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  • 1.
    Aldrin, Viktor
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Kristendomen har en ny plats på schemat2014In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 48-51Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Aldrin, Viktor
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Kristendomens roll i en ny läroplan och ny lärarutbildning: Didaktiska och högskolepedagogiska perspektiv på undervisningen i religionskunskap2014Conference paper (Refereed)
    Abstract [sv]

    I samband med de nya läroplanerna i religionskunskap för grundskolan och gymnasiet har religionen kristendom kommit att fortsatt ha en särställning, trots att detta inte var inskrivet i Skolverkets förarbete. Kristendom är den enda religion som explicit skrivs ut i läroplanerna och därmed ställs specifika krav på lärare i religionskunskap. Undervisning om kristendom har alltid funnits med i lärarutbildningen men har många gånger kommit att behandlas som ett utomstående kompetensområde med liten didaktisk koppling till läraryrket. För att möta kraven i läroplanerna är det därför av största vikt att dels ge lärarstudenter kunskaper och kompetenser i hur kristendom kan utgöra en del i undervisningen i religionskunskap, samt dels utforma en relevant och praxisnära undervisning om kristendom i den religionsdidaktiska utbildningen. På så vis kan blivande lärare utrustas i arbetet som religionskunskapslärare i den nya grund- och gymnasieskolan.

    Min presentation bygger på en forskningsstudie i mötet mellan ämnesdidaktik och högskolepedagogik som kommer att bedrivas under våren 2014 vid Göteborgs universitet och Högskolan i Halmstad. Underlaget för studien har inhämtats dels i form av två enkäter till lärarstudenter i religionsdidaktik och dels i form av en workshop med fokus på hur kunskaper i religionen kristendom kan omformas i praktisk didaktik. En sådan studie om kristendomens roll i en ny läroplan och ny lärarutbildning har möjlighet att inte bara skapa förutsättningar för en mer praxisnära religionsdidaktisk undervisning i religionen kristendom utan även i förlängningen ge elever möjlighet att nå de nya målen i religionskunskap.

  • 3.
    Aldrin, Viktor
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Learning with adults: a critical pedagogical introduction. By Leona M. English and Peter Mayo.2014In: Teaching Theology and Religion, ISSN 1368-4868, E-ISSN 1467-9647, Vol. 17, no 3, p. 293-294Article, book review (Refereed)
  • 4.
    Aldrin, Viktor
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Referensguiden: Parallell stilmanual för Harvard, APA, Oxford & Chicago.2015 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 5.
    Bondesson, Emilie
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Synliggörandet av internationella kunskapsmätningars syften, möjligheter och begränsningar utifrån en litteraturstudie2015Independent thesis Basic level (degree of Bachelor), 330 HE creditsStudent thesis
    Abstract [sv]

    I media har internationella kunskapsmätningar uppmärktsamamts och visat att Sveriges elever har presterat sämre över tid i specifikt en internationell kunskapsmätning, Programme for International Student Assessment, PISA. I och med att resultaten har fått en negativ inverkan på skolan är det intressant att studera internationella undersökningar. Syftet med studien är att synliggöra varför internationella undersökningar genomförs, motivering till ämnesval och orsaker till elevers resultat i främst två undersökningar, PISA och International Civic and Citizenship Education Study, ICCS. Följande frågeställningar genomsyrar undersökningen:

    • Vad är motiveringen till att internationella undersökningar ska genomföras?
    • Hur motiveras ämnesvalet som testas i dem internationella undersökningarna?
    • Vilka orsaker tar rapporterna upp till elevernas resultat i PISA och ICCS?

    För att besvara ovanstående frågeställningar används en litteraturstudie för att analysera fyra av skolverkets rapporter. Litteraturstudien använder sig av en tankemodell som ett analysverktyg för att synliggöra de internationellas undersökningars syfte, motivering till ämnesval och orsaker till elevers resultat i PISA och ICCS. Resultatet av litteraturstudien visar att varför internationella undersökningar genomförs är för att undersöka hur rustade eleverna är för att bli aktiva samhällsmedborgare men visar även att det finns ett ekonomiskt vinstintresse till att undersöka hur bra eleverna är i vissa ämnen. Motiveringen till ämnesval i dem internationella undersökningarna är nästan obefintlig i skolverkets rapporter. Orsaker till elevers resultat är komplext och litteraturstudien visar att det beror mycket på motivationen hos eleverna.  

     

     

  • 6.
    Brock, Veronica
    et al.
    Halmstad University, School of Education, Humanities and Social Science.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Dissolving Boundaries: Creative Activities in a communicative classroom2015Conference paper (Refereed)
    Abstract [en]

    For a good four decades, a communicative approach has been promoted as an effective way of teaching English to Speakers of Other Languages (TESOL). In short, in a communicative classroom, learners engage in a range of interactive and creative tasks that not only encourage practice with language systems, language learning skills, and subject specific content, but which also encourage use of the whole body, and the whole classroom space with the incorporation of arts-based elements of music, poetry, drama, art etc.

    Despite the Swedish national curriculum for English also promoting a communicative approach, and despite much good practice, an analysis of trainee teacher narratives detailing personal experiences of learning English reveals that it is still not uncommon for English lessons in Swedish schools (at all levels) to be constructed in a way best described as “a painting-by-numbers” approach. The narratives depict classroom environments where learners sit in rows and work chronologically through a textbook guided by teacher instruction (often in Swedish) to turn to a specific page, read the text silently/aloud, and to write down the answers to any accompanying exercises. Typical homework exercises require the learning of a glossary of ten unconnected words for a future test.

    Thus, an aim of our teacher training programme is to encourage the adoption of a communicative approach. In doing so, an interesting phenomena has occurred in which the students consider the course in English as “more aesthetic” than courses where drama, music and dance etc. exist as independent subjects. This has given rise to a research project which explores the dissolving of boundaries between English and the Arts in Teacher Education.

    In this workshop, participants will experience how new life can be breathed into a chapter from any language text book/written or spoken text by lifting the content off the page and transforming it into a cohesive lesson complete with dynamic and integrated activities of a creative and communicative nature. 

  • 7.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Rydin, Ingegerd
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Innovative Pedagogical Methods in Higher Education2013Conference paper (Refereed)
    Abstract [en]

    The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?

