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  • 1.
    Lundgren, Anna Sofia
    Umeå universitet, Humanistiska fakulteten, Institutionen för kultur- och medievetenskaper.
    'I was struck dumb': identity production in Swedish class grandparent narratives2011Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 19, nr 3, s. 403-417Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article I discuss a number of excerpts from interviews with class grandparents; that is to say, older people helping out in schools for children in Sweden. The interviews focused on experiences of taking part in class grandparent projects. Indirectly, however, they dealt with identity. By treating the interviews as stories, as ways of storying people’s lives, I show how some of these discourses seemed especially central to producing subject positions in the narratives on class grandparent experiences. I also suggest that the studied stories are ideological in character, in the sense that they constitute fantasies that cover over the contingencies of everyday life.

  • 2.
    Norberg, Katarina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The Constitutive Values of Swedish Schooling: A challenge to the inner life of schools2001Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 9, nr 3, s. 371-386Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Schooling has always been a tool for transferring values to future generations. Despite social changes such as globalisation, information technology and the retreat of national capital, schools are still institutions where a civic identity is promoted. In a multicultural society, the challenge is to advocate constitutive values without excluding citizens. The Swedish curriculum identifies educational goods by emphasizing constitutive values such as democracy, solidarity and equality in accordance with ethics linked to Western Christian humanism. In addition, these values have to be interpreted and concretised in local contexts. This article examines these aspects of curriculum and the national question. It has three sections. It discusses constitutive values in Swedish schooling; it links deliberation to the localisation and concretisation of these national values, and it reflects on the implementation of these values in a Swedish school. Overall, the article focuses on possibilities for deliberative practice in a multicultural school.

  • 3.
    Nyroos, Mikaela
    Umeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning. Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Time to learn, time to develop?: change processes in three schools with weak national time regulation2007Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 15, nr 1, s. 37-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article analyses change of time use and time allocation in three schools participating in a Swedish five-year national experiment in which State regulation of teaching time was weakened. Participating schools could freely decide how to use and distribute teaching time. The experiment was launched at a late stage in a 25-year decentralisation process. During this period, the Swedish education system has become one of the most decentralised ones among the OECD countries. Based on a four-year longitudinal study, the initiation and implementation of more goal-oriented and flexible time allocations in the three schools were analysed. When removing the time schedule one would expect schools to change both time allocation and pedagogy. However, in all three schools, change concerned the latter rather than distribution of teaching hours across subjects, pupils and so on. In particular, change was about replacing traditional subject-based teaching by thematic, cross-disciplinary studies and introducing working forms resulting in increased autonomy, but more responsibility on the part of the pupils. It is concluded that the additional weakening of time governance did not have any dramatic effects on initiation and implementation of school development. It primarily resulted in a confirmation, legitimisation and to some extent speeding up of existing change efforts. More generally it led to increased possibilities of information, networking and attention.

  • 4.
    Widding, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Parenting ideals and (un-)troubled parent positions2015Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 23, nr 1, s. 45-64Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examines how some Swedish parents constructed meanings of parenthood. The parents had completed a state-sponsored parenting programme and were interviewed about their experiences of the programme, their everyday lives, their need for support, ideas about the societal context, and their understandings of ‘good’ and ‘bad’ parents. The study was grounded in a discourse-analytical tradition and concepts from discursive psychology guided the analysis. When the interviewees described good parents as responsible and engaged, they related to dominant discourses where middle-class values of involvement and ideals of intensive motherhood intersect. The descriptions of bad parenting were also classed and gendered, representing bad parents as irresponsible and uncaring, as not setting limits, and as not spending enough time with their children. The parents represented themselves in various ways as responsible parents, i.e. an untroubled subject position, but also handled troubled parent positions related to notions of gender and social class.

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