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  • 1.
    Asplund Carlsson, Maj
    Högskolan i Borås, Institutionen för Pedagogik.
    Svenska som demokratiämne och social reproduktion2012Inngår i: Nordisk modersmålsdidaktikk: Forskning, felt og fag / [ed] Sigmund Ongstad, Novus Forlag , 2012, s. 203-223Kapittel i bok, del av antologi (Fagfellevurdert)
  • 2.
    Asplund Carlsson, Maj
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Lunneblad, Johannes
    Till vildingarnas land. Barnboksförfattaren besöker förorten2013Inngår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, nr 7, s. 1-8Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3. Lunneblad, Johannes
    et al.
    Asplund Carlsson, Maj
    Högskolan i Borås, Institutionen för Pedagogik.
    Performativity as pretence. A study of testing practices in a compulsory school in Sweden2012Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 7, nr 3, s. 297-309Artikkel i tidsskrift (Fagfellevurdert)
    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.

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