Denna studie tar sin utgångspunkt i hur lärare undervisar om den sociala utvecklingsdelen av ”Life Orientation” i sydafrikanska grundskolan. Specifikt fokus ligger på lektioner om ledarskapskvalitet och om att rösta för tredjeklasselever i fyra skolor. Var och en av klasserna dominerades av antingen svarta, färgade, vita eller blandade grupper av elever. Ulf P Lundgrens ramfaktorteori användes för att studera skolans organisation. Basil Bernsteins ”Pedagogic device” användes för att förstå olika pedagogiska verksamheter i klassrummet. Fältarbeten med en etnografisk metod och en kvalitativ strategi användes för att få tillgång till empiriska data. Policy- och läroplansdokument, riktlinjer och läroböcker analyserades. Klassrumsobservationer i fyra klasser och intervjuer med 14 tredjeklasslärare genomfördes. För att vara lärare i Sydafrika krävs minst två års lärarutbildning efter avslutad gymnasieskola. Lärarna i de klasser som studerades genomgick sin lärarutbildning under apartheidtiden. På grund av begränsad fortbildning och bristande erfarenheter av den nya läroplanen hade de ibland svårigheter att förstå och tolka det aktuella ämnet. Enorma skillnader i material, ekonomiska och organisatoriska resurser förelåg mellan olika klasser och skolor. Lärarna dominerade lektionerna och direkt överföring användes som metod. Det sätt lärarna höll lektion om ledaregenskap och om att rösta varierade, men alla visade demokratiska brister. Lärarna valde själva kandidater till klassledare i tre av klasserna. Det blev också tydligt att klassernas miljöer inte befrämjade vare sig kritiskt och kreativt tänkande eller demokratisk fostran.

Denna studie tar sin utgångspunkt i hur lärare undervisar om den sociala utvecklingsdelen av ”Life Orientation” i sydafrikanska grundskolan. Specifikt fokus ligger på lektioner om ledarskapskvalitet och om att rösta för tredjeklasselever i fyra skolor. Var och en av klasserna dominerades av antingen svarta, färgade, vita eller blandade grupper av elever. Ulf P Lundgrens ramfaktorteori användes för att studera skolans organisation. Basil Bernsteins ”Pedagogic device” användes för att förstå olika pedagogiska verksamheter i klassrummet. Fältarbeten med en etnografisk metod och en kvalitativ strategi användes för att få tillgång till empiriska data. Policy- och läroplansdokument, riktlinjer och läroböcker analyserades. Klassrumsobservationer i fyra klasser och intervjuer med 14 tredjeklasslärare genomfördes. För att vara lärare i Sydafrika krävs minst två års lärarutbildning efter avslutad gymnasieskola. Lärarna i de klasser som studerades genomgick sin lärarutbildning under apartheidtiden. På grund av begränsad fortbildning och bristande erfarenheter av den nya läroplanen hade de ibland svårigheter att förstå och tolka det aktuella ämnet. Enorma skillnader i material, ekonomiska och organisatoriska resurser förelåg mellan olika klasser och skolor. Lärarna dominerade lektionerna och direkt överföring användes som metod. Det sätt lärarna höll lektion om ledaregenskap och om att rösta varierade, men alla visade demokratiska brister. Lärarna valde själva kandidater till klassledare i tre av klasserna. Det blev också tydligt att klassernas miljöer inte befrämjade vare sig kritiskt och kreativt tänkande eller demokratisk fostran.

Life Orientation: lessons on leadership qualities and voting in grade three classes

Abstract

The focus of this study was lessons on leadership qualities and voting in grade three classes in four Eastern Cape schools. Frame factor theory and theory of pedagogical devices were used. The study employed text analysis, classroom observation in four 3rd grade classes and interviews with 14 third grade teachers as sources of data. The results of the study indicated there were differences among teachers when it came to understanding and interpreting the theme. The teachers interviewed have general qualifications but lacked training to teach this theme. Between the schools there were differences in manpower, material and financial resources. There were similar teaching procedures although there were differences in teachers’ approaches. Learners’ understanding was influenced by family background. In general, teachers dominated and controlled the whole procedure by proposing candidates and vote counters. Findings from this study could be relevant for teachers and other school personnel for their future commitment to teaching democracy by practising it. Keywords: Classroom, democracy, differences, leadership qualities, learners, life orientation, participation, South Africa, teachers, voting

Life Orientation: lessons on leadership qualities and voting in grade three classes

Abstract

The focus of this study was lessons on leadership qualities and voting in grade three classes in four Eastern Cape schools. Frame factor theory and theory of pedagogical devices were used. The study employed text analysis, classroom observation in four 3rd grade classes and interviews with 14 third grade teachers as sources of data. The results of the study indicated there were differences among teachers when it came to understanding and interpreting the theme. The teachers interviewed have general qualifications but lacked training to teach this theme. Between the schools there were differences in manpower, material and financial resources. There were similar teaching procedures although there were differences in teachers’ approaches. Learners’ understanding was influenced by family background. In general, teachers dominated and controlled the whole procedure by proposing candidates and vote counters. Findings from this study could be relevant for teachers and other school personnel for their future commitment to teaching democracy by practising it. Keywords: Classroom, democracy, differences, leadership qualities, learners, life orientation, participation, South Africa, teachers, voting

This study investigates roles teachers could play in developing their students’ critical thinking and transforming society. The study is based on a literature review. Critical pedagogy is used as a theoretical point of departure. The results show three important roles of teachers, the pedagogical, intellectualand activist roles. Teachers acting as pedagogues can help their students understand the subjects they are focusing on and develop a critical understanding of their own and their society’s situation. Teachers as intellectuals produce knowledge through research on their practice and other fields of knowledge, learn on how to disseminate such knowledge and understanding its consequences. As citizens, teachers use their own and their students’ experiences and knowledge of needs of their community/society to play an activist role in transforming society. Thus, the ideal teacher plays a multidimensional role as a pedagogue, an intellectual and an activist.

The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.

The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.

NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM?

Getahun Yacob Abraham

Senior Lecturer

Institution for Pedagogical Studies

Karlstad University  

This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.  

Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions

NUKRUMA’S AND NYERERE’S EDUCATIONAL VISIONS – WHAT COULD CONTEMPORARY AFRICA LEARNS FROM THEM?

Getahun Yacob Abraham

Senior Lecturer

Institution for Pedagogical Studies

Karlstad University  

This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them  education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.  

Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions

This study explores how preschool student teochers perceive their course materials in relation to internotionolisotion ond interculturol proctice. Questionnoires were odministered through the Survey ond Report tool to 648 students, with 94 (14.5%) responding. Forty-eight percent of therespondents felt thot course materials ond content they encountered did not help them to goin in-depth knowledge on internotionolisotion. Some students indicoted thot  they do not  wont  literoture  in English  longuoge included. They were open to more contoct with internotionol students locolly ond online. Respondents indicoted the perception thot Swedish ond Nordic preschools ore unique. lnsteod of internotionolisotion, the concept of interculturolity wosresonont with the students' identity os Swedish preschool teochers.They volued procticol, teoching-reloted content ond the procticum opportunities to leorn obout interculturolity in the field.

This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of “generative themes”, dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents’ perspectives; helping children to understand and respect diversity; engaging with disadvantaged children’s diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments. 

This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of “generative themes”, dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents’ perspectives; helping children to understand and respect diversity; engaging with disadvantaged children’s diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments. 

Abstract

The purpose of this study is to investigate how teachers prepare themselves to play their role of developing their students critical thinking to understand the injustice and power relations in their society. The emphasis is on teachers as subjects and their role on preparing “critical citizens” (Moyo, 2013) that will promote democracy and social justice. 

Teachers are expected to work with different functions of education such as qualifications, socialization and subjectification (Biesta, 2015). Kincheloe (2008) describe teachers in a critical context as follows:

Teachers working in a critical context rebel against the view of practitioners as information deliverers, as deskilled messengers who uncritically pass along a canned curriculum. Highly skilled scholarly teachers research their students and their communities and analyse the curricular topics they are expected to cover. In light of such inquiry, these teachers develop a course of study that understands subject matter and academic skills in relation to where their students come from and the needs they bring to school…  (Kincheloe 2008, 118).  

My attempt to understand the role of teachers is inspired by critical pedagogy. According to this perspective, teachers who are willing to give room for their students and encourage them to be critical citizens are considered “problem posing educators” (Freire, 1970), “radical teachers” (Giroux, 1983), “public intellectuals” (Giroux, 2011), etc. According to Freire (1970) these teachers recognize the role of “teacher-student” and “student-teacher”; they teach their students and they are also ready to learn through their students´ reflections and from their life experiences. 

These teachers in addition to their good theoretical understanding are also activists in their society. Through participation in organizations such as teachers´ unions, local cultural and social associations they are well informed about the current issues and demands of their society.

In their classrooms, together with their students through “generative themes” (Freire, 1970) raises issues that are not only about school subjects but also relevant to the society at large. By using “dialogic metod” (Ibid., Shor & Freire,1987) they gradually approach the issues from different angels; this enable them to see inequalities and injustice some sectors of the society are experiencing. Beyond understanding, in practice they work on promoting democracy and social justice.  

I would like to give two examples from the literature I reviewed. The first one is about an American high school teacher, who brought a leather soccer ball and put it in front of his students of Global Studies. He asked them to write anything about the ball and he told them they are allowed go to the front touch it and investigate it as they want. They wrote about it from different perspectives but all of them missed the text in small letters on the ball, that says Made in Pakistan. When the teacher showed them that, they started wondering why it was made in Pakistan, who produced it, how was the working condition for those who produced it, etc. This lead them to critically reflect and discuss even other issues related to materials produced abroad and the exploitative relations involved (Smyth, 2011). 

The second example is about students from poor farmer families in Tuscany region in Italy. They were helped by their teacher, Don Lorenzo Milani to be aware of their underclass non-privileged position in their society and their school. Eight pupils from the school, Barbiana school wrote a book titled, Letter to A Teacher (Lettera). In their book, they criticized the school system for failing them and the privilege middle class children received in their expense (Mayo, 2013). 

Abstract

The purpose of this study is to investigate how teachers prepare themselves to play their role of developing their students critical thinking to understand the injustice and power relations in their society. The emphasis is on teachers as subjects and their role on preparing “critical citizens” (Moyo, 2013) that will promote democracy and social justice. 

Teachers are expected to work with different functions of education such as qualifications, socialization and subjectification (Biesta, 2015). Kincheloe (2008) describe teachers in a critical context as follows:

Teachers working in a critical context rebel against the view of practitioners as information deliverers, as deskilled messengers who uncritically pass along a canned curriculum. Highly skilled scholarly teachers research their students and their communities and analyse the curricular topics they are expected to cover. In light of such inquiry, these teachers develop a course of study that understands subject matter and academic skills in relation to where their students come from and the needs they bring to school…  (Kincheloe 2008, 118).  

My attempt to understand the role of teachers is inspired by critical pedagogy. According to this perspective, teachers who are willing to give room for their students and encourage them to be critical citizens are considered “problem posing educators” (Freire, 1970), “radical teachers” (Giroux, 1983), “public intellectuals” (Giroux, 2011), etc. According to Freire (1970) these teachers recognize the role of “teacher-student” and “student-teacher”; they teach their students and they are also ready to learn through their students´ reflections and from their life experiences. 

These teachers in addition to their good theoretical understanding are also activists in their society. Through participation in organizations such as teachers´ unions, local cultural and social associations they are well informed about the current issues and demands of their society.

In their classrooms, together with their students through “generative themes” (Freire, 1970) raises issues that are not only about school subjects but also relevant to the society at large. By using “dialogic metod” (Ibid., Shor & Freire,1987) they gradually approach the issues from different angels; this enable them to see inequalities and injustice some sectors of the society are experiencing. Beyond understanding, in practice they work on promoting democracy and social justice.  

I would like to give two examples from the literature I reviewed. The first one is about an American high school teacher, who brought a leather soccer ball and put it in front of his students of Global Studies. He asked them to write anything about the ball and he told them they are allowed go to the front touch it and investigate it as they want. They wrote about it from different perspectives but all of them missed the text in small letters on the ball, that says Made in Pakistan. When the teacher showed them that, they started wondering why it was made in Pakistan, who produced it, how was the working condition for those who produced it, etc. This lead them to critically reflect and discuss even other issues related to materials produced abroad and the exploitative relations involved (Smyth, 2011). 

The second example is about students from poor farmer families in Tuscany region in Italy. They were helped by their teacher, Don Lorenzo Milani to be aware of their underclass non-privileged position in their society and their school. Eight pupils from the school, Barbiana school wrote a book titled, Letter to A Teacher (Lettera). In their book, they criticized the school system for failing them and the privilege middle class children received in their expense (Mayo, 2013). 

This study is about neoliberal New Public Management (NPM) entry into the Swedish higher education institutions, its effects and the possible alternatives to it. Academic articles, policy documents and government reports are used for the study. The results of the study show in the Swedish higher education institutions, NPM market characters such as efficiency, competition, quality control, customer satisfaction and manpower training for the labour market are emphasised. Easily measurable knowledge is prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, and staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasise on the importance of all partners in higher education to review the present condition to facilitate the possibility of keeping higher education as public autonomous institutions, academic freedom intact, assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long-term and short-term research.

This study is about neoliberal New Public Management (NPM) entry into the Swedish higher education institutions, its effects and the possible alternatives to it. Academic articles, policy documents and government reports are used for the study. The results of the study show in the Swedish higher education institutions, NPM market characters such as efficiency, competition, quality control, customer satisfaction and manpower training for the labour market are emphasised. Easily measurable knowledge is prioritized at the expense of critical and analytical knowledge. Higher education’s autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, and staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasise on the importance of all partners in higher education to review the present condition to facilitate the possibility of keeping higher education as public autonomous institutions, academic freedom intact, assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long-term and short-term research.

The purpose of this study is to explore the status of intercultural perspective in education in Sweden. The study is guided by three questions of what are the official views of intercultural perspective in education, why intercultural perspective is relevant for education and what are the possible ways of implementing it. Bennett´s definition of intercultural learning is considered as theoretical starting point for the study, ‘Acquiring increased awareness of subjective cultural context (world view), including one’s own, and developing greater ability to interact sensitively and competently across cultural contexts...’ (Bennett, 2009, S.3). A general literature on intercultural perspective and a literature on the subject with specific focus on Sweden are referred for this study. The result of the reviews show the concept of intercultural education was introduced as a policy documents in Sweden as early as the 1980s; a serious definition of what intercultural was not considered; there is a general recognition of diversity based on language, religion, ethnicity, gender, etc; while recognizing diversity, the focus is on understanding differences; on helping the “immigrant” to integrate to the society; on stating laws and policies for protection against discrimination of different groups. There is a common understanding among the authors of the reviewed texts, that more should be done to develop intercultural perspective in the different levels in the education system. 

The purpose of this study is to explore the status of intercultural perspective in education in Sweden. The study is guided by three questions of what are the official views of intercultural perspective in education, why intercultural perspective is relevant for education and what are the possible ways of implementing it. Bennett´s definition of intercultural learning is considered as theoretical starting point for the study, ‘Acquiring increased awareness of subjective cultural context (world view), including one’s own, and developing greater ability to interact sensitively and competently across cultural contexts...’ (Bennett, 2009, S.3). A general literature on intercultural perspective and a literature on the subject with specific focus on Sweden are referred for this study. The result of the reviews show the concept of intercultural education was introduced as a policy documents in Sweden as early as the 1980s; a serious definition of what intercultural was not considered; there is a general recognition of diversity based on language, religion, ethnicity, gender, etc; while recognizing diversity, the focus is on understanding differences; on helping the “immigrant” to integrate to the society; on stating laws and policies for protection against discrimination of different groups. There is a common understanding among the authors of the reviewed texts, that more should be done to develop intercultural perspective in the different levels in the education system. 

Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault’s concepts of normalisation and normalising judgment and Connell’s concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.

Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault’s concepts of normalisation and normalising judgment and Connell’s concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.

Abstract: Freire’s concepts and theories as a strategy to reduce poverty

Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden 

Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences

The UN Sustainable Development Goals puts as its first goal, “End Extreme Poverty In All Forms By 2030” (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts “generative themes”, dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire’s concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.

Abstract: Freire’s concepts and theories as a strategy to reduce poverty

Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden 

Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences

The UN Sustainable Development Goals puts as its first goal, “End Extreme Poverty In All Forms By 2030” (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts “generative themes”, dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire’s concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.

Denna artikel beskriver hur fakultetsopponenter motiverar avhandlingars kvalitet i populärvetenskapliga sammanfattningar som publicerats i tidskriften Pedagogisk forskning i Sverige under perioden 2000-2015. I artikeln fokuseras granskningskriterier som gäller relevans, förståelse av forskningsfältet, presentation av texten och dess kommunicerbarhet, originalitet och bidrag samt självständighet, vilka alla kompletterar de grundläggande gransknings­kriterierna.  I artikel fokuseras hur dessa granskningskriterier kommer till uttryck och används när fakultetsopponenter beskriver en avhandling som de har granskat. Syftet är att tydliggöra hur dessa granskningskriterier framställs när fakultetsopponenter lyfter fram vad som är betydelsefullt i avhandlingarna. Studien omfattar 59 sammanfattande texter från 60 olika disputationstillfällen. Avsikten är att bidra till en djupare förståelse av dessa gransknings­kriterier och hur de kommer till uttryck, till nytta för doktorander, handledare och fakultets­opponenter. 

