i skolan: enligt Folkpartiet och Vänsterpartiet2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Knowledge is frequently discussed in modern society, and has been since ancient Greece. Our goal is to examine the content of two political documents with the desire to point out their visions about how the Swedish school system should be shaped, in relations to knowledge. More precise this essay is going to concentrate on two specific political parties, Folkpartiet and Vansterpartiet and their official programs on the subject school and education, to see what they say about knowledge. The choice is made on the basis that these parties political standings differ most from each other, in the left/right scale in politics. The qualitative analysis takes its main base from Aristotels concepts of knowledge; Episteme, techne and fronesis, and Bernt Gustavssons modern defenitions of them. The study showed that Folkpartiet want knowledge related to episteme to be the main source of education through out the school system, while Vansterpartiet want fronesis as the central form of knowledge.

  • 333.
    Hawsho, Melissa
    Södertörn University College, Lärarutbildningen.
    Styr genus valet av Cover Story?: En fortsatt studie på projektet Cover Story, där genusaspekten kommer upp till ytan på ett intressant sätt.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Cover Story is a project, which students at Lillholms - and Ekholms School worked in during spring and fall of 2009. Several school subjects were integrated in project; social studies, art and Swedish, to empower the students to create, implement and design a magazine. The purpose of the project was to give the students the opportunity to fantasize about the future and their dreams by creating their very own Cover Story. During the project I realized that the student’s selection of magazine genre had a direct relation to the gender of the students themselves. The boys mostly chose motor and car sports magazines as their Cover Story. The girls on the other hand preferred to choose dog and fashion magazines.

    Today there are an endless number of magazines in different interests, genres and professions. For instance, the magazine called Frida, which is directed to young girls, writes about various music groups, trends and gossip. The magazine called Autobilsport, which is mostly directed to men, covers news about upcoming cars and the latest audio equipment. In other words, there is a notion of masculinity and femininity even in the selection of magazines.

    My natural interest of this behaviour drove me to further study the subject and to get closure to this already started work. This study is written in order to analyze students' and teachers' thoughts about the gender aspect in relation to the project. The method used to collect data and information has been through interviews, questionnaire surveys and field observations. All materials have been developed in order to give deeper answers to the questions sought. The answers that emerged have then been analyzed in relation to selected theories.

    Whether the gender has been a significant factor in the students' choice of a Cover Story is difficult to answer. During the investigation it was discovered that the students themselves led their choice not only according to their interests and dreams, but also according to the selection of magazines that were at hand. The teachers argued that ideas are everywhere in society and not only in newspapers. However, the teachers have not been allowed to challenge or encourage students' choice of Cover Story.

  • 334.
    Hed, Monica
    Södertörn University, Lärarutbildningen.
    Pedagogisk dokumentation: reflektionens betydelse2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process.

  • 335.
    Hedberg, Anna
    Södertörn University College, Lärarutbildningen.
    Skolintroduktion av nyanlända elever i grundskolan2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.

    The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.

    My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils’ possibility to a shorter time of introduction to the compulsory school.

  • 336.
    Hede, Thomas
    Södertörn University College, Lärarutbildningen.
    Psykosocial skolmiljö: En kvantitativ undersökning på en gymnasieskola2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Here is presented the result and discussion of a survey concerning the psychosocial environment in a school in the vicinity of Stockholm. The theoretical background of this study was the model of demand-control by Theorell, and various aspects of stress by Frankenhauser and Ödman. The survey was constituted of an inquiry form which was handed out to six different classes at the school. A total of 86 students filled in the form, and their answers were treated with standard statistical procedures to reveal the results. The inquiry form was made up by five parts; one that concerned the background of the respondent, one that reflected the psychosocial health and stress level and three parts that concerned discrimination, victimization and school democracy. Among the results was that female students was highly affected by stress related psychosocial disorder, and that they probably in some sense were able to cope with it because of good relations to friends. Another result of the study was that students with different cultural backgrounds had the same psychosocial health conditions as those with Swedish cultural background, and they were not seemingly affected by discrimination. These results, as well as the others in this study, are of course part of a very complex context and no certain conclusions can be drawn.

  • 337.
    Hedgrund, Jesper
    et al.
    Södertörn University, Teacher Education.
    Westberg, Lotta
    Södertörn University, Teacher Education.
    Röda skynken: om hur sättet vi pratar om elever påverkar sättet vi pratar med elever2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our intention with this essay is to reflect on our role as leisure-time pedagogues. Our research has its starting points in two separate but similar stories from our workplaces. The purpose of this research is to investigate how the manner in which we talk about pupils effects the manner in which we talk with pupils. We believe a negative culture of talking about pupils creates a negative picture of pupils. This creates negatively minded pupils which leads to a negative work environment. The theme of this essay contains concepts such as speech, responsibility and reflection as a tool. We show how speech manufactures images, views and meanings of things which effects how we perceive them. We write about the use and abuse of metaphor, the negative side but also the neglected positive side of prejudice as well as the negative aspects of a positive conversation-culture and the positive aspects of a negative conversation-culture. We see the constant responsibility we as leisure-time pedagogues have as a crucial part in the world we are a part of and at the same time create. We can not blame anyone else for our actions. We are all accountable. What we do effects, always. The essay has an undertone of the urge and need for reflection. We feel reflection gives a wider view and greater understanding of how we can progress in our development as leisure-time pedagogues.

  • 338.
    Hedlund, Fredrik
    et al.
    Södertörn University College, Lärarutbildningen.
    Ahlqvist, Mattias
    Södertörn University College, Lärarutbildningen.
    Den enda rätta demokratin: en idéanalys av gymnasielitteratur och dess beskrivning av demokratibegreppet2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The right kind of democracy – an ideology analysis of school literatures description of the term democracy.

    Writers: Fredrik Hedlund & Mattias Ahlqvist

    Democracy is today a word and a concept that in many ways is taken for granted and almost never is reflected on. The concept democracy is also considered as an essential issue in the swedish school system, both regarding the way the education should be managed and also as a part of the students democratic schooling – all according to the comprehensive document Läroplanen för de frivilliga skolformerna (Lpf94).

    The main purpose of this paper is to investigate how swedish literature in political and social science talks about and looks upon democracy – what do the books say it means?

    The materials we have chosen for this report are the books Zigma and Forum. As metod we are using a textual ideology analysis in which we have created three dimensions – meaning/associations, criticism of democracy, and demos/citizenship. The dimensions are designed to fit our critical point of wiew regarding how democracy is looked upon in school literature today.

    Our results have shown that both books gives the same meaning and significance to the word, that no one of the books lifts forth any serious criticism of democracy and that no one of the books is trying to discuss nor question the word demos/citizenship.

    Key words: democracy, criticism, demos/citizenship, rights and obligations.

  • 339.
    Heelge Vikmång, Sara
    Södertörn University, School of Culture and Communication.
    En annan värld kan bli möjlig: En studie om ABF:s bildningsideal i det mångkulturella samhället2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to investigate, analyse and interpret the educational ideals of the ABF (Workers Educational Association) as they are understood by five members within ABF. The paper also examines how the educational ideals are represented in the national guidelines and statues of the ABF. The basic theoretical perspectives are intercultural theory and theories about Bildung and adult liberal education in a multi-cultural pedagogical environment presented by Bernt Gustavsson and Hans Lorentz respectively.

    The empirical study consists of five semi-structured interviews and a text study of the official documents of the ABF. The data is interpreted with hermeneutic and semiotic tools. Organisational theory focusing on organizational culture has also contributed to the study.

    The result of the study, when analysed in accordance to the methods, shows mainly four things. Firstly, the educational ideals within the contemporary ABF are the self-educational ideal and the civic educational ideal. Secondly, the analysis of contemporary society identifies social class as the main category of injustice with sex/gender ethnicity, disability, sexuality and age as subcategories. Thirdly, there is a lack of influence for people with a foreign background in the ABF. Fourthly, the ABF can make another world possible if the organisation consciously recruits people with a foreign background, is culturally aware when applying concepts, makes sure that the education emanates from every single participant, fights against stereotypes and builds networks.

    One of the main conclusions I draw from this study is that popular education within the ABF can promote learning of Intercultural competence but there is an uncertainty about where the organisation will go towards a universalistic or a particularistic direction. There is also a lack of discrepancy between the written policy and the actual practice.

  • 340.
    Helgesson, Thomas
    Södertörn University, Teacher Education.
    Vi behöver mer tjejlego!: En fallstudie om pedagogers arbete med att motverka traditionella könsmönster på fritidshemmet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 341.
    Helin, Petra
    Södertörn University College, School of Culture and Communication.
    Historieämnets vara eller icke vara: En kvalitativ studie av Historielärarnas förenings arbete för att stärka historieämnet i den svenska skolan.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Since 1820 there has been a continuous discussion about the contents of history courses and the current debate considering this school subject is no exception; it is as vital as ever. Both in educational policy and public debate the role of history as a school subject has been brought up for discussion.

    In this study the writer has chosen to study the politically independent interest organization HLF. The organization is a non profit association, which works for the consolidation of history in Swedish schools.The purpose of this study is to investigate how the organization HLF has received and met the ongoing debate on this issue. The writer has chosen to examine the strategies the organization has used in order to influence this school subject and if they have succeeded in doing this.

    To carry out this study the writer has made use of HLF´s annuals as well as Aktuellt om historia, which is a publication that the organization issues three or four times a year. The conclusion of this study is that HLF has little influence when it comes to the formulation of the education of history. Despite assiduous work from the part of the organization its views were not met with sympathy by politicians 

     

     

     

  • 342.
    Hellberg, Ida
    Södertörn University, Teacher Education.
    TAKK knäcker koden: En intervjustudie av pedagogers erfarenheter om TAKK i förskolan för ökad kommunikation2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 343.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Building Culturally Responsive Academic Research Communities: Transcending boundaries or bordering ontologies?2015In: Local Meets Global Conference: Keynote address. / [ed] Dr. Elina Lehtomäki, 2015Conference paper (Other academic)
    Abstract [en]

    In this keynote address, I am going to address the issues of culture as a central agency for contemporary change, by raising a number of meaningful questions related to responsive cultural encounters in education. Culture is an issue close to the heart of contemporary education, yet there seems to be both a need, as well as some fatigue in the education community, over the debates about the place of culture in education.

    At the same time, we are witnessing a world climate that is currently urging the global community to come up with solutions to a number of very complex issues which in many ways are larger than ourselves. I will in this talk invite us to think about the anatomy of culture, as it may contain the components of intentional actions, our practices, and the functions of our work, that bring change through the action and processes in cultural know-how. I will attempt at untangling some of these issues, by drawing on the experiences of our international research community. 

  • 344.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Imperatives of Internationalizing Higher Education in the European North2015In: ECER 2015 - the European Conference on Educational Research: WERA Focal Meeting / [ed] Prof. Vanessa Andreotti, 2015Conference paper (Refereed)
    Abstract [en]

    In this presentation we engage with the issues on international higher education imperatives in response to recent educational reforms and their implications for scholarship in the region of northern Europe. These issues bring forth components of an ongoing large comparative research project on ethical internationalization involving 20 universities across the globe (EIHE, 2015) funded by the Academy of Finland. 

    Central to the theme are perspectives on how internationalization has been shaped. Historical accounts of the internationalisation of HE have been framed by organizational and system level perspectives (King, Marginson, & Naidoo, 2013) and are closely linked to economical-political-policy demands. In the past, focus was placed on academic and organizational climates and cultures, viewing education primarily from an administrative perspective, linked to economy, politics and policy. Thus, the social role of universities was scrutinized merely in relation to its external global environment, that is, in terms of its impact on ‘market competition’. Transnational corporations have over time exerted significant control that rise above national borders (King, Marginson & Naidoo, 2013) forcing universities to operate within the knowledge-based economy. Marginson (2009) has discussed these escalating developments in terms of status competition driven by neo-liberal political developments causing a reduction in state funding and demanding public universities to become increasingly self-supporting, financially.

    The rapidly escalating international education market has imposed unprecedented pedagogical demands on university teachers' academic professionalism and identity (Hellstén & Reid, 2008; Ryan, 2013; Trahar, 2011). Concurrently, there has been anxiety about lowering academic standards caused by a perceived fragmentation in the field (Ninnes & Hellstén, 2005) which may derive from an epistemic discord about internationalized curriculum policy, employability and conceptualizations about ethics (Andreotti, 2013).

    In this presentation we focus on current imperatives steering international policy and practice and related global, cultural and social imaginaries, by providing a sampling of commentary from teaching spaces in international education contexts. The presentation shows examples of interim EIHE project data collected from the northern EU region. In the presentation we involve the audience in discussing implications for future progression on the issues that might be central to a forming of (ethical) international communities of (educational) practice. 

  • 345.
    Hellsten, Meeri
    Södertörn University, School of Culture and Communication, Education.
    Internacionalizar la Universidad2010In: Cuadernos de Pedagogia, ISSN 0210-0630, Vol. 403, no jul, p. 32-35Article in journal (Other academic)
    Abstract [es]

    Los pilares idealistas en los que descansa la educación internacional son la movilidad, la diversidad, la inclusión y la armonía. A la luz de ellos, la autora analiza las nuevas exigencias que afronta la universidad y sitúa la internacionalización de la educación en un contexto histórico social.

  • 346.
    Hellsten, Meeri
    et al.
    Södertörn University, School of Culture and Communication, Education.
    Goldstein-Kyaga, Katrin
    Södertörn University, School of Culture and Communication, Education.
    Negotiating intercultural academic careers: a narrative analysis of two senior university lecturers2011In: Learning and Teaching Narrative Inquiry: Travelling in the Borderlands. / [ed] Sheila Trahar, Amsterdam: John Benjamins Publishing Company, 2011, 1, p. 157-171Chapter in book (Refereed)
    Abstract [en]

    In the final chapter of this volume, the authors refer to the “pedagogical vantage points offered by narrative inquiry”, an apt comment that encapsulates the volume’s purpose and its spirit. As an increasing number of people throughout the world – and from a broad range of disciplines – are turning to narrative as a research methodology, this volume is timely in its focus on the learning and teaching of this approach. The contributors to the volume, all narrative scholars themselves, write about the creative and challenging pedagogical activities that they use in order to enable others to learn about and do narrative research. The volume will be of particular interest to those teaching narrative research methodologies at both undergraduate and postgraduate level in the social sciences, medical sciences and the humanities. The contributions from Hong Kong, Israel, Europe and North America, all reflect critically on the rich complexities of using and teaching narrative in those contexts and attend closely to the diverse constituencies of their learning communities.

  • 347. Hellstén, Meeri
    [Book review] : Brownlie, Faye; Feniak, Catherine & Schnellert, Leyton (2006). Student Diversity: Classroom Strategies to Meet the Learning Needs of All Students. Second edition. Markham, Ontario: Pembroke Publishers.2006In: Education Review, ISSN 1094-5296, E-ISSN 1094-5296Article, book review (Other academic)
  • 348. Hellstén, Meeri
    Book Review : William O’Grady. How Children Learn Language. Cambridge: Cambridge University Press, 2005. ISBN 0-521-53192-62006In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 26, no 5, p. 707-708Article, book review (Refereed)
  • 349. Hellstén, Meeri
    Book Review : Yuriy V. Karpov. The Neo-Vygotskian Approach to Child Development, Cambridge, UK: Cambridge University Press, 20052007In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 27, no 6, p. 854-856Article, book review (Refereed)
  • 350. Hellstén, Meeri
    [Book review]: McGuinness, Diane (2005). Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill.Cambridge, MA: The MIT Press2006In: Education Review, ISSN 1094-5296, E-ISSN 1094-5296Article, book review (Other academic)
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