  • 8.
    Cuesta, Marta
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Rydin, Ingegerd
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Using Facebook as a Co-learning Community in Higher Education2016In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, no 1, p. 55-72Article in journal (Refereed)
    Abstract [en]

    Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habituscracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis

  • 9.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Fredriksson, Ulf
    Stockholm University, Stockholm, Sweden.
    Taube, Karin
    Umeå University, Umeå, Sweden.
    Reading among students of immigrant origin: A comparison of reading skills between students of immigrant origin and Swedish students in respect of gender, age and different types of instruction2010In: The educational challenge of cultural diversity in the intercultural context / [ed] Christos Govaris & Stavroula Kaldi, Münster: Waxmann Verlag, 2010, p. 57-74Chapter in book (Refereed)
  • 10.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Värdegrundsarbetets förutsättningar: En utvärdering av Resurscentrum för mångfaldens skolas insatser i tre Malmöskolor2008Report (Other academic)
  • 11.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Högdin, Sara
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Rydin, Ingegerd
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Educational Integration of Asylum-seeking and Refugee Children in Sweden2013In: Migrants and Refugees: Equitable Education for Displaced Populations / [ed] Elinor L. Brown, University of Kentucky & Anna Krasteva, New Bulgarian University, Charlotte, NC: Information Age Publishing, 2013, p. 73-93Chapter in book (Refereed)
    Abstract [en]

    The Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) have undergone substantial cultural and social changes due to increased migration from the 1970s onwards. While the Nordic region has become more multicultural in terms of demography, workforces and cultural practices, criticism of multicultural politics has increased. Despite different patterns of immigration in the Nordic countries, they all seem to share growing political tensions with regard to multiculturalism and migration. Many migrants have experiences of racism and discrimination (Eide & Nikunen, 2010:1). In all Nordic countries, right-wing conservative parties have strengthened their position. In Norway and Denmark, such parties have for some time been represented in the Parliament, and in Sweden, the Sweden Democrats came into the Parliament after the 2010 election. This party has on its agenda to reduce the costs for migration and dramatically change the national migration policy. They blame the government for being too permissive and generous. It is against this background the present report is written.

  • 12.
    Eklund, Monica
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Nelson, Wade W.
    Winona State University, Winona, Minnesota, United States.
    Looking at Democratic Intention and the Experienced Curriculum: Examples from Swedish and American Schools and Classrooms2009In: [Abstract Book], 2009, p. 43-43Conference paper (Refereed)
    Abstract [en]

    In the Nordic countries and in most western democracies, including the United States, there is a long and strong tradition of teaching aboutdemocracy. The “democratic assignment” for teachers and school leaders in the Swedish schools goes further than teaching about democracy. The Swedish intension is to encourage schools to become democratic organizations with students, teachers, school leaders and others in the school as participating members. We are interested in the relationship between the intention for and experience of democracy in schools. Our theoretical framework is an historical one emphasizing the importance of participatory democracy in school. America’s foremost educational philosopher, John Dewey, sees education as a necessity of social life (Dewey, 1996/1916). Most of the education writers who have addressed the broad purposes for schooling have arrived with Dewey at the conclusion that “...democracy is the most important among all the possible philosophical and political sources from which public school purpose can be derived” (Raywid, Tesconi & Warren, 1987, p. 16). We are persuaded that the term democracy – though subject to varied definitions and perceptions – best embodies the collected concepts, beliefs, and values of modern western culture that should comprise the processes and content of compulsory public schooling. We wonder, however, how much of the imperative of schooling for democracy actually resides in the conscious deliberations and intentional activities of educational practitioners. Furthermore, we are interested in the day-to-day experiences of students and teachers in relation to “participatory democracy”. Our research project is a qualitative inquiry into the perceptions of educators (school leaders, classroom teachers, and students) relative to the ideals of participatory democracy and an ethnographic description of student and teacher class experiences in selected schools and classrooms in the U.S. and Sweden. We use interview methodologies to uncover perceptions and participant observation methods to explore classroom experiences. Our intention is not to draw general conclusions about or make specific comparisons among schools or school systems in participant countries, but rather to try to better understand the relationship between intention and experience in selected environments. We hope our research will enable educators to look at their own schools in light of the democratic assignment in an effort to improve practices leading to more democratic schools and eventually more democratic, just, and peaceful societies. We think our research is relevant today because developing the scientific knowledge base of education in the Nordic countries is not a process going on in isolation from researchers from other countries. We have found that the cooperation between one researcher from Sweden and another from the United States can bring improved perspectives and deeper understanding of schools, their purpose, and the experiences those schools provide for all their constituents.

  • 13.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Persson, Anders
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Medreflektioner inom lärarutbildningens examensarbete2008In: Kongresrapport til den 10. nordiske læreruddannelseskongres: Relationen mellem lærreruddannelsen og skoleudviklingen., Reykjavik: School of Education, University of Iceland , 2008, p. 29-Conference paper (Refereed)
    Abstract [sv]

    Studenterna inom lärarutbildningen vid Högskolan i Halmstad skriver under sin sista termin ett examensarbete. Enligt de bedömningskriterier som tillämpas ska examensarbetet vara såväl vetenskapligt som skol- och yrkesrelevant. Examensarbetet bedöms av akademiska lärare och bedömningarna ligger till grund för betygsättningen av examensarbetena. Efter att examensarbetena betygsatts, kommenteras de godkända examensarbetena av personal inom för-, grund och gymnasieskolor, s.k. medreflektörer. I föreliggande paper undersöks ett 50-tal medreflektioner med utgångspunkt från tre frågeställningar: 1. Vad slags reflektioner förmedlas i medreflektörernas texter?; 2. Vilka likheter och skillnader finns mellan medreflektörernas kommentarer och de akademiska bedömningarna?; 3. Ger medreflektörernas verksamhet bidrag till kompetensutveckling och skolutveckling?

  • 14.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Sjöberg, Ulrika
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Rydin, Ingegerd
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Högdin, Sara
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Good practices in the field of educational integration of refugee and asylum-seeking children: Country report : Sweden2011In: Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States / [ed] Andrey Nonchev and Nikolai Tagarov, Sofia, Bulgaria: Center for the Study of Democracy , 2011, , p. 35p. 182-214Chapter in book (Refereed)
  • 15.
    Eklund, Monica
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Sjöberg, Ulrika
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Rydin, Ingegerd
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM).
    Högdin, Sara
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Integrating refugee and asylum-seeking children in the educational systems: Country report : Norway2011Report (Refereed)
  • 16.
    Elm Fristorp, Annika
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Do the policy documents in Norway and Sweden give the necessary preconditions for developing skills in critical thinking in school?2015In: NERA 2015: the 43rd Annual Congress of the Nordic Educational Research Association 4–6 March 2015, Gothenburg: Göteborgs universitet, 2015, p. 130-130Conference paper (Refereed)
    Abstract [en]

    In Denmark, Norway and Sweden, teacher education has been subject to comprehensive reforms over the past few years. Central governmental documents are forming the basis for these reforms, and in the documents concerning Norway and Sweden, the task of training pupils’ skills in critical thinking are emphasized as an overall aim for teaching processes and education.

    We will address the question of how the policy documents in Norway and Sweden give the necessary preconditions for developing skills in critical thinking in schools.  This question will be discussed comparatively, based on the analysis of policy documents and official reports on observations from the outcome of the aforementioned reforms, in Norway and Sweden. The theoretical and methodological basis for this study will be critical discourse analysis (CDA), developed by Norman Fairclough (1995) and Ruth Wodak, among others. This will, in turn, raise questions such: What kind of differences can be highlighted between Norway and Sweden? Can possible differences be related to differences in political climate? If not, what can they be related to? How do texts communicate to readers, and why do they communicate the way they do?

    From a critical discourse analysis perspective, a text can be described, analyzed and interpreted on three levels; a descriptive linguistic level, a discourse level and a societal level (Fairclough, 1995 p. 133). The data being examined and analyzed are the two policy documents: “Teacher: Role and Educational” (Norway) and “A Sustainable Teacher Education” (Sweden). A qualitative content analysis consists of a close reading of the documents, focusing on the respective country’s ambitions for teacher education. Preliminary our analyzing shows that a specific definition of the term “critical thinking” seems to be lacking in the documents from both countries.

  • 17.
    Elm Fristorp, Annika
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Johansson, Inge
    Stockholms universitet, Stockholm, Sverige.
    Professionellt lärande i förskolan – med utgångspunkt i hållbar utveckling2015 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I den här boken presenteras deltagarorienterat och kollaborativt lärande för hållbar utveckling i förskolan. Utöver en introduktion till teoretiska utgångspunkter bjuds läsaren in att ta del av konkreta exempel på aktiviteter i förskolan med fokus på olika aspekter av hållbar utveckling och hur det går att använda sig av såväl språk och kommunikation som IKT, matematik, naturvetenskap och teknik i detta arbete.

    Läsaren får ta del av hur viktig utformningen av miljöer och aktiviteter i förskolan är för barns förutsättningar att lära och skapa mening inom hållbar utveckling och hur barns lärande i det dagliga arbetet med hållbar utveckling i förskolan kan synliggöras. Här tydliggörs allt det fantastiska som sker i barns lek och då barn arbetar med resurser som görs tillgängliga för dem i aktiviteter som planeras av förskollärare. Boken presenterar även hur forskare och förskollärare behandlar processer i det professionella lärandet med fokus på barns lärande. Boken vänder sig till studerande och lärare på såväl förskollärar- som F-3 lärarprogrammen, till verksamma förskollärare och lärare för skolans tidigare år samt verksamhetsansvariga.

  • 18.
    Elm Fristorp, Annika
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Roos, Merethe
    Telemark University College, Porsgrunn, Norway.
    Training skills in critical thinking in teacher education in Norway and Sweden? A comparative analysis.2014Conference paper (Refereed)
    Abstract [en]

    Both in Sweden and Norway, teacher education has been subject to comprehensive reforms during the last years. Central governmental documents are forming the basis for these reforms, and in these documents, the task of training pupil’s skills in critical thinking is emphasised as an overall aim for teaching processes and education. However, a more specific definition of the term “critical thinking”, i.e. how skills in critical reflection is encouraged in practice, in the classroom and among the students, seems to be lacking in the documents from both countries. In this paper, we will address the question of how far the policy documents give the necessary preconditions for developing skills in critical thinking in school. The question will be discussed comparatively, and on the basis of analysis of policy documents as well as on official reports on observations from the outcome of these reforms, both in Norway and Sweden. The theoretical and methodological basis for this study will be critical discourse analysis (CDA) as it is developed by Norman Fairclough and Ruth Wodak, among others. This will, in turn, raise questions such as: are there any differences between Norway and Sweden? If so, what differences can be highlighted? Can possible differences be related to differences in political climate? If not, what?

     Thus, the question of how texts communicate to the readers will be crucial to our presentation.

    The paper is part of a larger project aiming to shed light on the mutual relation between practice and theory in teacher education. The project will be done in cooperation between Halmstad University and Telemark University College, as well as teacher education universities in Denmark (Via University, Aalborg).

    As this paper is a part of a project in its initial phase, concrete research results are still to be seen. Our preliminary thesis, is, however, that policy documents, both in Sweden and Norway, tend to be driven by political goals rather than goals emphasising improvements of skills in critical thinking and education.

  • 19.
    Ericsson, Claes
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Det moderna: ofullbordat projekt eller nederlag för mänskligt förnuft? En orientering i modernitetsteorier2001Book (Refereed)
  • 20.
    Ericsson, Claes
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Från guidad visning till shopping och förströdd tillägnelse: Moderniserade villkor för ungdomars musikaliska lärande2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the Swedish compulsory school system there is a trend towards increased student influence. School ideologists have for at least ten years strongly emphasised this issue. This tendency is in line with a more general direction in Western societies, which in many aspects has moved toward individualisation. Based on these developments, the main reason for undertaking the presents study was to contribute to the discussion about different aspects of learning, which have as their starting point the issue of how adolescents experience musical learning. The study moves in and between the two fields of musical learning in school and in leisure time, and the data consists of seven group conversations carried out with eighth and ninth graders in secondary school. The analysis is undertaken in three steps, each one of which represents a gradually increasing level of abstraction. The theory is grounded on two different areas which have some common aspects, namely theories of modernity and philosophy of music education. The results show that value related issues such as preference and interpretation in the greatest possible extent should be left to the students, and the teacher should instead provide help to students by giving them tools for expression, such as training skills and providing a suitable milieu for musicing. Adolescents give expression to an apprehension that an important task of the school subject music is to expose musical genres and activities, whereupon the students can then choose what suits them. This way of acquiring music does not correspond to the way in which students assimilate music in everyday contexts and highlights a contradiction between how they legitimise musical learning in school and in leisure time. In their leisure time, students acquire preferences for music in an unsystematic and random manner. Their discussions strongly emphasise a search for music “to call their own”. Furthermore, the study shows that learning often occurs in situations where it is not intentional, for example when music listening is a background activity, but still an analysis of musical parameters takes place in an unconscious matter. Some of the adolescents consider ability to collaborate as the most important knowledge that comes out of music education in school. This attitude can be seen as a move from content to form. Two main discourses were identified: the discourse music and the discourse the school subject music. The discourse music is wide and embraces music in leisure time as well as in school. It consists of listening and musicing. The discourse the school subject music is narrow and legitimised only through its position as a school subject. The study also shows that musical learning has a therapeutical dimension and can be considered as a means to strengthen the self. This function seems to be an important end in musical activities. Finally, modern aesthetical values were applied to a post modern context, which implies that the aesthetics of modernity is still alive, and occupying a new body. Music educators in schools ought to consider the above outlined modernised conditions for musical learning, and thereby reflect upon the implications they might bring for music education.

  • 21.
    Ericsson, Claes
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Från guidad visning till shopping och förströdd tillägnelse: Moderniserade villkor för ungdomars musikaliska lärande 2002Conference paper (Refereed)
  • 22.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan Väst.
    En start för tänket, en bit på väg: Analys av ett utvecklingsprojekt kring kultur och estetik i skolan2007Book (Other academic)
    Abstract [sv]

    En start för tänket, en bit på väg beskriver och analyserar ett utvecklingsprojekt kring kultur och estetiska lärprocesser. Några skolor i Värmland deltog under tre års tid i det så kallade pilotskoleprojektet, vars huvudsyfte var att ta fram modeller för hur en estetisk dimension skulle kunna genomsyra verksamheten i skolan. Boken har både ett teoretiskt och ett praktiskt anslag. Det teoretiska yttrar sig dels i en genomgång av forskningsläget i Sverige, dels i en diskussion av undersökningsdeltagarnas sätt att definiera en estetisk lärprocess och den kunskapsbildning som kommer till stånd i en sådan. Det praktiska yttrar sig i att de respektive skolornas konkreta arbete skildras. Förutom att boken kan betraktas som en utvärdering av arbetet och sålunda kan utgöra ett underlag för diskussion och reflektion vid de deltagande skolorna, kan den ses som en kunskapsbank för andra skolor som vill fördjupa arbetet med kultur och estetik. Den torde också med fördel kunna användas inom lärarutbildningar där dess dubbla fokus på teori och praktik svarar mot den målsättning som uttrycks i styrdokumenten. Författarna Claes Ericsson och Monica Lindgren har lång erfarenhet av såväl undervisning i estetiska uttrycksmedel i skola och lärarutbildning som av forskning kring kultur och estetik i skolan.

  • 23.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Inledning2011In: Perspektiv på populärmusik och skola / [ed] Claes Ericsson & Monica Lindgren, Lund: Studentlitteratur, 2011, p. 13-21Chapter in book (Refereed)
  • 24.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan för scen och musik, Göteborgs universitet, Göteborg, Sverige.
    Kvalitet och kompetens i den pedagogiska musikverksamheten2012In: Musikvetenskap för förskolan / [ed] Bim Riddersporre & Johan Söderman, Stockholm: Natur och kultur, 2012, p. 53-54Chapter in book (Refereed)
  • 25.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Göteborgs universitet, Högskolan för scen och musik.
    Musikklassrummet i blickfånget: Vardagskultur, identitet, styrning och kunskapsbildning2010Book (Other academic)
    Abstract [en]

    The point of departure of this study is an interest in discussing how the aesthetics of the market and the music culture of the pupils are expressed in music teaching in Swedish schools, and how these factors are transformed or whether any ideological dilemma arises when we strive to put the music culture of the pupils into practice in the everyday music teaching. In four previous projects with different foci, we have studied aesthetic activities in the school environment. Those studies were a source of inspiration for and a backdrop to this study.

    The theoretical framework consists of poststructuralist and social constructionist theory as well as theories of late modernity, while our methodological point of departure is a combination of continental and Anglo-Saxon approaches to discourse analysis, modified to suit our purposes.

    The empirical material consists of video recordings of classroom activities in secondary school settings in Sweden, and the data has been thoroughly analysed using analytical tools developed in accordance with our methodological approaches. Some important analytical concepts used here are identity, dominance, governance and knowledge formation.

    Our findings indicate that:

    - There are three different strategies for incorporating market aesthetics and the music culture of the pupils into everyday music teaching: learning about, reflecting on and putting into practice.

    - The only ideological dilemma occurred when the pupils´music culture was put into practice in everyday music teaching .The problem was that one of the teachers had what might be considered as an over-determined identity. He found it difficult to establish a balance between the need of the pupils for freedom of expression and the teachers’ opinions regarding what was appropriate in the school environment.

    - Music making activities in small groups was unsuccessful because the pupils were not yet good enough at the skills needed for composing music and playing together unsupervised.

    - Schools are "task-oriented" in a way that is counterproductive to creativity in music making.

    - Six different strategies of governance in the classrooms could be identified: through charisma and competence, through delegating responsibility, through making mantras of instructions and examination strategies, through creating solidarity or polarization, through disciplining the body and organisation of time and space and through ignoring problematic situations.

    - Popular music was presented as a canon similar to the canon of art music that is predominant in the teaching of music history at school.

  • 26.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, MonicaHögskolan för scen och musik, Göteborgs universitet, Göteborg, Sweden.
    Perspektiv på populärmusik och skola2011Collection (editor) (Refereed)
    Abstract [sv]

    I dagens skola dominerar populärmusik som genre i musikundervisningen. Det kan röra sig om både obligatoriska och frivilliga utbildnings- och bildningsformer. På senare tid har även sociala medier etablerat sig som arena för undervisning och lärande med fokus på populärmusik. Boken bygger på de senaste årens musikpedagogiska forskning och syftar till att på ett lättillgängligt sätt förmedla en översiktlig bild såväl av den problematik som uppstår i mötet mellan populärmusik och skola, som den utvecklingspotential ett sådant möte har. Boken har en bred ingång med kapitel som ger uttryck för olika perspektiv:- identitets- och genusfrågor - standardiserade undervisningsformer i förhållande till kreativitet - populärmusik i kulturskolan - internet som konkurrent till traditionella utbildningsformer - kvalitet i undervisning - hiphop som arbetsområde i skolan - frågan om det är elevernas eller lärarnas populärmusik som behandlas i skolan. Boken riktar sig i första hand till studerande inom högre utbildning med fokus på musik, kultur, media och samhällsvetenskap, men också till verksamma lärare som är intresserade av att få ett grepp om populärmusikaliskt lärande.

  • 27.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan för scen och musik vid Göteborgs universitet.
    The Conditions for the Establishment of an Ideological Dilemma: Antagonistic Discourses and Over-Determined Identity in School Music Teaching2011In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 32, no 5, p. 713-728Article in journal (Refereed)
    Abstract [en]

    This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.

  • 28.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan för scen och musik vid Göteborgs universitet.
    The Rockband Context as Discursive Governance in Music Education in Swedish Schools2010In: Action, ISSN 1545-4517, E-ISSN 1545-4517, Vol. 9, no 3, p. 35-54Article in journal (Refereed)
  • 29.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan för scen och musik, Göteborgs universitet.
    Nilsson, Bo
    Högskolan Kristianstad.
    Marknadsestetik och vardagskultur i klassrummet: Ett ideologiskt dilemma? Identitet, dominans och kunskapsbildning i grundskolans musikundervisning2010In: Resultatdialog 2010: aktuell forskning om utbildning och lärande, Stockholm: Vetenskapsrådet , 2010, p. 42-50Chapter in book (Refereed)
    Abstract [sv]

