du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Vad kommunikation vill säga: En iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal
Dalarna University, School of Education, Health and Social Studies, Education.ORCID iD: 0000-0002-3228-9430
2009 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

Place, publisher, year, edition, pages
Stockholm: Specialpedagogiska institutionen, Stockholms universitet , 2009.
Keyword [sv]
deliberativ kommunikation, kommunikativt perspektiv, dialogpedagogik, specialpedagog, aktionsforskning, diskurs, Deliberative communication, communicative perspective, dialogue pedagogic, special educator, action research, discourse
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:du-3960OAI: oai:dalea.du.se:3960DiVA: diva2:523384
Available from: 2009-04-22 Created: 2009-04-22 Last updated: 2016-09-21Bibliographically approved

Open Access in DiVA

fulltext(1555 kB)2199 downloads
File information
File name FULLTEXT01.pdfFile size 1555 kBChecksum SHA-512
105c14040f996a2bf02e8ce084374dae43088f02c37adaa8d6155d69e342aca7408625b8fb2e5b3e1ab7ea1baf1eab87c0069c316291c4fc6c75a7d518483527
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
von Ahlefeld Nisser, Désirée
By organisation
Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 2199 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 2112 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf