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  • 1.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Winberg, Mikael
    Umeå University.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Children’s learning for a sustainable society: Influences from home and preschool2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, p. 151-172Article in journal (Refereed)
    Abstract [en]

    Although parents and preschool play important roles in developing children’s behavior and attitudes, little is known about their influences on children’ s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children’s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ‘Eco-certified preschools’ refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children’s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children’s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers’ verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children’s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found.

  • 2.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Bridging discourses in a writing classroom2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 315-332Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough1989; Barton 2007; Janks 2010; Ivanič 2004). Data from year 6 in Sweden consists of observations, informal conversations, teachers’ planning and students’ written texts, i.e. letters to a newspaper editor. The results are presented in terms of four themes that became apparent during the reading of the data, viz. (1) teaching for learning - deconstruction; (2) dialogue and scaffolding for learning – enabling access; (3) reconstruction, feedback and students’ reflections for learning; and (4) writing to learn. The data is analysed and discussed on the basis of four concepts for developing critical literacy, viz. access, deconstruction, reconstruction and domination (cf. Janks 2010:21 – 32). The study indicates that explicit teaching of a written argument gives students access to the dominating structure of the genre if they are given the time and tools to reflect and be given feedback from the teacher.

  • 3.
    Lundgren, Berit
    Umeå universitet, Institutionen för språkstudier.
    Exploring critical literacy in Swedish education: Introductory notes2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 2, p. 215-223Article in journal (Refereed)
    Abstract [en]

    This article is an introductory note to The thematic section in this issue of Education Inquiry has its background in the need for research interpreting literacy from a critical perspective. Teaching literacy is not solely about technical reading skills but is also about understanding and the making of meaning. From that point of view, teaching must also consider the use of language, the context within which language is used, and issues of power. The thematic section includes five articles about critical literacy in Swedish education.

    The contributions were developed after a workshop conducted by Professor Hilary Janks, University of the Witwatersrand, Johannesburg. She introduces the framework of a critical literacy theory in the first article of the issue. Further, the contributions of Swedish scholars are united in their interest in applying a mode of critical literacy designed by Janks to different practices, sites and speech-events, for example policy documents, home reading, teaching and learning practices. The articles offer a wide perspective of critical literacy in education and further understanding of the complex processes in teaching.

  • 4.
    Lundgren, Berit
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Botha, Liz
    Fort Hare University.
    Reading events from child to student2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, no 4, p. 289-308Article in journal (Refereed)
    Abstract [en]

    The implication of reading competence in developing reflection and thinking is an important issue for student teachers to consider. Reading is also a competence, in which the language at the disposal of a person is included, to use for social development and mutual understanding. This article is based on a case study and is concerned with how some student teachers in South Africa and Sweden conceive of themselves as readers from child to student and the value of language for reading competence. In the article we reflect on different reading practices in the two countries. The data consist of 25 written narratives with the theme,

    I as a reader, written by student teachers in South Africa and Sweden. By using a socio-cultural basis for understanding reading, one can identify six reading practices concerning the students’ reading events in the narratives. One reading practice, critical reading, is more explicit in the South African students’ narratives than in the Swedish students’ narratives.

     

     

  • 5.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Education. Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies (History and Education).
    Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 4, p. 497-516Article in journal (Refereed)
    Abstract [en]

    This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

  • 6.
    Vinterek, Monika
    Umeå universitet.
    How to live democracy in the classroom2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, p. 367-380Article in journal (Refereed)
1 - 6 of 6
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