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Asplund Carlsson, Maj
Publications (3 of 3) Show all publications
Asplund Carlsson, M. & Lunneblad, J. (2013). Till vildingarnas land. Barnboksförfattaren besöker förorten. Nordisk Barnehageforskning, 6(7), 1-8
Open this publication in new window or tab >>Till vildingarnas land. Barnboksförfattaren besöker förorten
2013 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 7, p. 1-8Article in journal (Refereed) Published
Abstract [en]

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

Place, publisher, year, edition, pages
Nordisk Barnehageforskning, 2013
Keywords
barnböcker, pedagogik, Identification, Post-colonialism, Children’s picture books
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1636 (URN)2320/12807 (Local ID)2320/12807 (Archive number)2320/12807 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-09Bibliographically approved
Lunneblad, J. & Asplund Carlsson, M. (2012). Performativity as pretence. A study of testing practices in a compulsory school in Sweden. Ethnography and Education, 7(3), 297-309
Open this publication in new window or tab >>Performativity as pretence. A study of testing practices in a compulsory school in Sweden
2012 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, no 3, p. 297-309Article in journal (Refereed) Published
Abstract [en]

Our aim in this article is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of the pedagogical device (Bernstein 1996) provides a framework for understanding how high-stakes, standardised testing regulates classroom discourse and teachers’ and students’ classroom behaviours. The study was conducted during 2006–2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal approach to governance, standardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individual level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individual's responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.

Place, publisher, year, edition, pages
Routledge, 2012
Keywords
ethnography, performativity, compulsory school, pedagogik
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1635 (URN)10.1080/17457823.2012.717198 (DOI)2320/12806 (Local ID)2320/12806 (Archive number)2320/12806 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-05Bibliographically approved
Asplund Carlsson, M. (2012). Svenska som demokratiämne och social reproduktion. In: Sigmund Ongstad (Ed.), Nordisk modersmålsdidaktikk: Forskning, felt og fag: (pp. 203-223). Novus Forlag
Open this publication in new window or tab >>Svenska som demokratiämne och social reproduktion
2012 (Swedish)In: Nordisk modersmålsdidaktikk: Forskning, felt og fag / [ed] Sigmund Ongstad, Novus Forlag , 2012, p. 203-223Chapter in book (Refereed)
Place, publisher, year, edition, pages
Novus Forlag, 2012
Keywords
Pedagogik, Svenskdidaktik
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5079 (URN)2320/11268 (Local ID)978-82-7099-698-8 (ISBN)2320/11268 (Archive number)2320/11268 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-10-21Bibliographically approved
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