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This article analyses how efforts to combat «honour-related» violence are linked to and reproduce nationalist ideas. On the basis of theories that discuss the concept of nation and conceptions of belonging and origins I investigate how notions about Swedish values and gender are central in school staffs discussions and understanding of honour-related violence. The empirical material is based on documentary material, participant observations and interviews with welfare staff working at different compulsory schools and colleges of further education in the county of Östergötland in Sweden. The analysis underline the fact that notions of «us» and «the others» are ambiguous and in no way homogenous. It shows how «honour-related» violence is dissociated from Swedishness and how this defines borderlines between those who belong to the nation and those who do not belong.
The article presents some of the results from the evaluation of the project «Better assessment practice». A total of 77 schools participated in the project, and Primary schools, Lower secondary schools, and Upper secondary schools were involved. In the presentation of results focus is directed towards teachers feedback to students on their achievement and students motivation for learning. Findings from the present study show that students at the project schools did not receive more concrete feedback on their work than students in a control group. Differences in motivation were not registered between the two student groups. In the discussion principles for qualitative good feedback are related to motivation theory.
This article deals with how the risk- and audit society encourages the creation of new strategies for coping in the daily work of Swedish teachers. With the help of empirical excerpts from documents and focus group interviews we provide examples of how the mediation of «safe school» images is performed and how preventive measures in order to avoid future blame are established. We depict this as strategies of assurance and insurance. The results of a survey show that teachers withdraw from «risky» parts of the professional domain. When considering an action teachers seem to balance the risk of attracting blame against the didactic potential and in this act of balance, the latter seem to fall short.
In this article we discuss how professional practice has been influenced by a changed policy in the Nordic context. Drawing on data from an evaluation of the implementation of the «Framework Plan for the Content and Tasks of Kindergartens», we argue that there is a movement from the social pedagogy tradition of Nordic kindergartens to an increased orientation towards concern for language testing and preparing for school. This change is discussed in light of a theoretical model illustrating the different logics of professional responsibility, based in professional knowledge and moral reasoning on the one hand and the accountability understood as an obligation to answer to external demands on the other. We conclude by identifying the dilemmas that may arise in the tensions between responsibility and accountability.
Classroom interaction is particularly important for those students who learn school knowledge in a second language. In this article two episodes of whole class teaching in pre-school and standard one are analyzed. The analysis shows the importance of making teachers aware of interactional patterns in classrooms. Although knowledge was presented clearly and concretely and teachers used routines that made norms explicit, inconsistencies in interactional patterns made the role of the teacher stand out as unclear. Whole class teaching of this type does not provide students with such linguistic and intellectual demands that are necessary for their language development.