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  • 1. Hakvoort, Ilse
    et al.
    Larsson, Kristoffer
    Lundström, Agneta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Teachers’ Understandings of Emerging Conflicts2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    Scholars in the field of conflict resolution in schools theoretically argued that minor distractions and disturbances are conflicts. In the present study, we refer to them as emerging conflicts. The study has been carried out within the phenomenographic research tradition and used semi-structured interviews. We addressed the professionals – the teachers – who deal with emerging conflicts every day, investigating their different ways of understanding an emerging conflict. The 9 different ways we found make the collective and shared understandings of emerging conflicts visible and form a professional language with which to discuss these kinds of conflicts. These nine could be divided into three groups, the social practice of the classroom, something that stems from outside the classroom, and something that characterises all human interaction. The awareness of the existing understandings could further be discussed in relation to what is actually taught in teacher education in Sweden.

  • 2.
    Hakvoort, Ilse
    et al.
    Göteborgs universitet.
    Lindahl, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Lundström, Agneta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base2019In: Conflict Resolution Quarterly, ISSN 1536-5581, E-ISSN 1541-1508Article in journal (Refereed)
    Abstract [en]

    Increasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two.

  • 3. Hakvoort, Ilse
    et al.
    Lindahl, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Lundström, Agneta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    A Bibliometric Review of Research on School-based Conflicts and Conflict-resolution2017Conference paper (Refereed)
  • 4.
    Hakvoort, Ilse
    et al.
    University of Gothenburg.
    Lindahl, Jonas
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Lundström, Agneta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    School-related conflicts and conflict resolution 1996-2015: a bibliometric review of publication activity and research themes2018In: American Educational Research Association Conference Online Program 2018, American Educational Research Association , 2018Conference paper (Refereed)
    Abstract [en]

    To support teachers, teacher educators, student teachers and scholars in their navigation in the growing research field of school-based conflict and conflict resolution, a longitudinal bibliometric review was conducted. This study aimed at providing an overview of publication activity and central themes, 1996-2015. The dataset, consisting of 608 publications, was clustered on the basis of bibliographic coupling into nine clusters representing different themes. While the themes “educational leadership: management and discipline styles”, “constructive conflict resolution” and “behaviour management” were found over the whole period, others appeared 2004/5, among others "peace education and restorative approaches". Finding nine clusters strengthen the common view in this field that conflict is a multifaceted concept and can be approached from many different angles.

  • 5.
    Lundström, Agneta
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Lärare och konflikthantering: en undersökande studie ur ett könsperspektiv2008Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This dissertation explores ten teachers' approaches to managing conflicts with/between pupils. The relevance of gender is analysed according to the strategies and representations chosen by the teachers. The methods used for data collection include 'rounds', role-plays and ongoing reflexivity, mainly in single-sex groups. Three main strategies were identified in managing conflicts with/between pupils: challenging, confirming and physically touching. The strategy of challenging reveals that teachers have high expectations of how competent pupils ought to be. It is no longer enough to be competent and independent as a pupil (in Sweden); he or she is also expected to have an integrated ethic of caring. Values such as an ethic of caring are conventionally associated with femininity, and are usually invisible and/or low status; though they have now become the dominant norm for both female and male teachers. The strategy of confirming is used to give support to the pupil but there is a risk of confirming one individual "too much" which can lead to relational problems with other pupils. Physical touching as a strategy relates to dilemmas arising from gendered expectations of physicality in teacher-pupil interaction. Overall, difficulties were found in getting male teachers to discuss and 'role-play' conflicts with girls, which did not arise with female teachers concerning conflicts with boys. Also criticized were the demands on teachers' workloads as a result of their social responsibility for pupils' welfare, and also lack of institutional support. When the teachers had time to reflect together on their experiences, they seemed willing to criticize norms and representations. Four phases in the mode of talking were identified: (1) the telling of an experience; (2) interpretation of experience as a form of difference, either as deviance or according to gender; (3) narration of experience that contradicts the above dichotomy of difference; and (4) ongoing reflexivity resulting in motivation to change strategy or strengthen former strategies based on a wider awareness of work context.

  • 6.
    Lundström, Agneta
    Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
    Mobbning eller anti-demokratiska handlingar2004In: Tidskrift för lärarutbildning och forskning. Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 11, no 1-2, p. 97-110Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    This article explores the concept of mobbning, which is mainly used in school settings, and involves repeated bullying of one child by another, from a Swedish perspective. Mobbning has been given much attention in the media during the 1990s and is mentioned in the school regulations of 1994. A special interest has been in what might be termed ‘anti-democratic’ acts and processes in schools. It is argued in the paper that the phenomena of mobbning is more talked about than occuring in reality. The paper explores what we mean when we label something mobbning. This study is based on teacher´s descriptions of situations in schools when mobbning has occurred.

  • 7.
    Takala, Marjatta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Department of Special Education, University of Helsinki, Finland.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Uusitalo-Malmivaara, Lotta
    Department of Special Education, University of Helsinki, Finland.
    Lundström, Agneta
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Becoming a special educator: Finnish and Swedish students' views of their future profession2015In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, no 1, p. 25-51Article in journal (Refereed)
    Abstract [en]

    In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents’ thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child’s right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed.

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