    De senaste decennierna har successivt en medvetenhet och insikt om att skolan inte har monopol på kunskapsbildning växt fram. Skolan konkurrensutsätts i ständigt ökande utsträckning från andra kunskapsbildningsinstanser, exempelvis via sofistikerad informations- och kommunikationsteknologi, men även från institutioner som bildningsförbund och föreningar av olika slag. Detta tillsammans med en mera allmän tendens i samhället att nedmontera traditioner och auktoritetsförhållanden skapar möjlighet för elever att i högre utsträckning än tidigare ifrågasätta skolan med utgångspunkt i ett vetande som är tillägnat utanför skolan. En av de verksamheter som i hög grad berörs är den som bedrivs inom ramen för de så kallade estetiska ämnena. Detta för att barn och ungdomar har ett gediget kunnande och en distinkt preferens inom området, som de tillägnar sig i ofta informella lärsituationer i vardagslivet, parallellt med lärandet i skolan. Ett antagande är därvid att de estetiska ämnena kan uppfattas som ”mer än skolämnen”, vilket kan innebära en distorsion mellan skolans och elevernas förväntningar på dessa ämnen. Detta bekräftas av två av våra tidigare studier. Syftet med studien är: 1. Att undersöka vilka dominansförhållanden och identitetsförhandlingar som kommer till uttryck när elevers vardagskultur omsätts i skolan. 2. Att beskriva kunskapsbildningens karaktär i undervisningskontexter präglade av skilda strukturella förutsättningar, exempelvis sociala, kulturella, ekonomiska, utbildningsmässiga samt demografiska. Vid tre skolor, där skilda bakgrundsförutsättningar råder, kommer undervisningen i musik att dokumenteras med hjälp av videokamera. En undervisningsgrupp (år 9) vid varje skola kommer att väljas ut och följas kontinuerligt under ett läsår. Interaktionen mellan lärare och elever och mellan elever sinsemellan kommer att analyseras med avseende på verbal och visuell kommunikation. Resultaten kommer att diskuteras med utgångspunkt i ett samhälls- och kulturteoretiskt perspektiv. Projektet är tänkt att löpa under tre år och ny kunskap bör kunna avsättas under 2009. Att studera makt- och dominansförhållanden i skolan får ses som angeläget. Dels kan det initiera till reflektion, vilket i en förlängning kan leda till förändring inom de pedagogiska praktikerna, dels är det ett led i kvalitetssäkringen av skolan. Att studera identitetsförhandling i mötet mellan elevers vardagskultur och skola är också betydelsefullt, eftersom skolans fostransuppdrag kan komma i konflikt med den strävan som finns att bejaka ungdomars identitetsbildning. Det är viktigt att dessa i systemet ingående motsättningar belyses, inte minst med avseende på genusproblematik. Att studera kunskapsbildningens karaktär i pedagogiska kontexter där bakgrundsförutsättningarna varierar, framstår också som angeläget. Sådan forskning kan ses som betydelsefull både för realiserandet av en likvärdig skola och som diskussionsunderlag vid utarbetande av olika typer av undervisningsreglerande texter. Forskningsspridningen kommer att ske på olika sätt. Rapporten ges ut i bokform, vilket ökar tillgängligheten. Resultaten kommer också att kommuniceras via seminarier på skolor och lärarutbildningar. Slutligen kommer resultaten att återföras till de i undersökningen deltagande skolorna, där lärarna kommer att beredas möjlighet till reflektion i diskussionsgrupper, exempelvis i anslutning till studiedagar

  • 30.
    Ericsson, Claes
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Lindgren, Monica
    Högskolan för scen och musik vid Göteborgs universitet.
    Nilsson, Bo
    Kristianstad University.
    The Music Classroom in Focus: Everyday Culture, Identity, Governance and Knowledge Formation2010In: Nordic Research in Music Education, ISSN 0333-3760, Vol. 12, p. 101-116Article in journal (Refereed)
    Abstract [en]

    This article is based on a larger research project with the purpose to study how market aesthetics and student’s music culture are expressed in the Swedish music classroom. The empirical material consists of video observations of classroom activities in secondary school settings in Sweden. The theoretical framework consists of poststructuralist and social constructionist theory combined with theories of late modernity, while our methodological point of departure is discourse analysis. Some important analytical concepts are identity, dominance, governance and knowledge formation. Three different strategies for incorporating market aesthetics and students’ music culture into music education were identified: learning about, reflecting on and applying. An ideological dilemma occurred when the fostering mission of school was confronted with the will to meet the students’ demands for freedom of expression. The results of the project also suggest that standardised and regulated forms of activity were counterproductive to creativity in music making. Six different strategies of gentle governance in the music classroom were identified. Popular music was presented by the teachers in a way analogous to the canon of art music that is predominant in the teaching of music history at school.

  • 31.
    Ferm Thorgersen, Cecilia
    et al.
    Luleå tekniska universitet.
    Wennergren, Ann-Christine
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    How to challenge seminar traditions in an academic community2010In: Music, education and innovation: Festschrift for Sture Brändström / [ed] C. Ferm Thorgersen & S. Karlsen, Luleå: Luleå tekniska universitet, 2010, p. 145-164Chapter in book (Other academic)
    Abstract [en]

    From 2004 to 2007, developmental research was performed at the Department of Music and Media in Piteå, a part of Luleå University of Technology (LTU), Sweden. The aim was to improve higher-level seminars with a focus on text-related responses. Due to Sture Brändström’s open-mindedness towards new ideas, this work took the form of an action research project in which PhD-students, senior lecturers and professors were involved. The project received internal financial support from LTU, and was thoroughly documented (Wennergren 2007b). In a Festschrift dedicated in honour of Sture, it has been a matter of course to write about ‘response seminars’, or ‘the Piteå model’, which has become the alternative name of the seminar model in question.In the following, we will portray the response model and highlight issues, which emerged within the heterogenic research community in Piteå. We will also describe and reflect upon some developmental strains of the model together with their consequences. Above all, we will discuss different kinds of generic skills that were utilised and developed within the frames of the academic seminar. Finally, we will discuss relevant challenges, which need to be confronted when a research community wants to avoid becoming trapped in routine-like traditions. We think our findings could serve as both inspiration and a basis for discussion.

  • 32.
    Ferm Thorgersen, Cecilia
    et al.
    Luleå tekniska universitet, Luleå, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Skriftlig respons i fokus inför deltagarorienterade seminarier2015In: Seminariet i högre utbildning: Erfarenheter och reflektioner / [ed] Lotta Jons, Lund: Studentlitteratur AB, 2015, 1:1, p. 155-173Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Detta kapitel handlar om seminarier som används för att diskutera och förbättra texter av olika slag. Arbetssättet prövades ursprungligen i en forskningsmijö och har sedan under en tioårsperiod utvecklats vidare i olika forskningsmiljöer och högskoleutbildningar. Den bakomliggande tanken är att samtliga seminariedeltagare formulerar skriftlig respons inför seminariet och att författaren väljer vilka frågor som ska vara föremål för en fördjupad bearbetning under seminariet. Vår text beskriver seminarieformen samt deltagares erfarenheter av arbetssättet i en magister- och forskarutbildning undr 2014. Vi som skrivit texten har båda erfarenheter av rollen som deltagare och ledare av arbetssättet. En central utgångspunkt för oss har varit att utveckla alternativa former för textseminarier som vilar på vetenskaplig grund.

  • 33.
    Fredriksson, Ulf
    et al.
    Department of Education, Mid Sweden University, Härnösand, Sweden.
    Taube, Karin
    Department of Teacher Education in Swedish and Social Sciences, Umeå university, Umeå, Sweden.
    Eklund, Monica
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Reading and education for students of immigrant origin in some Swedish municipalities2009In: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 6, no 11, p. 17-33Article in journal (Refereed)
    Abstract [en]

    Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys-in total 16, 287 students. These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student's mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate (in Swedish as a second language instruction) did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language.

  • 34.
    Gullberg, Joanna
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    PEDAGOGERS SYN PÅ DERAS UNDERVISNING PÅEN TRADITIONELL SKOLA OCH EN MONTESSORISKOLA I MATEMATIKÄMNET.2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 35.
    Holmberg, Kristina
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Democracy in instrumental teaching: a threat to Western classical music in late modernity?2011In: The Seventh International Conference for Research in Music Education: Summaries & abstracts, 2011, p. 1 s.-Conference paper (Refereed)
    Abstract [en]

    In this paper recent findings about how the lesson content is changing at Swedish community music and art schools is discussed. The change is not a consequence of active strategies for change but as a course of different tendencies in late modernity. The teachers are experiencing a decreasing influence of their own teaching practise. This is explained as an effect of a more democratic approach where their students both take and want a greater impact. The students are bringing their own music to the lessons, music styles that often connect to popular culture. An increased student influence is also constructed as something self-evidently good and is well in line with the idea of a more egalitarian relationship between teachers and students. Under those circumstances teachers find it more difficult to offer resistance and enforce their own ideas. The implication for the lesson content also seems to be rarely problematized and discussed among the teachers. Teachers are often well educated in the area of western classical music and find themselves playing hard rock and the latest hits with their influential students on traditional instruments used in western art music. But what possibilities are offered outside the field of popular music in late modernity? Are those tendencies just an inevitable development in our time or is it time to restore modern ideas in order to save valuable knowledge? Data consists of group conversations with teachers from six schools. All together 27 teachers in music (instrumental teaching), drama, media (photo and film), dance and art were participating. The theoretical and methodological approach is founded in social constructionism and post-structuralistic theory using the combination of discursive psychology and discourse theory. This two-sided approach is considered to be productive as it opens up for both a top-down and a bottom-up perspective.

  • 36.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Den diffusa positionen – Analys och diskussion av perspektiv på musikens och konstens ontologi2014In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 15, no 8, p. 297-315Article in journal (Refereed)
    Abstract [en]

    For many reasons, different perspectives on music and the arts are of great importance to the field of music education. For example essential both to aesthetical education research, and to music and art teachers everyday work, because it can improve teaching and learning qualities and contribute to knowledge in society at large. The aim is to discuss various actors’ constructions of music and art by examining the handling of ontology in different texts. The ambition is to problematize and discuss the consequences of these constructions related to research and to musical praxis. The theoretical approach is founded in social constructionism and poststructuralism, and a combination of discourse psychology and discourse theory is used as a methodological framework. Four excerpts have been chosen for the analysis, two research articles and two interviews with professionals from two contexts of practice; the opera and the community school of music and art. The result shows that the ontology of music and art is continually being redefined. Ontological perspectives with epistemological claims are on the battlefield with more relativized perspectives. A critical discussion is made where the ontology of music and art is related to everyday praxis and research.

  • 37.
    Holmberg, Kristina
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Hårdrock på klarinett2011In: Perspektiv på populärmusik och skola / [ed] Claes Ericsson & Monica Lindgren, Lund: Studentlitteratur, 2011, p. 105-121Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Holmberg, Kristina
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Musik- och kulturskolan i senmoderniteten: reservat eller marknad?2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the education at Swedish community school of music and art. The aim of the study is to investigate how teachers at those schools talk about their own activities, and thereby also to explore, describe and analyse how the teaching is manifested. In the study 27 teachers from six different community schools of music and art participated. All together about 10 hours of group conversation were recorded and subsequently transcribed in to text for further analysis. In line with the theoretical approach of the thesis naturally occurring talk was strived for. The study uses two discourse analytical perspectives, both founded in social construction- ism and post-structuralistic theory. Discursive psychology, influenced by ethnomethodology and conversation analysis in the field of social psychology, and discourse theory, inspired by the work of Foucault. The combination of the approaches is considered as more productive than a one-sided use of one or the other. In order to create options for discussing the conditions society offers on the basis of the macro-discourses generated by the data, theories of modernity has been chosen as a relevant approach. The results are divided into four areas; Change (Förändringen), Future (Framtiden), Frustration (Frustrationen) and Freedom (Friheten), all describing distinctions between systems of difference. Each area is extensively analysed. In the discussion the changed conditions in the teachers work at the schools of music and art are discussed in relation to the tendencies of late modernity. The teachers in the present study are experiencing a loss of influence concerning teaching and are explaining this in terms of an in- creasing demand for participation from the students. At the same time, the changed students are seen as responsible for the changes in the lesson contents. The changed condition in society consequently illuminates what has happened at the schools of music and art. Both teachers and students are by cause of the cultural liberation more free as the norms of the traditional have lost most of its power. This gives consequences for the students, who more actively seek influence according to the music of the lessons. On behalf of the teachers one consequence can be seen in their increasing openness to new ideas and in a higher wish to manage a pleasant teaching for their students. In conclusion, as long as traditions were able to guide the contents of the activities and the students adjusted to it, there was no need for greater clarity. However, in late modernity, when ideas that were once obvious are getting questioned, things come to another situation. A scenario for the future without control documents, would, according to this study, lead to an abandoning of the ambition, and the schools of music and art would transfer into an amusement park for the ”ego children”. But with an increasing distinctness on the mission, it is my conviction that the cultural heritage will also be better able to survive in late modernity. There is no doubt that community schools of music and art have capacity to carry on a market adapted activity and at the same time to mediate a tradition.

  • 39.
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Teacher students’ subject-positions in Web based discussions about educational science2012In: NORDISCO 2012: Nordic Interdisciplinary Conference on Discourse and Interaction, Linköping, Sweden, 21-23 November : Abstracts, 2012, p. 43-43Conference paper (Refereed)
    Abstract [en]

    In the field of teacher education the rising popularity of using social media technologies as a resource in the teaching activities has contributed to an extension of new possibilities and tools for learning. However less often the implementation is followed by a discussion about what learning qualities those environments offer. This paper is work-in-progress dealing with student conversations in such learning forum. Data consists of the posts made by five teacher students on a Web based forum during five weeks. Within this period they started thirty conversations that all together resulted in 67 pages of text. All the conversations were printed out and thoroughly analysed. The main questions of interest during the reading of the data material was: 1) What issues are discussed in the student conversations? 2) How are they writing about those areas according to the rhetoric? At the next analytical level questions of subject positions and discourses are handled. The study uses two discourse analytical perspectives, both founded in social constructionism and post-structuralistic theory. Discursive psychology that mainly is focusing on the actor and the resources used in a conversation, and discourse theory that large extent is focusing on the discourses. The combination opens up for a two-sided analysis where the interesting relationship between agency and structure may be analysed. The aim of this research project is to analyse and discuss teacher students web based conversations in an educational science course. The preliminary results show that a variation of subject-positions is made possible in the conversations, where the subject educational science is extended and related to more personal and private spheres in the students’ everyday life. The project is interesting because it opens up for a discussion of learning qualities in relation to Web based platforms.

