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  • 1.
    Abdulla, Afrah
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kursen för samhällsorientering för nyanlända: mobilisering och integration för deltagare2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A., Göteborg: Daidalos, 2013, 1, p. 117-138Chapter in book (Other academic)
  • 2.
    Almér, Elin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    When freedom of choice is conditioned: A study of how immigrants with temporary residence permits articulate their life choices2023In: Abstracts för Decemberkonferensen, Trollhättan: Högskolan Väst , 2023, p. 1-1Conference paper (Other academic)
    Abstract [en]

    In the European society of today temporary residence permits (TRP) are largely directed at labor market issues, not protection issues. This responsibility-based model implies that the importance of getting a job is the norm regarding what life choices an immigrant "should” do to renew their TRP:s.

    In the light of the UN's sustainability goals of reduced inequality, discourses about integration needs to be discussed and problematized to clarify what their implications are for individuals as for society. The aim of the following study is to describe and analyse the field of tension created between the regulatory requirements and the individual's considered life choices as they are articulated by persons living with TRP:s.

    The study is based on interviews about life choices with six persons with TRP. The material is analysed with discourse analysis based on the concepts of temporality, liminality and agency and the analyse resulted in three discourses about, legal security (1), ontological security (2) and interrelational freedom (3). The three discourses can be seen as the field within which the individual make a specific choice.

    The results show that life with TRP affects choices about family, education and work, but also the approach towards life in general. In all their choices, the informants must prioritize between increasing the chances of obtaining a renewed residence permit or moving towards long time goals. Choices are made with the cost of giving up educational goals or ontological safety, but at times the informants put their own agency in the front seat even though they risk to be sent back to the danger they once fled. The oppressive, colonizing, feature of the responsibility-based discourse risks putting people in a liminal situation that backfires on society in terms of sustainability, and equality.

  • 3. Claesson, Silwa
    et al.
    Hallström, Henrik
    Kardemark, Wilhelm
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ricoeurs kritiska hermeneutik vid empiriska studier2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, ISSN 1401-6788, Vol. 16, no 1, p. 18-35Article in journal (Refereed)
    Abstract [sv]

    I artikeln lyfts frågan om tolkningens roll i pedagogisk och didaktisk forskning och specifikt prövas Paul Ricoeurs kritiska hermeneutik i vid empiriska studier. Ricoeurfilosofiska projekt handlar framför allt en kommunikation, där han bygger broar mellan det som kan förefalla vara motsägelsefulla ståndpunkter. I artikeln belyses några möjligheter som kan erbjudas forskare med empiriska data inom ramen för denna inriktning. Mer specifikt prövas här först möjligheten att använda begreppet tid så som Ricoeur framställer det, därefter tolkning där spän-ningsfält mellan att förklara och att förstå står i centrum samt, slutligen några frågeställningar runt transkription av inspelade dialoger. Artikelförfattarna kommer till slutsatsen att kritisk hermeneutik kan lämpa sig väl för praxisnära pedagogisk och didaktisk forskning och att det kritiska hermeneutiska förhållningssättet i många fall kan utgöra en god grund för förståelse och förklaring av fenomen i skolans komplexa och motsägelsefulla värld. Författarna menar också att kritisk hermeneutik öppnar för en reflektiv hållning i relation till empiriska data. Slutligen hävdas att tolkningsprocessen kan och bör uttryckas explicit vid empiriska studier.

  • 4.
    Gustafsson, Anton
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lassbo, Göran
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Have Computer - Will Travel: A Discourse Analysis of a 1:1 Initiative in Upper Secondary School.2014In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 141, no 0, p. 182-187Article in journal (Refereed)
    Abstract [en]

    The purpose of the presented study is to investigate how teachers and students renegotiate their positions within a pedagogical discourse where problems and possibilities are manifested through the new artifact, the personal computer. The sample consists of teachers and students at an upper secondary school in Sweden where all students have been provided with a personal laptop by their school. Information has been collected by the use of semi-structured interviews. The analysis mainly draws on Laclau & Mouffe’s theories of how subjects create discourses through articulations and then investigate qualitative differences between interviewees. The results indicate that teachers actively include some specific meanings of the computer while others are excluded. A recurring feature of this was the conflict of old and new practices with the introduction such as the perceived conflict between computers and textbooks. This relation remained controversial among teachers. The students had to negotiate the teachers’ definition of the computer because of the power relations, even though they could account for a far wider and more reflexive stance towards the potential of the computer.

