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  • 1.
    Beach, D
    et al.
    University of Borås, School of Education and Behavioural Science.
    Angervall, P
    Dovemark, M
    University of Borås, School of Education and Behavioural Science.
    Gustafsson, J
    Schwartz, A
    Öhrn, E
    University of Borås, School of Education and Behavioural Science.
    The impact of political changes in the Swedish education system2012Conference paper (Refereed)
  • 2.
    Beach, D
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, M
    University of Borås, School of Education and Behavioural Science.
    Schwartz, A
    Öhrn, E
    Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis2013In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 33, no 4, p. 254-268Article in journal (Refereed)
    Abstract [en]

    Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio-economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.

  • 3.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Dovemark, Marianne
    University of Borås, School of Education and Behavioural Science.
    Schwartz, Anneli
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Ethnographic studies of education inclusion and marginalisation in multi-ethnic, multi-racial suburbs: teacher and pupil perspectives2012Conference paper (Refereed)
  • 4.
    Dovemark, Marianne
    et al.
    University of Borås, School of Education and Behavioural Science.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Schwartz, Anneli
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Öhrn, Elisabet
    Complexities and Contradictions of Educational Inclusion and Economically Depressed Suburbs: Results from a Meta-Ethnographic Analysis2013Conference paper (Refereed)
  • 5.
    Persson, Elisabeth
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Schwartz, Anneli
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Följeforskningsrapport för samarbetsprojektet Modern skola och förskola på vetenskaplig grund, i Marks kommun.2017Report (Other academic)
  • 6.
    Schwartz, Anneli
    University of Borås, School of Education and Behavioural Science.
    Att "nollställa bakgrunder" för en effektiv skola2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 1, p. 45-62Article in journal (Refereed)
    Abstract [sv]

    Förortens ungdomar beskrivs ofta i media som problemtyngda och lågpresterande (Alinia 2006, Sernhede 2009, Bäckman 2009). Skolverkets undersökningar (2001, 2003) bekräftar denna bild. Den svenske utbildningssociologen Nihad Bunar betonar att detta inte beror på att lärarna är sämre eller att eleverna är mindre begåvade. Det handlar snarare om att de unga i utsatta förorter ”drabbas av det socialt, etniskt och symboliskt polariserade urbana rummets effekter” (2005, s 76).

    I det offentliga skolsystemet finns exempel på olika sätt att hantera de skolproblem som finns i de multietniska förorterna. Det av Vetenskapsrådet finansierade projektet Omvärlden i Skolan är ett försök att analysera några sådana lösningar i två skolor i två olika förorter till en svensk större stad. Följande artikel bygger på analyser av intervjuer och fältanteckningar från en etnografisk studie som genomfördes under 12 månader vid en av skolorna. Studien genomfördes främst i två olika klasser, årskurs 8 och 9.

    Den etnografiska studie jag har utfört har följt riktlinjer för det som kallas kritisk etnografi. Teoretiskt stöd för ansatsen finns i kritisk teori från 1930-talet och den i USA-exil verkande Frankfurtskolan, med företrädare som Herbert Marcuse, Theodor Adorno, Max Horkheimer, Walter Benjamin, och senare Jürgen Habermas. Medan traditionell etnografi tenderar att betona forskarens roll som neutral och distanserad så manar kritisk etnografi till involvering och har ett förändringssyfte. Med andra ord så studerar konventionella etnografer kultur för att beskriva den, medan kritiska etnografer avser att bidra till att förändra den rådande kulturen i grunden (Thomas 1993, s 4).

    Den skola som diskuteras i denna artikel, Älvdalsskolan, är en 1–9 skola som är lokaliserad i ett mångkulturellt område i ett av det polariserade urbana rummets mest stigmatiserade områden. Trots skolans rumsliga belägenhet har den lyckats skapa en berättelse om sig själv som gett dess rektorer plats såväl i pressen som i TV-soffor. Reportage i rikstäckande morgontidningar och lokalpress har lyft fram skolan som det goda exemplet. Vad ligger bakom detta framgångsexempel? Skolans ledning uttrycker i en artikel att elevernas bakgrund är den samma som alla andra förortsungdomars, men att det är viktigt att inte fastna i problembilder utan snarare ”nollställa elevernas bakgrunder”. Lika centralt anser rektorn är att lyfta fram läraren och lärarrollen om man vill nå önskade resultat.

    De resultat som hänvisas till handlar inte om att antalet elever som lämnar skolan med fullständiga betyg har ökat. Så är inte fallet, då skolans elever som grupp presterar likvärdigt i dag jämfört med tidigare. Däremot har strömmen av elever som lämnar skolan vänt. Det är inte längre lika många som lämnar Älvdalen för skolor i andra stadsdelar. De mätningar som regelbundet görs av Skolverket visar också att de flesta elever trivs med sin skola (http://salsa.artisan.se/ och http://siris.skolverket.se/).

    På Älvdalsskolan har man koncentrerat sig på att utveckla det formella lärandet (Regeringskansliet 2006) med stöd av en speciell pedagogik, Monroepedagogik, som har implementerats med stöd av en extern aktör som vi i forskningsprojektet har valt att kalla Service Partner.

    Service Partner erbjuder genom denna pedagogik en rad lösningar till skolor med problem. Monroepedagogiken skall ge en ”effektiv” väg till skolframgång genom en starkt styrd pedagogik som går ut på att rätta till pedagogiska felaktigheter, som till exempel dålig undervisning,

    bristande föräldraansvar och ledaransvar (Berhanu 2003). I föreliggande studie har jag undersökt hur denna pedagogik visar sig i Älvdalsskolans skolvardag, hur elevernas respons på densamma gestaltar sig, samt hur lärare möter de kunskaper och erfarenheter som (olika) ungdomar bär med sig in i skolan.

  • 7.
    Schwartz, Anneli
    University of Borås, School of Education and Behavioural Science.
    Pedagogik, plats och prestationer: en etnografisk studie om en skola i förorten2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is part of a Swedish Research Council financed project called The School and its Surroundings (Omvärlden och skolan: Vetenskapsrådet, 2005-3440) and is based on a thorough examination of the pedagogical practices that took place in a particular school in a multicultural suburb. A main aim was to analyse these practices and the pupils’ responses to them in relation to descriptions of the school and its needs, attainments and difficulties as provided by the pupils, teachers and others,including the media. The pedagogical practices of the school are based on a particular kind of pedagogy, called Monroe pedagogy. This pedagogy is characterised by strong leadership and places high expectations on pupils. Using ethnographic data, obtained from fieldwork and interviews, and an analysis informed by Bernstein’s theoretical concepts the thesis provides an analysis of the regulation of social interaction in the school and the pupils’ experiences and appreciations of this regulation. As a pedagogical discourse Monroe pedagogy exhibits principles of strong classification and framing (Bernstein, 2003). The thesis is composed of four articles and a kappa. Article one, “Bracketing” backgrounds for an effective school, describes Monroe pedagogy in relation to the school day and pupils’ results. Article two, Pupils’ responses to a saviour pedagogy: An ethnographic study, elaborates on the feedback that pupils at the studied school provide on their education. Article three, The significance of place and pedagogy in an urban multicultural school in Sweden, examines how the location of the school in a ‘multicultural suburb’ is used to attribute deficiencies to pupils and the need for strong leadership and a visible pedagogy. Article four, Complexities and contradictions of educational inclusion: a meta-ethnographic analysis, describes the importance of place for educational expectations and performances in relation to the stigmatisation of the suburban reach and its residents. Collectively the articles depict, principally through an analysis of pupils’ responses, how Riverdale School sells a success concept, based on orderliness, motivation, responsibility and hard work, and how the staff and pupils at the school identify with and believe in this concept. The articles also demonstrate how the pedagogy in use actually fails to become a saviour discourse in practice, as promised, but instead strengthens exclusion and maintains the image of a failing pupil who will be saved from, her-his background and her-his place of residence.

  • 8. Schwartz, Anneli
    et al.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education2009Conference paper (Refereed)
  • 9.
    Schwartz, Anneli
    et al.
    University of Borås, School of Education and Behavioural Science.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education2011In: Schools and marginalized youth: an international perspective / [ed] W Pink, Cresshill, NJ: Hampton Press , 2011Chapter in book (Refereed)
  • 10.
    Schwartz, Anneli
    et al.
    University of Borås, School of Education and Behavioural Science.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education2012In: Schools and marginalized youth: an international perspective / [ed] W Pink, New York: Hampton Press , 2012, p. 173-195Chapter in book (Refereed)
1 - 10 of 10
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  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf