Change search
Link to record
Permanent link

Direct link
BETA
Asplund Carlsson, MajORCID iD iconorcid.org/0000-0001-9820-0729
Publications (10 of 19) Show all publications
Asplund Carlsson, M. (2018). Barn- och ungdomslitteratur som samhällsspegel. In: Johansson, Thomas & Sorbring, Emma (Ed.), Barn- och ungdomsvetenskap: grundläggande perspektiv (pp. 192-204). Stockholm: Liber
Open this publication in new window or tab >>Barn- och ungdomslitteratur som samhällsspegel
2018 (Swedish)In: Barn- och ungdomsvetenskap: grundläggande perspektiv / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, p. 192-204Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
Keywords
Barn- och ungdomslitteratur, litteraturanalys
National Category
General Literature Studies
Research subject
HUMANITIES, Literary studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-12150 (URN)978-91-47-11307-1 (ISBN)
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2018-02-23Bibliographically approved
Asplund Carlsson, M., Andreasson, I. & Dovemark, M. (2015). Bedömnings-, dokumentationspraktiker och pedagogiska identiteter. Educare - Vetenskapliga skrifter, 2015(2), 206-233
Open this publication in new window or tab >>Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
2015 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 2015, no 2, p. 206-233Article in journal (Refereed) Published
Abstract [en]

When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.

Place, publisher, year, edition, pages
Malmö: , 2015
Keywords
Identity, Individual Education Plans, pedagogic identity
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-7715 (URN)
Available from: 2015-06-08 Created: 2015-06-08 Last updated: 2017-12-04Bibliographically approved
Andersson Varga, P. & Asplund Carlsson, M. (2015). Writing for life?: A case study of affordances of writing in four L1 upper secondary classrooms. L1-Educational Studies in Language and Literature, 15(SpecialIssue), 1-19
Open this publication in new window or tab >>Writing for life?: A case study of affordances of writing in four L1 upper secondary classrooms
2015 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, no SpecialIssue, p. 1-19Article in journal (Refereed) Published
Abstract [en]

During the period of 1994-2011 all programmes in Swedish upper secondary school comprised a set of core subjects with the aim to entail equity on the policy level. However, a division between programmes still prevailed on the school level, particularly in the core subject L1 Swedish. The main purpose of this study has been to explore how the teaching of writing in two academic and two vocational programmes differs, which writing repertoires are developed and how writing is assessed. The study is part of a long-term ethnography of writing in upper secondary school (Andersson Varga, 2014). The data produced during the two-year field study contain field notes from writing lessons, lesson observations and talks with four teachers, as well as recorded and transcribed, semi-structured teacher and student interviews, instructions on writing tasks, student texts and teachers’ responses to student texts. This article focus-ses on the preparation for the National Test, the afforded assignments, the realisations of the student texts and the assessment. The teachers in the four programmes handle the national syllabus in relation to the students, resulting in four different curricula in the classroom. Thus, issues of inequity, disparities in curricula as well as different expectations on students, depending on programme, became obvious. To understand the processes of social reproduction, we use Bernstein’s sociology of education (1996, 2000) and the concept of the pedagogic device and pedagogic identity. However, we also show one example of interruption (Singh, 2013) in one of the four classrooms. Thus, the main results demonstrate how one particular teacher brings about change to a group of working class girls. © 2015 International Association for the Improvement of Mother tongue Education.

Keywords
horizontal discourse, pedagogic device, pedagogic identity, social reproduction, vertical discourse, Writing social reproduction
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-8610 (URN)10.17239/L1ESLL-2015.15.01.06 (DOI)2-s2.0-84938787641 (Scopus ID)
Available from: 2015-12-01 Created: 2015-11-01 Last updated: 2017-12-01Bibliographically approved
Asplund Carlsson, M. (2014). Tanterna och pedagogiken (1ed.). In: Balldin, Jutta, Dahlbeck, Johan, Harju, Anna, Lilja, Peter (Ed.), Om förskolan och de yngre barnen: historiska och nutida nedslag (pp. 37-48). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Tanterna och pedagogiken
2014 (Swedish)In: Om förskolan och de yngre barnen: historiska och nutida nedslag / [ed] Balldin, Jutta, Dahlbeck, Johan, Harju, Anna, Lilja, Peter, Lund: Studentlitteratur AB, 2014, 1, p. 37-48Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2014 Edition: 1
Keywords
Bilderböcker; förskolan; förskolelärare; folkbarnträdgård
National Category
Social Sciences Humanities
Research subject
SOCIAL SCIENCE, Pedagogics; HUMANITIES, Literary studies; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-6571 (URN)978-91-44-10116-3 (ISBN)
Available from: 2014-09-03 Created: 2014-09-03 Last updated: 2016-02-09Bibliographically approved
Andreasson, I. & Asplund Carlsson, M. (2013). Individual Educational Plans in Swedish schools: Forming identity and governing functions in pupils’ documentation. International Journal of Special Education, 28(3), 55-67
Open this publication in new window or tab >>Individual Educational Plans in Swedish schools: Forming identity and governing functions in pupils’ documentation
2013 (English)In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 28, no 3, p. 55-67Article in journal (Refereed) Published
Abstract [en]

The documentation of pupils in Swedish schools is extensive and  a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils’ learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school’s documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control.The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs

Keywords
Individual Education Plans, discourse analysis
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-5706 (URN)
Available from: 2013-11-10 Created: 2013-11-10 Last updated: 2017-12-06Bibliographically approved
Asplund Carlsson, M. & Lunneblad, J. (2013). Till ”vildingarnas” land: Barnboksförfattaren besöker förorten. Nordisk Barnehageforskning, 6(7), 1-9
Open this publication in new window or tab >>Till ”vildingarnas” land: Barnboksförfattaren besöker förorten
2013 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 7, p. 1-9Article in journal (Refereed) Published
Abstract [en]

Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

Keywords
Children’s picture books; Post-colonialism; Identification
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-5580 (URN)
Available from: 2013-08-28 Created: 2013-08-28 Last updated: 2017-12-06Bibliographically approved
Lunneblad, J. & Asplund Carlsson, M. (2012). Performativity as pretence: A study of testing practices in a compulsory school in Sweden. Ethnography and Education, 7(3), 297-309
Open this publication in new window or tab >>Performativity as pretence: A study of testing practices in a compulsory school in Sweden
2012 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, no 3, p. 297-309Article in journal (Refereed) Published
Abstract [en]

Our aim in this paper is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of pedagogic device provides a framework for understanding hos high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal apporach to governance, stnadardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individueal level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individualäs responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2012
Keywords
Policy ethnografy, pedagogic device, performativity, standardised tests
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-4733 (URN)10.1080/17457823.2012.717198 (DOI)2-s2.0-84867267082 (Scopus ID)
Funder
Swedish Research Council, VR/UVK 721-2005-3616
Available from: 2012-10-08 Created: 2012-10-08 Last updated: 2017-12-07Bibliographically approved
Asplund Carlsson, M. (2012). Svenska som demokratiämne och social reproduktion. In: Sigmund Ongstad (Ed.), Nordisk modersmålsdidaktikk: Forskning, felt og fag (pp. 203-223). Oslo: Novus Forlag
Open this publication in new window or tab >>Svenska som demokratiämne och social reproduktion
2012 (Swedish)In: Nordisk modersmålsdidaktikk: Forskning, felt og fag / [ed] Sigmund Ongstad, Oslo: Novus Forlag, 2012, p. 203-223Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oslo: Novus Forlag, 2012
Keywords
Modersmålsundervisning, Svenska språket, Utbildningssociologi
National Category
Didactics
Research subject
HUMANITIES, Literary studies
Identifiers
urn:nbn:se:hv:diva-4734 (URN)978-82-7099-698-8 (ISBN)
Available from: 2012-10-08 Created: 2012-10-08 Last updated: 2015-06-24Bibliographically approved
Asplund Carlsson, M., Herrman, M., Högberg, K., Kullgren, C. & Mårdén, B. (2011). Att göras till filmarbetare i den nya kulturekonomin (1ed.). In: Margaretha Herrman (Ed.), Att göras till filmarbetare (pp. 280-298). Nora: Nya Doxa
Open this publication in new window or tab >>Att göras till filmarbetare i den nya kulturekonomin
Show others...
2011 (Swedish)In: Att göras till filmarbetare / [ed] Margaretha Herrman, Nora: Nya Doxa , 2011, 1, p. 280-298Chapter in book (Other academic)
Place, publisher, year, edition, pages
Nora: Nya Doxa, 2011 Edition: 1
Keywords
Film, bransch, filmarbetare, kulturekonomi
National Category
Social Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-3569 (URN)978-91-578-0582-9 (ISBN)
Available from: 2011-09-01 Created: 2011-09-01 Last updated: 2015-09-15Bibliographically approved
Haag, E.-L. & Asplund Carlsson, M. (2011). Genus och queer (1ed.). In: Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj (Ed.), Läraryrket: ett mångfacetterat uppdrag (pp. 137-151). Lund: Studentlitteratur
Open this publication in new window or tab >>Genus och queer
2011 (Swedish)In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 137-151Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011 Edition: 1
Keywords
Genus, förskola, queer
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-3411 (URN)978-91-44-06849-7 (ISBN)
Available from: 2011-06-14 Created: 2011-06-14 Last updated: 2015-06-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9820-0729

Search in DiVA

Show all publications