  • 5.
    Haag, Eva-Lena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jämställda på egna villkor2008In: I & M: invandrare och minoriteter, ISSN 1404-6857, Vol. 35, no 1, p. 17-20Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Haag, Eva-Lena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jämställdhet, islam och framtidsdrömmar: en intervjustudie om muslimska gymnasieflickor2007Report (Other academic)
    Abstract [sv]

    Ofta hörs kritiska röster kring islam som en kvinnoförtryckande religion, ibland till och med som en religion som vill föra oss tillbaka till ett förgånget samhälle. Samtidigt finns muslimska kvinnor som menar att det är just deras tro som stärkt dem som kvinnor och som människor. Underlaget till denna rapport är unga muslimska flickors berättelser om sina liv i Sverige. Skola, fritid och framtid står i fokus i våra samtal, men i vårt möte med flickorna återges olika livssituationer, drömmar och tankar. I första kapitlet presenterar vi vår studie och vårt tillvägagångssätt. Vi har gjort kvalitativa intervjuer och använder oss av ett intersektionellt perspektiv på religion och kön. I kapitel två visar vi en komplex bild av olika värderingar, hållningar och förklaringsmönster. I detta kapitel har vi låtit flickorna själva träda fram i texten genom ganska långa citat och ge sin syn på livet som muslimsk flicka. På så sätt träder nyanser fram i materialet och bäddar för en djupare förståelse för olika sätt att leva som muslim i Sverige. I del tre diskuterar vi hur flickorna förhåller sig till religion i ett vidare perspektiv. I vår studie blir tre olika muslimska diskurser - en global, en kulturell och en sekulär – synliga.

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  • 7.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Etnografi i forskning om ungdomars vardag2013In: Barn- och ungdomsforskning: metoder och arbetssätt / [ed] Erlandsson, Soly I. & Sjöberg, Lena, Lund, 2013, 1. uppl., p. 61-80Chapter in book (Other academic)
  • 8.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rinnemaa, Pantea
    Berhanu, Girma
    Göteborgs universitet, Göteborg, Sverige.
    Language Training and Meaningful Waiting: the Impact on Refugees' L2, Identity and Agency of taking an Intensive Language Course While in Asylum Accommodation2017Conference paper (Refereed)
  • 9.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inkludering och likvärdighetför nyanlända elever i grundskolan: en fallstudie i två kommuner2019Report (Other academic)
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  • 10.
    Lundberg, Ola
    et al.
    Malmö University, Malmö (SWE).
    Lundqvist, Ulla
    University of Gothenburg, Gothenburg (SWE).
    Åkerblom, Annika
    University of Gothenburg, Gothenburg (SWE).
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ‘Can you teach me a little Urdu?’: Educators navigating linguistic diversity in pedagogic practice in Swedish preschools2023In: Global Studies of Childhood, E-ISSN 2043-6106, no 3, p. 245-260Article in journal (Refereed)
    Abstract [en]

    According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators’ dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein’s competence model with weak classification and framing accommodates translanguaging, giving room for the children’s own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children.

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  • 11.
    Rendahl, Jenny
    et al.
    Göteborgs universitet, Göteborg, Sverige.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Peter
    Göteborgs universitet, Göteborg, Sverige.
    Pipping Ekström, Marianne
    Göteborgs universitet, Göteborg, Sverige.
    Berg, Christina
    Göteborgs Universitet, Göteborg, Sverige.
    Forskarinitierat rollspel med efterföljande fokusgruppintervju: en metod för att främja delaktighet och reflektion2017In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, p. 31-55Article in journal (Refereed)
  • 12.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gymnasieungdomars livstolkande2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis describes and analyses views of life and religion, as a component of „view of life‟,among young people in a Swedish upper secondary school that in the words of the youngpeople themselves is „multicultural‟. The concept „view of life‟ is rooted in a Scandinavian research tradition, and is based on a stipulative definition provided by Jeffner (1973), which includes„view of world and man‟, „values and moral‟ and „attitudes towards life‟. Thedefinition is formulated in a society where secularization is an on-going debate. However, in that secularization is contested, religion has re-emerged in a society increasingly characterized by religious pluralism, but also privatization according to religion. Views of life and religion have become political as well as private issues and, in school, are discussed in relation to the „fundamental values‟ and the subject of „Religious Education‟. In such discussionsthe aim is to help students to form an own view of life, just as long as it is consistent with the normative standards of „fundamental values‟.

    The focus of this thesis is directed to young people‟s articulations. An ethnographic approach has been adopted and the data consists of field notes, letters and interviews (individually and in groups). The fieldwork has taken place in four graduating classes of a single school year. Using analytical concepts from discourse theory the focus of the analysis is on how the youngpeople articulate the three dimensions of „views of life‟, linguistically and physically through narratives, reflections and staging.

    The most prominent results of the thesis are that, as well as the positioning of religion, views of life are directed towards the self. Articulations about „being yourself‟ appear as a very open concept that can be filled with different content. In accordance with the notion of staging, the young people demonstrate andtest identity with the quest for „authenticity‟ being central. Through high expectations of the „good life‟, vulnerability is also noticed, especially in the anonymous letters.

    With regard to values and morals a consensus-perspective appears to a greater extent than specific values. Value questions and moral issues dominate in the public arena while ontological and existential questions dominate in the individual letters and interviews. Here the concept „view of life‟is brought into a field between the private and the public and is especially evident in the subject of Religious Education.

    Although religion is articulated in terms of tolerance and freedom of choice, these concepts are given connotations of a half-hearted attitude and a consensus perspective rather than interest and curiosity for the faith and religious life of „the Other‟.However, if a religious positioning becomes a political issue, the half-hearted setting is challenged. There is also a difference between those having acquired a religious literacy and those who have not.

  • 13.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identitet: att formas som människa2016In: Religioner, livsåskådningar och etik: för lärare årskurs 4-6 / [ed] O.Franck, C. Osbeck & K von Brömssen, Malmö: Gleerups Utbildning AB, 2016, p. 219-234Chapter in book (Other academic)
  • 14.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identitet: att formas som människa2023In: Religioner, livsåskådningar och etik: för lärare 4-9 och gymnasiet / [ed] Olof Franck, Christina Osbeck & Kerstin von Brömssen, Gleerups , 2023, 2., p. 225-235Chapter in book (Refereed)
  • 15.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kunskapsöversikt med fokus på olika former av läxhjälp och dess effekter på elevers skolprestationer2022In: Child and Youth Studies Conference, University West November 10-11 2022, Trollhättan, Sweden: Growing Up In Challenging Times. Book of abstracts, Trollhättan: University West , 2022, p. 9-10Conference paper (Other academic)
    Abstract [sv]

    Även om läxor inte är föreskrivna i skolans styrdokument betraktas de ofta som en självklar del i skolans tradition, både för elevernas kunskapsutveckling och som ett sätt för skolan att få kontakt med hemmen. Fenomenet läxor har undersökts i forskning utifrån olika aspekter, men också ifrågasatts utifrån forskning som visar att de skapar stress och på sikt en ojämlik skola. För att råda bot på detta har läxhjälp ökat i omfattning - privat, ideell och skolornas egen organiserade läxhjälp.Denna kunskapsöversikt sätter fokus på läxhjälp utifrån tre övergripande forskningsfrågor:

    1. Vilken typ av läxhjälp ges utanför skoltid, internationellt och i Sverige, och vad leder den till?

    2. Hur är läxhjälp organiserad och finansierad i Sverige?

    3. Når läxhjälpen de elever som bäst behöver den i Sverige och i så fall på vilket sätt?Insamling av data har gjorts på relevanta databaser som fångar upp såväl svensk sominternationell forskning. I Sverige utvärderas och diskuteras läxhjälp i relation tillorganisation, ekonomi, pedagogik och utifrån sociala faktorer. Internationell forskning visar en lång tradition av läxhjälp, som kan vara intressant att jämföra med svenskaförhållanden. Men det framkommer också att det saknas forskning, bland annat omelevernas inställning till läxhjälp.

  • 16.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Liberal Muslim, Atheist Hindu and Born again Christian2018In: Challenging Life: Existential Questions as a Resource for Education / [ed] J. Ristiniemi, G. Skeie & K. Sporre, Waxmann Verlag, 2018, p. 119-136Chapter in book (Refereed)
  • 17.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läxhjälp och dess effekter i en svensk kontext: en kunskapsöversikt2022Report (Other academic)
    Abstract [sv]

