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The aim of this article is to illuminate and discuss the relationship between state governance and local Swedish knowledge culture from 1958 to 1999. The main questions are: How do conceptions of knowledge and learning in a local teacher education culture relate to state governance, and how can adaptation and resistance be understood? The overall perspective is one of curriculum theory and the methods used are archival studies and interviews. The concepts of strategy and ideology are used and found helpful for understanding adaptation and resistance in the knowledge culture under study. Adaptation occurred when local ideological standpoints were in harmony with state governance and there were no strategic losses for the culture as a whole.
This article presents a study of school leadership in an upper secondary school. The aim of the study is to describe and understand the perceptions of the main challenges of and responses to linguistic and ethnic diversity through the statements of school leaders, a contact teacher, a social adviser and a special needs coordinator. The theoretical framework consists of Ryan’s framework for approaching inclusive leadership and central elements of Banks’ approach to multicultural education. The method is based on semi-structured interviews. The results show that the challenges consist of weak participation from several minority students, poor linguistic proficiency and a lack of collective responses to the challenges. The study suggests that school leaders advocate and nurture inclusive ideals, put more emphasis on student learning and classroom practice, and develop whole-school approaches.
Nøkkelord: inclusive school leadership, linguistic and ethnic diversity, equity, adapted teaching
In the present article, based on a qualitative analysis, we focus stereotypes held by students on college preparatory academic programmes. Two stereotypes are in focus: those that these students attribute to themselves, and those that they attribute to students in vocational programmes. 224 students in grade 3 were involved. The stereotype of the academic student that emerged characterised emphatic language skills that provided an opportunity to develop one’s intellect and participate actively in society. The stereotype of the vocational student was the antithesis of this. Vocational students were said to lack language ability and interests and to have an undeveloped or under-developed intellect due to not engaging in the same kind of language acts as academic students. The students also associated their skills with effort, interest and hard work as opposed to being innate.
This article draws upon an ethnographic analysis of classroom talk in a first year upper secondary Social Science class. It was noted that some students said that they were more silent in upper secondary school compared to secondary school and that in the transition between schools classroom talk became problematic and marginalising for them. This was for girls mainly, but also for some boys. The stronger classification of subject knowledge and enhanced pace of instruction worked as obstacles for girls’ and some boys’ participation in classroom talk. In the article this is suggested have marginalised them and favoured boys of average ability.
The purpose of the article is to analyze the function of mentoring in a school organizational context building on the metaphor of protection. The article shows how the mentor phenomenon can be analyzed using this particular metaphor as a guideline and the strengths and weaknesses of the metaphor are discussed. Interviews with mathematics teachers from Danish upper secondary schools are used to illustrate how the protection metaphor can make sense of the way the mentoring is approached in the schools and what kind of responsibilities the mentor has or should have in his or her relation with the beginning teacher.
Nøkkelord: School-based mentoring, beginning teachers, metaphors, protection, professional development