Pub Date : 2024-02-24DOI: 10.24834/educare.2024.2.841
Charlotte Öhman, M. Hugo, Lilly Augustine
Participation is an important factor for preschool quality and with participation comes both possibilities and challenges. The aim is to explore guardians’ perceptions of participation in Swedish preschool using Buber’s understanding of dialogue in interpersonal meetings. The research questions are: How do guardians describe participation in preschool? How do guardians perceive their participation in preschool teaching? Conducting interviews with 20 guardians resulted in the emergence of four themes. The results show that guardians have different perceptions about what participation implies. They describe that they want to be participating but settle with being informed. Guardians find it optional to participate in the decision-making concerning teaching. A conclusion is that preschool teachers need to be in dialogue with guardians about how participation can be understood in their specific context. Another conclusion is that competence regarding the importance of continuous dialogues needs to be addressed towards preschool teachers to promote guardians’ participation in teaching.
{"title":"Vårdnadshavares uppfattningar av delaktighet i förskolan","authors":"Charlotte Öhman, M. Hugo, Lilly Augustine","doi":"10.24834/educare.2024.2.841","DOIUrl":"https://doi.org/10.24834/educare.2024.2.841","url":null,"abstract":"\u0000Participation is an important factor for preschool quality and with participation comes both possibilities and challenges. The aim is to explore guardians’ perceptions of participation in Swedish preschool using Buber’s understanding of dialogue in interpersonal meetings. The research questions are: How do guardians describe participation in preschool? How do guardians perceive their participation in preschool teaching? Conducting interviews with 20 guardians resulted in the emergence of four themes. The results show that guardians have different perceptions about what participation implies. They describe that they want to be participating but settle with being informed. Guardians find it optional to participate in the decision-making concerning teaching. A conclusion is that preschool teachers need to be in dialogue with guardians about how participation can be understood in their specific context. Another conclusion is that competence regarding the importance of continuous dialogues needs to be addressed towards preschool teachers to promote guardians’ participation in teaching.\u0000","PeriodicalId":505359,"journal":{"name":"Educare","volume":"52 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140434044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.858
Björn Bradling
This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum. A total of 18 third-year students in the upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed, and the results show that the students’ processes of deconstructing and reconstructing the finalised reading, using literary concepts, help forward estrangement effects, which produce critical readings. As the students read for the plot and closed in on the end, their text-centred understandings of the novel were heightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts), they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical and current Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
本研究探讨了如何根据瑞典高中课程的变革和文化赋权目标，将塔耶布-萨利赫（Tayeb Salih）的《向北方迁徙的季节》（Season of Migration to the North，2006 年）作为世界文学的范例进行阅读和教学。共有 18 名高中理科三年级学生阅读了这本小说，并在日记中记录了他们的阅读体验。我们对这些日志进行了专题分析，结果表明，学生利用文学概念对最终阅读结果进行解构和重构的过程，有助于推进产生批判性阅读的疏远效应。随着学生对情节和结尾的阅读，他们以文本为中心对小说的理解得到了提升，通过积极使用学科术语（即文体手段和阅读模式概念），他们加强了对通过文本中介的世界关系的感知。关于历史上和当前苏丹的参考框架支持学生让小说成为一个融合点，通过不同视角的并置，他们的文化视野得到了细化。学生们的元反思性阅读让他们在移动中体验文化，这也是他们变革性学习的一部分。
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.1092
Vibha Sharma
In this article, I share my experience in teaching the novel Kanthapura to undergraduate students at an Indian university over the past two decades. I discuss the evolving interpretations of the novel in the context of changing pedagogical culture and intellectual undercurrents, namely postcolonial and post-truth discourses. I reflect on the teaching strategies and techniques that I have used to engage students against the backdrop of culturally responsive pedagogy. The article comprises an empirical study of students’ responses to the novel collected by me over the last ten years.
{"title":"Teaching Kanthapura","authors":"Vibha Sharma","doi":"10.24834/educare.2024.1.1092","DOIUrl":"https://doi.org/10.24834/educare.2024.1.1092","url":null,"abstract":"\u0000In this article, I share my experience in teaching the novel Kanthapura to undergraduate students at an Indian university over the past two decades. I discuss the evolving interpretations of the novel in the context of changing pedagogical culture and intellectual undercurrents, namely postcolonial and post-truth discourses. I reflect on the teaching strategies and techniques that I have used to engage students against the backdrop of culturally responsive pedagogy. The article comprises an empirical study of students’ responses to the novel collected by me over the last ten years.\u0000","PeriodicalId":505359,"journal":{"name":"Educare","volume":"49 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139683799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.1089
Simon Bauer, Tommaso M. Milani, Kerstin von Brömssen, Andrea Spehar
This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.
{"title":"A culturally relevant education?","authors":"Simon Bauer, Tommaso M. Milani, Kerstin von Brömssen, Andrea Spehar","doi":"10.24834/educare.2024.1.1089","DOIUrl":"https://doi.org/10.24834/educare.2024.1.1089","url":null,"abstract":"This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.","PeriodicalId":505359,"journal":{"name":"Educare","volume":"384 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139821334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.862
Alexander Brauer
This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.
{"title":"Responsiveness to culture through literature","authors":"Alexander Brauer","doi":"10.24834/educare.2024.1.862","DOIUrl":"https://doi.org/10.24834/educare.2024.1.862","url":null,"abstract":"\u0000This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.\u0000","PeriodicalId":505359,"journal":{"name":"Educare","volume":"72 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139830472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.1263
Ylva Lindberg, Anna Wärnsby, Anna Nordenstam, Magnus Persson
Nowadays, transformations of cultures and languages are increasingly noticeable due to heightened international mobility and intensified global communication and information flows. How such transformations play out and are met in Swedish education is a pressing topic to address to ensure relevant and inclusive quality education for all. The theme of this special issue, Culture on the Move, foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the articles in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
{"title":"Culture on the move","authors":"Ylva Lindberg, Anna Wärnsby, Anna Nordenstam, Magnus Persson","doi":"10.24834/educare.2024.1.1263","DOIUrl":"https://doi.org/10.24834/educare.2024.1.1263","url":null,"abstract":"Nowadays, transformations of cultures and languages are increasingly noticeable due to heightened international mobility and intensified global communication and information flows. How such transformations play out and are met in Swedish education is a pressing topic to address to ensure relevant and inclusive quality education for all. The theme of this special issue, Culture on the Move, foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the articles in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.","PeriodicalId":505359,"journal":{"name":"Educare","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139890423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.1093
Lynda Spencer
In 2021, I was asked to give a keynote address at the inaugural symposium of the Swedish national research school, CuEEd-LL – Culturally Empowering Education through Language and Literature, which was to take place in March 2022. I decided to focus my talk on my teaching journey. This paper builds on this keynote and includes my reflections on why and how I teach literature at Rhodes University, a culturally diverse institution. My teaching journey can be described as an unending learning expedition – a journey that has been challenging yet rewarding and continues to enrich me as a Black African female academic in South Africa. In this paper, I draw freely from the elements of a play by dividing my discussion into four parts. I begin with the prologue, which lays out the structure of the paper. Act I is a summary of my teaching journey, where I briefly contextualise higher education in the world, South Africa and Rhodes University before interrogating the role of literature studies in Africa in general and South Africa in particular. Act II contains a discussion of the different theories that inform my teaching philosophy, and the epilogue concludes my teaching journey.
{"title":"“Walk like a chameleon”","authors":"Lynda Spencer","doi":"10.24834/educare.2024.1.1093","DOIUrl":"https://doi.org/10.24834/educare.2024.1.1093","url":null,"abstract":"\u0000In 2021, I was asked to give a keynote address at the inaugural symposium of the Swedish national research school, CuEEd-LL – Culturally Empowering Education through Language and Literature, which was to take place in March 2022. I decided to focus my talk on my teaching journey. This paper builds on this keynote and includes my reflections on why and how I teach literature at Rhodes University, a culturally diverse institution. My teaching journey can be described as an unending learning expedition – a journey that has been challenging yet rewarding and continues to enrich me as a Black African female academic in South Africa. In this paper, I draw freely from the elements of a play by dividing my discussion into four parts. I begin with the prologue, which lays out the structure of the paper. Act I is a summary of my teaching journey, where I briefly contextualise higher education in the world, South Africa and Rhodes University before interrogating the role of literature studies in Africa in general and South Africa in particular. Act II contains a discussion of the different theories that inform my teaching philosophy, and the epilogue concludes my teaching journey.\u0000","PeriodicalId":505359,"journal":{"name":"Educare","volume":"17 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139891738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.863
Anette Svensson
In response to the challenge to educate democratic citizens and prepare them for life in a global and digital world, a teaching design that focuses on stories that re-claim a place in the literary tradition for groups of people who have been marginalised or silenced in literary classics has been developed and implemented in the upper secondary EFL classroom. The aim of this article is to analyse essays where upper secondary school students compare Anne of Green Gables to Anne with an E in order to discuss how transmedia storytelling can function as social and cultural empowerment and encourage global and critical awareness. The method is design-based research, and the data consist of 89 comparative essays that have been thematically analysed, resulting in four themes: altered mood, altered characters, added characters, and the function and effect of transmedia storytelling. The results show that the students focus on new themes and characters, which are easier to relate to. By comparing the source text to the makeover, they notice that Anne with an E sheds light on aspects which are missing in Anne of Green Gables. As they compare, they question the historical accuracy of both the source text and the makeover, thus demonstrating critical awareness.
为了应对教育民主公民的挑战，并为他们在全球和数字世界中的生活做好准备，我们开发了一种教学设计，其重点是为在文学经典中被边缘化或沉默的群体重新找回文学传统中的地位。本文旨在分析高中学生将《绿山墙的安妮》与《带 "E "的安妮》进行比较的文章，以讨论跨媒体故事如何发挥社会和文化赋权的作用，以及如何鼓励全球和批判意识。研究方法是基于设计的研究，数据由 89 篇比较文章组成，这些文章经过主题分析，得出四个主题：改变的情绪、改变的人物、增加的人物以及跨媒体故事的功能和效果。结果表明，学生们关注的是新的主题和人物，更容易产生共鸣。通过比较原文和改编后的文本，他们注意到《带 E 的安妮》揭示了《绿山墙的安妮》中缺失的方面。通过比较，他们对原文和改编本的历史准确性提出了质疑，从而体现了批判意识。
{"title":"Re-creating (hi)stories:","authors":"Anette Svensson","doi":"10.24834/educare.2024.1.863","DOIUrl":"https://doi.org/10.24834/educare.2024.1.863","url":null,"abstract":"\u0000In response to the challenge to educate democratic citizens and prepare them for life in a global and digital world, a teaching design that focuses on stories that re-claim a place in the literary tradition for groups of people who have been marginalised or silenced in literary classics has been developed and implemented in the upper secondary EFL classroom. The aim of this article is to analyse essays where upper secondary school students compare Anne of Green Gables to Anne with an E in order to discuss how transmedia storytelling can function as social and cultural empowerment and encourage global and critical awareness. The method is design-based research, and the data consist of 89 comparative essays that have been thematically analysed, resulting in four themes: altered mood, altered characters, added characters, and the function and effect of transmedia storytelling. The results show that the students focus on new themes and characters, which are easier to relate to. By comparing the source text to the makeover, they notice that Anne with an E sheds light on aspects which are missing in Anne of Green Gables. As they compare, they question the historical accuracy of both the source text and the makeover, thus demonstrating critical awareness.\u0000","PeriodicalId":505359,"journal":{"name":"Educare","volume":"35 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.1089
Simon Bauer, Tommaso M. Milani, Kerstin von Brömssen, Andrea Spehar
This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.861
Nicolas Femia
Through the monolingual bias and essentialist understandings of language in education, multilingual youth across the globe have consistently been portrayed as deficient based on their linguistic practices. Deficit approaches in education stem from a colonial project meant to silence the voices and erase the experiences of the Other, and although there is a long tradition of pedagogies that try to counteract this form of discrimination, these attempts are typically built on principles and assumptions that reproduce essentialism and dynamics of marginalization. In this position paper, I argue that it is necessary for educators to engage with non-essentialist understandings of language and multi-sided perspectives on multilingualism to develop pedagogies that are empowering for multilingual youth in Sweden. By engaging with the decolonial notion of linguistic citizenship, educators in Sweden can allow fluid understandings of multilingualism to enter the classroom, creating spaces for socio-political participation and dialogue at the margins of institutional arenas in which language can be negotiated. This measure creates opportunities for empowerment for all students, engaging them in the reconstruction of language and giving voice to stories that would otherwise remain silent.
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