  • 40.
    Holmberg, Kristina
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    The community school of music and art in late modernity: Reservation or market?2011Conference paper (Refereed)
  • 41.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Brock, Veronica
    Halmstad University, School of Education, Humanities and Social Science.
    Dissolving Boundaries: English and the Arts in Teacher Education2015Conference paper (Refereed)
    Abstract [en]

    In our work as teacher educators we have identified an interesting problem. Teacher students consider a course in English as “more aesthetic” than courses where e.g. drama, music and dance exist as independent subjects. This has aroused our curiosity, and made us want to study the phenomenon further. What activities are implemented in the English course? What teaching activities do the students describe as aesthetic? What knowledge content can be identified? How are those contents related to English methodology? The aim is to study how English and different aesthetic subjects are combined within the course English for Primary School Teachers Earlier Years.

    The study is based on a discourse psychological methodology and has an ethnographic approach. Empirical data consists of student evaluations, filmed observations and group conversations with students participating in the course. This initial study will form the foundation for the design of a larger national project about aesthetics in different parts and subjects in teacher education. The production of empirical data has started and will continue during spring 2015.

    Preliminary results show that the dissolving of boundaries between the English subject, the Arts and English methodology creates an integrated/interwoven totality. Aspects of student influence and flexibility, both considering content and form, appears as vital. The results are important especially to the development of teaching in compulsory school and in teacher training. By extension, our hope is that increased knowledge also will lead to improved quality in respect of the inclusion of the Arts in all teaching, regardless level of education or subjects.

  • 42.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    What comes out of a marriage between discourse psychology and discourse theory when studying music teacher identity?2010Conference paper (Refereed)
  • 43.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Logics of “Good teaching”: Exploring Mathematics Education in Primary School in Sweden2016In: Athens Journal of Education, ISSN 2241-7958, Vol. 3, no 3, p. 225-240Article in journal (Refereed)
    Abstract [en]

    The public and academic debate about mathematics education has been intensified during the last decade. In relation to this it is important to investigate what ideas concerning mathematics education that are expressed by teachers and students. The aim of this article is to study how teachers and students in primary school talk about the math book and to emphasize, discuss and problematize emerging discourses. The article is part of a larger project about mathematical education. Data consists of group conversations with 120 students and 8 teachers in two elementary schools in Sweden. The math project was supported by the National Agency for Education 2010-2012. All together 17 hours of video and audio documentation were produced. The theoretical framework is built on poststructuralist and social constructionist theory and two approaches to discourse analysis are applied; the micro oriented discursive psychology as formulated by Potter, and discourse theory as formulated by Laclau and Mouffe. Findings show three prominent discourses emerging from the empirical data: School mathematics, Balance and Mathematical ontology. Related to earlier research in mathematics education this article represent a shift of interpretation as it highlights how teachers and students themselves are talking about and describing what is desirable and not. The results are then discussed with respect to quality in mathematics education.

  • 44.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ranagården, Lisbeth
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    The Math Book as an Ideological Dilemma in Elementary School?2014In: Mathematics Abstracts: Eighth Annual International Conference on Mathematics & Statistics: Education & Applications  30 June & 1-3 July 2014, Athens, Greece / [ed] Gregory T. Papanikos, Athens, Greece: Athens Institute for Education and Research , 2014, p. 28-28Conference paper (Refereed)
    Abstract [en]

    The public and academic debate about mathematical education has been intensified during the last decade. In relation to this it is important to investigate what ideas concerning mathematical education that are expressed by teachers and students. The aim of this article is to study repertoires and discourses related to mathematics education articulated by teachers and students in elementary school. The article is part of a larger project about mathematical education. Data consists of group conversations with 120 students and 8 teachers in two elementary schools in Sweden. The math project was supported by the National Agency for Education 2010-2012. All together 17 hours of video and audio documentation were produced. The theoretical framework is built on poststructuralist and social constructionist theory and two approaches to discourse analysis are applied; the micro oriented discursive psychology and discourse theory as formulated by Laclau and Mouffe. Findings show that the math book is central in the construction of the “good” mathematical education and can be seen as an ideological dilemma. On the one hand, the book becomes a symbol for security and support and is articulated as something associated with traditional and abstract mathematical education. The book becomes the home of mathematics, with power effects in the classroom activities. The book decides who is smart and who is not; it decides who needs help and when to wait for help. On the other hand, the ‘good’ mathematic education is excluding the math book. It is practical and built on students’ participation and delight at the same time as it is structured around the norms of the book. The results are discussed in relation to quality in mathematical education.

  • 45.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Riesbeck, Eva
    Malmö Högskola, Malmö, Sweden.
    Students and teachers construction of mathematics and mathematics education in the light of the political solution “more of the same”2013In: The 41st Annual Congress of the Nordic Educational Research Association: Disruptions and eruptions as opportunities for transforming education: Abstract book, 2013, p. 371-371Conference paper (Refereed)
    Abstract [en]

    Mathematics education in Sweden has during the last decade been under consideration in varied ways. Reports from PISA and TIMSS indicating that the results in mathematics goes from bad to worse has started a rescue-army departing from the Ministry of Education. Money has been investigated, addressed to further education of mathematics teachers and to increase the time in mathematics during the years in compulsory school. In line with this also the Swedish National Agency for Education has taken initiatives to develop mathematics education. Here the development of quality of mathematics education and the learning outcomes are at focus.

    To investigate this further our research group has followed two schools supported by the Agency initiative during 2010-2012. All together 120 students and 8 teachers were interviewed twice, in groups. The aim of this ongoing research project is to analyse and discuss students and teachers construction of mathematics and mathematics education and to carry out a radical discussion in relation to theories of modernity and political documents. In this presentation the ambition is to communicate the first preliminary results.

    Discursive psychology and discourse theory, both founded in social constructionist and poststructuralist theories are used to analyse the extensive empirical material. The combination opens up for a two-sided analysis where the interesting relationship between agency and structure may be analysed with a trustworthy methodology. In relation to mathematics education we find this approach useful as it opens up for a critical discussion.

    Four categories have emerged from the empirical material. The students are constructing mathematics and mathematics education as a resource, as an effort, as boredom and as pending. Our research group find those results interesting to discuss per se, but also in relation to the national initiatives where the approach to find solutions in mathematics itself appears to be governing. It could be considered as important to discuss and problematize the political solution “more of the same” as a way to develop mathematics education in the 21st century. The ambition in this presentation is to contribute to the debate about mathematics education by transforming the problem into a concern of society.

