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  • 1.
    Holmgren, Anders
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Det pedagogiska arbetet och dess värdegrund.2002In: Forskningen i Skolan/Skolan i Forskningen: Ett möte på lika villkor : Dokumentation från forskningssymposium i Umeå 11-12 april 2002  / [ed] Annika Andræ Thelin, Stockholm: Skolverket, 2002 / [ed] Annika Andræ Thelin, Stockholm: Skolverket 2002, 50 sid , 2002, p. 42-47Chapter in book (Other academic)
  • 2.
    Holmgren, Anders
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Ethical Dimensions in Education2003In: Proceedings from the 1nd International Conference Values in Education across Boundaries. Umeå 27-28 November 2002 / [ed] Barbro Widerstedt, Umeå, 2003, Vol. 2, p. 10-12Conference paper (Other academic)
  • 3.
    Holmgren, Anders
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Ethics, Power and Relations in Classroom Interaction2005In: Proceedings from the 2nd International Conference Values in Education across Boundaries, Umeå 28-29 October 2003 / [ed] Barbro Widerstedt, Umeå: Värdegrundscentrum, Umeå universitet , 2005, p. 193-206Conference paper (Refereed)
  • 4.
    Holmgren, Andwrs
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Klassrummets relationsetik.: Ett etiskt perspektiv på lärar-elev-relationen.2004Conference paper (Other academic)
  • 5.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Musikutbildning i lokalsamhället: Framnäs folkhögskola som alternativ och miljö2009In: I lärandets gränsland: formella, icke-formella och informella studier igår och idag, Hedemora: Gidlunds , 2009, p. 154-172Chapter in book (Other academic)
  • 6.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Richard Sterner2009In: Svenskt biografiskt lexikon, p. 404-410Article, review/survey (Other academic)
  • 7.
    Larsson, Anna
    et al.
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Eklund, Niklas
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Samhällskunskapen och disciplinfrågan: om utbildning av lärare i samhällskunskap2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 1, p. 69-91Article in journal (Refereed)
  • 8.
    Lofors-Nyblom, Lottie
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Elevskap och elevskapande: Om formandet av skolans elever2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis examines two aspects of the shaping of school pupils and has its theoretical base in Foucault's concepts of governmentality and conduct of conduct. The initial study deals with the construction of the ideal pupil in two curricula texts from 1969 and 1994. The second focuses on how pupils are constructed and construct themselves in the school context. The method of inquiry is text analysis and group interviews. The curricula study describes pupils' desired competencies in curricula texts today and forty years ago. The study notes that during the last four decades the honest, helpful, patient and considerate subject has been replaced by a responsible, reflective, active and critical subject. A subject with dichotomous competencies is elaborated to show the antithesis to the democratic pupil/member of society. The discussion deals with how the desired competencies may effect schoolwork and the interaction between teachers and pupils, and vice versa. 

    The second study deals with what a group of pupil talk about, how they do it and who is allowed to talk when. The subject matter is how nine-year-old pupils argue with each other about coming off well in school or failing as a pupil. The results indicate that relations with peers is central for nine-year-old pupils during the school day, and that traditional school work - such as reading and writing, maths and so on -  is not something the pupils pay particularly much attention to. The pupils must learn to master a number of implicit rules about the conduct of a school girl or a school boy. Most pupils learn the prevailing criteria without difficulty, but those who fail in this matter are in one way or another excluded from other children's activities. To position oneself and others is a basic part of the interaction with others and is always in progress. Positioning in this sense is not to be mixed up with social positions and status in more traditional terms. You position yourself and the other as soon as you catch sight of each other by asking yourself: Who am I and who is he/she? This question is strictly tied to here and now in a special context, and continues as long as any kind of interaction exists between two or more people. The children have different techniques for positioning themselves and each other, and use them more or less frequently. Some pupils are more competitive than others and express a more hierarchic idea in their relations to other pupils. Other boys and girls seem to have very little interest in such competition and manage to position themselves without comparing or competing.

  • 9.
    Långström, Sture
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Författarröst och lärobokstradition: en historiedidaktisk studie1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective.

    In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken.

    The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding.

    Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'.

    All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".

  • 10.
    Taube, Karin
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Läsinlärning och självförtroende: psykologiska teorier, empiriska undersökningar och pedagogiska konsekvenser2007 (ed. 4)Book (Other academic)
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