This study explores the question, how do Karlstad University (KAU) preschool teacher education students perceive their course materials in relation to internationalisation and intercultural practice? Questionnaires were administered through the Survey and Report tool to all students in the program. Out of 648 students who received the questionnaire, 94 (14.5%) replied. Cultural-Historical Activity Theory (CHAT) is used as theoretical perspective for the study, with analysis exploring the CHAT elements of: tools; subjects; rules; community; division of labour; objects; and outcomes. Results of the study show that students recognized the availability of internationalization and intercultural perspective in their courses, and particularly valued opportunities to meet and discuss with practicing preschool teachers working in multicultural and multilingual areas. Results also note challenges with creating opportunity for students to meet students from other countries, either in Sweden or online. Some students also indicated they found it difficult to engage with English language texts that used critical theory or which differed from Nordic contexts. Our research suggests that Swedish student teachers value content which prepares them for working in Sweden with culturally diverse students, but place less value on higher education goals of internationalisation when these are not closely connected to practice. 

This study explores the question, how do Karlstad University (KAU) preschool teacher education students perceive their course materials in relation to internationalisation and intercultural practice? Questionnaires were administered through the Survey and Report tool to all students in the program. Out of 648 students who received the questionnaire, 94 (14.5%) replied. Cultural-Historical Activity Theory (CHAT) is used as theoretical perspective for the study, with analysis exploring the CHAT elements of: tools; subjects; rules; community; division of labour; objects; and outcomes. Results of the study show that students recognized the availability of internationalization and intercultural perspective in their courses, and particularly valued opportunities to meet and discuss with practicing preschool teachers working in multicultural and multilingual areas. Results also note challenges with creating opportunity for students to meet students from other countries, either in Sweden or online. Some students also indicated they found it difficult to engage with English language texts that used critical theory or which differed from Nordic contexts. Our research suggests that Swedish student teachers value content which prepares them for working in Sweden with culturally diverse students, but place less value on higher education goals of internationalisation when these are not closely connected to practice. 

Course materials in teacher education programmes are one of the means to support student teachers to learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation.

Denna artikel beskriver hur fakultetsopponenter motiverar avhandlingars kvalitet i populärvetenskapliga sammanfattningar som publicerats i tidskriften Pedagogisk forskning i Sverige under perioden 2000-2015. I artikeln fokuseras granskningskriterier som gäller relevans, förståelse av forskningsfältet, presentation av texten och dess kommunicerbarhet, originalitet och bidrag samt självständighet, vilka alla kompletterar de grundläggande granskningskriterierna. I artikel fokuseras hur dessa granskningskriterier kommer till uttryck och används när fakultetsopponenter beskriver en avhandling som de har granskat. Syftet är att tydliggöra hur dessa granskningskriterier framställs när fakultetsopponenter lyfter fram vad som är betydelsefullt i avhandlingarna. Studien omfattar 59 sammanfattande texter från 60 olika disputationstillfällen. Avsikten är att bidra till en djupare förståelse av dessa granskningskriterier och hur de kommer till uttryck, till nytta för doktorander, handledare och fakultetsopponenter.

Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

Abstract

The focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.

Abstract

The focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.

This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”. 

This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”. 

This conference paper will address some problems facing Southern/African universities. Instead of detailed discussion of general problems facing universities in Southern/Africa, it will focus on universities relation to their funding partners such as the state and external donors, as well as their role as higher education institution in terms of teaching, research and the outreach/community services program. We believe postcolonial investigation into higher education helps universities to look into their past and its impact on their present. Through researching indigenous knowledge systems, they can find out about locally developed knowledge that they can integrate into their educational curricula. Concepts from critical theories could be used to analyse universities relations to their funders, their teaching-learning process, their research and their outreach to their communities. Specifically, through using critical pedagogic approach, they can prepare their students to critically view the reality of their societies, to find out their needs and to participate in the process of their transformation. On the base of these perspectives, hopefully universities could address the problems of inequalities caused by class, gender, ethnicity and race.