    Denna kunskapsöversikt har som primärt syfte att ge vägledning i arbetet med att organisera och utforma läxhjälp i skolan. Här presenteras hur olika former av läxhjälp bedrivs, främst nationellt men till viss del även internationellt, och i vilken mån läxhjälp får effekter på elevers skolprestationer. Når läxhjälpen de elever som bäst behöver den? En kunskapsöversikt har emeller tid en vidare vetenskaplig ambition än så, och här redovisas också inom vilka vetenskap­liga fält det finns ett intresse för läxhjälp, vilka metoder och teorier som används i forskningen och på verkar mediedebatten samt vilken förförståelse det finns för relevanta frågeställningar om läxhjälp i konkreta förändringsarbeten på skolor.Till stora delar saknas europeiska studier om läxhjälp, men däremot finns relevant forskning, inte minst i relation till metod och kunskapsresultat, globalt sett. Sådan läxhjälp går under benämningen skugg undervisning (shadow education) och är särskilt framträdande i en del asiatiska länder. I Sverige finns några få studier om privatundervisning, med handledningspolicyer och handledningspraktik i fokus. Ett exempel är Forsberg et al. (2021) som analyserar läxhjälp på mikronivå och låter läsaren följa relationen mellan handledare och elev replik för replik.Ett kort svar på frågan i vilken mån läxhjälpen når de elever som bäst behöver den är att eleverna inte fångas upp tillräckligt väl. Det finns emellertid forskning som pekar på lyckade projekt, bland annat en studie av Dietrichson et al. (2017) som visar att det går att väsentligt förbättra resultaten för mål­gruppen ”elever som kommer från familjer med låg socioekonomisk status” genom handl edning, tydlig feedback, läraransvar för framstegen och kooperativt lärande. Här framkommer också att till och med ett kortsiktigt program, med flera olika lärare och handledare som arbetar med elev­erna under en kortare tid, kan ge goda resultat. I övrigt visar forskning att läxhjälp inte bara innebär ett akademiskt stöd, utan även ett socialt och emotionellt – och inte bara av lärare utan även från hemmen och kamratkretsen, vilket gör elevernas nätverk viktiga.En grupp som upplever extra stora utmaningar är nyanlända elever som, förutom att de måste till­godogöra sig ämneskunskaper, måste lära sig ett nytt språk. För denna grupp visar studier på ett behov av språkstärkande undervisning av utbildade lärare, tillsammans med en stöttande hem­ och kamrat miljö. Även lovskola kan spela stor roll i språkstärkande syfte.Sammantaget visar forskning och andra undersökningar att läxhjälpen bör integreras i skolans ordi­narie arbete och vara anpassad till hur undervisningen är upplagd på respektive skola. Lovskolor fungerar bättre under lov på terminstid än under sommarlovet efter årskurs 9, utom möjligen för nyanlända elever. Tydliga, relevanta och lagom avgränsade uppgifter och återkoppling från läraren är viktigt för alla elever. Somliga elever behöver extra mycket stöd, inte bara kunskapsmässigt utan även socialt och emotionellt, och för somliga behöver stödet även vara språkstärkande. År 2021 presenterades en utredning (SOU 2021:30) med förslag på hur skolan ska kunna ge eleverna bättre förutsättningar att uppnå behörighet till gymnasieskolans nationella program. Den ledde till ett riksdagsbeslut med två förändringar i skollagen: utökad studietid för alla elever i anslutning till skoldagen samt utökad tid till lovskolor för elever som inte når upp till godkända betyg.

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  • 18.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läxhjälp och dess effekter i en svensk kontext: en kunskapsöversikt. Diskussionsunderlag2022Other (Other academic)
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  • 19.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Hot Chair’: Negotiations on Views of Life and Identity among Upper Secondary Students during a drama lesson2015Conference paper (Other academic)
  • 20.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The 'Immigrant Corner': a place for identification and resistance. Presentation av publicerad artikel: von Brömssen, Kerstin & Risenfors, Signild (2014). The 'Immigrant Corner',: a place for identification and resistance. European Educational Research Journal, vol. 13, nr 6, 632-6452015Conference paper (Other academic)
  • 21.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Location of Religion in Upper Secondary Schools: Exploring Discourses on Religion2015Conference paper (Other academic)
  • 22.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vara sig själv: identitetsformande bland ungdomar i gymnasieskolan2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, E., Andersson, Å. & Molin, M., Stockholm: Liber, 2014, 1, p. 306-325Chapter in book (Other academic)
    Abstract [sv]

    Begreppet kontext används i detta kapitel både om skolan som plats och om det ideologiska sammanhang där ungdomarnas tal om att "vara sig själva" uttrycks. 

  • 23.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Almér, Elin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Det är något jag känner att jag är menad för".: En diskursanalytisk studie av nyblivna studenters val att läsa en lärarutbildning2019In: Högre Utbildning, E-ISSN 2000-7558, Vol. 19, no 2, p. 48-59Article in journal (Refereed)
    Abstract [sv]

    I följande artikel undersöks vilka diskurser och positioneringar som framträder hos studenter angående deras val att läsa en lärarutbildning. Positioneringar handlar i denna studie om grad av säkerhet, generalisering och attityd, som här har att göra med känslor och värderingar. Att få syn på diskurserna och positioneringarna är relevant för lärarutbildare för att kunna utveckla adekvata strategier för undervisning inom lärarutbildningen. Emedan tidigare forskning genomlyst motiven med en innehållslig synvinkel presenteras i den här artikeln en motsvarande genomlysning av hur innehållet, det vill säga motiven, faktiskt formuleras. Vi menar att i sättet att formulera motiven finns en problematisk aspekt som lärarutbildare bör bemöta för att undervisningen ska leda till att lärarstudenten får en utbildning som är hållbar över tid i ett samhälle i ständig förändring. Resultatet av den studie vi presenterar visar att studenterna främst uttrycker en social diskurs och positioneringar som förmedlar en syn på lärar- och elevidentiteter som förhållandevis ensidiga. I mötet med ett akademiskt förhållningssätt där perspektivtagande och utveckling står i fokus kan en dylik hållning behöva luckras upp för att ge utrymme för förståelse av kunskapande och undervisningskontexter.

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  • 24.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Almér, Elin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teacher Students' Voices On Why To Embark Teacher Training Program2017Conference paper (Refereed)
  • 25.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Almér, Elin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teacher students' voices on writing2016In: Nordic Youth Research Symposium: Youth Moves – Voices – Spaces – Subjectivities, Trollhättan: Högskolan Väst , 2016, p. 56-56Conference paper (Refereed)
    Abstract [en]

    Many students drop out from their education during the first year in higher education.One reason is the demand of academic writing. In order to meet those students in a constructive way, we need to know more about their relation to writing. The aim of the paper is to describe and analyze the students conceptions on their own writing within their first year as teacher students. The students participated by answering a questionnaire, and we present the students answers on questions concerning writing in general. Questions dealt with in the study are: do you write in your everyday life? why do you write? do you like to write? do you have role models? and in which way do you think your writing will be useful during your education? The 400 informants are students within the teacher training program. The questionnaires were filled out in connection to a lecture within one of the first couple of weeks of the programs during 2014 and 2015. All students participated, and we see it as a fruitful way of putting writing on the agenda. The students are given the chance to reflect on writing and they get a first glance of how to conduct research. The students conceptions were primarily that their writing had either a therapeutic or a social function, but some answered that they write fiction such as poems, short stories or lyrics. They use social media like Facebook, Twitter and Instagram. Some students answered that they never write in their everyday life. Most students took the opportunity to answer with arguments and comments 

  • 26.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gurdal, Sevtap
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Kategoriseringar om kultur och etnicitet2011In: Läraryrket : ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studenlitteratur , 2011, 1, p. 125-136Chapter in book (Other academic)
  • 27.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gurdal, Sevtap
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Sorbring, Emma
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Korankurser som föreningsverksamhet? : En undersökning bland muslimska föreningar i Västra Götalandsregionen 2011Report (Refereed)
    Abstract [sv]

    Islam uppfattas fortfarande som en ny företeelse i Europa trots att muslimer har funnits nästan lika länge i Europa som i Mellanöstern. Det som är nytt är istället den invandring av muslimer som ägt rum på senare tid till Europa. När det gäller Sverige är islam däremot en relativt ny företeelse; 1930 räknade man till ca 15 muslimer i Sverige och 2008 uppskattades antalet till ca 110 000 stycken. I och med den nya invandringen har olika muslimska grupperingar mötts i icke-muslimska kontexter, vilket bidragit till att en mer komplex tolkningstradition av Koranen växt fram. De muslimska föreningarna är en sådan plats där tolkning av Koranen sker.

    Målet med föreliggande studie är att bidra till mer kunskap om korankurser i Västra Götalandsregionen genom en beskrivning av föreningarna och av deras korankurser.

    Syftet är att lokalisera muslimska föreningar i regionen för att därefter ta reda på i vilken utsträckning, samt med vilka resurser och material, dessa föreningar bedriver korankurser för barn och ungdomar.

    Resultatet visar att många av föreningarna fungerar som både religiösa och sociala mötesplatser. Föreningarnas organisation ser olika ut, men de flesta hör till en paraplyorganisation. Somliga har kontakter med ett hemland och samarbetar med lokala föreningar på orten samt studieförbund som Sensus, Ibn Rushd och ABF.

    1Ibn Rushd är ett muslimskt studieförbund som startats med stöd från bland annat Sensus, ettstudieförbund som särskilt lyfter fram livsfrågor, mångfald och globala frågor.

    Korankurserna som riktar sig till barn består av koranläsning och diskussion av innehåll men också av social samvaro med utflykter. Verksamheten är organiserad utifrån svensk föreningslivsmodell vilket i vissa fall skapar problem för föreningar som inte räknar medlemsantalet utifrån antal personer utan familjer. I samtalet med representanter för de muslimska föreningarna lyfter man fram integration som ett angeläget arbete för föreningen. Genom att vara en länk mellan medlemmarna och svenska samhället ser representanterna sig som en viktig del i att hjälpa till med integrationen. 

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  • 28.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studiehandledning för nyanlända elever i svensk skola2018In: Lisetten, ISSN 1101-5128, p. 6-8Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Examining National Policy Frameworks for Teacher Education in South Africa and Sweden: A Critical Discourse Analysis Approach2019In: SAERA 2019 Conference: Book of Abstracts, Durban, 2019, article id 295Conference paper (Other academic)
    Abstract [en]

    This study is an examination of the current National Policy Frameworks for Teacher Education (Initial Training) forlower secondary school teachers in South Africa and Sweden. Comparing texts might lead to new understandings of the texts themselves and reveal differences between the social values held by cultures and nations, in this case inrelation to the teacher profession. This is especially interesting as the teacher profession are being challenged by globalisation and neo-liberal policies all over the world. Using a critical discourse analysis approach, we examine the forms and the general constructions of the texts and look for words and phrases that reveal the texts' attitudes to teachers, teacher education and the teacher profession. We also critically explore discourses in these texts on gender, ethnicity and sexuality drawing on an intersectional framework for analyses

  • 30.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religion och livstolkning bland barn och unga2018In: Barn- och ungdomsvetenskap. Grundläggande perspektiv. / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, 1, p. 421-434Chapter in book (Other academic)
  • 31.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gregorc Lööv, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Newly arrived migrant children in the Swedish school-system: Challenges and Opportunities in a Nordic Welfare State2022Conference paper (Other academic)
    Abstract [en]

    Background: Sweden has experienced waves of migration into the country since the end of the WWII. Pull-factors for migration were opportunities to get a job in the industries right after the war as Sweden was not much effected, but also due to the world’s conflicts, effects from the climate change and a desire to live a better life.In recent years, there has been a larger increase in the number of foreign-born. In 2020, just over 2 million people were born abroad, which is 19.7 percent of the population in Sweden. The most common country of birth for foreign-born is currently Syria, followed by Iraq. Finland was for many years the most common country of birth, but is today the third most common country, followed by Poland and Iran. The migration from the African Horn is also quite extensive, where Somalis are the largest group from Africa in Sweden (in 2018 there were more than 100 000 Somali people living in the country). Since the start of the new millennium, Sweden has experienced an intense debate over migration and several new laws have been passed in order to restrict migration. This is also the case in several other European countries. However, Sweden used to be described as one of the Nordic welfare states and have enjoyed an international reputation for combining generous welfare state entitlements with rapid economic growth, low unemployment and very high levels of labor force participation, particularly among women. This welfare model, characterized by generous, non-tested benefits, a strong element of redistribution in the systems and thus high taxes, was developed after the WWII, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to19 and also free school lunches. Over the last twenty years the welfare model has been challenged due to globalization and migration and an increase in international financial competition which also have affected education with reduced resources. However, a large body of research show that education plays a significant role in the health and wellbeing as well as for integration in the “new society”, and education is pointed out as one of the most important institutions for newly arrived migrant children. This paper builds on research investigating reception strategies and inclusion for newly arrived children in schools in two municipalities in Sweden, as well as the migrant students own reflections on these issues. The research was carried out over the years 2016-2018.

    Methods: The empirical for the study consisted of two parts. The first part built on interviews with educational leaders at primary schools and staff at reception units in the two municipalities, partly through questionnaires (N=39) with supplementary telephone interviews to the principals (N=24). The second part explored the newly arrived migrant students’ reception and conditions for learning and social inclusion out from their perspective. This part of the study is based on ethnographic work from eight school units with different conditions and way of organizing teaching for newly arrived migrant children.

    Results: The study showed that there are currently established guidelines and organization for the assessment and reception of newly arrived students in Sweden, however in practice various known and applied. Among the eight school units included in the study were schools with long experience of receiving newly arrived students, and teaching students with different cultural, linguistic and educational backgrounds, but also schools that can be described as ‘monocultural’, whose experience of receiving newly arrived students were very limited. The differences between schools in student composition reflects a school segregation that is linked to housing segregation and strengthened by the free choice of school introduced in the beginning of the 1990s’. The study describes how newly arrived students' everyday lives and conditions for learning and inclusion emerge in the diverse environments and how different structural and organizational conditions have consequences for students' learning and social inclusion.

  • 32.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A 'blind-spot': reproduction of racism in educational landscapes2019In: OMICS 2019 : Programme: Education : Norms and values mediated in education, Göteborg: Göteborgs universitet, 2019, Vol. room B22Conference paper (Other academic)
  • 33.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flensner, Karin K
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Emergency Education’ in Sweden: Implications for Sustainable Development through Education for Newly Arrived Students2023In: Ethiopian Journal of Teacher Education and Leadership, ISSN 2959-1783, Vol. 1, no 1, p. 55-79, article id 01010422Article in journal (Refereed)
    Abstract [en]

    This article reports part of a research project that investigated the learning and social inclusion conditions of ‘newly arrived students’ in Swedish primary schools in two municipalities. Newly arrived students are the category of students who have lived abroad and started their education in Sweden when they were seven years old or older within the last four years. Most of these children and youth have a history of migration. This article focuses firstly on the Swedish migration context, the ‘migration crisis’ in 2015 and the changes in the Swedish reception system that took place soon thereafter and, second, ethnographic observations from Primary Schools of two specific perspectives in education, namely a perspective on ‘Framing of the day and the lesson’ and ‘Study tutoring in the mother tongue in regular teaching’. The results indicated that strong supporting structures and structured social interaction are needed as well as caring and empathy on the part of teachers to promote learning and social inclusion of newly arrived students are required. Furthermore, study tutoring in the mother tongue in regular teaching seems to be important while the study tutors’ view of their mission varies.

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    Artikelns fulltext
  • 34.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.2017Conference paper (Refereed)
    Abstract [en]

    The Swedish Parliament and the Government draw up the overall national goals regarding the educational system. Education in Sweden has had a strong element of redistribution in the systems and thus high taxes, which was developed after the Second World War, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to 19 and also free school lunches. However, over the last twenty years the welfare model has changed due to globalization and an increase in international financial competition. The Swedish school system's organization and capacity is currently challenged as many newly arrived children and youth arrive in the country. Thus, pressing questions among others are: How are newly arrived children included and integrated into the Swedish school system? What are these childrens’ rights and possibilities of getting an equal education in comparison to Swedish-born children and youth? In documents form the Swedish National Agency for Education it is stated that the top priority is to include all newly arrived pupils into ordinary education as soon as possible, which is in line with a strong discourse of inclusion in the Swedish educational system.  This paper will discuss newcoming and asylum seeking childrens’ and youths’ rights and obligations in the Swedish school system, as well as political tensions in the system expressed by local representatives working within the Swedish educational system. The data come from document studies and interviews in the project, “Mapping of the Newcomers' Reception and Educational Situation, and their Transitions in the Swedish School System” (KAN) located at University West, Sweden.

     

  • 35.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Flensner, Karin K.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A "blind spot": Reproduction of racism in educational landscapes2021In: Rethinking education in light of global challenges: Scandinavian perspectives on culture, society, and the  Anthropocene / [ed] Karen Bjerg Petersen, Kerstin von Brömssen, Gro Hellesdatter Jacobsen, Jesper Garsdal, Michael Paulsen & Oleg Koefoed, Routledge, 2021, p. 51-65Chapter in book (Other academic)
    Abstract [en]

    This chapter is divided into five sections. The first section starts with a narrative from one of our research projects on inclusion and equality for newly arrived students in elementary schools, which was a case study in two municipalities in Sweden (Korp et al., 20191). This narrative will be used for discussion on race and racism in the following sections, both in a historical and in a contemporary perspective. As argued by Martin Eriksson, there is quite a lot of research on race and racism in Sweden during the time period 1900–45, but Eriksson looks for research that does not stop at the end of this period, and studies the continuity between current racism and racial intolerance and those of earlier periods (Eriksson 2016, p. 17). This is a discussion we want to contribute to, arguing that racist discourses are vicious social constructions which both live on as historical memories, as well as being constantly renewed (cf. Schierup, Ålund & Neergaard, 2018). The issues of race and racism discussed in this chapter were not at the front of our initial research questions, but came to be an important result in relation to inclusion and equality for newly arrived students in Swedish elementary schools (Korp et al., 2019). The chapter ends with a section on silencing racism in school and how this can be related to a strong welfare state. Reflections on education, racism and silences on racism conclude the chapter.

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    fulltext
  • 36.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindholm, Maj-Lis
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Språkutvecklande ”tvillingläsning" av skönlitteratur för migranter inom vuxenutbildningen2023In: Abstracts för Decemberkonferensen, Trollhättan: Högskolan Väst , 2023Conference paper (Other academic)
    Abstract [sv]

    Föreliggande pilotprojekt belyser och problematiserar vuxenstuderande migranters (på SFI) erfarenheter av parallell läsning av skönlitteratur på sitt förstaspråk och på svenska. Undervisningen i tvillingläsning går ut på att kursdeltagarna parallellt läser skönlitteratur på svenska och på ett annat språk, det vill säga har samma text framför sig på två språk. Genom tvillingläsning jämförs språken kontinuerligt, vilket skapar förutsättningar för ökad språk- och litteracitetsutveckling.

    Pilotprojektet är ett praktiknära forskningsprojekt som använder sig av teorier om litteracitet och flerspråkighet. Studien är kvalitativ med intervjuer och textanalys av läsjournaler som empiri. Syftet är att undersöka om tvillingläsning av skönlitteratur på modersmålet/det starkaste språket och svenska kan bidra till språklig utveckling i svenska som andraspråk. Studien fokuserar följande frågeställningar:

    · Hur erfar kursdeltagare inom SFI "tvillingläsning" av skönlitteratur på både modersmål och svenska och hur berättar kursdeltagarna om sina erfarenheter av tvillingläsning?

    · Vilka teman och vilket innehåll i den lästa skönlitteraturen blir viktiga för kursdeltagarna i SFI?

    · Hur uppfattar lärare på SFI att tvillingläsning av skönlitteratur påverkar kursdeltagarnas språkutveckling i svenska språket?

    Ett preliminärt resultat är att tvillingläsningen bidragit till ett mer nyanserat språk, ökat läsengagemang samt ett intresse för språkliga jämförelser, översättnings- och kulturfrågor. Migranterna/kursdeltagarna har upptäckt läsningen som en ingång till språket. De uttrycker att de kan läsa mer avancerad litteratur och inte är bundna till lättläst litteratur, men vi kunde också se en variation beroende på migranternas litteracitetsnivå. Migranter som tidigare inte varit intresserade av läsning uttrycker att de via projektet fått upp ett intresse för skönlitteratur. I intervjuerna med lärarna nämns ökat läsflyt, talflyt, breddat ordförråd, förståelse för grammatiska strukturer och läsförståelse.

  • 37.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    In different worlds: religious discourses in students' space2014In: ISREV Session XIX (International Seminar on Religious Education and Values), York, UK, 27/7-1/8, 2014, 2014Conference paper (Other academic)
  • 38.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    In different worlds: Religious discourses in students' space in three upper secondary schools in Sweden2017In: Location, Space and Place in Religious Education / [ed] Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir, Münster: Waxmann Verlag, 2017, 1, p. 67-85Chapter in book (Refereed)
  • 39.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies.
    Intersectional Gender Analysis in Curriculum for Primary Teacher Education in Sweden2021In: Gender and Education in Politics, Policy and Practice: Transdisciplinary Perspetives / [ed] Carlson, M., Halldórsdóttir, B. E., Baranovic', B., Holm, A-S., Lappalainen, S. & Spehar, A., Cham: Springer, 2021, 1, p. 71-88Chapter in book (Other academic)
    Abstract [en]

    Intercultural education is emphasized on both national and European level, an educational discourse elaborated out from the United Nations Declaration of Human Rights after the World War II. In the authors’ understanding intercultural approaches aim to critically explore categorizations as class, gender, etc. This study is an examination of intercultural/intersectional and gender-related issues in national curriculum as well as local curricula in teacher education courses for lower secondary school teachers at three universities in Sweden. The study analyses theories and ideologies underlying course designs together with the concept of teacher knowledge, focusing specifically on gender aspects intersecting with other social categorisations. The analysis show that gender issues and intersectional analysis are not prominent in teacher education in Sweden, neither in national nor local curricula but might be at stake within the concept of fundamental values as well as within a didactic discourse. However, intersectionality and gender issues vary at the universities which could be connected to different student groups but also different choices of theories and perspectives at the different universities. This raises questions on quality in teacher education as such and for the professional practice in the future.

  • 40.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Karlstad University,, Department of Literature, History of Ideas and Religion, Sweden.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The 'Immigrant Corner': place for identification and resistance2014In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 13, no 6, p. 632-645Article in journal (Refereed)
    Abstract [en]

    This article shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the 'immigrant corner'. This place offers subject positions determined by ethnicity, but the young people also legitimise various forms of intersections of gender, class and generation. However, the 'immigrant corner' is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school's official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. The theoretical components of this article concern spatial theories according to the concepts of place and space. With regard to place and space, the article outlines and applies the young people's identity formations, as well as their discussions about integration issues with help from the concept of power geometry - that is, networks of social/power relations.

  • 41.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?2018Conference paper (Refereed)
    Abstract [en]

    General description

    This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).

    Objectives

    The objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.

    Theoretical framework

    Theoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.

    Methods/methodology

    The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.

    Expected outcomes/result

    The analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.

  • 42.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, SignildUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Sjöberg, LenaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson2018Collection (editor) (Other academic)
    Abstract [sv]

    Detta är en vänbok till professor Inga Wernersson, Institutionen för Individ och Samhälle på Högskolan Väst.

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