  • 46.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Zimmerman Nilsson, Marie Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Ericsson, Claes
    University of Gothenburg, Sweden.
    Lindgren, Monica
    University of Gothenburg, Sweden.
    Arts education and discourse analysis in Sweden: perspectives and contexts of application2011In: Third New Zealand Discourse Conference, Engaging with Discourse, 5–7 December 2011, The Institute of Culture, Discourse & Communication (ICDC) , 2011, p. 28-28Conference paper (Refereed)
    Abstract [en]

    In the last decade different forms of discourse analysis have emerged in research on Arts education in Sweden. It includes macro- as well as micro oriented studies and embraces perspectives such as discursive psychology, critical discourse analysis, discourse theory and Foucault inspired analysis. The application is spread to a wide range of educational contexts from pre- and elementary school to higher education at universities as well as to schools of music and art. The purpose of this paper is two-folded: i) to give some examples on how discourse analysis have been used in Swedish research on Arts education and ii) discuss this in a meta-perspective focusing on similarities and differences according to empirical material and results. Data consists of four larger research projects completed during the last five years, all conducted by the authors. In a meta-perspective, all four studies enclosed, two kinds of approaches are shown: Word-level analysis, identified as rhetorical actions in group-conversations, and practice-oriented analysis, identified as rhetorical actions in classroom praxis. Both approaches aim to identify hegemony and antagonistic discourses, and also to problematize the subject agency and what possible subject positions they open up for. The relation discourse-subject also contributes to the analysis of the over-determined subject and ideological dilemmas. According to the results, the area of Arts education in Sweden seems to be a battlefield of different discoursers. For example, this is shown by different ideological dilemmas related to activities in the music classroom and in the questions of democracy and pupil influence that rises in the studies. Among teacher educators in arts education two prominent discourses are shown: The first is a relativization of the concept of quality, and the second is that lack of subject knowledge is articulated as a teacher quality. With Foucaultian discourse analysis, questions of power and control in arts education are handled. In line with this, democracy and knowledge formation are then put into focus, something that is also discussed in this presentation.

  • 47.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Cyborger och rhizom i förskolans musikverksamhet. Posthumanistiska begrepp i rörelse2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 2-3, p. 193-212Article in journal (Refereed)
    Abstract [sv]

    Arbetet med en pågående studie kring förskolans musikverksamhet, där surfplattans närvaro i de pedagogiska aktiviteterna är vital, har väckt vår nyfikenhet kring teorier som förmår fånga in tekniken och det materiella i den vetenskapliga förståelseramen. I linje med detta vittnar teorier om det moderna och posthumanistiska samhället om en post-antropocentrism där tron på människans överordning har övergivits. Detta skapar sammantaget behov av nya tankesystem som kan ledsagas av ett immanent och icke-hierarkiskt perspektiv. Avsikten med föreliggande artikel är också att bli ett bidrag i detta avseende. Syftet är att pröva posthumanistisk teori på specifika pedagogiska situationer i förskolans musikverksamhet och att utveckla metodologiska verktyg som kan hantera ett utvidgat subjekt, där även det materiella kan tilldelas aktörsskap. På så sätt är förhoppningen att etablerade vetenskapliga undersökningsmetoder och tillvägagångssätt kan radikaliseras. Videoobserverade aktiviteter i förskolan bearbetas utifrån ett posthumanistiskt perspektiv där de centrala begreppen Rhizom, Intensitet, Liv, Hopp, Flyktlije sätts i rörelse i förhållande till empirin. Resultaten skrivs fram i form av tre specifika och empirigenererade ingångar i rhizomet: Ingång-Låten, Ingång-Mästaren och Ingång-Ipadmannen.

  • 48.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Zimmerman Nilsson, Marie-Heléne
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Music in preschool: ”A real f***ing hit song”2013In: NZDC: New Zealand Discourse Conference: The Fourth Bienniel New Zealand Discourse Conference: Abstract Book: 2-4 December 2013, Auckland: Institute of Culture, Discourse & Communication, AUT University , 2013, p. 35-35Conference paper (Refereed)
    Abstract [en]

    During the last decades neoliberal ideas have increased its influence in society at large, as well as in education and preschool. Children’s freedom of doing and becoming what they want, and that everything is possible, become central issues in this perspective. However, this freedom could be a treacherous chimera as individual choice also is constrained by economic logics and the power of the market. The aim of this ongoing project is to study how children’s everyday music culture is related to activities in preschool and to discuss this in the light of neoliberal ideas and theories of modernity. Data consists of group conversations with preschool teachers and video observations of music activities during spring 2013. The theoretical framework is built on social constructionist and poststructuralist theory with discursive psychology and discourse theory as methodological approach.

    The result shows that the yearly TV-broadcasted song-contest in Sweden makes a great over all influence on children and adults. Our empirical result also indicates that preschool children are imitating the contest by staging their own song contest shows, while the preschool teachers are positioned as a passive audience by themselves and by the children. During group conversations the 1970th politicized education, with a clear upbringing goal according to preschool music, is discussed. Pedagogues explain that such governing would not be accepted in today’s preschool.

    The findings indicate that children’s initiatives are superior to teachers’ impact in preschool activities, but the content is simultaneously subordinated the laws of the market. At the same time the power of the market becomes legitimated by the idea of the independent child. This governing of preschool is considered to be in great need of further discussion and problematization. 

  • 49.
    Holmström, Ola
    et al.
    Lunds universitet, Lund, Sverige.
    Persson, Anders
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Lunds universitet, Lund, Sverige.
    Svensson, Birgitta
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Språkutveckling och forskningscirklar: Utvärderingar av insatser i regi av Malmö Stads Resurscentrum för mångfaldens skola2008Report (Other academic)
    Abstract [sv]

    Lärarutbildningen vid Högskolan i Halmstad är en av Sveriges mindre lärarutbildningar och som ett led i högskolestyrelsens satsningar på lärarutbildningen har forskningsmiljön Forskning om utbildning och lärande inom lärarutbildningen (FULL) inrättats. Tre forskningsområden prioriteras inom lärarutbildningen:

    1. forskning nära lärarutbildningens innehåll inklusive ämnesdidaktisk forskning;
    2. praxisnära forskning i samarbete med kommuner och skolor som också är samarbetspartners inom lärarutbildningen; och
    3. forskning om relationer mellan utbildning/skola och omvärld, samhälle och samhällsutveckling.

    I forskningsmiljön ingår hösten 2008 tolv disputerade forskare (varav en professor och två docenter) och tre doktorander. Miljön är mångvetenskaplig med företrädare för en rad ämnen, exempelvis matematik, statsvetenskap, historia, medie- och kommunikationsvetenskap, naturvetenskapens didaktik, lärande, pedagogik, sociologi och svenska. Yrkesverksamma lärare i skolor som lärarutbildningen samarbetar med är också involverade i sex ämnesdidaktiska forsknings- och utvecklingsprojekt som finns inom forskningsmiljön.

    Föreliggande forskningsrapport är ett resultat av arbetet inom forskningsmiljön. Den har kvalitetsgranskats antingen av forskningsmiljöns professor eller docenter, alternativt genom att den seminariebehandlats inom forskningsmiljön.

    [Från förordet]

  • 50.
    Högdin, Sara
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Rydin, Ingegerd
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Sjöberg, Ulrika
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    Integrating refugee and asylum-seeking children in the educational systems: Country report : Denmark2011Report (Refereed)
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