KEYWORDS: Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa.

This conference paper will address some problems facing Southern/African universities. Instead of detailed discussion of general problems facing universities in Southern/Africa, it will focus on universities relation to their funding partners such as the state and external donors, as well as their role as higher education institution in terms of teaching, research and the outreach/community services program. We believe postcolonial investigation into higher education helps universities to look into their past and its impact on their present. Through researching indigenous knowledge systems, they can find out about locally developed knowledge that they can integrate into their educational curricula. Concepts from critical theories could be used to analyse universities relations to their funders, their teaching-learning process, their research and their outreach to their communities. Specifically, through using critical pedagogic approach, they can prepare their students to critically view the reality of their societies, to find out their needs and to participate in the process of their transformation. On the base of these perspectives, hopefully universities could address the problems of inequalities caused by class, gender, ethnicity and race.

KEYWORDS: Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa.

This paper explores the ‘live project’ as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlapping contexts: the physical and social contexts of the higher-education institution, the intellectual, pedagogical, and political contexts of the curriculum, and the socio-economic contexts of educators, students, and communities. A live project allows for multiple ways of being-in-context – as students, educators, researchers, and community members. The paper employs an exploration of and critical reflection on one particular live project. Based on the critical reflection, we propose that in the South African context, live projects can be understood as enterprises to reconstitute situated knowledge(s), thereby empowering students and educators to rewrite their own experiences of learning and teaching by making meaningful connections with communities.

Förskolan är en verksamhet som enligt förskolans läroplan ska utformas efter varje barns behov. Det innebär att mängden stöd olika barn behöver kan variera, och vissa barn kan behöva särskilt stöd för att utifrån sina förutsättningar kunna utvecklas så långt som möjligt. Forskning visar dock att det finns en brist på kunskap om vilka som ska definieras som i behov av särskilt stöd. Det är heller inte känt vilka kriterier pedagogerna använder för att ett barn ska få särskilt stöd. Samtidigt kan vilket stöd ett barn ges komma att bli en avgörande faktor för barnets både utveckling och lärande, vilket belyser en problematik. Utifrån detta är studiens syfte att undersöka pedagogers uppfattning av gränsdragningen mellan barn som behöver och inte behöver särskilt stöd. Detta gjordes genom kvalitativa intervjuer med pedagoger i förskolans verksamhet. Resultaten som framträdde var hur gränsdragningen är en komplex praktik med påverkan från ett flertal olika faktorer, och därför svår för pedagogerna att handskas med. Detta har vi sedan försökt förstå genom teorin socialkonstruktivism, vilket medfört att gränsdragningen då uppfattas som en social konstruktion påverkade av andra sociala konstruktion och något “rätt” kring gränsdragningen blir svår att nå.

Syftet med denna uppsats var att undersöka i vilken utsträckning elever anser att de använde musikteoriämnet under ensemblelektioner på musiklinjen på gymnasiet, samt om och i så fall hur eleverna anser att teoretiska kunskaper påverkade deras ensemblespel. Det andra syftet var att ta reda på i vilken utsträckning elever anser att deras lärare i ensemble samtalade med dem om hur musikteorin kan användas på ensemblelektionerna. Genom enkätundersökning samlades data om detta in från elever på gymnasiet. Dessa data granskades sedan med hjälp av den sociokulturella teorin. Respondenterna svarade väldigt olika på hur vanligt det är att de själva använder musikteorin under ensemblelektionerna. Många svarade att de händer ganska ofta medan ungefär lika många svarade att det händer ganska sällan. Elevernas svar visar att när musikteorin används så sker det icke-verbalt. I en närmare granskning visade det sig att majoriteten av eleverna ansåg att de olika moment ur musikteorin enkäten frågade om används inget eller sällan under ensemblelektionen. En stor majoritet av eleverna sa själva att det dem lärde sig på musikteorilektionerna utvecklade dem som musiker och att många delar ur musikteorins kursplan var viktiga för deras spel i ensemblen. 

Syftet med denna studie har varit att undersöka och beskriva sex förskollärares uppfattningar om barns lärande och av särskilt intresse förskollärares uppfattningar om barns lärande utomhus i förskolan. En inspiration av en fenomenografisk ansats har använts med semi strukturerade intervjuer. I vårt insamlade material kunde vi hitta två huvudkategorier, förskollärares uppfattningar om barns lärande och förskollärares uppfattningar om barns lärande utomhus. I dessa huvudkategorier kunde vi hitta följande underkategorier. I uppfattningarna om barns lärande framkom det: lekens betydelse, socialt samspel, barnens intressen och inflytande och i uppfattningarna om barns lärande utomhus framkom det: naturen som lärande plats, miljöns betydelse för barns lärande utomhus, samspelet utomhus. Resultatet visar på en mängd olika variationer i förskollärarnas uppfattningar. En variation som framkom i uppfattningarna om barns lärande var en uppfattning om att leken såg som ett verktyg och något annat som framkom i leken var om normer och värden. I uppfattningarna om barns lärande utomhus framkom det variationer om naturen som lärande plats. Uppfattningar som framkom var att barnen kan lära sig olika ämnen, andra uppfattningar var att barnen kan få konkret lärande.  

Syftet med undersökningen är att dels ta reda på hur förskollärare tänker kring utomhus­vistelsens syfte. Syftet är även att utifrån de ramfaktorer som finns i verksam­heten, undersöka hur förskollärare arbetar med utomhuspedagogik. En kvalita­tiv ansats med semistrukturerade intervjuer har genomförts med åtta informan­ter. Resultatet visar att förskollärare har olika syften med barns utomhusvis­telse, samt att olika ramfaktorer kan påverka förskollärares arbete med utomhuspedagogiken. Slutsatsen är att ett pedagogiskt respektive romantiskt synsätt genomsyrar förskollärares arbete med utomhuspedagogik, samt att det råder en viss omedvetenhet kring olika ramfaktorer och dess påverkan på arbetet med utomhuspedago­gik.   

Studiens syfte är att undersöka hur förskollärare uppfattar barns lärmiljöer och på vilket sätt lärmiljöerna och materialet används för att stödja undervisningen. Studien beskriver även miljöns betydelse för lek och lärande är att den ska främja barnens utveckling optimalt. I studien lyfter vi det sociokulturella perspektivet som teoretisk bakgrund.

Det empiriska materialet samlades genom en kvalitativ metod med svagt strukturerade intervjufrågor. Den kvalitativa metoden valdes för att kunna få djupare uppfattning om förskollärares kunskaper och erfarenheter av förskolans lärmiljö.

Resultatet av vår studie visar att lärmiljön är enligt respondenterna under ständig förändring utifrån barnens projekt och intresse. Att forma miljöer utifrån barns individuella förutsättningar och att skapa trygga samt stimulerande lärmiljöer där utforskande och utmaningar kan ske. Barns utveckling och lärande sker kontinuerligt och därmed kan undervisningens innehåll vara både den planerade men även uppstå i de spontana.

Inledning

Studien handlar om att undersöka hur förskollärare förhåller sig till den planerade matematikundervisningen i förskolan. Tidigare forskning av Catucci (2021, s.37) visar att förskollärare har ett bristande självförtroende i ämnet matematik som grundar sig på negativa erfarenheter från barndomen och att förskollärarna vanligtvis upplever styrdokumenten som oklara.

Studiens syfte

Syftet med studien är att ta reda på hur förskollärare arbetar med planerad matematikundervisning och på vilket sätt matematikundervisningsmålen synliggörs utifrån läroplanen. Vi vill förstå vilka faktorer som inverkar på matematikundervisningen i förskolan.

Metod

Vi har valt att använda oss av kvalitativa intervjuer i vår studie då det är en metod som kan ge detaljerade svar av respondenterna (Christoffersen & Johannessen 2015, s.83). Vi har intervjuat fem förskollärare från två olika verksamheter i Västsverige.

Resultat

I vårt resultat kan fyra olika kategorier utläsas utifrån vår analys av respondenternas svar, vilka är förskollärares förhållningssätt gentemot matematik, hur använder förskollärare matematiska begrepp i undervisningen, läroplansmål som upplevs vara svåra att förverkliga av förskollärare och förskollärares upplevelse av att ha tillräckliga kunskaper i matematik. Det framgick att samtliga respondenter efterfrågar fortbildning i matematik då de lyfter att ny forskning kan påverka undervisningen. Studien visar att förskollärarna har god kännedom om adekvata ämnesord men lyfter att de inte använder dem medvetet och systematiskt i undervisningen. De reflekterar även över att en del läroplansmål kan vara svåra att lära ut till barnen