Det flerspråkiga NO-klassrummet : En studie om translanguaging som läranderesurs i ett NO-klassrum

Karlsson, Annika

doi:10.24834/isbn.9789171049889

Cited by 6 publications

(11 citation statements)

References 63 publications

(108 reference statements)

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“…Läraren: För mig är det viktigt att eleverna lär sig att urskilja, förklara, lära och använda sig av specifika begrepp som rör lagar och rättsväsende, när de formulerar sig i tal och skrift. 86 Några exempel på ämnesspecifika begrepp, som kommer upp under en lektion, om hur det går till när ett brott begås är: förundersökning, åtal, klient och signalement. Under det att eleverna lyssnar på en uppläsning ur läroboken, om ett brott, frågar de om betydelsen av vardagliga ord som rafsa och vimmelkantig samt av facktermer som socialsekreterare och stenografi.…”

Section: Begreppskunskapunclassified

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I skrivandets spår : elever skriver i SO

Lindh¹

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Section: Begreppskunskapunclassified

“…Läraren: Ja, och den tjocka boken, [PEKAR PÅ LAGBOKEN] skriver man ju inte om varje gång utan först skriver man en förordning som så småningom kommer in i lagboken, när man trycker ny, en gång per år. 88 86 Lärarintervju 20151026. 87 Observationsanteckningar Lag och rätt: lektion 4, 20151013.…”

Section: Begreppskunskapunclassified

I skrivandets spår : elever skriver i SO

Lindh¹

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“…For Griffin (2008), education is a derived right that functions as a means for developing normative agency; for Nussbaum (1997), education is a means for developing certain capabilities; for Curren (2009), education is a means for human flourishing and for McCowan (2013) education is treated as a means for developing the ability to exercise and defend one's rights. 86 The problem, as I see it, is first that a universal demand-right is a right that one has despite the outcome of practicing (or not practicing) that right. 87 It seems hard e.g.…”

Section: Towards a Non-instrumental View On Education As A Human Rightmentioning

confidence: 99%

“…I am therefore suggesting an alternative definition of education that I think has some advantages over the above-mentioned suggestions for the justification of education as a human right. In its most general and abstract form, one that could presumably qualify as a universal human right independent of citizenship, the right to education is better described as the right to a specific deontic relation involving asymmetric social positions (such as a teacher and a pupil) taking 86 However, McCowan (2013) also states that "it is clearly not enough to state this as an aim and imagine that problems of the content of education has been resolved. It is not clear if this goal can be achieved through education at all, and if it is, how it can be achieved" (p. 73).…”

Section: Towards a Non-instrumental View On Education As A Human Rightmentioning

confidence: 99%

What the Right to Eduation Is, and What It Ought to Be: Towards a Social Ontology of Eduction as a Human Right

Norefalk¹

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During the second half of the 20th century education has been recognized as a human right in several international conventions, and the UN also holds that “Education shall be free” and that “Elementary education shall be compulsory” (UN, 1948, Article 26). The education-as-a-human right-project could be viewed as a good intention of global inclusion in recognizing that all individuals have a right to education in virtue of being humans, and the idea of education as a human right thus has a tremendous global significance. However, if we look at this more critically, the education-as-a-human right-project, may not only be grounded in altruistic good intensions for the disadvantaged. The term “elementary education”, or sometimes “primary education”, which is used in several human rights-documents seems to suggest that it is some sort of formalized education. It would be useful however to make a distinction between formal and informal education, as well as between teaching, learning, education and schooling, in the discussion of the right to education and specifically in the discussion concerning education as a “human right”. There is obviously a difference between the right to teach, the right to learn, the right to education and the right to schooling. And how are these rights related to compulsory schooling, compulsory education and the supposed duty to teach and duty to learn? A further concern is what makes this a human right rather than for example a juridical right as a citizen. By addressing these questions within a theoretical framework of social ontology and ameliorative conceptual analysis I believe that we can find new ways of dealing with fundamental problems within philosophy of education such as the nature, purpose and aims of education as well as the right to education.

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“…När han var liten ville han inte ligga ned i sin vagn, skulle minsann prompt sitta upp och helst inte sova". 87 Med väldigt mycket "lek i kroppen" så har han "haft svårt för att vara 85 https://www.mrshyper.se/om-mrs-hyper/ 86 Diagnosen ADHD är ett "negativt" kvasi-objekt med ett inbyggt mervärde. Möjligen skulle varumärket och företaget istället gå under namnet MrsHyperkapitalism alternativt MrsHyperkommodofiering.…”

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Relationär pedagogik - för ett sannare liv: En essäistisk sammanläggning om dys/funktionell uppfostran: exemplet ADHD

Sjöberg¹

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The present dissertation is a complitation thesis composed of four published articles and a substantial introduction. The writing style of the introduction is essayistic. The overarching leitmotif is to propose a pedagogical argument for the idea that we need to live otherwise than we live today, if the aim is to live a good, as in a more true, life; i.e. so as to reach eudaimonia through the practice of padeia. The method used is threefold but still unified: it includes the digging mole, the philosophical owl, and the pedagogical eagle. Based on a critical examination of the diagnosis of ADHD (and closely related diagnoses), it is argued that the well-known diagnosis of ADHD is not as clearcut as the dominant “neuropsychiatric” paradigm would have it. This dominant paradigm generally assumes that an increased group of citizens suffers from a neurogenetic “deficit” and “disorder”, and that this group is best managed by medical and behaviorist models of “care” – in the thesis referred to as neuro-behaviorism. In the thesis it is argued that the diagnosis of ADHD (and similar diagnoses) is based on modern sophistry, which forms a negative identity-logic and a bio-pedagogic that results in the constitution, and instrumental treatment, of the (negative category) dysfunctional Other(s). The analysis shows that the dominant neuropsychiatric paradigm is irrational from a pedagogical point of view. Yet, this dominant paradigm is often referred to as rational. The analysis also shows that the diagnosis of ADHD belongs to a paradigm which is not only irrational, but also injust, inpure, evil, and violent. This result is primarly based on theoretical arguments developed in dialogue with thinkers such as Michel Foucault, Karen Barad, Michel Serres, Baruch Spinoza, and not least the philosopher Alain Badiou. An important argument driving the thesis, which is based on Badiou’s mathematical ontology, is that the diagnosis of ADHD stems from a paradigm that presupposes finite ways of thinking about what it means to be(come) human in an “in-human” world. Accordingly, the thesis makes for a pedagogical-philosophical critique of the diagnosis of ADHD, but at the same time it formulates a pedagogical alternative beyond the individual diagnosis. Against the dominant techno-positivist (therefore relativist) and pragmatic (therefore non-ontological) paradigm, a differently conceived pedagogical rationality is suggested. This pedagogical rationality is fundamentally relational; the relational alternative suggested is rational and indeeed materialistic. A main ontological axiom that the pedagogical alternative suggested draws from, is that if “the One” is not, then nothing is. This also means that Badiou’s mathemathically based ontology makes it possible to deconstruct every effect of oneness; the ontologically based axiom that there is no a priori “Other”. Yet, what there is (on the level of ontology) is a being that is equivalent with pure multiplicity or infinite alterity named void and symbolized with Ø. The thesis argues that in the void/Ø lies a potential to live a (more) true life. Further it is argued that void/Ø holds a pedagogical potential, via the unique encounter, to make the world exist from the perspective of Two rather than from the perspective of One (the dominant order). It is argued that the place where this unique encounter can take place is the so-called Two-scene of love, and that it is the pedagogue’s “slave-duty” in the world to make room for the Two-scene of love. The thesis closes with the rethorical question if the pedagogue, through a decisive decision, should act militant – as in go many miles – following the universal idea that it is possible for everyone to live a more true life, or if we, as pedagogical subjects, should continue to re/produce a society that through quasi-diagnostics renders equality an in-existent reality.

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Det flerspråkiga NO-klassrummet : En studie om translanguaging som läranderesurs i ett NO-klassrum

Cited by 6 publications

References 63 publications

I skrivandets spår : elever skriver i SO

I skrivandets spår : elever skriver i SO

What the Right to Eduation Is, and What It Ought to Be: Towards a Social Ontology of Eduction as a Human Right

Relationär pedagogik - för ett sannare liv: En essäistisk sammanläggning om dys/funktionell uppfostran: exemplet ADHD

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