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Inkludering i svårigheter: Tre timplanebefriade skolors svenskundervisning
Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling.
2005 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The aim of this study was to describe and analyse the work of three schools, all exempted from the national timetable, to see how they worked to help pupils in difficulty reach the goals in Swedish. The method used can be described as a qualitative case study inspired by ethnografic field work. The results are based on data which included 52 individual interviews, 5 group interviews, 54 classroom observations, and field notes. A total of six different classrooms were observed. This study schows that a categorical perspective of special education dominates the documented view of education for all pupils. Pupils' difficulties are seen as individual, but two schools register a plan and desire to achieve inclusive education. Participation in the projet of working without a national timetable would indicate such ambitions exist in all three schools. In practise these ideas provide more organisationally differentiated oppportunities for pupils in difficulty. Timetables in all six classes have a strong classification and a framing of time. This obstructs pupils' participation and dialogues. While the teaching of Swedish in the six classes was described in three different ways in the outlines, the observations and pupils' statements indicate that skills and teacher-planned activities dominated all six classes. A more detailed look at the reading and writing processes gave rise to a dominant "Literacy", which in turn meant that support was given outside the regular classroom instruction in two of the schools. This is supported by special teachers' non-engagement in the project. The conclusions are that a categorical perspective perspective, a strong classification of subject and time, teacher planned activities and skills, and a monophonic reading and writing process influence each other in marginalizing pupils whose "literacies" differ from the dominating scholl "Literacy".

Place, publisher, year, edition, pages
Umeå: Barn- och ungdomspedagogik, specialpedagogik och vägledning , 2005. , 304 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 2
Keyword [en]
Education
Keyword [sv]
Pedagogik, specialundervisning, schema, delaktighet, flerstämmighet, klassifikation, språklighet, svenskundervisning, pedagogiskt arbete
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-424ISBN: 91-7305-806-8 (print)OAI: oai:DiVA.org:umu-424DiVA: diva2:143431
Public defence
2005-02-25, hörsal B, samhällsvetarhuset, Umeå universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2005-01-26 Created: 2005-01-26 Last updated: 2009-06-08Bibliographically approved

Open Access in DiVA

fulltext(1231 kB)7025 downloads
File information
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e26f956aca8bd6e21ae992aa9eec83ab6c3fec17c0f36201d85b4c2c19ce29bac749226c
Type fulltextMimetype application/pdf

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Department of Child and Youth education, Special Education and Counselling
Pedagogy

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf