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  • 651.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Young students memory and reflections on the 22/7 terror attacks in Norway2016In: ISREV- International Seminar on Religious Education and Values: Values, Human Rights and Religious Education, 2016, p. -9, 67Conference paper (Other academic)
    Abstract [en]

    Right before the critical events in Oslo and on Utøya in Norway 22/7, Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about "the dark Internet". This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden, Norway and Finland. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples' knowledge and possible reactions when confronting messages like those Anders B Breivik expressed. Where do young people meet such messages and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples' reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies.

  • 652.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Young students memory and reflections on the 22/7 terror attacks in Norway2016In: Nordic Youth Research Symposium: Youth Moves – Voices – Spaces – Subjectivities, Trollhättan: Högskolan Väst , 2016, p. 137-137Conference paper (Refereed)
    Abstract [en]

    Young students memory and reflections on the 22/7 terror attacks in Norway Right before the critical events in Oslo and on Utøya in Norway 22/7, 2011, Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about the dark Internet . This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden, Norway and Finland. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples knowledge and possible reactions when confronting messages like those AndersB Breivik expressed. Where do young people meet such messages and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies.

  • 653.
    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.
    Tema Migration2016In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, no 2, p. 4-5Article in journal (Other academic)
  • 654.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies. University West.
    Niemi, Kristian
    Karlstad University, Karlstad (SWE).
    Stones, Alexis
    University College London, London (GBR).
    Religious Education in Teacher Education: About, For and In Diversity?: Austria, Canada, England, Turkey and India2023In: The Bloomsbury Handbook of Schools and Religion / [ed] Jo Fraser-Pearce & James W. Fraser, London: Bloomsbury Academic, 2023, 1, p. 130-154Chapter in book (Refereed)
    Abstract [en]

    Description about the book:

    The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues - from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding - Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective. 

  • 655.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nixon, Graeme
    University of Aberdeen, School of Education, Aberdeen, UK (GBR).
    Religious Education Curriculum Constructions in Northern and Western Europe: A Three-Country Analysis2020In: Religious Education in a Post-Secular Age: Case Studies from Europe / [ed] Franck, Olof & Thalén, Peder, Cham: Palgrave Macmillan, 2020, p. 57-81Chapter in book (Other academic)
  • 656.
    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)
  • 657.
    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)
  • 658.
    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.

  • 659.
    Wagstaff, Chris
    et al.
    University of Birmingham.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Waikato.
    Nolan, Maeve
    National Rehabilitation Hospital.
    Wilson, Tony
    Sunway University.
    Tweedlie, Julie
    Northumbria University.
    Phillips, Elly
    University of Derby.
    Senu, Halia
    University of South Australia.
    Holland, Fiona
    University of Derby.
    The accordion and the deep bowl of spaghetti: Eight researchers' experiences of using IPA as a methodology2014In: Qualitative Report, ISSN 1052-0147, Vol. 19, no 24, p. 1-15, article id 47Article in journal (Refereed)
    Abstract [en]

    Since 1996 Interpretative Phenomenological Analysis (IPA) has grown rapidly and been applied in areas outside its initial “home” of health psychology. However, explorations of its application from a researcher's perspective are scarce. This paper provides reflections on the experiences of eight individual researchers using IPA in diverse disciplinary fields and cultures. The research studies were conducted in the USA, Malaysia, Australia, New Zealand, Ireland and the UK by researchers with backgrounds in business management, consumer behaviour, mental health nursing, nurse education, applied linguistics, clinical psychology, health and education. They variously explored media awareness, employee commitment, disengagement from mental health services, in-vitro fertilisation treatment, student nurses' experience of child protection, second language acquisition in a university context, the male experience of spinal cord injury and academics experience of working in higher education and women’s experiences of body size and health practices. By bringing together intercultural, interdisciplinary experiences of using IPA, the paper discusses perceived strengths and weaknesses of IPA.

  • 660.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Intuition of an Infinite Obligation: Narrative Ethics and Postmodern Gnostics in the Fiction of E. L. Doctorow2010 (ed. 1)Book (Other academic)
    Abstract [en]

    Grounded in theoretical studies of postmodern and narrative ethics, this book proposes the need for a re-examination of E. L. Doctorow's work from an ethical perspective. Through in-depth analyses of previously neglected intertexts, it questions the classification of his fiction as an expression of postmodern skepticism. Seven of Doctorow's most widely acclaimed novels are dealth with in chronological order, tracing his finely tuned characterizations of the human quest for narrative truth. Growing out of the early protagonists' vague sense of moral consciousness is their recognition of an obligation to interpret signs from and for the Other. Through logical deliberation and close reading, the study gradually identifies the narrative voice of the postmodern gnostic.

  • 661.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Recognizing the Ache of the Other: Jonathan Franzen's Reasons for Bothering2014In: Ethics and Poetics: Ethical Recognitions and Social Reconfigurations in Modern Narratives / [ed] Champion, Margrét Gunnarsdóttir & Goloubeva, Irina Rasmussen (eds.), Newcastle upon Tyne: Cambridge Scholars Publishing, 2014, p. 107-134Chapter in book (Other academic)
    Abstract [en]

    Having undermined any notion of innocent language, postmodern fiction has been criticized for its loss of connection to the social sphere, rendering null and void its potential for bringing about political reconfigurations. All that postmodernist authors can manage is self-reflexive irony—a parody of representation. Yet, as a result of essays like “Why Bother?” (1969), Jonathan Franzen has been placed in a new category of writers who are worried that the inertia of postmodernism has robbed them of serious readers. “Where to find the energy to engage with a culture in crisis when the crisis consists in the impossibility of engaging with the culture?” he asks.

      Franzen’s most recent novel Freedom is his attempt to answer this question. Focusing on his characters’ deep anxiety and sense of remorse at having made mistakes in their lives, he portrays their relentless agonizing over bad decisions as illustrations of the flip-side of their liberty, or rather, what it is grounded in: ethics. Freedom is a heavy burden, especially for the novel’s female protagonist, who, as a teen, has rejected her politically active, New York-liberal family to study and play basketball in the more conservative Midwest. The hyper-competitive Patty Berglund’s efforts—first to be a team-player, then to be as “good” as her self-righteous, environmentalist husband Walter, and finally to trump his moral superiority by over-mothering their son Joey—all backfire on her, leaving her to self-medicate a mid-life depression with alcohol.

     As Emmanuel Levinas posits, prior to our sense of freedom is the recognition of “the other in me,” which comes with an infinite responsibility. For Levinas, justice is what recognizes rather than institutes this responsibility. In his essay “Difficult Freedom,” he asserts that ethics is the primordial religious emotion, and that justice should be the raison d’être of the state, not the other way round. This essay will demonstrate that it is not any codified moral law that brings about justice. Rather, it is the recognition that freedom is always already preceded by a primordial responsibility to the face of the Other, which is in turn checked by the presence of a third party. It is this ethical challenge that drives the plot of Franzen’s novel about people who, in the words of the Berglund family’s neighbors, have to “figure out how to live.” 

     

     

  • 662.
    Walker Bergström, Catharine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Searches for the Significant:: Robert Zemecki's Cast Away asa Late Twentieth Century Response to Daniel Defoe’s Robinson Crusoe2005In: Journal of Religion and Film, E-ISSN 1092-1311, Vol. 9, no 1Article in journal (Refereed)
    Abstract [en]

    Daniel Defoe's Robinson Crusoe has over the centuries become one of the most mythologized characters of Western literature. In the most recent adaptation of this novel, the film Cast Away (directed by Robert Zemeckis), Defoe's treatment of Crusoe's spiritual awakening has been highlighted. Postmodern man, as represented by efficiency expert Chuck Noland, is faced with a search for Meaning similar to that which  Defoe's "economic man" embarks upon when isolated from humanity 300 years earlier. This essay examines the way Cast Away deals with the ever present paradox of faith in a Divine Plan and belief in individualism and the free will.

  • 663.
    Warshagha, Enas
    et al.
    University West, Department of Social and Behavioural Studies.
    Marouni, Rawan
    University West, Department of Social and Behavioural Studies.
    Språk- och kunskapsutvecklande arbetssätt på Introduktionsprogrammet: En kvalitativ studie om SO-lärares beskrivningar och reflektioner kring språk-och kunskapsutvecklande arbetssätt på Introduktionsprogrammet2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete kommer att handla om SO-lärares beskrivningar och reflektioner kring språk-och kunskapsutvecklande arbetssätt på Introduktionsprogrammet. Det kommer även att behandla de utmaningar som lärare inom samhällsorienterade ämnen står inför vid arbete på ett språk och kunskapsutvecklande arbetssätt. I studien har vi valt att använda oss av en kvalitativ forskningsmetod med syftet att genomföra intervjuer med fyra legitimerade SO- lärare som saknar en formell utbildning inom andraspråksinlärning. Informationen som samlades från respondenterna var tillräckligt för att kunna genomföra studien.Den teoretiska ramen som ligger till grund för denna studie är det sociokulturella perspektivet, kompletterat med transpråkande arbetssättet. Resultatet visade att de fyra deltagande lärarna ger liknande beskrivningar av språkets betydelse inom SO- ämnen. De är överens om att deras ämnen kan bidra till språk- och kunskapsutveckling för nyanlända elever på introduktionsprogrammet. Resultatet visade även att det finns utmaningar och faktorer som påverkar lärarnas arbete med språk- och kunskapsutveckling, inklusive elevernas bakgrunder, kunskapsnivåer och erfarenheter, tillgång till språkliga resurser (såsom studiehandledning på modersmålet) samt brist på kompetens och kunskap inom lärarkollegiet gällande språk- och kunskapsutvecklande arbetssätt.

  • 664.
    Werneskog, Viktoria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läsundervisning i Alfa-grupper inom SFI2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Personer som flyttar till Sverige behöver, för att fungera i samhället, så snabbt som möjligt lära sig förstå, tala, läsa och skriva svenska. Detta kan vara utmanande för många, men speciellt för dem som inte kan läsa och skriva på sitt modersmål.

    Syfte:Uppsatsens syfte är att undersöka hur några lärare på SFI (Svenska för invandrare) arbetar med läsinlärning för elever med kort skolbakgrund med inga eller begränsade kunskaper i läsning och skrivning på sitt modersmål.

    Metod:En kvalitativ studie med djupintervjuer med tre sfi-lärare somjobbar i Alfa-grupp inom SFI.

    Resultat: Studien ger en bild av hur några sfi-lärare arbetar med och tänker kring läsundervisning. Den visar 3 klassrum som på "ytan" har många likheter, men vissa skillnader om man studerar dem närmare. De 3 lärarna är olika i sitt förhållningssätt till olika pedagogiska teorier och modeller för läsinlärning och läsundervisning. Studien ger också en bild av verksamheter som tycks ha god tillgång på resurser när det gäller böcker, bilder och ipads. Det lärarna önskar mer pedagogiska resurser och tid för eleverna. Studien visar påav hur 3 lärare söker genom att använda sitt professionella omdöme och sin erfarenhet söker tillämpa och anpassa forskningsrön och råd från Skolverk och andra experter i sin undervisning.

  • 665.
    Wessberg, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Attityder till svenska som andraspråk och konsekvenser av ämnets låga status i skolan: En kvalitativ undersökning om lärares och elevers uppfattningar2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning visar att det i svensk skola idag eftersträvas en enspråkig majoritetskultur där minoriteter i samhället värderas lägre. Läroplanen får kritik av Cummins för sin utformning som grundar sig i den "vita" eleven med medelklassbakgrund där inte kulturellt mångfald är inkluderat.

    Svenska som andraspråk är ett kärnämne utformat för att ge elever med annat modersmål än svenska samma förutsättningar till språkutveckling som de elever med svenska som modersmål. I svenska skolor rapporteras dock stora brister i implementeringen av ämnet. Skolledningar tycks ha lite kunskap om ämnet och ett stort ansvar läggs på svenskläraren och den berörda eleven själv vid bedömning av behov av svenska som andraspråksundervisning. Trots ämnets lika meritvärde som "vanlig" svenska väljs ämnet bort av elever och föräldrar. Det finns en oro för att ämnet försvårar antagning vid högskolor eller annan eftergymnasial utbildning och en rädsla för att arbetsgivare ser annorlunda på ett betyg i svenska som andraspråk i förhållande till ett betyg i svenska.

    Av elever ses ämnet som simpelt i förhållande till den "vanliga" svenskundervisningen och man har en uppfattning om att det krävs ytterst lite av eleven för att uppnå betyget godkänt i kursen. Bland lärarna florerar attityder kring ämnet som något eleven ska ta sig förbi för att så småningom läsa "riktig" svenska. Det är då inte alltför uppseendeväckande att ämnet erhållit den låga status som framkommer av undersökningen i uppsatsen. Intressant är dock hur ämnet efter så pass lång tid fortfarande inte implementeras som kärnämne på skolan utan anses mer som ett stödämne till svenskan. Med det och många fler resonemang kan man få en uppfattning om vart det har gått snett med ämnet och varför elever och föräldrar till berörda elever i stor omfattning väljer att läsa mot kursplanen i svenska i stället för svenska som andraspråk. Det ska dock visa sig att elever som läst svenska som andraspråk i skolan, i efterhand, är relativt nöjda med ämnet. Det är just problemet med bortfallet av elever i denna undervisning som blir ett problem tillsammans med många andra faktorer. Förutom att det brister i implementeringen av ämnet brister det bland annat även i kunskaper om ämnet där det i stor grad är obehöriga lärare som undervisar vilket är bidragande till den bristande spårkutveckling som man ser i skolan bland andraspråkselever

  • 666.
    Westerberg, Mathilda
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Power Relations and Violations of Conversational Principles in A Few Good Men2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This present study analyses the use of language to express power and the use of violations of conversation principles of Colonel Nathan R. Jessep in the movie A Few Good Men.

    The aim is to establish how these violations are made and how they aid him in maintaining a power position.

    The character's dialogues have been analyzed according to three theoretical principles: Turn-taking Principles, Adjacency Pairs, and The Cooperative Principle.

    Results show an even distribution of strategic violations of conversational principles and this further links to his power position in conversations.

    This might suggest that the dialogue is consciously written to have this outcome and thereby becoming a strong and powerful character. His violations of conversation principles are also closely linked to his power position within the United States Marine Corps (USMC). This ability in the character seems in its turn to be closely linked to a lack of fear for any negative social consequence; thereby the character's ability to act free from rules of social behavior could be considered one of the reasons behind his everlasting impression on people.

  • 667.
    Wicke, Kurt
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Questions of Identity: Harry Potter and the Philosopher's Stone2018In: Using Film to Understand Childhood and Practice / [ed] Sue Aitken, Bloomsbury Academic, 2018, p. 129-147Chapter in book (Other academic)
  • 668.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den orättvisaste orättvisan.: Heroism och alternativ maskulinitet i Hans Erik Engqvists ungdomsroman Tredagarskriget2014In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37, p. 1-16Article in journal (Refereed)
    Abstract [en]

     ”Wicked Wrongfulness. Heroism and Alternative Versions ofMasculinity in Hans Erik Engqvist’s Young Adult Novel Three DaysWar”. This article examines the re-evaluation of modern masculinity in theYA novel Three Days War by the Swedish author Hans Erik Engqvist (b.1934). The central argument is that the fictional representation of ChildrenPlaying War in the novel is intertwined with the imagining of competingmasculinities as well as opposing ideologies in post-war Sweden. Thus,the expression of institutionalized middle-class masculinity is contrastedto the representation of an alternative left wing working-class masculinityin opposition to social hierarchy and social inequality. Through differentallusions to heroic men and heroic behaviour in 19th century literature andAmerican Western films the novel invites the reader to evoke hegemonicmasculinity as a schema shaping both the understanding of the young charactersand their play. But the novel also interrogates this institutionalizedmyth of hegemonic masculinity and sets the main character, as well as thereader, in search of an alternative version of the heroic male.

  • 669.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Det sanna pojkhumöret: Krig, lek och trivialisering i Ossian Elgströms pojkböcker2014In: Edda. Nordisk tidsskrift for litteraturforskning, ISSN 0013-0818, E-ISSN 1500-1989, Vol. 114, no 1, p. 68-84Article in journal (Refereed)
    Abstract [en]

    In popular culture, the memory of war is often appropriated through a process of trivialization, diminishing war so that it becomes familiar and desirable rather than ominous and frightening. With a focus on the Swedish author and illustrator Ossian Elgström (1883–1950), the article suggests that the process of trivialization is central to the understanding of play in boy’s literature published at the beginning of the twentieth century. Through the fictional representation of children playing at war, the patriotic soldier not only becomes a quintessentialfigure of masculinity. The play elements trivialize war and uphold a specific form of hegemonic masculinity characterized by courage and honor as well ashumor, fair play and camaraderie in contrast to the adult world. Both narrative structure and shifting of focalization prove to be important in relation to theprocess of trivialization and the imagining of boyhood masculinity in Elgström’s books. In connection with the war play motif, the article ends with a discussionof Elgström’s interwar engagement in national socialist activities.

  • 670.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dö din Hund!: Krig, lek och läsning i svensk barnboksutgivning under 200 år2015Book (Other academic)
  • 671.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lekens alternativa geografi: Om Zacharias Topelius bidrag i Eos på 1850-talet2014In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37, p. 1-16Article in journal (Refereed)
    Abstract [en]

    In the history of Nordic children's literature the Swedish speaking Finnish author Zacharias Topelius (1818–1898) is not only recognized for developing a new form of realism but also for his fictional rascal, Walter. His eight stories about the mischievous Walter, "Walters Äfwentyr"(1855–1856), originally published in the Finnish magazine Eos, is thus considered to be the first children's stories in Swedish that articulate the child as an unruly but good-hearted character. This essay, however, shows that the development of Topelian realism, and the emergence of the rascaland villain in the Nordic literature for children during the 1850s, is closely connected to the depiction of children's play. In many of the stories published in Eos Topelius returns to the portrayal of young boys playing soldiers. In this way he positions the spirited fantasy of children in opposition to the adult world of order and seriousness. This alternative geography of play creates a space for the child's perspective, and does it in a mode that resembles the realism of the forerunner Olof Fryxell (1806–1900). Topelius'representation of play nevertheless seems to stand in opposition to the adult world in a more explicit way. It conveys the imaginings of unruly and playful boyhood masculinity as a means to achieve the seriousness of the adult middle-class male.

  • 672.
    Widhe, Olle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Wi hafwa stridt".: Olof Fryxells Snöfästningen och 1800-talets göticistiska barnlitteratur2013In: Samlaren: Tidskrift för forskning om svensk och annan nordisk litteratur, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 134, p. 95-116Article in journal (Refereed)
  • 673.
    Wiskari, Jonas
    University West, Department of Social and Behavioural Studies.
    Att navigera den engelskspråkiga skolmarknaden2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Mängden engelskspråkiga skolor och profilklasser har ökat mycket fort under de senaste åren. Dessa drar till sig högre andel elever med utländsk bakgrund, omgärdas av speciella regler och har varit föremål för debatt kring innehållet i undervisningen.

    Syfte:

    Syftet med uppsatsen är att undersöka hur vårdnadshavare med barn i engelskspråkiga profilklasser resonerar runt sitt skolval och vilka deras huvudsakliga skäl var för att välja en engelskspråkig profilklass.

    Metod:

    Frågeställningar undersöks genom kvalitativa intervjuer som sedan tematiseras och analyseras genom Bourdieus teorier om fält, habitus och kapital.

    Resultat:

    För två av de fyra vårdnadshavarna var trygghet och studiero de viktigaste skälen för att välja engelskspråkig profilklass på den aktuella skolan vilket gör att de undviker de kommunala skolor vars upptagningsområde de bor inom och som ligger i socioekonomiskt svagare områden med stort antal elever med utländsk bakgrund. För de två andra vårdnadshavarna, som är ett par, var undervisning på engelska det viktigaste skälet vilket analyseras som ett sätt att ge fördelar till sina barn då ingen av dem talar svenska men båda arbetar, och själva har fått ämnesundervisning, på engelska i Turkiet. Uppsatsens slutsatser är att skolornas spatiala kapital, alltså var de ligger i staden, i linje med tidigare forskning, fortsatt är en av de starkaste förklaringsfaktorerna för skolvalet tillsammans med överensstämmelse mellan skolans habitus och vårdnadshavarens.

  • 674.
    Woodrow, Lena
    University West, Department of Social and Behavioural Studies.
    I will break obstacles to happiness: An Analysis of how Mr. Rochester Challenges the Victorian Masculine Norm and the Boundaries of Separate Spheres in Jane Eyre2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 675.
    Woodward, Simon
    University West, Department of Social and Behavioural Studies.
    Walking the Crow Road: An Examination of Liminality in Iain Banks’ The Crow Road2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 676.
    Ye, Qijun
    University West.
    The Conversation between Film and Ideology: How Wall Street and Wall Street. Money Never Sleeps promote and/or criticize financial capitalism? 2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is, within two films Wall Street and Wall Street. Money Never Sleeps, to explore characters from different levels of capitalism’s characteristics and ideological positions, what kind of society and ideological patterns the two films reflect and in which ways do the films promote and/or criticize capitalism. Theories on ideology and ideology critique are applied and used in a discourse analysis in order to compare characters of different levels of capitalism’s ideologies and characteristics over times in the films and describe what kind of society and ideological patterns the two films reflect. The outcomes show that characters’ ideologies and characteristics actually change over times in the films. And the outcomes also show that the two films generally promote capitalism by creating same model of story under different societies and ideological patterns.

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    The Conversation between Film and Ideology
  • 677.
    Zalesky, Bodil
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Erzählverhalten und narrative Sprechweisen: narratologische Untersuchung von "Effi Briest" mit Schwerpunkt in den Dialogen2004Doctoral thesis, monograph (Other academic)
  • 678.
    Zeyneb, Bekir
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Noura, Emma
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Prinsen som känslosam eller stark?: En kvalitativ innehållsanalys av skillnader i hur tre prinsar gestaltas i originalfilmerna i jämförelse med i de nyare filmerna2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Studien analyserar sex filmer av The Walt Disney Companys: Askungen (1950)med den nya versionen Berättelsen om Askungen (2015), Skönheten och odjuret (1991) medden nya inspelningen Skönheten och odjuret (2017) och Aladdin (1992) med nyutgivningen Aladdin (2019).

    Syfte: Syftet med studien är att jämföra hur Disneyprinsarna i tre originalfilmer och i tre nya spelfilmer framställs. För att analysera hur prinsarnas stereotyper konstrueras har denna studien utgått från tre konkreta frågeställningar. Analysen utgår från tre teoretiska utgångspunkter:genus, stereotyper och genuskontraktet.

    Metod: Studien använder sig av en kvalitativ innehållsanalys som handlar om att hitta teman i materialet som ska analyseras (Bryman, 2011, s. 190). De teman som vi ansåg vara lämpliga att studera var prinsens personlighet och karaktär samt prinsens relation till andra. Därefter konstruerades ett kvalitativt kodschema fram. I kodschemat undersöktes vi mönster som framkom i det valda materialet.

    Analys: I analysavsnittet har vi delat upp de äldre filmerna och de nyare filmerna. Analysen använder sig av både teoretiska utgångspunkter och tidigare forskning för att undersöka prinsarnas personligheter och karaktärer samt för att analysera prinsarnas relationer med andra.Analysen visar att det förekommer stereotypiska drag och genusskillnader bland deras personlighet och deras relation till andra i båda verken.

  • 679.
    Zimmerman Nilsson, Marie-Helene
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Holmberg, Ylva
    Malmö University, Malmö (SWE).
    Diskursiva konstruktioner i förskollärarutbildningars kurslitteratur om musik2023In: Musiikkikasvatus, ISSN 1239-3908, Vol. 26, no 1, p. 19-35Article in journal (Other academic)
    Abstract [en]

    Discursive constructions in pre-school teacher education course literature on music

    Changes in the education system might impact on how aesthetic activities are staged in preschool teacher education, where music constitutes one aspect. The academic discourse in preschool teacher education focuses on theory, reflection and text production. Consequently, the choice of course literature is becoming increasingly important. The focus of the present study was formed based on a lack of studies on course literature in music within a Swedish preschool teacher education context. More specifically, the aim is to study discursive constructions of music in prefaces to course literature in preschool teacher education. The study is based on a social constructionist perspective with a discourse analytical approach. The findings reveal four discourses: music in everyday life; preschool teachers as insufficiently knowledgeable and responsible; children as unproblematically generalized; and children as subjects with agency.

  • 680.
    Zimmerman Nilsson, Marie-Helene
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Källen, Carina Borgstrom
    University of Gothenburg, Gotheburg, (SWE).
    Almqvist, Cecilia Ferm
    Södertörn University (SWE).
    Gender-equal Options for Musical Becomings in the Future Music Classroom: A Pilot Study Exploring “Thinking Outside the Box”2022In: International Journal of Education & the Arts, E-ISSN 1529-8094, Vol. 23, no 15Article in journal (Refereed)
    Abstract [en]

    Gender inequality is a problem in western music education, but efforts to solve this problem in practice have thus far been insufficient. By adopting a post-human theoretical framework, this pilot study explores how music practitioners’ visions of a gender-equal classroom can be used to question, reverse, and reconstruct gendered traditions within music as an educational field. The aim is to increase knowledge about how gender-equal options for musical becomings could be realized in the future music classroom. As there is a lack of post-human studies in music education inspired by an explorative design, the current project offers a new methodological approach. The findings reveal entanglements of gender-equal identities through diverse socio-material and material representations. This gives recognition to the students in representing identity and gender, genre and style, enabling liquid self-images and identities to be shaped and re-shaped seamlessly.

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  • 681.
    Zimmerman Nilsson, Marie-Helene
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Smedley, Jo
    Halmstad University (SWE).
    Musicianship and Personal Knowledge Management2022In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 7, no 2, p. 161-190Article in journal (Refereed)
    Abstract [en]

    In today’s information focused world, most days involve contact with some form of screen and keyboard for work and leisure purposes. Learners must be dexterous and agile to effectively respond to shifting labour market requirements reflecting fastchanging technological needs and expectations. Information is available in a myriad of forms and successful engagement requires effective and efficient skills and understanding. With this background, this paper asserts that a musical skill set broadens the way that learners subsequently engage with and manage their information acquisition and use. This provides a broader base for ongoing knowledge management. Using philosophical and reflective approaches, it draws on life experiences from arts education by way of a duoethnographic approach. Two narratives provide insights of individual experiences, subsequent acquisition and engagement with information and consequent enhanced knowledge. These are analysed using a personal knowledge management model, providing a visualisation approach to the collaboration through knowledge sharing. The dialogic results demonstrate how the background of musical competence enriched subsequent learning capability in structuring and operationalising knowledge acquisition and management.

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  • 682.
    Zárate, Christian
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Rester från det förlorade paradiset: En studie om den fridfulla viloplatsen som metafor och filosofisk idé i den post-apokalyptiska fiktionsberättelsen Hungerspelen2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract: Forskaren Andreas Nyströms litteraturvetenskapliga doktorsavhandling Places of Rest in Worlds of Ruin - Havens in Post-Apocalyptic Fiction (2021)undersöker fridfulla platser i post-apokalyptiska berättelser efter civilisationens undergång och fall. Nyström (2021) beskriver de troper som belyser dessa platser, som fridfulla oaser, eller paradisiska miljöer där karaktärerna kan vila och återhämta sig. Med hjälp av den dystopiska ungdomslitterära berättelsen Hungerspelen (Collins, 2008, originaltitel: The Hunger Games) undersöker studien de troper som belyser dessa fridfulla oaser i det litterära verket. Analysen av den fridfulla platsen i Hungerspelen (2008) är studiens huvudfokus och skogen som huvudkaraktären Katniss Everdeen vistas i representerar berättelsens fridfulla oas. Uppsatsen besvarar även frågan om hur den fridfulla platsen har fungerat metaforiskt och filosofiskt i verket. Analyser av Hungerspelen (2008) och liknande ungdomsromaner kan vara fruktbara i litteraturundervisningen, då karaktärerna och många av de teman som ett ungdomslitterärt verk som detta lyfter fram är bekanta och relevanta för gymnasieelever och öppnar därmed upp för diskussioner kring fler tematiska möjligheter som verket kan tänkas innehåll.

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  • 683.
    Åkerlund, Sanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Understanding upper secondary students’ perceptions on English variation from an ELF perspective: A Swedish urban context2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    English as a lingua franca (ELF) represents not only those that are born in the US and Britain, but all that use English as communication. Thus, most English speakers do not speak a standard variety, however, the non-standard Englishes are not as accepted as the standard varieties. The aim of this paper is to investigate attitudes toward English amongst upper secondary students in Malmo, to see if there is a connection to what Swedish dialect they speak, especially to the local variation Rosengard Swedish. Previous research show that most student prefer a standard variety, mostly standard British. It also shows that the learning of a second language is often marked by the first language. A questionnaire was sent to students in an upper secondary school in Malmo to ask questions about their English and their attitude towards different Englishes. The result from the questionnaire was analyzed and presented in tables, pie charts and diagrams. It shows that there is no correlation between Rosengard Swedish and lower confidence in English. In contrast, students with a foreign background receive lower grades than students with a Swedish background. The students prefer the Standard American variety, followed by the Standard British; they do not, however, think that their teachers want them to speak a specific variety even though they have the perception that their teachers have preferred varieties. The fact that the students in this study attend vocational studies might be a contributing factor to why they preferred the less prestigious variety Standard American, in contrast to previous studies were the students wanted to achieve a standard British due to its prestigious association. This indicates that there is a need for ELF in the Swedish classroom to teach students about different Englishes and to destigmatize the need for a standard variety. 

  • 684.
    Åström, Torun
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lost in Simplification: A comparative study of Attitude in five plain English news articles and their source texts2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Attitude refers to one of the three subsystems of Appraisal and is a tool used by linguists to map feelings. This paper studies five plain English news articles and their source texts, in order to establish whether and how there are differences in terms of Attitude between the plain English texts and their source texts, and whether the two text categories belong to different evaluative keys, i.e. different voices. Following Martin and White (2005), the ten texts were analysed manually and the results presented in tables and commented on. The results show that a plain English text frequently has its own emphasis and message, that there is proportionally more authorial-sourced Attitude in the plain English texts, but that all the texts belong to the same evaluative key.

  • 685.
    Österberg, Marika
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Satire and Social Criticism in C. S. Lewis' That Hideous Strength2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay at hand is a New Historicist reading of C. S. Lewis’ dystopian fantasy novel That Hideous Strength. According to New Historicist theory it is informed by many disciplines, namely, philosophy, history, literary theory, theology, social science, and psychology, and it attempts to lessen injustices of race and class. The essay examines how satire operates in the novel, focusing on its societal targets: totalitarianism, laboratory animals, and education. Lewis’ philosophical idea expressed in his “The Abolition of Man” – that a society that averts from what he calls universal, timeless, objective values will eventually lead to a loss of that which is truly humane – is a main theme of the novel as well as for this essay. Another, complementary, main theme is that a cultivation of the heart is necessary for individuals of society since childhood if society is going to stay humane.

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