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  • 1.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Pedagogiskt ledarskap för meningsfullt mångfaldsfrämjande: en pilotstudie om studenters möte med etiska och normkritiska perspektiv2013Conference paper (Other academic)
    Abstract [sv]

    Vår presentation utgår från en större projektskiss där lärarens pedagogiska ledarskap är i fokus. Vi orienterar oss särskilt mot ansvaret att främja mångfald i klassrummet. Den mångfald vi syftar på inbegriper aspekter som genus, etnicitet, religiös tillhörighet, barn i behov av särskilt, men även andra aspekter som inte betonas lika tydligt i mångfaldsdiskurser. Vi intresserar oss därmed för ett mångfaldsfrämjande som verkar bortom förutbestämda idéer om ”vi” och ”dom” och om vem som representerar mångfalden i klassrummet. Lärarutbildningen har, i vår tolkning, ett viktigt uppdrag att utbilda lärare som mångfaldsfrämjande ledare i klassrumspraktik. I denna presentation analyserar och diskuterar vi därför lärarstudenters erfarenheter av utbildningens bidrag till ett normkritiskt förhållningssätt. Detta är en mindre pilotstudie som består av 15 enkätsvar där studenter besvarat frågor om mångfaldsfrämjande och normkritiska förhållningssätt i slutet av utbildningen. Denna studie ingår i det större projektet om pedagogiskt ledarskap och mångfald i vilket vi ska studera den faktiska praktiken där läraren förväntas fungera som mångfaldsfrämjande pedagogisk ledare.

  • 2.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    A determined and daring woman’s educational and professional career constructions amidst changes and challenges.2006In: Erfarenhet, berättelse och Identitet: Livsberättelser studi, Karlstad : Karlstad University Studies , 2006Chapter in book (Other academic)
  • 3.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    A resource for doing identities: Adult Education from an individual and diversity perspective2002In: Nordic Educational Research Association (NERA) 30th Congress, Tallinn, Estonia, 2002Conference paper (Other academic)
  • 4.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Accentuating difference as a logic of exclusion: How ethnicity and language demarcates in institutions of learning in Sweden2013Conference paper (Other academic)
  • 5.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Are schools in Sweden neutral learning spaces?: If not, how are student teachers prepared to make the learning spaces more inclusive?2011In: 2011 HICE proceedings (abstract), Honolulu, 2011, p. 2194-2195Conference paper (Other academic)
  • 6.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Att använda livsberättelser för att förstå lärares pedagogiska arbete med en meningsfull mångfaldsfrämjande2013Conference paper (Other academic)
  • 7.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Biographical identity constructions from margin spaces: Third world Immigrant stories on integration projects into the labour market in Sweden and Canada2005In: Rethinking Inequalities: 7th Conference of European Sociological Association, Torun, Poland, 2005Conference paper (Other academic)
  • 8.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Constructing Swedish teacher-educators Biographies: what do we learn from them?2009In: The 25th Annual Conference, International Society for Educational Biography(ISEB), Chicago, Illinois, USA, 2009Conference paper (Other academic)
  • 9.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Constructions of identities among adult immigrants in Sweden2004In: Sociala handlingar och deras innebörder: lärande och identitet, Uppsala universitet , 2004Chapter in book (Other academic)
  • 10.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Education.
    Do minority teachers matter and are they needed in schools?: A case of minority and/ethnic  teachers  in Swedish schools.2014Conference paper (Other academic)
  • 11.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Exclusion and resistance of gendered and racialized females in Swedish academia: What role does informal learning play?2013Conference paper (Other academic)
  • 12.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Former Students’ and pupils’ emotional memory work: A biographical study on how pupils in retrospect remember school life2013Conference paper (Other academic)
  • 13.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Education.
    Former Students’ emotional memory work: A biographical study on how pupils in retrospect remember school life.: A biographical study on how pupils in retrospect remember school life .2014Conference paper (Other academic)
  • 14.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Gender and Education: The case of adult men and women migrants in Sweden2003In: Nordic Educational Research Association (NERA) 31st Congress, Copenhagen, Denmark , 2003Conference paper (Other academic)
  • 15.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Gender intersects: African women negotiate visibility from spaces of invisibility in Sweden2012In: The Invisible Girl / [ed] Frånberg, Gun-Marie; Hällgren, Camilla; Dunkels, Elza, Umeå: Department of Applied Educational Studies, Umeå University , 2012, p. 43-54Chapter in book (Refereed)
  • 16.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    In search for what? How adult migrants from Kenya orient themselves in Sweden and the role adult education plays in their lives2000In: Nordic Educational Research Association (NERA), Kristiansand, Norway, 2000Conference paper (Other academic)
  • 17.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Is it possible to use Narratives in teacher education? How can I use biography in teaching?2010In: 27th Annual Conference, International Society for Educational Biography Conference, St Louis, USA, 2010Conference paper (Other academic)
  • 18.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Language, culture and marginalization in Sweden: Biographies for Teachers from the Third World wanting to become Teachers in the First World2012Conference paper (Other academic)
  • 19.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Life history methodology: A tool for (studying lives) (re)constructing a multiplicity of stories in Different Socio-Cultural, Economic and Political Spaces2007In: Livshistorieforskning og kvalitative interview, Danmark: PUC CVU Midt-vest , 2007Chapter in book (Other academic)
  • 20.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lifelong learning:: Possibilities and challenges2014In: Interactions between traditions of lifelong learning in Scandinavia and Eastern Africa, 2014Conference paper (Other academic)
  • 21.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Marginalisation in learning spaces in Sweden and intercultural/critical education2011Conference paper (Other academic)
    Abstract [en]

    Institutions of learning in Sweden are arenas that are often mentioned as feeling the flux of students from margin spaces and especially those of none Swedish descent. These institutions have a responsibility in educating all students regardless of their class, gender, ethnicity, race, colour and disabilities. Availability and accessibility of schools and universities with such slogans as; “en skola för alla” (“a school for all”) and an “oppna högskola”(an open University) have been used in Sweden, a democratic country, where education is seen as a democratic social right. Students are expected to gain relevant knowledge, experiences and approaches for long life learning as responsible citizens. The question, however, is whether all students experience these opportunities equally? Using a critical appraisal of research on areas of inclusion and exclusion as pertains to students of immigrant descent in schools and universities, I discuss how and what type of exclusion and inclusion that is revealed, desired and/or contested. I also discuss any research or writing about intercultural competencies among teachers in learning institutions. It is necessary, in my opinion, to make a critical appraisal of research in this area in order to learn and see if there are any research findings that can be relevant for teacher education. As a teacher educator, I am often faced with the question of how well we prepare student teachers in meeting the needs of all pupils in a fair interplay where inclusiveness as opposed to exclusion prevails or is the norm. Ultimately, the question is what education can effectively equip teachers in classrooms constituted of diversity (in terms of gender, class, ethnicity, race and disabilities? Is it intercultural or/critical education? This paper is a report leading to further research in the area of teacher education as pertains to intercultural competencies leading to education for change.

  • 22.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Multiple margin spaces: Can gender perspective explain the ‘withins’ and ‘withouts’ of these black women?2012In: 40th Annual Congress of the Nordic Educational Research Association 8 – 10 March 2012: Abstract book, Copenhagen, 2012, p. 321-321Conference paper (Refereed)
  • 23.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Negotiating and/managing change (and/or difference) in and through Adult Education: The case of Kenyan adult immigrants in Sweden and Canada2004In: Hawaii International Conference on Education, Honolulu, Hawaii, 2004Conference paper (Other academic)
  • 24.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Negotiating and/managing lifelong learning by Non-Swedes (by descent) in Swedish universities and colleges2005In: CRLL Conference proceedings: What a Difference Pedagogy makes, University of Stirling, Scotland, 2005, p. 335-342Conference paper (Other academic)
  • 25.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    The past and the future in the Present: Kenyan adult immigrant’s stories on orientation and adult education in Sweden2000Doctoral thesis, monograph (Other academic)
  • 26.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    The role Biography research plays in transformations pertaining to educational and professional careers2006In: The Twenty-Third Annual Conference International Society for Educational Biography(ISEB), Chicago, Illinois, 2006Conference paper (Other academic)
  • 27.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    The Voices of continuity and/or discontinuity in life long education and the role life (hi) story methodology plays.2007In: Nordic Educational Research Association (NERA) 31st Congress, Turku, Finland, 2007Conference paper (Other academic)
  • 28.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    To transform education and make it more inclusive or need for questioning, rethinking and reinventing hegemonic privileges?2011In: Colonial legacies, postcolonial contestations : decolonizing the social sciences and the humanities : [programme and abstracts], Frankfurt: Goethe-University , 2011Conference paper (Other academic)
    Abstract [en]

    To transform education and make it more inclusive or need for questioning, rethinking and reinventing hegemonic privileges?43 When considering significant changes needed in order to transform and make education more inclusive in Sweden, this paper dwells on teachers’ (and other staff’s) hegemonic pedagogical practices and researches that have constructed those ethnically-defined as none Swedes as a point of departure. From this springboard, the paper proceeds to raise questions and even discuss the need for challenging mainstream teachers’ talk, perceptions, constructions and practices tantamount to exclusionists’ discourse. Exclusionists’ discourse is a paradox in a democratic country with ‘education for all’ as a democratic social right. How then can a true and/or all inclusive discourse take over or become more embraced? To transform education and make it more inclusive, the paper argues that mainstream hegemonic practices in institutions of learning have to be interrogated, negotiated and renegotiated, rethought and if possible, reinvented. That all in positions of power in learning institutions, have to reflect, question and rethink on how they position others based on skin color, culture and gender and what the consequences of their actions (conscious or not, spoken and unspoken) are. Unless this reflexive rethinking or emancipatory project in each one takes place, learning spaces will not truly entertain, engage and wholly embrace an all inclusive discourse. If this is not done, “education for all” will remain as a democratic rhetorical and utopian ideal. A crucial question the paper finally raises but falls short of answering is; how can the emancipatory project be achieved and what means will be necessary and efficient in achieving this, and hopefully, leading to transformation at the micro-personal and later at the macro-institutional and societal levels?

  • 29.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Using Bourdieu’s theoretical and analytical tools in studying teachers’ leadership work in managing diversity in a sustainable way2013In: Praxeologi konferanse: Praxeologi i Norden, 2013Conference paper (Other academic)
  • 30.
    Kemuma, Joyce
    Dalarna University, School of Education and Humanities, Educational Work.
    Women in academia and professional career: Narrative analysis of self from Diasporas and migration perspective2010In: 8th Conference of the International Society for the Oral Literature of Africa (ISOLA), Mombasa, Kenya, 2010Conference paper (Other academic)
  • 31.
    Kemuma, Joyce
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    Khayesi, Meleckidzedeck
    Muyia Nafukho, Fredrick
    Informal Public Transport in Practice: Matatu EntrepreneurshipBook (Refereed)
1 - 31 of 31
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  • modern-language-association-8th-edition
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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